As a result of the passage of the 2025-26 state budget the Pennsylvania Department of Education (PDE) is moving to implement new policies included in budget-related legislation.

Act 47 of 2025 updated the Public School Code to streamline the certification process for new and existing teachers, giving them more flexibility to teach multiple grades with the same certification. The legislation also reduces educator certification fees, provides new pathways for CTE educators to demonstrate their qualifications, and expands early literacy initiatives. It also reforms Pennsylvania’s cyber charter school law to save public schools an estimated $178 million this school year and improve student safety by holding cyber charter schools accountable when they fail to comply with the requirement to visibly see and communicate with all students at least once per week.

 Updates to the Public School Code in Act 47 of 2025 include:

• STREAMLINING TEACHER CERTIFICATIONS: Offering certifications that allow educators to teach grades PreK-6 and 7-12 rather than only grades PreK-4, 4-8, or 7-12. This change will enable administrators to more easily place educators in crucial educator workforce shortage areas, and expands the grade levels that educators are able to teach.
• REDUCING CERTIFICATION FEES: Reducing educator certification fees, making it more cost effective for individuals to obtain certification.
• EXPANDING THE EDUCATOR WORKFORCE: Creating pathways for individuals with inactive teaching certificates to return to the classroom and for superintendents to become certified CTE directors.
• CREATING NEW PATHWAYS TO CERTIFICATION: Allowing prospective CTE teachers to demonstrate their occupational skills and knowledge based on a review of their credentials and work experience rather than by taking an expensive test.
• EXPANDING EARLY LITERACY INITIATIVES: Expanding early literacy in schools across the Commonwealth by requiring all public schools to adopt evidence-based reading curriculum and identify and provide targeted assistance to students with reading deficiencies.
• REFORMING CYBER CHARTER LAW: Saving $175 million for school districts across Pennsylvania by redefining the cyber charter school funding formula, thereby reducing the tuition payments school districts pay to cyber charter schools.
• IMPROVING STUDENT SAFETY: Improving the health and safety of cyber charter school students by holding cyber charter schools accountable when they fail to comply with the requirement to visibly see and communicate with all students at least once per week.    

The 2025–26 budget delivers more than $900 million in additional funding for pre-K–12 public education. The investments in this year’s budget include:

• $565 million in new adequacy funding to expand support to all school districts across the Commonwealth and a $105 million increase for Basic Education Funding. The adequacy funding formula was expanded to drive out more money to schools.
• $40 million increase for Special Education Funding.
• $125 million for school infrastructure improvements to create safe, healthy learning environments — including $25 million for the Solar for Schools program to lower energy costs and promote sustainability.
• $100 million in annual mental health and school safety funding for K–12 schools, ensuring every student has access to the resources and support they need to thrive.
• Expanded access to school meals, providing universal free breakfast for more than 1.7 million students and free lunch for 22,000 eligible students, with nearly 93 million breakfasts served during the 2024–25 school year — a 13.8 percent increase over two years — including over 70 million meals for students at risk of hunger or from low-income families.

To view the press release, click here.

Effective communication is the foundation of equity in education, especially for multilingual families navigating the Individualized Education Program (IEP) process. Yet, schools often make critical mistakes when working with spoken-language interpreters. Here are three common pitfalls and how to avoid them.

Mistake #1: Treating the IEP as a single meeting.
An IEP is a process, not an event. Interpreters need to be involved before, during, and after the meeting. Pre-meeting preparation ensures they understand terminology and cultural context. Post-meeting support helps clarify next steps for families. Solution: Build interpreter protocols into your MTSS framework, not just the meeting itself.

Mistake #2: Ignoring the link between language and culture.
Interpreting isn’t word-for-word translation, it’s cultural navigation. Families may have different views on disability or authority, and interpreters bridge those gaps. Solution: Treat interpreters as members of the professional team and partners who convey meaning, not just words.

Mistake #3: Failing to train staff.
Even skilled interpreters struggle when meetings move too fast or include jargon. Educators need training on pacing, eye contact, and collaboration. Solution: Offer specialized special education training and quality PD for  interpreters and staff around spoken language interpreting standards and ethics for IEPs.

