Exhibit_3_Ohios-Plan-to-Raise-Literacy-Achievement.pdf

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Ohio’s Plan to Raise Literacy Achievement

January 2025

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Table of Contents Acknowledgments Introduction Section 1: Why A State Comprehensive Literacy Plan Is Needed

Comprehensive Needs Assessment Ohio’s Theory of Action for Language and Literacy Development

Section 2: Ohio’s Language and Literacy Vision Commitment 1: Bridge the gap between research and practice to support access to high-quality, evidence-based literacy instruction aligned with the science of reading Commitment 2: Ensure all learners are represented and supported throughout the language and literacy development continuum, which includes emergent, early, conventional, and adolescent literacy Commitment 3: Ensure all educators are supported in building knowledge and capacity to increase students’ language and literacy development through instruction aligned to the science of reading Commitment 4: Support the fidelity of implementation of evidence-based language and literacy practices aligned to the science of reading Commitment 5: Support quality planning and data-driven decision-making within a multi-tiered system of supports

Section 3: Infrastructure to Support Ohio’s Vision ReadOhio Foundation for Ohio’s Literacy Improvement Efforts Ohio’s Language and Literacy Drivers Supporting Implementation at the State and Regional Levels Measuring Success and Monitoring Progress of Ohio’s Goals Universal Supports for Local Implementation

Glossary References Appendices

Appendix A: State Literacy Team Members Appendix B: Ohio’s Theory of Action Appendix C: Ohio’s Coaching Model for Literacy Appendix D: State Strategies and Activities to Meet the Objectives of Ohio’s Plan to Raise Literacy Achievement Appendix E: Emergent Literacy Skills that Relate to Later Forms of Conventional Reading and Writing (Whitehurst and Lonigan, 2001) Appendix F: National Early Literacy Panel: Literacy Variables (NELP, 2008) Appendix G: Learning Progression for Developing Skilled Readers Appendix H: Evidence-Based Practices for Improving Adolescent Literacy Instruction and Providing Reading Interventions Appendix I: Measurements of Interim Change Appendix J: Protocol for Selecting and Supporting High-Quality Instructional Materials and Evidence-Based Practices Appendix K: Regional Support Teams for Literacy

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Acknowledgments Ohio’s Plan to Raise Literacy Achievement functions as a dynamic, working document to meet state, regional, and local needs for supporting language and literacy development.

The State Literacy Team, led by the Ohio Department of Education and Workforce’s Office of Literacy Achievement, is a group of experts in language and literacy content, instruction, intervention, assessment, professional learning, and policy. This team was established to best represent stakeholders that support educators and families from birth through grade 12.

Ohio’s State Literacy Team first assembled in 2017 to develop the state’s vision and direction for literacy. This team reconvened in 2019 to reflect on the initial implementation of Ohio’s Plan to Raise Literacy Achievement, analyze updated state and project-specific data, and offer recommendations to enhance the plan. The team continues to convene regularly to reflect on additional years of development and implementation and provide additional recommendations for accelerating the progress of this work. Most recently, the State Literacy Team convened in the fall of 2024 to reflect on the state’s historic investments in literacy and the integration of Ohio’s literacy efforts under Governor Mike DeWine’s ReadOhio initiative.

Department staff work collaboratively with the State Literacy Team to share Ohio’s Plan to Raise Literacy Achievement with state, regional, and local entities. The primary goal of this cross-organizational collaboration is to guarantee a consistent and coherent message about evidence-based language and literacy practices.

The State Literacy Team (Appendix A) includes individuals and experts from the following:

• Office of Ohio Governor Mike DeWine

• Ohio Center for Autism and Low Incidence

• The Outreach Center for Deafness and Blindness

• Ohio Department of Children and Youth

• State support teams and educational service centers

• Ohio Chapter of the American Academy of Pediatrics

• Ohio districts and schools

• Ohio colleges and universities

• State foundations and partnerships

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Introduction Literacy is the cornerstone of education, the foundation upon which interdisciplinary knowledge and skills are built. Just as a well-built cornerstone bears the load of an entire architectural structure, literacy bears the weight of all other educational endeavors and initiatives. When learners cultivate strong language and literacy skills, they can secure the autonomy to pursue personal and professional aspirations.

