DRAFT
Summer 2026 | p. 1 IMPACT S U M M E R 2 0 2 6 PROGRAM UPDATE | p. 4 Interagency Agreements NAFIS Secures Key Program Wins ALSO INSIDE ◆ Deep Dive into CRs | p. 6 ◆ Leadership Profiles | p. 8 ◆ Subgroup Updates | p. 10 National Association of Federally Impacted Schools
p. 2 | Summer 2026 Nine months ago, I stepped into the role of NAFIS Executive Director with excite- ment, gratitude, humility, and a very or- ganized list of priorities. I had a transition plan. I had goals. I had timelines. I had spreadsheets. I thought I was ready. Looking back, that confidence feels a little op- timistic. Leading a national education advocacy organization with a small staff, a big mission, an active Board, multiple subgroups, hundreds of member districts, and a federal government that enjoys changing direction without warning is a bit like paddling a canoe while someone keeps moving the shoreline. You can prepare, check the weather, and bring snacks. But eventually, you have to grab the paddle and go. Listening and Learning My first priority was to understand NAFIS—its history, culture, people, strengths, challenges, and unwritten rules. So, I listened. I met with staff, Board members, subgroup leaders, state chairs, members, and partners. I reviewed finances, gov- ernance, priorities, and organizational history. I asked what was working, what needed attention, and what people hoped NAFIS could become. I quickly learned NAFIS has no shortage of passion, experience, institutional knowledge, or opinions. Ask one question and you receive five answers, three historical examples, two cautionary stories, and the name of someone who retired ten years ago but still knows everything. That's not a criticism. That is NAFIS. Strengthening the Organization Much of my work has focused on trust, communication, alignment, and sustain- ability. Some work is visible; much happens behind the scenes. There is nothing glamorous about reviewing financial controls, updating procedures, clarifying roles, or organizing files. But strong advocacy depends on a strong organization. I have also focused on supporting and developing our team. NAFIS is a four- person organization with a national footprint. There is no “other depart- ment”—we are the other department. We have strengthened communication, clarified expectations, increased accountability, and supported professional growth—investments that make us more effective advocates for our members. Advocacy in Action Advocacy remains the heart of what we do. The federal environment has been uncertain, fast-moving, and, at times, exhausting. We have responded to funding debates, administrative changes, legislative threats, staffing concerns, and questions about whether long-standing federal systems would continue functioning as expected. We have been visiting Capitol Hill, meeting with con- gressional offices and strengthening relationships with policymakers and staff. These conversations allow us to explain Impact Aid, share the experiences of our member school districts, and reinforce why the federal commitment to federally impacted schools must be protected. FROM THE CANOE SEAT Nine Months In: A Little Aloha, a Lot of Coffee, and Plenty of Paddling NAFIS BOARD OF DIRECTORS Officers & Leadership: Quincy Natay (AZ), President Quincy@chinleusd.k12.az.us Craig Hutcheson (NJ), Vice President Chutches@krhs.net Trista Olney (SD), Secretary Trista.olney@k12.sd.us Chad Blotsky (SD), Treasurer Chad.blotsky@k12.sd.us Keith Mispagel (KS), Past President Kmispagel@usd207.org Brian Gallup (MT), School Board Liaison Gallupbrian@yahoo.com Regional Directors Karen Magara (NY), Region 1 Kmagara@salamancany.org Stephanie Clark (GA), Region 2 Sclark@liberty.k12.ga.us Hilary Bales (MO), Region 3 Hbales@waynesville.k12.mo.us Voyd St. Pierre (MT), Region 4 Voydsp@rockyboy.k12.mt.us Shane Hawkins (AZ), Region 5 Shawkins@ftusd.org Thomas Addington (CA), Region 6 Taddingt@central.k12.ca.us Directors At-Large Stephen Haynes (OK) Shaynes@briggs.k12.ok.us Erin Prince (WA) Erinp@ckschools.org Christine Walker (CA) Cwalker@hueneme.org Burnie Roper (TX) Roper.b@lacklandisd.net IN THIS ISSUE 02 Executive Column 04 IAA: NAFIS Secures Key Program Wins 05 Department Watch 06 Appropriations Update 08 Leadership Profiles 10 Subgroup Updates 12 IMPACT Insights 14 NAFIS Program Analysis NAFIS STAFF Cherise Imai, Executive Director Anne O'Brien, Communications Director Jayson Schimmenti, Policy & Advocacy Director Joel Arther, Membership & Events Manager Cherise Imai, Executive Director
Summer 2026 | p. 3 FROM THE CANOE SEAT... FUEL FOR THE PADDLE Listening: Iz in Concert: The Man and His Music - Israel Kamawiwo'ole (1998) | Reading: How to Know a Person - David Brooks (2023) As I make those visits, I think often about late NAFIS Executive Director John Forkenbrock. I remember him standing at the podium at our conferences, pounding it for emphasis and reminding us that we need to get to the Hill, share our stories, and make sure members of Congress understand why Impact Aid matters. John also understood something that remains true today: NAFIS is about more than policy and appropriations. It is about family—building relationships, supporting one another, and strengthening the community so we can speak with a stronger, more unified voice. His message remains just as relevant today. Our advocacy is strongest when it is personal, when members tell their own stories, and when we work together as one NAFIS Family. Keeping the “Why” in View One of the most meaningful parts of the job has been visiting federally impacted school districts in Oklahoma, Ohio, D.C., South Dakota, and Maine. It is one thing to discuss Impact Aid on the Hill. It is another to walk through schools, meet stu- dents and educators, and hear how federal policy affects local decisions. These visits bring the work back to its purpose—the “why.” Across the country, I have seen innovative programs, dedicated educators, and proud students. I have also heard the same message: our schools need the federal government to honor its responsibility. A Mixed Plate and a Shared Kuleana My upbringing in Hawai‘i continues to shape how I lead. In Hawai‘i, we understand lau- lima—many hands working together. We also understand the local potluck. Everyone brings something: kalua pig, sushi, pancit, lumpia, fried noodles, macaroni salad, rice, and usu- ally three desserts because no one coordinated. Someone's dish took two days to prepare. Someone else stops at Foodland and transferred the food to a nicer container. No judgment. Everybody contributes. NAFIS is sometimes like that potluck. Our districts represent different