Category: News in the Field

PaTTAN to Host Cultivating Connection & Prevention Event (September 13, 2026)

Looking to increase belonging & connectedness for your students as you begin the new school year?
Join the Office of School Climate and Well-Being for an opportunity to learn more about the ways they can support you. This opportunity will feature our partnership with Sandy Hook Promise’s Start with Hello & SAVE Promise Clubs.  This one-day event will take place at PaTTAN Central from 10am – 2pm on September 29, 2026.

To learn more, please view the Cultivating Connection & Prevention flyer. To sign up for this event, please visit the Cultivating Connection & Prevention Microsoft form.

PDE Spotlights the Importance of Structured Literacy Universal Screeners (September 13, 2026)

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.

To learn more about using and setting up a universal screener, visit https://www.readingrockets.org/topics/rti-and-mtss/articles/best-practice-rti-universal-screening.

Shrinking USDE Offers State Decision-making Playbook (September 12, 2026)

On September 8, 2026, the U.S. Department of Education (USDE) announced a new resource to help states build capacity for problem-solving and program improvements. The resource encourages states to take greater ownership of problem-solving and finding effective solutions to challenges as the USDE shrinks in both size and scope. It also purports to help states build capacity for problem-solving and program improvements and will allow states “to ask and answer their own questions of issues and goals and matters that are most important to those states and local communities.”

The Learning Agenda Playbook will include case studies, templates, guidance and other resources to help state education agencies (SEAs) set goals, measure progress and make financial investments in their initiatives cover such priorities as literacy, teacher recruitment and retention, and agency alignment. and can be adapted to each state’s needs and context.

The playbook was developed with the help of eight states (Arkansas, Georgia, Idaho, Kansas, New Hampshire, Tennessee, Utah and Wisconsin) that piloted the resources over the past year.

For more from K-12 Dive, click here.

As Special Ed. Complaints Increase, AI May Play Important Role (September 11, 2026)

As reported by K-12 Dive, as the number of special education complaints increases, some experts in the field and educators are wondering if artificial intelligence is playing a role in helping more families express their dissatisfaction with the services provided by their child’s school. Though the evidence is more anecdotal than empirical, this concern has led one technical assistance center to issue guides on ethical and practical ways AI can help parents advocate for their children with disabilities.

In July, the Center for Appropriate Dispute Resolution in Special Education (CADRE) published a parents’ guide, available in multiple languages, for using AI in special education advocacy. CADRE is a technical assistance center funded by the U.S. Department of Education (USDE).

State dispute resolution agencies said that not only have written state complaints and due process complaints increased, but AI has affected both the quality and complexity of those filings. In addition, a number of complaints contain hundreds of pages that have inaccurate interpretations of the Individuals with Disabilities Education Act, and may have due process filings with fabricated case law cited. Some reports also have inaccurate requirements for how to file complaints and what issues can be resolved under IDEA dispute resolution options.

CADRE’s guide emphasizes to parents that AI can make mistakes, has affirmation biases and won’t know a child’s specific circumstances. It also cautions that a child’s personal data is exposed if parents provide an AI tool with identifying information, unredacted documents or reports, or confidential case details.

For more from K-12 Dive, click here.

PA State Board of Ed. Holds 393rd Meeting (September 10, 2026)

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.