Title 25—Indians--Volume 1
PART 36—MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS
§ 36.1   Purpose, scope, and information collection requirements.
(a) The purpose of this rule is to establish minimum academic standards for the basic education of Indian children for Bureau-operated schools and for those Indian-controlled contract schools which adopt these standards and to establish national criteria for dormitory situations for schools operated by the Bureau of Indian Affairs and for Indian-controlled contract schools operating dormitories.
(b) The information collection requirement contained in § 36.61(a) has been approved by the Office of Management and Budget under 44 U.S.C. 3507 and assigned clearance number 1076-0092. The information is being collected to evaluate waiver request(s) from tribal government(s) and school board(s). The information will be used to ascertain the approval of academic waiver request. The obligation to respond is mandatory under 25 U.S.C. 2001. The information collection requirements contained in §§ 36.71(g), 36.74(f), and 36.76(b) of this rule are not required to be approved by the Office of Management and Budget since less than ten persons or tribes are affected by the information collection requirement of this rule. However, when ten or more persons or tribes become affected by this requirement, the Bureau will submit an approval request.
§ 36.2   Applicability.
The national criteria for dormitory situations established under subpart G serve as a minimum requirement and are mandatory for all Bureau-operated and Indian-controlled contract schools.
§ 36.3   Definitions.
For purposes of this part, the following definitions apply:
Accreditation means a school has received an official decision by the State(s) department(s) of education, or another recognized agency having official authority, that, in its judgment, the school has met the established standards of quality.
Agency means the current organizational unit of the Bureau which provides direct services to the governing body or bodies and members of one or more specified Indian tribes.
Agency school board as defined in sec. 1139(1), Pub. L. 95-561, means a body, the members of which are appointed by the school boards of the schools located within such Agency. The number of such members shall be determined by the Director in consultation with the affected tribes. In Agencies serving a single school, the school board of that school shall function as the Agency school board.
Agency Superintendent for Education means the Bureau official in charge of education functions at an Agency and to whom the school supervisor(s) and other educators under the Agency's jurisdiction report.
Area Education Programs Administrator means the Bureau official in charge of Bureau education programs and functions in a Bureau Area Office and is responsible for off-reservation residential schools, and, in some cases, peripheral dormitories and on-reservation day schools not receiving services from the Agency Superintendent for Education.
Assistant Secretary means the Assistant Secretary for Indian Affairs of the Department of the Interior.
Authentic assessment means the testing of higher order thinking skills by monitoring performance of tasks requiring analysis, creativity, and application skills in real life situations.
Average daily membership (ADM) means the aggregate days membership of a given school during a given reporting period divided by the number of days school is in session during this period. Only days on which the students are under the guidance and direction of teachers shall be considered as days in session. The reporting period is generally a given regular school term.
Basic academic skills means the abilities acquired by observation, study, or experience in mental and/or physical performance (e.g., proficiency in planning and investigating, operational techniques, comprehension, organization, execution, remembrance and application of knowledge to acquire a desired result) basic to the mastery of school work or other activity.
Basic education means those components of education emphasizing literacy in language arts, mathematics, natural and physical sciences, history, and related social sciences.
Bureau means the Bureau of Indian Affairs of the Department of the Interior.
Certification means the general process by which the State or Agency authorized by the State adjudges and stipulates that an individual meets the established standards which are prerequisite to employment for a teacher or administrator in education.
Competency means having the requisite abilities, skills, or a specified level of mastery.
Computer literacy used here means the general range of skills and understanding needed to function effectively in a society increasingly dependent on computer and information technology.
Content area means the usual school subjects of instruction, such as: Language arts, mathematics, science, social studies, fine arts, practical arts, health, and physical education.
Counselor means a staff member, including those in both academic and dormitory situations, who helps the students to understand educational, personal, and occupational strengths and limitations; to relate abilities, emotions, and aptitudes to educational and career opportunities; to utilize abilities in formulating realistic plans; and to achieve satisfying personal and social development.
Course of study means a written guide prepared by administrators, supervisors, consultants, and teachers of a school system or school, as an aid to teaching a given course or an aspect of subject-matter content to a given category of pupil.
Criterion-referenced test means an achievement test designed to measure specific skills within a subject area. Test results indicate which skills a student has or has not learned.
Days means calendar days.
Director means the Director of the Office of Indian Education Programs in the Bureau.
Dormitory means a facility which provides students boarding and lodging on a temporary residential basis for the purpose of attending a Bureau-operated or Indian-controlled contract or public school.
Dormitory manager means a staff member who manages the day-to-day, 24-hour operation of one or more dormitories.
Elementary school is defined as any combination of grades K-8 except when any of these grades are included in the junior high or middle school level.
Exceptional child program means a program for students who are eligible to receive education and related services as defined by 25 CFR 39.11(i).
Feeder school means a school whose exiting students are absorbed by a school offering instruction on the next higher grade level.
Formative evaluation is an evaluation of progress during the implementation of a program. Its purpose is to provide immediate feedback on results to enable modifying the processes used in order to enhance success and prevent failure.
Goals means a statement of what the school system is attempting to do to meet the comprehensive educational needs and interests of its pupils, in accordance with its statement of philosophy.
Grade means the portion of a school program which represents the work of one regular school year; identified by a designation such as kindergarten, grade 1 or grade 10.
Grade level is a designation applied to that portion of the curriculum which represents the work of one regular school year.
High school is defined as grades nine through twelve, except when grade nine is included in the junior high or middle school organizational unit.
Higher order thinking skills (or advanced skills) means skills such as reading comprehension, written composition, and mathematical reasoning. They differ from basic or discrete skills such as phonetic decoding and arithmetic operations.
Indian-controlled contract school means a school that is operated by a tribal organization and funded under a contract with the Bureau.
Indian student means a student who is a member of an Indian tribe and is one-quarter ( 1/4 ) or more degree of Indian blood quantum.
Indian tribe or tribe means any Indian tribe, band, nation, rancheria, pueblo, colony or community, including any Alaska Native village or regional or village corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act (85 Stat. 688), which is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians.
Intense residential guidance means the program for residential students who need special residential services due to one or more of the problems as stated in 25 CFR 39.11(h).
Junior high or middle school is defined as grades seven and eight, but may include grade six when it is not included in the elementary school level and/or grade nine when it is not included in the high school level.
Kindergarten means a group of students or a class that is organized to provide educational experiences for children for the year immediately preceding the first grade.
