# data[].attributes.body
State Library of Ohio launches family literacy activity calendar

# data[].attributes.attachment_link.readable_text
1/13/2020
The Day By Day Ohio Family Literacy Calendar is a tool families, caregivers, educators and librarians can use at home, the library, on the go and in the classroom. The calendar has monthly themes that highlight videos, suggested books, songs and activities for each day. In addition, information about family health and wellness, literacy, and creativity and ideas for exploring Ohio are easily accessible on the website.

Day By Day Ohio offers resources to further develop early literacy skills that help young children prepare for and improve in school. Children enjoy fun, positive learning experiences like Day by Day Ohio that support school success and, ultimately, lifelong learning.

Day by Day Ohio is a service of the State Library of Ohio in collaboration with Ohio Ready to Read and is funded, in part, by the U.S. Institute of Museum and Library Services.

# data[].attributes.attachment_link.title
State Library of Ohio launches family literacy activity calendar

# data[].attributes.attachment_link.description
1/13/2020 The Day By Day Ohio Family Literacy Calendar is a tool families, caregivers, educators and librarians can use at home, the library, on the go and in the classroom. The calendar has monthly themes that highlight videos, suggested books, songs and activities for each day.

# data[].attributes.body
Family and Community Support Tool Box

# data[].attributes.body
Put books in your child's hands

# data[].attributes.attachment_link.title
Home — Dolly Parton’s Imagination Library of Ohio

# data[].attributes.attachment_link.description
The Ohio Governor’s Imagination Library wants to ensure every child has access to books from the moment they are born so that kids are entering kindergarten prepared to succeed inside the classroom and beyond.

# data[].attributes.body
Instructional Resources Organized by Content

# data[].attributes.attachment_link.readable_text
This list is not comprehensive, and the Ohio Department of Education does not endorse these products. We are making the list available to support engaging students in learning during the school-building closure period.
Instructional Resources Organized by Content

Computer Science

Code.org - Learning computer science when schools are closed - (Grades 3-12) This site contains several resources to help students learn computer science programming at home.

NOVA Labs - (Grades 3-12) This lesson is designed to allow students to learn about and protect against different cyber threats.

Google - CS First - (Grades 3-12) This page has several programming activities for students using Scratch.

Aggie LIFE - (Grades 6-12) This game teaches students about cyber security issues by asking questions after spinning a wheel and moving your game piece around the board. Created as part of National Cyber Security Awareness Month, "Aggie LIFE" was created by the Division of Information Technology to test your cyber smarts.

Data Ethics - (Grades 7-12) This online course is shared by Neal O'Farrell of www.ethicause.com (approximately 65 minutes) and is divided into eight, easy-to-take lessons. There are worksheets for each video that include open-ended questions students can use for research and discussion.

Ohio Department of Education Computer Science Resources Page - (Grades K-12) This page has links to many resources available for computer science. This resource includes offline activities.

English Language Arts

Core Knowledge - (Grades PreK-8) This site offers a complete curriculum for English language arts.

Khan Academy - (Grades 9-12) Khan Academy provides lessons and modules for various English language arts content, as well as many other content areas.

LearnZillion English Languages Arts Guidebooks - (Grades 3-12) Comprehensive and high-quality guidebooks for educators, parents and students.

Oxford Owl - (Grades K-5) Visit this site to find free e-books, worksheets and tips for parents on various English and language arts topics.

PBS Kids - (Grades K-2) Visit PBS Kids to find games, stories and learning opportunities with favorite friends from PBS Kids shows.

Scholastic magazines - (Grades K-8) This is a collection of cross-curricular articles, stories and videos that incorporate discussion points, lesson plans and activities.

Storynory - (Grades K-5) This site contains more than 600 audio stories, myths and poems to listen to or download.

Teaching Tolerance - (Grades 3-12) Educators can access ready-to-use lessons and teaching strategies about social justice through a global and historical lens.
Where to get digital books:

Most local libraries

Audible (PK-12)is enabling kids to instantly stream a collection of stories, including titles across six languages, for free on their desktops, laptops, phones or tablets. This access will be available as long as schools are closed.

CommonLit (3-12)is a reading resource program that includes 1500 authentic complex texts, organized by grade level, with comprehension questions, discussion questions, and assessment style questions. It includes a large collection of Spanish texts and texts can be translated into 25 different languages and include a read aloud option.

Kate Messner: Read, Wonder, Learn!(PK-12) is a collection of resources that includes everything from first-chapter and picture book read-alouds to complementary drawing and writing mini-lessons.

KidLitTV (PK-5) is a comprehensive website dedicated to children's literature that includes "Read Out Loud," a video story time feature with authors reading aloud their own books.

Overdrive (K-12) enables kids, their families and caregivers to borrow and read free ebooks, audiobooks, and magazines from their local library using a phone or tablet. Depending on the device and operating system being used,

Libby is a helpful app that provides access to the same content with a different navigation experience.

Scholastic Learn at Home (PK-8) includes learning experiences, grouped by grade band, built around a children's book--full text accessible via the website--and including videos and complementary activities (available in both English and Spanish).

Story Online (K-5) is an award-winning children's literacy website which streams videos featuring celebrated actors reading children's books aloud alongside illustrations. The website also includes activity guides for parents and caregivers to complete lessons with students at home.

Teaching Tolerance Text Library (K-12)is a supplemental library of over 500 short nonfiction leveled texts, images, interviews, literary texts, and more that represent a diverse mix of stories and perspectives. Students, families and caregivers can create accounts for free to access the content. Your local library: most libraries offer all books virtually

Financial Literacy

Econ Low Down - (Grades 3-12) The Federal Reserve Bank of St. Louis' provides this education portal for financial literacy and economics, featuring high-quality resources for preK-college students.

History in Your Pocket (H.I.P.) - (Grades K-5) The United States Mint provides activities and games that serve as an overview about what money is, how it's used and how it's printed.

Kiddynomics - (Grades K-5) This is the Federal Reserve Bank of St. Louis' resource for introducing elementary students to financial literacy, basic personal finance and economics concepts.

Fine Arts ​

Google Art Project - (Grades K-12) This interactive website provides students, educators and parents with access to more than 40,000 artworks from 250 museums from around the world.

Instrument Cleaning / Sanitation - (K-12) Safe instrument cleaning guidelines in compliance with current CDC guidelines.

The Kennedy Center - (Grades K-12) This interactive arts website has articles, how-to lessons and activities, resource collections and media and interactives.

Making Music Fun - (Grades K-12) This interactive music website provides sheet music, worksheets, lesson plans, an online music library, music theory arcade games and songs.

National Gallery of Art - (Grades K-12) This interactive website provides teaching resources, videos, lessons, activities and student interactives.

Virtual Museum Tours - (Grades K-12) Travel and Leisure has provided virtual tours of museums around the globe. Students will be able to experience artifact exhibits, watch videos and engage in exploration at a museum in a new and exciting way.

Literacy
The literacy resources are organized to provide parents with easy navigation to their children's reading levels. ​
Ohio's Literacy Toolkits - Ohio's Literacy Toolkits provide educators and parents with resources to support their children's literacy achievement.

Pre-K

Center on the Social and Emotional Foundations for Early Learning - This site provides a list of resources and practical strategies for educators and caregivers, including books that support social-emotional learning and guides designed around popular children's books.

Day by Day Ohio Family Literacy Calendar - Day by Day Ohio is a tool families, caregivers, educators and librarians can use at home, on the go and in the classroom.

HOMER Reading and HOMER Storie s - HOMER Reading's Personalized Learning Pathway allows educators and families to customize a learning plan that's just right for every child, based on his or her reading stage and interests. Learning games provide instruction in print knowledge, phonological awareness, letter sounds and more. Always free for educators; free trial for families, then $7.99 per month.

Ohio Governor's Imagination Library - The Ohio Governor's Imagination Library provides books to children ages 0-5 across Ohio.

Sit Together and Read (STAR) and STAR@Home - This resource provides educators and families with book suggestions and targeted questions to ask children when reading aloud.

Storynory - This site provides free audio stories for all age levels, including fairytales, classic authors and myths.

Vroom - This free app provides opportunities that support the development of literacy through life skills that promote executive function, positive adult-child relationships and back and forth interactions supported by science.

Preschool/Elementary

PBS Learn & Grow - This website provides a variety of activities, videos, literature and games to promote personal growth and learning for children ages 2-8 years.

Reading Tips for Families Website - This site was designed to support Ohio families with reading by providing activities and helpful tips to encourage children to become successful readers. Reading research and resources are included for those looking for more detailed information.

Elementary

INFOhio Bookflix - This site provides paired fiction and popular nonfiction texts that engage readers and support literacy.

Khan Academy Kids - This resource helps parents with instructions and tips for using Khan Academy Kids for remote learning, including personalized learning in various subjects and activities for skills practice.

National Geographic Young Explorers - This resource provides kindergarten and first-grade informational text (available with audio) with accompanying lessons, videos and interactive features.

Oxford Owl - Free e-books, educational activities and games and tips for parents. This resource also includes a phonics guide for parents.

Phonemic Awareness at Home - This resource provides videos of educators providing daily phonemic awareness lessons your child can engage in using the Heggerty Phonemic Awareness curriculum. Each lesson is around 10 minutes.

Scholastic Learn at Home - This free resource provides children with 20 days of exciting articles and stories, videos and fun learning challenges. Children can complete them anytime, in any order. They can work on their own or with their families.

Switch Zoo - This site provides activities for learning with a focus on animals. It includes plenty of opportunities for reading and writing.

Universal Design Home Lesson Plans - Katie Novak provides a Universal Design for Learning lesson plan each day.

Waterford - This site provides nine virtual field trips for elementary school students to build background knowledge and apply their literacy skills.

Middle/High School

Common Lit - This is a free collection of fiction and nonfiction that can be filtered by Lexile, grade, theme genre, literary device or Common Core standard.

Khan Academy: Grammar - This site provides an online course on grammar, including parts of speech, syntax, style and punctuation.

The New York Times Writing Prompts - This site provides authentic writing prompts to spark argumentative and opinion writing, as well as current events discussions.

Project Gutenberg - This site provides more than 61,000 books free to download for online learning.

Newsela - This resource provides authentic informational texts at various reading levels on relevant topics.

