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Read Ohio Tip Sheet: All About Assessment

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Read Ohio Tip Sheet: All About Assessment

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November 2025 ReadOhio Policy Hour Recording

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November 2025 ReadOhio Policy Hour Recording

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Ohio Department of Education and Workforce Server

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Professional Development Plan Template and Instructions

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Professional Development Plan Template and Instructions

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Literacy Professional Learning Planning and Evaluation Inventory

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Literacy Professional Learning Planning and Evaluation Inventory

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Ohio's Third Grade Reading Guarantee is a program to identify students from kindergarten through third grade, who are reading below grade level, and provide them with continued support throughout their K-12 academic career until they are reading proficiently. The Third Grade Reading Guarantee focuses on the development of individualized reading plans, the use of high-quality instructional materials, and targeted interventions. The Department provides policy guidance, instructional tools, and resources to assist districts and schools in effectively implementing the Third Grade Reading Guarantee.

nEW rIMP RESOURCES

The Department has developed the following resources to support districts and schools to develop and implement Reading Improvement and Monitoring Plans (RIMPs) for students that need support in reading:

ReadOhio Policy Hour Webinars Fall 2025

The Department will host The ReadOhio Policy Hour - a monthly webinar where the Department's literacy team will provide updates and answer questions about Ohio literacy policies such as the Third Grade Reading Guarantee, RIMPs, Dyslexia Support Laws, HQIM requirements, Science of Reading Professional Development, and more. Please see the schedule below for upcoming webinars in 2025:

Webinars will be recorded and posted to the Department's Literacy webpage. In addition, the webinars are listed below. Please send questions about the webinar to ReadOhio@education.ohio.gov.

Recorded Webinars

General Information

Resources

RIMP intervention Video Series

Explore the Reading Improvement and Monitoring Plan (RIMP) Intervention Video Series:

Other Resources

If you have any questions about the Third Grade Reading Guarantee, please email ThirdGradeGuarantee@education.ohio.gov.

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Ohio's Third Grade Reading Guarantee is a program to identify students from kindergarten through third grade, who are reading below grade level, and provide them with continued support throughout their K-12 academic career until they are reading proficiently. The Third Grade Reading Guarantee focuses on the development of individualized reading plans, the use of high-quality instructional materials, and targeted interventions.

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About the Program

Ohio Governor Mike DeWine, in coordination with the Department of Education and Workforce, developed the Governor's Science of Reading Champion Awards to recognize schools that are demonstrating strong implementation of evidence-based instructional practices aligned to the science of reading and where students are making significant progress.

Schools that are selected as awardees will receive a school building banner and may be contacted for a site visit to receive their award and recognition.

2025-2026 Application Period

Application and Minimum Requirements

PreK-12 schools, including public, community, and chartered nonpublic schools, are eligible to apply, and each school must apply as an individual building. Minimum requirements and the required supporting documentation are outlined in the Application Guidelines and Instructions. Applicants must be able to provide a response for each of the required activities.

Schools awarded for the 2024-2025 school year should not reapply, as the recognition continues this school year.

Timeline

Nov. 11, 2025 Application Period Opens

Dec. 9, 2025 Application Period Closes

February 2026 Awardee Notification

Questions

Direct questions to ReadOhio@education.ohio.gov.

2024-2025 Governor's Science of Reading Champions

Applewood Elementary School, Brunswick City Schools (Brunswick, Ohio)

Ashland Middle School, Ashland City Schools (Ashland, Ohio)

Austintown Elementary School, Austintown Local Schools (Youngstown, Ohio)

Bataan Memorial Primary School, Port Clinton City Schools (Port Clinton, Ohio)

Belle Aire Intermediate School, Washington Court House City Schools (Washington Court House, Ohio)

Brunswick Memorial Elementary School, Brunswick City Schools (Brunswick, Ohio)

Buckeye Valley East Elementary School, Buckeye Valley Local Schools (Ashley, Ohio)

Charles Huber Elementary School, Huber Heights City Schools (Huber Heights, Ohio)

Cherry Hill Primary School, Washington Court House City Schools (Washington Court House, Ohio)

Cloverleaf Elementary School, Cloverleaf Local Schools (Seville, Ohio)

Crestview Elementary School, Brunswick City Schools (Brunswick, Ohio)

Cuyahoga Heights Elementary School, Cuyahoga Heights Local Schools (Cuyahoga Heights, Ohio)

Eastern Heights Elementary School, Elyria City Schools (Elyria, Ohio)

Ely Elementary School, Elyria City Schools (Elyria, Ohio)

Emerson Elementary School, Lakewood City Schools (Lakewood, Ohio)

Garfield Elementary School, Heath City Schools (Heath, Ohio)

Hamilton Elementary School, Hamilton Local Schools (Columbus, Ohio)

Hamilton Elementary School, Elyria City Schools (Elyria, Ohio)

Harold Schnell Elementary School, West Carrollton City Schools (West Carrollton, Ohio)

Hayes Elementary School, Lakewood City Schools (Lakewood, Ohio)

Helen Arnold Community Learning Center, Akron Public Schools (Akron, Ohio)

Hickory Ridge Elementary School, Brunswick City Schools (Brunswick, Ohio)

Huntington Elementary School, Brunswick City Schools (Brunswick, Ohio)

Liberty Elementary School, North Ridgeville City Schools (North Ridgeville, Ohio)

Lincoln Elementary School, Lakewood City Schools (Lakewood, Ohio)

Milton-Union Elementary School, Milton-Union Exempted Village Schools (West Milton, Ohio)

Minster Elementary School, Minster Local Schools (Minster, Ohio)

Monticello Elementary School, Huber Heights City Schools (Huber Heights, Ohio)

New London High School, New London Local Schools (New London, Ohio)

Northridge Elementary School, Northridge Local Schools (Dayton, Ohio)

Northwood Elementary School, Elyria City Schools (Elyria, Ohio)

Oberlin Elementary School, Oberlin City Schools (Oberlin, Ohio)

Orrville Elementary School, Orrville City Schools (Orrville, Ohio)

Perry Elementary School, East Muskingum Local Schools (Zanesville, Ohio)

Primary Elementary School, Galion City Schools (Galion, Ohio)

Putman Elementary School, Blanchester Local Schools (Blanchester, Ohio)

Rimer Community Learning Center, Akron Public Schools (Akron, Ohio)

Riverside Elementary School, Riverside Local Schools (DeGraff, Ohio)

Roosevelt Elementary School, Lakewood City Schools (Lakewood, Ohio)

Sandusky Early Learning Academy, Sandusky City Schools (Sandusky, Ohio)

Schumacher Community Learning Center, Akron Public Schools (Akron, Ohio)

Valley Forge Elementary School, Huber Heights City Schools (Huber Heights, Ohio)

Walter Kidder Elementary School, Brunswick City Schools (Brunswick, Ohio)

Warrensville Heights Early Learning Center, Warrensville Heights City Schools (Warrensville Heights, Ohio)

West Main Elementary School, Ravenna City Schools (Ravenna, Ohio)

Westwood Elementary School, Elyria City Schools (Elyria, Ohio)

Wheelersburg Elementary School, Wheelersburg Local Schools (Wheelersburg, Ohio)

Willowville Elementary School, West Clermont Local Schools (Batavia, Ohio)

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Ohio Governor Mike DeWine, in coordination with the Department of Education and Workforce, developed the Governor's Science of Reading Champion Awards to recognize schools that are demonstrating strong implementation of evidence-based instructional practices aligned to the science of reading and where students are making significant progress.

