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Join sessions and add them to you calendar by clicking on the links within the agenda.

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Summer Improvement Agenda 2025 w Links (2)

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Keynote from BIE Director Tony Dearman (10:00 a.m. CT)

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Keynote from BIE Director Tony Dearman (10:00 a.m. CT)

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Recording of Director Tony Dearman

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with Jonathon French, Ph.D. and Maureen Lesky, Ph.D

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BIE Training 2025_AI in Education (Lesky and French) (1)

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Daily Training Evaluation QR Code and Link

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Daily Training Evaluation QR Code and Link

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Training Feedback Form

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Consolidating ESSA Funds: What, Why, and How? (ESSA Budgeting)

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Consolidating ESSA Funds: What, Why, and How? (ESSA Budgeting)

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with Freddy Poitra

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BIE Consolidation of ESSA Funds Summer Slide Deck

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BIE Programs Quick Reference Guide (ESSA Budgeting)

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BIE Programs Quick Reference Guide (ESSA Budgeting)

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with Colleen Clark

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Transferring ESSA Funds: Is it Best for Our School? (ESSA Budgeting)

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Transferring ESSA Funds: Is it Best for Our School? (ESSA Budgeting)

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with Freddy Poitra

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School Leadership Team Roles and Responsibilities for Effective School Improvement (ESSA Programming)

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School Leadership Team Roles and Responsibilities for Effective School Improvement (ESSA Programming)

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with Sarah Price

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School Improvement Team Roles and Responsibilities. DPA 2025

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Conducting BIE One Plan Formative Reviews (ESSA Programming)

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Conducting BIE One Plan Formative Reviews (ESSA Programming)

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with Cheryl Johnson

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CJ - How to conduct Formative Reviews of your BIE OnePlan

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From Feedback to Action-Using the Plan4Learning Feedback Tool for Collaboration (ESSA Programming)

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From Feedback to Action-Using the Plan4Learning Feedback Tool for Collaboration (ESSA Programming)

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with Loren Hudson, Ed.D. & Wanda Belgard

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Preparing for Initial Evaluations and Child Find Obligations (IDEA Policies and Procedures)

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Preparing for Initial Evaluations and Child Find Obligations (IDEA Policies and Procedures)

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with Joann Fields, Ronald Worst, and Delphina Dayish, Ed.D.

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Day1_DRAFT_Preparing for Initial Evaluations and Child Find Obligations

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Keeping Students with Disabilities at the CenterDuring Discipline Concerns (IDEA Policies and Procedures)

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Keeping Students with Disabilities at the CenterDuring Discipline Concerns (IDEA Policies and Procedures)

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with Detroit James, Marcy Starr, and Kathy Renville

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Keeping Students with Disabilities at the Center During Discipline Concerns

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Bridging Accountability and School Improvement (School Improvement and Accountability)

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Bridging Accountability and School Improvement (School Improvement and Accountability)

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with Carmelia Becenti, Ed.D., Margo DeLaune, Colleen Clark, and Mitch Hertz

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BIE Training 2025 Bridging Accountability and School Improvement_07.21.25

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RESOURCE: BIE Procedural Safeguards Mini Video 

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RESOURCE: BIE Procedural Safeguards Mini Video 

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RESOURCE for Keeping Students with Disabilities at the Center During Discipline Concerns

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Procedural _Video (Resource for Keeping Students with Disabilities at the Center During Discipline Concerns PPT)

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How Schools Can Improve Their IDEA Data and Outcomes for Students with Disabilities (IDEA Policies and Procedures)

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How Schools Can Improve Their IDEA Data and Outcomes for Students with Disabilities (IDEA Policies and Procedures)

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with Eugene Thompson, Ed.D., Ronald Worst, and Jennifer Davis

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Day1_How Schools Can Improve their IDEA Data & Outcomes for SWD FINAL

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RESOURCE: BIE Procedural Safeguards Quick Guide

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RESOURCE: BIE Procedural Safeguards Quick Guide

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RESOURCE for Keeping Students with Disabilities at the Center During Discipline Concerns

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Procedural Safeguards Quick Guide (Resource for Keeping Students with Disabilities at the Center During Discipline Concerns PPT) (1)

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RESOURCE: BIE Procedural Safeguards Quick Guide

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RESOURCE: BIE Procedural Safeguards Quick Guide

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RESOURCE for Keeping Students with Disabilities at the Center During Discipline Concerns

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RESOURCE: Share Safe Supporting Learning Page

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RESOURCE: Share Safe Supporting Learning Page

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RESOURCE for Keeping Students with Disabilities at the Center During Discipline Concerns

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Students who have been suspended are significantly more likely to drop out of school and become involved in the juvenile justice system than their peers. Students of color, especially boys, and students with disabilities are disproportionately punished. Suspensions are often subjectively applied in such cases. For example, a significant percent of suspensions and expulsions are for trivial or minor offenses (e.g., "being disrespectful" or violating school dress code). Schools that approach school discipline punitively affect the overall school climate, creating a more negative environment for all students, including those without discipline issues.

Establishing and maintaining a positive school and classroom climate allows a school community to proactively prevent discipline issues by increasing the strength and the quality of classroom activities. Implicit in this approach is the assumption that participating in well-managed classroom activities encourages self-discipline by teaching students about what is possible through cooperation and coordination with others. It also provides the essential conditions for caring, support, clear expectations, and guidance that nurture healthy student development and motivation.