Librarian means a certificated school employee whose principal responsibilities include selection, acquisition, preparation, cataloging, and circulation of books and other printed materials; planning the use of the library by teachers and students; and instructing students in the use of library books and materials, whether the library is maintained separately or as a part of an instructional materials center.
Local school board when used with respect to a Bureau-operated school means a body chosen in accordance with the laws of the tribe to be served or, in the absence of such laws, the body elected by the parents of the Indian children attending a Bureau-operated school. In schools serving a substantial number of students from different tribes, the members shall be appointed by the governing bodies of the tribes affected and the number of such members shall be determined by the Director in consultation with the affected tribes.
Objectives means a statement of the general, long-range aims and the specific, short-range aims which indicate what the school is attempting to do to meet the needs of the students in accordance with the philosophy, goals, and policies of the school system.
Paraprofessional means a staff member who works with and is under the supervision of a professional staff member but who does not have full professional status, e.g., teacher aide. The term denotes a level of knowledge and skills possessed by an individual or required of an individual to perform an assignment. The level of skills is usually at a predetermined minimum level.
Parent means a natural parent or guardian or a person legally acting as parent.
Peripheral dormitory is a facility which provides students boarding and lodging during the school year for the purpose of attending a public school.
Regular program student means all students including those determined to be eligible for services as defined under the Exceptional Child Program, 25 CFR 39.11(i).
Residential school means an educational institution in which students are boarded and lodged as well as taught.
Residential Services under Exceptional Child Program means a program providing specialized residential care as determined by 25 CFR 39.11(i).
School means an educational institution, including elementary, junior high or middle, high school, peripheral, cooperative, and contract schools serving students in grades Kindergarten through 12 and as further defined under 25 CFR 39.2(q).
School board means an Agency or local school board.
School day, instructional day, or teaching day is a day on which the school is open and students are under the guidance and direction of teachers in instructional activities where the minimum number of instructional hours are met.
School Supervisor means the official in charge of a school and/or peripheral dormitory who reports to an Agency School Superintendent or an Area Education Programs Administrator, as appropriate.
Secretary means the Secretary of the Interior.
Self-contained class means a class having the same teacher or team of teachers for all or most of the daily session.
Standard means the established criterion and/or specified requirement which must be met and maintained.
Summative evaluation means a systematic analysis of the results or products of a program after it is completed. Its purpose is to determine the extent to which the objectives of the program have or have not been achieved. One form of summative evaluation compares results with those of another “control” program using different procedures. Other forms compare results with past results or predetermined target outcomes.
Teacher means a certified staff member performing assigned professional activities in guiding and directing the learning experiences of pupils in an instructional situation.
Unit/Unit of instruction means a major subdivision of instruction generally composed of several topics including content and learning experiences developed around a central focus such as a limited scope of subject matter, a central program, one or more related concepts, one or more related skills, or a combination of these. One unit equals one full year of instruction in a subdivision thereof. Unit and credit shall be used interchangeably.
§ 36.10   Standard I—Philosophy and goals.
(a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills, interests, appreciations, ideals, and attitudes within the school's total educational program. A statement of expected outcomes shall outline what the school is attempting to do to meet the needs and interests of its students and community in accordance with the school's mission statement and philosophy.
(b) The statement of philosophy and goals shall be developed with the involvement of students, parents, lay citizens, school staff, and tribe(s) and shall be formally adopted by the local school board.
(c) The philosophy and goals shall be reviewed annually and revised as necessary by each school.
(d) A copy of the philosophy and goals shall be submitted to the Agency Superintendent for Education or Area Education Programs Administrator, as appropriate.
(e) Informational provisions shall be developed in the form of a manual, handbook, brochure, or other written document(s) of the minimum academic standards of the school's programs and the basic rules and procedures of the school. The staff, students, and parents shall receive the written document or documents and have same explained to all who request explanation. The topics covered in the document(s) shall include but not be limited to the following:
(1) Statement of philosophy and goals;
(2) Description of how policies are developed and administered;
(3) A brief explanation of curricular offerings;
(4) A copy of student rights handbook;
(5) Basic practices related to:
(i) Grading system;
(ii) Graduation requirements, if applicable;
(iii) Attendance policies;
(iv) Special programs at the school; and
(v) Student activities available for students.
§ 36.11   Standard II—Administrative requirements.
(a) Staffing. Each school shall, at a minimum, meet the following requirements:
(1) The overall school ratio of regular program students to regular program teachers in self-contained classrooms shall not exceed the following except under the conditions set forth in paragraphs (a)(4) (i) and (ii) of this section. Average daily membership (ADM) shall be used in meeting the following ratios.
(2) Multi-grade classrooms that cross grade-level boundaries (e.g., K-1, 3-4, etc.) shall use the maximum of the lower grade. In grades K-8, grades shall be consolidated to meet the teacher ratios listed above.
(3) The daily teaching load per teacher in departmentalized classes shall not exceed 150 students (ADM) except in activity type classes such as music and physical education.
(4) Schools exceeding these specific staffing ratios for over 30 consecutive days during one school year shall submit a justification for a request for a waiver to the Director, through the Agency Superintendent for Education or Area Education Programs Administrator, as appropriate, which may be approved for a period not to exceed one school year and for the following reasons:
(i) Additional classroom space is not available for establishing another class; or
(ii) The school, Agency, Area and Office of Indian Education Programs Applicant Supply File has been exhausted and the required teacher position cannot be filled. However, efforts to fill the vacancy shall be continued.
(5) Each school shall provide, in the absence of a regular teacher, a certified substitute teacher who meets the State substitute teacher qualifications. In the event that such a substitute is not available, coverage will be provided by a school employee designated by the school supervisor. A class cannot have as a teacher an employee without teaching credentials for more than 20 school days during any one school year.
(b) Written school enrollment and attendance policies. Each school shall have written school enrollment and attendance policies in compliance with and/or consistent with 25 CFR 31, Federal Schools for Indians, the statutes of the State, and tribal education ordinances.
(c) Immunization. School children shall be immunized in accordance with the regulations and requirements of the state in which they attend school or standards of the Indian Health Service.
§ 36.12   Standard III—Program needs assessment.