Ohio is committed to supporting an education system that prioritizes the language and literacy development of all learners, aligned with the Ohio Department of Education and Workforce’s key priorities: literacy, accelerating learning, workforce readiness, and student wellness.

In 2023, Ohio Governor Mike DeWine launched the ReadOhio initiative, a statewide effort to raise literacy achievement. State agencies and partner organizations are collaborating to anchor supports for families, educators, leaders, and community partners in the science of reading.

Ohio’s Plan to Raise Literacy Achievement articulates a state literacy framework to promote proficiency in reading, writing, and communication for all learners. Grounded by scientific research, the plan encourages a professional movement toward implementing data-based, differentiated, and evidence-based practices within various educational settings. Specifically, this plan illustrates Ohio’s strong language and literacy efforts and the state’s vision to expand and strengthen them to foster continuous improvement.

This plan aims to inform evidence-based language and literacy teaching and learning for all learners from birth through grade 12. Acquiring language and literacy skills affects learners’ access to and interest in content materials and instruction at all grade levels, and it permeates all aspects of their adult lives. Ohio does not treat language and literacy as a separate field of study or course; instead, language and literacy are integrated throughout all aspects of education. Thus, it is critical that every educator and educational activity promote language and literacy development.

Ohio regularly convenes its State Literacy Team, comprised of stakeholders involved with birth through grade 12 literacy. The Department asks its members with unique expertise in language and literacy content, assessment, instruction, intervention, district and state professional learning design, and program evaluation to support the development and implementation of the state’s comprehensive literacy plan.

Recent State Literacy Team convenings focused on reflecting on current implementation of Ohio’s Plan to Raise Literacy Achievement, analyzing updated state data, and offering recommendations to enhance the plan.

Key commendations include the following:

• Continued focus on the need for evidence-based instruction across a system of multi-tiered supports that aligns to the science of reading

• Connecting schools, districts, and early care and education programs to tools and resources that support the implementation of evidence-based language and literacy practices

• Clear alignment of statewide guidance, professional learning implementation supports, and policy levers to support best practices in literacy for all students, particularly in light of the state’s historic investments in literacy and the integration of Ohio’s literacy efforts under ReadOhio

The updates to Ohio’s Plan to Raise Literacy Achievement are based on the team’s recommendations in 2022 and 2024. The team will continue meeting to review and analyze state, regional, and local progress and revise the plan as needed to meet the needs of Ohio’s diverse learners.

This plan is not stagnant and is a place to begin exploring dispositions and knowledge. One of the Department’s goals for the plan is to inspire educators to dig deeper, seeking opportunities to grow their knowledge, abilities, and skills in the science of reading.

https://governor.ohio.gov/priorities/readohio/welcome/readohio

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Section 1: Why A State Comprehensive Literacy Plan Is Needed

Comprehensive Needs Assessment The use of data is a critical driver of systemic improvement, and Ohio is committed to using data to meet students’ needs and accelerate learning. In the spring of 2022, Ohio’s State Literacy Team examined selected 2021 and 2022 school year data, birth through grade 12, to update and inform the state’s comprehensive needs assessment. Ohio’s comprehensive needs assessment focuses on analyzing four critical pieces of data:

• A root cause analysis of the language and literacy needs of Ohio’s learners

• Learner performance data from 2023

• Literacy instruction data from Ohio districts and schools

• Additional data points that contextualize the educational experience of Ohio’s students

These data illustrate the critical need for explicit support for implementing evidence-based language and literacy instruction and intervention to improve learning outcomes. This need extends not only to the classroom but across all levels of the educational system — state, regional, district, school, and grade levels — as well as families and communities.

ROOT CAUSE ANALYSIS

To identify the language and literacy needs of Ohio’s learners, stakeholders participating in the development of the State’s Systemic Improvement Plan engaged in a root cause analysis. A root cause analysis is a structured, facilitated team process aimed at identifying breakdowns in processes and systems that result in undesirable outcomes, such as low literacy achievement. The purpose of a root cause analysis is to find out both what happened and why it happened, and then determine the changes that need to be made. Although this analysis was conducted several years ago, the results continue to inform Ohio’s vision for raising literacy achievement.

The stakeholder team identified the following five areas as the primary root causes of literacy underperformance

1. Learners who “start behind, stay behind”

Although learners may make progress in school — for example, make a year’s worth of growth in one school year — students who begin kindergarten academically behind generally remain behind.

