# data[].attributes.attachment_link.title
Part 1 Cohort 4 Each Child On Track Regional Meeting-9_5_25-Meeting Recording

# data[].attributes.attachment_link.title
Part 2 Cohort 4 Each Child On Track Regional Meeting-9_5_25-Meeting Recording

# data[].attributes.attachment_link.title
Part 3 Cohort 4 Each Child On Track Regional Meeting-09_05_25-Meeting Recording

# data[].attributes.attachment_link.title
Each Child On Track Regional Meeting_ 9_5_25

# data[].attributes.attachment_link.title
Each Child On Track Regional Meeting_8_29_25

# data[].attributes.attachment_link.title
Each Child on Track Cohort 4 School District Calendar 4_29_25 (1)

# data[].attributes.attachment_link.readable_text
The Department, along with many partners, is committed to increasing student attendance, engagement and academic achievement. The Department's collective effort, Future Forward Ohio, encompasses the state's strategic priorities for helping students recover from the impact of the pandemic. Attendance is a critical concern: students need to be present to engage with learning as student attendance directly impacts student achievement and graduation. Chronic absenteeism, defined as students missing 10% or more of school hours due to absence of any reason, can lead to younger students struggling with learning to read by third grade, decreased achievement in middle school and difficulty graduating high school. This document provides schools and districts with examples of tiered interventions for attendance and a series of frequently asked questions on attendance laws.

General Questions

Commonly Used Definitions

Tracking and Reporting Attendance

Excessively Absent

Habitually Truant

District Policies

FERPA

General Questions

What is the state doing to support attendance?

The Department partners with several organizations to support schools and districts in decreasing chronic absenteeism. Their work includes helping schools and districts implement attendance campaigns, identify root causes in attendance data, provide professional development and resources, utilize attendance data and provide tiered supports and connect with students who are struggling with chronic absenteeism. They are also assisting the Department with building regional capacity using educational service centers and state support teams. These partners include:

Using Ohio's Whole Child Framework, schools and districts can directly impact their students' attendance through tiered prevention and attendance supports. The framework places the whole child at the center, where schools, families and community partners work together to meet students' basic needs, and create safe, engaging, and supportive learning environments. A comprehensive whole child approach leads to better outcomes for students, including higher academic achievement, better attendance and a positive school experience.

The following foundational supports help educators achieve these outcomes:

Review district attendance policies annually to ensure they align with policies and expectations

Clearly communicate attendance expectations, policies and procedures to the entire school community

Have consistent attendance procedures throughout the district

Engage in partnerships with community members, local businesses and local juvenile courts to provide services and supports to families

Use positive family and community engagement strategies

Provide information for English Learners and families in their home language

Incorporate attendance into the district or school PBIS model

Establish early warning systems to identify students who are struggling with attendance

In addition to these supports, schools and districts can implement tiered interventions which help get students to school every day. Students experiencing difficulty with attendance can be struggling with a variety of issues at different times throughout the school year. Sometimes multiple issues occur simultaneously, and they can range from transportation problems to academic struggles to health-related concerns. A tiered system allows for broad supports to ensure every student can and does attend school along with targeted supports to address individual needs.

These examples of Tier I interventions aim to prevent absenteeism before it affects achievement.

Tier I

Create surveys for families and community members that determine and assess attendance barriers

Use multiple forms of personal communication for families, including phone calls, emails, staff notes and letters and social media accounts when sharing whole-school attendance reminders or reporting individual student absences

Use resources to recognize and reward good or improved attendance, rather than perfect attendance

Include attendance data in teacher-based teams, PBIS teams, building leadership teams and district leadership teams

Provide access to food, health and supports for other basic needs

Regularly monitor attendance data to identify trends and address barriers

Notify parent or guardian of student absences

Using school attendance data, schools and districts can identify students who need extra support. Early interventions (Tier II) can address concerns before students reach absence thresholds while more intense interventions (Tier III) may be needed.

Tier II

Use absenteeism data to identify students at-risk for reaching excessive attendance thresholds

Provide parent and guardian educational based programs, interventions and supports

Arrange conferences with families to identify attendance barriers and form solutions

Tailor interventions to physical and mental health supports

Provide academic and technical support to families and students

Develop and implement an absence intervention plan

Tier III

Support counseling or mediation

Provide coordinated case management with multiple tiers supporting students and families

Connect to intervention programs available through juvenile authorities

Refer for truancy charges, if applicable

Commonly Used Definitions

What is the definition of chronic absenteeism?
Chronic absenteeism, as defined by Ohio's Every Student Succeeds Act Plan, is missing 10 percent or more of the school year for any reason. It includes excused and unexcused absences. Schools and districts are encouraged to provide supports to the student and his or her family before the student has missed 10 percent of the school year.

What is the definition of excessive absences?
Ohio Revised Code 3321.191(C)(1)states that a student is excessively absent "with a nonmedical excuse or without legitimate excuse from the public school the child is supposed to attend for thirty-eight or more hours in one school month, or sixty-five or more hours in a school year."

What are the definitions of medical and nonmedical excuses?

Ohio laws defines excused and unexcused absences and medical and nonmedical excused absences. Schools and districts can review and update local board-adopted attendance policies to include definitions of medical and nonmedical excuses, including a process and timeline for submitting medical excuses.