regions, cultures, histories, and federal connections. Each member brings something unique to the table. The goal is not to make every dish the same, but to bring those con- tributions together into one strong mixed plate. My Filipino and Japanese heritage is also central to who I am. My paternal grandfather immigrated from the Philippines seeking better opportunities. My Japanese great-grandparents traveled from Hiroshima to Hawai‘i before World War II and settled on the Big Island. Both sides worked in the sugar cane fields. Their lives were built on hard work, sacrifice, persever- ance, family, and hope for the next generation. They taught me leadership is not about titles. It is about kuleana—responsi- bility. It is about showing up, doing the work, caring for people, and leaving something stronger for those who come next. Still Paddling I am proud of our progress. We have strengthened systems, enhanced communication, supported staff growth, deepened relationships, expanded our presence on Capitol Hill, and advanced our advocacy. These improvements are ultimately about serving members more effectively and increasing support for federally impacted school districts. My original list of priorities has not gotten shorter. It has simply become more detailed, color-coded, and connected to several additional spreadsheets. But we are moving forward. Leadership is never a solo journey. It is like paddling a canoe. Everyone must understand where we are going, trust the people beside them, and pull in the same direction. Sometimes the water is calm. Sometimes the current changes. Some- times one person is paddling enthusiastically while someone else is still looking for their paddle. But we keep going. Nine months in, I remain honored to serve. I am still listening, still learning, still building, and still paddling. The waters ahead may be uncertain, but we have a strong canoe, a committed crew, a NAFIS Family, and a mission worth the journey. And, thankfully, plenty of coffee. Mahalo nui loa for your trust, partnership, and unwavering commitment! ◆
p. 4 | Summer 2026 NAFIS continues to closely monitor implementation of the Interagency Agreement (IAA) transferring administration of the Impact Aid Program from the U.S. Department of Education to the Department of Labor. Since the Administration announced plans in November 2025 to transfer several K-12 education programs—includ- ing Impact Aid—to the Department of Labor, NAFIS has actively advocated to ensure the transition does not dis- rupt payments to school districts or diminish the exper- tise needed for effective program administration. Through meetings with Department officials, congressional out- reach, and ongoing engagement with federal stakeholders, NAFIS has elevated key priorities to protect federally im- pacted school districts. As implementation continues, NAFIS is encouraged by progress in addressing many of the concerns raised with the Department. MAINTAINING PROGRAM EXPERTISE NAFIS urged the Department to retain experienced Impact Aid staff to preserve institutional knowledge and ensure uninterrupted program administration. "I want you to know that the Impact Aid dollars are going out on time, where they are supposed to go." - U.S. Secretary of Education Linda McMahon - April 28, 2026 Responding to questions from Sen. Mike Rounds (R-SD) during the FY 2027 U.S. Department of Education budget hearing before the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies. » Watch the exchange on the NAFIS YouTube channel. PROGRAM UPDATE Interagency Agreement: NAFIS Secures Key Program Wins STATUS: All indications from the Department and con- gressional champions are that the dedicated, knowledge- able staff critical to the effective administration of the program will continue in their roles under the IAA. PROTECTING THE FY 2026 GRANT CYCLE NAFIS requested that any operational changes occur only after the completion of the FY 2026 application and pay- ment cycle to avoid disruptions for school districts. STATUS: The Division of Impact Aid Programs (formerly the Office of Impact Aid Programs) completed final pay- ments for FY 2026 in record time through existing U.S. Department of Education payment systems. PRESERVING THE IMPACT AID GRANT SYSTEM NAFIS emphasized that the existing online grant system should remain fully operational until a proven replacement is available. STATUS: On June 23, 2026, the Department extended Groundswell Corporation’s contract for administering the Impact Aid Grant System (IAGS) for an additional five years. This ensures that IAGS will continue through the remainder of the Trump Administration and into the next administration. Moving forward, NAFIS will continue working directly with federal officials and Congress to monitor implementation of the IAA, keep members informed, and advocate for a seamless transition that protects the timely and effective delivery of Impact Aid. ◆ Photo Credit: G. Edward Johnson, CC BY 4.0, via Wikimedia Commons Photo Credit: US Dept. of Labor, CC BY 2.0, via Wikimedia Commons
Summer 2026 | p. 5 Local Educational Agency (LEA) Landing Page Launch The new LEA Landing Page, developed by Groundswell Corporation, will launch on August 3, 2026. This enhanced page was showcased at the NAFIS Spring Conference and is designed to improve access and usability for all users. Impact Aid Grant System (IAGS) Contract Renewal The IAGS contract was renewed in June 2026 for another five years, with Groundswell continuing as our contractor. There are no changes to the IAGS system or program staff. Please continue to contact your assigned program analyst for technical assistance as needed. Email addresses remain the same. Division of Impact Aid Programs (DIAP) Relocation In August, the DIAP will relocate to the Department of Labor (DOL). Current program staff will remain the same, and the only change is our physical location. The move will not impact your access to IAGS or Impact Aid program staff. Early Payment Requests for Fiscal Year (FY) 2027 As we prepare for FY 2027, please remember to submit an early payment request through the IAGS if your LEA requires funds before the end of December 2026. Early payment requests are prioritized for LEAs with funding needs prior to this deadline. The button to request an early payment is at the top of the FY 2027 application page; see the user guide for instructions with screenshots. Monitoring and Application Tasks The program office is diligently working to complete all monitoring and application tasks for FY 2027. Please pay close attention to system-generated emails, as they contain important information for your grant application. If