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October 2025 ReadOhio Policy Hour Recording

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October 2025 ReadOhio Policy Hour Recording

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Ohio Department of Education and Workforce Server

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Ohio's Standards for Professional Development

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Ohio's Standards for Professional Development

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ESSA PD: Shifting to Exemplary Professional Learning - EnvisionEdPlus

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In 2015, when the Every Child Succeeds Act (ESSA) replaced No Child Left Behind (NCLB)...

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The Elements: Transforming Teaching Through Curriculum-Based Professional Learning

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This is a challenge paper from Carnegie Corporation of New York that explores how professional learning anchored in high-quality curriculum materials.

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Ohio's Integrated Multi-Tiered System of Supports Infographic

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Ohio's Integrated Multi-Tiered System of Supports Infographic

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High Quality Instructional Materials in ELA Webpage

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High Quality Instructional Materials in ELA Webpage

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If interested in receiving updates regarding high-quality instructional materials in English language arts, including the approved list of materials, please sign up for English Language Arts updates.
High Quality Instructional Materials Subsidy Allocation

The state operating budget (H.B. 33) set aside $64 million to subsidize the cost of high-quality instructional materials purchased by schools and districts aligned to the Science of Reading. The funds are provided to support both high-quality core curriculum and instructional materials in English language arts and evidenced-based reading intervention programs. Following the release of the approved list for high-quality core curriculum and instructional materials, the Department reviewed school and district alignment to the approved list of Core Instructional Materials for K-5 students (or materials used for prekindergarten students by Educational Service Centers). This spreadsheet details the allocation methodology of the $64 million that will subsidize the expenses schools and districts will incur.

Note: If you believe your school or district's alignment to the Science of Reading is incorrect on the subsidy allocation spreadsheet, please reach out to ReadOhio@education.ohio.gov no later than Friday, May 17.

Instructional Materials and Professional Development Survey

A required instructional materials and professional development survey was sent to district and community school leaders in late August 2023. The survey completion deadline was Oct. 6, 2023.

Instructional Materials Aligned with the Science of Reading

Under Ohio Revised Code 3313.6028, instructional materials in English language arts must be aligned with the science of reading and strategies for effective literacy instruction. The resources below provide information on the science of reading and Ohio's commitment to effective literacy instruction.

Approved List for Core Curriculum and Instructional Materials
(Updated April 2024)
Under ORC 3313.6028(B), the Department shall establish a list of English language arts core curriculum and instructional materials that are aligned with the science of reading and strategies for effective literacy instruction.

The Department's list of approved core curriculum and instructional materials is provided below and includes all materials that met the required criteria for prekindergarten and kindergarten-grade 5.

Process to establish THe approved list of high-quality instructional materials in English language arts

The Department's process to establish an approved list of high-quality instructional materials in English language arts for core instruction in prekindergarten to grade 5 consists of two components:

Identifying materials for immediate inclusion on the approved list (November 2023);

Conducting a phased review process for eligible materials that include foundational skills in prekindergarten to grade 5 (November 2023-February 2024).

The Department will utilize the Curriculum Consumer Report (Prek) and EdReports (K-5) reviews as an initial gateway measure for establishing an approved list of high-quality instructional materials in English language arts. Criteria have been identified for determining materials for automatic inclusion on Ohio's approved list, materials eligible for a limited alignment review and materials eligible for a foundational skills review.

Under ORC 3313.6028(C), beginning no later than the 2024-2025 school year, districts and schools must use core curriculum and instructional materials from the Department's approved lists in prekindergarten to grade 5.

Immediate Identification for Approved List (K-5)

Materials that meet the following criteria on EdReports will be automatically included on the Department's approved list of high-quality instructional materials for core curriculum and instructional materials in English language arts in kindergarten-grade 5:

Grade Band/Category

EdReports Alignment Rating

Implementation Expectation

K-2 Core No Foundational Skills

Meets or Partially Meets Expectations

Must be paired with approved K-2 Core English language arts or foundational skills materials (list forthcoming)

Materials that meet these criteria will be notified directly. A full list of materials automatically identified for the approved list of high-quality instructional materials for core instruction will be available on the Department's website in early 2024.

Review Process for PreK to Grade 5 Core Curriculum and Instructional Materials

The Department is conducting a phased review process for eligible vendors with materials that meet identified criteria and include foundational skills instruction in prekindergarten to grade 5.

Information regarding eligibility, application requirements and submission timelines are available in the request for applications.

Key Deadlines

​Phase 1A: Limited Alignment Review Applications - due Dec. 13, 2023 at 4 p.m.

Phase 1B: Intent to Apply for Review - due December 13, 2023 at 4 p.m.

​Phase 2: Review - Materials due Feb. 16, 2024 at 4 p.m. (Updated 1/19/24)

Technical Assistance and Information for Applicants

Send questions regarding the phased review process to ELAMaterialsReview@education.ohio.gov.

Approved List for Reading Intervention Programs

Under ORC 3313.6028(C), the Department of Education and Workforce shall establish a list of evidence-based reading intervention programs that are aligned with the science of reading and strategies for effective literacy instruction.

The Department's process to establish an approved list of reading intervention programs for prekindergarten to grade 12 consists of a review process for programs that meet eligibility criteria.

The Department's list of approved reading intervention programs is available and includes programs that met the required criteria. The Department's review process is ongoing for vendors who elected to appeal the Department's decision.

Request for Applications

The Department is conducting an application review process to identify eligible reading intervention programs that support targeted or intensive instruction for students in specific reading skills. Information regarding application requirements and submission requirements are available in the request for applications.

Key Deadlines

Intent to Apply - due by Feb. 22, 2024 at 4 p.m.

Program Review Application - due by March 4, 2024 at 4 p.m. EST. Technical issues with the document upload system have been resolved. If you continue to experience difficulties please email ELAMaterialsReview@education.ohio.gov.

Technical Assistance and Information for Applicants

Send questions regarding the review process to ELAMaterialsReview@education.ohio.gov.

Three-Cueing Approach

Under ORC 3313.6028(C), materials in grades prekindergarten to grade 5 may not use the three-cueing approach to teach students to read.

Waiver Process (UpdatED august 19, 2024)

Under ORC 3313.6028(D), districts may apply for a waiver on an individual student basis to use curriculum, instructional materials or an intervention program in grades prekindergarten to five that uses the three-cueing approach to teach students to read. The Department of Education and Workforce will ultimately determine if the waiver will be granted. In deciding whether to grant a waiver, the Department will consider the district or school's performance on Ohio's State Report Card's early literacy component.

If a student has an individualized education program (IEP) that explicitly indicates the three-cuing approach is appropriate for the student's learning needs, a waiver is not required to be submitted for the student per ORC 3313.6028(D)(2).

Students with Reading Improvement and Monitoring Plans (RIMPs) are not eligible for waivers per ORC 3313.6028(D)(1).

