• Pathway A: Ohio’s Introduction to the Science of Reading, Kindergarten-Grade 5 Course

• Pathway B: Ohio’s Introduction to the Science of Reading Course, Kindergarten-Grade 5 (Abbreviated) 

• Pathway C: Ohio’s Introduction to the Science of Reading, Grades 6-12 Course 

• Pathway D: Ohio’s Introduction to the Science of Reading Course, Grades 6-12 (Abbreviated) 

• Pathway E: Ohio’s Introduction to the Science of Reading Course, Grades 6-12 Content Areas 

• Pathway F: Ohio’s Introduction to the Science of Reading Course, Administrators K-12 

• Pathway G: Ohio's Language and Literacy Course Sequence for Pre-K (through Cox Campus)

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)

Effective:

October 3, 2023

Latest Legislation:

House Bill 33 - 135th General Assembly

PDF:

Download Authenticated PDF

(A) As used in this section and section 3323.251 of the Revised Code:

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

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

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

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

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

(a) A school district superintendent appointed by the director of education and workforce;

(b) An elementary school principal appointed by the director;

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

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

(e) An employee of the department appointed by the director;

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

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

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

(i) A school psychologist appointed by the director;

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

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

(2) Each appointing authority shall determine a selection process for the appointments under this section. Each appointing authority that is not the director shall make and submit to the department each appointment prescribed under this section. Members of the committee shall serve at the pleasure of their appointing authority.

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

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

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

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

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

(3) Prior to its distribution, the guidebook shall be subject to final approval by the department.

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

(D) The department, in collaboration with the Ohio dyslexia committee, shall do all of the following:

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

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

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

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

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

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

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

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

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

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

David Kilpatrick is often referred to in any discussion about the Science of Reading. His book Equipped for Reading Success is a must-own for any primary teacher or literacy interventionist. It provides a practical step-by-step approach to teaching phonemic awareness and orthographic mapping.