you have an outstanding task in IAGS, please respond by the specified deadline. FY 2027 Payment Goal Our goal for FY 2027 remains unchanged: to make final payments within the same fiscal year. This commitment ensures timely support for your LEA’s needs and reflects our ongoing dedication to efficient grant management. FY 2026 Impact Aid Discretionary Construction Grant Competition The competition launches soon. Please monitor official channels for the No- tice Inviting Applications and detailed guidelines. Upcoming Webinars We invite you to join one of our upcoming webinars. Please see the details and registration links below. All webinars are free and open to the public. Connect with the U.S. Department of Education at the NAFIS Fall Conference DEPARTMENT WATCH News from the Division of Impact Aid Programs The Division of Impact Aid Programs (DIAP) at the U.S. Department of Education is pleased to share several important updates. WEBINAR SCHEDULE » Overview of Section 7003 Grants — AUG. 13 | 2pm ET / 11am PT | Register Here » How to Conduct a 7003 Survey — AUG. 18 | 2pm ET / 11am PT | Register Here » Electronic Data Collection — AUG. 26 | 2pm ET / 11am PT | Register Here NAFIS is pleased to welcome the U.S. Department of Education to the 2026 NAFIS Fall Conference! On Monday, Sep- tember 21, attendees can engage with Department staff through a DIAP breakout session, Office Hours, and more. During the Second General Session, Faatimah Muhammad, Director of the Impact Aid Program, will provide updates on Impact Aid payments and the state of the program. ◆ (L to R) NAFIS Executive Director Cherise Imai, DIAP Director Faatimah Muhammad, NAFIS Policy & Advocacy Director Jayson Schimmenti
p. 6 | Summer 2026 APPROPRIATIONS UPDATE FY 2027 Appropriations Process Moves Forward; Impact Aid Increase Proposed Congress continues to make progress on fiscal year (FY) 2027 appropriations, although final funding decisions are unlikely until later this year. Both the House and Senate Appropriations Committees have begun advancing annual spending bills, but none have yet been enacted into law. The House Appropriations Committee approved a bill that includes a $5 million increase for Impact Aid compared to FY 2026 levels. The proposal would increase Section 7003 Basic Support payments by $3 million, Section 7002 Fed- eral Property payments by $1 million, and Section 7003(d) Children with Disabilities payments by $1 million, while maintaining funding for Impact Aid Construction grants. NAFIS welcomes this proposed increase, particularly in a challenging budget environment, but is concerned that Impact Aid funding continues to fall far short of need as districts contend with rising costs for personnel, trans- portation, utilities, and facility improvements. The broader education funding landscape remains difficult. The House bill proposes a $1.9 billion reduction to Title I Grants to Local Educational Agencies, eliminates funding for English Language Acquisition State Grants and Sup- porting Effective Instruction State Grants (Title II-A), and eliminates or reduces funding for several other education programs, including Teacher Quality Partnerships and Full-Service Community Schools, among others. Throughout the appropriations process, NAFIS has con- tinued to educate Members of Congress on the federal government’s obligation to federally impacted school dis- tricts. NAFIS has met with congressional offices, submit- ted testimony to the Appropriations Committees, coor- dinated member outreach, and advocated for an FY 2027 request of $1.70 billion for the Impact Aid Program. With Congress approaching the end of the fiscal year without completing all appropriations bills, lawmak- ers are expected to rely on a Continuing Resolution (CR) to temporarily extend federal funding beyond October 1 and avoid a government shutdown. The House recently approved a CR that would fund the government through December 4, 2026, delaying final appropriations decisions until after the November midterm elections. The Senate has indicated it will take up a CR prior to August recess. NAFIS will continue working to secure the strongest possible investment in Impact Aid as the appropriations process moves forward, building on the bipartisan sup- port that has long recognized the federal government’s responsibility to federally impacted school districts. ◆ What is a Continuing Resolution? A Continuing Resolution is a temporary funding measure that keeps the federal government operating when Con- gress has not enacted all annual appropriations bills before the start of the fiscal year on October 1. Rather than establishing new funding levels, a CR generally continues funding at the previous year's rate for a specified period of time while Congress continues negotiations on full-year appropriations. Does a CR increase or decrease funding? No. A standard CR generally maintains funding at the prior year's level until Congress enacts final appropriations. Any increases or decreases occur only after a full-year appropriations bill becomes law. With Congress once again considering a Continuing Resolution (CR), many NAFIS members have asked what a CR means for Impact Aid and how proposed changes to federal budget law could affect the appropriations process. DEEP DIVE Understanding Continuing Resolutions and the Prevent Government Shutdowns Act
Summer 2026 | p. 7 FAST FACTSAct $1.70 Billion $5 Million October 1 14 Days NAFIS FY 2027 Impact Aid Appropriations Request House Proposed FY 2027 Increase for Impact Aid Start of the New Fiscal Year (Target for initial CR) Auto-CR Increments Proposed Under S. 4632 How does a CR affect Impact Aid school districts? For most federally impacted school districts, a CR has limited immediate impact on day-to-day operations. Be- cause Impact Aid is not forward-funded, the Department of Education generally contines processing payments using available appropriations and statutory formulas. However, a prolonged CR can create uncertainty for district budgeting, particularly if Congress ultimately changes funding levels in a final appropriations bill. Delayed funding decisions can make it more challenging for districts to plan for staffing, programs, and other critical needs. How does a CR affect the Impact Aid payment cycle? A CR affects when and how much funding the Division of Impact Aid Programs can initially distribute. Under a CR, the Division receives a prorated appropriation based on the length of the funding extension and can only distrib- ute available funds until Congress provides additional funding through a full-year appropriations bill or another funding measure. In