What is the definition of habitual truancy?

In ORC 2151.011(B)(18), a habitually truant student is "any child of compulsory school age who is absent without legitimate excuse for absence from the public school the child is supposed to attend for thirty or more consecutive hours, forty-two or more hours in one school month, or seventy-two or more hours in one school year."
Habitual truancy is different from chronic absenteeism. Habitual truancy only counts absences without a legitimate excuse. When a student meets the definition of habitually truant, the district is required to assign the student to an absence intervention team to develop a plan with the family. Only when those interventions are unsuccessful does the school or district file a truancy complaint.

What is the difference between chronic absenteeism, excessive absences and habitual truancy?

Below is a breakdown of how different types of absenteeism compare.

Absenteeism Type

Consectutive
Hours

Hours per School Month

Hours per School Year

Chronic Absenteeism

NA

NA

10% of total hours either excused or unexcused

Excessive Absences

NA

38 excused or unexcused hours absent unless the absence is medically excused

65 excused or unexcused hours absent unless the absence is medically excused

Habitual Truancy

30 hours without a legitimate excuse for the consecutive absences

42 hours without legitimate excuses for absences

72 hours without legitimate excuses for absences

Tracking and Reporting Attendance

Are there additional Education Management Information System (EMIS) reporting requirements?
Yes, Ohio law(ORC 3321.191(E)) requires districts to report the information below:

1. When the district notified a parent or guardian that a student has excessive absences.

2. When a child has been absent without legitimate excuse from the public school the child is supposed to attend for 30 or more consecutive hours, 42 or more hours in one school month, or 72 or more hours in one school year.

3. When a child of compulsory school age who has been adjudicated an unruly child for being a habitual truant violates the court order regarding that adjudication.

4. When an absence intervention plan has been implemented for a child under Ohio law (ORC 3321.191).

In what situations can an absence be excused?

Even if an absence is excused, it still results in loss of educational opportunities that cannot be made up. Nonetheless, there are times when a student simply cannot be at school. ORC 3321.04and OAC 3301-69-02 outline the situations in which an absence can be excused. Districts are encouraged to add to this list of excused absences to adapt their attendance policies to fit the needs of their students and families.

Why do excused absences count toward excessive absence triggers?

When a student is regularly absent from school, the student is not only missing instruction time, but they are also missing opportunities for interventions, supports and social interactions. Furthermore, excessive absences may serve as an early warning indicator that districts can use to address absences before a student becomes habitually truant. Likewise, a student may need support to get to school every day even though the student's absences are excused. Ultimately, there may be a larger problem contributing to the absences that schools and districts will have to identify.

Do absences caused by suspensions count toward excessive absences triggers?

Suspensions do count toward excessive absences because the definition of excessive absences does not distinguish between legitimate and not legitimate reasons for missing school.

Do absences caused by suspensions count toward habitual truant triggers?

Though suspensions are considered unexcused absences, they do not count toward truancy triggers because suspensions represent a legitimate excuse to be out of school.

Are students who cannot attend school due to chronic or terminal illness considered excessively absent or habitually truant?

A student cannot be considered excessively absent or habitually truant for medical-related absences. Districts can work with families to monitor the student's absences that are a result of the identified medical condition. Students would not be referred to the absence intervention team to develop and complete a plan for absences due to documented illness or absences related to the illness. Further, a student would not be referred to court for medical-related absences. Districts have discretion through their local policies to tailor their approaches to attendance, absences and truancy to the unique needs of their student populations.

When students are tardy to school, is that time counted toward chronic absenteeism?

Yes. Students can miss instructional time at any time of day, whether it is excused or unexcused. Being one hour late to school, leaving school two hours early, or leaving and returning midday for an appointment are all examples of hours away from instruction. These missed hours contribute to chronic absenteeism, and if they are unexcused, will also count toward habitual truancy.

Excessively Absent

What is compulsory school age?

ORC 3321.01 states that child between six and eighteen years of age is "of compulsory school age". A child under six years of age who has been enrolled in kindergarten also shall be considered "of compulsory school age" unless at any time the child's parent or guardian, at the parent's or guardian's discretion and in consultation with the child's teacher and principal, formally withdraws the child from kindergarten.

What happens when a student becomes excessively absent from school?

In the event a child of compulsory school age is absent with a nonmedical excuse or without legitimate excuse from the public school the child is supposed to attend for 38 or more hours in one school month or 65 or more hours in a school year, ORC 3321.191 directs that the following must occur:

The district will notify the student's parents or guardians in writing within seven days of the triggering absence if the absences are for nonmedical reasons or without legitimate excuse;

The student will follow the district's policy for addressing excessive absences; and

The district may refer the student and family to community resources, as appropriate.

How must the district notify the family when a student becomes excessively absent?

A district must notify the student's family in writing within seven days of the triggering absence. A district can consider different modes of communication when notifying the family. This may include an email, or friendly letter in the mail. Districts need to record the date the notice was given in their district's student information system.

What happens when a student becomes excessively absent from school but has medical excuses?

The definition of excessively absent to includes absences with nonmedical excuses or without legitimate excuses for 38 hours in a month or 65 hours in a year according to ORC 3321.191 (C)(1). If a student is absent for 38 hours in a month or 65 hours in a year with medical excuses, the district is not required to notify the student's parents, guardians, or custodians in writing.

