Universal screeners play a vital role in structured literacy implementation, serving as an early and reliable indicator of students’ reading health across grade levels. Universal screeners provide the timely, objective data needed to ensure instructional alignment and early intervention. By administering screeners multiple times per year, administrators gain a clear picture of which students are meeting foundational benchmarks and which require targeted, evidence‑based support. These data allow leadership teams to allocate resources strategically, evaluate the effectiveness of Tier 1 instruction, and ensure MTSS structures operate proactively rather than reactively. When used consistently and interpreted effectively, universal screeners enable structured literacy practices to remain responsive, equitable, and tightly connected to student needs.
A universal screening assessment should demonstrate several essential qualities. It must be brief, allowing efficient administration across all students. Predictive, providing accurate early identification of students at risk for reading difficulties. Reliable and valid, grounded in strong technical adequacy. Instructionally relevant, offering data that directly informs instructional decision‑making and universally administered to all students at standardized intervals to ensure equity. Effective use of a universal screener ensures foundational components of a coherent, high‑quality structured literacy system.
On September 10, 2026, the PA State Board of Education held its 393rd meeting at PDE headquarters in Harrisburg and via Zoom.
Meeting presentations began with PA Office of Elementary and Secondary Education(OESE) Deputy Sec Amy Lena reporting that the PA School Code Implementation Guide is now online and available to provide guidance regarding legislative changes to the School Code and that meetings with LEAs are going well as OESE seeks to educate stakeholders regarding the changes.
Sec. Lena also provided an update on the four regional stakeholder meetings that were held regarding state standards. During those meetings, there was a definite consistency in themes that emerged. For example, it was felt that there is a need to change standards in a changing world. It was also deemed important to provide instruction regarding the proper and effective use of technology in schools. It was further felt that all standards be open to review in light of a rapidly changing world.
PDE Bureau of Special Education Director Dr. Carole Clancy followed with her annual Report on Special Education Due Process Hearings and Gifted Education Complaints and Compliance Monitoring. In 2025-26, there were 936 requests for due process of which 510 were settled, 175 were withdrawn, 54 were dismissed, and 129 were still active. Of the 68 due process decisions rendered, 42 were in favor of the LEA, 16 favored the parent, and 10 were mixed. The top complaints received were IEP implementation, evaluation report quality, and compensatory education.
With regard to Gifted Ed. complaints, Dr. Clancy reported that there were 13, of which four remain open and nine were resolved. In addition, there were 11 requests for due process. Of those, one remains open, one was settled, four were withdrawn, and nine were decided. Eight of those decisions favored the LEA and one favored the parent. There was also one request for waiver and 10 school districts were monitored during 2025-26. The top complaints were the quality of evaluation, the provision of GIEP services, and student placement.
PA Ed. Sec. Dr. Carrie Rowe reported from the U.S. Department of Education in Washington, DC. She reported that, due to the signing of the 2026-27 state budget on July 12th, there were a number of positive funding outcomes. Early childhood education saw an increase in Pre-K Counts funding; $526M was earmarked for K-12 tax equity and adequacy funding to help “underfunded” school districts; universal free breakfast was continued; funding was provided for more counselors and mental health professionals; and funding was added to help bolster the pipeline to fill staff vacancies. Also attached to the passing of the budget was the codification of recess (30 minutes for K-5; 15 minutes for half-day K; and no denial due to disciplinary issues). Also attached was the ability for CTE schools to administer NOCTI exams to 11th grade students, as deemed appropriate, which expands opportunities for students. The spending bill also codified student bi-literacy proficiency whereby students can receive a seal for proficiency in both English and another language. Lastly, the General Assembly will seek school facility information to help determine how to address needs throughout the commonwealth.
Next, the Board heard a presentation by PDE Director of the Bureau of Curriculum, Assessment & Instruction Brian Campbell regarding Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards on the determination of assessment proficiency cut scores.
The Board then heard a report by Dr. Rowe regarding a Sullivan County School District request for waiver of the suspension of administrative staff. This would allow the furlough of staff due to economic issues without the requirement to furlough an administrator position.
