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Note: An Annual Comprehensive Review, as required by §7 of the Federal Advisory Committee Act, is conducted each year on committee data entered for the previous fiscal year (referred to as the reporting year). The data for the reporting year is not considered verified until this review is complete and the data is moved to history for an agency/department. See the Data From Previous Years section at the bottom of this page for the committee’s historical, verified data.

Details on agency responses to committee recommendations can be found under the Performance Measures section for each committee in the fields “Agency Feedback” and “Agency Feedback Comment.”


DOI - 5317 - Bureau of Indian Affairs Advisory Board for Exceptional Children - Statutory (Congress Created)
Hide Section - GENERAL INFORMATION

GENERAL INFORMATION

Committee NameBureau of Indian Affairs Advisory Board for Exceptional ChildrenAgency NameDepartment of the Interior
Fiscal Year2022Committee Number5317
Original Establishment Date6/4/1997Committee StatusChartered
Actual Termination Date Committee URLhttps://www.bie.edu/landing-page/special-education
New Committee This FYNoPresidential Appointments*No
Terminated This FYNoMax Number of Members*15
Current Charter Date1/8/2021Designated Fed Officer Position Title*Education Specialist
Date Of Renewal Charter1/8/2023Designated Federal Officer PrefixMs.
Projected Termination Date Designated Federal Officer First Name*Jennifer
Exempt From Renewal*NoDesignated Federal Officer Middle NameL.
Specific Termination AuthorityDesignated Federal Officer Last Name*Davis
Establishment Authority*Statutory (Congress Created)Designated Federal Officer SuffixM.Ed.
Specific Establishment Authority*P.L.108-466, The Individuals with Disability Education Improvement Act, Part B, Section 611(h)(6)Designated Federal Officer Phone*(602) 240-8597 ; 202-860-7845 (Mobile)
Effective Date Of Authority*12/3/2004Designated Federal Officer Fax*(602) 265-0293
Exempt From EO 13875 Discretionary CmteNot ApplicableDesignated Federal Officer Email*jennifer.davis@bie.edu
Committee Type*Continuing
Presidential*No
Committee Function*Non Scientific Program Advisory Board
Hide Section - RECOMMENDATION/JUSTIFICATIONS

RECOMMENDATION/JUSTIFICATIONS

Agency Recommendation*Continue
Legislation to Terminate RequiredNot Applicable
Legislation StatusNot Applicable
How does cmte accomplish its purpose?*The Bureau of Indian Education (BIE) Advisory Board for Exceptional Children (Board) typically meets three times per year to review and discuss various BIE documents and processes, Special Education (SPED) Integrated Monitoring Process; SPED data, Indicator data performance, Office of SPED Programs official monitoring reports; Department of Education (DOE) reports; Indian School Equalization Program data; and the BIE Reorganization Plan. As a stakeholder, the Board provides input and receives comments from parents, other stakeholders and others interested in improving services for students with disabilities by receiving comments during the Board meetings. The Board uses information obtained from the various resources to advise and offer recommendations to improve services for students with disabilities and to support the BIE in carrying out the provisions of the Individuals with Disabilities Education Improvement Act of 2004.
How is membership balanced?*Public Law 108-446, Individuals with Disabilities Education Act of 2004 (IDEA) establishes the membership requirements. As required by the Act, the Advisory Board is composed of 15 individuals involved in or concerned with the education and provisions of services to Indian children with disabilities. The Advisory Board composition reflects a broad range of viewpoints and includes at least one member representing each of the following interests: Indian persons with disabilities; Teachers of children with disabilities; Indian parents/guardians of children with disabilities; Service providers; State Education Officials; Local education officials; State inter-agency coordinating councils (for states having Indian reservations); Tribal representatives or tribal organization representatives and BIE/BIA employees concerned with the education of children with disabilities.
How frequent & relevant are cmte mtgs?*The Advisory Board typically meets 2-4 times per year. In FY 2022 the Board conducted 3 meetings.
Why advice can't be obtained elsewhere?*The Advisory Board is required under Public Law 108-446, Individuals with Disability Education Act; and it is necessary to gain input and advice from individuals concerned with ensuring special education services and related services are provided to children with disabilities throughout the BIE education system; and meaningful student participation is achieved and student academic achievement progress is being met.
Why close or partially close meetings?The Advisory Board meetings are open to the general public and are NOT closed.
Recommendation RemarksDuring FY2022 the Board had 3 meetings (2 virtual, 1 in-person). The Board is planning to have 4 meetings during FY2023 and will offer hybrid meetings (virtual and in-person)
Hide Section - PERFORMANCE MEASURES

