Updates
High-Quality Instructional Materials - English Language Arts
The Ohio Department of Education and Workforce is committed to working with schools and districts implementing the literacy requirements in statute. This message provides an update on the high-quality instructional materials literacy lists.
Core Instructional Materials
- The initial list of approved core instructional materials was posted on Jan. 31. This list includes materials for prekindergarten and kindergarten through grade 5 approved under a phase 1 review.
- These materials fully met expectations on EdReports and met the Department’s review criteria.
- The list of core instructional materials that are currently under review for phase 2 was posted on Feb. 9. See that list here.
- These materials met some expectations under EdReports and warrant additional Department review.
- These vendors must submit additional materials for the phase 2 review by Feb. 16.
- The Department anticipates posting the materials approved in phase 2 on March 1.
- If a vendor does not pass phase 2, there will be a two-week appeals process.
Intervention Materials
- The request for applications for intervention materials for prekindergarten through grade 12 opened Jan. 22.
- Vendors may submit an Intent to Apply by Feb. 22.
- The Program Review Application is due Feb. 29.
- The initial list of approved intervention materials will be posted in April.
Additional information is available on the High-quality Instructional Materials for English Language Arts webpage. Find information about implementation on the High-quality Instructional Materials FAQs webpage.
Please send questions to the Department at ReadOhio@education.ohio.gov.
New family resources about the Third Grade Reading Guarantee parent request exemption
The Ohio Department of Education and Workforce has partnered with the Ohio Statewide Family Engagement Center to produce two new resources for families related to the Third Grade Reading Guarantee Parent Request Exemption.
While a parent has the ultimate authority about whether or not their child is promoted to the fourth grade, they need to consult with their child’s grade 3 reading teacher and school principal.
The first new resource provides information for families about the parent exemption and provides questions families can ask their child’s reading teacher and principal.
The second new resource is a sample letter that families can adapt and use after consulting with their school to communicate with the school if they do not want their child to repeat the third grade based on their English language arts test score.
Role of High-Quality Instructional Materials in Implementing Instruction Aligned with the Science of Reading Video Series
A new video series has been added on the High Quality Instructional Materials in English Language Arts webpage.
Part 1: Effective Literacy Instruction Aligned with the Science of Reading (PDF)
Part 2: Alignment of Materials to the Science of Reading (PDF)
Part 3: Selecting High-Quality Instructional Materials for Literacy (PDF)
Part 4: Implementing High-Quality Instructional Materials for Literacy (PDF)
Questions
Does a district or school in your region have a question? The Department has several email boxes to assist in providing answers to policy questions, in writing, to the districts you support.
Please remind districts they can reach out to the following email boxes.
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State Literacy Network Meeting
Our next session will be Tuesday, March 5, 2024 from 9:00 a.m. - 3:30 p.m. at the State Library of Ohio.
Previous meeting materials are available in the folder.
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New Literacy Specialist Onboarding
Our next meeting for first and second year literacy specialists will be on Thursday, May 8, 2024 from 9:00 a.m. - 12:00 p.m. online.
Our next opportunity to get together as a Regional Support Team for Literacy will take place on Wednesday, March 6, 2024.
Materials for the Regional Support Team for Literacy are housed on the Padlet.
Comprehensive Literacy State Development (CLSD) Grant
Save the Date: 7th Annual Literacy Academy
The Literacy Academy, brought to you by the Ohio Department of Education and Workforce, is returning in-person on June 10-11, 2024, in Columbus! The seventh annual Literacy Academy will provide professional learning to support the use of evidence-based language and literacy practices. This event is intended for Ohio districts, schools and early care and education programs working toward raising literacy achievement. There are no registration fees to attend this event.
Registration will open in spring 2024. Please continue to check our website for additional information. Questions may be emailed to ReadOhio@education.ohio.gov.
Please feel free to share this information with districts and schools you support. More information will be shared with State Support Teams and State Literacy Network members at upcoming meetings.
Updated: 2024 Literacy Academy Lab
The 2024 CLSD Literacy Lab will take place February 27-28, 2024 at Quest Conference Center in Westerville (North Columbus), 9200 Worthington Road Suite 400, Westerville, Ohio 43082.
Registration information has been shared with CLSD grantees and with SST Directors. SST directors have been asked to register up to four consultants who work alongside CLSD grantees to attend.
The goal of the meeting is for literacy leaders to engage in common learning and planning to address implementation and sustainability challenges. Participants should plan to return to their districts with new learning to support program planning and implementation.
Literacy Academy On Demand
Literacy Academy On Demand offers short, easily-accessible courses on literacy for grades K-12. Each course is centered around a brief video of an expert In literacy instruction, along with resources, reflection questions and articles. These courses should take 30-60 minutes to complete. The goal of each course is to provide teachers, coaches and administrators with quick overviews of topics, along with tangible steps that they can take in their classrooms, coaching sessions or team meetings to improve literacy instruction.
Literacy assessment guidance document available for students with disabilities
Administering Literacy Assessments for Students with Low-Incidence Disabilities and Complex Communication Needs, a guidance document for administering literacy assessments now is available on the Department’s website.
Ohio’s dyslexia support laws require that all students in specific grade bands are administered a tier 1 universal screener, this includes students with disabilities. The Third Grade Reading Guarantee also requires the administration of a reading diagnostic to students in specific grade bands, including students with disabilities.
For students with complex communication needs and low-incidence disabilities, accommodations and supports are needed to ensure accurate data related to students’ reading abilities. This document provides resources and recommendations for accommodations and scaffolds districts may use when administering districtwide literacy screenings and benchmarks or reading diagnostics.
Please send questions to Dyslexia@education.ohio.gov.
Structured Literacy Process Tool
The Structured Literacy Certification Process Tool, developed by members of the State Literacy Network, is now available on the Department website. The tool includes a comprehensive checklist of items for districts to consider when establishing their structured literacy certification process.
Reading Diagnostic and Tier 1 Dyslexia Screener Approved Use List
A one-page document is available showing what assessments are available, as well as their approved uses.
Upcoming Dates
Tuesday & Wednesday, February 27-28, 2024: CLSD Literacy Lab
Tuesday, March 5, 2024: State Literacy Network
Wednesday, March 6, 2024: Regional Support Teams for Literacy
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Save the Date: Student Focused Coaching
March 12, 2024 at Quest Conference Center Additional information is forthcoming.
Despite the disparities in education, research has demonstrated that all students, regardless of racial, ethnic, economic, or learning differences, can meet grade-level expectations for reading achievement with systematic and explicit instruction.
This Reading the Room Discussion brings together a group of education stakeholders with a shared interest and expertise in improving literacy outcomes for students who are historically disadvantaged. Panelists present data illustrating some of the most glaring problems with educational inequity in reading, and discuss approaches for building educational equity through policy, partnerships, and practice.
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