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How is MTSS currently implemented in your setting?

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How is MTSS currently implemented in your setting?

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What are the main points or key takeaways from your section?

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What are the main points or key takeaways from your section?

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How does this information impact our work?

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How does this information impact our work?

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What are some actions we can take based on this information?

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What are some actions we can take based on this information?

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What are the main points or key takeaways from your section?

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What are the main points or key takeaways from your section?

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How does this information impact our work?

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How does this information impact our work?

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What are some actions we can take based on this information?

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What are some actions we can take based on this information?

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What are the main points or key takeaways from your section?

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What are the main points or key takeaways from your section?

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How does this information impact our work?

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How does this information impact our work?

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What are some actions we can take based on this information?

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What are some actions we can take based on this information?

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What are the main points or key takeaways from your section?

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What are the main points or key takeaways from your section?

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How does this information impact our work?

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How does this information impact our work?

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What are some actions we can take based on this information?

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What are some actions we can take based on this information?

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How do you ensure data is used consistently across the tiers to make informed decisions?

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How do you ensure data is used consistently across the tiers to make informed decisions?

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What data sources are you using to identify students needing additional support?

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What data sources are you using to identify students needing additional support?

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All students with dyslexia demonstrate the same problems with reading.

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All students with dyslexia demonstrate the same problems with reading.

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How do different team members collaborate to support students across all tiers?

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How do different team members collaborate to support students across all tiers?

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What systems are in place to communicate progress and intervention effectiveness with families and staff?

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What systems are in place to communicate progress and intervention effectiveness with families and staff?

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What areas of MTSS would you like to improve or refine moving forward?

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What areas of MTSS would you like to improve or refine moving forward?

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What changes can be made to strengthen universal instruction and supports?

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What changes can be made to strengthen universal instruction and supports?

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How do you identify students who need targeted interventions (Tier 2)?

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How do you identify students who need targeted interventions (Tier 2)?

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What processes are in place to provide individualized support for students with more intensive needs (Tier 3)?

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What processes are in place to provide individualized support for students with more intensive needs (Tier 3)?

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New Changes to Ohio's Dyslexia Support Laws

House Bill 33 of the 135th General Assembly included several important updates to Ohio's dyslexia support laws.

Professional Development (Ohio Revised Code 3319.077)

The following dyslexia professional development requirements apply to teachers in grades K-3 and special education teachers in grades K-12 who are employed by a city, local or exempted village school district, community school or STEM school.

Teachers hired before April 12, 2021, who provide instruction to students in the following grade bands must complete the required professional development in accordance with the following timeline:

By the beginning of the 2023-2024 school year: Teachers of grades K-1, including special education teachers.

By Sept. 15 of the 2024-2025 school year: Teachers of grades 2-3, including special education teachers.

By Sept. 15 of the 2025-2026 school year: Special education teachers of students in grades 4-12.

Teachers hired after April 12, 2021, who provide instruction to students in the grade bands outlined above must complete the required professional development by the later of the aforementioned dates or two calendar years after the hiring date (unless the teacher completed the professional development while employed by a different district or school).

Dyslexia Screening (ORC 3323.251)

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.

Additional updates for screening transfer students can be found on the Dyslexia Screening webpage.

The 2023-2024 List of Approved Universal Dyslexia Screeners is now available

The list and detailed information are available at the List of Approved Assessments page on the Department's website.

A streamlined list of approved assessments that meet the requirements of tier 1 dyslexia screening and/or the K-3 diagnostic is also available.

Administering Literacy Assessments for students with Low incidence disabilities and complex communication needs

This document 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.

Literacy Assessment SelEction Tool K-6 now available

The Literacy Assessment Selection Tool describes the different skills that should be assessed by tier 1 and tier 2 dyslexia screeners and will assist districts and schools with choosing screeners. The document can be found.

Ohio's Introduction to Dyslexia, Kindergarten-Grade 3 course is available through the learning management system

Questions can be sent to Dyslexia@education.ohio.gov. If you need additional account support after consulting the linked support documents above, please contact OH|ID Profile Help at Profile.Help@education.ohio.gov for OH|ID assistance. If you are in the LMS application and need additional support, please contact LMS Support at LMSSupport@education.ohio.gov.