The Board unanimously approved the following action items: -Pennsylvania Policy Performance Level Descriptors -Performance Level Descriptors for the Biology Keystone Exam and the Pennsylvania System of School Assessment for Science in Grade 5 and Grade 8 -Cut Scores for the Biology Keystone Exam and the Pennsylvania System of School Assessment for Science in Grade 5 and Grade 8
The Board ended the meeting by failing to approve the Secretary of Education’s determination to approve the Sullivan County School District’s request for waiver of the suspension of administrative staff.
The Pennsylvania Migrant Education Program (PA MEP) invites LEA administrators, student services staff, counselors, registrars, and other school professionals to learn how the program can help identify and support migratory students. Held on Monday, October 5 from 10:00am – 11:00am, the session is designed both for LEAs that already serve migratory students and for those that have limited familiarity or no current relationship with the PA MEP.
Participants will receive a practical overview of the PA MEP, including how the program helps LEAs identify potentially eligible students, connect families with educational and community resources, reduce barriers to school participation, and support student engagement and attendance. Migratory students face unique challenges, such as frequent moves, interrupted schooling, and other circumstances due to the culture of migrancy, and the PA MEP can serve as an important partner in helping LEAs address attendance concerns and promote educational continuity.
A central focus of the session will be the Migrant Student Information eXchange (MSIX), a national information-sharing database that gives authorized users access to important educational and enrollment information for eligible migratory students who may have attended schools in multiple states. Participants will learn how MSIX can support timely enrollment, improve records coordination, help identify gaps, reduce delays caused by missing information, and provide school staff with a clearer picture of a student’s educational history. By attending, LEA personnel will gain practical tools, resources, contacts, and a better understanding of how PA MEP and MSIX can work together with LEAs to support student attendance, academic progress, and successful transitions between schools.
The Pennsylvania Department of Human Services is excited to announce the Fourth Annual Pediatric Capacity Building Institute (PCBI). PCBI is geared toward professionals across child- serving systems that are interested in learning more about how to support young people with complex needs and their families in PA and in initiating system change.
The PCBI offers a unique nine month, in person, multi-disciplinary, interactive learning opportunity across the entire service partnership. The Institute’s overall goal is to increase the administrative and clinical capacity across all systems to better support these youth and their families. The PCBI curriculum will accomplish this by promoting and strengthening:
clinical knowledge and understanding among participants from local, regional, and state government,
clinical expertise of providers – specific to individuals with both mental/behavioral health and developmental disabilities,
engagement of those with lived experience,
local, regional, and state understanding of complex needs planning, (organizing/facilitating/philosophy of approach),
each system’s understanding of other system’s available resources, processes, setting/service types, rules, and funding, and networking across systems and regions.
The Institute will also encourage participants to explore ways to improve and change their local systems of support for children and their families. Individuals who have completed prior institutes have used this new knowledge to strengthen existing programs and create fresh approaches that achieve the best results.
PCBI will approach these objectives from an individual and systemic perspective through training, integration of knowledge into practice, and opportunities to build a statewide cohort to work together to effect change and build capacity.
Discussion: PCBI will be facilitated by:
Jonathan McVey, Special Assistant, Office of the Secretary, PA DHS – PCBI Director
Emily Burger, Clinical Director, Office of the Secretary, PA DHS – PCBI Faculty
Amy Kabiru, Clinical Director, Office of the Secretary, PA DHS – PCBI Faculty
Shaye Erhard, OMHSAS Division of Operations and Service Delivery Director – PCBI Faculty
PCBI participants will hear from a variety of seasoned and successful speakers and practitioners who are implementing practical approaches to complex situations. The format of all sessions is designed to be highly interactive.
PCBI also strives to incorporate the lived experience of these children and families to ensure that the supports and services offered are meeting the needs of families across PA. Finally, PCBI participants will join a growing network of individuals who are exploring fresh pathways to supporting children and families who are attempting to manage highly complicated situations.