recent years, the Division has generally prioritized initial prorated payments for districts that request early payments through the Impact Aid Grant System to help meet operating expenses. By contrast, when full-year appropriations are enacted at the start of the fiscal year, the Division is typically able to issue larger initial payments to all eligible school districts earlier in the payment cycle, often in October or November. What happens if a CR expires? If Congress neither passes appropriations nor extends a CR before funding expires, the federal government enters a funding lapse, commonly called a government shutdown. During a shutdown, many federal employees are fur- loughed, although some activities continue. Previous shutdowns have delayed federal administrative functions and created uncertainty for federally impacted school districts. Impact Aid payments are not released during a shutdown. Automatic CRs: An Alternative to Government Shutdowns? As Congress continues to struggle to complete annual appropriations bills before the start of the fiscal year, law- makers have increasingly explored proposals to replace government shutdowns with automatic CRs. These pro- posals are designed to ensure that federal agencies remain open even when Congress misses its funding deadlines. Under a typical automatic CR proposal, if Congress fails to enact appropriations by October 1, funding would au- tomatically continue—usually at the previous fiscal year's funding levels—for a limited period while negotiations continue. Supporters argue that this approach would protect federal employees, reduce uncertainty for agencies and grant recipients, and avoid the economic disruption associated with government shutdowns. One of the most prominent proposals is the Prevent Government Shutdowns Act (S.4632), a bipartisan bill that would automatically extend government funding in successive 14-day increments at the prior year's funding levels whenever appropriations lapse. Rather than shutting down the government, the legislation would impose procedural restrictions on Congress, including limiting recesses, restricting official travel, and requiring lawmak- ers to remain in Washington until appropriations are completed. While proposals like this seek to shift the consequences of missed deadlines from federal agencies to Congress itself, questions remain about whether automatic CRs would improve the appropriations process. Critics note that if agencies continue receiving funds automatically, Congress may face less pressure to enact full-year appropria- tions, potentially leading to prolonged flat funding and greater uncertainty for programs seeking increases. For federally impacted school districts, the implications are significant. While automatic CRs reduce the disruption of a government shutdown, they fail to ensure timely annual appropriations or increases to Impact Aid. Until Congress passes a final bill, funding generally remains at prior-year levels, delaying proposed increases and policy updates. ◆
p. 8 | Summer 2026 Jesse M. Najera | Superintendent, Silver Valley Unified School District (CA) STATE CHAIR PROFILE Serving Those Who Serve About the District Silver Valley Unified School District serves military- connected families from Fort Irwin’s National Training Center and Ma- rine Corps Logistics Base Barstow. Approximately 75% of students are military con- nected, and our district experiences significant annual stu- dent mobility due to deployments and permanent change of station (PCS) moves. I am incredibly proud that Silver Valley has maintained a 100% graduation rate while also building a thriving Ca- reer Technical Education program that prepares students for college, careers, and military service. All seven of our schools have been recognized as Purple Star Schools by the California Department of Education, reflecting our com- mitment to serving military families. We are also proud to employ many military spouses throughout our district. "Impact Aid is essential to helping us provide a high-quality educational experience for every student who enters our schools." The Importance of Impact Aid Impact Aid allows us to provide the programs and services our military-connected students need to succeed academi- cally and socially. These funds support small class sizes, counselors, social workers, intervention teachers, visual and performing arts programs, and state-of-the-art tech- nology. They also help us maintain safe, well-kept facilities that create positive learning environments for students. An increase in Impact Aid would allow us to expand student supports and continue investing in innovative programs that help military-connected students thrive. Significant cuts would force difficult decisions affecting staffing, class sizes, intervention services, counseling supports, arts pro- grams, and facility maintenance. Ultimately, the students who would feel those impacts most are the military chil- dren whose families serve our nation. What Policymakers Need to Know Unlike many school districts, federally impacted districts often have limited ability to generate local revenue and may have little or no bonding capacity. In Silver Valley, we can experience student turnover approaching 35% annual- ly due to military moves and deployments, yet we must be prepared to welcome and support every new student im- mediately. Impact Aid provides the stability and resources necessary to meet the unique academic and social-emo- tional needs of military-connected children. Impact Aid is not a bonus—it replaces funding that federally impacted districts cannot generate locally. ◆ Najera (center) with Rep. Jay Obernolte (R-CA; far right) and Silver Valley USD leaders during an Impact Aid advocacy meeting From Calling to Commitment I have been involved with NAFIS and Impact Aid advoca- cy for nearly 15 years and seen firsthand the difference federal support makes in our schools. In addition to serv- ing as NAFIS California State Chair, I serve as President of the California Association of Federally Impacted Schools (CAFIS), sit on the Executive Board of the Military Impacted Schools Association (MISA), and was appointed to the Cali- fornia Military Interstate Children’s Compact Commission. I chose education because I felt called to serve others and make a positive difference in the lives of young people. Over time, that calling grew into a passion for serving the entire Silver Valley community that includes the military families who sacrifice so much on behalf of our country. Serving as Superintendent of Silver Valley Unified School District has truly been the honor of my life.
