Students at T'iis Ts'ozi Bi'Olta' (Crownpoint Community School) in Crownpoint, New Mexico, embrace the season by coloring pumpkins.

Greetings from the BIE Division of Performance and Accountability Special Education Program!

The Secretary of Interior has designated October as National Disability Employment Awareness Month to celebrate and acknowledge the vital roles that individuals with disabilities play in our nation's workforce. Find out more about NDEAM from the DOI.

The SPP/APR Indicator 14, also known as Post-School Outcomes, measures the percentage of youth who are no longer in secondary school; had IEPs in effect at the time they left school; and were (a) enrolled in higher education with one year of leaving high, (b) enrolled in higher education or competitively employed with one year of leaving high school, and (c) enrolled in higher education or some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. BIE also assesses and supports Post-School Outcomes through BIE’s State Systemic Improvement Plan, which focuses on B14C (all youth enrolled in higher education, competitively employed, enrolled in other post-secondary education, or training or some other employment).

Last year’s data for (a) shows 16.73% (we did not meet the target of 19.78%), (b) shows 48.40% (met the target of 46.35%), and (c) 70.82% (did not meet the target of 72.45%). The DPA special education program has developed and plants to implement strategies expected to increase the data to meet the targets. The Post-School Outcomes data collection window is open until the end of the month and is collected online by BIE-funded high schools one year after a student leaves high school. For any questions about Post-School Outcomes, reach out to Ronald Worst at ronald.worst@bie.edu.

Sincerely,

Dr. Eugene Thompson (Diné), Supervisory Education Specialist

This month, we honor National Disability Employment Awareness Month. Each October, we celebrate and acknowledge the vital role that individuals with disabilities play in the workforce throughout our nation. Here at the Department, this month reminds us of the importance of ensuring that individuals with disabilities are provided equal opportunities in employment to promote workplace inclusivity and success.

This year’s theme, 'Access to Good Jobs for All,' embodies the mission of the Biden-Harris administration: to deliver a sustainable future that supports every person in America, including individuals with disabilities. I’m proud that we embrace Schedule A Hiring Authority and provide reasonable accommodations so that all employees at the Department have equal employment opportunities and feel welcomed, encouraged and appreciated across each of our bureaus and offices.

Among our many employee organizations are several Employee Resource Groups created by and for employees with disabilities. If you aren’t a member of an organization and would like to join, I encourage you to learn more. Our Department’s Individuals with Disabilities program is another resource that helps us ensure each of our colleagues receives fair and equal treatment.

This month, I encourage each of us to reflect and learn more about what this month means, and how we can support our colleagues with disabilities. Thank you for your commitment to equity and inclusion at our agency, and for everything you do to advance our shared mission.

Deb Haaland (she/her)

Secretary of the Interior

The Division of Performance and Accountability would like to express their gratitude for the opportunity provided to the DPA-IDEA office to present on NASIS special education topics to the BIE school staff this month. Our collaboration in sharing knowledge and resources is vital for enhancing the educational experience for all students and staff.

By the time you read this newsletter, the school special education determinations will have been emailed to your school administrator. A school's determination details 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.

Thank you to the schools who completed their SY 2023-2024 special education parent surveys. BIE DPA is currently analyzing the data collected and will share results in the coming months. The data collected will be reported to the US Department of Education, Office of Special Education Programs.

In 2025, BIE will share the updated parent survey for all schools to use with parents of students with disabilities for this annual survey. The parent survey can be shared at the start of next year. More information to come. For any questions, please contact Melanie Star.

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 a 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).

The Advisory Board for Exceptional Children recently convened (September 25-27, 2024) in Cherokee, North Carolina, for a productive and impactful meeting. A central outcome was the development of a letter that will be submitted to the Secretary of the Department of the Interior that addresses critical concerns for both BIE and Tribally Controlled schools regarding inclusive educational development of exceptional students and recommendations for enhancing educational resources and support.

Beyond the important work we accomplished, we are deeply thankful to the Cherokee Boys and Girls Club for their extraordinary assistance during the week. Faced with the unpredictable impact of Hurricane Helene, their team stepped up to provide transportation for board members and staff, ensuring we reached our meetings and flights safely. Their drivers exemplified professionalism, navigating both the weather and our schedules with care and precision. Their commitment and kindness allowed us to remain focused on the task at hand, knowing we were in capable hands.

The team’s efforts went beyond mere logistics; they embodied the service and community spirit underpinning our work. For that, we extend our heartfelt gratitude. Their support was practical and uplifting, reminding us of the power of collective effort in the face of adversity.

Leon K. Reval

Secretary for BIE Advisory Board for Exceptional Children

The upcoming BIE Advisory Board for Exceptional Children meeting is scheduled for January 16-17, 2025, in Albuquerque, New Mexico. 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, jennifer.davis@bie.edu.

Each state is required to 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 BIE's Performance – Data & Statistics webpage. These data include performance benchmarks 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 BIE 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.