Do students with excessive absences need to have personalized absence intervention plans developed by their schools' or districts' absence intervention teams?

No, unless the absences surpass the threshold for habitual truancy. Students who have met the threshold for excessive absences but are not considered habitually truant do not need absence intervention plans developed by their schools' or districts' absence intervention teams.

Do students with excessive absences need submitted for a truancy complaint?

No. Schools and districts only submit truancy complaints for habitually truant students.

Habitually Truant

What happens when a student becomes habitually truant from school?

When a student is habitually truant, the following will occur:

Within seven school days of the triggering absence, the district will:

Within 10 calendar days of the triggering absence, the student will be assigned to the selected absence intervention team (ORC 3321.19 (D)(1));

Within 14 school days after the assignment of the team, the district will develop the student's absence intervention plan (ORC 3321,191(C)(2)(a));

Within seven calendar days after the plan is developed, the district shall make reasonable efforts to provide written notification to the student's parent or guardian (ORC 3321.191(C)(2)(a)).

Are all districts required to have absence intervention teams?

No. Districts with chronic absenteeism rates of 5 percent or greater on the most recent Ohio School Report Cards must establish absence intervention teams for students who are habitually truant (ORC 3321.19(E)). This applies to districts and community schools. If a district is required to have an absence intervention team, all schools in that district are subject to the requirement.

Who is required to participate on the absence intervention team?

Membership of each absence intervention team should vary based on the needs of each individual student, but each team MUST include:

1. A representative from the school or district;

2. Another representative from the school or district who has a relationship with the child; and

3. The child's parent (or parent's designee) or the child's guardian, custodian, guardian ad litem or temporary custodian. Refer to 3321.191(C)(2)(c) and 3321.191(C)(2)(d).

The district may invite a school psychologist, counselor, social worker, representative of a public or nonprofit agency, or representative from the court to participate on the team.

The parent may appoint a designee, such as a relative or other trusted adult, if the parent is unable to participate. If, after three good faith attempts, the district is unable to ensure participation of the parent, ORC 3321.191(C)(2)(e) allows the team will develop the student's absence intervention plan without the parent.

What is the role of an absence intervention team?

The absence intervention team develops a student-centered absence intervention plan that will help identify specific barriers and solutions to attendance for every child who is habitually truant. Participation of the student and his or her parent or guardian in the plan helps to remove barriers to attendance and avoid filing criminal complaints against the student in juvenile court.

What if a district cannot engage the parent in the absence intervention team after three good faith attempts?

The district must make three good faith efforts to engage the student's parent, guardian custodian, guardian ad litem, or temporary custodian, as outlined in the district's local policy. If the parent is unable to participate in the absence intervention team, the student's parent may appoint a parent designee, such as a relative or other trusted adult.

A parent does not have to participate in the absence intervention team in person if they are unable to do so. Absence intervention teams can consider alternatives for including parents, such as conference calls or video conferencing.

If, after three good faith attempts, the district is unable to ensure participation of the parent or the parent's designee, the team can develop the student's absence intervention plan without the parent. Districts have seven days after the plan's completion to send the plan to the student's parents.

How long is the Absence Intervention Plan in place?

The student has 60 calendar days to participate and make satisfactory progress on the plan. The absence intervention team works with the student to avoid additional absences from school. If the student does not participate or make satisfactory progress on the plan, as determined by the absence intervention team, the attendance officer must file a complaint in juvenile court against the student on the 61st calendar day after the implementation of the absence intervention plan (ORC 3321.16 (B)(3)).

What determines if a student has made satisfactory progress on the absence intervention plan?

When the absence intervention team defines what satisfactory progress looks like in the student's plan, the student and the family will have a clear understanding of how to be successful. The absence intervention team will meet before the conclusion of the absence intervention plan to determine if the student made satisfactory progress based on the metrics shared in the plan. The team may consider attendance barriers in the determination. Satisfactory progress may not look the same for all students. Students who have made satisfactory progress do not meet the requirements for truancy.

What happens if a student reaches another habitually truant threshold while on the absence intervention plan?

If at any time during the implementation phase of the absence intervention plan the student is absent without legitimate excuse 30 or more consecutive hours or 42 or more hours in one school month, the district must have its attendance officer file a complaint against the student (ORC 3321.16 (B)). This requirement does not apply if the absence intervention team has determined the student has made satisfactory progress on the absence intervention plan.

Does an absence intervention plan carry over from one school year to the next school year?

If a student becomes habitually truant within 21 school days prior to the last day of instruction of a school year, the school district or school may assign one school official to work with the child's parent, guardian, custodian, guardian ad litem or temporary custodian to develop an absence intervention plan during the summer. If the school district or school selects this method, the district and student must implement the plan no later than seven calendar days prior to the first day of instruction of the next school year. Alternatively, the school district or school may reconvene the absence intervention process on the first day of instruction of the next school year.

In ORC 3321.16(B)(3), in regard to students not successfully implementing their absence intervention plans, if the 61st calendar day after the implementation of the absence intervention plan falls on a day during the summer months, at the school district's discretion, the absence intervention team or the attendance officer may extend the implementation of the plan and delay the filing of the complaint for an additional 30 days from the first day of instruction of the next school year.

