Ornaments designed by Bureau of Indian Education students decorate the BIE Christmas tree in Washington D.C.

Greetings from the BIE DPA Special Education Program.

November was National Native American Heritage Month, a time to recognize and celebrate the rich traditions, languages, food, Tribal attire, clans, kinship, and stories of American Indian and Alaska Native communities. We also honored the contributions of American Indian and Alaska Native veterans, including those who have served in our schools. Their service to our country and communities is deeply appreciated.

December marks the 20th anniversary of the 2004 reauthorization of the Individuals with Disabilities Education Act, a pivotal moment for special education. Let’s join OSEP in celebrating IDEA's progress over the past five decades, from ensuring basic school access to championing inclusive practices across all age groups. As special educators, we have the opportunity—and the responsibility—to continue driving this evolution. This milestone invites us to reflect on our achievements, identify new growth opportunities and set an ambitious course for the future.

Finally, I want to focus on schools providing timely special education services. BIE-funded schools are responsible for making sure a student with an eligible disability is receiving Free and Appropriate Public Education. IDEA Part B funds are allocated to all BIE-funded schools to ensure that all children with disabilities are entitled to FAPE. IEPs are developed to meet each student's unique needs and prepare them for further education, employment and independent living. Eligible students with an IEP have the right to an individualized education program. The individualized nature of special education services provides each student with an appropriate, equitable and accessible education. The IEP Team uses data to develop the student’s present level of academic achievement and functional performance, annual goals, and specific services while ensuring that the student’s family and student, as appropriate, are part of the decision-making team. Special education is a service and not a place.

Sincerely,

Dr. Eugene Thompson (Diné), Supervisory Education Specialist

The Lakota Nations Education Conference, in its 46th year, offers training for educators, parents and staff serving Native American students in Rapid City, South Dakota. The conference covers topics like trauma, mental health, special education, school funding and school board training, focusing on addressing students' holistic needs. It includes a pre-conference on school finance, special needs, mental health and new office management sessions. Two BIE DPA staff will be presenting on the following topics at the pre-conference for the special needs training session on December 17, 2024:

Topics:

• What Schools Need to Know About Special Education Parent Engagement
• Discipline: Data Trends and Reporting Requirements in Special Education
• Least Restrictive Environment (LRE): Appropriate instruction, Settings, and IEP Development

Presenters: Arlene Davis and Melanie Star, Education Program Specialists, BIE Division of Performance and Accountability

The Special Needs Training Agenda includes the session times and descriptions. Visit the event page to register and learn more about other event activities.

Dr. Delphina Dayish and Marcy Starr were honored to be selected to present at the National Education for Parents of Indigenous Children with Special Needs Native American Special Education Conference on November 18-20, 2024, in Albuquerque, New Mexico. The pair presented information about the Dispute Resolution process, which included information about mediation, resolution, state complaints, due process complaints, manifestation determination and discipline for students with disabilities. So many parents and educators attended the session that additional seating had to be brought in to accommodate participants.

Dr. Delphina Dayish (left) and Marcy Starr (right)

The BIE anticipates the special education policies to be adopted by the end of the current school year. The DPA special education program will offer in-person and virtual training to support schools’ preparation and implementation during SY 2025-2026. DPA IDEA has been developing short mini videos, which are less than 5 minutes per topic, and quick guides or one-pagers as part of this support. Additional information regarding upcoming trainings, registration and other opportunities related to the special education policies will be provided in future newsletters. Please share any questions, comments or requests with your school’s assigned BIE DPA Education Specialist.

BIE DPA emailed each school’s administrator their annual special education determinations. A school's determination is a data-driven process and identifies the school’s level of determination from one of the following four categories:

1. Meets the requirements and purposes of IDEA;
2. Needs assistance in implementing the requirements of IDEA;
3. Needs intervention in implementing the requirements of IDEA; or
4. Needs substantial intervention in implementing the requirements of IDEA

The policy is in the final review stage. Ongoing consultation includes Timely Initial Evaluation, when to include Tribe or Tribal with State Law, when/how to include the Family and Children Education program, and the need for BIE to have policies and procedures to appoint surrogate parents. The DPA special education program anticipates developing mini videos (five minutes per topic) and quick guides (one-pagers).