Greetings everyone,

My name is Zonnie Marie Sombrero. I am a member of the Navajo Nation, and I live in Tuba City, Arizona. My respectful Navajo Clans are Nooda’i Ashiihi (Ute/Salt) born into Kinlichii’nii (Red House). My paternal grandfather is Naasht’ezhi Tabaahi (Water Edge Zuni) and my maternal grandfather is Todich’iinii (Bitter Water).

My educational background consists of elementary education and a dual degree in special education. I have always had a passion for special education. I am currently working as an Education Program Specialist with the Division of Performance and Accountability. I have worked as a special education teacher for more than 15 years and with DPA for 21 years. I enjoy working with schools and my colleagues.

I am a mother, grandmother and educator. I have five children and 16 grandchildren. My grandchildren are my pride and joy. I love being with them, and I am the oldest cheerleader in their lives. My life is never dull; keeping my family in our rich culture and the modern way of life is eventful for me. My oldest grandson is in the Marines, and my oldest granddaughter is a junior at Northern Arizona University studying biological engineer. The rest of my grandchildren are following their role models.

Child Count

The BIE Special Education Child Count Data Collection day is Friday, October 25, 2024. DPA Education Specialists (Special Education) are encouraged to share the following resources for the child count data collection with their assigned schools, specifically with school principals, lead special education coordinators/teachers and NASIS school encoders:

• Pre-recorded webinar: BIE Special Education Child Count Data Collection (PASSCODE: #gEK7a*&)
• Pre-recorded webinar: Transfer IEP Presentation for Child Count
• Slide Deck posted on Native Star bulletin board: IDEA Child Count

BIE Special Education Personnel Count

The Personnel Data Collection day is Friday, October 25, 2024. DPA Education Specialists (Special Education) are encouraged to share the following resources for the personnel data collection with their assigned schools, specifically with school principals, lead special education coordinators/teachers and NASIS school encoders:

• Pre-recorded webinar: BIE Special Education Personnel Data Collection for SY 2024-2025 (PASSCODE: 3FD+wY9$)
• Slide Deck posted on Native Star bulletin board: Sp. Ed. Personnel Count

NTACT offers many professional development opportunities available year-round.

The BIE DPA with LRP Media Group provides three valuable resources for teachers and staff at all BIE-funded schools. 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 and scroll to the bottom of the page.

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 kwhiting@lrp.com or Jennifer Davis, DPA Education Specialist, at jennifer.davis@bie.edu.

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 SY 2024-25 Unmet Needs Application is now open in Native Star. (The slideshow presentation offered below can also be found there.) The deadline to submit this application is November 22, 2024.

For further information or assistance with the UMN Application, refer to the required school reports section of this newsletter for timelines or contact Laura Tsosie, laura.tsosie@bie.edu, or Alyssa Yeppa, alyssa.yeppa@bie.edu.

The Initial LSPPs textbox closed on October 18, 2024. Evaluations of schools' improvement activities have been reviewed and approved; your assigned DPA-IDEA Education Specialist may reach out if revisions are needed. The next checkpoint for your LSPPs will be due December 30, 2024.

If you have questions about the LSPP, contact Dr. Eleanor Francis-Jones, Education Specialist, at Eleanor.Jones@bie.edu.

The Division of Performance and Accountability Office has completed its secondary transition reviews, a crucial component in preparing students for life after high school. These reviews are designed to assess and enhance the transition processes for students with disabilities by ensuring they have the necessary support for a smooth move into post-secondary education, employment or independent living.

Key Components of the Transition Reviews

Student-Centered Planning: The reviews emphasize the importance of involving students in the planning process. Individualized Education Programs now incorporate student input on their goals and aspirations, ensuring that their voices are heard.

Collaborative Efforts: Schools work closely with families, community organizations and potential employers to create a comprehensive support network. Workshops and informational sessions have been organized to familiarize students and parents with available resources.

Skill Development: Focused efforts are being made on life skills and vocational training to prepare students for real-world challenges. Programs covering resume writing, interview techniques and job skills have been integrated into the curriculum.

Feedback Mechanisms: Feedback from students, parents and educators is actively sought to improve future transition strategies. Surveys and discussions have highlighted areas of success and those needing improvement.

Looking Ahead

The successful completion of these reviews is a testament to the dedication of educators and support staff in fostering an inclusive educational environment. Schools will continue to refine their transition programs, adapting to the changing needs of students and ensuring that every young person can achieve their full potential as they enter adulthood.

Child Find-Initial Evaluation data collection is still open for the reporting year 2023-2024. The reporting window will close on October 31, 2024. The BIE offers a recorded presentation that includes instructions and a live demonstration of generating a list of initial evaluations in NASIS and using the Smartsheet to document each initial evaluation completed in School Year 2023-2024. If you have questions or need verification of submitted entries, please contact your assigned DPA-IDEA staff member.

• Indicator 11: Child Find-Initial Evaluations Video Presentation Recording
• Passcode: ?Ld9uVXf