The curriculum includes topics such as:
Infant Mental Health & Child Development
Trauma / Resiliency
Cross System Knowledge & Multisystem Planning
Change Management
Education in Non-educational Settings / Early Intervention
Understanding the Child and Family – Biopsychosocial Approach
Relational Health and Permanency
Fetal Alcohol Spectrum Disorder (FASD)
LGBTQIA+ Supports
Session Information, Requirements, and Confirming Attendance: PCBI will accept 50 participants for the Year 4 Cohort. As such, each interested person must submit an Interest Survey by , 2026. Participants will be notified of their selection status by , 2026.
PCBI will meet once a month for nine months between and , with one backup session reserved in . Each month, there are consecutive two-day sessions. There will be five in-person sessions held at PaTTAN Central in Harrisburg and four virtual sessions conducted via Zoom. The specific dates, times, and location are provided below.
Participants who are selected will be required to register and submit a registration fee. The registration fee for the Pediatric Capacity Building Institute will be $400, which must be paid prior to the first session in . As a part of your paid tuition, you will be provided with coffee and a breakfast snack each morning, lunch, and an afternoon coffee break with snacks for all in-person sessions. Dinner will be on your own.
2027 Session Dates:
3/24 – 3/25 – PaTTAN Central, Harrisburg
4/14 – 4/15 – PaTTAN Central, Harrisburg
5/19 – 5/20 – Virtual
6/23 – 6/24 – Virtual
7/14 – 7/15 – PaTTAN Central, Harrisburg
8/4 – 8/5 – Virtual
9/8 – 9/9 – Virtual
10/6 – 10/7 – PaTTAN Central, Harrisburg
11/3 – 11/4 – PaTTAN Central, Harrisburg
12/8 – 12/9 – Back up
Session Start and End Times: Live, in-person sessions in Harrisburg – Day 1 (10 am to 4:30 pm), Day 2 (9:00 am – 2:30 pm) Live, virtual session held in Zoom – Both days (9:00 am – 3:00 pm)
Location: Weather permitting, the In-Person sessions are held at the Pennsylvania Training and Technical Assistance Network (PaTTAN) at 6340 Flank Drive Harrisburg, PA 17112. In the event of inclement weather affecting a session, a virtual option will be made available.
Hotel Reservations: Participants can reserve a room using the list of local hotels found on PaTTAN’s website here: PaTTAN – PaTTAN – CENTRAL. No group rate is available.
Requirements: The Pediatric Capacity Building Institute emphasizes the participation and collaboration of all participants. Structured group work participation and 100% attendance are required. Only the confirmed participant can attend PCBI; no substitutions are permitted after confirming attendance.
Interest Survey: To be considered for participation in Year 4 PCBI, please complete and submit thisInterest Survey by , 2026. Participants will be notified of their status by , 2026, via email.
The Pennsylvania Migrant Education Program (PA MEP) invites LEA administrators, student services staff, counselors, registrars, and other school professionals to learn how the program can help identify and support migratory students. Held on Monday, October 5 from 10:00am – 11:00am,the session is designed both for LEAs that already serve migratory students and for those that have limited familiarity or no current relationship with the PA MEP.
Participants will receive a practical overview of the PA MEP, including how the program helps LEAs identify potentially eligible students, connect families with educational and community resources, reduce barriers to school participation, and support student engagement and attendance. Migratory students face unique challenges, such as frequent moves, interrupted schooling, and other circumstances due to the culture of migrancy, and the PA MEP can serve as an important partner in helping LEAs address attendance concerns and promote educational continuity.
A central focus of the session will be the Migrant Student Information eXchange (MSIX), a national information-sharing database that gives authorized users access to important educational and enrollment information for eligible migratory students who may have attended schools in multiple states. Participants will learn how MSIX can support timely enrollment, improve records coordination, help identify gaps, reduce delays caused by missing information, and provide school staff with a clearer picture of a student’s educational history. By attending, LEA personnel will gain practical tools, resources, contacts, and a better understanding of how PA MEP and MSIX can work together with LEAs to support student attendance, academic progress, and successful transitions between schools.