Math

Dan Meyer's Three Act Tasks - (Grades 6-12) Dan Meyer's Three Act Tasks are low floor, high ceiling tasks in three parts: an engaging and perplexing Act 1, an information and solution seeking Act 2, and solution discussion and solution revealing Act 3. The tasks allow students to ask mathematical questions, think critically, and develop estimation and number sense skills. These are presented in the forms of videos or photos and organized by standard.

Exploding Dots - (Grades 4-12) Exploding Dots by Global Math Project a way for elementary and middle school students to see arithmetic algorithms as a beautiful story. Students can see the role they play in advanced high school mathematics. It uses video and interactive resources to help students reason about math. Low-tech options are available as well.

Khan Academy - (Grades K-12) Khan Academy has online math lectures. These lectures may be useful to review math content and practice some skills. It has videos from preschool through Advanced Math topics. It also has links to reinforce EngageNY and Illustrative Mathematics as well as SAT test prep.

The Math Learning Center - (Grades K-8) The Math Learning Center has free math apps, lessons and publications for students to use. They are based on visual models featured in the mathematics program Bridges.

Matific - (Grades K-6) Matific has created a series of games and activities that look at place value and the arithmetic operations.

Statistics Education Web (STEW) - (Grades K-12) Statistics Education Web (STEW) from the American Statistical Society (AMSTAT) has vetted statistics lessons aligned to the GAISE model and the Common Core State Standards. They have printable PDFs and Word documents with student facing worksheets and teacher answer keys for grade bands K-5, 6-8, and high school.

​​ Zearn Mathematics - (Grades K-5) Zearn Mathematics offers a complete curriculum with digital lessons, onscreen teachers and supportive remediation. Their Distance Learning Resource Center has quick-start instructions and parent/caregiver packs in both English and Spanish. Walkthrough webinars are also available for administrators, teachers and parents.

Physical Education ​

Go Noodle - (Grades K-5) Students can find engaging content through this interactive video system for physical education and movement for brain breaks, indoor recess or at-home movement.

Les Mills - (Grades 9-12) This site houses a collection of free and for-pay workouts.

OPEN - Online Physical Education Network - (Grades K-12) This site includes physical education and social-emotional learning resources and activities to do at home for K-12.

Pro Football Hall of Fame (HOF) - (Grades K-12) The Pro Football Hall of Fame's Youth and Education Program is based on its mission, vision and values and includes online and offline printable resources.

Shape America - (Grades K-12) This site includes a collection of high-quality, standards-based lessons, daily activities, charts and many other resources for educators and students that focuses on physical education and health.

Science

COSI Connects - (Grades K-12) COSI Connects is COSI's Digital Doorway for fun at-home science discovery and learning. COSI provides exciting and engaging science through COSI videos and hands-on science you can try with your family at home.

The Cornell Lab - (Grades K-12) Citizen Science Projects created by Cornell University provide opportunities for students to gather data to help scientists understand bird populations across the globe.

Smithsonian - (Grades K-12) The Smithsonian provides access to resources for various subjects. It also contains a specific set of resources for distance learning.

NASA - (Grades K-12) This site focuses on STEM engagement lesson plans, interactive activities and resources.

National Geographic - (Grades K-12) National Geographic has curated collections of activities for students of all ages using minimal supplies and includes engaging, fun and skill-building lessons in social studies, geography, science and more.

Social Studies

Social studies include four main strands: history, geography, civics and economics. These strands are found in the K-8 social studies standards. High school courses focus more intently on each of these strands. Instructional resources have been provided to support each strand.

History

Big History - (Grades 6-12) This is an online social studies course that emphasizes skills development and making connections across disciplines.

Ohio History Connection - (Grades K-12) Sign up with Ohio History Center to receive their Resource Roundup - a monthly collection of new classroom activities, lesson plans, new program offerings, and educational opportunities for you and your students.

Geography

National Geographic Society's Education Portal - (Grades K-12) This resource provides lessons for educators to share with students about different geography concepts in kindergarten through high school.

Ted Talks about Geography - (Grades 9-12) This site features Ted Talks from people whose professions deal with topics related to geography. No lessons or educator resources included.

Ted Talks for Education: Geography - (Grades K-12) This site features animated Ted Talks specifically for education that have lessons and material to accompany the video.

Economics

History in Your Pocket (H.I.P) - (Grades K-5) The United States Mint provides activities and games that include an overview of what money is, how it's used and how it's printed.

Federal Reserve Bank at St. louis - (Grades K-3) This site provides introductory lessons about money and economic topics designed specifically for young learners.

STEM
STEM resources were identified by their focus on the STEM discipline subjects, ability to support interdisciplinary learning, create connections to STEM careers and support STEM practices such as design-cycle thinking and problem-based learning.
Discovery Education Virtual Field Trips - (Grades K-12) Discovery Education has virtual fields where students can explore corners of the world without an airplane. Virtual field trips include the Black and Decker MakerSpace, a trip to the tundra and a nuclear power plant to name a few.

Discover Engineering - (Grades K-12) Discover Engineering has provided a database of activities ranging from games to lesson plans.

Simple STEM Activities at Home - (Grades K-6) Separated into the STEM disciplines, Rasmussen College has provided parents engaging STEM discipline activities that can be done at home.

STEM Teaching Kit for Parents - (Grades PreK) Boston Children's Museum has created a comprehensive document to help parents engage their students in the STEM disciplines. This resource provides activities, explanations of the content areas, questions to ask your child and other resources.

World Languages and Cultures

FL Teach - Foreign Language Teaching Forum - (Novice, Intermediate, Advanced) Chinese, ESL, French, German, Italian, Japanese, Latin, Portuguese, Russian, Spanish. Access language websites, news, tv, radio, lessons, etc. It is organized by topics and then by language.

Mary Glasgow Plus - (Novice, Intermediate, Advanced) French, German, Spanish, ESL. Access online news articles from Scholastic Magazine. First choose your teacher language. Then, click the NEWS/ACTUALITES/NOTICIAS link at the top of the page. Each current event article is written and recorded for three (or four) different levels of learners. Scroll to the bottom of the page to access the recording and the different levels of the article. Twelve months of free articles and recordings are in the archives.

News in Slow - Language Learning through Current Events - (Novice, Intermediate, Advanced) French, German, Italian, Spanish (Spain and Latin America). Access news videos, courses with language lessons and a video series. All videos are played at a slightly slower pace. Videos are labeled for different levels of learners.

Career Exploration and Planning

Bureau of Labor Statistics - (Grades K-12) This site provides students with resources to learn about careers linked to their interests.

Career Connections Teacher Resources - (Grades K-12) This site provides educators with lesson plans and videos for career awareness, exploration and planning.

Create Career Opportunities for Career Exploration - (Grades K-12) INFOhio brings together a variety of high-quality career exploration resources in one place.

USA.gov Government Careers Videos - (Grades 9-12) This site provides a video database for students to explore various careers in government.

English Learners

Bitsboard - (Grades K-5) This site provides educators with flashcards and games with visuals for various contents.

Coronavirus Resource Center - A hub where educators, parents and students will find the latest information, free resources for virtual learning and opportunities to connect online.

EL Education - (Grades K-8) Resources to support remote learning for students during the COVID-19 pandemic. These materials can be used in conjunction with the EL Education curriculum. Additional resources from EL Education:

Khan Academy - (Grades K-12) This is an online database of lessons and practice exercises, including programs for English learners.

Headsprout - (Grades PreK-2) This site provides a reading program geared toward teaching English sounds using well-sequenced curriculum.

Social-Emotional Learning

Five Social-Emotional Learning Games to Play with Your Children - (Grades K-3) This article offers games parents can play with their children to teach social and emotional skills at home.

Eight Fun Activities to Practice Social Skills with Your Child - (Grades K-8) This site explains eight activities parents can do with children to teach social-emotional skills.

Building social and emotional skills at home - (Grades K-3) This is a resource to assist with building social and emotional skills at home.

Centervention - (Grades K-8) - This website offers free worksheets, games and activities that help build students' social-emotional skills.

Harmony at Home - This free online toolkit for educators, families and caregivers teaches vital social-emotional learning skills. With the rapid changes brought on by COVID19, educators, families and students need opportunities to connect and practice social-emotional strategies.

How to Talk to Your Kids About Coronavirus - (Early Childhood) This article offers suggestions for how parents can explain the coronavirus and outcomes to their children.

How to Talk to Your Kids About COVID-19 - This article from Nationwide Children's Hospital offers suggestions for how parents can explain the coronavirus and related news to their children.

Reading Tips for Families - (Grades PreK-3) This website offers resources, informational videos, games and skills to boost a child's language and social-emotional development.

SEL 101 for Parents - This is an informational video to inform parents about social-emotional learning in schools and provide them with insights into their own parenting practices to support their children's social and emotional development.

Steps to Help Ease Kids' Fears and Anxieties About COVID-19 - This article from Cincinnati Children's Hospital offers suggestions for how parents can ease their children's fears about the coronavirus.

Talking to Children About COVID-19 (Coronavirus): A Parent Resource - This article offers suggestions for how parents can talk with their children about coronavirus.

Early Childhood

CATCH.org - (Grades PreK-12) This site includes heath, nutrition and physical education resources for families, including activities and materials for things to do at home.

Day by Day Ohio - This is a resource of activities for families to do every day of the year to support literacy with their young children.

INFOhio Early Learning Portal - (Grades PreK) The INFOhio Early Learning Portal is for parents and educators of children ages 3-5. To prepare Ohio's early learners for school and their futures, INFOhio encourages adults to use the digital resources with children, providing guidance and support.

Ohio Imagination Library - (Early Childhood - Grade 3) Families sign up children from birth to age 5 to receive a new book each month in the mail.

Reading Tips for Families - This site provides reading definitions, activities and resources that engage and educate families, while meeting requirements for disability accessibility and accessibility for non-English speakers.

Scholastic - (Grades PreK-12) Scholastic is providing 20 days of learning projects for children to do independently or with family members.

Gifted Education

National Association for Gifted Children: Resources for Educators & Parents During COVID-19  - This site offers information provided by the National Association for Gifted Children, including best practices in online learning and a list of free resources for educators, families and students in grades K-12.

The Ohio Association for Gifted Children  - This is a list of K-12 resources for gifted intervention specialists and parents curated by the Ohio Association for Gifted Children.

