All elementary schools are encouraged to implement Pennsylvania’s Kindergarten Entry Inventory (PA KEI) in the 2026-2027 school year to assist in meeting federal requirements.

PA KEI is a reliable reporting tool that offers teachers an instructional strategy for understanding and tracking a student’s proficiency at Kindergarten entry. The PA KEI is available to all local education agencies (LEAs) at no cost.

The PA KEI collects information on a consistent set of standards-based indicators across the Commonwealth. The PA KEI is based on Pennsylvania’s Learning Standards for Early Childhood and the Pennsylvania Core Standards. PA KEI includes 30 indicators and provides a comprehensive profile that includes the domains of: Social and Emotional Development; English Language Arts; Mathematics; Approaches to Learning; and Health, Wellness and Physical Development. The PA KEI is intended to be used by Kindergarten teachers to record a student’s demonstration of skills within the first 45 calendar days of the Kindergarten year. More information is available at www.kei-pa.org.

The Every Student Succeeds Act (ESSA) provides opportunities to strengthen the contribution of high-quality Early Childhood Education in school reform and improvement efforts. The law recognizes that school success starts before a student enters the K-12 setting; it calls on states to describe how they will assist LEAs and elementary schools to collaborate with Early Childhood Education programs, and to invest in evidence-based practices. ESSA supports Early Learning and LEA collaboration in three main ways: (1) expanding access to high-quality Early Learning; (2) encouraging alignment and collaboration from birth through third grade; and (3) supporting educators. The PA KEI is a tangible tool to assist LEAs in understanding the comprehensive learning strengths and needs of students entering the K-12 setting, establishing common expectations and language for beginning and extending collaborative conversations with pre-kindergarten programs and families, and for planning and implementing joint professional development opportunities that focus on strengthening evidence-based practices for young learners.

Implementing the PA KEI requires a Point of Contact (POC) who will serve as the liaison between LEA administrative staff, implementing Kindergarten teachers, the Office of Child Development and Early Learning (OCDEL), and data systems staff. A dedicated POC ensures effective communication and implementation throughout the PA KEI process. 

To initiate PA KEI participation in the 2026-2027 school year, send the POC name, email address, and phone number to RA-PWOCDELKEI@pa.gov by May 30, 2026.

All Kindergarten teachers who have not previously participated must complete a required professional development course online and obtain a certificate of completion. Teachers with an expired proficient user certificate (more than five years since certification) must also complete the professional development online course. More information about taking the online course is available on the KEI website.

Below are the tentative training schedule and timeline for participation:
–March-September: Required professional development online course available
–August-September: PA KEI systems professional development opportunities available
–By the start of school: Implementing Kindergarten teachers must have completed the required professional development online course and a certificate of completion on file to gain systems access
–45 calendar days from start of school: Observation and evidence collection/scoring completed
–60 calendar days from start of school: Data submissions (student outcomes) finalized within data system

Questions about this communication may be sent to RA-PWOCDELKEI@pa.gov

On February 19, 2026, the Pennsylvania State Board of Higher Education (SBHE) voted unanimously to adopt a strategic plan for higher education – Pennsylvania’s first in more than two decades – designed to support and align the higher education sector, increase affordability and degree attainment, and strengthen the economic well-being of Pennsylvania communities.

Driving a Prosperous Pennsylvania: A Statewide Agenda for Higher Education was developed through an extensive public engagement process that elicited feedback from more than 1,300 Pennsylvanians. Building on the strengths of Pennsylvania’s colleges and universities, the plan calls for coordination to align resources, policies, and efforts to address the pressing needs of the higher education sector. The plan is based on the premise that affordable, world-class postsecondary education fuels Pennsylvania’s economy and provides affordable pathways to good-paying, family-sustaining careers.

The plan is anchored in six goals that include increasing postsecondary attainment, creating affordable pathways to postsecondary credentials, supporting the economic and workforce development needs of the Commonwealth, ensuring accountability and the efficient, effective use of state funds, and strengthening the fiscal health and stability of the sector.

Driving a Prosperous Pennsylvania has received strong support from a wide array of stakeholders who have endorsed the Board’s collaborative approach to developing the plan and its emphasis on economic prosperity.