The policy and procedures of each school and its curricula shall be developed and revised based on an assessment of educational needs. This needs assessment shall be conducted at least every seven (7) years at the same frequency as required in § 36.50, School Program Evaluation. This assessment shall include at least the following:
(a) A clear statement of student educational goals and objectives. A student educational goal is defined as a statement of the knowledge, skills, attitudes, or concepts students are expected to exhibit upon completion of a grade level. Student educational objectives are defined as statements of more specific knowledge, skills, attitudes, or concepts students must exhibit in order to achieve the goal.
(b) The collection of appropriate data from which valid determinations, judgments, and decisions can be made with respect to the status of the educational program, e.g.,
(1) Perceptions of the parents, tribes, educators, and the students with regard to the relevance and importance of the goals.
(2) The extent to which educational goals and objectives have been achieved.
(3) The data developed as a result of the evaluation outlined in § 36.50 School Program Evaluation.
(c) A statement of educational needs which identifies the difference between the current status of students and the desired goals for the students.
(d) A plan of action to remediate assessed needs.
§ 36.13   Standard IV—Curriculum development.
(a) Each school shall implement an organized program of curriculum development involving certified and non-certified staff and shall provide the opportunity for involvement by members of the local community.
(b) Curriculum development program activities shall be based on an analysis of school programs and shall be related to needs assessment and evaluation.
(c) Each school shall involve staff and provide the opportunity for involvement by the tribal community in planning programs, objectives, and activities which meet student/teacher needs.
§ 36.20   Standard V—Minimum academic programs/school calendar.
(a) If an emergency arises from an uncontrollable circumstance during the school day which results in the dismissal of students by the school administration, the day may be counted as a school day provided that three-fourths of the instructional hours are met.
(b) The educational program shall include multi-culture and multi-ethnic dimensions designed to enable students to function effectively in a pluralistic society.
(1) The school's language arts program shall assess the English and native language abilities of its students and provide instruction that teaches and/or maintains both the English and the primary native language of the school population. Programs shall meet local tribal approval.
(2) The school program shall include aspects of the native culture in all curriculum areas. Content shall meet local tribal approval.
(3) The school program shall assess the learning styles of its students and provide instruction based upon that assessment. The method for assessing learning styles shall be determined at the local level.
(4) The school program shall provide for at least one field trip per child per year to broaden social and academic experiences.
(c) All intraschool programs (e.g., library, instructional labs, physical education, music, etc.) which are directly related to or affect student instruction shall provide services from the beginning of the school term through the final class period at the close of the school term.
§ 36.21   Standard VI—Kindergarten instructional program.
(a) The curriculum for kindergarten shall provide children with experiences which emphasize language development, native language where necessary as determined by 25 CFR 39.11(g), and performance of the requirements in paragraph (b) of this section. Such programs shall assist children in developing positive feelings toward themselves and others.
(b) A kindergarten instructional program shall include but not be limited to:
(1) Language (observing, listening, speaking).
(2) Exploration of the environment (number, space and time relationships, natural science).
(3) Psychomotor and socialization development.
(4) Development of imaginative and creative tendencies.
(5) Health education inclusive of the requirements contained in the Act of May 20, 1886, 24 Stat. 69.
§ 36.22   Standard VII—Elementary instructional program.
(a) The elementary instruction programs, grades one through six, shall include but need not be limited to:
(1) Language arts.
(2) Mathematics.
(3) Social studies.
(4) Sciences.
(5) Fine arts.
(6) Physical education.
(b) Each school shall integrate the following content areas into its curriculum:
(1) Career awareness,
(2) Environmental and safety education,
(3) Health education (includes requirements contained in 24 Stat. 69),
(4) Metric education, and
(5) Computer literacy.
§ 36.23   Standard VIII—Junior high/middle school instructional program.
(a) The instructional program shall reflect the school's philosophy and the needs of the students and the community. It shall be part of a progressive development that begins in the elementary program which precedes it and continues to the secondary program which follows.
(b) The curriculum shall include the following required instructional content areas at each grade level but need not be limited to:
(1) Language arts. One unit shall be required of each student every year.
(2) Social studies. One unit shall be required of each student every year.
(3) Mathematics. One unit shall be required of each student every year.
(4) Science. One unit shall be required of each student every year.
(5) Fine arts and practical arts. One unit each shall be required of each student in the junior high/middle school instructional program.
(6) Computer literacy. One unit shall be required of each student in the junior high/middle school instructional program.
(7) Physical education. One unit shall be required of each student in the junior high/middle school instructional program.
(c) The following content areas shall be integrated into the curriculum.
(1) Career exploration and orientation.
(2) Environmental and safety education.
(3) Metric education.
(4) Consumer economics (including personal finances).
(5) Health education (includes meeting the requirements contained in 24 Stat. 69).
(d) Languages other than English are encouraged to be offered as a content area beginning at junior high/middle school level.
(e) Student enrollment in any laboratory or vocational exploration class shall be consistent with applicable health and safety standards.
§ 36.24   Standard IX—Secondary instructional program.
(a) The secondary instructional program shall reflect the philosophy of the student, tribe, community, and school, and an awareness of the changing world.
(b) The secondary instructional curriculum shall include the following content areas:
(1) Language arts (communication skills).
(2) Sciences.
(3) Mathematics.
(4) Social studies.
(5) Fine arts and practical arts.
(6) Physical education.
(7) Languages other than English.
(8) Driver education. (See guidelines available from the applicable State Department of Education.)
(9) Vocational education. Curriculum shall be designed and directly related to actual occupational trends (national, regional, and local) and to introduce and familiarize students with various occupations in technology, industry and business, as well as required special skills and the training requisites. Programs shall be directed toward assisting students in making career choices and developing consumer skills and may include the following:
(i) Vocational exploration,
(ii) Vocational skill development, and
(iii) School/on-the-job cooperative education programs.
(c) The following shall be integrated into the curriculum:
(1) Consumer economics (including personal finances),
(2) Metric education,
(3) Safety education, and
(4) Health education. (In addition, the program shall meet the requirements contained in 24 Stat. 69.)
(d) The high school program shall provide program coordination with feeder schools, career direction, and preparation for the student entering independent living through employment, post-secondary education, and/or marriage.
(e) Yearly class schedules shall take into account the graduation requirements of each student.
(f) Student enrollment in any laboratory or vocational class shall be consistent with applicable health and safety standards.
(g) Schools are encouraged to provide alternative programs that lead to high school completion for secondary students who do not function successfully in the regular academic setting.
§ 36.30   Standard X—Grading requirements.