District Policies

Are absences due to leave or deployment of military family members excusable?
Yes, according to OAC 3301-69-02 (B)(2)(k), absences of students with military family members may be excused when military family members' deployment, leave or other activities interferes with the student's attendance.

Are absences due to student homelessness excusable?
Yes. Schools and districts should define excused absences in their policies for students experiencing homelessness when missed instructional time is directly related to the students' homelessness. Here are additional resources for homeless youth.

Are absences for pre-enlistment military responsibilities excusable?
According to OAC 3301-69-02 (B)(2)(h), absence from instructional time for pre-enlistment reporting to military enlistment processing station is an excusable occurrence. Excusing authorities may require written confirmation of pre-enlistment reporting of absent students. Schools and districts should work with recruiters to ensure that most pre-enlistment activities take place outside of instructional time.

How should districts handle pre-planned multi-day absences?

Schools and districts can create policies for pre-planned and multi-day absences. These can range from religious holidays, family vacations, or other pre-planned prolonged periods of missed instructional time. Schools and districts should communicate attendance expectations with families throughout the school year using a variety of communication methods.

In OAC 3301-69-02 (A)(3), the term "regular attendance" is used. What does regular attendance mean?
In OAC 3301-69-02 (A)(3), schools and districts need to define regular attendance in their local policies. Consider both good and improved attendance when creating these definitions since a student could be achieving regular attendance after the school helps remove barriers to a student attending school.

Is an appointment concerning mental health a medically excused absence?

According to OAC 3301-69-02 (B)(2)(e), students missing instructional time for mental or behavioral health appointments or treatment from medical providers is an excusable absence that schools and districts should add to their attendance policies. Schools and districts may require the written statement from a medical or mental health professional.

What is the difference between a district policy to address excessive absences and a student absence intervention plan for habitual truancy?

Every district must have an approach to addressing attendance and excessive absenteeism outlined in their district truancy and attendance policies (ORC 3321.191). District policy outlines the district's interventions, supports and processes for ensuring every student gets to school every day. When a student is excessively absent, the district must notify the student's parent or guardian in writing and follow its truancy and attendance policy to assist that student and his or her family in getting to school regularly (ORC 3321.191 (C)(1)).

A student absence intervention plan is a student-centered, personalized plan developed to address barriers to attendance when a student becomes habitually truant. A student absence intervention plan is only required for students who are habitually truant. The district or school absence team develops the student absence intervention plan collaboratively with the student and his or her family or guardian. In addition to resources, the absence intervention plan contains agreed-upon strategies and interventions for getting the student to school every day. The student absence intervention plan holds the student and his or her parents or guardian accountable for attending school regularly.

Continued absences or failure to make progress toward implementation of the absence intervention plan will result in the district filing a complaint with juvenile court.

Can districts suspend or expel students for truancy?

No, districts cannot suspend (out of school) or expel students for truancy (ORC 3313.668 (A)). Districts can work proactively work with families and community organizations to break down barriers that prevent students from attending school.

Do local policies have to address zero tolerance?

Yes. Districts must have zero tolerance policies for violent, disruptive or inappropriate behavior by their students per Ohio Revised Code 3313.534. However, districts must remove "excessive absences" from their zero tolerance policies. Districts also are no longer allowed to suspend or expel students for being absent from school without legitimate excuse (ORC 3313.668 (A)).

Do local policies need to define medical excuses for absence?

Yes. The definitions of medical and nonmedical excuses are within the discretion of the districts. Local board-adopted attendance policies should be updated to include definitions of medical and nonmedical excuses, including a process and timeline for submitting medical excuses
(OAC 3301.69.02 (B)(2)).

FERPA

# data[].attributes.attachment_link.description
The Department, along with many partners, is committed to increasing student attendance, engagement and academic achievement. The Department's collective effort, Future Forward Ohio, encompasses the state's strategic priorities for helping students recover from the impact of the pandemic. Attendance is a critical concern: students need to be present to engage with learning as student attendance directly impacts student achievement and graduation.

# data[].attributes.attachment_link.title
Each Child On Track School District Activities Overview 4_16_25

# data[].attributes.attachment_link.title
Cohort 3 Each Child On Track Welcome Webinar 5_21_25

# data[].attributes.headline
Dropout Prevention & Recovery Schools ONLY Data Collection 

# data[].attributes.subject
Dropout Prevention & Recovery Schools ONLY Data Collection 

# data[].attributes.attachment_link.title
Early Warning Indicator Data Collection Form (Alternate Form)

# data[].attributes.attachment_link.description
Early Warning Indicator Data Collection Form (Alternate Form).

# data[].attributes.attachment_link.readable_text
Routinely use a set of comprehension-building practices to help students make sense of the text

Part 3A. Build students' world and word knowledge so they can make sense of the text

Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read

Part 3C. Teach students a routine for determining the gist of a short section of text

Part 3D. Teach students to monitor their comprehension as they read

# data[].attributes.attachment_link.keywords[]
reading intervention; reading instruction; literacy; reading difficulties; reading disabilities; comprehension; fluency; decoding; comprehension monitoring; world knowledge; word knowledge; vocabulary; stretch text; grade 4; grade 5; grade 6; grade 7; grade 8; grade 9

# data[].attributes.attachment_link.title
WWC | Providing Reading Interventions for Students in Grades 4-9

# data[].attributes.attachment_link.description
Routinely use a set of comprehension-building practices to help students make sense of the text Part 3A. Build students' world and word knowledge so they can make sense of the text Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read Part 3C.