Please see this guidance document for more information.

The Department is now accepting Three Cueing Ban waiver applications. Waiver applications will be accepted until Friday, September 20 th, 2024. Waiver applications may only be submitted by a superintendent or a superintendent's designee. Three Cueing Ban Waiver Applications can be accessed within your OH ID accounts. Select the "Data Collection" tile and follow the instructions provided in this document.

Supporting the Selection and De-Selection of Instructional Materials

Frequently Asked Questions

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High-Quality Instructional Materials in English Language Arts

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If interested in receiving updates regarding high-quality instructional materials in English language arts, including the approved list of materials, please sign up for English Language Arts updates. The state operating budget (H.B. 33) set aside $64 million to subsidize the cost of high-quality instructional materials purchased by schools and districts aligned to the Science of Reading.

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ODEW Professional Development in the Science of Reading Webpage

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ODEW Professional Development in the Science of Reading Webpage

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates.

Professional Development in the Science of Reading

​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

The Department's professional development courses are currently under development and are anticipated to be available statewide in early 2024.

Professional Development for Teachers

Information on professional development course sequences and pathways for teachers in the following roles will be available in early 2024:

Teachers of grades kindergarten through five

English language arts teacher of grades six through twelve

Intervention specialists, English learner teachers, reading specialists and instructional coaches who serves any of grades pre-kindergarten through twelve

Teacher who teaches a subject area other than English language arts in grades six through twelve.

Professional Development for Administrators

Information on the professional development course for administrators will be available in early 2024.

Similar Trainings to Meet the Requirements

The Department has determined the following professional development and/or training courses are similar trainings to the Department's professional development courses in the science of reading and evidence-based strategies for effective literacy instruction. As such, any teacher or administrator who has previously completed one of the following courses or trainings is considered to have satisfied the requirement to complete a professional development course provided by the Department for purposes of Section 265.330(A)(2) of H.B. 33. Please note that certain courses or trainings have been determined to be similar training only for certain roles, content areas, or grade levels.

PreK-Grade 12

Pre-Kindergarten Only

The following trainings represent comprehensive trainings that include all components of emergent literacy and are similar trainings for the purpose of meeting the professional development requirement for prekindergarten intervention specialists, English learner teachers, reading specialists and instructional coaches for prekindergarten only.

Keys to Emergent Literacy (Keys to Literacy)

LETRS Early Childhood (Lexia Learning)

Grades 6-12 Content Area Teachers Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for teachers of subject areas other than English language arts in grades 6-12 only.

Keys to Adolescent Literacy (Keys to Literacy)

Key Comprehension Routine (Keys to Literacy)

Key Vocabulary Routine (Keys to Literacy)

Keys to Content Writing (Keys to Literacy)

Administrators Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for administrators only.

LETRS for Administrators (Lexia Learning)

Pathways to Literacy Leadership (AIM Institute for Learning and Research)

Stipends for Teachers

Under state law, stipends are available for the following:

$1,200 for each of the following:

A teacher of grades kindergarten through five;

An English language arts teacher of grades six through twelve;

An intervention specialist, English learner teacher, reading specialist, or instructional coach who serves any of grades pre-kindergarten through twelve.

$400 for each teacher who teaches a subject area other than English language arts in grades six through twelve.

Stipends are available only for the completion of professional development courses developed by the Department to meet the requirements under state law.
The Department aims to provide additional information on the distribution of available funds to districts and schools in early 2024. The process of determining reporting mechanisms and payment processes is under development. More details regarding timelines and funding are forthcoming and will be communicated broadly to districts and community schools when available.

Frequently Asked Questions

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Professional Development in the Science of Reading

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates. ​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

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Literacy Assessment Selection Tool: Grades K-6

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Literacy Assessment Selection Tool: Grades K-6

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Literacy Assessment Selection Tool: Grades 6-12

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Literacy Assessment Selection Tool: Grades 6-12

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Ohio Department of Education and Workforce Server

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Step-by-Step: Developing RIMPs for Kindergarten Through Grade 3

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Supporting Older Students with RIMPs Video

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Supporting Older Students with RIMPs Video

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Ohio Department of Education and Workforce Server

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How to Create a RIMP: Grades 4 & Up Video

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How to Create a RIMP: Grades 4 & Up Video

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Ohio Department of Education and Workforce Server

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Step-by-Step: Developing RIMPs for Grades 4–9

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UPDATED 25 SY Third Grade Reading Guarantee Guidance Manual

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UPDATED 25 SY Third Grade Reading Guarantee Guidance Manual

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ODEW Third Grade Reading Guarantee Webpage

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ODEW Third Grade Reading Guarantee Webpage

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Ohio's Third Grade Reading Guarantee is a program to identify students from kindergarten through grade 3 who are behind in reading. Schools will provide help and support to make sure students are on track for reading success by the end of third grade. The Department provides policy guidance, instructional tools and resources on the Third Grade Reading Guarantee.

General Information

Reading Improvement and Monitoring Plan (RIMP) Intervention Video Series

Data

Learn More About the Third Grade Reading Guarantee

If you have any questions about the Third Grade Reading Guarantee, please email ThirdGradeGuarantee@education.ohio.gov.

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Ohio's Third Grade Reading Guarantee is a program to identify students from kindergarten through grade 3 who are behind in reading. Schools will provide help and support to make sure students are on track for reading success by the end of third grade.

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What is the Science of Reading?

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

Informs how students learn to read and write proficiently;

Explains why some students have difficulty with reading and writing;

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

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

Why the Science of Reading is Important

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

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

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

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

Tips for Superintendents

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

Host a district discussion: Why the shift?

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

District leaders: Identify science of reading professional development

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

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

Complete the literacy instructional material and professional development survey

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

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

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

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

Tips for PrincipalS

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

Identify science of reading professional development

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

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

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

Tips for Educators

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

Host a grade-Level Discussion: Why the shift?

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

Review the building's literacy plan.

Identify science of reading professional development

Tips for Families

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

Read Ohio Implementation Timeline

Fall/Winter 2023

August/September

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

Administer the Reading Diagnostic.

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

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

HQIM Survey for Literacy

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

October/November

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

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

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

December

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

Winter/Spring 2024

January/February

Continue professional development to support students across all content areas.

Take the Science of Reading course (projected release)

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

Register for the next Literacy Academy (Date TBD).

March/April

Participate in the 2024 Literacy Academy on Demand.

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

May/June

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

Send questions to LiteracyOhio@education.ohio.gov.

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

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Where to Find Resources | Ohio Department of Education and Workforce

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UPDATED Ohio's Plan to Raise Literacy Achievement

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UPDATED Ohio's Plan to Raise Literacy Achievement

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School Leader's Implementation Guide, Emergent Readers

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School Leader's Implementation Guide, Emergent Readers

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ReadOhio Policy Updates Webinar Recording

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ReadOhio Policy Updates Webinar Recording

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Ohio Department of Education and Workforce Server

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Third Grade Reading Guarantee Family Resources Webpage

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Third Grade Reading Guarantee Family Resources Webpage

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The ability to read is the foundation of learning. Research shows that children who are not reading at a third-grade level by the end of grade 3 are likely to have trouble learning in all classroom subjects in higher grades.