(a) Each school shall implement a uniform grading system which assesses a student's mastery of the prescribed objectives of the courses of study undertaken. The mastery of prescribed course objectives shall be the primary measure of academic attainment for reporting student grades on report cards.
(b) The information derived from student instructional evaluations shall be shared with the student and with the parents and shall be used to give teachers and students direction for subsequent learning activities.
(c) Parent/teacher and parent/teacher/student conferences focused on the student's instructional progress and development shall be held, where feasible and practical, to provide an additional means of communication between home and school. Residential schools may meet this standard by documenting the communication of student grades on report cards to parents.
(d) Each school shall issue a report card to parents of students who are under the age of eighteen (18) and to students eighteen (18) years of age and older on a regular basis, but not less than four (4) times yearly. The report card shall include, but not be limited to, the following sections:
(1) Recommendations and probable promotion status;
(2) Appropriate signatures and request for return of report cards; and
(3) Student attendance record.
(e) A summary of each year's final card shall become part of the student's permanent school record.
§ 36.31   Standard XI—Student promotion requirements.
Each school shall establish and implement a promotion policy which shall be submitted to and approved by the local school board and Agency Superintendent for Education or Area Education Programs Administrator, as appropriate. The requirements shall include, but not be limited to, the following:
(a) Each grade level or equivalent shall have a minimum criteria for student promotion based primarily on measurable mastery of the instructional objectives.
(b) Criterion-referenced tests that evaluate student skills shall be utilized for measuring the mastery of instructional objectives. The evaluation results shall form the basis for the promotion of each student.
(c) A student who has not participated, either directly or through approved alternative instructional methods or programs, in a minimum of 160 instructional days per academic term or 80 instructional days per semester without a written excused absence shall not be promoted. A school board or a school committee may review a promotion decision and, if warranted due to compelling and/or extenuating circumstances, rescind in writing such action on a case-by-case basis. Alternative instructional methods shall be submitted in writing for approval by the Agency Superintendent for Education or Area Education Programs Administrator, as appropriate.
§ 36.32   Standard XII—Graduation requirements for a high school diploma.
Graduation requirements contained under this section shall be applied beginning with the graduating class of the 1987-88 school year.
(a) Satisfactory completion of a minimum number of units shall be the measure for the issuance of a high school diploma.
(b) To graduate, a student shall earn 20 units in a four year high school program unless the state in which the school is located exceeds these requirements, in which case the state's requirements shall apply; fifteen (15) units shall be required as follows:
(1) Language arts—four (4) units.
(2) Mathematics—three (3) units.
(3) Social studies—three (3) units.
(i) One (1) unit in United States history;
(ii) One-half ( 1/2 ) unit in civics/government;
(iii) One-half ( 1/2 ) unit in tribal history/government;
(iv) One-half ( 1/2 ) unit in Indian studies; and
(v) One-half ( 1/2 ) unit in any other social studies;
(4) Science—two (2) units.
(i) One (1) unit in the general science area.
(ii) One (1) unit in laboratory science areas, i.e., chemistry, physics, biology, zoology, laboratory anatomy.
(5) Physical education—one (1) unit.
(6) Practical arts—one (1) unit. Credit in any vocational course may also be used to satisfy this required unit.
(7) Fine arts—one (1) unit. Music, art, dance, drama, theatre, and other fine arts courses may be used to satisfy this required unit. These are minimum requirements; local schools may establish academic or vocational requirements beyond those prescribed by these standards.
(c) A school with an average enrollment of fewer than 75 students may offer subjects in alternate years. If schools use this pattern, alternating pairs of subjects shall be listed and approved by the Agency Superintendent for Education or Area Education Programs Administrator, as appropriate.
(d) Credits earned through approved correspondence or extension study may be accepted if such credits are from schools approved or accredited by the state in which they are located or by a college or university which is regionally accredited for such purposes.
(e) Students who successfully complete the requirements of the High School Proficiency Examination in the State in which the school is located shall receive an endorsement so stating on their diplomas.
§ 36.40   Standard XIII—Library/media program.
(a) Each school shall provide a library/media program which shall, as a minimum, meet the applicable state and/or regional standards, but shall not be limited to these, and shall include the following:
(1) A written set of instructional and service objectives shall be established that is integrated and consistent with the school's educational goals and philosophy. The librarian or educational media specialist, with students and staff, shall set objectives based on assessed academic and residential needs. The program and services will be evaluated yearly by the principal and the librarian or educational media specialist to determine the degree to which all objectives have been met.
(2) A written policy for the selection of materials and equipment shall be developed by a library committee in collaboration with the librarian and be approved by the school board. The collection of materials shall include as a minimum the following:
(i) A collection of books suitable for the range of student abilities and interests being served in the following ADM ratios.
(A) Elementary K-6, 15 books per student
(B) Middle 7-8, 12 books per student
(C) Secondary 9-12, 10 books per student
(ii) Eight (8) to 12 percent of the basic collection must be composed of reference books, currently relevant and in a state of good physical condition, for practical use. Single copies of the principal textbooks used to complement instruction shall be in the collection, but textbooks cannot be counted toward this standard.
(iii) A periodical collection, suitable for the range of student abilities and interests being served, consisting of one (1) periodical for every ten (10) students, shall be maintained. Schools of over 200 will have a base collection of 20 periodicals.
(iv) A professional collection for the school staff shall be developed and maintained by the librarian in cooperation with a faculty committee.
(v) A variety of audio-visual materials, suitable for the range of instruction being provided, of at least 750 items or five (5) items for each student, whichever is larger, and inclusive of materials located in the classrooms shall be maintained. This category includes some of each of the following: Tactile objects, globes, models, maps, films, film-strips, microforms, slides, audio and video tapes, recordings, transparencies and graphics, and the equipment to use all of these. Multiple items within a specific set of materials will be counted as separate items.
(3) There shall be a library media center serviced by a librarian. Schools with fewer than 200 students are encouraged, wherever feasible, to cooperate in sharing librarian resources. Schools within an Agency and/or Area may cooperatively share the costs and services of a librarian who shall facilitate sharing of the combined available resources among the cooperating schools in accordance with the following ratios:
(4) All libraries must conduct an annual inventory of available books, materials, and equipment in accordance with the acquisitions and selection policies.
§ 36.41   Standard XIV—Textbooks.
(a) Each school shall establish a textbook review committee composed of teachers, parents, and students, and school board members. Appointment to the textbook review committee shall be subject to school board approval.