BIE DPA is currently analyzing data from the parent survey and will share the results in the coming months. The data from last school year will be submitted to the U.S. Department of Education’s Office of Special Education Programs in February 2025.

Data collection began after the first half of the school year to give parents time to engage with school staff and IEP teams. A revised version of the Parent Survey will be available for all schools in February 2025.

Data Visualization – School Feedback Requested

BIE is developing a parent survey data visualization tool for schools. A mockup is attached below. (Please note that the full questions are not visible in the mockup.) Schools are invited to offer feedback on what data they'd like to see. Please submit your input via this brief feedback form.

For any questions, please contact Melanie Star at melanie.star@bie.edu.

The upcoming BIE Advisory Board for Exceptional Children meeting is scheduled for January 16-17, 2025, in Albuquerque, New Mexico. The agenda and Zoom links will be sent out at a later date. For further information about the advisory board, contact Jennifer Davis, Designated Federal Officer, at jennifer.davis@bie.edu.

Yá'át'ééh (Hello), my name is Dr. Eleanor Jean Francis-Jones. I am a Diné woman who belongs to the matriarchal line of my late great-grandmother, Fannie Redgoat Barton; my grandmother, Julia Begay; and my mother, Patty Jean Benally-Francis. In our culture, the matriarchal line is crucial as it determines our clan and place within the community. This lineage, rich with the wisdom and strength of our ancestors, is a source of deep connection and respect for me. I come from Bitl'ioh Bito' (Beclabito) in the Navajo Nation.

By centering Indigenous epistemologies and values, I acknowledge the many hands that have passed down knowledge from our ancestors, using Native ways of knowing to support our Diné learners. These epistemologies and values are not just part of my identity; they form the foundation of who I am. My mother's clan is Osé Tachii'nii (Red Running into Water, of Hopi descent), while I was born into my father's clan, Kinyaa’áanii (Towering House). My maternal grandfather's clan is Hooghanáni (Many Hogans), and my paternal grandfather's is Naakai Diné (Mexican People).

My parents, Alfred Francis Sr. and Patty Jean Francis dedicated their lives to working as a miner and a nurse assistant with the Indian Health Service (IHS) until their retirement. My father came from a family of silversmiths, and my mother learned how to make jewelry by observing him. As a result, I picked up this craft by watching them and continue to enjoy designing jewelry today. My mother was also a seamstress, quilter, weaver, and creator of hand-embroidered designs, which inspired me to sew and create outfits that complement my jewelry.

I have been married for over 47 years to my husband, Thomas, and we have three resilient and independent daughters, Francine, Tamra and Jessica. My inspirational and hardworking grandson, Ty, comes home when he can to help us with our home. I come from a family of eight siblings and originally hail from Shiprock, New Mexico. My mother encouraged me to pursue a college education as she never had that opportunity as a young mother. She would have been proud to see me earn my Ph.D. in Curriculum and Instruction from New Mexico State University. I earned a bachelor's degree in home economics education and a master's degree in curriculum and instruction from New Mexico State University. I also earned a special education degree from Adams State College. I taught in public schools for 15 years, including positions at Newcomb Middle School and High School, Kirtland Middle School, and Shiprock High School. I also taught at Nenahnezad Community School and worked at various organizations in different capacities, including Navajo Mine, Navajo Nation Head Start, NMSU Extension Services, Adolescent Treatment Center, and Simms & Associates Consulting. I joined the Bureau of Indian Education as an Education Specialist in Crownpoint in 2008 and was an Education Program Specialist in the DPA IDEA in 2017. I recently received recognition for 20 years of service in government.