OHIO'S INTRODUCTION TO DYSLEXIA, Grade 4-12 COURSE IS AVAILABLE THROUGH THE LEARNING MANAGEMENT SYSTEM

Questions can be sent to Dyslexia@education.ohio.gov. If you need additional account support after consulting the linked support documents above, please contact OH|ID Profile Help at Profile.Help@education.ohio.gov for OH|ID assistance. If you are in the LMS application and need additional support, please contact LMS Support at LMSSupport@education.ohio.gov.

Helpful Resources for Districts and Families

Ohio's Dyslexia Guidebook

The Department is pleased to announce Ohio's Dyslexia Guidebook is available. As required by Ohio law, Ohio's Dyslexia Guidebook contains best practices and methods for universal screening, intervention and remediation for children with dyslexia or children displaying dyslexic characteristics and tendencies. Districts and schools should use the guidebook to access critical information for successful implementation of Ohio's dyslexia support laws.

The Department will develop additional resources and guidance to support schools and districts. The FAQ page will be updated as needed.
For questions about Ohio's Dyslexia Guidebook or Ohio's dyslexia support laws, please contact Dyslexia@education.ohio.gov.
Helpful Resources

Federal Funding Guidance: This document contains federal funding guidance for districts and schools to use federal Title funds, IDEA Part B School-aged Special Education funds (ages 3-21) and IDEA Part B Early Childhood Special Education funds (ages 3-5) to implement Ohio's Dyslexia Support laws.

House Bill 436 mandated a cost analysis report to ascertain the potential financial costs incurred by school districts to implement Ohio's dyslexia support laws. The final Cost Study Analysis is now available to download as well as the accompanying Appendix with detailed information.

On January 9, 2021, Governor Mike DeWine signed a set of laws strengthening dyslexia supports for Ohio's children. The new dyslexia support laws establish dyslexia screening measures (ORC 3323.251), professional development for identifying dyslexia and instructing students with dyslexia (ORC 3319.077), a structured literacy certification process for teachers (ORC 3319.078) and the Ohio Dyslexia Committee (ORC 3323.25). The following is a summary of the new set of laws:

Requires the Ohio Department of Education to establish the Ohio Dyslexia Committee consisting of 11 members;

Requires the Ohio Dyslexia Committee to develop a dyslexia guidebook for screening, intervention and remediation for children with dyslexia or displaying dyslexic characteristics and tendencies;

Requires the Ohio Dyslexia Committee to prescribe the number of clock hours of dyslexia-related professional development required for teachers;

Permits the Ohio Dyslexia Committee to make recommendations regarding ratios of students to teachers who have received certification in identifying and addressing dyslexia, the school personnel who should receive the certification and whether professional development requirements should include completing a practicum;

Requires the Department, in collaboration with the Ohio Dyslexia Committee, to identify screening and intervention measures that evaluate the literacy skills of students using a structured literacy program;

Requires school districts and other public schools to administer annual dyslexia screenings beginning in the 2022-2023 school year;

Phases in over three years dyslexia-related professional development requirements for public school teachers;

Requires school districts and other public schools, beginning in the 2022-2023 school year, to establish a structured literacy certification process for teachers.

Frequently Asked Questions

Ohio's Rule for Phonics

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House Bill 33 of the 135th General Assembly included several important updates to Ohio's dyslexia support laws. The following dyslexia professional development requirements apply to teachers in grades K-3 and special education teachers in grades K-12 who are employed by a city, local or exempted village school district, community school or STEM school.

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Ohio's Statewide Family Engagement Center

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You searched for dyslexia support - Ohio’s Statewide Family Engagement Center

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Parents for Reading Justice is an Ohio-based parent advocacy organization that provides free resources to parents so that they can more effectively learn about dyslexia

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For more resources and information about implementing literacy instruction aligned with Ohio's Plan to Raise Literacy Achievement, access the resources for each age band.