PERFORMANCE MEASURES

Outcome Improvement To Health Or Safety*NoAction Reorganize Priorities*No
Outcome Trust In GovernmentYesAction Reallocate ResourcesNo
Outcome Major Policy ChangesNoAction Issued New RegulationsNo
Outcome Advance In Scientific ResearchNoAction Proposed LegislationNo
Outcome Effective Grant MakingNoAction Approved Grants Or Other PaymentsNo
Outcome Improved Service DeliveryYesAction OtherNo
Outcome Increased Customer SatisfactionYesAction CommentNot Applicable
Outcome Implement Laws/Reg RequirementsNoGrants Review*No
Outcome OtherYesNumber Of Grants Reviewed0
Outcome CommentThe Advisory Board is established to carry out the provision of Public Law 108-446, Section 611, Paragraphs: (A) (B) (C) (D) (E), the Individuals Disability Education Act (IDEA).Number Of Grants Recommended0
Cost Savings*$100,000 - $500,000Dollar Value Of Grants Recommended$0.00
Cost Savings CommentDuring FY 2022 several factors were involved that prompted operational cost savings: The BIE had a total of 3 Board meetings (2 virtual and 1 hybrid (virtual/in-person). For the first two meetings the BIE handled all items such as administrative needs, training, meeting preparations and preparing reports. In addition, for the two virtual meetings no travel costs were involved as well as no hired consultants. Although during the last meeting (Sept. 15-16, 2022) the BIE hired a contractor and only three Board members traveled to the in-person meeting. All other nine Board members opted to attend the meeting virtually still showing apprehension to travel away from their homes.Grants Review CommentNo grants were reviewed.
Number Of Recommendations*91Access Contact Designated Fed. Officer*Yes
Number Of Recommendations CommentWithin the FY2022 Annual Report, three priority areas of concern are addressed with 20 recommendations provided by the Advisory Board to the BIE Director, Assistant Secretary-Indian Affairs, and the Secretary of the Interior. The information below will be placed in the FY2022 Annual Report.

PRIORITY # 1 - The Bureau of Indian Education (BIE) is encouraged to develop effective and consistent implementation of BIE system(s) workforce plan to address BIE funded schools (Tribally Controlled Schools (TCS), Bureau Operated Schools (BOS), and Navajo region schools), Tribal Education Departments (TED), and Tribal colleges. This includes Haskell Indian Nations University and Southwestern Indian Polytechnic Institute. Justification: The BIE continues to make good progress in staffing positions in the Education Resource Centers, Associate Deputy Director and Central Office levels. The Board continues to have significant and ongoing concerns regarding the need for qualified special educators and related services personnel for Tribally Controlled Schools and Bureau Operated Schools. Specifically, the board recommends the following:
A. Provide technical assistance (e.g., resources, examples, policy and procedure ideas) related to the recruitment, employment, and retention of highly qualified personnel to ensure quality and compliant special education service delivery. Identify experts to provide services through virtual delivery strategies to increase access to effective technical assistance and support.
B. Initiate effective processes for recruitment, employment, and retention of qualified personnel within BIE funded schools, aligning with the school calendar to ensure positions are filled at the start of the school year, including expanded utilization of virtual delivery systems. Provide a range of options to fill special educator and related service provider positions including virtual delivery systems as deemed appropriate for the individual needs of the students.
C. Ensure the implementation of effective and efficient recruitment and training of candidates for positions as special educators and related service providers. The BIE is advised to work with Native American-serving special education preparation programs that can be leveraged to increase the number of special education professionals.
D. Develop additional options for advertising vacancies and recruiting candidates for BIE positions in addition to USAJobs.Gov and empower the local education agencies.
E. Collect data regarding the adequacy and quality of current housing arrangements for school staff in BIE school communities. Promote strategies for the development of low cost or no cost housing for educators who work at BIE funded schools. The availability of adequate living quarters is an essential component of effective recruitment and retention.
F. Facilitate partnerships between BIE schools and educator preparation programs at Tribal colleges, Haskell Indian Nations University, Southwestern Indian Polytechnic University, and other institutions of higher education serving significant numbers of Native American college students to develop “grow your own” approaches to educator preparation. The identification of experienced paraprofessionals who are interested in pursuing an educator preparation program to become a licensed educator should be a high priority for support.
G. Develop BIE and Tribally supported programs of loan forgiveness for educators in the BIE system. Priority is recommended for Native students living in Tribal communities who make a commitment to work in their home communities upon program completion.
H. Review the current salary and benefits provided through the BIE system to ensure comparability and competitiveness with surrounding public school compensation models.
I. Create a public relations campaign across the BIE system to promote the value of education and educators. The intent of this campaign would be to emphasize the positive aspects of education, particularly special education, and a career as an educator.