Resources to Help Your Child

Struggling readers greatly benefit from their families' involvement and help at home. The following links will give you the information you need about Ohio's Third Grade Reading Guarantee.

Third Grade Reading Guarantee Parent RoadMaps

Fact sheet: Third Grade Reading Guarantee

Translated Third Grade Reading Guarantee Documents (Arabic, Chinese, French, German, Japanese, Korean, Russian, Somali, Spanish, Ukranian, Vietnamese)

Reading Improvement and Monitoring Plan (RIMP) Intervention Video Series

Outside Intervention or Tutoring Provider

Districts and community schools must make available and pay for intervention or tutoring services if the parents of retained third grade students request them. Because local circumstances and needs vary, each district has authority to select its own service provider. Districts and schools may, but are not required, to use this screening tool to help evaluate potential service providers.

More Resources​

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Third Grade Reading Guarantee Family Resources

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The ability to read is the foundation of learning. Research shows that children who are not reading at a third-grade level by the end of grade 3 are likely to have trouble learning in all classroom subjects in higher grades. Struggling readers greatly benefit from their families' involvement and help at home.

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ReadOhio Tip Sheets | Ohio Department of Education and Workforce

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Ohio's Ready School Guide for Language and Literacy

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Ohio's Ready School Guide for Language and Literacy

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English Language Arts Core Curriculum and Instructional Materials Initial Implementation Planning Tool

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English Language Arts Core Curriculum and Instructional Materials Initial Implementation Planning Tool

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Guidance for HQIM & Core Curriculum in English Language Arts and Reading Intervention Materials Requirements

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Guidance for HQIM & Core Curriculum in English Language Arts and Reading Intervention Materials Requirements

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Online Instruction Information for Approved HQIM in ELA

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Online Instruction Information for Approved HQIM in ELA

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NEW! 3/1 Approved List of Core Curriculum & Instructional Materials

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NEW! 3/1 Approved List of Core Curriculum & Instructional Materials

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Under ORC 3313.6028(B), the Department is responsible for establishing a list of English language arts core curriculum and instructional materials aligned with the science of reading and effective literacy instruction strategies.

The Department's initial list of approved core curriculum and instructional materials is provided below and includes all materials that met the required criteria under processes for automatic approval and limited alignment review for prekindergarten and kindergarten-grade 5. To learn more about approved core curriculum and instructional materials, including contact information and program details provided by the respective vendor, access the hyperlinked product title.

The Department is reviewing additional programs as part of Phase 2 in the phased review process. A list of core curriculum and instructional materials under review will be available in early February. Additional approved materials may be added to the approved list in March 2024 following the Department's review.

Prekindergarten

Materials approved in this grade band provide comprehensive language and literacy instruction for prekindergarten.

The Creative Curriculum for Preschool, 6th Edition (2016) |Teaching Strategies, LLC

Grades of Instructional Programming: Prekindergarten
HighScope Preschool Curriculum, 2nd Edition (2012) |HighScope Educational Research Foundation
Grades of Instructional Programming: Prekindergarten

Kindergarten-Grade 5

Core Comprehensive English Language Arts

Materials approved in this grade band provide comprehensive instruction in K-2 English language arts, aligned with standards, grade-level content and strategies for effective literacy instruction.

Amplify Core Knowledge Language Arts (CKLA) K-5 Core Comprehensive (2022) | Amplify, Inc.

Grades of Instructional Programming: K, 1, 2, 3, 4, 5
ARC Core (2017) |American Reading Company
Grades of Instructional Programming: K, 1, 2, 3, 4, 5
Benchmark Advance (2022) | Benchmark Education Company, LLC
Grades of Instructional Programming: K, 1, 2, 3, 4, 5
Fishtank Plus ELA (2021) |Fishtank Learning
Grades of Instructional Programming: 3, 4, 5
HMH Into Reading, National V2 (2020) | Houghton Mifflin Harcourt
Grades of Instructional Programming: K, 1, 2, 3, 4, 5
Imagine Learning EL Education First Edition (2019) | Imagine Learning, LLC
Grades of Instructional Programming: K, 1, 2, 3, 4, 5
myView Literacy (2025) | Savvas Learning Company, LLC
Grades of Instructional Programming: K, 1, 2, 3, 4, 5
OUR EL Education K-5 Language Arts (2017) | Open Up Resources
Grades of Instructional Programming: K, 1, 2, 3, 4, 5
Wit & Wisdom (2016) | Great Minds PBC
Grades of Instructional Programming: 3, 4, 5
Wonders, 1e (2020) | McGraw Hill, LLC
Grades of Instructional Programming: K, 1, 2, 3, 4, 5
Wonders, 1e (2023) |McGraw Hill, LLC
Grades of Instructional Programming: K, 1, 2, 3, 4, 5

Core No Foundational Skills

Materials approved in this grade band provide instruction in K-2 English language arts, except for foundational skills, aligned with standards and strategies for effective literacy instruction. Districts and schools must pair a core no foundational skills program with a foundational skills program in implementation.

Fishtank Plus ELA K-2 (2021) |Fishtank Learning

Grades of Instructional Programming: K, 1, 2
Wit & Wisdom (2016) |Great Minds PBC
Grades of Instructional Programming: K, 1, 2

Supplemental Foundational Skills

Materials approved in this grade band provide comprehensive foundational skills instruction only, aligned with standards and strategies for effective literacy instruction. Districts and schools must pair a supplemental foundational skills program with a core program in implementation.

Amplify Core Knowledge Language Arts (CKLA) K-2 Skills (2022) | Amplify, Inc.

Grades of Instructional Programming: K, 1, 2
Foundations A-Z (2023) |Learning A-Z, LLC
Grades of Instructional Programming: K, 1, 2
From Phonics to Reading (2020) | William H. Sadlier, Inc.
Grades of Instructional Programming: K, 1, 2
Magnetic Reading Foundations (2023) | Curriculum Associates, LLC
Grades of Instructional Programming: K, 1, 2
Savvas Essentials: Foundational Reading (2023) | Savvas Learning Company, LLC
Grades of Instructional Programming: K, 1, 2

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Approved List of Core Curriculum and Instructional Materials

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Under ORC 3313.6028(B), the Department is responsible for establishing a list of English language arts core curriculum and instructional materials aligned with the science of reading and effective literacy instruction strategies. The Department's initial list of approved core curriculum and instructional materials is provided below and includes all materials that met the required criteria under processes for automatic approval and limited alignment review for prekindergarten and kindergarten-grade 5.

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NEW Role of High-Quality Instructional Materials in Implementing Instruction Aligned with the Science of Reading Video Series

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NEW Role of High-Quality Instructional Materials in Implementing Instruction Aligned with the Science of Reading Video Series

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High-Quality Instructional Materials in English Language Arts | Ohio Department of Education

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Ohio Revised Code 3313.6028 Requirements for High-Quality Instructional Materials in English Language Arts and Literacy

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Ohio Materials Matter Overview

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OAESA Selecting High Quality Instructional Materials Presentation

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OAESA Selecting High Quality Instructional Materials Presentation

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OAESA November 15, 2023

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Best Practices in Literacy Intervention and Tutoring: Considerations for the new TGRG Requirements Video 

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Best Practices in Literacy Intervention and Tutoring: Considerations for the new TGRG Requirements Video 

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November 6 2023
This roundtable session  focused specifically on discussing Best Practices in Literacy Intervention and Tutoring Considerations for New TGRG Requirements.

