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Ohio's plan to Raise Literacy Achievement is the best model for any of these plans. There is no difference in the content you include in these plans. The difference is how each is monitored and with the RIP you have the choice of creating your own template, but you are welcome to use the format of the RAP or LLP template. The video series is very helpful in what information goes into each section you might include.

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Share your videos with friends, family, and the world

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View only-force a copy for you

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Page 52 Sample building Schedule in the guide

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Funding for the Department of Education and Workforce in FY24 and FY25 to support coaches to provide literacy supports to school districts, community schools, and STEM schools with the lowest rates of proficiency in literacy based on their performance on the English language arts assessments prescribed under section 3301.0710 of the Ohio Revised Code.

Coaches shall have training in the science of reading and evidence-based strategies for effective literacy instruction and intervention and shall implement Ohio's Coaching Model, as described in Ohio's Plan to Raise Literacy Achievement.

ReadOhio Drivers

Ohio's Model for Instructional Coaching for Literacy provides a framework for developing and improving approaches to coaching teachers to develop excellent literacy instruction. This webpage, along with the Ohio's Model for Instructional Coaching for Literacy Handbook, provide resources and guidance for developing and improving instructional coaching in a grade band or content area, building, or district.

Key Components of ReadOhio Literacy Coaching Framework

Universal supports for all educators and administrators in the science of reading

Supporting team(s) with collaborative problem solving and data-driven decision making

Data-driven coaching to bolster core instruction and intensify intervention to meet student needs

Development of building and district processes to support selection and implementation of professional learning and high-quality instructional materials aligned with the science of reading.

ReadOhio Partner Schools; Fast Facts, Cohort 1

53 District and Community Schools

22 ReadOhio Coaches

11 Urban Literacy Specialists

4 Regional Coaching Coordinators

Building Capacity

The Ohio Department of Education and Workforce is committed to supporting our partner Educational Service Centers and State Support Teams to provide direct oversight, support, technical assistance, coaching and professional learning to coaches.

Educational Service Center Partners

ESC - Northeast Ohio (State Support Team Regions 3, 4, 5, 8, 9)

ESC - East Central Ohio (State Support Team Regions 11, 12, 15, 16)

ESC - Mid-Ohio (State Support Team Regions 1, 2, 7)

ESC - Montgomery County (State Support Team Regions 6, 10, 13, 14)

Coaching Deliverables

ReadOhio Coaches are charged with the implementation of a multi-tiered system of support in reading. Those elements are:

Leadership Collaboration

Relationship Building

Communication

Feedback Loops/Follow Up

Assessment

Teaming Structures

Collaborative Problem Solving

Professional Learning

Evidenced Based Strategies/HQIM

Student Focused Coaching: Data First Decision Making

ReadOhio Coaches use a Student Focused Coaching Model that uses a student data first approach. In addition, coaches may find themselves in various coaching roles; Teacher/Learner, Collaborative Problem Solver, or Facilitator. Using flexible roles allows for differentiation in coaching supports to meet the needs of all Ohio educators and students.

Coaching Support: Year 1

ReadOhio Coaches provide educators and schools daily support in a variety of ways. Below is a snapshot of the coaching sessions month by month.

ReadOhio District and School Partners

Use this map to see the ReadOhio district and school partners.

ReadOhio School Impact

Meet the Coach: Tiffany O'Neil

District(s) supported: Sandusky City Schools and Monroeville Local Schools

"Sandusky and Monroeville have been extremely welcoming. It really is an honor working alongside such incredible educators who are dedicated to the science of reading and growing their own knowledge in order to see every student succeed. Collaborating with the amazing Sandusky primary school TCAS teachers. Our focus has been implementing and intensifying interventions for all students."

Using Data to Support Change

Literacy Academy on Demand Courses to build knowledge of data use

The following short, online courses from Literacy Academy on Demand can provide insights and strategies for understanding, delivering and evaluating the results of student assessment data:

Developing Educator Capacity

Literacy Academy on Demand Courses to Build Instructional Capacity

The following short, online courses from Literacy Academy on Demand can provide insights and strategies for building educator capacity. These courses can be taken by individual teachers, support staff and administrators. To increase the impact of courses, consider having teams of educators take the same course(s) and find time in team or coaching meetings to discuss learning, questions, resources and how to implement course content.

K-5 Courses

6-12 Courses

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Ohio's Model for Instructional Coaching for Literacy

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Funding for the Department of Education and Workforce in FY24 and FY25 to support coaches to provide literacy supports to school districts, community schools, and STEM schools with the lowest rates of proficiency in literacy based on their performance on the English language arts assessments prescribed under section 3301.0710 of the Ohio Revised Code.