Emergent Literacy Early and Conventional Literacy Adolescent Literacy

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Implementing Ohio's Plan to Raise Literacy Achievement: Resources for School Leaders

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For more resources and information about implementing literacy instruction aligned with Ohio's Plan to Raise Literacy Achievement, access the resources for each age band. Emergent Literacy Early and Conventional Literacy Adolescent Literacy

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Ohio's Plan to Improve Learning Experiences and Outcomes for Students with Disabilities

Building on Each Child, Our Future and modeling its partnership-based approach, the Ohio Department of Education convened stakeholders to craft a plan aimed at improving learning experiences and outcomes for students with disabilities. Beginning in January 2019 and wrapping up in December 2019, stakeholders and staff from the Department worked together to identify a set of recommendations for increasing literacy skills, improving disproportionality, promoting postsecondary success, fostering inclusive leadership and advancing high-quality instructional practices among educators who serve students with disabilities.

These recommendations ultimately resulted in Each Child Means Each Child: Ohio's Plan to Improve Learning Experiences and Outcomes for Students with Disabilities.

Each Child Means Each Child offers recommendations, tactics and action steps to ensure Ohio's 270,000 students currently enrolled in public schools who have been identified with disabilities benefit from the vision and core principles heralded in Ohio's strategic plan for education.

Each Child Means Each Child uses data to illustrate what education looks like for Ohio's students with disabilities. Additionally, it organizes recommendations, tactics and actions to improve these educational experiences into three major focus areas. These include:

Getting to the Problem Early - Multi-Tiered System of Support

Building Educators' and Systemwide Capacity - Professional Learning

Educating for Living a Good Life - Postsecondary Readiness and Planning

The plan also contains stories that demonstrate how student outcomes might improve when the recommendations of the plan are implemented.

Guiding Coalition

In 2020, the Guiding Coalition was established to advise the Department's Office for Exceptional Children in the development of a five-year implementation plan for operationalizing Each Child Means Each Child, a roadmap for improving learning experiences and outcomes for students with disabilities.

Guiding coalitions are groups whose members have credibility within their organizations and within the larger education arena and the expertise to contribute to shaping change efforts. As such, members of the Guiding Coalition not only advise on the development of the implementation plan but also serve as champions for the work of the Office for Exceptional Children, communicate the work as it's being developed and bring feedback from the field to the office as the work progresses. This communication feedback loop is instrumental in supporting the Department in anticipating roadblocks and designing statewide models or approaches that can be used by all Ohio districts and their schools and community schools to ensure equitable opportunities to learn are provided for every child.
Guiding Coalition Member Roster

Overview: Students with Disabilities Improvement Plan

Workgroup Focus

Four workgroups were established to drive development of the plan. Each workgroup was comprised of representatives from schools, disability advocacy organizations and other key partners who have expertise in the education of students with disabilities. Ohio Department of Education staff members supported each workgroup. The four workgroup themes were identified with leadership from the steering committee and input from key stakeholders.

Workgroups proposed recommendations to be considered by both the steering committee and internal Department staff committees. These recommendations facilitated the development of Each Child Means Each Child, Ohio's Plan to Improve Learning Experiences and Outcomes for Students with Disabilities, which aligns to Each Child, Our Future, Ohio's strategic plan for education.

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Building on Each Child, Our Future and modeling its partnership-based approach, the Ohio Department of Education convened stakeholders to craft a plan aimed at improving learning experiences and outcomes for students with disabilities.

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts.

To search by Topic or Keyword, use the Practice Guide Search.

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts. To search by Topic or Keyword, use the Practice Guide Search.

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7 Mighty Moves: Research-Backed, Classroom-Tested Strategies to Ensure

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This book is a must-read for any teacher interested in applying the science of reading in K-3! Readers will find the literacy routines and lessons Kemeny uses every day with her students detailed in the book, along with links to video demonstrations showing how she puts them into practice.