# data[].attributes.attachment_link.readable_text
Students with Individualized Education Programs and Graduation Requirements

To graduate with a regular diploma ¹, students in the classes of 2023 and beyond must follow a typical pathway to meet Ohio's graduation requirements in addition to any requirements adopted by their district of residence for the student's four-year graduation cohort. This includes earning all required credits, demonstrating competency, and earning two diploma seals. All students in Ohio can follow a typical pathway to graduation. However, students with an Individualized Education Program (IEP) may also graduate via other options based on the IEP team's decision per Ohio Revised Code 3323.011 .

It is important that the IEP team carefully consider the use of these options so as not to lower expectations and limit student opportunities for post-school engagement. The Students with IEPs Graduation Decision-Making Tool will assist an IEP Team to answer these two questions:

1. Has the student with an IEP followed a typical pathway to meet graduation requirements?

2. When must the student with an IEP exit secondary school?

Students with Individualized Education Programs Graduation Decision-Making Tool
The graduation requirement options based on IEP team decision are highlighted below within the context of the three main components of the graduation requirements.

1. Course Completion

Ohio law outlines the course requirements all students must complete to earn a diploma. Ohio students must earn a minimum of 20 course units in specified subject areas. Districts and schools may have requirements that exceed the state minimums outlined below.

A student with a disability may meet curriculum requirements for graduation by completing the individualized education program as determined by the IEP team. This option is outlined in Ohio Revised Code 3313.61 (A)(1). It is recommended that this option is used only under the most unique circumstances in order to afford all students an opportunity to the services and supports needed to access and make progress within a rigorous curriculum in the least restrictive environment.

2. Demonstration of Competency

State law says that all students must take the Algebra I (or Integrated Math I) and English language arts II end-of-course tests or the mathematics and English language arts alternate assessments[1]. If a student does not obtain a "competency" score of 684 on the end-of-course exams or a score of Basic on the alternate assessments, the student must be offered and receive remedial support from the student's district or school and retake the test(s) or assessment(s) for which they did not meet the required score. Students have several other options through which they can demonstrate competency beyond Ohio's state tests or alternate assessments. If the student on an IEP still does not attain the required score, the IEP team may exempt the student from the requirement to demonstrate competency (on either end-of-course exams or alternate assessments) for the subject area not passed per Ohio Revised Code 3313.61 (L) or the student may choose from any other pathways to demonstrate competency.

It is recommended that the IEP team fully explore student participation in one of the four alternative demonstrations of competency prior to exemption from this component. This ensures that students have access to all options available to their typical peers that may increase opportunities for post-school engagement and success.

3. Demonstrating Readiness (Earning State Diploma Seals)

All students ( Ohio Revised Code section 3313.6114) must demonstrate readiness for graduation by earning two of the 12 available diploma seals. One of the seals earned must be one of the nine state-defined seals. A student with an IEP is eligible to earn any seal through the same process as students without an IEP, with two exceptions for students who take the Alternate Assessment for Students with the Most Significant Cognitive Disabilities. The specifics are outlined below.

Citizenship Seal

Students with an IEP who participate in the Ohio Alternate Assessment for Students with the Most Significant Cognitive Disabilities may earn the seal by earning a score of Basic on the social studies alternate assessment.

Science Seal

Students with an IEP who participate in the Ohio Alternate Assessment for Students with the Most Significant Cognitive Disabilities may earn the seal by earning a score of Basic on the science alternate assessment.

1 There is one diploma in Ohio. Whichever pathway a student takes, they will still receive the same diploma. However, if the student does not follow the typical pathway, the state cannot count the student as a graduate in the Federal Special Education Graduation Rate.

# data[].attributes.attachment_link.description
To graduate with a regular diploma 1, students in the classes of 2023 and beyond must follow a typical pathway to meet Ohio's graduation requirements in addition to any requirements adopted by their district of residence for the student's four-year graduation cohort. This includes earning all required credits, demonstrating competency, and earning two diploma seals.

# data[].attributes.attachment_link.readable_text
Welcome to YOUR NEW ED STEPS system! ED STEPS will enable districts to develop one comprehensive plan for student growth and leverage all its federal and other resources in creating programs based on available funding to better serve students and communities. This will make it easier for districts and schools to coordinate administrative planning with program planning and implementation.

For a quick look at ED STEPS, see our ED STEPS Brochure.

ED STEPS Planning Cycle

As part of the Ohio Department of Education's ED STEPS process, organizations within Ohio are assigned to one of three cohorts. Each cohort is associated with a starting year. Cohorts 1, 2 and 3 have starting fiscal years of 2022, 2023 and 2024, respectively. In each year, the organizations that are part of that cohort will begin three-year planning. This will include identifying needs in a three-year format and writing three-year plans. For more information please check out our pages below.