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Sample Schedule:

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For support in implementing the evidence-based practices in Ohio's Plan to Raise Literacy Achievement for students in grades 6-12, an implementation guide is available for school leaders. District and building administrators play key roles in improving literacy outcomes in their districts. Meaningful change must address four key actions: Shared Leadership, Effective Literacy Instruction, Collaborative Problem-Solving and Tiered Systems of Instructional Support. Additional resources and tools for each component are available below as part of the Adolescent Literacy Toolkit.
For questions about Ohio's Comprehensive Literacy State Development Grant, please contact ComprehensiveLiteracy@education.ohio.gov. To access additional professional learning in literacy aligned to Ohio's Plan to Raise Literacy Achievement and the School Leader's Implementation Guide, visit Literacy Academy on Demand.
Shared Leadership

Information and resources to support implementation through the Ohio Improvement Process

A module on the Ohio Improvement Process is available from the Ohio Leadership Advisory Council provides overall description of Ohio's primary strategy for supporting Ohio's school districts' efforts to improve outcomes for all learners.

Data teaming tools from the National Center for Intensive Intervention can help teams facilitate data meetings to support students.

Tools within the implementation guide to support school leaders:

Effective Literacy Instruction

Essential Literacy Skills and Instruction

Quality Literacy Instruction

Supports for Literacy at Home

Collaborative Problem-Solving

Tiered Systems of Instructional Support

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Adolescent Literacy: Supporting Learners in Grades 6-12

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For support in implementing the evidence-based practices in Ohio's Plan to Raise Literacy Achievement for students in grades 6-12, an implementation guide is available for school leaders. District and building administrators play key roles in improving literacy outcomes in their districts.

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The Ohio Department of Education is dedicated to making information posted on these webpages accessible, in accordance with Section 508 of the Rehabilitation Act of 1973. We are actively making improvements and updating the portable document format (PDF) documents on this webpage. In the meantime, those needing assistance may contact (877) 644-6338.

The Reading Achievement Plan is a district plan for raising student achievement in reading. Ohio law ( ORC 3302.13) requires each school district or community school that meets the following criteria, as reported on the past two consecutive report cards issued for that district or community school, to submit a Reading Achievement Plan.

1. The district or community school received a grade of "D" or "F" on the Improving At-Risk K-3 Readers Measure; and

2. Fewer than 60 percent of the district's or community school's students scored proficient or higher on the state's grade 3 English language arts test

Ohio law also requires the posting of all Reading Achievement Plans to the Department's website.
District Reading Achievement Plans 2018-2019 School Year

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The Ohio Department of Education is dedicated to making information posted on these webpages accessible, in accordance with Section 508 of the Rehabilitation Act of 1973. We are actively making improvements and updating the portable document format (PDF) documents on this webpage. In the meantime, those needing assistance may contact (877) 644-6338.

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Ohio's Model for Instructional Coaching-page 12 proposal

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Ohio's Model for Instructional Coaching-page 12 proposal

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Funding for the Department of Education and Workforce in FY24 and FY25 to support coaches to provide literacy supports to school districts, community schools, and STEM schools with the lowest rates of proficiency in literacy based on their performance on the English language arts assessments prescribed under section 3301.0710 of the Ohio Revised Code.

Coaches shall have training in the science of reading and evidence-based strategies for effective literacy instruction and intervention and shall implement Ohio's Coaching Model, as described in Ohio's Plan to Raise Literacy Achievement.

ReadOhio Drivers

Ohio's Model for Instructional Coaching for Literacy provides a framework for developing and improving approaches to coaching teachers to develop excellent literacy instruction. This webpage, along with the Ohio's Model for Instructional Coaching for Literacy Handbook, provide resources and guidance for developing and improving instructional coaching in a grade band or content area, building, or district.

Key Components of ReadOhio Literacy Coaching Framework

Universal supports for all educators and administrators in the science of reading

Supporting team(s) with collaborative problem solving and data-driven decision making

Data-driven coaching to bolster core instruction and intensify intervention to meet student needs

Development of building and district processes to support selection and implementation of professional learning and high-quality instructional materials aligned with the science of reading.

ReadOhio Partner Schools; Fast Facts, Cohort 1

53 District and Community Schools

22 ReadOhio Coaches

11 Urban Literacy Specialists

4 Regional Coaching Coordinators

Building Capacity

The Ohio Department of Education and Workforce is committed to supporting our partner Educational Service Centers and State Support Teams to provide direct oversight, support, technical assistance, coaching and professional learning to coaches.