General Resources to Support Online Learning for Parents
The resources listed in this section provide parents and caregivers options for connecting students with additional resources to enhance and support instruction.
​

Four Ways BrainPOP Supports Distance Learning - BrainPop is providing free access and guidance on using its materials for distance learning during the COVID-19 pandemic.

Cincinnati Museum Center's Learning at Home - This initiative helps keep minds sharp, people connected and curiosity stoked - particularly for caregivers home-schooling their children and older adults seeking social interaction. New content is available on demand and released daily at cincymuseum.org, Facebook, Twitter, Instagram and YouTube. Join the Cincinnati Museum Center for at-home science, art and history activities, virtual chats and interviews with curators and other experts, as well as virtual story times and more.

INFOhio - INFOhio provides instructional resources for parents to use with their children that are aligned to Ohio's Learning Standards and sorted by grade level.

PBS Kids - (Ages 3-8) Find free educational games, videos, hands-on activities and more from your favorite PBS KIDS programs.

PBS Apps and Games - (Ages 3-8) Find educational apps from your favorite PBS KIDS programs.

PBS KIDS for Parents - (Ages 2-8) PBS KIDS for Parents offers information, activities and tips for parents, including this resource on "How to talk to your kids about coronavirus."

PBS LearningMedia - PBS LearningMedia is a free service that offers thousands of contextualized learning materials aligned to state and national standards.

Scholastic Learn at Home - This free resource provides children with 20 days of exciting articles and stories, videos and fun learning challenges. Children can complete them anytime, in any order. They can work on their own or with their families.

​ back to top
Ohio's Resource Guide to Support Families During School-Building Closure

As parents, family members or caregivers, supporting children during Ohio's ordered school-building closure brings new opportunities as well as unique challenges. Schools are adjusting to students learning at home - also known as remote learning. Now, more than ever, communication, supporting learning at home and connecting with the community are important for students and families.

The Ohio Department of Education recognizes the increased role parents, families and caregivers now play in students' education, and this can be a significant task as families balance multiple changes and challenges, along with their children's educational needs and progress. Between helping students with remote learning, working from home and taking care of other daily needs, parents, families and caregivers are juggling a lot. Parents and caregivers should continue to find ways to manage stress and make self-care part of their daily routines during this time.

Below are tips and resources to support learning, while making sure students stay safe and engaged.

Communicate with students' teachers and schools.

Local school districts are communicating in many ways to reach all families. Parents and caregivers can make lists of the ways to stay in touch with their students' schools and teachers, whether by email, phone, app, newsletter or other means. They also should make sure their students' schools have their current contact information.

Understand how to best reach students' teachers during Ohio's ordered school-building closure. Parents and caregivers should create partnerships with their children's teachers. Find out if teachers, including intervention specialists, are holding regular check-ins for students and their parents.

Seek out important information. Parents and caregivers who have questions or need more information should reach out to their children's teachers, principals, counselors or other school staff. They also should know and understand the district's grading policy, as well as graduation, promotion and retention policies during Ohio's ordered school-building closure. For more frequently asked questions, visit the Ohio Department of Education's COVID-19 webpage.

Know the options and ask about resources. If students are having difficulty completing assignments because they do not have access to the internet or computers, parents and caregivers should communicate with the students' schools and teachers. A list of free or reduced-priced internet service providers is available here (pages 9-10).

Connect with the school district on social media. Many school districts use Facebook, Instagram and/or Twitter to get information out to families. Parents and caregivers should follow their local school districts' accounts for up-to-date information.

Ask for support. Some families and students may have specific needs during the ordered school-building closure. If a parent or caregiver is having difficulty understanding or communicating in English, he or she should request that the school provide interpretation or translation services. Parents and caregivers of students with individualized education programs (IEPs) or Section 504 plans should ensure there are open lines of communication with their students' schools and intervention specialists about how to best assist with remote learning.

Support learning at home.
Create consistency for children while at home.

Set at-home behavior expectations. Parents and caregivers who are familiar with the behavior expectations at their children's schools should review these expectations with their children. What does each expectation mean? What do these expectations look like at home? Here is an example of a school district's expectations.

Create a positive behavior chart. Parents and caregivers can create behavior charts to show children the behavior expectations at home. Include "school time" as one of the columns in the behavior chart. Use Encouraging Positive Behaviors At Home - A Chart for Families as an example.

Use positive praise. Praise children when they show appropriate behaviors. This includes efforts to work hard at following set directions.

Create a routine. Parents and caregivers can make a daily schedule, and try to stick to it, so both parents and children know what to expect. Craft a calendar or checklist together to make it visual! Parents and caregivers should include time for themselves. When scheduling work time, have a plan for how to keep children occupied during that time.

Stay energized! Establish regular breaks for movement and play. Get outside when possible. Have family talks that are not always focused on school. Engage in some fun conversations about topics of interest to both parents and children. Visit websites like GoNoodle for fun, active and engaging "brain breaks."

Take notice of students' behavior. This time may be stressful for both children and families. If a child is showing signs of stress or anxiety, connect the child with supports to help him or her cope with fears. Visit this resource for more information on supporting children's social, emotional and behavioral health. If a student is having trouble with schoolwork, feeling sad or scared about being away from friends and teachers, contact the student's school and teacher for support.

Anticipate challenges. To help anticipate challenges, look for triggers such as the time of day or a subject the student may find difficult and choose activities where he or she will experience success. Find more information on supporting children through challenges from Positive Behavior Supports: A Resource Collection.

Engage in students' remote learning.

Know the district's approach to learning during ordered the school-building closure. Local schools across Ohio are being innovative as they support remote learning - every district is unique. Some schools are providing paper and pencil assignments to be picked up at common locations. Some teachers are using online methods to teach. Parents and caregivers of students with individualized education programs (IEP) or 504 plans should communicate with their children's intervention specialists and discuss the teaching approaches and learning interventions their schools are using that can be done at home. Visit the Ohio Coalition for the Education of Children with Disabilities website for family information regarding COVID -19.

Ask students about their schedules. Many teachers are holding online classes. Parents and caregivers can help their students by knowing the times these are happening and the apps or websites being used. If the school is not providing online lessons, know where to pick up or access schoolwork.

Help children stay on track. Parents should know how their children's schoolwork is being turned in so their children can complete it and receive credit. Parents can create calendars of due dates to help their children plan ahead.

Be creative. Learning can happen anywhere. During unstructured times of a family's day, like meals, outdoor activity and play time, find opportunities to build in age-appropriate information and conversation. Visit the Ohio Statewide Family Engagement Center's website for more ideas.

Additional Resources. The Ohio Department of Education published a Remote Learning Resource Guide to connect families and educators with learning resources organized by subject area and grade level.

Ask for help. If parents and caregivers are having trouble supporting their children's learning, they should ask their students' schools or teachers for help. Community organizations also are good sources of help. Connecting with other families over the phone or remotely also can be a positive way to get support. If possible, parents may need to talk with their employers about any flexibility they may allow while they are working from home and supporting their children with remote learning.

Connect with the community.

To best support learning at home, the Ohio Department of Education wants to ensure each child and every family has access to the resources and services they need to be healthy and safe.

​

Food Services. Free school meals still are being served across the state during the school-building closure. To find the nearest school meal site, visit this map.

Local Health Departments. Local health departments protect and improve the health of communities by preventing and controlling the spread of disease and injury, as well as preparing for and responding to emergencies. Ohio has 113 public health departments that can assist families during COVID-19. To find a local health department, click here.

Local Libraries. Ohio's State Library System has many at-home learning resources on its webpage. To find the nearest library, click here and discover online access to books, videos, music and other supports.

Housing Support. Parents and children experiencing housing instability during this time can visit the Coalition on Homelessness and Housing in Ohio for more information and support.

Community organizations, businesses and faith-based services. ;Ohio is in this together. To stop the spread of COVID-19 and ensure the safety of& families and children, many local businesses and organizations are providing resources, services and necessary items. Connect with friends, neighbors and the local school to help identify these places in the community.

​ back to top

# data[].attributes.attachment_link.description
This list is not comprehensive, and the Ohio Department of Education does not endorse these products. We are making the list available to support engaging students in learning during the school-building closure period. Code.org - Learning computer science when schools are closed - (Grades 3-12) This site contains several resources to help students learn computer science programming at home.

# data[].attributes.body
Building reading foundation and having fun

# data[].attributes.attachment_link.readable_text
Sing a Song

I am a Little Toad

Little Toad
I am a little toad.
Hopping down the road. (hop up and down)
Just listen to my song. (make ribbit noises)
I sleep all winter long (palms together on check)
When spring comes, I peep out, (peep behind hands)
and then I jump about (jump around)
and now I catch a fly (clap hands)
and now I wink my eye. (wink)
and now and then I hop. (hop)
and now and then I stop. (sit down)

Try This

Play leap frog with your child.

Read a Book

Here are two book recommendations for today. Check out the picture book collection at your local library, where there are lots of books to choose from! Find nearby libraries.

Surf's Up by Kwame Alexander; illustrated by Daniel Miyares

There's Nothing to Do! by Dev Petty; illustrated by Mike Boldt

Explore More

See the May Activity Calendar for many more fun, educational activities you and your child can do anytime!

# data[].attributes.attachment_link.description
I am a Little Toad Little Toad I am a little toad. Hopping down the road. (hop up and down) Just listen to my song. (make ribbit noises) I sleep all winter long (palms together on check) When spring comes, I peep out, (peep behind hands) and then I jump about (jump around) and now I catch a fly (clap hands) and now I wink my eye.

# data[].attributes.headline
Developing Language and Literacy Skills...

# data[].attributes.subject
Developing Language and Literacy Skills...

# data[].attributes.attachment_link.readable_text
Developing language and literacy skills begins at birth through everyday loving interactions, such as sharing books, telling stories, singing songs and talking to one another. Learn how adults-parents, grandparents, and teachers-play a very important role in preparing young children for future school success and helping them become self-confident and motivated learners.

# data[].attributes.attachment_link.description
Developing language and literacy skills begins at birth through everyday loving interactions, such as sharing books, telling stories, singing songs and talking to one another. Learn how adults-parents, grandparents, and teachers-play a very important role in preparing young children for future school success and helping them become self-confident and motivated learners.