Trainings

More details can be found on the ED STEPS Training Page

ED STEPS - OPEN OFFICE HOURS (1:00 PM - 2:00 PM)

Open office hours will start on Thursday, February 2, 2023 and be every Thursday until May 30, 2023. Please click this link to join: Open Office Hours

Cohort 1/2 Webinar

Revisions and updated to the One Needs Assessment / New One Plan

Thursday, April 13, 2023, Morning Session: 10:00 AM -12:00 PM. Click HERE to join the meeting.

Thursday, April 13, 2023, Afternoon Session: 1:00 PM - 3:00 PM. Click HERE to join the meeting.

To learn more about the ED STEPS project, see:

# data[].attributes.attachment_link.description
Welcome to YOUR NEW ED STEPS system! ED STEPS will enable districts to develop one comprehensive plan for student growth and leverage all its federal and other resources in creating programs based on available funding to better serve students and communities. This will make it easier for districts and schools to coordinate administrative planning with program planning and implementation.

# data[].attributes.attachment_link.title
Keeping Students with Disabilities On Track for Graduation | Ohio Department of Education

# data[].attributes.attachment_caption
RESOURCE IES 2017 Practice Guide to Preventing Dropout in Secondary Schools

# data[].attributes.attachment_link.readable_text
We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

# data[].attributes.attachment_link.title
Expectation and Implementation Rubric Scoring Sheet

# data[].attributes.attachment_link.description
Expectation and Implementation Rubric Scoring Sheet.

# data[].attributes.attachment_link.readable_text
The Student Recovery Dashboards are tools designed to better understand the impact of the pandemic on Ohio's students and progress towards academic recovery. The District Student Recovery Dashboards allow for a statewide view of public school students, as well as the ability to sort by public district. The School Student Recovery Dashboard allows for a building-level look at recovery data for public schools in Ohio, including community schools.

The introductory page of the dashboard captures key indicators such as enrollment, graduation, K-3 on track diagnostic trends, chronic absenteeism and proficiency scores. The tiles to the left allow users to take a deeper look at other contextual information, including ESSER spending rate, KRA data and early literacy.

The Student Recovery Dashboards illustrate many of the same trends documented in Data Insights reports. The challenges facing Ohio's students are clear, as are the many efforts underway to help students succeed. Future Forward Ohio encompasses the state's strategic priorities for helping students recover from the impact of the pandemic, with a focus on students who experienced the greatest disruptions to learning. A dashboard only tells part of the story, click a button below to find highlights of how relief money is being spent to accelerate learning, help students overcome obstacles and prepare students for college and careers.

# data[].attributes.attachment_link.description
The Student Recovery Dashboards are tools designed to better understand the impact of the pandemic on Ohio's students and progress towards academic recovery. The District Student Recovery Dashboards allow for a statewide view of public school students, as well as the ability to sort by public district.

# data[].attributes.body
Review this PDF to see what is in the electronic form.

# data[].attributes.attachment_link.readable_text
Stay in the Game! unites partners, districts, experts, collaborators, and leaders of all kinds to leverage individual strengths to better support Ohio's schools and districts through collective impact. Our leading partners founded the network in concert with school districts to make sure our schools have teammates in this critical work. We can make more progress playing as a team - bringing all of our expertise, skills and perspectives to the field.

# data[].attributes.attachment_link.title
Stay in the Game! - Keep Learning, Every Day

# data[].attributes.attachment_link.description
Stay in the Game! unites partners, districts, experts, collaborators, and leaders of all kinds to leverage individual strengths to better support Ohio's schools and districts through collective impact. Our leading partners founded the network in concert with school districts to make sure our schools have teammates in this critical work.

# data[].attributes.attachment_link.readable_text
Ohio provides a system for supporting districts and schools according to their needs for improvement. This differentiated accountability system identifies local educational agencies (LEAs) and traditional public schools based on state and federal data. The identifications listed below (in alphabetical order) exist due to legal mandates:

​District Identifications

Academic Distress Commission (ADC)

​​Districts are subject to an academic distress commission after receiving an overall grade of F or an overall rating of less than two stars on the Ohio School Report Cards for three consecutive years ( Ohio Revised Code: Section 3302.10).

Fiscal Caution, Fiscal Watch and Fiscal Emergency

​​Districts are designated for financial oversight based on requirements from the Ohio Revised Code: Chapter 3316, which includes fiscal caution, fiscal watch, and fiscal emergency.

Reading Achievement Plans

​​​Districts must complete Reading Achievement Plans (RAPs) if they receive low performance ratings on the Ohio School Report Card in Literacy for two consecutive years ( Ohio Revised Code: Section 3302.13).

Special Education Profiles and Ratings

​​​​The Special Education Profile is a reporting and monitoring tool, through which districts receive required actions based on indicator performance. The Individuals with Disabilities Education Act ( IDEA) requires states to measure services and results for students with disabilities using these indicators.

Annual Special Education Determinations are required by Section 300.600(a)(2) of IDEA. In Ohio, Special Education Determinations are known as Special Education Ratings. The Special Education Rating follows up monitoring of the Special Education Profile with a rating on the community school's implementation of the IDEA.

Student Group Accountability

​​Districts are identified as student group accountability (formerly known as Watch districts) if they have low-performing English Learners, Economically Disadvantaged Students, Students with Disabilities, and/or Gifted Students ( Ohio Revised Code: Section 3317.40).