2. District infrastructure/ support for educators

Districts are challenged in effectively supporting educators to support literacy instruction.

Specifically:

• District administrators have many responsibilities and currently are experiencing initiative overload.

• The larger the district, the less likely a teacher will receive effective supports.

• Districts often lack systems and structures that effectively plan for and implement evidence-based literacy instruction. It was found that programs changed frequently and did not identify evidence-based practices that can be implemented with fidelity.

• Due to limited funding and resources, many children lack access to early childhood programming and preschools, which affects their readiness for kindergarten and their earliest introduction to literacy development.

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3. Instructional practices

Districts were either not using effective instructional practices or not implementing them with integrity. Specifically, districts and schools:

using data to inform instruction)

• Had a limited understanding of how to build emergent and early literacy skills in young children

• Lacked deep knowledge of Ohio’s Learning Standards for English Language Arts, particularly foundational reading skills

4. District/building culture

The culture of the district or building often was not conducive to effective improvement.

Specifically, districts and schools lacked:

5. Family knowledge and involvement

Families were not being appropriately leveraged as partners in literacy improvement. Specifically, families lacked:

LEARNER PERFORMANCE DATA

Literacy inequities are visible statewide, but they are felt even more keenly in schools serving students from economically disadvantaged backgrounds, referred to as “high-needs schools.”

• In 2023, 1,711 of Ohio’s elementary, middle, and high schools were high-needs schools (as defined by the U.S.

Department of Education), serving more than 712,000 (43%) of Ohio’s students.

• While just over one-quarter (31%) of White, non-Hispanic students attended high-needs schools, 81% of Black students, 60% of Hispanic students, and 54% of multiracial students attended high-needs schools in 2023.

• About two-thirds (66%) of English learners attended high-needs schools in 2023, as did almost half (49%) of students with disabilities.

BIRTH THROUGH KINDERGARTEN ENTRY

Children in high-quality rated early childhood education programs perform significantly better on Ohio’s Kindergarten Readiness Assessment than their peers in lower-quality rated programs, specifically on language and literacy (Compass Evaluation and Research, 2017). There continues to be a need to reach more students with quality early education programs and quality literacy instruction.

Data from recent years show:

• In 2023, Ohio served more than 118,000 children birth through age 5 through federal and state early learning programs, representing 14% of children in that age group.

• Ohio serves more than 25,000 infants and toddlers in early intervention programs; 41% have substantial adaptive, cognitive, communication, physical, or social-emotional developmental delays.

• Just over 33,000 children with disabilities receive educational interventions between ages 3 and 5 in preschool special education programs.

• In 2023, 175,837 (36.7%) of Ohio’s students in kindergarten-grade 3 were not on track for reading on grade level. This indicates a notable decrease from 2022 when 39.7% of kindergarten-grade 3 students were not on track.

These data reflect encouraging progress regarding students’ early literacy skills and promising evidence that Ohio’s efforts to raise literacy achievement are taking effect. To ensure all students benefit, this work must continue.

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KINDERGARTEN THROUGH GRADE 12

Ohio has been making important strides toward improving literacy, yet data across the K-12 spectrum reveal significant numbers of students with persistent language and literacy difficulties. In addition, the effects of the pandemic have exacerbated existing gaps and inequities for Ohio’s learners. At every point along the spectrum, Ohio’s disadvantaged learners experience this struggle most acutely.

As seen in Figure 1 below, the proportion of kindergarten students demonstrating school readiness at the beginning of the school year has remained relatively consistent, at around 36%. The percentage of kindergarten students who scored on track for the language and literacy subscale of the Kindergarten Readiness Assessment has also remained relatively consistent over the past three years at around 46%. As noted above, these data underscore the need for equitable access to high-quality language and literacy learning experiences before students start formal schooling.

Fall 2021 Fall 2022 Fall 2023

37.9%

Emerging (lowest readiness category)

Approaching (middle readiness category)

Demonstrating (higheset readiness category)

35.4% 36.5% 33.8% 34.5% 33.7%

28.3% 30.1% 29.8%

Fall 2021 Fall 2022 Fall 2023

On Track in Language and Literacy

47.5%

44.3%

46.3%

In 2023, more than 59,000 (53.7%) of Ohio’s kindergartners entered school not on track relative to language and literacy skills, based on scores on the Kindergarten Readiness Assessment. These data consistently indicate that the majority of kindergartners continue to demonstrate difficulties in their early language and literacy skills as they begin formal schooling.