PRIORITY # 2 - The development and implementation of a variety of service coordination policies, procedures, and activities across the BIA, BIE, tribal, and state systems that support infants and toddlers living on reservations with BIE-funded schools and children with disabilities who attend BIE-funded school. Justification: P.L. 108-446, Individuals with Disabilities Education Act (IDEA) mandates that the Bureau of Indian Affairs (BIA)/Bureau of Indian Education (BIE) develop and implement a plan for the coordination of services, and the Department of Interior enters into a memorandum of agreement with the Department of Health and Human Services (DHHS) for the “coordination of services.” In addition, this public law identifies a critical responsibility of the BIE Advisory Board is to “assist in the coordination of services within the BIA, BIE and with other local, State and Federal agencies in the provision of education for infants, toddlers and children with disabilities.” Specifically, the board recommends the following:
A. Revise and implement the current BIE Coordination of Services Plan (CSP) and provide dissemination and training at all levels – the Division of Performance and Accountability (DPA), Education Resource Centers (ERCs), BIE-funded schools, and Tribal Education Departments (TEDs).
B. Prioritize the implementation of activities at both the DPA and ERC levels within the CSP and ensure that there are adequate personnel assigned to this focus area.
C. Revise and disseminate the Memorandum of Agreement with Indian Health Service. In addition, provide training related to this memorandum at each level of the BIE and BIE funded schools.
D. Develop and implement a process for collecting and analyzing data related to the provision of Free Appropriate Public Education (FAPE) for students with disabilities who are incarcerated in juvenile or adult correctional facilities. Based on the data review, develop procedures and policies for ensuring FAPE for these students.
E. Disseminate current directories related to Tribal and State Vocational Rehabilitation contacts/offices and disability services at Tribal and State Colleges to provide opportunities and improve outcomes in employment, post-secondary education, and independent and/or supported living for students with disabilities. Leverage this recommendation with the BIE Strategic Direction, Goal Four.
F. Develop and implement disability support services for students in higher education across the BIE system (e.g., accommodations for students and communication with teachers about student needs, Assistive Technology (AT), assessments and training).
G. Regularly communicate the progress towards meeting these recommendations with the Bureau of Indian Affairs Advisory Board for Exceptional Children.