A positive approach to discipline shifts the focus of discipline from punishment to restoration of relationships and restored understanding of and commitment to rules and order. The purpose of discipline then becomes the teaching of civility and interpersonal skills and the reconnection of alienated children. Preventive methods and multi-tiered models can provide pre-planned responses to disruption/violence, laying the foundation for positive discipline methods to be successful in creating a safe school and the appropriate conditions for teachers to instruct effectively and for students to learn.

American Academy of Pediatrics. (1998). Guidance for effective discipline. Pediatrics, 101, 723-728.

Dishion, T. J., & Dodge, K. A. (2005). Peer contagion in interventions for children and adolescents: Moving towards an understanding of the ecology and dynamics of change. Journal of Abnormal Psychology, 33, 395-400.

Dishion, T. J., Dodge, K. A., & Lansford, J. E. (2006). Findings and recommendations: A blueprint to minimize deviant peer influence in youth interventions and programs. In K. A. Dodge, T. J. Dishion, & J. E. Lansford (Eds.), Deviant peer influences in programs for youth: Problems and solutions (pp. 366-394). New York: Guilford.

Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., & Booth E. A. (2011). Breaking Schools' Rules: A Statewide Study of How School Discipline Relates to Students' Success and Juvenile Justice Involvement (Lexington, KY: Council of State Governments; College Station, TX: Public Policy Research Institute).

Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39, 59-68.

Gottfredson, G., Gottfredson, D., Payne, A., & Gottfredson, N. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42, 412-444.

Mayer, G. R. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28, 467-478.

Mayer, G. R., & Butterworth, T. (1995). A preventive approach to school violence and vandalism: An experimental study. Personnel and Guidance Journal, 57(9), 436-441.

Morrison, G. M., Anthony, S., Storino, M. H., Cheng, J., Furlong, M. J., & Morrison, R. L. (2001). School expulsion as a process and an event: Before and after effects on children at-risk for school discipline. In R. Skiba & G. Noam (Eds.), New directions for youth development (pp. 45-71). San Francisco: Jossey-Bass.

Skiba, R., & Horner, R. (2011). Race is not neutral: A National investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40, 85-107.

Skiba, R. J., Michael, R., Nardo, A., & Peterson, R. (2000). The color of discipline: Gender and racial disparities in school punishment. Bloomington: Indiana Education Policy Center.

Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 1-21.

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Students who have been suspended are significantly more likely to drop out of school and become involved in the juvenile justice system than their peers. Students of color, especially boys, and students with disabilities are disproportionately punished. Suspensions are often subjectively applied in such cases.

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RESOURCE for Bridging Accountability and School Improvement (School Improvement and Accountability)

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Understanding and Navigating Large Scale Summative Assessments Under ESSA: A guide for Educators (School Improvement and Accountability)

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Understanding and Navigating Large Scale Summative Assessments Under ESSA: A guide for Educators (School Improvement and Accountability)

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with Tim O’Neil and Sandra Torres-Ortiz from Pearson

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Intro to Basic Navigation of the NASIS “New Look” and Campus Community (NASIS Data Quality)

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Intro to Basic Navigation of the NASIS “New Look” and Campus Community (NASIS Data Quality)

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with Katherine Renville

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RESOURCE: SPP/APR Indicator Performance Report

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RESOURCE: SPP/APR Indicator Performance Report

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RESOURCE for How Schools Can Improve Their IDEA Data and Outcomes for Students with Disabilities session

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Performance - Data & Statistics | Bureau of Indian Education

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State Performance Plan (SPP) and Annual Performance Reports (APR) The Individuals with Disabilities Education Act requires that each state develop a SPP/APR that evaluates the state’s efforts to implement the requirements and purposes of IDEA and describe how the state will improve its implementation and results for children with disabilities.

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RESOURCE: Due Dates of Required School Reporting 2025-2026

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RESOURCE: Due Dates of Required School Reporting 2025-2026

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RESOURCE for How Schools Can Improve Their IDEA Data and Outcomes for Students with Disabilities session

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Due Dates of Required School Reporting 2025-2026

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BIA Pathways Program: Overview and Highlighting Student Success (Lunch & Learn from 1:15-1:55 p.m. CT)

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BIA Pathways Program: Overview and Highlighting Student Success (Lunch & Learn from 1:15-1:55 p.m. CT)

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with Dr. Daryl Monteau

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Introduction to Pathways - for BIE (7.9.2025)copy (1)

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Teacher Clarity: A Pathway to Proficiency on Standards (School Improvement and Accountability)

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Teacher Clarity: A Pathway to Proficiency on Standards (School Improvement and Accountability)

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with Douglas Clauschee, Ph.D.

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Data Validation and Reporting Tools: Data Health Check (NASIS Data Quality)

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Data Validation and Reporting Tools: Data Health Check (NASIS Data Quality)

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with Valarie Jones

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BIE PowerPoint for Data Validation__Data Health Check

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Data Integrity Reports: Assessment, English Language Arts, Math, Science and English Language  (NASIS Data Quality)

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Data Integrity Reports: Assessment, English Language Arts, Math, Science and English Language  (NASIS Data Quality)

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with Rebecca Manymules, Ph.D.