Ohio’s spring 2024 assessment results indicate slow but steady increases in reading proficiency since 2021. Just under 40% of students in grades 3 through 8 were not proficient on Ohio’s English language arts tests, including more than 43,000 (35.5%) of Ohio’s third graders. This performance represents a 12.6% increase from proficiency levels among third graders in the 2020-2021 school year. Despite some promising increases in overall reading proficiency, disaggregated data demonstrates that many of Ohio’s disadvantaged students are overrepresented among the state’s students who struggle with reading. Table 1 below shows significant discrepancy in proficiency rates when considering different student subgroups, particularly for students with disabilities, English learners, and Black and Hispanic students.

Figure 1. Distribution of kindergarten students scores on the Kindergarten Readiness Assessment by overall readiness category and on-track status for language and literacy.

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Table 1. 2023-2024 Statewide Reading Proficiency Rates by Demographic Group

Student Groups 2023-2024 Statewide Reading Proficiency Rate Grades 3-8

All students 60.9%

Economically Disadvantaged 47%

Students with Disabilities 21.9%

English Learners 42%

White, non-Hispanic 69%

Black, non-Hispanic 36.4%

Hispanic 45.4%

Multiracial 56.5%

Asian or Pacific Islander 73.6%

Alaskan Native or American Indian 52.7%

IMPACT OVER TIME

Student learning is cumulative by nature. Students who are not proficient in reading by third grade are three times more likely than their proficient peers to not graduate on time.

State data from the 2023-2024 school year shows that only 49.4% of Ohio’s eighth graders scored at least proficient on the English language arts assessment and 61.4% of the students taking Ohio’s English end-of-course high school exam scored proficient.

Based on the relationship between Ohio’s literacy measures and graduation, the struggles Ohio’s students face can significantly impact their futures. Among Ohio’s 2024 high school graduates, 88% had earned diplomas after four years (on time), which is the highest percentage of on-time graduates over the past five years.

While this represents a slight improvement over time, it still means nearly 16,000 students did not graduate on time or at all. Moreover, Ohio’s most disadvantaged students are overrepresented among students who do not graduate on time.

CORRELATION BETWEEN ENGLISH LANGUAGE ARTS AND MATHEMATICS PROFICIENCY

A large body of research has consistently shown that reading and math skills are highly and positively correlated, with some studies finding that anywhere from 30-70% of students with difficulties in either reading or math also experience difficulties in the other domain (Landerl & Moll, 2010). As seen in the figure below, a district-level analysis showed a clear and linear relation between students’ scores on the state English language arts and mathematics tests. Study results also showed that kindergarten students whose fall reading diagnostic scores were on track for reading at grade level were 2.7 times more likely to be proficient in third grade math than their kindergarten peers who were not on track in reading. These findings highlight the critical importance of early literacy skills and the extent to which reading proficiency impacts other academic areas as well.

Ohio students who enter kindergarten on track in language and literacy are seven times more likely to go on to score proficient on Ohio’s third grade English language arts assessment.

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Figure 2. Correlation between districts’ performance index on state ELA and math tests

LITERACY INSTRUCTION DATA

In the fall of 2023, the Ohio Department of Education and Workforce conducted a survey to obtain baseline information regarding the adoption and implementation of core curriculum and instructional materials in English language arts, as well as reading intervention programs being used by Ohio’s public schools. School districts, community schools, and science, technology, engineering, and mathematics (STEM) schools were required to participate in the survey. Key findings from that survey include:

• Less than one-third of districts and community schools (32.5%) reported using a core literacy curriculum that is on the state’s list of approved materials.

• Over one-half of responding districts and community schools (60%) reported using more than one published curriculum for K-5 core reading instruction and intervention.

In the spring of 2024, the Department released a list of approved high-quality instructional materials and core curriculum in English language arts and evidence-based reading intervention programs. Districts and community schools could select from these resources, with the goal of having all schools and districts implement the approved materials by the 2025-2026 school year. Trend data suggests there is significant progress toward meeting that goal already. Data from the 2023-2024 school year showed that 54.4% of districts and community schools have begun using or will be using approved materials, with only 20% of schools and districts still using unapproved instructional materials.