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Teacher Professional Learning | Literacy, Math | MTSS

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Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Publisher Approved Professional Learning

Online Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academy

Onsite Math Academy

Teaching Reading Sourcebook 3rd Edition

Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Publisher Approved Professional Learning

Online Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academy

Onsite Math Academy

Teaching Reading Sourcebook 3rd Edition

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Teaching Reading Sourcebook, 3rd Edition - Teacher Professional Learning | Literacy, Math | MTSS

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Curriculum Implementation Literacy Coaching & Site Implementation Support Early Literacy Planning & Implementation Collaboration Publisher Approved Professional Learning Online Elementary Reading Academy Adolescent Literacy Solutions Curriculum Implementation Rise in Math Math Coaching Online Math Academy Onsite Math Academy Teaching Reading Sourcebook 3rd Edition Curriculum Implementation Literacy Coaching & Site Implementation Support Early Literacy Planning & Implementation Collaboration Publisher Approved Professional Learning Online Elementary Reading Academy Adolescent Literacy Solutions Curriculum Implementation Rise in Math Math Coaching Online Math Academy Onsite Math Academy Teaching Reading Sourcebook 3rd Edition

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Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1

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This accessible volume helps school leadership teams accomplish the crucial yet often overlooked task of improving universal instruction—Tier 1 within a multi-tiered system of support (MTSS). Strong universal instruction reduces the numbers of PreK–12 students who may need additional services and su…

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The High-Leverage Practice guidance document was collaboratively developed by the CEEDAR Center and the Council for Exceptional Children. Along with the document itself, these supplemental resources have been created to help assist the spread and implementation of the HLPs.

As the HLPs are refreshed to reflect emerging research, evolving cultures and context, and student diversity, we have reorganized the structure to focus on HLPs that are foundational to designing and implementing high-quality instruction, while still recognizing the need for and importance of all 22 HLPs. The HLPs are now organized under the following four domains: Collaboration, Data-driven Planning, Instruction in Behavior & Academics, and Intensify & Intervene as Needed. Seven HLPs have been designated as pillar practices needed to produce strong outcomes for the broadest range of students. To reflect how HLPs work together and are used concurrently, the remaining HLPs are embedded in these pillars. The HLP refresh also includes the following: emphasis that HLPs are for all teachers, alignment with multi-tiered systems of support (MTSS), emphasis on culturally inclusive pedagogies and practices, elementary and secondary examples, and writing specific to practitioners.

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High-Leverage Practices Resources | CEEDAR

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This page provides resources and presentations regarding high-leverage practices.

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Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS

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Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single mu…

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Screening assessments are not designed to diagnose dyslexia but rather to identify risk.

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How the tiered supports look different at each different level, as well as Identifying Dyslexia as a Specific Learning Disability

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How the tiered supports look different at each different level, as well as Identifying Dyslexia as a Specific Learning Disability

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Universal screening measures should be administered 3x per year in KG-3; by request for grades 4-6

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Districts must establish a system for certifying teachers K-3 for structured literacy

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Creates a guide for best practice in order to comply with state guidelines as well as build a strong foundation for screening and supporting students with dyslexia 

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Creates a guide for best practice in order to comply with state guidelines as well as build a strong foundation for screening and supporting students with dyslexia 

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A guide for a self examination of what you can do in your district, to make sure students are supported in all tiers. Also being able to target each essential component of reading in the best way.

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A guide for a self examination of what you can do in your district, to make sure students are supported in all tiers. Also being able to target each essential component of reading in the best way.

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-Instruction needs to be explicit and systematic, and we need a solid Tier 1 to support early learners.

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School psychologists could be a resource for teachers as they develop their understanding of the impacts of dyslexia

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-For structuring and supporting MTSS/RTI in our buildings, ensuring we are implementing something research-based and with fidelity, as well as decision making of when to move forward with an evaluation.

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-We can share out this information with our building MTSS/RTI teams, to ensure each team member is on the same page with regards to the science of reading.

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Despite the state providing guidelines, schools are operating differently. Tier 1 seems to be figured out, but tier 2 is less clear. It's been a learning process!

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Continue to support staff and administrators

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School staff should review screening data to see if there is a high number of students not meeting the benchmarks (suggesting that Tier 1 instruction should be reviewed)

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Progress monitoring should occur weekly while at at-risk student is receiving additional instruction

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Should provide early intervention to students that aren't necessarily needing SDI

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SP's could be asked to review screening or benchmark data or to make suggestions on interventions

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Streamline data to meet requirements for IAT and dyslexia progress monitoring.

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This is information that has been widely understood by our school psych community. Some of the big items to note would be the prescribed time for tiers as well as progress monitoring.

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Hopefully more knowledge about the tiered process and access to information we know.