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Statewide Webinar #2: Establishing a Process for HQIM Adoption Recorded Session

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Statewide Webinar #2: Establishing a Process for HQIM Adoption Recorded Session

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This session will explore the components of establishing an effective adoption process including key action steps, sample timelines and resources to map out the process. Participants will explore and reflect on a case study that shows how a real district worked through their process and timeline.​

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Establishing a Process for HQIM Adoption

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Ohio believes that all students deserve to be engaged with high-quality, standards-aligned instruction which includes access to high-quality instructional materials (HQIM).

High-quality instructional materials (HQIM) support educators with:

Standards-aligned instructional content.

A coherent scope and sequence for grade-level lessons and unit plans.

Evidence-based instructional strategies and embedded formative assessments that support data-driven instruction.

Educative materials that provide implementation support for educators to ensure all students' learning needs are met.

The time a child spends in school is precious and should ensure all aspects of a child's well-being are addressed, including the physical, social, emotional and intellectual aspects. As part of a focus on increasing student learning, the Ohio Department of Education & Workforce believes in providing support for building leaders and teachers to locally review, select and implement high-quality instructional materials. The Office of Learning and Instructional Strategies is committed to leading this work.

Teachers are among one of the most powerful advocates for our children. The instructional materials teachers choose to expose their students to matters. Now more than ever, teachers deserve great instructional materials, so they can focus on doing what they do best: getting students excited to learn. There is mounting evidence that shows when teachers have high-quality instructional materials, they can focus their time and energy on addressing the individual needs of each student.

District Spotlight

Materials Matter in Mt. Healthy City Schools

"The Curriculum Support Guide has forever changed how Mt. Healthy will do curriculum and adopt and implement materials." - Jana Wolfe, Executive Director of Teaching and Learning, Mt. Healthy City Schools.

Ohio Curriculum Support Guide

The Department partnered with Instruction Partners to develop the Ohio Curriculum Support Guide. Research shows that providing teachers with high-quality instructional materials is an effective strategy for increasing student learning. However, teachers need much more than a box of new materials to ensure great teaching and learning take place. They need support from a team of leaders who know how to select, prepare for and support the use of great materials.

Through this partnership, a five-part webinar series was created to support district leaders and members of school-based teams with curriculum adoption and implementation using the Ohio Curriculum Support Guide.

Additional Resources

As a local control state, districts and schools in Ohio make important decisions regarding instructional materials. There are growing efforts to support this decision-making process.

Ohio Materials Matter:

Provides expert curriculum reviews through EdReports, which consists of K-12 English Language Arts, Math and Science instructional materials.

Assists with determining whether instructional materials are aligned to Ohio's Learning Standards in English Language Arts, Mathematics and Science.

Developed in partnership with INFOhio and EdReports.

The Ohio Improvement Process (OIP) is a system framework of collaborative team protocols to analyze data, research aligned improvement strategies, implement and monitor strategies, provide feedback to teams and determine effectiveness based on performance and implementation data. Educators will find resources within the Continuous Improvement Toolkit.

The Learning Management System provides free courses and professional development on important state education initiatives for educators who have active or pending, Ohio, prekindergarten-12, Department-issued licenses or permits and who have fully set-up their OH|ID account.

Frequently Asked Questions

Read the Frequently Asked Questions about High-Quality Instructional Materials for more information. Please contact OHMaterialsMatter@education.Ohio.gov with additional questions or comments.

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Ohio believes that all students deserve to be engaged with high-quality, standards-aligned instruction which includes access to high-quality instructional materials (HQIM). High-quality instructional materials (HQIM) support educators with:  Standards-aligned instructional content.  A coherent scope and sequence for grade-level lessons and unit plans.   Evidence-based instructional strategies and embedded formative assessments that support data-driven instruction.  Educative materials that provide implementation support for educators to ensure all students' learning needs are met.

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Statewide Webinar #2: Establishing a Process for HQIM Adoption Slideshow

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Statewide Webinar #2: Establishing a Process for HQIM Adoption Slideshow

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This session will explore the components of establishing an effective adoption process including key action steps, sample timelines and resources to map out the process. Participants will explore and reflect on a case study that shows how a real district worked through their process and timeline.​

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Plan - The Ohio Curriculum Support Guide 

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Plan - The Ohio Curriculum Support Guide 

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The Ohio Curriculum Support Guide exemplifies a quality review and selection. process.

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Workbook - Curriculum Support Guide | Instruction Partners

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This workbook is designed to be used by teams of educators working through the selection and implementation journey for their school or system together.

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Literacy Professional Learning Planning and Evaluation Inventory

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Literacy Professional Learning Planning and Evaluation Inventory

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Statewide Webinar #3: Establishing a Vision for HQIM Recorded Session

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Statewide Webinar #3: Establishing a Vision for HQIM Recorded Session

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This session will examine the purpose and components of a compelling vision and the role of the vision in building and maintaining a focused and intentional materials adoption.

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Establishing a Vision for High Quality Instructional Materials Statewide Webinar #3

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Use the Starting Point Diagnostic from the Ohio Curriculum Support Guide to get started.

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SoR Professional Development Guidance Document

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SoR Professional Development Guidance Document

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Statewide Webinar #3: Establishing a Vision for HQIM Slideshow

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Statewide Webinar #3: Establishing a Vision for HQIM Slideshow

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This session will examine the purpose and components of a compelling vision and the role of the vision in building and maintaining a focused and intentional materials adoption.

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Plan - Reflective Implementation Checklist

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Plan - Reflective Implementation Checklist

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Determine and plan your process: use the Reflective Implementation Checklist as a guide.

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NEW! Professional Development in the Science of Reading Webpage

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NEW! Professional Development in the Science of Reading Webpage

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates.

Professional Development in the Science of Reading

​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

The Department's professional development courses are currently under development and are anticipated to be available statewide in early 2024.

Professional Development for Teachers

Information on professional development course sequences and pathways for teachers in the following roles will be available in early 2024:

Teachers of grades kindergarten through five

English language arts teacher of grades six through twelve

Intervention specialists, English learner teachers, reading specialists and instructional coaches who serves any of grades pre-kindergarten through twelve

Teacher who teaches a subject area other than English language arts in grades six through twelve.

Professional Development for Administrators

Information on the professional development course for administrators will be available in early 2024.

Similar Trainings to Meet the Requirements

The Department has determined the following professional development and/or training courses are similar trainings to the Department's professional development courses in the science of reading and evidence-based strategies for effective literacy instruction. As such, any teacher or administrator who has previously completed one of the following courses or trainings is considered to have satisfied the requirement to complete a professional development course provided by the Department for purposes of Section 265.330(A)(2) of H.B. 33. Please note that certain courses or trainings have been determined to be similar training only for certain roles, content areas, or grade levels.