Educational Service Center Partners

ESC - Northeast Ohio (State Support Team Regions 3, 4, 5, 8, 9)

ESC - East Central Ohio (State Support Team Regions 11, 12, 15, 16)

ESC - Mid-Ohio (State Support Team Regions 1, 2, 7)

ESC - Montgomery County (State Support Team Regions 6, 10, 13, 14)

Coaching Deliverables

ReadOhio Coaches are charged with the implementation of a multi-tiered system of support in reading. Those elements are:

Leadership Collaboration

Relationship Building

Communication

Feedback Loops/Follow Up

Assessment

Teaming Structures

Collaborative Problem Solving

Professional Learning

Evidenced Based Strategies/HQIM

Student Focused Coaching: Data First Decision Making

ReadOhio Coaches use a Student Focused Coaching Model that uses a student data first approach. In addition, coaches may find themselves in various coaching roles; Teacher/Learner, Collaborative Problem Solver, or Facilitator. Using flexible roles allows for differentiation in coaching supports to meet the needs of all Ohio educators and students.

Coaching Support: Year 1

ReadOhio Coaches provide educators and schools daily support in a variety of ways. Below is a snapshot of the coaching sessions month by month.

ReadOhio District and School Partners

Use this map to see the ReadOhio district and school partners.

ReadOhio School Impact

Meet the Coach: Tiffany O'Neil

District(s) supported: Sandusky City Schools and Monroeville Local Schools

"Sandusky and Monroeville have been extremely welcoming. It really is an honor working alongside such incredible educators who are dedicated to the science of reading and growing their own knowledge in order to see every student succeed. Collaborating with the amazing Sandusky primary school TCAS teachers. Our focus has been implementing and intensifying interventions for all students."

Using Data to Support Change

Literacy Academy on Demand Courses to build knowledge of data use

The following short, online courses from Literacy Academy on Demand can provide insights and strategies for understanding, delivering and evaluating the results of student assessment data:

Developing Educator Capacity

Literacy Academy on Demand Courses to Build Instructional Capacity

The following short, online courses from Literacy Academy on Demand can provide insights and strategies for building educator capacity. These courses can be taken by individual teachers, support staff and administrators. To increase the impact of courses, consider having teams of educators take the same course(s) and find time in team or coaching meetings to discuss learning, questions, resources and how to implement course content.

K-5 Courses

6-12 Courses

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Ohio's Model for Instructional Coaching for Literacy

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Funding for the Department of Education and Workforce in FY24 and FY25 to support coaches to provide literacy supports to school districts, community schools, and STEM schools with the lowest rates of proficiency in literacy based on their performance on the English language arts assessments prescribed under section 3301.0710 of the Ohio Revised Code.

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Ohio law (ORC 3301.0715(G) requires districts to establish a Reading Improvement Plan when fewer than 80 percent of their students score proficient or higher on Ohio’s State Test for grade 3 English Language Arts. The district’s board of education must approve the plan before beginning implementation. Reading Improvement Plans are not required to be submitted to the Ohio Department of Education.

Local school boards determine the deadlines, format and approval criteria for Reading Improvement Plans. The district’s school board also determines the parameters for any updates or revisions if a district submitted a plan previously. Please send questions about Reading Improvement Plans to ReadingPlans@education.ohio.gov.

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What is the Science of Reading?

The science of reading is an interdisciplinary body of scientific evidence that:

Informs how students learn to read and write proficiently;

Explains why some students have difficulty with reading and writing;

Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension and writing to become effective readers;

Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach.

Why the Science of Reading is Important

Reading unlocks the door for all future learning and provides a lifetime of opportunities. Strong literacy skills are necessary for all Ohioans, starting with the very youngest of learners and continuing into the lives of students after high school, including postsecondary education, immediate entry into the workforce, military service or other types of career development.

As described in the Kindergarten through Grade 4 Literacy Report for 2021-2022, 40% of Ohio's third graders are not reading proficiently. Governor DeWine has called for a renewed state of how we teach reading in Ohio. It is time to critically examine what is working and what is not working and shift to literacy teaching practices that meet the needs of all learners.

In addition, Governor DeWine signed an Executive Order that directs the Governor's Children's Initiative to coordinate with interested parties to develop a program that will recognize schools that are demonstrating strong implementation of best instructional practices aligned to the science of reading and where students are making significant progress in reading. This recognition process will begin this fall.

Whether just getting started or already implementing the science of reading, this toolkit provides resources school leaders, teachers and families can use throughout the year.

Tips for Superintendents

Host a district discussion: What is the science of reading?

Host a district discussion: Why the shift?

Complete the literacy instructional material and professional development survey
The district's literacy lead must complete the Department's literacy instructional material and professional development survey, which will open in late August.

District leaders: Identify science of reading professional development

Have all teachers of grades K-1 completed the dyslexia professional development?

The dyslexia professional development requirements for teachers of grades 2-3 begin in the 2024-2025 school year. Have you planned for teacher participation in professional development?

Complete the literacy instructional material and professional development survey

The district's literacy lead must complete the Department's literacy instructional material and professional development survey, which opened in late August and will close on October 6th.

The Science of Reading Curriculum and Professional Development Survey (PDF document)

Special Note: The curriculum materials drop down list for the questions DOES NOT represent the approve instructional materials list. That list is still under development and will be posted January/ February.