Summer 2026 | p. 9 Voyd St. Pierre | Superintendent, Rocky Boy School District, 87J-L (MT) BOARD MEMBER PROFILE Rooted in Culture and Community About the District Rocky Boy School District serves children residing on the Rocky Boy Indian Reservation in north-central Montana, the smallest of the state's seven reservations and home of the Chippewa-Cree Tribe. We are both an elementary and high school district located on one main campus, serving approximately 580 K-12 students. Rocky Boy was one of the first school districts in the U.S. controlled by an all-Indian board of trustees. Our commu- nity fought for many years to create our own school districts, run by our own people. Culture and language have always been prioritized, as evidenced by our extensive curriculum developed in the 1970s. Our school philosophy, created by Elders in the same era, has never been modified and remains central to daily instruction and operations. Driven by Students I was inspired to pursue education after seeing firsthand the disparities in educational opportunities. What keeps me motivated? Students, students, students! Interacting with students every day—especially the younger ones who gravi- tate to you whether on the playground, in the lunchroom, or in the classroom—puts a smile on my face. Teaching is the only profession that makes all other professions possible. When I became su- perintendent in 2006, I wanted to learn all about Impact Aid. Understanding the program, complet- ing applications, and participating in an- nual NAFIS meetings gave me a sound base for my work on the NAFIS Board, which allows me to connect with and advocate for roughly 1,100 dis- tricts across the coun- try, ensure the Indian lands voice is heard, and educate Congress on the program and its effects on kids. The Importance of Impact Aid With an annual budget of $10.1 million, Impact Aid makes up 55% of our rev- enue. We have seen an in- creased reliance on Impact Aid dollars the past five years to offset minimal increases in state aid. The majority of our Impact Aid flows directly into stu- dent programs in the areas of personnel [paraprofession- als], transportation, extracurriculars, food services, build- ing operations and maintenance, mental health counseling, special education, IT infrastructure, and culture and lan- guage. Increased Impact Aid funding would allow us to make much-needed updates and repairs to outdated facili- ties, which are becoming a safety issue. We would also like to invest in personnel and implement a grow-your-own teacher pathway. Teacher housing is a top priority for the district and a huge recruiting tool for rural schools; we want to invest in teacher housing to attract new teachers. Cuts to Impact Aid would force us to eliminate some of the services mentioned above. Larger class sizes, fewer parapro- fessionals, and cuts to after school tutoring and extracur- ricular transportation services would be immediate impacts. St. Pierre (second from right) with Montana advocates on the Hill What Policymakers Need to Know The reservation is 100% trust property, and our local tax- able valuation is only $201,986. We do not have the luxury of proposing annual school bonds to fund projects like our surrounding districts can. This reality means we rely heavily upon Impact Aid to operate our schools each year. Without additional revenues to offset inflationary costs, it becomes difficult for school leaders to propose annual budgets to our boards. Drastic cuts to student programs and even school closures remain realistic topics of discus- sion each year for many districts. ◆ "Disadvantaged students should have the same opportunities as any other student. Impact Aid is one avenue to make that happen."
p. 10 | Summer 2026 Federal Lands Impacted Schools Association (FLISA) - Tom Schneider, FLISA Executive Director At the past few FLISA meetings, we’ve started by saying that the association is doing great. The situation facing public education funding? Maybe not so much. For the past three membership cycles we’ve maintained numbers matching our twenty-year highs. At our most recent Summer Meeting in Traverse City (MI), we set our strategy for the coming fall budget season and the con- gressional lame duck period we are about to enter. Our meetings always feature lively discussion because FLI- SA is a member-driven organization. Every member plays an important role in shaping our voice and strengthening our collective efforts. Our three key committees—Member- ship, Advocacy, and Messaging—are already working to- gether to prepare messaging for Congress. This work is more important than ever. Congress must understand that every student in a 7002 federally impact- Learning Opportunity Impacted Schools Association (LO~ISA) - Jim Sarruda, LO~ISA Executive Director LO~ISA represents school districts serving military in- stallations, Indian lands, and low-rent housing prop- erties with a Learning Opportunity Threshold (LOT) below 50%. Approximately 75% of the school districts receiving Impact Aid Basic Support are considered Low LOT. Our mission is to advocate for these communities and support increased federal appropriations for Impact Aid. At its March 2026 meeting, the LO~ISA Executive Board welcomed Tiffany Benson, Superintendent of Travis Uni- fied School District (CA), as Director At-Large II. A lifelong educator with more than 20 years of experience, Benson FLISA members at work ed school is affected by the loss of local property tax rev- enue caused by the federal presence in their community. Every 7002 student is federally connected. FLISA members are dedicated to advancing the needs of federally impacted schools and all students who rely on Im- pact Aid to support their academic programs. We value our partnership with all of NAFIS and look forward to continu- ing our united efforts. To learn more, visit FLISA.org. ◆ has expanded academic opportunities, modernized facili- ties, and strengthened support for military-connected stu- dents and families at Travis Air Force Base. An active NAFIS member, she brings valuable experience and perspective to the Executive Board. The Board also recognized Dr. John Price, Superintendent of North Chicago School District 187 (IL), with LO~ISA's “Distinguished Service Award” for his exceptional leader- ship and sustained commitment to serving federally con- nected students, advocating for equitable resources, and addressing the educational and fiscal challenges of Low LOT school districts. A longtime LO~ISA leader and Illinois MIC3 Commissioner, John has been a dedicated advocate for Impact Aid, building strong partnerships with military leaders and members of Congress to advance the needs of federally impacted schools. The LO~ISA Board is pleased to announce that, during the past school year, LO~ISA became an officially recognized 501(c)(3) nonprofit organization, adopting its Articles of Incorporation and receiving its IRS Employer Identifica- tion Number (EIN). Finally, please note a slight change to the schedule for our membership meeting during the 2026 NAFIS Fall Confer- ence in Washington, D.C. To better accommodate mem- bers, the Sunday, September 20 meeting will begin at 10am in Capitol B. Continental breakfast begins at 9:30am. We wish a safe and relaxing summer for all. We look for- ward to welcoming everyone to our fall meeting in D.C.! ◆ Price (center) with LO~ISA Executive Director Jim Sarruda (L) and President Lee Northcutt, Caddo Public Schools (OK) Superintendent (R) A FAMILY UNITED: SUBGROUP UPDATES Executive Directors from across the NAFIS Family share priorities and progress as we work together to strengthen advocacy for federally impacted school districts. ◆ ◆ ◆ ◆
