Category: State Government Actions

BSE Director Clancy Reminds LEAs of State Performance Plan Data Requirements – Postsecondary School Survey (Cohort 2 Exit) (January 21, 2022)

On January 21, 2022, Carole L. Clancy, Director of the PDE Bureau of Special Education, disseminated a Penn Link titled State Performance Plan Data Requirements – Postsecondary School Survey (Cohort 2 Exit). According to the memo, the accountability requirement under the federal Individuals with Disabilities Education Act of 2004 (IDEA) mandates each state determine the extent to which students are achieving transition outcomes (State Performance Plan – Indicator 14). To meet the federal reporting requirement, each local educational agency (LEA) is mandated to administer Exit- and Post-School Surveys to students (who have graduated, dropped out, or reached the maximum age) with individualized education programs (IEPs) once over a five-year period, based on the LEA’s assignment to a targeted sampling year.

For the 2021-22 school year, LEAs assigned to target sampling Year 2 are required to administer Exit Surveys. During 2022-23, these same LEAs will be required to complete the Post-School Surveys. The following information specifically addresses Exit Survey administration for 2021-22. LEAs assigned to target   sampling Year 2, are required to address the following:

Administer the Exit Survey for all student leavers (graduates, dropouts, and students who reach maximum age) who have IEPs. To access information from the September 21, 2021 webinar regarding the administration of the Exit Surveys, including a Frequently Asked Questions document and supporting handouts from the training, visit the Post School Outcomes webpage at PaTTAN – PaPOS Exit Survey Overview and Procedural Trainings.

Participate in the Pennsylvania Post-School Outcome Survey Cohort – Exit Survey Overview and Procedural Training Webinar scheduled for February 22, 2022, from 10:00 a.m. to 12:00 p.m. Registration is required and  may be accessed directly at PaTTAN – Session-35803. Please note if you registered for the September 21, 2021 training, you are already registered. For questions about the Exit Survey or Indicator 14 process, please contact PaTTAN Educational Consultant Elaine Neugebauer at [email protected].

Despite the Enactment of Act 91, PA Schools Still Struggle with Substitute Teacher Shortages Amid Persisting Pandemic (January 21, 2022)

On December 17, 2021, Governor Tom Wolf signed HB 412, which is now Act 91, and amends the act of March 10, 1949 (P.L.30, No. 14), known as the Public School Code of 1949, to address the immediate need for substitute teachers due to the pandemic.

HB 412 was originally introduced in February 2021 by Rep. Barbara Gleim and will expand the number of individuals eligible to substitute in public schools and will provide schools with the flexibility they need to continue providing safe, structured learning environments for K-12 students.

Flexibilities for school years 2021-2022 and 2022-2023 include:

  • Retired teachers are now eligible to fill teacher vacancies on an emergency or short-term basis.
  • Schools can use eligible college students and recent graduates of education programs to serve as substitute teachers.
  • Educators with active Pennsylvania certificates and those with comparable out-of-state certificates can serve as day-to-day substitutes for 20 days, or longer under certain circumstances.
  • Teachers with inactive certificates may substitute for 180 days instead of 90 days per school year.
  • Individuals who are 25 or older, have at least 60 college credits or 3 years of experience as a paraprofessional, and complete training on classroom management, may serve as “classroom monitors” by delivering pre-planned assignments for a teacher.

Unfortunately, despite the exemplary efforts of the Governor and General Assembly, the Omicron COVID-19 wave has put a tremendous strain on schools as they try to fill holes left by affected staff.

PA Office of Child Development and Early Learning Receives Recognition for Equitable, Data-Driven Investing in Quality Early Learning Programs (January 21, 2022)

The PA Office of Child Development and Early Learning (OCDEL), a collaborative effort between the Pennsylvania Department of Education (PDE) and the Pennsylvania Department of Human Services (DHS), was included in Pennsylvania’s Honor Roll designation by the Results for America’s Invest in What Works State Standard of Excellence. The recognition highlighted OCDEL’s Keystone STARS use of equitable and data-based investments in early education.