PreK-Grade 12

Pre-Kindergarten Only

The following trainings represent comprehensive trainings that include all components of emergent literacy and are similar trainings for the purpose of meeting the professional development requirement for prekindergarten intervention specialists, English learner teachers, reading specialists and instructional coaches for prekindergarten only.

Keys to Emergent Literacy (Keys to Literacy)

LETRS Early Childhood (Lexia Learning)

Grades 6-12 Content Area Teachers Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for teachers of subject areas other than English language arts in grades 6-12 only.

Keys to Adolescent Literacy (Keys to Literacy)

Key Comprehension Routine (Keys to Literacy)

Key Vocabulary Routine (Keys to Literacy)

Keys to Content Writing (Keys to Literacy)

Administrators Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for administrators only.

LETRS for Administrators (Lexia Learning)

Pathways to Literacy Leadership (AIM Institute for Learning and Research)

Stipends for Teachers

Under state law, stipends are available for the following:

$1,200 for each of the following:

A teacher of grades kindergarten through five;

An English language arts teacher of grades six through twelve;

An intervention specialist, English learner teacher, reading specialist, or instructional coach who serves any of grades pre-kindergarten through twelve.

$400 for each teacher who teaches a subject area other than English language arts in grades six through twelve.

Stipends are available only for the completion of professional development courses developed by the Department to meet the requirements under state law.
The Department aims to provide additional information on the distribution of available funds to districts and schools in early 2024. The process of determining reporting mechanisms and payment processes is under development. More details regarding timelines and funding are forthcoming and will be communicated broadly to districts and community schools when available.

Frequently Asked Questions

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Professional Development in the Science of Reading

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates. ​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

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Statewide Webinar #4: Developing a Lens for HQIM Recorded Session

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Statewide Webinar #4: Developing a Lens for HQIM Recorded Session

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This session will showcase best practices for developing a lens for HQIM, including analyzing your current state, examining student data and learning from teachers and other instructional staff on experiences, wants and needs.

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Statewide Webinar #4 Developing a Lens for HQIM

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Create an instructional vision

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NEW! Science of Reading Pathways Access & Use

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NEW! Science of Reading Pathways Access & Use

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Statewide Webinar #4: Developing Your Lens for HQIM Slideshow

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Statewide Webinar #4: Developing Your Lens for HQIM Slideshow

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This session will showcase best practices for developing a lens for HQIM, including analyzing your current state, examining student data and learning from teachers and other instructional staff on experiences, wants and needs.

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Use rubrics and reviews to identify materials that are high-quality and standards-aligned.

Consider using EdReports.

Analyze student data.

Include local priorities.

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We provide free reports that help you evaluate instructional materials because high-quality content matters to teachers, to kids, and to our collective future.

Select a subject to browse reports

Student Learning

Rigorous college and career-ready standards can improve and deepen student learning. What is taught matters.

High Expectations for All

Not all students have the same access to high-quality instructional materials and this perpetuates the opportunity gap.

Equity

When teachers are provided with high-quality materials and aligned professional learning, this increases the opportunity for all students to learn and grow.

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We provide free reports that help you evaluate instructional materials because high-quality content matters to teachers, to kids, and to our collective future. Select a subject to browse reports Student Learning Rigorous college and career-ready standards can improve and deepen student learning. What is taught matters.

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Statewide Webinar #5: Best Practices for Instructional Leaders in HQIM Adoption Recorded Session

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Statewide Webinar #5: Best Practices for Instructional Leaders in HQIM Adoption Recorded Session

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This session will build an understanding of why and how instructional leaders should support teachers throughout the adoption process and examines a case study from Fife Public Schools. Participants will learn how to plan for teacher voice and influence in decision-making and consider strategies for building teacher investment and capacity.

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Statewide Webinar #5   Best Practices for Instructional Leaders in HQIM Adoption

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Consider alignment to Ohio's Learning Standards.

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Ohio's Educational System

Starting with the center, click on each part of the circle below to learn how these components work together to help teachers in the classroom. All descriptions also appear in this handout. To select a specific area of study, scroll down for links to related information.

Ohio's Learning Standards
Identify what students need to know and be able to do

Offer guidance to local educators as they teach with the standards and create aligned assessments

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Learning in Ohio | Ohio Department of Education

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Starting with the center, click on each part of the circle below to learn how these components work together to help teachers in the classroom. All descriptions also appear in this handout. To select a specific area of study, scroll down for links to related information.

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Prekindergarten-Grade 12 Reading Intervention Program Review Rubric

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Prekindergarten-Grade 12 Reading Intervention Program Review Rubric

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This rubric was developed in collaboration with the National Center on Improving Literacy and is designed to evaluate prekindergarten-grade 12 reading intervention programming for alignment with the science of reading and strategies for effective literacy instruction for inclusion on Ohio’s approved list of evidence-based reading intervention programs.

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NEW! Science of Reading Overview of Course Content

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NEW! Science of Reading Overview of Course Content

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Statewide Webinar #5 - Best Practices for Instructional Leaders in HQIM Adoption Slideshow

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Statewide Webinar #5 - Best Practices for Instructional Leaders in HQIM Adoption Slideshow

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This session will build an understanding of why and how instructional leaders should support teachers throughout the adoption process and examines a case study from Fife Public Schools. Participants will learn how to plan for teacher voice and influence in decision-making and consider strategies for building teacher investment and capacity.

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NEW! Introduction to Dyslexia, Grades 4-12

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NEW! Introduction to Dyslexia, Grades 4-12

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Synopsis

This course is developed to satisfy the professional development requirements of Ohio Revised Code (ORC) 3319.077. It is designed to extend educator knowledge of reading development, literacy instruction, assessment, and intervention, specifically as applied to students in grades 4-12 at risk of or with characteristics of dyslexia.

Educators will access self-paced course modules that include recorded lectures, video demonstrations, professional journal and article readings, and embedded practice activities. ​​​​Educators will also apply knowledge and skills to practice during optional facilitated in-person learning sessions.

Educators will gain insight from the scientific understanding of how literacy develops and how that knowledge translates to reading instruction and intervention. The essential content of structured literacy instruction will be examined: phonological/phonemic awareness, alphabet knowledge, sound-symbol relationships, decoding, spelling, reading fluency, vocabulary, syntax and reading comprehension. Educators will also understand the delivery methods that optimize literacy instruction and intervention: direct, explicit, systematic, diagnostic, and integrated. Educators will be able to identify the characteristics of dyslexia and use assessment data and error analysis to guide instructional planning.

This course consists of 11 content modules as well as a pre- and post-course assessment at the very beginning and at the very end. Each of the 11 content modules contains informational videos, knowledge checks, supplementary articles and a short quiz. Some modules also include videos demonstrating content application. Some individuals may be completing this course with the assistance of a facilitator.

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This course is developed to satisfy the professional development requirements of Ohio Revised Code (ORC) 3319.077. It is designed to extend educator knowledge of reading development, literacy instruction, assessment, and intervention, specifically as applied to students in grades 4-12 at risk of or with characteristics of dyslexia.

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Study - Sample Agenda for Materials Review/Discussion

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Study - Sample Agenda for Materials Review/Discussion

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Conduct the reviews and gather feedback. Use the Sample Agenda for Materials Review and Discussion as a template.