School Identifications

Federal ESEA - Support and Improvement

In alignment with federal requirements ( ESEA section 1111(c)(4)(D)) and Ohio's Every Student Succeeds Act (ESSA) state plan, the state's lowest-performing schools, both traditional public and community schools, are identified as Comprehensive Support and Improvement (CSI) schools, Targeted Support and Improvement (TSI) schools and Additional Targeted Support and Improvement (ATSI) schools.

Identified Schools

Reading Achievement Plans

​Community schools must complete Reading Achievement Plans (RAPs) if they receive low performance ratings on the Ohio School Report Card in Literacy for two consecutive years ( Ohio Revised Code: Section 3302.13. ​

Special Education Profiles and Ratings

The Special Education Profile is a reporting and monitoring tool, through which schools receive required actions based on indicator performance. The Individuals with Disabilities Education Act ( IDEA) requires states to measure services and results for students with disabilities using these indicators.

Annual Special Education Determinations are required by Section 300.600(a)(2) of IDEA. In Ohio, Special Education Determinations are known as Special Education Ratings. The Special Education Rating follows up monitoring of the Special Education Profile with a rating on the community school's implementation of the IDEA.

Student Group Accountability

​​Schools, both traditional public and community schools, are identified as student group accountability (formerly known as Watch schools) if they have low-performing English Learners, Economically Disadvantaged Students, Students with Disabilities, and/or Gifted Students ( Ohio Revised Code: Section 3317.40)

Title I Schoolwide

​Districts that operate Title I schoolwide programs, which allow comprehensive reform strategies to improve the academic achievement of all students in the school, may consolidate federal, state and local funds to upgrade a school's entire educational program ( ESEA Section 1114). ​

Identification Dashboard

The identification dashboard provides a statewide view of data from schools (including community schools) and districts identified by Ohio's federal and state accountability systems. This includes CSI, TSI and ATSI schools, as well as student group accountability schools and districts. The dashboard shows a statewide view of the cut scores for each identification type, as well as details about these calculations. The data reveals progress towards exiting statuses and can be sorted in a variety of ways.
Back to Top

Department Identification Resources Back to Top

# data[].attributes.attachment_link.description
Ohio provides a system for supporting districts and schools according to their needs for improvement. This differentiated accountability system identifies local educational agencies (LEAs) and traditional public schools based on state and federal data.

# data[].attributes.headline
Early Warning Indicator Data Collection Form (updated 10.10.24)

# data[].attributes.subject
Early Warning Indicator Data Collection Form (updated 10.10.24)

# data[].attributes.attachment_link.title
Early Warning Indicator Data Collection Form.v3

# data[].attributes.attachment_link.description
Early Warning Indicator Data Collection Form.v3.

# data[].attributes.headline
Early Warning Indicator Data Collection Form PDF (updated 10.10.24)

# data[].attributes.subject
Early Warning Indicator Data Collection Form PDF (updated 10.10.24)

# data[].attributes.body
Review this PDF to see what is on the electronic data collection form.

# data[].attributes.headline
Early Warning Indicator Data Collection Guidance (Updated 10.10.24)

# data[].attributes.subject
Early Warning Indicator Data Collection Guidance (Updated 10.10.24)

# data[].attributes.attachment_link.title
Literacy Academy on Demand | Ohio Department of Education

# data[].attributes.attachment_link.title
Attendance Support | Ohio Department of Education

# data[].attributes.attachment_link.description
It is important for every student in Ohio to attend school every day. Attendance studies routinely show the connection between regular attendance and critical school measures such as reading proficiently, performing well academically, and graduating from high school.

# data[].attributes.attachment_link.readable_text
Introduction

The Ohio Department of Education & Workforce, in partnership with EdReports, developed content area rubrics to assist teachers, districts, and school leaders in identifying high-quality, standards-aligned instructional materials (HQIM). The rubrics were designed with Ohio educators in mind and were vetted by a range of stakeholders to reflect Ohio's diverse needs.

These content area HQIM rubrics are meant to be used in conjunction with the  Ohio Curriculum Support Guide as part of a complete review, selection, and implementation process. Instructional materials selection is an important district decision, and conducting a thorough review of instructional materials at the local level is critical. Review teams can use the rubrics as a tool to aid in their decision-making process. Pursuant to ORC 3301.079 (B) (3) and 3313.60, it is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational materials for use in the public schools within their district. Districts and schools should use their professional expertise to determine the suitability of any particular resources for use in their districts, schools, or classrooms.

Rubric Use

Content-area HQIM rubrics serve as a resource to support local teachers, districts, school leaders, and regional teams. Rubrics may be used by review and selection teams in any of the following ways:

To inform selection: HQIM rubrics serve as a guide for selecting instructional materials by providing criteria for evaluation.

As professional learning: HQIM rubrics identify professional learning needs to enhance educators' ability to support student learning effectively.

For stakeholder involvement: Rubrics facilitate stakeholder involvement in the review process, ensuring diverse perspectives are considered in defining high-quality instructional materials.

The rubrics can also be used to make the most of existing materials. They can:

Pinpoint the strengths and gaps in current materials.

Develop guidance tools and curricular supports.