# data[].attributes.headline
Literacy for Children with Combined Vision and Hearing Loss

# data[].attributes.subject
Literacy for Children with Combined Vision and Hearing Loss

# data[].attributes.attachment_link.readable_text
Are you the parent or teacher of a child with deaf-blindness or multiple disabilities? Are you looking for a community of families and teachers such as yours? Are you a professor or student at a university interested in connecting with others to share resources and strategies around literacy for learners with complex challenges? Are you an administrator looking for ways to improve literacy in your school systems? Then you are in the right place.

This site is for individuals interested in beginning or enhancing literacy instruction for children with combined vision and hearing loss. Its content is also designed to improve literacy instruction for children with multiple disabilities and other complex learning challenges. Our contributors include State Deaf Blind Project staff as well as teachers who want to give back to the field and help more families play a role in educating children with complex learning challenges. The instructional techniques and tips provided on this site are evidence based practices for increasing literacy skills.

It is recommended that you visit the Shifting the Perspective page for an explanation of literacy from a broader view. If you are looking for resources for a particular child, completing the Literacy Skills Checklist provides guidance in determining which area of the website will be most helpful.

# data[].attributes.attachment_link.title
Literacy for Children with Combined Vision and Hearing Loss

# data[].attributes.attachment_link.description
Are you the parent or teacher of a child with deaf-blindness or multiple disabilities? Are you looking for a community of families and teachers such as yours? Are you a professor or student at a university interested in connecting with others to share resources and strategies around literacy for learners with complex challenges?

# data[].attributes.attachment_link.readable_text
The Improving At-Risk K-3 Readers component looks at how successful the district and school are at getting struggling readers on track to proficiency in third grade and beyond.

Description

Reading is the foundation for all learning. Improving At-Risk K-3 Readers (formerly known as K-3 Literacy Improvement) looks at how successful the district and school are at getting struggling readers on track to proficiency in third grade and beyond.

The measure and component relate to Ohio's Third Grade Reading Guarantee, which aims to make sure all students are reading at grade level by the end of third grade. The guarantee drives attention to students from kindergarten through third grade who are struggling readers and makes sure they get the help they need to succeed in reading. Through this initiative, districts and schools diagnose reading issues, create individualized reading improvement and monitoring plans, and provide intensive reading interventions.

Improving At-Risk K-3 Readers uses results from two assessments: a reading diagnostic given to all students in kindergarten through grade 3 at the beginning of the school year and Ohio's state third grade English language arts test given to students in grade 3 twice during the school year.

Technical Fact

Any district or school that had fewer than 5 percent of its kindergarten students reading below grade level at the beginning of the 2019-2020 school year will not receive a letter grade for this measure. Students who do not score Proficient or higher on the state's third grade English language arts test and are not receiving services through a reading improvement and monitoring plan are deducted from a district's or school's score.

The grades for this measure and component are based on the percentage of students in each of the following situations:

Students who were not on track in reading last school year in kindergarten and now are on track in first grade;

Students who were not on track in reading last school year in first grade and now are on track in second grade;

Students who were not on track in reading last school year in second grade and now are on track in third grade; and

Students who were not on track in reading this school K-3-Literacy-Measure.pdfyear at the beginning of third grade who scored "Proficient" on Ohio's third grade English language arts test.

Resources

# data[].attributes.attachment_link.description
The Improving At-Risk K-3 Readers component looks at how successful the district and school are at getting struggling readers on track to proficiency in third grade and beyond. Reading is the foundation for all learning.

# data[].attributes.headline
Center for Early Learning and Public Health 

# data[].attributes.subject
Center for Early Learning and Public Health 

# data[].attributes.attachment_link.provider_name
TMW Center for Early Learning + Public Health

# data[].attributes.attachment_link.readable_text
The case for revolutionizing child care in America

This Planet Money feature on Dana Suskind's new book, Parent Nation, explains that "millions of kids in America are getting left behind during their first three years of life - years that a heap of scientific evidence says are crucial to their brain development." And "To fix that, (Suskind) argues, America needs much stronger policies to support parents and caregivers at this early stage."

# data[].attributes.attachment_link.title
TMW Center for Early Learning + Public Health

# data[].attributes.attachment_link.description
The case for revolutionizing child care in America This Planet Money feature on Dana Suskind's new book, Parent Nation, explains that "millions of kids in America are getting left behind during their first three years of life - years that a heap of scientific evidence says are crucial to their brain development."

# data[].attributes.headline
Trailer: Our Dyslexic Children Documentary 

# data[].attributes.subject
Trailer: Our Dyslexic Children Documentary 

# data[].attributes.attachment_link.title
Trailer: Our Dyslexic Children Documentary

# data[].attributes.headline
Our Dyslexic Children - 2020 - Full Film

# data[].attributes.subject
Our Dyslexic Children - 2020 - Full Film

# data[].attributes.attachment_link.title
Our Dyslexic Children - 2020 - Full Film

# data[].attributes.attachment_link.readable_text
Re: Joseph James
DOB: August 31, 1979

Dear Dr. Schaefer:

Pursuant to the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act, this is a request for a special education due process hearing in order to secure retroactive and prospective tuition for our son's special education at the Kildonan School.

To understand the history leading to this request, please allow me to describe our son's public school experience and present school situation.

Words can never describe how proud I am to be the father of Joseph Albert James. My wife and I named him for his great grandfathers: Joseph Romas, an Italian immigrant who valued education and Albert F. Cameron, an educator who at one time was an Ohio School District Superintendent.

My son has lived up to his namesakes. In spite of a severe handicapping condition he has learned. In the process, he has and continues to demonstrate a level of determination and perseverance worthy of admiration. From the time he started school, Joe has had to deal with a world of intolerance, humiliation, repeated failure, lost childhood, living away from his family, lack of self esteem, a desire to run and hide, no self confidence and the fear of being worthless.

Joe was born on August 31, 1979. He was our third child. His older sister was Nancy Susanne and his big brother was Arthur Louis. Together we liked to refer to our family as "The James Gang."

My wife and I often talked about how different and individual each of our children was. Nancy Susanne was incredibly vocal, Arthur Louis was quiet and intense and Joseph Albert was our happiest child. He seemed to be gifted with a happy-go-lucky attitude and he was always laughing. When I picture Joe in mind as an infant or toddler I see a face filled with a great big smile.

I worked at a television production company and my wife dedicated herself to raising our family. These early years in Joe's life were exciting and enriching. They were filled with family activities. My wife read to our children almost daily. They went to story time at the public library and participated in church groups and community activities.

Sometimes my job required children as talent in videotape or slide show. So Joe and his siblings got to go on location and be involved in my work. Joe always behaved professionally and he demonstrated a good ability to listen and to follow directions.

As a preschool child Joe had difficulty producing certain sounds. He would often mispronounce a word or use a word in the wrong context. Because we have a family history of dyslexia we had Joe tested by Dr. Stewart. Dr. Stewart diagnosed Joe as dyslexic in July of 1985, before Joe entered kindergarten.

My wife and I had grown-up and lived most of our lives in Upper Arlington. Although, I had not experienced much academic success in school, we had great confidence in the education the Upper Arlington School System could provide for our children.

At the time Joe started kindergarten, at Barrington Elementary School, my wife provided the school with Dr. Stewart's report and discussed Joe's learning disability with his classroom teacher, the school nurse and administrative staff. The school system did not provide an evaluation or I.E.P. for Joe and he was not served.

My wife specifically asked Lou Willis, a vice principal, about testing Joe and Mrs. Willis told my wife Joe was really too young to be tested.

I wish I had just one day to live over again in my life. It would be Joe's first day of kindergarten. I would hold Joe's hand and walk into the school. We would go directly to Principal Ted Oakley's office and I would not let go of Joe's hand until I was certain that Joe James would be served appropriately.

Joe's kindergarten year seemed uneventful. I really didn't notice a big change in Joe's personality.

Just before Joe's first grade year was to begin, his teacher contacted my wife and told her that Joe qualified for the Reading Recovery program and Joe would receive one-on-one instruction, daily, from Joetta Beaver. My wife reminded Joetta that Joe was dyslexic. However, Joetta said, "I don't want to hear about his dyslexia. I'm going to recover Joe."

Joetta Beaver had been our daughter's classroom teacher. She was also a teacher leader in Reading Recovery. We thought she knew what she was doing. We considered Joetta and the other educators at Barrington as the "experts" in deciding what to do about Joe's reading difficulties.

Today, I have learned that Reading Recovery was probably the worst thing that we could have done to Joe. Due to Joe's dyslexia, he had no natural phonological awareness and a poor visual memory. Instead of an intensive, systematic, phonological method like Orton-Gillingham, the Reading Recovery method teaches the child to use picture and context cues, and tries to get the child to memorize sight words. Every day, Joetta taught Joe to guess at words based upon what he saw in the pictures and his understanding of the sentence context.

Joe did not learn to read with the Reading Recovery method, but he did practice guessing at words day after day. This had a devastating effect on Joe's learning to read. Every time he would guess and be wrong, he felt he had failed. This will emotionally affect Joe the rest of his life.

Joe got so frustrated that year that it changed his personality. Joe our happiest child was gone and Joe became a child who feared failure. Joe began to judge himself by his peers. They could read and he couldn't. Joe's self esteem dropped through the floor.

Joetta was so determined to Recover Joe that she indicated to us that she kept him in the Reading Recovery program "twice as long" as normal. Joe finally got so upset that he refused to go to Reading Recovery and Joetta stopped her sessions.

My son Joe had more than 100 Reading Recovery lessons before Joetta referred him to special education.

I have learned that Joetta had an above average interest in proving the success of Reading Recovery. I believe this is why she specifically wanted Joe in the program and why she so aggressively used the method with him. The Ohio State University Department of Education was instrumental in bringing Reading Recovery to the United States from New Zealand. Joe was one of the first students, in this country to use this significantly modified New Zealand approach. I consider Reading Recovery, at the time it was used on Joe, to be experimental. We were never informed of this.