Summer 2026 | p. 11 SUBGROUP UPDATES... Military Impacted Schools Association (MISA) - Kyle Fairbairn, MISA Executive Director MISA held our annual summer meeting in Rapid City (SD) this June and toured Ellsworth Air Force Base. We had a good turnout, with more than 65 attendees. Douglas Public Schools did a wonderful job hosting the event, and we were able to see firsthand the issues the school district will face as a new mission at Ellsworth ramps up. One of the topics discussed at the meeting was the tuition voucher proposal by the Trump Administration for military- connected children to attend private schools. The voucher would provide $15,000 per student and reach up to 11,000 students, with a total price tag of more than $870 million. This funding would have to move through a reconciliation bill, as the Senate does not have the required 60 votes to pass it through the normal funding process. While an effort to attach this proposal to the FY 2027 National Defense Authorization Act (NDAA) recently failed, it remains to be seen how it moves forward. If you have a Senator who could help defeat it, your outreach would be National Indian Impacted Schools Association (NIISA) - Brent Gish, NIISA Executive Director NIISA Vision Statement: “Full Funding for Every In- dian Lands Child” Boozhoo! Hello everyone. Perhaps it’s just me, but time seems to pass more quickly than when I began my career decades ago. Could it be my age and the sense of urgency I have to complete the many unfinished tasks on my priority list…things that give pur- appreciated. If Congress would put $870 million in the Im- pact Aid Program instead, we would finally be fully funded, and public schools would receive the resources needed to educate all the children we serve—both federally connected students and their classmates. No military-connected child around the country receives $15,000 in Impact Aid funding. We continue to work on appropriations, although the out- look does not look promising for the upcoming year. Con- tinued small increase in appropriations will only further erode the LOT percentage being paid. ◆ pose in our lives and motivate us, such as our ultimate goal of achieving full funding of the Impact Aid Program? The NIISA Board of Directors' summer meeting is in a dif- ferent state each year. This year, we met in Rapid City (SD). In addition to a business meeting, the Board lays out priori- ties for the fiscal year ahead. Work includes initial budget discussions, conference planning, Stepping Stones Grant priorities, and other business in accordance with bylaws. The highlight of the meeting is school visitations. This year, the Board traveled to member district Oglala Lakota County Schools. A huge thank you to Superintendent Connie Kalten- bach for taking time out of her very busy schedule to lead the tour of four of the district’s community schools. We learned about the unique strengths of each school and their shared focus on providing high-quality, culturally relevant edu- cation. Congratulations to Superintendent Kaltenbach, the Board of Education, staff, and community—very well done! In addition, we toured Ellsworth Air Force Base. The Board had the opportunity to compare and contrast the unique aspects of educating military children versus Indian lands children. They also received an overview of Ellsworth’s strategic mission. A huge shout-out to Max Schochenmai- er for making the arrangements for both visits! Enjoy the remaining days of summer. Take time to care for yourself….no one else can. ◆ MISA members at Ellsworth Air Force Base » Download the Meet the NAFIS Subgroups one-pager to learn more about each of these organizations. NIISA Board at Oglala Lakota Tech High School
p. 12 | Summer 2026 IMPACT INSIGHTS Selected research and analysis on issues shaping funding, operations, and opportunities for federally impacted school districts. NAFIS regularly reviews research and analysis from federal agencies, universities, think tanks, and education organizations to identify resources relevant to federally impacted school districts. This section highlights findings and trends that connect national conversations on policy and practice to local district realities. Arecent study published in the Journal of Policy Analysis and Management provides some of the strongest evidence to date that “grow your own” (GYO) teacher pathways can strengthen the educator pipeline, particularly when districts invest early in high school students. The findings are especially relevant for school districts facing per- sistent staffing shortages and seeking sustainable, community-rooted recruitment strategies. The research team conducted a decade-long evaluation of the Teacher Academy of Maryland (TAM), one of the nation’s largest high school–based GYO programs. TAM offers a four-course career and technical education (CTE) sequence in child development, pedagogy, and classroom practice, with opportunities for dual credit and early field experience. Us- ing Maryland’s staggered rollout of TAM across districts, researchers tracked more than 225,000 students over time. KEY FINDINGS • More students became teachers: Students exposed to TAM were 45% more likely (0.6 percentage points) to enter the teaching profession a decade later. • Higher long-term earnings: Roughly a decade after beginning high school, TAM participants—whether they became teachers or pursued other careers— earned on average 5% more than peers, with Black girls seeing an 18% increase. • Strongest impacts among females: White and Black girls experienced largest increases in entry into teaching, while effects for boys were more limited. • Program design matters: Black students who en- rolled were substantially less likely to complete the four-course sequence, underscoring the need for stronger supports to improve persistence. For school districts turning to community-based pipelines as a long-term strategy to stabilize their educator workforce, this study offers several important takeaways: • Local pipelines can work. Students with strong ties to their communities are more likely to become teachers and, for many groups, return home to serve their communities. • Intentional design matters. Districts should address barriers affecting participation and completion. • Programs may be relatively low-cost to scale. The Maryland model cost approximately $32 per student annually, suggesting GYO programs may offer an affordable strategy for expanding teacher pipelines. • Benefits extend beyond teaching. Participants experienced higher high school graduation rates, greater educational attainment, and higher long-term earnings—even when they ultimately pursued careers outside of education. While the study focused on Maryland’s statewide program, and additional research is needed across different contexts, its findings offer valuable lessons for federally impacted districts seeking sustainable, place-based educator pipelines. ◆ Grow-Your-Own Programs Show Strong Promise for Expanding Local Teacher Pipelines, New Evidence Finds By Kendal Hunter Clement, 2026 NAFIS Spring Intern A decade after entering high school, students exposed to TAM were more likely to become teachers than similar peers who were not. Graphic from Education Week, based on research by Blazar et al., "Localized Teacher Recruitment Through 'Grow-Your-Own': Impacts of the High School Teacher Academy of Maryland Program," Journal of Policy Analysis and Management. Increased Likelihood of Teaching » Read Study in the Journal of Policy Analysis and Management » Explore Education Week Coverage » See K-12 Dive Analysis