Created in 2024, the SBHE provides leadership, capacity and support to higher education, industry, and the public sector to achieve critical economic development, workforce, and educational benefits for the Commonwealth. To read what stakeholders have to say about the plan and to read the entire press release, click here.

The Pennsylvania Department of Education (PDE) is looking for organizations who want to help the Shapiro Administration provide nutritious meals to children in low-income areas across the Commonwealth during the summer months through the Department’s Summer Food Service Program. New sponsors must apply by May 1, 2026.

Last summer, nearly 300 organizations provided nutritious meals to children at approximately 2,100 locations throughout the state. However, to reach more children and narrow the hunger gap that summer may bring, more organizations and meal sites are needed throughout the state, especially in rural areas.

Participating organizations are reimbursed for meals served to children who live in areas in which at least 50 percent of the children qualify for free or reduced-price meals under the National School Lunch Program. 

Participating organizations must be year-round, not-for-profit entities, which include schools, local, municipal or county governments, libraries, churches, fire and police stations, residential summer camps, and national youth sports programs. Organizations approved to sponsor the Summer Food Service Program are responsible for managing the meal service sites that provide the meals to children. Beginning this summer, organizations serving rural areas may be approved to provide non-congregate meals, such as grab-and-go meals or delivered meals, to children in qualifying areas.

Most participating organizations may be reimbursed for up to two meals a day: lunch or dinner, and breakfast or a snack. Those serving primarily migrant children may be reimbursed for up to three meals a day. Camps may serve up to three meals a day, but they are reimbursed only for meals served to children eligible for free or reduced-price meals under the National School Lunch Program. 

The Summer Food Service Program, which began in 1976, is a federally funded child nutrition program designed to reach children in economically disadvantaged areas. People over 18 who are mentally or physically handicapped and participate in public or nonprofit private programs established for the disabled are also able to receive free meals at the Summer Food Service Program sites. 

For more information on becoming a participating organization or a meal site for the summer Food Service Program, view the website at www.education.pa.gov/sfsp. You can also call 800-331-0129 or email RA-SFSP@pa.gov. Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.

On February 3, 2026, Governor Josh Shapiro released his proposed 2026-27 executive Budget, which he said will build upon two years of bipartisan efforts to adequately fund all of Pennsylvania’s public schools, putting necessary resources directly into classrooms and ensuring the safety and security of students and staff. The proposed budget also seeks to continue investing in the governor’s school facilities program. It also continues to fund universal free breakfast, and the mental health and physical safety programs schools can use to provide safe learning environments while proposing reforms to the way public schools pay for cyber charter schools.

Here are some highlights regarding K-12 Education:
Adequately Funding PA Schools
-Directs an additional $565 million to promote students’ success, in line with the findings of the Basic Education Funding Commission. This funding is used to establish, maintain, or expand after-school tutoring assistance, full-day pre-kindergarten or kindergarten programs, social and health services, continuing professional development, evidence-based reading instruction, science and applied-knowledge skills, school libraries, and other programs that support students’ academic performance targets. The tax equity supplement funds are used by schools to supplement homestead exemptions, property tax and rent rebates, mitigate tax increases, and relieve debt.
-Increases Basic Education Funding by $50 million, proposing $8.31 billion in total to support PA’s public schools. The increase will be distributed through the student-weighted funding formula that directs money to school districts based on factors including the number of students enrolled and the poverty level of those students. The formula also considers factors that reflect student and community differences such as population density, household income of families in the district, number of students attending charter schools, and the district’s ability to raise money through local taxes.
-Increases Special Education Funding by $50 million, proposing $1.58 billion in total funding to provide special education services to students with disabilities and special needs.
Continuing Cyber Reform
Changes to update the cyber charter funding formula by removing costs that arbitrarily inflated tuition rates and expenses. For example, those changes led to the deduction of costs associated with maintaining physical classroom buildings and facilities — costs cyber charter schools do not have because they provide education to students online. It also clarifies the preexisting law to ensure cyber charter schools visibly see and communicate with students at least once per week to ensure students are safe and healthy, and providing penalties for noncompliance. The budget proposes to save school districts an estimated $75 million annually, bringing total savings from these reforms up to $250 million a year.
Creating a Safe and Healthy Learning Environment
The budget continues to fully fund universal free breakfast and continues funding to provide menstrual hygiene products at no cost to students in schools so that no student has to miss school because they are unable to afford pads or tampons. It also continues funding for mental health supports within schools. by continuing an investment of $111 million for school safety and mental health supports. It also calls closes an insurance loophole that allows insurers to deny reimbursement for services provided within a school. The 2026-27 Budget also provides $125 million in support to continue addressing structural and environmental concerns with school buildings, with $25 million of that funding dedicated to the Solar for Schools program. To date, the Shapiro Administration has secured $400 million for 208 school facilities and solar projects that fund repairs and upgrades, with additional projects expected to be awarded near the end of the 2025-26 fiscal year. This budget also continues to invest in safe school facilities.