Joetta was one of the very first Reading Recovery teachers. She was a Reading Recovery teacher leader. She worked closely with Carol A. Lyons at The Ohio State University. After Joetta taught Joe, she published research on Reading Recovery. She participated in speaking engagements regarding Reading Recovery. She received peer recognition for her work with Reading Recovery. I believe Joetta had a professional and emotional stake in proving the success of Reading Recovery. I do not know to what extent, if any, she has benefited financially from her role with Reading Recovery. However, I perceive that Joetta had a conflict of interest when it came to deciding what would be the best method to use with a dyslexic child. I keep asking myself was Joe used as a guinea pig for Joetta's research?

Two crucial years had passed for Joe. At the end of first grade the school system finally tested him and we were notified of an I.E.P. meeting. At this time my wife and I had heard about the Orton-Gillingham method of teaching reading. Prior to going to Joe's I.E.P. meeting we spoke with Jane Renner of the State of Ohio, Department of Special Education regarding what we could request for Joe. Our understanding of what Jane told us was that we could not request a specific program. We could describe the type of program we thought Joe needed.

At the I.E.P. meeting my wife described in great detail the type of method we thought Joe needed. It should be a multi-sensory, intense, systematic, phonetic approach. The other members of the I.E.P. team reacted as if they had never heard of this method. They all shared the view that "Joe had difficulty with parts-to-whole." They suggested that if you tried to teach Joe the parts he would just become more confused and frustrated. No matter how we tried to get them to try the approach we thought Joe needed they would come back to the theme of Joe having difficulty with parts-to-whole.

As I look back on that meeting it is clear to me that the school system could not provide an appropriate education for Joe. The only people the school had on staff believed in the whole language philosophy. No one was trained in methods that would have taught Joe how to read. No one knew how to teach Joe the parts. That's why Joe was having "difficulty with parts-to-whole."

At Joe's I.E.P. meeting, instead of the team focusing on why Reading Recovery had failed Joe, the focus was on why Joe had failed Reading Recovery. To my wife and me, the educators on Joe's I.E.P. team were the experts in deciding what was appropriate for Joe. None of them ever challenged the appropriateness of using Reading Recovery with our dyslexic child. None of them ever challenged the appropriateness of using a whole language approach with our dyslexic child.

I believe the educators on Joe's I.E.P. team had a conflict of interest because the school followed only one instructional philosophy: whole language. Reading Recovery fit the school's whole language mold. An intensive, systematic, phonics approach to teaching reading did not fit the school's mold.

I did not understand back then, but I see now that Joe was a little boy, trying his best. Regardless of how hard he tried, he could not fit the mold. Joe could not learn from the way he was being taught anymore then a deaf child could learn without an interpreter or a child with paralyzed legs could learn without a wheelchair.

I do not know how Joe survived. Each day he walked down the street from our home to Barrington School knowing he faced another day of failure. And all the time his parents, and teachers, the people he admired most, kept telling him "if you just try a little harder Joe, you will learn."

Joetta Beaver taught the Barrington School classroom teachers Reading Recovery. Joetta also taught Reading Recovery to the Special Education tutors at Barrington. So, even though Joe was officially out of Reading Recovery, it was still the primary philosophy behind the method used to try to teach Joe how to read.

I can imagine how worthless Joe must have felt because he didn't fit the mold. The other kids laughed at him and called him stupid. I remember Joe telling me about how it embarrassed him when his teacher graded his paper at her desk, while other kids were around. Once, after the kids did a writing assignment, the teacher asked them exchange papers with classmates. The kid, who got Joe's paper, laughed about how bad it was in front of the class.

Joe's skills fell further and further behind those of his peers. He was a little boy with almost no friends. He didn't want to go to camp because they might ask him to read. He refused to go to the shopping center with some boys once, because he couldn't read the menu board at the restaurant in the food court. We had to make sure the youth minister would not call upon Joe to read from the Bible before he would go to Sunday school. Joe was a loner, preferring just to stay at home. Home was safe for Joe. Out in the rest of world he was in constant fear of being discovered. He could not read and Joe believed it was his fault.

When Joe started second grade in 1987, we hired a private Orton-Gillingham tutor. Joe met with Mrs. Anne Schlichter once a week during the entire school year and following Summer and Fall. Joe's progress was sporadic because the classroom instruction did not support the tutoring instruction. Joe was instructed to use picture clues and context clues. Sounding out words, or using phonics was discouraged. How confusing this must have been for Joe.

That Fall, due to a family illness, we had to discontinue the Orton-Gillingham tutoring. Joe's mother was not able to take him to tutoring or work with him at home. After my wife's recuperation, Joe resumed the Orton-Gillingham tutoring from the end of his third grade until November of Joe's fourth grade. At that time we enrolled Joe in Marburn Academy where he would receive Orton-Gillingham instruction daily.

During the first four years of Joe's schooling, kindergarten through third grade, we trusted the educators at Barrington. By the beginning of fourth grade Joe was drowning and we realized that the educators at Barrington would never teach Joe how to read.

First: Joe's classroom teacher stopped my wife in the school hallway. She appeared panicked. She said she didn't know what to do about Joe. His skills were so far behind the rest of the class. My wife asked for an I.E.P. meeting and one was scheduled.

Second: When my wife went to the I.E.P. meeting she was informed that the meeting was not an I.E.P. meeting. This was a disappointment to my wife because she felt Joe was treading water and if something was not done quickly Joe would drown. By not holding an I.E.P. meeting we perceived the school's lack of commitment to Joe.

Third: My wife stayed and talked to the educators, that day, anyway. At that time, the classroom teacher brought out Joe's writing journal. My wife pointed out that Joe was using the book backwards and asked why his teacher had not taught him the correct way to write in it? She was told that it was important for children to learn through discovery and that eventually Joe would learn the correct way to use the writing journal. The message to us was that if Joe stayed at Barrington he would receive little direct instruction. We believed Joe needed direct step-by-step instruction. The message was clear, at Barrington this type of instruction was not going to happen.

Fourth: At that same meeting Joetta Beaver said she had done a Reading Recovery test of Joe that day which showed him reading at a book level equivalent to less than a first grade reader. Any trust we had in the educators was gone. In spite of all the hours and hours of tutoring and Reading Recovery, over four years, Joe's skills had shown no growth!

Fifth: The school psychologist, Paula Ford, said to my wife: ". . . Joe is just going to have to learn there are other ways to get information besides reading."

The school system might as well have sent us a telegram saying, "Joe James will never learn to read in the Arlington School System."

What were we supposed to do? What would any parent do?

Our child was suffering terribly. He was not learning. He was not even treading water. He was drowning and emotionally crumbling in front of our eyes. We felt overwhelmed. We had to do something and the school system only offered a failed approach.

The school system had tried to teach Joe for four years without success. To us, the educators were now giving up and telling us we should accept the fact that Joe was never going to learn to read.

I.E.P. meetings were ineffective. No matter how hard we tried to get the I.E.P. team to agree on an intensive, systematic, phonics method, for Joe, they would not provide it.

If a school system only believes in one instructional philosophy how does a handicapped child receive an individualized education?

In our family, important conversations always took place at our dinning room table. Joe and I sat there that night and talked about school. Joe did not want to leave Barrington. I said, "Joe, you only get one chance to learn and I don't think they know how to teach you at Barrington." Joe finally agreed. He said he would go to Marburn Academy for one year, learn to read, and then return to Barrington.

At the beginning of this letter I wrote that I was proud to be the father of Joe James. Even though Joe was only ten years old, he faced a major life decision. Joe demonstrated great courage in choosing to leave Barrington. To him it meant facing the ultimate humiliation and total rejection from his peers. Joe could hide no longer. He would be discovered. His worthlessness would be reveal to his whole world. Joe knew the pain. He faced it with courage and with faith in the love of his parents.

How can adults understand how Joe felt? What might make an adult feel totally humiliated and worthless? Having their spouse file for divorce? Being fired from their job? Going blank during their important speech? Each of us knows a situation we fear facing. Just the thought of being in that situation makes your body turn cold preparing for shock. At the age of ten Joe James had to come to terms with what he feared most.

On his last day at Barrington, Joe's teacher let him say good-bye to his classmates. A year or two later I videotaped Joe as he talked about his disability and school. Joe joked about it all until I asked him to tell me what he had said to his classmates on his last day at Barrington. Joe broke down and cried. I could see that Joe will experience the pain his whole life.

Joe started Marburn Academy in November. At the end of the school year Paula Ford the Upper Arlington psychologist went to Marburn and tested Joe. During his five months at Marburn Joe experienced a year's growth in reading. To me this meant Joe was on the right course for the first time since he started school. It meant that Paula Ford might be wrong about Joe having to learn there are other ways to get information besides reading. Joe could learn to read when he received an appropriate education.

The reading teacher who had been successful with Joe moved away. His next year at Marburn was not successful and my wife and I began to have concerns. Very few teachers have appropriate training to teach the dyslexic. Because of the severity of Joe's dyslexia he needed a more intensive remedial program. After much consideration we decided to look for a boarding school for dyslexics.

Seventh grade was spent at The Gow School. The Gow School is the oldest college preparatory school for dyslexic young men. We considered The Gow School because my wife knew the headmaster through The Orton Dyslexia Society. When we inquired about the school we were told that they use the Gow method for reading and we were told that the "Gow" was just like Orton-Gillingham.

It's really painful to look back on the day we visited Gow. Joe told the admissions director that he needed someone to help him with any reading activity. "Do you understand that I can't do my homework in study hall because I can't read well enough to do my homework by myself?" He answered, "don't worry we have proctors in study hall that will help you." As the school year progressed, the Gow School called to tell me that the school wanted to hire a tutor for Joe so he could get the additional attention the school could not provide. This would be an additional expense since this service was over and above their regular program. We consented but the tutor left the position and the school did not or could not replace her before the end of the school year. In retrospect, almost a whole year went by before Gow realized that Joe was a severe, non-reading and non-writing dyslexic!

When we arrived on the last day of school, we were handed Joe's testing results. Joe had regressed. My wife and I requested Mr. Sweet's attention and asked him if he had an explanation for the lack of progress. Mr. Sweet said, "no."

That summer, Joe suffered great depression. Depression over loss. I can't think how that must have felt. Joe saw failure everywhere he turned. He would not accept returning to Gow. He told us he would kill himself first. Joe, his mother and I looked to a psychologist for help. He confirmed Joe's depression and asked us to find a different placement. The psychologist felt that The Gow School was not meeting Joe's needs.

At the same time, we asked Anne Schlichter to reevaluate and work with Joe during the summer months. Mrs. Schlichter also found that Joe had regressed.