PRIORITY # 3 - To ensure that all students with disabilities, their families, and their service providers within the BIE school system are provided with appropriate wellness support to address social and emotional needs. Justification: The ongoing impact of COVID-19 has produced significant stress on students, families, and educators. Children with disabilities may be at increased risk for more severe illness and complications. This includes children with chronic physical, developmental, behavioral, or emotional conditions, disabilities, and those with medically complex conditions. This results in increased need for additional services and supports for students, families, and staff. COVID-19 has resulted in learning loss over the course of the past years and an increase of special education referrals. Specifically, the board recommends the following:
A. Increase supports for families of children with disabilities to reduce the possibilities or the occurrences of neglect, abuse, and truancy (e.g., connecting parents to the state parent centers, encouraging activities with regional parent technical assistance centers, Family Voices and affiliate organizations, connecting parents with school-based resources, sharing national resources such as Center for Disease Control (CDC), American Academy of Pediatrics/healthychildren.org).
B. Increase supports and services for students with disabilities in the overall wellness and social-emotional arena (e.g., adequate personnel, certified/licensed personnel such as mental health providers, evidence based social-emotional learning curricula, trauma informed care and training for staff (schools, ERCs, ADDs), coordination with Indian Health Services, and partnership with other community resources).
C. Increase supports and services for special education staff and related services personnel in the overall wellness and social-emotional arena (e.g., peer supported networks, capacity building, promotion of resiliency, and trauma informed care and related training to adequately support students).
D. Provide training and resources to BIE funded schools on evidenced based behavioral interventions for students with disabilities.
Access Agency WebsiteYes
% of Recs Fully Implemented*30.00%Access Committee WebsiteYes
% of Recs Fully Implemented CommentAccess GSA FACA WebsiteYes
% of Recs Partially Implemented*30.00%Access PublicationsYes
% of Recs Partially Implemented CommentAccess OtherNo
Agency Feedback*YesAccess CommentIndividuals may contact the Designated Federal Officer, Jennifer Davis at jennifer.davis@bie.edu or (202) 208-7845 (mobile). The Advisory Board section can be found within the BIE website www.bie.edu using this link: https://www.bie.edu/landing-page/special-education
Agency Feedback Comment*The BIE works closely with the advisory board during each meeting and provides feedback and input for the annual report. For FY 2022 the BIE provided feedback to the Board during three board meetings. The BIE supports the Board and ensures that various BIE personnel (the Director, supervisors, and Education Specialists from various departments) responds to questions, and supports the various BIE offices are included in the published agendas throughout FY2022. BIE personnel were available to present their reports and answered questions for the board. The board minutes for each meeting contains the BIE’s feedback. All Board minutes, annual reports and other important documents are located in the BIE website located at https://www.bie.edu/landing-page/special-education.Narrative Description*The Advisory Board conducted three Board meetings during FY2022. Within the 2022 Annual Report three priority areas are provided: (1) The Bureau of Indian Education (BIE) is encouraged to develop effective and consistent implementation of BIE system(s) workforce plan to address BIE funded schools (Tribally Controlled Schools (TCS), Bureau Operated Schools (BOS), and Navajo region schools),Tribal Education Departments (TED), and Tribal colleges. This includes Haskell Indian Nations University and Southwestern Indian Polytechnic Institute. (2) The development and implementation of a variety of service coordination policies, procedures, and activities across the BIA, BIE, tribal, and state systems that support infants and toddlers living on reservations with BIE-funded schools and children with disabilities who attend BIE-funded schools. (3) To ensure that all students with disabilities, their families, and their service providers within the BIE school system are provided with appropriate wellness support to address social and emotional needs A total of 20 recommendations are provided within the 2022 Annual Report which will be forwarded to the BIE Director, Assistant Secretary-Indian Affairs, Secretary of the Interior, and the Secretary of the Department of Education.
Hide Section - COSTS

