Embedded Files
Updates with the Department of Education: Office of Special Education Programs
NCPEID's progress toward a guidance document to help develop an APE certification in your State
NCPEID's progress toward a guidance document to develop an APE State organization
Open Floor
Comments from Survey
The first Adapted PE cohort in Washington State graduates in December!
It feels like Kansas as a whole, is so far behind, especially in the SPED world.
I think we should discuss what "we" can do to support NCPEID.
I’ve had multiple families ask me - how do I evaluate if my child is getting appropriate services in PE/APE? Do we have a family friendly doc for that?
States not following the laws of IDEA. No IEPs required, taking APE off IEP for new incoming students. No invite to IEp meetings.
Topics in Order of Most Preferred by the Group to Be Discussed
A Guidance Document to Help Develop an APE Certification in Your State
Develop a State Organization
NCPEID Updates
Challenges in your state or district
IDEA regulations, OSEP interpretation, and Specific Scenarios
What's Happening in Washington
December 4, 2025 Webinar
Kuna Tavalin
CEC Senior Policy and Advocacy Advisor
-We are in the Fiscal Year 2026, as of October 1 (Appropriation Process)
-Congress extended Federal Funding till January 30th, at which time there can be another Government Shutdown.
-There are big gaps between the House and the Senate in their vision for education funding.
-Title 1 is on the line: Financial assistance to support schools and districts in the education of students within low-income families. This affects all students.
IDEA Funding
-There is currently no cuts to funding on the table.
-Current funding is approximately 10% of the excess cost to educate children with disabilities.
-Congress has pledged 40% (Fully Funding IDEA), but has never done that
-Congress has rejected the proposal to block grants IDEA
*Block granting is giving the money with no strings attached. States wouldn't be held accountable for following the law.
-IDEA is still the law in place
Shutdown on IDEA
-October 10th, the administration fired 460 employees at the department of education and the office of special education and rehabilitative services was one of the hardest hit. 121 to 135 special education experts were terminated. There were 14 people tasked with implementing IDEA rehabilitative services across the country.
-When the Government reopened, congress restored the jobs, but only until January 30th. It is unclear what will happen after January 30th to those employees.
Impact of Special Education on The Ground (OSERS)
- Grantmaking (all the IDEA money)
-Oversight/monitoring
-Data collection and reporting
-Equity and Civil Rights safeguards
-Technical assistance
-Parent "help desk"
-Internal advocates for children with disabilities
There is an executive order to close the U.S Department of Education, dispersing the offices into other departments.
-50% reduction of workforce through retirement, layoffs
-260 laid off at the office of civil rights, 80 are back
The office of elementary and secondary education has been transferred to the department of labor.
The office of special education and rehabilitation services (OSERS) is still in the department of education, but it has been separated from K12 education.
-Advocacy is not for OSERS to be transferred to the department of labor. The advocacy is for the office of elementary and secondary education to remain in the department of education.
Only Congress can officially close the department of education, but the current administration is working toward breaking the department up.
Congress must approve the closure, but doesn't have to approve the transfer of staff.
It is expected that Special Education (OSERS) will move to the department of Human Health Services
-HHS is not equipped to oversee IDEA
-15% of students have IEPs; all districts will be affected
-Everyone will have to interface with the new agency
-Loss of implementation capacity: Schools and State agencies will struggle to apply best practices
-Students may have less inclusive education opportunities
-Weak oversight undermines rights
There are concerns that special education may be segregated from other education discussions and decisions. That this can cause a regression of service to students with disabilities.
IDEA will continue to be the law, but it will be harder to implement. The system won't receive support for teacher preparation, professional development, research, oversight, support to States
CEC Responses
-Joint statements to Congress/Media about OSERS termination
-Calls for oversight hearings
-Hill visits
-Town Hall meeting
-Lots of Media
-CEC advocates:Countless calls, grasstops outreaches, letters,
CEC Special Education Legislative Summit
-July 19 - 22, 2026
-Washington DC
Join Zoom Meeting
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Meeting ID: 638 053 0994
Passcode: Connect
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From Maine's Taskforce
1. Changes in 2024 were made to the Maine Unified Special Education Regulations document including PBIS within the special education system. According to a school supervisor for pre-k students this has created a panic situation - meaning that because there is now a "wait time" to identify students for disabilities under IDEA (before perhaps changes in Federal Regulations). They try to get all the testing done so that students enter K with a determination of need for specially designed instruction. This also means that documentation of the "need" will have to be appropriately determined.
2. Endorsements/certification/licenses: Maine is going through another reiteration of the Chapter 115 regulations. Currently Maine's endorsement for PE had been lumped into a general category "any subjects other than music and art", which required no references to what courses should be taken "any 24 semester hours in the subject taught". I was able to gather a group of health educators who wrote what courses an individual should have if they wish to pursue health education. The group of 5 individuals not only wrote what the license should include, but also wrote letters in support of their document with two members attending the Zoom Chapter 115 meeting during study halls and planning periods. The issue is that these meetings are during the work day and therefore making it hard for teachers to meet with the Committee.....but they made it work. The PE group I asked to engage in the conversation to create coursework for the PE license, seemed to not want to get involved - for whatever reason. I think in advocacy, there is fear of not being liked, or the school district coming back at them. At some point people have to speak up. It's difficult to go at advocacy alone. I think Am I the ONLY one that cares about this? I guess fear of losing a job or fearing negative feedback is something that holds people back. I keep doing advocacy work (for now) because I care about my profession and know first hand what that means when kids (any and all kids) are provided with really good instruction - but I can't speak to others that either don't or have so much fear. I've been advocating for over 36 years!
Short answer to advocacy:
1. someone has to watch the legislative actions - bills - if possible connect with your area legislator or find a person in your group retired who does not mind watching as bills come up.
We are at this time still able to keep the APE endorsement as an add-on to the PE license.
2. If possible, have a retired person connect with the State Board of Education Committee and sub committees; In Maine Chapter 115 licensing is the Committee on Higher Education and Certification.
- Also, someone can check the bills going through the weekly legislative sessions - including work groups
- most all of our meetings (public meetings) are now both in Zoom and in person
-In Maine attending Chapter 115 meetings on licensing has afforded me the opportunity to make a connection with the chair of the committee who has been willing to receive the information I have sent him and has thanked me numerous times for my input. During the drafting of the proposed bill is the time to speak! Once the bill is drafted and months of work has been devoted to the creation of the bill (licenses - over 40 pages) it is too late to make changes. So in my opinion, testimony is important but the hands on work drafting the bill is much more effective.
3. Advocacy is not a one person job - have individuals who are not afraid to share their voices to legislative action. Like the health educators who bellied up to the plate - they made a difference and one Committee member in particular got on their bandwagon to support what they wrote and what was presented during the Committee meeting. Advocacy is so important
4. We need to monitor groups - at least recognize who they are. I'm not comfortable sharing some information in this forum, but do hope to connect with NCPEID.
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