My wife checked around and decided to look at The Kildonan School. We woke Joe up early one morning and told him to pack a bag for overnight. Joe and his mother were flying to Hartford and then driving to Amenia, New York to visit The Kildonan School.

After testing and tour of the school grounds Joe had an opportunity to observe a one-on-one Orton-Gillingham tutor session.

Joseph's mother will never forget that day because at the end of their visit Joe looked at his mom and said, "If you send me here next year, my skills will leap." Joe was accepted. My wife called me from the airport before their return home. I asked her how it went and with tears in her voice she said, "I have new hope that we found the right school for Joe."

At the beginning of Joe's eighth grade and first year at Kildonan, he was reading on a third grade level. Today, Joe is in the tenth grade at Kildonan, and reading on a seventh grade level. Joe has chosen to return to Kildonan each year. He knows they teach they way he learns. When he started Kildonan two and a half years ago, he couldn't write well enough to score on the Ayres Copying Speed, last May he scored on a third grade, sixth month level. That's more than a three-year gain in two years.

The Kildonan School saved our son's life. He is beginning to deal with the emotional issues of being dyslexic. He is learning to be an independent student. Joe knows he is not at the end of his remedial growth. Joe, his mother and I are just beginning to realize Joe's true potential.

If it wasn't for Kildonan, I shudder to think where we might be today. Would Joe have found unacceptable ways to escape his pain? If Joe had received an appropriate education during the early, critical years, Joe would not have to grow up without me. Separation has been very difficult but this selfless act has made the single most important difference in his life.

Joe continues to meet the challenges of being dyslexic in a society based on language. Research shows us that if you don't provide appropriate remediation for the dyslexic before the age of 8, they will have life long difficulties with language.

I will always feel cheated that my son had to be educated so far away from home. I will always feel pain for Joe's lost childhood. I will always regret that my public school didn't know how to teach my son. I will always be angry that my public school wouldn't listen to my wife or me.

To date, I have invested in excess of $150,000.00 in Joe's education. Next year's tuition will be another $29,000. This letter is a request for a due process hearing to secure reimbursement of prior expenses and tuition for next year. If you can resolve this without the necessity of a due process hearing, then that would be most appreciated.

If you cannot resolve this without a due process hearing, my attorney is Jennifer Joseph, 88 E. Broad Street, Columbus, Ohio 43215, she can be reached at 224-3111 and Peter Wright, 4104 E. Parham Road, Richmond, Virginia 23228-2734, and he can be reached at 804-755-3000. In consideration of summer vacation schedules and in order to allow sufficient time to discuss settlement, I hereby waive the 45-day rule.

Respectfully,

Cc: Jennifer Joseph, Esq.
Peter Wright, Esq.

In 1996, Nancy and Cameron James requested a due process hearing on Joe's behalf. At the time of their request, Joe was in the eleventh grade at The Kildonan School in New York.

Although Joe's parents asked for a due process hearing to resolve disputes about their son's special education, their request was turned down. Why? The Hearing Officer rejected their request because they hadn't requested a hearing BEFORE they withdrew Joe from the public school placement. Later, a State Review Officer and a U. S. District Judge upheld this decision. At this stage, no evidence had been heard at any level of the proceedings. These were summary dismissal dispositions!

When the parents withdrew Joe from a school that could not teach him to read, they were not aware that they had a right to request a hearing. Later, when the parents approached the school about re-admitting Joe, they were told "Don't bring him back now, give me a couple of years to get someone trained."

Pete Wright represented Joe and his parents at all levels and appealed to the U. S. Court of Appeals. This letter was the key exhibit that turned the case. During oral argument the Judges asked numerous questions of both counsel about the letter. It was obvious that two of the Judges were not only quite familiar with the letter, but that they also had strong empathy with the family.

On September 28, 2000, the U. S. Court of Appeals for the Sixth Circuit ruled that Joe and his parents can have their day in court and that the parents did not have to enroll their child prior to obtaining an IEP.

The door to many years of tuition reimbursement for the parents was opened by the Court!

End of story? No.

Upper Arlington appealed to the U. S. Supreme Court. Pete asked the high court not to grand certiorari. The U. S. Supreme Court refused to grant certiorari and hear the case. The school district subsequently settled the case on terms very favorable to Joe and his parents.

# data[].attributes.attachment_link.keywords[]
individuals with disabilities education act

# data[].attributes.attachment_link.title
Letter to Stranger - Cameron James Requests Due Process Hearing for Joe - Wrightslaw

# data[].attributes.attachment_link.description
Re: Joseph James DOB: August 31, 1979 Dear Dr. Schaefer: Pursuant to the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act, this is a request for a special education due process hearing in order to secure retroactive and prospective tuition for our son's special education at the Kildonan School.

# data[].attributes.attachment_link.readable_text
(A) As used in this section and section 3323.251 of the Revised Code:

(1) "Dyslexia" means a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities not consistent with the person's intelligence, motivation, and sensory capabilities, which difficulties typically result from a deficit in the phonological component of language.

(2) "Appropriate certification" means either of the following:

(a) Certification at a certified level, or higher, from a research-based, multi-sensory structured literacy program;

(b) Any other certification as recognized by a majority vote of the Ohio dyslexia committee.

(B)(1) The department of education shall establish the Ohio dyslexia committee which shall consist of the following members:

(a) A school district superintendent appointed by the superintendent of public instruction;

(b) An elementary school principal appointed by the state superintendent;

(c) A classroom teacher appointed by the state superintendent. The teacher shall have an appropriate certification and at least two years of experience teaching in a multi-sensory structured literacy program.

(d) An educational service center employee appointed by the state superintendent. The employee shall have an appropriate certification.

(e) An employee of the department of education appointed by the state superintendent;

(f) A parent of a child with dyslexia or an adult with dyslexia appointed by the international dyslexia association in Ohio;

(g) An individual with experience in higher education and teacher preparation programs appointed by the chancellor of higher education. The individual appointed by the chancellor shall have an appropriate certification.

(h) A board member of the international dyslexia association in Ohio appointed by the international dyslexia association in Ohio. The board member shall have an appropriate certification.

(i) A school psychologist appointed by the state superintendent ;

(j) A reading intervention specialist appointed by the state superintendent. The reading intervention specialist shall have an appropriate certification.

(k) A speech-language pathologist appointed by the state speech and hearing professionals board. The speech-language pathologist shall have an appropriate certification.

(2) Each appointing authority shall determine a selection process for the appointments under this section. Each appointing authority that is not the state superintendent shall make and submit to the department each appointment prescribed under this section not later than thirty days after the effective date of this section. The state superintendent also shall make each appointment prescribed to the state superintendent under this section not later than that date. Members of the committee shall serve at the pleasure of their appointing authority.

(3) An individual may be appointed to the committee without required certification or experience if the appointing authority determines that the individual has sufficient experience in the individual's respective field.

(4) The state superintendent shall convene the first meeting of the committee within thirty days after nine members have been appointed to the committee. At the first meeting, members of the committee shall elect one of the members as chairperson.

(5) The department shall provide facilities for the meetings of the committee.

(C)(1) Not later than December 31, 2021, the Ohio dyslexia committee shall develop a guidebook regarding the best practices and methods for universal screening, intervention, and remediation for children with dyslexia or children displaying dyslexic characteristics and tendencies using a multi-sensory structured literacy program.

(2) The committee shall provide an opportunity for public input when developing the guidebook, in the manner determined by the committee.

(3) Prior to its distribution, the guidebook shall be subject to final approval by the state board of education.

(4) The guidebook shall be developed and issued to districts and schools in an electronic format. After the initial development of the guidebook, the Ohio dyslexia committee shall update the guidebook as necessary.

(D) Not later than December 31, 2021, the department, in collaboration with the Ohio dyslexia committee, shall do all of the following:

(1) Provide multi-sensory structured literacy program professional development for teachers in evidence-based dyslexia screening and intervention practices for the purposes of section 3319.077 of the Revised Code.

(2) Assist school districts and other public schools in establishing multidisciplinary teams to support the identification, intervention, and remediation of dyslexia;

(3) Develop reporting mechanisms for districts and schools to submit to the department the information and data required in the guidebook developed under this section;

(4) Develop academic standards for kindergarten in reading and writing that incorporate a multi-sensory structured literacy program ;

(5) Provide on the department's web site information about training for teachers about dyslexia that is available at minimal or no cost.

(E) The department, in collaboration with the Ohio dyslexia committee, shall identify reliable, valid, universal, and evidence-based screening and intervention measures that evaluate the literacy skills of students enrolled in grades kindergarten through five using a multi-sensory structured literacy program.

(F) The Ohio dyslexia committee may do any of the following:

(1) Recommend appropriate ratios in school buildings for students to teachers who have received certification in identifying and addressing dyslexia;

(2) Recommend which other school personnel, including school psychologists or speech-language pathologists, should receive certification in identifying and addressing dyslexia;

(3) Consider and make recommendations regarding whether professional development required under section 3319.077 of the Revised Code should require the completion of a practicum.

# data[].attributes.attachment_link.title
Section 3323.25 - Ohio Revised Code | Ohio Laws

# data[].attributes.attachment_link.description
(A) As used in this section and section 3323.251 of the Revised Code: (1) "Dyslexia" means a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities not consistent with the person's intelligence, motivation, and sensory capabilities, which difficulties typically result from a deficit in the phonological component of language.

# data[].attributes.headline
Understanding Dyslexia: Myths vs. Facts Infographic

# data[].attributes.subject
Understanding Dyslexia: Myths vs. Facts Infographic

# data[].attributes.attachment_link.readable_text
If you prefer, read the text version of the infographic.

Understanding Dyslexia: Myth vs. Facts

Breaking down the truth about Dyslexia.

All students with dyslexia demonstrate the same problems with reading.

Dyslexia exists on a continuum, and students with dyslexia demonstrate different levels of difficulty learning to read.

Dyslexia is a reading disorder that is based in vision problems, which causes people to read backward or mix up b and d.

Dyslexia is a brain-based disorder associated with impairments in the brain regions associated with manipulation of sounds, not vision.

People with dyslexia cannot learn to read.

Reading may require significantly more effort and academic support for someone with dyslexia, but these students can learn to read!

Intelligent people cannot have dyslexia.

