Guidance to Districts Regarding Reports of U.S. Department of Education Staff Reductions

Washington Office of Superintendent of Public Instruction sent this bulletin at 10/14/2025 12:40 PM PDT

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Dear Special Education Leaders and Partners,

Thank you for your partnership and for elevating concerns regarding reports of staffing cuts at the U.S. Department of Education, including within the Office of Special Education Programs (OSEP). While many of these reports remain unconfirmed, we understand the uncertainty this creates for districts, staff, and families.

The dismantling of federal special education infrastructure carries significant risks for students, families and staff in Washington state:

State and local education agencies rely on OSEP for grant administration, monitoring, guidance, and continuity of critical federal functions. The loss of those operations jeopardizes how Individuals with Disabilities Education Act (IDEA) funds flow, mandates are enforced, and compliance is assured.
Core IDEA processes—including dispute resolution, corrective actions, audits, monitoring, and technical assistance—are now at risk of being delayed, disrupted, or inadequately overseen.
Families and advocates lose access to federal protections, guidance, and channels for recourse—which ensure fairness and accountability beyond individual states.

Please be assured that we are closely monitoring the situation and actively coordinating with national partners. At this time, there has been no indication that federal IDEA funding to states is at risk, and districts should continue normal operations regarding federal grants and student services. OSPI’s Special Education division remains fully operational.

To ensure continuity and stability for students with disabilities, we are asking all districts to take the following actions:

Safeguard continuity and timelines for special education services.
Ensure services remain stable and that all IEP timelines and requirements are met as scheduled.
Maintain full compliance with IDEA.
Even amid federal disruption, continue all IDEA-required documentation, procedural safeguards, and service delivery.
Communicate proactively with families.
Provide clear, accessible updates to reassure families that services will continue without interruption in Washington.
Continue to engage OSPI for support.
OSPI will continue to provide technical assistance, dispute resolution services, and program guidance throughout this period.
Collaborate across districts.
Share strategies and resources to strengthen statewide consistency and minimize disruption to students.
Share these concerns with your elected officials.
Districts may choose to share impacts, questions, and concerns with representatives.

We recognize that moments of uncertainty create anxiety for educators and families alike. Washington’s commitment to meaningful inclusion, procedural safeguards, and high expectations for all students remains unchanged. We will continue to navigate these developments together—with transparency, collaboration, and the steadfast belief that students with disabilities deserve uninterrupted support and opportunity.

OSPI will share updates as more information becomes available. For the official statement from Superintendent Reykdal, please visit: State Superintendent Chris Reykdal’s Statement on U.S. Department of Education Layoffs. For any immediate questions or technical assistance needs, please contact OSPI’s Special Education Division at speced@k12.wa.us or 360-725-6075.

Thank you for your steady leadership,
--Tania

Dr. Tania May she/her 
Assistant Superintendent of Special Education
Office of Superintendent of Public Instruction (OSPI)  
tania.may@k12.wa.us

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Led by State Superintendent Chris Reykdal, OSPI oversees K-12 public education in Washington state. Our mission is to provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.

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