Highlight areas of need for professional learning opportunities.

Plan for professional learning communities.

Consider where or when supplements or scaffolding may be needed.

Guide the design of instructional materials when necessary.

Content area rubrics and guidance documents are available in the following areas:

English Language Arts HQIM Information

Under  Ohio law, instructional materials in English language arts must be aligned with the science of reading and strategies for effective literacy instruction. Please see  High-Quality Instructional Materials in English Language Arts  for requirements.

Additional Resources

# data[].attributes.attachment_link.description
The Ohio Department of Education & Workforce, in partnership with EdReports, developed content area rubrics to assist teachers, districts, and school leaders in identifying high-quality, standards-aligned instructional materials (HQIM). The rubrics were designed with Ohio educators in mind and were vetted by a range of stakeholders to reflect Ohio's diverse needs.

# data[].attributes.body
Scarborough's Reading Rope provides a framework for understanding the vital components that are necessary for students to read proficiently. These components should guide the assessments provided to students who struggle to read and the interventions provided to them.

# data[].attributes.attachment_link.title
Scarborough’s Reading Rope | Really Great Reading

# data[].attributes.attachment_link.description
[row][oneHalf][/oneHalf][oneHalf]What is Scarborough’s Reading Rope?In 2001, Dr. Hollis Scarborough created the Reading Rope using pipe cleaners to convey how the different “strands” of reading are all interconnected yet independent of one another. For many students, learning to read is a challenge. Scarborough’s Rope captures the complexity of learning to read. Scarborough’s

# data[].attributes.attachment_link.description
Welcome to the Algebra series! The Algebra series is a set of six (6) modules that aim to equip educators with a combination of content and pedagogical knowledge for teaching Algebra 1. In particular, these modules take into account those students who may have experienced difficulties with math in the past and provide pedagogical tactics aimed at supporting this group of learners.

# data[].attributes.headline
Implementing Ohio's Plan to Raise Literacy Achievement, Grades 6-12

# data[].attributes.subject
Implementing Ohio's Plan to Raise Literacy Achievement, Grades 6-12

# data[].attributes.attachment_link.description
Project STAIR is a resource for teachers and parents who are looking for help in teaching their students math. Project STAIR is a research project collaboration between the University of Missouri, Southern Methodist University, and the University of Texas at Austin.

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

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

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

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

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

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

# data[].attributes.attachment_link.title
Each Child On Track School District Roles and Responsibilities 4_16_25

# data[].attributes.attachment_link.title
Each Child On Track Cohort 4 Welcome Webinar-20250521_143301-Meeting Recording

# data[].attributes.attachment_link.description
Schools in Cohort 1, 2 and 3 will receive up to $30,000.00 and schools in Cohort 4 will receive up to $5,000.000 in fiscal year 2026 through the ED STEPS One Funding Application (OFA) to implement supports and interventions that will address district need(s) identified by Early Warning data and the Each Child On Track Expectation and Implementation Rubric data within the Each Child On Track State Systemic Improvement Plan Memorandum of Understanding. This scope of work will describe the: 1) district need(s) that have been identified by Early Warning Data and the Each Child On Track Expectation and Implementation Rubric; 2) supports and interventions the district will implement to address the identified need(s); 3) specific items that will be purchased to implement the supports and interventions; and 4) the manner in which the supports and interventions will increase the number of students with disabilities who will graduate with a regular diploma. Districts may consider using the Ohio Evidence-based Clearinghouse, or What Works Clearinghouse to identify supports and interventions. The Each Child On Track Design and Implementation Team will review and approve the scope of work. Preference will be given to supports and interventions that are evidence-based or are clearly cited as an effective practice. The Each Child On Track Design and Implementation Team reserves the right to request revisions to and decline purchases within the scope of work. The total amount of funds cannot exceed $30.000.00 for schools in Cohort 1, 2 and 3 and $5,000.00 for schools in Cohort 4. Funds cannot be used for: purchase or lease of a vehicle or housing unit construction (building materials, lighting, flooring, paint, etc.) food or gift cards for food Incentives such as lanyards, t-shirts, movie tickets, etc.There is flexibility for purchasing incentives that directly impact student engagement in school such as tickets to a school football game or play. The Each Child On Track Design and Implementation Team will make decisions on these requests on a case-by-case basis.Please complete the survey below.

# data[].attributes.attachment_link.title
Each Child On Track Supports and Intervention Scope of Work-20250819_140324-Meeting Recording

# data[].attributes.attachment_link.title
Each Child On Track Meeting Evaluation (8.26.25)

# data[].attributes.attachment_link.description
Each Child On Track Meeting Evaluation (8.26.25).

# data[].attributes.attachment_link.readable_text
We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

# data[].attributes.attachment_link.title
Each Child On Track Meeting Evaluation (9.5.25)

# data[].attributes.attachment_link.description
Each Child On Track Meeting Evaluation (9.5.25).

# data[].attributes.attachment_link.title
Each Child On Track Implementation Rubric_Cohort 4

# data[].attributes.attachment_link.title
Each Child On Track All Cohort Data Meeting_9_10_25

# data[].attributes.attachment_link.authors[].name
Ohio Department of Education and Workforce Server

# data[].attributes.attachment_link.description
Each Child On Track Showcase (May 2026).