(b) The textbook review committee shall establish a procedure and criteria for the annual review of textbooks and other materials used to complement instruction. The criteria shall include, but not be limited to, the following:
(1) The textbook content shall meet the course objectives which are within the adopted school curriculum.
(2) The textbooks shall, as much as possible, reflect cultures accurately.
(3) The textbooks shall be current, in good physical condition, and varied in reading levels.
(c) Each school shall equitably distribute instructional materials to all classrooms. Each school shall inventory all property and equipment annually prior to requisitioning additional materials. Copies of the inventory shall be kept on file by the school staff.
§ 36.42   Standard XV—Counseling services.
Each school shall offer student counseling services concerned with physical, social, emotional, intellectual, and vocational growth for each individual. Counseling services shall be included in a school-wide assessment program.
(a) Each Agency and Area, as appropriate, shall institute and supervise an assessment program for its schools in order to provide for the objective assessment of student academic performance. Required formal tests shall be administered annually to all regular program students in grades 4, 8, and 12. (The testing of special education and gifted/talented students shall be in accordance with respective regulations.) If required by state certification standards, schools may use the state mandated academic achievement tests and accompanying requirements. These formal tests and their subtest contents, as well as the test-related procedures, shall include, but not be limited to, the following:
(1) Each Spring, schools shall conduct testing for grades 4, 8, and 12 using a current version of a standardized academic achievement test based upon the national assessment standards designed to assess higher order thinking skills. All schools shall keep a current record, with the Office of Indian Education Programs, of the test the school administers each Spring and the testing dates.
(2) Schools shall use some form of performance-based or authentic assessment in addition to standardized achievement testing.
(3) Each school shall report the summative results of its assessment program to its respective Agency or Area, as appropriate, and its school board.
(4) Parents/guardians shall be informed of their children's assessment results and provided with an explanation and interpretation to ensure adequate understanding of the results.
(5) Each school's instructional program shall establish an ongoing student academic assessment program to ensure that defined assessment procedures are in place. The program shall include regular training in basic assessment procedures and routines for all teachers and other staff involved in student assessment.
(6) Each Agency and Area, as appropriate, shall report the results of each school's formal Spring tests to the Office of Indian Education Programs by August 1 of each year. Summative information from performance-based and authentic assessments shall be reported at the same time.
(b) Each counseling program shall provide the following:
(1) Each school having a minimum school ADM of 200 students shall make provisions for the full-time professional services of a counselor, and each school enrolling fewer than 200 students shall make provisions for a part-time professional counselor.
(2) The counselors shall be familiar with the unique tribal, social, and economic characteristics of students.
(3) The counseling program shall contain the following:
(i) A written referral procedure;
(ii) Counseling techniques and documentation procedures to provide for the career, academic, social, and personal needs of the students which are based on the cultural beliefs and values of the students being served;
(iii) Preventative and crisis counseling on both individual and group bases;
(iv) Confidentiality and security of counseling records for each student; and
(v) Design and implementation of orientation programs to facilitate the pupil's transition from elementary to junior high/middle school and from junior high/middle school to high school.
(vi) Each junior or middle school and high school student shall receive academic counseling a minimum of twice yearly during which time the counselor shall assist the student in developing a written academic and career plan based on ability, aptitude, and interests. Additionally, counselors will assist high school students in selecting courses which satisfy the school's and the state's graduation requirements and the student's academic and career plan. Further, seniors will be given aid in completing registration and/or financial assistance applications for either vocational or academic post-secondary institutions.
(vii) Each high school counseling program shall be required to have on file for each student a planned academic program of studies which is available from the regular course offerings of the school to meet the student's career objectives and which will show that the student has received counseling.
§ 36.43   Standard XVI—Student activities.
All schools shall provide and maintain a well-balanced student activities program based on assessment of both student and program needs. Each activity program shall help develop leadership abilities and provide opportunities for student participation but not be limited to activities that include special interest clubs, physical activities, student government, and cultural affairs. The activity program shall be an integral part of the overall educational program.
(a) All student activities shall be required to have qualified sponsors and be approved by the school supervisor, and the school board shall approve the overall activity plan. A qualified sponsor is a professional staff member of the school that is given responsibility to provide guidance or supervision for student activities.
(b) A plan of student activity operations shall be submitted, by each activity at the beginning of each school year, to the school supervisor. The plan will include the purpose, structure, coordination, and planned types of fund-raising activities.
(c) School may participate in interscholastic sports and activities on an informal or formal basis. On an informal basis, the Bureau-operated schools will coordinate with other schools in setting up a schedule of sports and games. Schools that participate in state-recognized leagues will abide by those state rules regulating inter-school competition.
(d) Until comparable competitive opportunities are provided to all students, regardless of sex, no student shall be barred from participation in interscholastic competition in noncontact sports except on the basis of individual merit.
(e) Residential schools shall plan and provide an intramural program for all students. The program shall include a variety of scholastic and sport activities.
(f) Students shall be involved only in activities which are sanctioned by the school.
(g) All student activities involved only in fund raising are required to establish a school/student activity bank account following school/student banking procedures outlined under 25 CFR 31.7. All student activity accounts shall be audited annually.
(h) The school shall provide for the safety and welfare of students participating in school-sponsored activities.
(i) Each sponsor of a student activity will be given orientation and training covering the responsibilities of a sponsor by the school supervisor.
§ 36.50   Standard XVII—School program evaluation and needs assessment.
Each school shall complete a formal, formative evaluation at least once every seven (7) years beginning no later than the second complete school year following the effective date of this part. Schools shall follow state and/or regional accreditation, or accreditation requirements equal to the state in which a school is located. Each school shall follow the prescribed evaluation cycle. The primary purpose of this evaluation will be to determine the effects and quality of school programs and to improve the operations and services of the school programs.
(a) Each school's evaluation design or model will provide objective and quantitative analysis of each area to be evaluated. The analysis shall include product and process evaluation methods. The areas to be reviewed will include, but not be limited to, the following:
(1) School philosophy and objectives.
(2) Administrative and organizational requirements.
(3) Program planning and implementation.
(4) Curriculum development and instruction.
(5) Primary education.
(6) Program of studies for elementary, junior high/middle, and high schools.
(7) Grading requirements.
(8) Promotion requirements.
(9) High school graduation requirements.
(10) Library/media.
(11) Textbooks and other instructional materials.
