DPA ESSA Newsletter, Q1 FY 2024-15

The Division of Performance and Accountability (DPA) plays a crucial role as the State Education Agency for Bureau of Indian Education funds received from the US Department of Education. These funds, which are administered under the Every Student Succeeds Act and the Individuals with Disabilities Education Act, are managed and monitored by the DPA. The DPA is responsible for two key programs: DPA-IDEA and DPA-Supplemental Education Programs. DPA-IDEA provides oversight and technical assistance to schools for IDEA funding, while DPA-SEP does the same for ESSA funds. The DPA-SEP team, consisting of ten staff members and a budget analyst, reviews and monitors BIE One Plans and the nine grant programs below. Margo Delaune leads DPA as the Associate Deputy Director.

Formula Funded Grants

• Title I, Part A - Improving Basic Programs
• Title II, Part A - Supporting Effective Instruction
• Title IV, Part A - Student Support and Academic Enrichment
• Title V, Part B - Rural and Low-Income Schools
• 1003a - Comprehensive Support and Improvement

Discretionary/Competitive Grants

• Title IV, Part B - 21st Century Community Learning Centers
• Comprehensive Literacy State Grant
• McKinney-Vento Education for Homeless Children Grant
• Title IV, Part A - Stronger Connections Grant

For general questions about the programs listed above, please email dpaessa@bie.edu.

We are thrilled to welcome you all to the 2024-25 school year. We have a full and positive year ahead and want to take this opportunity to share some important updates and highlights with you.

DPA has been busy this last year developing guidance, resources, and tools to help you navigate the requirements and responsibilities of the federal programs available to your school. We shared an introduction to that guidance for each federal program during the 2024 summer training held in Phoenix and Albuquerque. We plan to have several opportunities to build on those sessions this year. We aim to ensure you have the knowledge, resources, and tools you need for a successful year. Look for reminders for these events in the quarterly newsletter. As always, please reach out anytime, and we will work to provide the support you need, giving you the confidence to tackle any challenges that may arise.

Thank you for your ongoing support and commitment to our students' success. Your involvement and engagement make our community and our schools so special. We look forward to the many wonderful things we will accomplish together this school year, knowing that your efforts are making a significant difference in the lives of our students.

- Marie Silverhatband (Diné), Acting Supervisory Education Program Specialist

The DPA is conducting BIE One Plan reviews for school year 2024-25 using the Plan4Learning school improvement plan software. Ninety-nine percent of BIE-funded schools have submitted their One Plan for review/approval. Please reference the Compliance Activities Timeline for more information about important school-year activities regarding Title I, Part A.

Mid-Year Formative Review

The first mid-year formative review of each school's One Plan will occur in November. Plan4Learning offers help and support. After logging in, click the question mark in the upper right of the screen. When selecting "Knowledge Base" for articles or "Training Videos," the viewer will see helpful information and instructions regarding formative reviews.

Kim Garcia (Pueblo of San Ildefonso)

Budget Analyst

Division of Performance and Accountability

kimberly.garcia@bie.edu

Ms. Garcia supports the Elementary and Secondary formula grants with the calculations and distribution of funding:

• Title I, Part A Improving Basic Programs Operated by LEAs
• Title II, Part A Supporting Effective Instruction
• Title IV, Part A Student Support & Academic Enrichment Grant
• Title V, Part B, Rural and Low-Income School Program
• 1003a Comprehensive Support and Improvement

Ms. Garcia supports the distribution of funding for the competitive grant programs:

• Title IV, Part B, 21st Century Community Learning Centers
• McKinney-Vento Education for Homeless Children and Youth
• Comprehensive Literacy State Development

Ms. Garcia also supports the calculations and distribution of funding for the Individuals with Disabilities Education Act.

Freddy Poitra (Chippewa)

Title I, Part A BIE State Coordinator

Division of Performance and Accountability

Supplemental Education Programs

fredrick.poitra@bie.edu

Title I, Part A provides federal funds to schools to help ensure all students receive a high-quality education while meeting rigorous state academic standards to close educational achievement gaps. The BIE provides Title I, Part A funds to 175 schools located in 23 different states. These funds are typically the second largest allocation for BIE-funded schools, with ISEP being the primary source of funds received. Schools apply for ESSA funds via the BIE One Plan for Formula Title programs, which also serves as the school improvement plan.