“We are honored by this distinction and are proud to say, Pennsylvania is investing in what works by supporting our child care providers as they continue to strive for higher quality on behalf of the children and families they serve,” said DHS Acting Secretary Meg Snead. “Early learning programs set a foundation that helps children throughout schooling and into adulthood. By investing in our children, we are investing in our commonwealth’s future – something we must always continue to look towards.”

Keystone STARS, Pennsylvania’s Quality Rating Improvement System, aims to improve the quality of early childhood education programs through a performance standard framework leveraged in state contracts to providers. This program uses data to measure learning centers throughout the commonwealth, provide equitable support, and direct funding to better serve all families and child care centers.

Early learning programs participating in Keystone STARS can earn a quality rating score from STAR 1 through 4. The eligibility criteria for child care providers to participate in a variety of state-funded initiatives often rely on a STAR 3 or 4 designation. The Results for America recognition highlights OCDEL’s efforts to support STAR 1 and 2 early learning centers.

In the last year, Pennsylvania has invested approximately $400 million to increase base rates and setting access incentives for providers participating in Child Care Works (CCW), Pennsylvania’s subsidized child care program. Nearly two-thirds of children whose families enrolled in  CCW are enrolled in a STAR 1 or 2 rated facility. By investing in base rates to providers participating in CCW, Pennsylvania is helping providers invest in services offered for the children in care, staff development and compensation, and the overall quality of their child care center. Additionally, Keystone STARS provides early childhood programs in Pennsylvania with the tools to continually improve service to children and families. STAR 1 and 2 child care providers have access to Quality Coaches who offer technical assistance to help increase their STAR rating.

“The Performance Standards for Keystone STARS are guided by the principle that quality early learning programs are the foundation for children’s success,” said Tracey Campanini, Deputy Secretary, Office of Child Development and Early Learning. “Add in data-driven decision making and investing in equitable early education, we are building a path for all Pennsylvania’s children to learn to their fullest potential.”

The Results for America Invest in What Works State Standard of Excellence (State Standard of Excellence) sets a national standard for how state governments can best use evidence and data in budget, policy, and management decisions. States receiving this recognition demonstrate the use of data and evidence to achieve better, more equitable outcomes for their residents and to invest in what works.

For more information on Keystone STARS, visit here. Providers seeking to apply for American Rescue Plan Act Child Care Stabilization Grants can learn more and apply here. Pennsylvanians looking for child care can visit www.findchildcare.pa.gov.

PA State Board of Ed. Holds Bi-Monthly Meeting (January 13, 2022)

On Thursday, January 13, 2022, the PA State Board of Education held its bi-monthly meeting. Action items included a petition by the State Board of Career and Technical Education to the U.S. Department of Education seeking recognition of the Pennsylvania State Board of Career and Technical Education as a Public Postsecondary Career and Technical Education Accrediting Authority. Following that action, the PA State Board of Education approved final-form amendments to Chapter 4 (Academic Standards and Assessments) as well as the Annual Report to the Governor and the General Assembly.

Prior to adjourning, the Board bid a fond farewell to Dr. Jonathan Peri, who is retiring as Chairman of the Council of Higher Education.

The next state board meeting will be held on March 16-17, 2022.

PDE Announces Deaf-Blind Count for 2021-22 (January 9, 2022)

On January 4, 2022, BSE Director Carole L. Clancy, Director and Lisa Parker, Director of the Bureau of Early Intervention Services and Family Supports Office of Child Development and Early Learning released a PennLink Memo titled 2021-2022 Annual Deaf-Blind Child Count for Infants, Toddlers, Preschoolers, and Students Due February 28, 2022. The memo states that annually, the U.S. Department of Education’s Office of Special Education Programs requires the Pennsylvania Deaf-Blind Project to conduct the National Deaf-Blind Child Count, formerly called the National Deaf-Blind Census. The Deaf-Blind Child Count records the number of infants, toddlers, preschoolers, and students who have dual sensory impairments or who are at risk of developing dual sensory impairments, and who are enrolled in early intervention or special education as of the December 1, 2021 Individuals with Disabilities Education Act (IDEA) child count.