Dyslexia impacts individuals with a range of cognitive skills, and with average to above average intelligence. Some individuals with dyslexia have well above average abilities in problem-solving and People with dyslexia cannot learn to read. creativity. However, these above average skills do not exist because an individual has dyslexia.

All students with dyslexia will perform poorly on tests of phonological processing.

While many students with or at risk for dyslexia get low scores on phonological processing tests, approximately 25-30% of these students will do fine on these measures. This is why it is important to collect multiple sources of data to identify all students who are demonstrating word reading difficulties, and to provide appropriate evidence-based reading instruction.

We can predict who will respond to instruction.

Research is still ongoing regarding which specific intervention is best for students with or at risk for dyslexia. All students who have or are at risk for dyslexia should receive evidence-based reading instruction, and their progress should be monitored over time. Closely monitoring students' response to instruction over time is one of the best ways to determine whether the instruction being provided meets the student's needs or other instructional programs or supports are needed.

There is a silver bullet to remediate dyslexia.

Providing students with dyslexia with evidence-based reading instruction and the necessary supports to succeed involves many individuals within a school system. Schools should: Screen all students for dyslexia risk; Provide high-quality, evidence-based reading instruction to all students with or at risk for dyslexia; Intensify supports for students who need them to succeed and individualize intervention for students with dyslexia; Continue to nurture students' interests and strengths to help them become successful learners.

Suggested Citation

National Center on Improving Literacy (2020). Understanding Dyslexia: Myth vs. Facts. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

Abstract

Breaking down the truth about Dyslexia.

# data[].attributes.attachment_link.description
If you prefer, read the text version of the infographic. Understanding Dyslexia: Myth vs. Facts Breaking down the truth about Dyslexia. MYTH FACT All students with dyslexia demonstrate the same problems with reading. Dyslexia exists on a continuum, and students with dyslexia demonstrate different levels of difficulty learning to read.

# data[].attributes.attachment_link.readable_text
More than 5 million English learners attend U.S. public schools-and yet fewer than 3% of teachers are certified to work with them. Fill that gap in teacher education with this practical and comprehensive textbook, an evidence-based guide to providing English learners in Pre-K-Grade 6 with explicit, systematic instruction on language and literacy fundamentals. Faculty will get helpful PowerPoint slides for each chapter, plus a sample syllabus that shows you how to use this book in your course.

Aligned with IDA's Knowledge and Practice Standards, this book prepares current and future educators to teach English learners the key components of language and literacy, as first described in the National Literacy Panel report. For each component, teachers will get a dedicated chapter with research-based insights on how to teach English learners, guidance on making connections across languages when teaching that component, and ready-to-use principles and strategies for instruction. Learning objectives, study questions, and extended application activities help educators grow their knowledge and apply it in their classrooms.

An essential text for courses on literacy foundations and biliteracy-and an ideal in-service professional development resource-this accessible book will give teachers the knowledge base they need to help English learners develop strong literacy skills and achieve academic success.

PREPARE TEACHERS TO:

Enter their classroom with a full understanding of the language and literacy development of English learners

Teach English learners the key components of language and literacy: phonological awareness, phonics, vocabulary, fluency, comprehension, spelling, and writing skills

Apply insights from current, reliable research on how best to teach English learners

Use specific, evidence-based principles, strategies, activities, and sample teacherâ€"student dialogues to guide and strengthen instruction

Leverage technology to adapt and enhance instruction for English learners

ONLINE COMPANION MATERIALS INCLUDED:

# data[].attributes.attachment_link.title
Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

# data[].attributes.attachment_link.description
Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction [Cardenas-Hagan Ed.D. CCC/SLP CDT CALT, Elsa, Vaughn Ph.D., Sharon] on Amazon.com. *FREE* shipping on qualifying offers. Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

# data[].attributes.attachment_link.readable_text
Even though mother's issues are not front page news, they touch us all personally, some more than others, and I believe passionately in the power of grassroots engagement.
- Joan Blades

The trouble with organizing a thing is that pretty soon folks get to paying more attention to the organization than to what they're organized for.
- Laura Ingalls Wilder

If children can't learn the way we teach, then we have to teach the way they learn.
- Robert Buck

In dyslexia, there's not a knowledge gap but rather an action gap.
- Yale Center for Dyslexia & Creativity

#SayDyslexia

# data[].attributes.attachment_link.description
Even though mother's issues are not front page news, they touch us all personally, some more than others, and I believe passionately in the power of grassroots engagement.- Joan Blades The trouble with organizing a thing is that pretty soon folks get to paying more attention to the organization than to what they're organized for.- Laura Ingalls Wilder If children can't learn the way we teach, then we have to teach the way they learn.- Robert Buck In dyslexia, there's not a knowledge gap but rather an action gap.- Yale Center for Dyslexia & Creativity #SayDyslexia

# data[].attributes.headline
Dyslegia: A Legislative Information Site

# data[].attributes.subject
Dyslegia: A Legislative Information Site

# data[].attributes.attachment_link.title
Dyslegia: A Legislative Information Site – New US & State Laws about Dyslexia and Reading Education

# data[].attributes.attachment_link.description
Dyslegia.com tracks the progress of legislation specifically related to dyslexia throughout the United States.

# data[].attributes.attachment_link.readable_text
The Science is conclusive. Federal law is in place. And yet little changes until parents band together and demand their children with dyslexia be served!

Our Dyslexic Children began principal photography in 2018. The community-funded, non-profit documentary film runs 44 minutes.

In 2010, a group of parents in a suburban school district near Columbus, Ohio discovered their children had something in common - they could not read. They were languishing in a reading intervention program and their dyslexia was not being identified or remediated as is required by federal law under the Individuals with Disabilities Education Act (IDEA). The group banded together to form the grassroots organization, Upper Arlington Kids Identified with Dyslexia (UA-KID). Together they filed a systemic, group complaint with the Ohio Department of Education and the district was found in violation on all three allegations. Then, they formed a partnership with the district and now work shoulder to shoulder to deliver the nationally recognized early literacy program they built together.

This film was made to offer a roadmap for parents to advocate on behalf of all children.

# data[].attributes.attachment_link.description
The Science is conclusive. Federal law is in place. And yet little changes until parents band together and demand their children with dyslexia be served! Our Dyslexic Children began principal photography in 2018. The community-funded, non-profit documentary film runs 44 minutes.

# data[].attributes.headline
Tips for Supporting Reading Skills at Home

# data[].attributes.subject
Tips for Supporting Reading Skills at Home

# data[].attributes.attachment_link.readable_text
The word dyslexia comes from Greek and means 'difficulty with words'. Around 10% of the population have some form of dyslexia related issues.

Dyslexia could be thought of as a different learning ability rather than a disability. Dyslexic people, of all ages, can learn efficiently and effectively, but often need a different approach.

Dyslexia is a puzzling mix of distinctive strengths and talents as well as clusters of difficulties. Dyslexics can be exceptionally creative and produce excellent ideas. Difficulties vary in degree from person to person. Lack of understanding and appropriate support can lead to low self esteem and depression.

Generally, dyslexia can be said to be a processing problem. This means that a dyslexic brain processes information differently from a non-dyslexic brain. The ability to read and write can be significantly affected by this processing difference. However, this processing difference can effect far more than just reading and writing.

Dyslexic problems can be grouped into five broad areas:

Mixing up similar linked items, eg: letters such as "b" and "d"; words such as "was" and "saw"; directions such as "left" and "right"; or anything that can be roughly paired together.

1. Problems with linear sequences. Anything which runs in a linear sequence can cause problems, eg: the alphabet; times tables; sentences; lists of instructions; etc.

2. Problems with short term memory. Dyslexics often have severe short term memory problems and struggle to retain information without significant reinforcement.

3. Coordination problems. Dyslexics can sometimes suffer from physical issues such as clumsiness, problems with word pronunication etc. On its own this is known as dyspraxia.

4. Reading and writing problems. The above four areas all combine to cause problems with literacy. However, because we live in such a literate society this can cause such a major impact that it can be considered a fifth area of difficulty.

Some common characteristics that can indicate dyslexia include:

Skill levels lower than individual's intellect.

Inconsistent IQ tests.

Language processing difficulties

Poor oral reading skills.

Poor reading comprehension.

Inconsistent listening comprehension.

Literal interpretation of language.

Auditory perceptual differences

Difficulty remembering directions.

Poor spelling skills

Visual perception differences

Poor copying, handwriting.

Poor eye-hand co-ordination.

Attention/concentration deficits

Organisational problems

Time management problems

No single dyslexic will have all of these difficulties but will often have a number of them. One of the problems of characterising dyslexia is that the experience of each dyslexic is different and two people can have completely different indicators of dyslexia. Thus, assistance that helps one dyslexic, may not help another.

# data[].attributes.attachment_link.description
The word dyslexia comes from Greek and means 'difficulty with words'. Around 10% of the population have some form of dyslexia related issues. Dyslexia could be thought of as a different learning ability rather than a disability. Dyslexic people, of all ages, can learn efficiently and effectively, but often need a different approach.

# data[].attributes.attachment_link.description
Dyslexia is a language-based disability that affects both oral and written language. With help, children with dyslexia can become successful readers. Find out the warning signs for dyslexia that preschool and elementary school children might display.

# data[].attributes.headline
Opinion: Ohio children deserve the right to read. Dyslexia law will help.

# data[].attributes.subject
Opinion: Ohio children deserve the right to read. Dyslexia law will help.

# data[].attributes.attachment_link.readable_text
For children with dyslexia, reading is a struggle and a barrier to success in school and in life.

Dyslexia is neurological in origin, impacting the portion of the brain that enables students to connect speech sounds to printed symbols. Dyslexia affects a person's ability to quickly recognize letters that form the words, tell the stories, give instructions or warn of danger.

It typically goes unrecognized or misidentified by parents and teachers.

Unidentified dyslexia often raises frustration among parents and teachers. It can cause anxiety or depression for the child, even more so as they find themselves placed in remedial programs with ineffective reading instruction.
More: Why hope is not a plan: Actionable steps to help students who learn differently
The process of providing inadequate reading instruction and intervention has occurred for decades in the United States. According to the U.S. Department of Education, almost two-thirds of U.S. students are not proficient in reading and have not been for several years.