(12) Counseling services.
(13) Medical and health services.
(14) Student activities.
(15) Transportation services.
(16) Staff certification and performance.
(17) Facilities (school plant).
(18) Parent and community concerns.
(19) School procedures and policies.
(20) School board operations.
(b) The Director, within six (6) months from the effective date of this part, shall distribute to each school, Agency or Area, as appropriate, a standardized needs assessment and evaluation instrument with guidelines for developing and applying a locally appropriate evaluation model for carrying out the requirements of this standard.
§ 36.51   Standard XVIII—Office of Indian Education Programs and Agency monitoring and evaluation responsibilities.
(a) The Office of Indian Education Programs shall monitor and evaluate the conformance of each Agency or Area, as appropriate, and its schools with the requirements of this part. In addition, it shall annually conduct onsite monitoring at one-third of the Agencies and Areas, thereby monitoring onsite each Agency and/or Area at least once every three (3) years. Within 45 days of the onsite visit, the Director shall issue to each Agency Superintendent for Education or Area Education Programs Administrator, as appropriate, a written report summarizing the monitoring findings and ordering, as necessary, required actions to correct noted deficiencies.
(b) Each Agency or Area, as appropriate, in conjunction with its school board shall monitor and evaluate the conformance of its school with the requirements of this part through an annual onsite evaluation involving one-third of the schools annually, thereby monitoring onsite each school at least once every three (3) years. Within 30 days of the onsite visit, the Agency Superintendent for Education or Area Education Programs Administrator, as appropriate, shall issue to the local school supervisor and local school board a written report summarizing the findings and ordering, as necessary, required actions to correct noted deficiencies.
(c) Schools, Agencies, and Areas shall keep such records and submit to the responsible official or designee accurate reports at such times, in such form, and containing such information as determined by that official to be necessary to ascertain conformance with the requirements of this part.
(d) Schools, Agencies, and Areas shall permit access for examination purposes by the responsible official, or any duly authorized designee, to any school records and other sources of information which are related or pertinent to the requirements of this part.
(e) The Office of Indian Education Programs, Agency Superintendent for Education, or Area Education Programs Administrator, as appropriate, shall annually conduct a summative evaluation to assess the degree to which each Bureau educational policy and administrative procedure assists or hinders schools in complying with the requirements of this part. This will include, but not be limited to, the following actions:
(1) Evaluate current policies and practices not related to this part and the effects thereof on the amount of time and resources required which otherwise would be available for these standards;
(2) Modify any policies and practices which interfere with or compromise a school's capability to achieve and maintain these standards;
(3) Invite non-Federal agencies to evaluate the effects current policies and procedures have had on complying with the requirements of this part; and
(4) Submit annually to the Director a copy of the summative evaluation.
§ 36.70   What terms do I need to know?
The following definitions apply to this subpart:
Behavioral health professional means a State licensed or State certified Social Worker, School Counselor, Drug and Alcohol Counselor, School Psychologist, or School Psychometrist responsible for coordinating a broad range of needs including:
(1) Support groups;
(2) Individual counseling;
(3) Crisis intervention;
(4) Preventive activities; and
(5) Coordination of referrals and outside services with appropriate providers.
Behavioral Health Program means a homeliving based service designed to decrease barriers to learning or increase positive, personal well-being by:
(1) Providing early intervention services, coordinating crisis intervention and prevention services;
(2) Promoting a positive social and emotional environment;
(3) Reducing the incidence of problems; and
(4) Referring students with behavioral needs that require professional medical care to an appropriate residential care facility.
Behavioral health services means the services provided by a school behavioral health program as defined in this section.
Homeliving Manager means the employee responsible for direct supervision of the homeliving program staff and students.
Homeliving Program means a program that provides room and board in a boarding school or dormitory to residents who are either:
(1) Enrolled in and are current members of a public school in the community in which they reside; or
(2) Members of the instructional program in the same boarding school in which they are counted as residents and:
(i) Are officially enrolled in the residential program of a Bureau-operated or funded school; and
(ii) Are actually receiving a homeliving program provided to all students who are provided room and board in a boarding school or dormitory.
Homeliving Program Staff means the employee(s) responsible for direct supervision of students in the homeliving area.
Homeliving Supervisor means the employee with overall administrative responsibility for supervising students, programs, and personnel in the homeliving area.
§ 36.71   What is the purpose of this part?
The purpose of this part is to establish standards for homeliving programs.
§ 36.75   What qualifications must homeliving staff possess?
(a) Homeliving staff must possess the qualifications shown in the following table:
(b) A person employed as a homeliving program staff:
(1) Should meet the requirements of paragraph (a) of this section by the 2009-2010 school year; and
(2) May, upon showing good cause, petition the school supervisor (or the homeliving supervisor for peripheral dorms) for a waiver from the new qualifications.
§ 36.76   Who is in charge of all homeliving operations?
One staff member who has the authority to ensure the successful functioning of all phases of the homeliving program should be designated as in charge of all homeliving operations. All staff should be advised of the lines of authority through an organizational chart approved by the local board responsible for operations of the homeliving program.
§ 36.77   What are the homeliving staffing requirements?
Homeliving programs must meet the staffing requirements of this section.
(a) Effective with the 2009-2010 school year, each homeliving program must maintain the following student minimum supervisory requirements on weekdays:
(b) The following staffing ratios apply on weekends:
§ 36.78   What are the staffing requirements for homeliving programs offering less than 5 nights service?
For homeliving programs providing less than 5 nights service, the staffing levels from 36.77 apply. To fill this requirement, the program must use only employees who work a minimum of 20 hours per week.
§ 36.79   What are the homeliving behavioral professional staff/student ratio requirements?
Behavioral health professional(s) is necessary in homeliving programs to address issues, such as abuse, neglect, trauma, cultural conflict, and lack of school success. Each homeliving program must provide a minimum of one half-time behavioral health professional for every 50 students.
(a) The program may fill the staffing requirements of this section by using contract services, other agencies (including the Indian Health Service) or private/nonprofit volunteer service organizations.
(b) Off-reservation homeliving programs should consider providing one full-time behavioral health professional for every 50 students.
(c) For purposes of this section, a one half-time behavioral health professional is one that works for the homeliving program a minimum of 20 hours per week.
(d) For purposes of this section, in instances where the behavioral health services are obtained through other programs, the behavioral health professional must be available at the request of the homeliving program.