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Statewide Webinar #1: Why Materials Matter Slideshow

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Statewide Webinar #1: Why Materials Matter Slideshow

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An overview on why high-quality instructional materials are critical for schools and districts and the implications for students, families and educators. Research shows that high-quality instructional materials can make a difference for students, but the materials used in classrooms are not always aligned to standards.

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Self-Study Guide for Implementing Early Literacy Interventions

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Self-Study Guide for Implementing Early Literacy Interventions

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NEW! Science of Reading Pathway G: Ohio’s Language and Literacy Course Sequence for Prekindergarten 

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NEW! Science of Reading Pathway G: Ohio’s Language and Literacy Course Sequence for Prekindergarten 

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Statewide Webinar #6 - Engaging Stakeholders through HQIM Recorded Session

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Statewide Webinar #6 - Engaging Stakeholders through HQIM Recorded Session

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This session will examine the importance of stakeholder engagement and building trust through intentional, consistent and transparent two-way communication.

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Statewide Webinar#6 Engaging Stakeholders through HQIM

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Dyslexia Screening

Tier 1 (Universal) Screening

Universal screening, referred to as a tier 1 dyslexia screening measure in Ohio's dyslexia support laws (ORC 3323.251), identifies the students whose current level of skills indicate they may be at risk of reading difficulties such as dyslexia.

NOTE: There are no exceptions or exemptions in the dyslexia support laws. All students in the specified grade bands must receive the universal screener and any subsequent follow up that is required based on the screener results.

As stated on page 46 of Ohio's Dyslexia Guidebook, assessing children with complex communication needs, as well as those with visual impairments, may require adaptations to standardized procedures. If the assessment you are using does not offer instructions for how to adapt the assessment protocol to serve diverse learners, assistive technologies may be used to meet individual access needs.

The document " Administering Literacy Assessment for Students with Low Incidence Disabilities and Complex Communication Needs" (January 2024 version) provides resources and recommendations for accommodations and scaffolds districts may use when administering district wide literacy screenings and benchmarks or reading diagnostics. These can be used when administering the required tier 1 dyslexia screener, as well as the reading diagnostic required under the Third Grade Reading Guarantee and other district assessments. The purpose of these is to ensure these assessments provide proper data related to the reading abilities of students with complex communication need and low incidence disabilities.

The following additional resources may be used to learn more about these adaptations:

Progress Monitoring and Tier 2 (Intervention-Based Diagnostic) Screening

Students identified as at risk must be progress-monitored for up to 6 weeks and an intervention-based diagnostic (tier 2) screener must be administered to students who continue to exhibit risk for dyslexia.
Note that in lieu of the progress-monitoring period, an intervention-based diagnostic (tier 2) screener can also be administered immediately to any student who received a universal (tier 1) screener.

Districts and schools must use a universal (tier 1) screener from this approved list. There is no approved list of tier 2 screeners but districts and schools can refer to Section 2 and Appendix B of Ohio's Dyslexia Guidebook for guidance in making their selection.

The " Literacy Assessment Selection Tool K-6" is a useful tool for schools and districts looking to identify and choose their tier 1 and tier 2 dyslexia screeners. It describes the different skills that each screener should identify.

Screening Timelines for the 2023-24 School Year

Kindergarten students: Universal (tier 1) screening must occur between the first day of January of their kindergarten year and prior to the first day of January of the following school year.
Grades 1-3: There is no specified time window for students in these grades but must occur within the 2023-24 school year.
Grades 4-6: Upon parent request or teacher request with parent permission.
Transfer kindergarten students: During the school's regularly scheduled screening of the kindergarten class or within 30 days after the student's enrollment if the screening already has been completed, or within thirty days after the student's parent, guardian, or custodian requests the screening or grants permission for a screening.
Transfer students in grades 1-3: Within 30 days after the student's enrollment for those who transfer midyear, or within thirty days after the student's parent requests the screening or grants permission for the screening.
Transfer students in grades 4-6: Within 30 days of the student's parent requests the screening or grants permission for the screening.
Note: A district or school is not required to administer a tier one dyslexia screening measure to a student in grades K-6 who transfers into the district or school midyear if the student's records indicate a screening was administered to the student by the district or school from which the student transferred during that year.

Screening Timelines for the 2024-25 School Year and Beyond

Kindergarten students: Universal (tier 1) screening must occur between the first day of January of their kindergarten year and prior to the first day of January of the following school year.
Grades 1-6: Upon parent request or teacher request with parent permission.
Transfer kindergarten students: During the school's regularly scheduled screening of the kindergarten class or within 30 days after the student's enrollment if the screening already has been completed, or within thirty days after the student's parent requests the screening or grants permission for a screening.
Transfer students in grades 1-6: Within 30 days of the student's parent requests the screening or grants permission for the screening.
Note: A district or school is not required to administer a tier one dyslexia screening measure to a student in grades K-6 who transfers into the district or school midyear if the student's records indicate a screening was administered to the student by the district or school from which the student transferred during that year.

Communication with Families

There are several requirements for districts to maintain consistent communication with families regarding students' screening results and reading progress. These include:

Sharing results of the universal (tier 1) screener for students identified as at risk.

Sharing results of progress monitoring for students who continue to demonstrate risk and will be administered the intervention-based diagnostic (tier 2 ) screener

Results of the intervention-based diagnostic (tier 2 ) screener, along with information about reading development, the risk factors for dyslexia and a written explanation of the district or school's structured literacy program.

Templates and examples of written notification can be found on the OSU Family Engagement Center website. Please note that these are examples and templates only; districts are not required to use these templates but are encouraged to review them as a resource and adapt as desired and appropriate.
Additional Resources

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Tier 1 (Universal) Screening Universal screening, referred to as a tier 1 dyslexia screening measure in Ohio's dyslexia support laws (ORC 3323.251), identifies the students whose current level of skills indicate they may be at risk of reading difficulties such as dyslexia. NOTE: There are no exceptions or exemptions in the dyslexia support laws.

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Do a deep dive into the materials to better understand the design. Consider using the Materials Study Agenda to assist in the conversations.

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Self-Study Guide for Implementing Literacy Interventions in Grades 3-8

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Self-Study Guide for Implementing Literacy Interventions in Grades 3-8

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Statewide Webinar #6 - Engaging Stakeholders through HQIM Slideshow

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Statewide Webinar #6 - Engaging Stakeholders through HQIM Slideshow

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This session will examine the importance of stakeholder engagement and building trust through intentional, consistent and transparent two-way communication.

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Consider using the Mini-Workbook to determine the plan for coaching.

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Reading Improvement and Monitoring Plan Template 

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Reading Improvement and Monitoring Plan Template 

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Statewide Webinar #7 - Studying and Winnowing Options for HQIM Recorded Session

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Statewide Webinar #7 - Studying and Winnowing Options for HQIM Recorded Session

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This session will feature a deeper dive into resources for investigating possible material options and winnowing down those options.

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Statewide Webinar #7 Studying and Winnowing Options for HQIM

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NEW Administering Literacy Assessments for Students with Low Incidence Disabilities and Complex Communication Needs

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NEW Administering Literacy Assessments for Students with Low Incidence Disabilities and Complex Communication Needs

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Develop an implementation plan. Consider the key interactions you will need for lesson and unit internalization, common planning, department meetings, observations and student work analysis.

