Under the Every Student Succeeds Act, districts with Native students must collect feedback from tribal leaders on any plan or application for federal grants and funds.
The guidance, which is non-binding, covers a range of fiscal and monitoring issues in Title III.
Guidance suggests that relying on a single, high-stakes assessment when determining when students exit English-language learner is problematic.
The department has awarded about $40 million to schools and tribes since the Native American and Alaska Native Children in School program's launch in 2008.
A new study out of the University of Oregon found that designating early elementary students who are close to being proficient in English as ELLs may actually do more harm than good.
The expansion is part of an effort to teach more children in the nation's second-largest school system to read and write, not just speak, in multiple languages.
TESOL International Association's executive director, Rosa Aronson, will step down in spring 2017.
Spanish-speaking children experience significant improvements in English-language acquisition during preschool when they have a good grasp of the letters and numbers in their home language.
The number of Latino, African-American, and Asian students in public K-12 schools surpassed the number of non-Hispanic whites. But the teaching corps hasn't kept pace.
Advocacy groups and researchers are taking a deeper look at what changes may be on the horizon for English-language learners and the people responsible for educating them.