§ 36.80   If a school or dormitory has separated boys' and girls' homeliving programs, may the same behavioral professional be used for each program?
Yes, a program may use the same behavioral professional for both boys' and girls' programs. However, behavioral health staffing requirements are based on the combined enrollment during the homeliving count period.
§ 36.81   May a homeliving program use support staff or teachers to meet behavioral health staffing requirements?
No, a homeliving program must not use support staff or teachers to meet behavioral health staffing requirements. The only exception is if the individual support staff employee or teacher has the appropriate behavioral health license or certification.
§ 36.82   May behavioral health professional(s) provide services during the academic school day?
Behavioral health professional(s) must average at least 75 percent of their work hours with students in their dormitories. These work hours must occur outside of the academic school day, except in emergency situations as deemed by the administrative head of the homeliving program or designee. The purpose of this requirement is to maximize contact time with students in their homeliving setting.
§ 36.83   How many hours can a student be taken out of the academic setting to receive behavioral health services?
A student may spend no more than 5 hours per week out of the academic setting to receive behavioral health services from the homeliving behavioral health professional(s), except for emergency situations.
§ 36.84   Can a program hire or contract or acquire by other means behavioral health professionals to meet staffing requirements?
A program may hire or contract behavioral health professionals to meet staffing requirements or acquire such services by other means such as through a Memorandum of Understanding with other programs.
(a) At least one individual must be a licensed or certified school counselor or a social worker who is licensed/certified to practice at the location where the services are provided.
(b) For additional staffing, other individuals with appropriate certifications or licenses are acceptable to meet staffing requirements.
§ 36.85   Is a nurse required to be available in the evenings?
No, a program is not required to make a nurse (LPN or RN) available in the evenings. However, this is encouraged for homeliving programs with an enrollment greater than 300 or for programs that are more than 50 miles from available services.
§ 36.86   Are there staff training requirements?
(a) All homeliving program staff as well as all employees that supervise students participating in homeliving services and activities must have the appropriate certification or licensing requirements up to date and on file. Programs must provide annual and continuous professional training and development appropriate to the certification and licensing requirements.
(b) All homeliving program staff as well as all employees who supervise students participating in homeliving services and activities must receive annual training in the topics set out in this section before the first day of student occupancy for the year.
(1) First Aid/Safety/Emergency & Crisis Preparedness;
(2) CPR—Automated External Defibrillator;
(3) Student Checkout Policy;
(4) Confidentiality (Health Information Privacy Act and the Family Education Right to Privacy Act.);
(5) Medication Administration;
(6) Student Rights;
(7) Child Abuse Reporting Requirements and Protection Procedures; and
(8) Suicide Prevention.
(c) Homeliving staff as well as all employees that supervise students participating in homeliving services and activities must be given the following training annually:
(1) De-escalation/Conflict Resolution;
(2) Substance Abuse Issues;
(3) Ethics;
(4) Parenting skills/Child Care;
(5) Special Education and Working with Students with Disabilities;
(6) Student Supervision Skills;
(7) Child Development (recognizes various stages of development in the student population);
(8) Basic Counseling Skills; and
(9) Continuity of Operations Plan (COOP).
§ 36.90   What recreation, academic tutoring, student safety, and health care services must homeliving programs provide?
All homeliving programs must provide for appropriate student safety, academic tutoring, recreation, and health care services for their students, as deemed necessary by the local school board or homeliving board.
§ 36.91   What are the program requirements for behavioral health services?
(a) The homeliving behavioral health program must make available the following services:
(1) Behavioral Health Screening/Assessment;
(2) Diagnosis;
(3) Treatment Plan;
(4) Treatment and Placement;
(5) Evaluation; and
(6) Record of Services (if applicable, in coordination with the student's Individual Education Plan).
(b) Each homeliving behavioral health program must have written procedures for dealing with emergency behavioral health care issues.
(c) Parents or guardians may opt out of any non-emergency behavioral health services by submitting a written request.
(d) Parents or guardians must be consulted before a child is prescribed behavioral health.
(e) Medication in a non-emergency situation.
§ 36.92   Are there any activities that must be offered by a homeliving program?
Yes, a homeliving program must make available the following activities:
(a) One hour per day of scheduled, structured physical activity Monday through Thursday, and two hours of scheduled physical activities on the weekends for any students who are in residence on the weekends;
(b) One hour per day of scheduled, structured study at least four days per week for all students, and additional study time for students who are failing any classes;
(c) Tutoring during study time;
(d) Native language or cultural activities; and
(e) Wellness program that may include character, health, wellness, and sex education.
§ 36.93   Is a homeliving handbook required?
Yes, each program must publish a homeliving handbook, which may be incorporated into a general student handbook. During the first week the students and staff are in the dormitory, the homeliving program must:
(a) Provide each student with a copy of the handbook that contains all the provisions in 36.94;
(b) Provide all staff, students, and parents or guardians with a current and updated copy of student rights and responsibilities;
(c) Conduct an orientation for all students on the handbook and student rights and responsibilities; and
(d) Ensure that all students, school staff, and to the extent possible, parents and guardians confirm in writing that they have received a copy of and understand the homeliving handbook.
§ 36.94   What must a homeliving handbook contain?
A homeliving handbook must contain all of the following, and may include additional information:
(a) Mission/Vision Statement;
(b) Discipline Policy;
(c) Parent/Student Rights and Responsibilities;
(d) Confidentiality;
(e) Sexual Harassment Policy;
(f) Violence/Bullying Policy;
(g) Homeliving Policies and Procedures;
(h) Services Available;
(i) Personnel and Position Listing;
(j) Emergency Procedures and Contact Numbers;
(k) Bank Procedures;
(l) Transportation Policy;
(m) Check-Out Procedures;
(n) Dress Code;
(o) Drug/Alcohol Policy;
(p) Computer Usage Policy;
(q) Medication Administration Policy and Procedure; and
(r) Isolation/Separation Policy.
§ 36.95   What sanitary standards must homeliving programs meet?
Each homeliving program must meet all of the following standards:
(a) Restrooms, showers, and common areas must be cleaned daily;
(b) Rooms must be cleaned daily;
(c) Linens must be changed and cleaned weekly;
(d) Linens are to be provided;
(e) Basic Toiletries must be provided; and
(f) Functional washing machines and dryers must be provided.
§ 36.96   May students be required to assist with daily or weekly cleaning?