Shilo Krolikowski (Oglala Sioux)

Title II, Part A BIE State Coordinator

Division of Performance and Accountability

Supplemental Education Programs

shilo.krolikowski@bie.edu

Title II, Part A was initially authorized under the Elementary and Secondary Education Act 20 U.S.C. § 6611 in 1965 and most recently reauthorized in 2015 by the Every Student Succeeds Act under §§ 2101–2104. Title II, Part A is a U.S. Department of Education grant program that provides supplemental funding to help support effective instruction and increase the number of teachers, principals, and other school leaders who effectively improve student academic achievement in schools. U.S. ED awards Title II, Part A funds to the BIE, which distributes funds to local educational agencies or schools.

The purpose of this grant program is to provide schools funded by the BIE with supplemental funding to:

• increase student achievement consistent with the challenging state academic standards.
• improve the quality and effectiveness of teachers, principals and other school leaders.
• increase the number of teachers, principals and other school leaders who are effective in improving student academic achievement in schools.
• provide low-income and minority students greater access to effective teachers, principals, and other school leaders.

Jacqueline N. Wade (Diné)

Title IV, Part A & RLIS BIE State Coordinator

Division of Performance and Accountability

Supplemental Education Programs

jacqueline.wade@bie.edu

The Bureau of Indian Education's Title IV, Part A, Student Support and Academic Enrichment formula grant program provides funds to improve student academic achievement by increasing the capacity of LEAs and local communities to provide all students with access to a well-rounded education, improve school conditions for student learning, and augment the use of technology to improve student outcomes and digital literacy of all students.

The Bureau of Indian Education's Stronger Connections Grant program competitively subgrants funds to high-need LEAs to design and enhance initiatives to promote safer, more inclusive, and positive school environments for all students, educators, and school staff through personnel and programs that support student mental health.

The Rural and Low-Income School grant program provides rural schools with financial assistance for initiatives to improve student achievement. The grant is non-competitive, and eligibility is determined by statute. LEAs may use these funds to support a range of authorized activities under Titles I through IV and parental engagement activities to assist students in meeting challenging State Academic Standards.

As required by the Every Student Succeeds Act, the BIE identifies schools based on criteria for various identification areas, including Low Performing, Low Graduation Rate, Targeted Support and Improvement, and Additional Targeted Support and Improvement. Schools identified for Comprehensive Support and Improvement under ESEA Section 1111(c)(4)(D)(i), Targeted Support and Improvement under ESEA Section 1111(c)(4)(C)(iii), or Additional Targeted Support and Improvement under ESEA Section 111(d)(2)(C) are eligible to receive school improvement funds through the 1003a Grant to implement evidence-based interventions based on a BIE-approved school improvement plan.

The BIE has identified 11 schools as low-performing, three as Targeted Support and Improvement, and three as Additional Targeted Support and Improvement. Twenty-eight high schools have been identified as having a low graduation rate.

The Bureau of Indian Education’s 21st CCLC discretionary grant program provides students access to high-quality, out-of-school programming within 60 BIE schools. BIE 21st CCLC centers (school programs) include cultural and academic enrichment, youth development, community partnerships, and other before/after and summer school enrichment opportunities designed to support participants’ academic success.

The 21st CCLC program is in its final year of renewability, with a new grant competition announcement in November 2024. The upcoming grant competition will be held in the early months of 2025, with award announcements in late spring and school programming beginning SY 25-26.

Cheryl Johnson, M.Ed., M.A (Diné)

CLSD BIE State Coordinator

Division of Performance and Accountability

Supplemental Education Program

cheryl.johnson@bie.edu

The Comprehensive Literacy State Development program is authorized under Sections 2222-2225 of the Elementary and Secondary Education Act. The CLSD discretionary grant aims to create a comprehensive literacy program to advance literacy skills, including pre-literacy skills, reading, and writing for children from birth through grade 12, emphasizing disadvantaged children, including children living in poverty, English learners, and children with disabilities.