The count will be conducted beginning February 1, 2022. Early Intervention Programs and Local Education Agencies (LEAs) must verify and submit their information no later than February 28, 2022. It is important for Pennsylvania to have an accurate Deaf-Blind Child Count as this information is tied to funding research, training, and technical assistance for this population of children.

Please be aware that for the Deaf-Blind Child Count, the federal definition of deaf-blindness is more inclusive and extensive than the one used for the IDEA Child Count. Children ages birth to 21 should be reported in the count if they meet one or more of the following criteria:
1. Infants, toddlers, preschoolers, and students who have a diagnosis of deaf-blindness and/or receive both vision and hearing support services;
2. Infants, toddlers, preschoolers, and students who have mild to profound hearing loss and vision loss with correction that still requires adaptations or modifications;
3. Infants and toddlers (ages 0-3) who have a diagnosis that places them at risk for an intellectual disability with inconsistent responses to light and sound. (At risk means a diagnosis that does not guarantee hearing/vision loss); or
4. Infants, toddlers, preschoolers, and students with multiple disabilities who may demonstrate inconsistent responses to light and sound.

It is important for each Early Intervention Program and LEA to participate in the Deaf-Blind Child Count.
1. If you do not have any infants, toddlers, preschoolers, or students with deaf-blindness, you will still need to log in and identify that you are not educating anyone with deaf-blindness at the present time.
2. If you are educating an infant, toddler, preschooler, or student with dual sensory impairments, you will need to either enter a new record or verify information about a child who already exists in the system.
3. School-age and preschool programs are encouraged to work closely with contracted providers (e.g., Approved Private Schools or Charter Schools for the Deaf or Blind) to ensure an accurate count of children.
4. Connecting families of children who are deaf-blind with supporting networks and information is vital. A feature of the Deaf-Blind Child Count, initiated two years ago, is a letter that you will be asked to send to the family of each child listed in your count. This letter provides information that will link them to support and information for their family.

Deaf-Blind Child Count – Approved Private School Entries
All Approved Private Schools (APSs) entered their student data prior to the Deaf-Blind Child Count being opened for Early Intervention programs, school districts, charter schools, and service providers. While there are few infants and toddlers served in an APS, you may see a child in the Deaf-Blind Child Count that has been entered by an APS. For those programs with many students who qualify, this will save them valuable time. This was done by all APSs even if there are no students who qualify for the Deaf-Blind Child Count enrolled in their school. As the Early Intervention Program or LEA for these respective children, you must either confirm that the child is your responsibility or reject the entry if the child is not within your catchment area or in the age range of children you serve. After you confirm that you are the Early Intervention Program or LEA for the child, you can update other data as necessary.  

Deaf-Blind Child Count – Early Intervention Programs
If you are the Early Intervention Program responsible for providing early intervention services to the entered child, you should confirm that the child is your responsibility. If the child is not the responsibility of your program (i.e., the child is not within your county/county joinder or in the age range of children you serve), please email [email protected].

Log In Information
The Deaf-Blind Child Count website is: https://www.leaderservices.com/_DBcensus.
The process for entering information is as follows:
1. Log in with your username and password at https://www.leaderservices.com/_DBcensus.
2. If you do not know or cannot remember your username or password for the Deaf-Blind Child Count, use the “Forget your Login Info” link on the Deaf-Blind Child Count website to have the information emailed to you or email [email protected] for support.

If you have any questions regarding the data collection system or your responsibilities for entering child data into the Deaf-Blind Child Count, please email [email protected].