Yes, students can be required to assist with daily or weekly cleaning. However, the ultimate responsibility of cleanliness rests with the homeliving supervisor and local law or rules regarding chemical use must be followed.
§ 36.97   What basic requirements must a program's health services meet?
(a) A homeliving program must make available basic medical, dental, vision, and other necessary health services for all students residing in the homeliving program, subject to agreements between the BIE and the Indian Health Service or between a tribally-operated homeliving program and the Indian Health Service or tribal health program.
(b) A homeliving program must have written procedures for dealing with emergency health care issues.
(c) Parents or guardians may opt out of any non-emergency services by submitting a written request.
(d) The homeliving supervisor or designee must act in loco parentis when the parent or guardian cannot be found.
§ 36.98   Must the homeliving program have an isolation room for ill children?
Yes, the homeliving program must have an isolation room(s) available for ill students. The isolation room (or rooms, if needed) must be made available for use by students with contagious conditions. Contagious boys and girls should have separate rooms. The isolation room(s) should have a separate access to shower and restroom facilities. Students isolated for contagious illness must be supervised as frequently and as closely as the circumstances and protocols require, but at least every 30 minutes.
§ 36.99   Are immunizations required for residential program students?
Each student must have all immunizations required by State, local, or tribal governments before being admitted to a homeliving program. Annual flu shots are not required, but are encouraged.
§ 36.100   Are there minimum requirements for student attendance checks?
Yes, there are minimum requirements for student attendance checks as follows:
(a) All students must be physically accounted for four times daily;
(b) Each count must be at least two hours apart;
(c) If students are on an off-campus activity, physical accounts of students must be made at least once every two hours or at other reasonable times depending on the activity;
(d) At night all student rooms should be physically checked at least once every hour;
(e) If a student is unaccounted for, the homeliving program must follow its established search procedures; and
(f) When homeliving staff is aware of a student who is going to be absent from school, the homeliving program is required to notify the school.
§ 36.101   How often must students who have been separated for emergency health or behavioral reasons be supervised?
Students who have been separated for emergency behavioral or health reasons must be supervised as frequently and as closely as the circumstances and protocols require. No student will be left unsupervised for any period until such factors as the student's health based on a medical assessment, the safety of the student, and any other applicable guidance for dealing with behavior or health emergencies are considered.
§ 36.102   What student resources must be provided by a homeliving program?
The following minimum resources must be available at all homeliving programs:
(a) Library resources such as access to books and resource materials, including school libraries and public libraries which are conveniently available;
(b) A copy of each textbook used by the academic program or the equivalent for peripheral dorms; and
(c) Reasonable access to a computer with Internet access to facilitate homework and study.
§ 36.103   What are the requirements for multipurpose spaces in homeliving programs?
Homeliving programs must provide adequate areas for sleeping, study, recreation, and related activities.
§ 36.104   What are the requirements for heating, ventilation, cooling and lighting at dormitories?
(a) All dormitories must be designed to meet or exceed the standards for heating, ventilation, cooling, and lighting set out in the building codes in the Bureau of Indian Affairs “School Facilities Design Handbook,” dated March 30, 2007, written and published by the Bureau of Indian Affairs Office of Facilities Management and Construction. The Director of the Federal Register has approved this incorporation by reference in accordance with 5 U.S.C. 552(a). To enforce any edition other than that specified in this section, the Bureau of Indian Affairs must publish notice of change in the Federal Register and the material must be available to the public
(1) You may obtain a copy of the Handbook at http://www.bia.gov/cs/groups/xraca/documents/text/idc008030.pdf. You can get answers to your questions from the Bureau of Indian Affairs Office of Facilities Management and Construction at: 1011 Indian School Road NW., Suite 335, Albuquerque, NM 87103; email: OFECT@bia.gov; Web site: http://www.bia.gov/WhoWeAre/AS-IA/OFECR/index.htm.
(2) You may inspect the Handbook at the Department of the Interior Library, Main Interior Building, 1849 C Street NW., Room 1151, Washington, DC 20240; telephone: (202) 208-3796. It is also available for inspection at the National Archives and Records Administration (NARA). For information on the availability of this material at NARA, call (202) 741-6030 or go to http://www.archives.gov/federal_register/code_of_federal_regulations/ibr_locations.html.
(b) If an existing dormitory does not comply with the standards in paragraph (a) of this section, we will classify the discrepancy as “deferred capital maintenance” for purposes of prioritizing correction of the discrepancy.
(c) The Bureau must publish in the Federal Register any proposal to change which building codes are included in the Bureau of Indian Affairs “School Facilities Design Handbook” or any successor document, and allow 120 days for public comment and consultation.
§ 36.110   Must programs provide space for storing personal effects?
Yes, students are entitled to private personal spaces for storing their own personal effects, including at least one lockable closet, dresser drawer, or storage space. However, all drawers, dressers, storage space, or lockable space are the property of the homeliving program and are subject to random search.
§ 36.111   Can a tribe, tribal governing body, or local school board waive the homeliving standards?
A tribal governing body or local school board may waive some or all of the standards established by this part if the body or board determines that the standards are inappropriate for the needs of the tribe's students.
(a) If a tribal governing body or school board waives standards under this section, it must, within 60 days, submit proposed alternative standards to the Director, BIE.
(b) Within 90 days of receiving a waiver and proposal under paragraph (a) of this section, the Director must either:
(1) Approve the submission; or
(2) Deliver to the governing body or school board a written explanation of the good cause for rejecting the submission.
(c) If the Director rejects a submission under paragraph (c) of this section, the governing body or school board may submit another waiver and proposal for approval. The standards in this part remain in effect until the Director approves alternative standards.
§ 36.112   Can a homeliving program be closed, transferred, consolidated, or substantially curtailed for failure to meet these standards?
No, a homeliving program cannot be closed, transferred to any other authority, consolidated, or its programs substantially curtailed for failure to meet these standards.
§ 36.120   What type of reporting is required to ensure accountability?
The homeliving program must provide to the appropriate local school board or alternative board such as a homeliving board, the tribal governing body, BIE, and the Secretary of the Interior, an annual accountability report within 45 days following the end of the school year consisting of:
(a) Enrollment figures identified by the homeliving count period;
(b) A brief description of programs offered;
(c) A statement of compliance with the requirements of this part and, if the program is not in compliance, recommendations for achieving compliance; and
(d) Recommendations to improve the homeliving program including identification of issues and needs.