Summer 2026 | p. 13 How Often Do Students Read Full Books in School? New Data Reveals Trends ARAND study on secondary English language arts found that most teachers planned to assign at least one full book during the 2024–2025 school year, though the number of books varied considerably across classrooms. On average, teachers planned to assign four full books, with about two-thirds planning to assign between one and four. Nearly 9% planned to assign none. Teachers in high-poverty schools and those serving larger shares of students of color, multilingual learners, and students with disabilities planned to assign fewer books. » Read the report, Reading Full Books in Secondary Language Arts Classrooms, to learn more. ◆ Percentage of Secondary ELA Teachers Reporting the Number of Books They Planned to Assign (SY 2024-2025) ADDITIONAL INSIGHTS... Report Call for Stronger Career Navigation in K–12 Schools The Bigger Picture: Understanding Educational Progress in America As technology and economic shifts reshape the fu- ture of work, school districts face growing pres- sure to prepare students for careers that may not yet exist. Future Shock: The Crisis in Career Navigation, a new report from FutureEd, argues that while schools have ex- panded career pathways, CTE, and work-based learning, many students still lack the guidance needed make in- formed career decisions. The report identifies several barriers to effective career navigation, including high student-to-counselor ratios, limited labor market information, confusing credential op- tions, and emphasis on a single postsecondary pathway. These challenges can leave students uncertain about career choices and employers struggling to meet workforce needs. The report offers three key takeaways to guide action: • Use technology to complement, not replace, human connections. AI tools can support career planning, but districts should invest in counselors, professional de- velopment, and meaningful student interactions. • Expand access to work-based experiences. Intern- ships, job shadowing, and pre-apprenticeships help students connect learning to careers while building skills, networks, and credentials. • Prioritize data. Students and counselors need reliable information on labor markets, in-demand skills, and the value of credentials, while districts need to under- stand which career preparation approaches work best. » Read the full report on FutureEd's website. ◆ An analysis from researchers Michael Kirst and Victor Eliot Hau Hong Chan argues the story of American education is more complex than often portrayed. While national conversations focus on stagnant or declining K–12 test scores, the researchers examine a broader range of education and training outcomes and find significant growth in areas such as Advanced Placement, dual enroll- ment, apprenticeships, college completion, and credentials. Kirst and Chan argue that measuring educational prog- ress requires looking beyond traditional K–12 metrics to include the full education-to-workforce pipeline. They highlight rising educational attainment and in- creased access to postsecondary education, career train- ing, and credentials, while pointing to significant data gaps making it difficult to fully assess outcomes in areas such as CTE, military education, and workforce training. For districts, the message is clear: student success requires a broader lens. Academic achievement matters, but so do the pathways connecting students to college, careers, and lifelong learning. The path forward requires recognizing progress, closing data gaps, and expanding opportunity. » Published by UC Berkeley Center for Studies in Higher Education. Read the peer-reviewed paper online. ◆ "These positive trends are not isolated. Rather, they are systemic."
p. 14 | Summer 2026 NAFIS ANALYSIS Where Impact Aid Student Enrollment Grew, 2024-2026 At the 2026 NAFIS Spring Conference, Impact Aid Program Director Faatimah Muhammad presented data showing the number of federally connected students counting for Impact Aid Section 7003 Basic Sup- port declined approximately 5.5% from FY 2024 to 2026. Yet national data tells only part of the story. While pro- viding important context, it can mask outliers that may represent emerging opportunities, challenges, or areas requiring further attention. Looking beyond those totals reveals where the Impact Aid landscape is changing most Negative values (shown in red parentheses) indicate that a state lost enrollment in that category even though it gained overall. For example, Washington's military student count fell by 646 and its Indian lands count fell by 235, but civil- ian growth—1,658—more than offset both. KEY TRENDS CWD enrollment is growing almost everywhere. Children with Disabilities enroll- ment is growing in nearly every state on this list. This finding aligns with a national trend: CWD is the only 7003 student segment increas- ing nationally, up 8.5% since 2024. Understanding why this population continues to grow is important as districts plan for future enrollment and funding. Continued enrollment growth without increased appro- priations will reduce the per-student allocation for CWD payments. Civilian growth is concentrated, not national. Nationally, this population is down approximately 4% since 2024. But within this group of states, civilian enrollment is a significant contributor to growth in most, despite the broader decline. This dynamic suggests that local conditions are influencing enroll- ment patterns and warrants a closer look at what these states have in com- mon. Understanding those factors may help explain future shifts elsewhere and identify opportunities to share in- sights with other states and districts. LRH enrollment growth defies a national decline. Nationally, Low-Rent Housing is the fastest-declining population (down 11% since 2024), yet it is fu- eling growth in Massachusetts and Delaware, the two fastest-growing states by percentage increase—a divergence that points to local fac- tors at play. Understanding what is driving these concentrated gains may provide insight into future LRH enrollment trends and opportunities to share best practices on identifying and counting eligible students. ◆ rapidly and what is driving the shifts. Identifying these patterns helps NAFIS anticipate funding needs, target advocacy, and better understand the local factors affect- ing federally impacted school districts. The chart below highlights the 13 states in the Impact Aid Program where 7003 federal student enrollments in- creased from 2024 to 2026—bucking the national trend— and identifies the populations driving that growth. Every other state in the program saw 7003 federal enrollments decline over the same period.