Resources:

• Download the Interpreter IEP Checklist and Cultural Liaison vs. Interpreter Venn Diagram at PaTTAN.
• Explore our PaTTAN Training Calendar https://www.pattan.net/events/ for upcoming sessions on IEP interpretation for Interpreters and Educators.

For more information, contact: Maria Ronneburger, Educational Consultant & State Lead, English Learner Initiative
Email: mronneburger@PaTTAN.net

On November 13, 2025, the PA Sate Board of Education (Board) held its 388th meeting during a series of meetings at the PDE building in Harrisburg and via Zoom. The Hon. Pedro Rivera opened the meeting at 1PM in the absence of Karen Farmer White.

Committee reports were provided by the Hon. Maureen Lally-Green 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-reports-findings-to-pa-state-board-november-13-2025/. 

Education Secretary Dr. Carrie Rowe reported that the state budget for 2025-26 has been passed and signed by Gov. Shapiro. Budget highlights include a $105M increase in education subsidy. Increases include $565 in adequacy funding to support all schools, a $40M increase in the Special Ed. subsidy, $125M for school facilities, and $10M in additional funds for student teacher stipends. Dr. Rowe also reported that 713,000 students have been affected by the withholding and reduction of SNAP funding and that Gov. Shapiro has provided $5M to help offset the loss in funding for those affected.

Dr. Rowe also reported changes in the PA School Code regarding structural literacy that require by 2026 schools must report on their reading instruction programming and by 2027-28 schools must be employing evidence-based reading instruction and providing professional development in the area of literacy. In addition. schools must screen all K-3 students three times per year for reading competency and provide a reading plan for students found to be deficient. Basic skills assessment language has also been removed entirely from the Code.

Dr. Brian Gasper reported on state assessment results from 2024-25, which showed that numbers for five of six accountability indicators have increased. Only ELA scores dropped, and measures will be taken to address inadequacies.

Dr. Carissa Pokorny-Golden completed the series of reports with the Annual Certification Report which provided an education workforce update that revealed an increase in the K-12 graduation rate, but cautioned that the overall number of graduates is expected to decline moving forward due to a decrease in enrollment. There was also a slight decrease in postsecondary enrollment from 55% to 54.6%. Certification numbers showed a slight increase in Instructional I and II numbers for 2023-24, but those numbers are expected to rise for 2024-25. Administrative I certifications also rose in 2023-24, while Administrative II numbers held steady. Emergency permits continued an upward trend, but show a slowing down, which is seen as a positive development.

There being no action items or public comment, the meeting was adjourned.

As a result of roundtable discussions with stakeholders regarding the evaluation process for Gifted Ed. services, the PDE Special and Gifted Education Committee was formed in July 2023 to review all pertinent information and provide recommendations to the PA State Board of Ed. The review process included examining current policies and legal cases, a review of literature and experiential information, and a collaborative look at the most salient issues.

Subsequently. the committee invited to its November 13, 2025 meeting members of the PA State Board of Ed. and the public to hear a report by the committee. According to the committee, the most prevalent suggestions made during roundtable discussions were lowering the IQ score from 130 to 125, including those with strengths in nonacademic areas, and examining the use of standardized confidence intervals as part of the MDE.

Regarding the first issue, the committee expressed concerns that a single score can preclude students with diverse backgrounds from acceptance. It was the feeling of the committee that there was no need to open or amend any of the current regulations relative to the screening or evaluation process. Instead, there is a need to improve consistency, equitable service provisions, universal screening practices, and resource creation/provision. Thus, it was determined that there is no need to alter any parts of the current definition of a gifted student. Rather, it was felt that there is a need for clarification (including a resource guide and training) as to the relevance of the second “or” in the state’s definition of a gifted student which is:
“This term includes a person with an IQ of 130 or higher or when multiple criteria as set forth in
this chapter and in Department guidelines indicate gifted ability.”

The committee expressed the need to eliminate inconsistencies in the identification of giftedness so evaluation results are transferable between school districts and to ensure fair access to all groups of students. Thus, a statewide resource guide for all personnel involved in Gifted Ed. will be created to support consistency and sustainability, and training will be provided to all Intermediate Units.

After much praise for the efforts of the committee and recognizing the volume of information provided in the presentation, it was decided to table action regarding recommendations pertaining to the evaluation of students for Gifted Ed. services tabled until the new year to enable further deliberation.