A passion for improving Indigenous education has driven my life's work. I consider myself a systems thinker — someone passionate about understanding how existing systems function and finding ways to improve them. I enjoy reading books that help me address issues related to instructional practices and hobbies, like reading about pattern alterations, tailoring, jewelry making, and the autobiographies of inspirational leaders. I hope to retire soon and devote my time to assisting Tribally Controlled Schools in the Navajo Nation. I am passionate about improving special education programs, curriculum development, instruction, and assessments as well as maintaining a healthy and safe environment for our students. We must take the time to support them and acknowledge their unique situations. I remain hopeful, knowing we can create a brighter future for our children with dedication and collective effort.

Upper left: Dr. Eleanor at the Harvard Graduate School of Education for the School Turnaround Leaders program.

Middle: My grandson, Ty, at his graduation ceremony from the University of New Mexico.

Lower left: Family at the Cherry Creek Art Festival in Denver, Colorado: Jessica, Thomas (my husband) me, Francine and Tamra.

Bottom Right: My daughters at the Santa Fe Indian Market: Francine, Jessica and Tamra.

Each state must publicly report annually on the performance of each Local Education Agency; the BIE’s LEAs are each BIE-funded school. The DPA-IDEA’s data team leads this work, which can be found on the Performance – Data & Statistics page. These data include performance for each BIE-funded school on required IDEA data collections within the State Performance Plan/Annual Performance Report that BIE submits to the US Department of Education Office of Special Education Programs annually by February 1.

BIE observes the suppression rules, meaning that it will not publicly report data on 10 or fewer students. For questions about public reporting or the SPP/APR, please contact Jennifer Davis, IDEA Part B Data Manager.

The SY 2024-25 Unmet Needs Application is now closed and are currently being reviewed. For any questions, contact Laura Tsosie, laura.tsosie@bie.edu, (202) 860-5286 or Alyssa Yeppa, alyssa.yeppa@bie.edu.

The LSPP First Checkpoint textbox opened on November 21, 2024. Schools should submit their First Checkpoint by December 30, 2024, via the Native Star Bulletin Board. The assigned DPA IDEA Education Specialist will evaluate the progress of all Improvement Activities for the applicable SPP/APR Indicators.

If you have questions about the LSPP, contact Dr. Eleanor Francis-Jones, Education Specialist, at Eleanor.Jones@bie.edu or call (202) 860-7885.

Visit the NTACT website for helpful information, tools, and support to assist multiple partners in delivering effective services and instruction for secondary students and out-of-school youth with disabilities.

NASIS Micro Training Series

• Session 1 – Secondary Transition Components; Passcode: +s6iAmpN
• Session 2 – Secondary Transition Components Continued; Passcode: $s*QCW9X
• Session 3 – NASIS Module IEP Editors; Passcode: *205YAKq
• Session 4 – New Look IEP module changes; Passcode: @zOb4sw&
• Session 5 – NASIS Infinite Campus IEP review Micro Training; Passcode: 01tSbwY%
• Session 6 – IEP Module Team Meeting Participants Page; Passcode: C4bK8m.h
• Session 7 – IEP Module Problem Solving; Passcode: +!I^V8HQ
• Session 8 – IEP Module Open Discussion; Passcode: !bc2*2L&

The BIE DPA provides three valuable resources for teachers, staff at all BIE-funded schools and parents. The BIE has a statewide subscription to Ed Connection®, DirectSTEP® eLearning and ESEA Now®. To log in or for more information, visit the LRP website. A DirectSTEP information sheet and course bundle documents can be found below.

If you have questions or would like to set up an orientation so you and your staff can learn more about these valuable resources, please contact Kelly Whiting, LRP’s Customer Relationship Manager, at 800-515-4577 x8311 or kwhiting@lrp.com or Jennifer Davis, DPA Education Specialist at Jennifer.davis@bie.edu or (202) 860-7845.