To view the Governor’s proposed budget in full, click here.

On January 15, 2026, the PA State Board of Education (Board) held its 389th meeting at the PDE building in Harrisburg and via Zoom. Ms. Sandra Dungee-Glenn opened the meeting at 1:00 PM due to the in-person absence of Karen Farmer White.

Committee reports began with the Hon. Maureen Lally-Green who reported on the progress of the Special and Gifted Education Committee. The essence of that report can be viewed on the PAPSA website at https://papsa-web.org/special-and-gifted-education-committee-makes-recommendations-to-pa-state-board-january-15-2026/.

Ms. Dungee-Glenn then reported on the work of the Teacher and School Leader Effectiveness Committee. That committee is providing recommendations for teacher certification testing. Her report recommended that evaluations for those seeking primary certification include early childhood education, evidence-based reading practices, classroom management strategies, be aligned with any applicable competencies, be accessible online and in person, provide access to test materials, and determine whether an alternate pathway might be available to those not attaining a qualifying score. Her report also recommended the need for reading competencies, performance-based measures for those not attaining qualifying test scores, the Secretary of Ed. to address problems with misalignment of items within the process of certification, the General Assembly to provide funds for waiving fees for those experiencing financial hardship, and to allow for internships prior to the successful completion of certification assessments.

Reports to the Board from PDE leaders began with Mr. Rick Levis’ update regarding Act 47 of 2025, which was passed in November 2025. He spoke of the certification fee reduction that limits fees to no more than $50. He also addressed the grade span changes in Section 1202.2 which are: Primary – Grades PreK to 6; Secondary – Grades 7 to 12; and Specialized Areas – Grades PK to 12. These changes are hoped to address staffing issues with a focus on the shortage of teachers for middle level classrooms. He also spoke of the Accelerated Special Ed. Certification Program that will address Special Ed. staffing vacancies. In addition, he said that those with PreK to 4 certification will also be able to teach grades 5 and 6 and that those certified to teach grades 7-12 will also be able to teach 6th grade content areas. He ended his report by stating that the Early Preparation Program (EPP) will go into effect on July 1, 2028.

In additional reports, Dr. Lynette Kuhn informed the Board that FAFSA completion numbers are up while  Ms. Amy Lena reported that cyber schools are required to regularly conduct wellness checks on students and that beginning in 2027-28 LEAs must use universal screeners for evidence-based reading instruction from a PDE-approved list.

Education Secretary Dr. Carrie Rowe concluded the PDE leader reports by informing the Board of her December 9, 2025 PA Senate confirmation as the new PA Secretary of Education as well as PA’s ranking tops in the nation in middle school CTE programming.

In a report by Council of Basic Education student members Nina Bhatia and Julia Antunes, whereby the importance of peer mentoring was stressed, it was recommended that the Board create a student-to-student video series for students to tell of their experiences in their K-12 education as well as their postsecondary endeavors. Dr Rowe responded favorably to the recommendation and work will begin to examine how it may come to fruition.

In the meeting’s only action item, there being no further discussion regarding the draft 2025 Annual Report to the Governor and the General Assembly, the Board unanimously approved that the report be accepted and submitted as such.