Provide ongoing, materials - based professional learning and coaching.

Step back and adjust the plan.

Annually reset.

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10 Key Policies & Practices for Reading Intervention

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10 Key Policies & Practices for Reading Intervention

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PD in the Science of Reading Update 1/3/24

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PD in the Science of Reading Update 1/3/24

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates.

Professional Development in the Science of Reading

​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

The Department's professional development courses are currently under development and are anticipated to be available statewide in early 2024.

Professional Development for Teachers

Information on professional development course sequences and pathways for teachers in the following roles will be available in early 2024:

Teachers of grades kindergarten through five

English language arts teacher of grades six through twelve

Intervention specialists, English learner teachers, reading specialists and instructional coaches who serves any of grades pre-kindergarten through twelve

Teacher who teaches a subject area other than English language arts in grades six through twelve.

Professional Development for Administrators

Information on the professional development course for administrators will be available in early 2024.

Similar Trainings to Meet the Requirements

The Department has determined the following professional development and/or training courses are similar trainings to the Department's professional development courses in the science of reading and evidence-based strategies for effective literacy instruction. As such, any teacher or administrator who has previously completed one of the following courses or trainings is considered to have satisfied the requirement to complete a professional development course provided by the Department for purposes of Section 265.330(A)(2) of H.B. 33. Please note that certain courses or trainings have been determined to be similar training only for certain roles, content areas, or grade levels.

PreK-Grade 12

Pre-Kindergarten Only

The following trainings represent comprehensive trainings that include all components of emergent literacy and are similar trainings for the purpose of meeting the professional development requirement for prekindergarten intervention specialists, English learner teachers, reading specialists and instructional coaches for prekindergarten only.

Keys to Emergent Literacy (Keys to Literacy)

LETRS Early Childhood (Lexia Learning)

Grades 6-12 Content Area Teachers Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for teachers of subject areas other than English language arts in grades 6-12 only.

Keys to Adolescent Literacy (Keys to Literacy)

Key Comprehension Routine (Keys to Literacy)

Key Vocabulary Routine (Keys to Literacy)

Keys to Content Writing (Keys to Literacy)

Administrators Only

The following trainings are similar trainings for the purpose of meeting the professional development requirement for administrators only.

LETRS for Administrators (Lexia Learning)

Pathways to Literacy Leadership (AIM Institute for Learning and Research)

Stipends for Teachers

Under state law, stipends are available for the following:

$1,200 for each of the following:

A teacher of grades kindergarten through five;

An English language arts teacher of grades six through twelve;

An intervention specialist, English learner teacher, reading specialist, or instructional coach who serves any of grades pre-kindergarten through twelve.

$400 for each teacher who teaches a subject area other than English language arts in grades six through twelve.

Stipends are available only for the completion of professional development courses developed by the Department to meet the requirements under state law.
The Department aims to provide additional information on the distribution of available funds to districts and schools in early 2024. The process of determining reporting mechanisms and payment processes is under development. More details regarding timelines and funding are forthcoming and will be communicated broadly to districts and community schools when available.

Frequently Asked Questions

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Professional Development in the Science of Reading

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If interested in receiving updates regarding professional development in the science of reading, please sign up for Literacy updates. ​Under Section 265.330(A)(2) of House Bill 33 of the 135th General Assembly, districts and schools shall require all teachers and administrators to complete a course provided by the Department not later than June 30, 2025, except that any teacher or administrator who has previously completed similar training, as determined by the Department, shall not be required to complete the course.

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Statewide Webinar #7 - Studying and Winnowing Options for HQIM Slideshow

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Statewide Webinar #7 - Studying and Winnowing Options for HQIM Slideshow

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This session will feature a deeper dive into resources for investigating possible material options and winnowing down those options.

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The Importance of Screening and Progress Monitoring

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The Importance of Screening and Progress Monitoring

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The Importance of Screening and Progress Monitoring

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November 29, 2023

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Reading Improvement and Monitoring Plan (RIMP)Letter Revision Tool

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Reading Improvement and Monitoring Plan (RIMP)Letter Revision Tool

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Ohio's Statewide Family Engagement Center

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Build Trust with Families Through The Reading Improvement and Monitoring Plan (RIMP) Letter - Ohio's Statewide Family Engagement Center

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Every elementary school in Ohio sends letters home to families every year. One such letter received by thousands of families lets a family know their child's reading skills have been assessed and the child's skills are not on track for their grade level. It is a letter about a Reading Improvement and Monitoring Plan.

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This toolkit provides information on how instruction can be intensified when students who are receiving intervention are not making desired growth in reading. Use of assessments in the intensification process is described, and the “what” and “how” of instructional intensification is presented along a set of lessons and teaching materials.

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Statewide Webinar #8 - Supporting Diverse Learners through HQIM Recorded Session

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Statewide Webinar #8 - Supporting Diverse Learners through HQIM Recorded Session

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This session will provide an overview of how to find supports for diverse learners in HQIM and where to find that information in EdReports. Participants will learn how EdReports defines high-quality student supports and explore reports to see how those supports show up in materials.

Coming soon!

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Effective and Efficient Screening For Dyslexia in Schools

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November 29, 2023

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This session is focused on Implementing High-Quality Instructional Materials Aligned with the Science of Reading.

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Third Grade Reading Guarantee Parent RoadMaps

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Third Grade Reading Guarantee Parent RoadMaps

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Intensifying Instruction for Students with Dyslexia

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Intensifying Instruction for Students with Dyslexia

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Intensifying Instruction for Students with Dyslexia

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This toolkit provides information about how to intensify instruction for students with dyslexia who are not making progress as readers. You will learn intensification practices that can be used in the context of Tier I, Tier II, and Tier III instruction.

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Courses designed to benefit any educator who supports literacy instruction across the K-12 grade band

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Courses designed to benefit any educator who supports literacy instruction across the K-12 grade band

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This section provides an overview of key concepts, research and models of reading development. Courses are designed to benefit any educator who supports literacy instruction across the K-12 grade band. The early grades are a critical time for students to learn the foundational skills associated with reading and improve on those skills.

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Local Literacy Plan Guidance Video Series

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Local Literacy Plan Guidance Video Series

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Share your videos with friends, family, and the world

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Statewide Webinar #8 - Supporting Diverse Learners through HQIM Slideshow

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Statewide Webinar #8 - Supporting Diverse Learners through HQIM Slideshow

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This session will provide an overview of how to find supports for diverse learners in HQIM and where to find that information in EdReports. Participants will learn how EdReports defines high-quality student supports and explore reports to see how those supports show up in materials.

Coming soon!

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The goal of this course is to provide an overview of instructional coaching for literacy, resources to support growth as a coach, and questions to guide reflection and application of learning. This course is designed to help literacy coaches, building and district leaders and other staff who support the improvement of literacy instruction, develop a high-quality and data-driven approach to instructional coaching.

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Shifting to the Science of Reading Discussion Guide for School and District Teams

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Shifting to the Science of Reading Discussion Guide for School and District Teams