My son, Connor, experienced ineffective reading instruction, late identification and inadequate intervention while in grade school. Connor was identified as having dyslexia in sixth grade, only after an evaluation from a third party, not the school district.
More: Ohio releases COVID-19 guidelines for schools. Read them here
Upon identification, I made sure he received proper reading instruction.

As a result of the interventions initiated by his family, Connor graduated from high school. He earned a college degree with an associate of applied science majoring in video post-production. He now is successfully employed in a position that requires critical thinking and decision-making abilities.

House Bill 436, signed into law by Gov. Mike DeWine in January, provides Ohio parents the legislative support needed to identify their children with dyslexia earlier and give them access to structured literacy.
More: How to help children with learning differences during the COVID-19 pandemic
Structured literacy is high-quality reading instruction that includes the essential components of effective reading instruction, as stated by scientific research.
More: Ohio legislator pushing dyslexia-screening bill has personal connection
Since dubbed Connor's Odyssey: The Right to Read Law, the legislation can bring the approximate one in five children - more than 300,000 Ohio schoolchildren - on the dyslexia spectrum into the fast lane of learning with the rest of their friends and classmates.

The law requires the Ohio Department of Education to form an 11-member Ohio Dyslexia Committee, which will be responsible for creating the Ohio Dyslexia Guidebook. The guidebook will include options for reading assessments that school districts can use to identify kindergarten-through-sixth grade children showing signs of dyslexia.

It also will list professional development standards for early elementary educators, including training in structured literacy.

The law requires that reading instruction based on science be implemented statewide to dramatically improve every child's chances for educational success and lift schools' overall performance.
Mike McGovern is president of the Columbus branch of the International Dyslexia Association, chair of the Ohio Dyslexia Committee and proud father of an adult son with dyslexia.
More important, it means more Ohioans will enjoy reading and live more productive lives in the years ahead.

With heavy pressure from parent groups, some school districts in central Ohio (Pickerington, Olentangy, Upper Arlington, Gahanna and Marysville) have already been providing professional development on instruction based on the " science of reading." Widening acceptance of the science of reading has brought children with dyslexia into the mainstream while strengthening broader academic performance in these districts.

Every Ohio parent should ask their local school district to embrace early screening and the use of instructional programs based on the science of reading.

It could mean the difference between failure and success for thousands of young children, the next generation of our workplace and community leaders.

# data[].attributes.attachment_link.title
Opinion: Ohio children deserve the right to read. Dyslexia law will help.

# data[].attributes.attachment_link.description
For children with dyslexia, reading is a struggle and a barrier to success in school and in life. Dyslexia is neurological in origin, impacting the portion of the brain that enables students to connect speech sounds to printed symbols. Dyslexia affects a person's ability to quickly recognize letters that form the words, tell the stories, give instructions or warn of danger.

# data[].attributes.headline
House Bill 436 - Connor's Odyssey: The Right to Read Law

# data[].attributes.subject
House Bill 436 - Connor's Odyssey: The Right to Read Law

# data[].attributes.headline
Legally Required Communications with Families about Dyslexia & Screenings

# data[].attributes.subject
Legally Required Communications with Families about Dyslexia & Screenings

# data[].attributes.headline
Dyslexia Resource Guide for Ohio Families

# data[].attributes.subject
Dyslexia Resource Guide for Ohio Families

# data[].attributes.headline
Sample Dyslexia Screening Request Letter to Share with Families

# data[].attributes.subject
Sample Dyslexia Screening Request Letter to Share with Families

# data[].attributes.attachment_link.readable_text
Sing alphabet songs-you can find some fun ones on YouTube!

Look for letters in environmental print (signs, packages, labels, book titles, etc)

Model how to write the letters in your child's name and encourage them to copy the letters

Play with magnetic letters to build words or match the first sound to pictures

# data[].attributes.attachment_link.title
Phonemic Awareness Activities for Parents | Heggerty

# data[].attributes.attachment_link.description
Sing alphabet songs-you can find some fun ones on YouTube!

# data[].attributes.attachment_link.readable_text
Resources for Children

REACH OUT AND READ E-BOOKS

Reach Out and Read is pleased to provide online books for families during these isolating times. We are grateful to our good friend Dr. John Hutton for making these books available.

Dogs, written by Dr. John Hutton and illustrated by Doug Cenko

Sherm the Germ, written by Dr. John Hutton and illustrated by Maria Montag

Sleepy Solar System, written by Dr. John Hutton and illustrated by Doug Cenko

Close window

Learn at Home

Wide Open School, a collection of online learning experiences and activities for kids curated by the editors at Common Sense Media

Our partners at Scholastic have created a free Learn at Home environment with day-by-day projects to keep kids reading, thinking, and growing.

Switcheroozoo - Watch, listen, and play games to learn all about amazing animals.

Sesame Street - Find a variety of games, coloring pages, videos, and learning resources

StarFall - Fun activities for Pre-k and younger to practice literacy, emerging phonics and reading at home.

Fun Brain - Play games while practicing math and reading skills.

Talk, Read, and Sing together every day - Resource guide for families from the Department of Education

Close window

Virtual Reading, Entertainment and Adventures

Bookmarks: Celebrating Black Voices, ALSC and Netflix partner up for a collection of 12 episodes featuring prominent Black celebrities and artists reading children's books from Black authors. Watch for Free at Netflix Jr. YouTube page.

Unite For Literacy provides free digital access to picture books narrated in many languages.

Hair Love, by Matthew Cherry is a 7 minute animated short film that centers around the relationship between an African-American father, Stephen, his daughter, Zuri and her hair.

#ReadTogether with Reach Out and Read, videos of reading aloud

Érase una vez, Once Upon a Time - children's stories read in Spanish

Digitized editions of more than 4,600 children's books in 59 languages are available to read online at the International Children's Digital Library

Online Read Alouds - by The Big List of Children's Authors

Open Culture - 200 freeresources available for download

Storyline Online - streams videos featuring actors reading children's books

The StoryTime Family - videos ranging from bedtime stories to stories about social skills and emotions

Brightly Storytime videos: Books read aloud for children ages 2-5 years old

Kid Lit TV - features reading aloud, children's podcasts, activities and more

Save with Stories - Celebrities having fun reading stories on Instagram

Panda Cam at Zoo Atlanta

Georgia Aquarium's Ocean Voyager webcam

San Diego Zoo Live Cams

Close window

Early Literacy Resources in Spanish

Close window

Screen-Free Activities

# data[].attributes.attachment_link.description
Resources for Children REACH OUT AND READ E-BOOKS Reach Out and Read is pleased to provide online books for families during these isolating times. We are grateful to our good friend Dr. John Hutton for making these books available.

# data[].attributes.attachment_link.title
Helping Young English Learners at Home: Simple and Fun Activities to Strengthen Language Development

# data[].attributes.attachment_link.readable_text
Welcome to FCRR! We are dedicated to ensuring that all children are reading and succeeding in school. Children begin to learn to read at home through consistent interactions with parents and caregivers. This learning continues as children grow and learn in school. Here, parents, caregivers, and families can find resources to support their children's reading. FCRR invites you to use the resources below to make evidence-based and evidence-informed decisions to improve reading for all learners.

In response to the global COVID-19 pandemic, a team of researchers, teachers, and families at FCRR collaborated to produce demonstration videos of FCRR's Student Center Activities that would be most applicable to use at home and in summer programs. The videos feature a diverse array of families and caregivers supporting children's learning of various reading and literacy skills. The videos and activities are available on FCRR's YouTube Channel, with more being produced every year.

Developed by the team at the Regional Educational Laboratory-Southeast, these Family Activities have easy-to-follow instructions to help your child practice foundational reading skills. We invite you to view the short Family Videos for tips on how to use the activities to help your child grow as a reader. Using the Family Activities at home can help your child develop language, link sounds to letters, blend letters and word parts to read and write words and read for understanding. The activities were created activities based on the What Works Clearinghouse practice guides, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade.

Join Kayla, a young girl with a secret, as she confronts reading challenges in the adventurous series, The Uncanny Chronicles. Developed by the team at FCRR and the National Center on Improving Literacy, each issue and episode presents Kayla with new obstacles, from struggling with dyslexia to coping with social and emotional issues. While young viewers will delight in watching Kayla tackle her problems with fanciful ingenuity, parents and caregivers will expand their understanding of these topics through embedded evidence-based resources. Click here to learn more about Uncanny Chronicles.

Developed by Dr. Lakeisha Johnson, faculty at the Florida Center for Reading Research and in the School of Communication Sciences and Disorders, Maya's Book Nook promotes language and literacy skills through diverse children's literature. Here, parents, caregivers, educators, and speech-language pathologists can find books where young children of color can see themselves, and the stories they relate to, represented within the pages. There are also book reviews and resources that incorporate language-focused strategies to support reading, writing, and other literacy skills.

Developed by the team at FCRR and the Center on Teaching and Learning at the University of Oregon, CBM at home is designed to help educators, parents, and caregivers understand their children's risk for developing reading difficulties in the future. CBM stands for Curriculum-Based Measure. The CBMs are short timed tests that measure important early reading skills, and are available in English and Spanish.

Free tools for educators and leaders to download and use to support reading and literacy instruction.

Use the FCRR Resource Database to look for additional resources.

# data[].attributes.attachment_link.description
Welcome to FCRR! We are dedicated to ensuring that all children are reading and succeeding in school. Children begin to learn to read at home through consistent interactions with parents and caregivers. This learning continues as children grow and learn in school. Here, parents, caregivers, and families can find resources to support their children's reading.

# data[].attributes.body
Supporting your child at home

# data[].attributes.attachment_link.description
It's not an easy thing, learning to read and write. Discover what it takes to build important literacy skills, and how you can help your children grow as readers, writers, and thinkers!

# data[].attributes.headline
Writing SOS: Expert Answers to Family Questions About Writing

# data[].attributes.subject
Writing SOS: Expert Answers to Family Questions About Writing

# data[].attributes.attachment_link.title
Writing SOS: Expert Answers to Family Questions About Writing

# data[].attributes.attachment_link.description
Our Writing SOS experts answer your questions about writing motivation, handwriting, grammar, spelling, vocabulary, technology, and more. Reading SOS To learn from the experts on how to help your child with reading, see our Q&A video series Reading SOS. Click to jump ahead to each question and answe…