COSTS

Payments to Non-Federal Members*$0.00Est Payments to Non-Fed Members Next FY*$0.00
Payments to Federal Members*$2,160.00Est. Payments to Fed Members Next FY*$2,160.00
Payments to Federal Staff*$13,365.00Estimated Payments to Federal Staff*$17,000.00
Payments to Consultants*$44,727.57Est. Payments to Consultants Next FY*$100,000.00
Travel Reimb. For Non-Federal Members*$3,930.72Est Travel Reimb Non-Fed Members nextFY*$39,000.00
Travel Reimb. For Federal Members*$2,638.70Est Travel Reimb For Fed Members*$5,900.00
Travel Reimb. For Federal Staff*$10,554.80Est. Travel Reimb to Fed Staff Next FY*$14,600.00
Travel Reimb. For Consultants*$5,259.19Est Travel Reimb to Consultants Next FY*$6,200.00
Other Costs$1,050.00Est. Other Costs Next FY*$5,100.00
Total Costs$83,685.98Est. Total Next FY*$189,960.00
Date Cost Last Modified11/2/2022 11:34 AMEst. Fed Staff Support Next FY*0.05
Federal Staff Support (FTE)*0.08Est Cost RemarksCosts for the BIE Advisory Board (Board) are expected to be higher for FY2023 due to the possible following factors: The BIE will be using consultant's services for the Board during the FY2023, October 1, 2022 through September 30, 2023. In addition, it appears the COVID-19 pandemic is under control leading to no travel restrictions which allows the Board to have both virtural and in-person meetings. The Board may have 4 meetings during FY2023, instead of 3 meetings as in FY2022.
Cost RemarksFY2022 costs for the BIE Advisory Board (Board) are higher due to using consultant services during the last board meeting (Sept. 15-16, 2022) and 3 board members traveled to the in-person meeting. The Sept. board meeting took place in a high cost area which was Washington, D.C. During the majority of FY2022 there were 12 board members. Also conducting 2 virtual board meetings stopped travel costs to occur which helped to save expenses. During the last board meeting only 3 board members opted to attend in-person and the remaining 9 board members preferred to attend virtually due to safety factors, which helped to limit travel costs. Having the board meeting in a federal building also helped to cut down on costs. There were no costs for the meeting room and set up.  
Hide Section - Interest Areas

Interest Areas

Category
Area
Civil Rights
Children
Disabled
Equal Opportunity
Minorities
Native Americans
Data
Data Quality
Education
Education
Schools and Academic Institutions
Training
Government
Federal Government
State Government
Tribal Government
Health
Physical Fitness
Justice
Juvenile Justice
Prevention
Labor
Employment
Job Training
Workforce and Occupations
Rehabilitation
Rehabilitation and Disability
Hide Section - MEMBERS,MEETINGS AND ADVISORY REPORTS

MEMBERS,MEETINGS AND ADVISORY REPORTS

To View all the members, meetings and advisory reports for this committee please click here
Hide Section - CHARTERS AND RELATED DOCS

CHARTERS AND RELATED DOCS

No Documents Found
Hide Section - DATA FROM PREVIOUS YEARS

DATA FROM PREVIOUS YEARS

Committee

Data from Previous Years

 
ActionCommittee System IDCommittee NameFiscal Year
 COM-039432Bureau of Indian Affairs Advisory Board for Exceptional Children2021
 COM-037109Bureau of Indian Affairs Advisory Board for Exceptional Children2020
 COM-035385Bureau of Indian Affairs Advisory Board for Exceptional Children2019
 COM-033253Bureau of Indian Affairs Advisory Board for Exceptional Children2018
 COM-001530Bureau of Indian Affairs Advisory Board for Exceptional Children2017
 COM-002765Bureau of Indian Affairs Advisory Board for Exceptional Children2016
 COM-003643Bureau of Indian Affairs Advisory Board for Exceptional Children2015
 COM-004881Bureau of Indian Affairs Advisory Board for Exceptional Children2014
 COM-005754Bureau of Indian Affairs Advisory Board for Exceptional Children2013
 COM-007127Bureau of Indian Affairs Advisory Board for Exceptional Children2012
 COM-007849Bureau of Indian Affairs Advisory Board for Exceptional Children2011
 COM-009315Bureau of Indian Affairs Advisory Board for Exceptional Children2010
 COM-009835Bureau of Indian Affairs Advisory Board for Exceptional Children2009
 COM-011070Bureau of Indian Affairs Advisory Board for Exceptional Children2008
 COM-011718Bureau of Indian Affairs Advisory Board for Exceptional Children2007
 COM-013056Bureau of Indian Affairs Advisory Board for Exceptional Children2006
 COM-013694Bureau of Indian Affairs Advisory Board for Exceptional Children2005
 COM-014866Bureau of Indian Affairs Advisory Board for Exceptional Children2004
 COM-015591Bureau of Indian Affairs Advisory Board for Exceptional Children2003
 COM-016847Bureau of Indian Affairs Advisory Board for Exceptional Children2002
 COM-017267Bureau of Indian Affairs Advisory Board for Exceptional Children2001
 COM-018825Bureau of Indian Affairs Advisory Board for Exceptional Children2000