Educational needs characteristic of programs in Bureau of Indian Affairs schools or schools receiving Johnson-O'Malley funds on 16 reservations across the United States were presented with suggestions for meeting these needs. The needs were (1) increase academic engagement from the observed one-third of time intended for instruction; (2) increase use of cues and reinforcers and student involvement in the learning process to assure entry level skill mastery; (3) appropriately challenge students in academic performance and behavior compliance; (4) develop coordination among the referral, assessment, placement, and instructional processes in special education; (5) functionally define learning disabilities; (6) provide secondary school vocational education; (7) improve coordination between regular and special education; (8) improve parental involvement in the educational system; (9) eliminate effects of teacher isolation and cultivate professionalism; (10) decrease staff turnover or its effects; (11) establish a functional relationship between student Individualized Education Programs (IEPS) and classroom instruction; (12) improve inservice training; (13) decrease frequent student transfers between public and Bureau of Indian Affairs schools; (14) provide instruction in English; and (15) adequately supervise teachers. Six figures provide data and amplify the text. (LFL)