The Bureau of Indian Education has 39 subgrantees, and they received their third year of funding in June 2024. In January 2023, the US Department of Education approved the BIE to enact the CLSD renewability process. This allows for two additional years of funding for LEAs/schools that meet the renewability criteria. All 39 subgrantees were awarded continued funding for SY 2024-25 under the renewability process.

For more information, please contact the CLSD State Coordinator. In addition to overseeing the CLSD program, Ms. Cheryl Johnson supports 15 schools - Alamo Navajo Community School, Ch'ooshgai Community School, and Phoenix and Albuquerque Bureau Operated Schools with their BIE One Plan.

Marie Silverhatband, M.Ed. (Diné)

McKinney-Vento EHCY BIE State Coordinator

Division of Performance and Accountability

Supplemental Education Programs

marie.silverhatband@bie.edu

The McKinney-Vento Education of Homeless Children and Youth Assistance Act is a federal law that ensures immediate enrollment and educational stability for children and youth experiencing homelessness. The McKinney-Vento Education for Homeless Children and Youth Program ensures that every child and youth experiencing homelessness has equal access to the same free, appropriate public education, including public preschool education, as provided to other children and youths.

The McKinney-Vento Act provides federal funding to states to support school programs that serve students experiencing homelessness. The Bureau of Indian Education is considered a state for these purposes. It will make competitive subgrants available to BIE schools to facilitate the identification, enrollment, attendance, and success in schools of children and youths experiencing homelessness. Students experiencing homelessness should have access to the education and other services they need to ensure they have an opportunity to meet the same challenging academic standards to which all students are held.

BIE recently held a competitive grant application process to award McKinney-Vento funds to schools throughout BIE. We are excited to learn more about how these schools will use funds to increase the identification, enrollment, attendance, and success of our Native children and youths experiencing homelessness in schools. Twenty-four schools were selected to receive funds for the School Years 2024-2027 cohort:

Wanda Belgarde, Ph.D. (ABD) (Turtle Mountain Ojibwe)

Foster Care and Parent & Family Engagement BIE State Coordinator

Division of Performance and Accountability

Supplemental Education Programs

wanda.belgarde@bie.edu

ESSA includes significant amendments to Title I, Part A, which require joint responsibility and collaboration between education and child welfare agencies to ensure educational stability and immediate enrollment of children in foster care. Program requirements include a foster care plan, school of origin, best interest determination, transportation, and transportation dispute forms. Procedures, forms, and templates are available in Plan4Learning in the uploads section.

Individual Foster Care Plans developed based on the students' needs greatly enhance their academic and community experiences. The Foster Care 101 professional development webinar was recently held and more training on the Foster Care Program will be held in the coming months.

Parent and family engagement is the participation of parents in regular, two-way, meaningful communications with school staff that involve the student, address learning, and engage the family in school activities. When two-way communication and involvement of families, community, and school staff occur, the student succeeds academically and in other areas of life.

DPA ESSA staff is hosting a six-part webinar series on needs assessment, covering a different topic in each session.

• October 2, 2024: Demographics
• October 16, 2024: School Programs and Processes
• November 6, 2024: Student Achievement
• November 20, 2024: Perception
• December 4, 2024: Stakeholder Engagement and Needs Assessment Overview
• December 18, 2024: Creating Strengths with Multiple Data sources

• Conducting a Comprehensive Needs Assessment: Recording and Slide Deck
• Problem Statement and Conducting a Root Cause Analysis: Recording and Slide Deck
• Write Effective SMART Goals: Recording and Slide Deck
• Selecting Evidence-Based Strategies: Recording and Slide Deck
• Title Programs Budget Development: Recording and Slide Deck
• 20/20 Rule for Title IV-A (SSAE): Recording and Slide Deck
• Required School Documents for the Every Student Succeeds Act: Recording and Slide Deck