Summer 2026 | p. 15 2026-2027 NAFIS Member Renewals As of July 28, 2026, 238 school districts have renewed their NAFIS membership for 2026-2027, representing 58% of last year's members. Don't see your district? We'd love to have you back. Email us at info@nafisdc.org to renew. Russell County Board of Education Anchorage School District Annette Island School District Fairbanks-North Star Bor. School District Lake & Peninsula School District Baboquivari Unified School District Chinle Unified School District #24 Painted Desert Demo Projects Red Mesa Unified School District #27 Sacaton Elementary School District #18 Sanders Unified School District #18 Yuma Elementary School District #1 West Side School District #4 Central Union School District Eastern Sierra Unified School District Fallbrook Union Elementary School District Hueneme Elementary School District Julian Union Elementary School District Klamath Trinity Joint Unified School District Los Alamitos Unif. School Dist. Manzanita Public Charter School Muroc Jt. Unified School District Needles Unified School District Ocean View School District San Pasqual Valley Unified School District Shoreline Unified School District Silver Valley Unified School District Summerville Elementary School Travis Unified School District Wheatland School District Ignacio 11 Joint School District Groton Board of Education Duval Co. School Board School Board of Brevard Co. Florida Bryan County Board of Education Camden County Board of Education Liberty County Board of Education Blackfoot School District #55 Lapwai School Dist 341 Mountain Home School District #193 Plummer-Worley Jt. School District #44 Cass School Dist. #63 Elwood CCSD #203 Lemont High School District 210 North Chicago Comm Unit School District #187 Wilmington Comm. Unit School Dist. #209-U Loogootee Community School Corporation South Ripley Comm. School Corp. Derby Unif. School Dist. #260 Ft. Leavenworth Unif. School Dist. #207 Geary Co. Unified School District #475 Royal Valley Unif. School District #337 Hardin Co. Board of Education Belle Chasse Academy Vernon Parish School Board Baraga Township School Dist Glen Lake Community School L'Anse Area School District Ojibwe Charter School Suttons Bay Public Schools Watersmeet Township School District Cass Lake Indp. School District #115 Deer River Indp. School District #317 Mahnomen Indp. School Dist. #432 Naytahwaush Community Charter School Pine Point School Dist. #25 Red Lake Indp. School Dist. #38 Knob Noster R-VIII School Dist. 051-155 Plato R-V School District 107-156 Smithville R-II School Dist. 024-087 Waynesville R-VI School Dist. 085-046 Arlee Joint High School District #8 Arlee Jt. Elementary School District #8 Box Elder Elementary School District #13 Box Elder High School District #G Brockton Elementary School District #55 Brockton High School District #55F Browning Elem. School Dist. #9 Browning Public School Dist. #9 Browning High S Cut Bank Elementary School #15 AL AK AK AK AK AZ AZ AZ AZ AZ AZ AZ AR CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CO CT FL FL GA GA GA ID ID ID ID IL IL IL IL IL IN IN KS KS KS KS KY LA LA MI MI MI MI MI MI MN MN MN MN MN MN MO MO MO MO MT MT MT MT MT MT MT MT MT Cut Bank School District 15 East Glacier School District #50 Hardin Elementary School District Hardin High School District Harlem Elem. School Dist. #12 Harlem High School District #12 Hays-Lodge Pole District #50 Hot Springs School Dist. #14-J Nashua School District #13 Ronan Elem. School District No. 30 Ronan High School District No. 30 Valier Elementary School District #18 Valier High School District #18 Wolf Point Elem School Dist #45 Wolf Point High School Dist #45A Bellevue Public Schools Niobrara School District #1-R Sandy Creek Public Schools Santee School District Umo Ho Nation District #16 Walthill School District #13 Churchill County School District Cape May City Board of Education Kittatinny Regional High School District Lakehurst Borough Board of Education Montague Board of Education North Hanover Township Board of Education Central Consolidated School District Gallup-McKinley County Public Schools Middle College High School Carthage Central School Gowanda Central School District Niagara Wheatfield Central School District Salamanca City Central SD Silver Creek Central School District Watertown City School District Hoke County Board of Education Onslow County Board of Education Washington County Board of Education Wayne Co Public Schools Devils Lake School District #1 Dunseith School District #1 Emerado Elementary School Garrison School District #51 New Town School District #1 Parshall School District Selfridge School District #8 St. John School District #3 Bellbrook-Sugarcreek Schools Fairborn City School District Mad River Local School District Ada School District 62-I019-000 Altus 33-I018-000 Anadarko Public Schools 08-I020-000 Briggs 11-C044-000 Byng Public School Calumet School District 09-I076-000 Clinton 20-I099-000 Coalgate School District
p. 16 | Summer 2026 Advocating for Impact Aid, federally impacted school districts, and the students they serve. CONNECT WITH US 400 N. Capitol St. NW, Suite 290 Washington, D.C. 20001 202-624-5455 nafisdc.org info@nafisdc.org @NAFISschools National Association of Federally Impacted Schools REGISTER TODAY! 2026 NAFIS Fall Conference September 20-22, 2026 | Washington, D.C. Learn more on the conference website. IMPACT is published by the National Association of Federally Impacted Schools (NAFIS). Editor-in-Chief: Anne O’Brien Contact: We welcome commentary, questions, and letters to the editor at anne@nafisdc.org. IMPACT is provided as a complimentary service to NAFIS member districts. Copyright © 2026 National Association of Federally Impacted Schools. All rights reserved. Content may not be reproduced without express written permission. Scan to Register