If you have not received a link to the survey, please email ReadOhio@education.ohio.gov.

Tips for PrincipalS

Host a building discussion: What is the science of reading?

Identify science of reading professional development

Have all teachers of grades K-1 completed the dyslexia professional development?

The dyslexia professional development requirements for teachers of grades 2-3 begin in the 2024-2025 school year. Have you planned for teacher participation in professional development?

Prepare for principal walk-throughs to observe instruction
Develop a principal walk-through tool for observing explicit, systematic instruction of the components of reading.

Tips for Educators

Host a grade-level discussion: What is the science of reading?

Host a grade-Level Discussion: Why the shift?

Examine grade-level and classroom literacy data. Review the Ohio School Report Cards.

Review the building's literacy plan.

Identify science of reading professional development

Tips for Families

Get 8 Tips for Families to make the most of the time you spend reading with your young child!

Read Ohio Implementation Timeline

Fall/Winter 2023

August/September

Host discussions with administrators, educators and families around the importance of the science of reading. Use the following resources:

Administer the Reading Diagnostic.

​​Must be completed within the first 20 days of instruction for kindergarten students.

No later than Sept. 30 for students in grades 1-3.

HQIM Survey for Literacy

Coming soon:
​The application process for the Governor's Literacy Excellence Award.

October/November

Begin or continue planning for implementation of the science of reading. Use the following resources:

Fall administration of Ohio's State Test for grade 3 English language arts (Oct. 16-Nov. 3).

Reading Improvement and Monitoring Plan (RIMP) development.
Complete no later than 60 days after receiving the reading diagnostic results.

December

Develop a plan to implement high-quality instructional materials and register for the 2024 Literacy Academy.
Districts and schools are required to adopt high-quality instructional materials for the 2024-2025 school year. Review the following to prepare:

Winter/Spring 2024

January/February

Continue professional development to support students across all content areas.

Take the Science of Reading course (projected release)

Review and select materials from the list of high-quality instructional materials for core instructions (projected release)

Register for the next Literacy Academy (Date TBD).

March/April

Participate in the 2024 Literacy Academy on Demand.

Spring administration of Ohio's State Test for grade 3 English language arts (March 25-April 26).

May/June

Attend the 2024 Literacy Academy.
Additional supports and implementation strategies will be posted as they are made available.
Contact

Send questions to LiteracyOhio@education.ohio.gov.

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The science of reading is an interdisciplinary body of scientific evidence that: Informs how students learn to read and write proficiently; Explains why some students have difficulty with reading and writing; Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension and writing to become effective readers; Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach.

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Find Logic Model/Theory of Action which is referenced in Ohio's Plan section 5

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Find Logic Model/Theory of Action which is referenced in Ohio's Plan section 5

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Reading Improvement Plans | Ohio Department of Education and Workforce

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Ohio law (ORC 3301.0715(G) requires districts to establish a Reading Improvement Plan when fewer than 80 percent of their students score proficient or higher on Ohio’s State Test for grade 3 English Language Arts. The district’s board of education must approve the plan before beginning implementation. Reading Improvement Plans are not required to be submitted to the Ohio Department of Education.

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Reading Achievement Plans

The Reading Achievement Plan is a district plan for raising student achievement in reading. Ohio law (ORC 3302.13) requires each school district or community school that meets the following criteria, as reported on the past two consecutive report cards issued for that district or community school, to submit a Reading Achievement Plan.

(1) The district or school received a performance rating of less than three stars for early literacy component on Ohio’s School Report Card

(2) Fifty-one per cent or less of the district or school’s students scored proficient on Ohio’s State Test for grade 3 ELA.

Reading Achievement Plans must be submitted to ReadingPlans@education.ohio.gov by December 31st. Ohio law also requires the posting of all Reading Achievement Plans to the Department's website.

List of Districts and Community Schools required to have Reading Achievement Plans

Reading Achievement Plan template - 2024

Reading Achievement Plan Progress Report template - 2024

More information is forthcoming.

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Will the Department offer guidance and a template for local school districts to use when developing reading improvement plans?

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Will the Department offer guidance and a template for local school districts to use when developing reading improvement plans?

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Please access the video series on the CLSD prep resources.
No. Local school boards are responsible for creating their own requirements for their own reading improvement plans. Districts may find it helpful to look at other types of literacy plans and guidance available at these links:

1. The Reading Achievement Plan, required under ORC 3302.13;

2. The Local Literacy Plan, developed for the Striving Readers Comprehensive Literacy Grant;

3. The Reading Achievement Plan guidance document and guidance webinar;

4. The Striving Readers Local Literacy Plan guidance document.

The Department also encourages districts to use the materials it has developed for Ohio’s Literacy Toolkit, the Third Grade Reading Guarantee and the annual Literacy Academy.