READING IMPROVEMENT AND MONITORING PLAN (RIMP) ANALYSIS

Research suggests that when students at risk for reading difficulties receive early and intensive intervention, they have a much stronger chance of achieving grade-level reading ability. Without early intervention, their difficulties are likely to persist and worsen over time as the demands of school increase. The likelihood of “catching up” decreases over time.

No single reason explains why a student struggles to read. Districts and community schools choose intervention strategies for students on Reading Improvement and Monitoring Plans on a case-by-case basis according to the unique needs of each student as determined by data. Schools are required to report the types of reading intervention services provided during the school year in the Department’s Education Management Information System (EMIS).

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A review of the reported data highlighted some notable trends in the delivery of reading intervention services for students in kindergarten through grade 3, specifically that:

• A large proportion of kindergarten students (88%) received explicit intervention in phonemic awareness as part of their Reading Improvement and Monitoring Plans, underscoring the importance of this key skill as students are in the early stages of word recognition instruction.

• In general, intervention strategies in the early grades tended to focus on word recognition (phonemic awareness, decoding, sight word recognition) but shifted to focus on supporting fluency and comprehension by grade 3.

• Explicit interventions in decoding and phonemic awareness remain frequently used intervention services across the second and third grade bands, suggesting that supports specific to word recognition continue to be necessary for students who experience reading difficulties.

For third grade students, intervention services are of particular importance for ensuring reading proficiency for future academic success. Table 2 shows the average fall and average spring scores on Ohio’s State Test for English Language Arts for third grade students receiving the five most frequently reported interventions and the levels of gain throughout the year. It is also important to note that just over one-half of third graders (52%, n = 30,252) received more than one type of intervention.

Although these results show that students on Reading Improvement and Monitoring Plans demonstrated significant progress throughout the year, these results also show that, on average, most students still are not scoring at or above grade-level proficiency even after receiving intervention services. In fact, only 37% of third grade students on Reading Improvement and Monitoring Plans (n = 21,327) scored at or above grade-level proficiency in the spring. These data support the idea that early intervention is critical; students who receive intervention can make considerable progress over time, so providing these services as early as possible is key.

Intervention strategy Avg. Fall Score Avg. Spring Score Gain

Explicit Intervention in Comprehension 664 690 26

Explicit Intervention in Decoding 655 677 22

Explicit Intervention in Phonemic Awareness 655 676 21

Explicit Intervention in Fluency 660 686 26

Explicit Intervention in Vocabulary 663 688 25

Table 2. Improvement on Ohio’s State Test for Grade 3 English Language Arts by Intervention Type in 2022-2023

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The Ohio Department of Health’s most recent Children’s Vision Program Annual Report (2019-2021) shows that approximately 10% of Ohio’s children were referred for a comprehensive eye examination after a failed school vision screening. However, fewer than 20% of those referred went on to receive the recommended comprehensive eye examination. Unfortunately, this equates to more than 60,000 Ohio children annually who were identified as needing additional vision intervention but did not receive the recommended eye care.

ADDITIONAL CONTEXTUALIZING FACTORS

ACCESS TO QUALITY COMPREHENSIVE EYE CARE SERVICES

Vision problems, such as uncorrected farsightedness, nearsightedness, or astigmatism, are prevalent in the school-age population and can negatively impact reading performance. For example, young children with uncorrected, moderate farsightedness have been shown to have deficits in print knowledge but not phonological awareness (VIP-HIP Study Group 2016; Shankar, Evans et al. 2007). Many other studies have demonstrated that children with farsightedness will have reduced reading performance when compared to children with an age-typical refractive error (Thurston 2014; Collins, Mudie et al. 2016, Collins, Mudie et al. 2017;

Mavi, Chan et al. 2022). Additionally, oral reading fluency was observed to be significantly worse in children with astigmatism when they were not wearing adequate spectacle correction (Harvey, Miller et al. 2016).

The Department is dedicated to collaborating with other agencies to ensure students have access to vision care.

ACCESS TO PROFESSIONAL LEARNING AND COACHING

Ohio’s dyslexia support laws, enacted in April 2021, require the completion of professional development training grounded in the science of reading for all K-3 teachers and special education teachers serving students in grades K-12.

The subsequent ReadOhio laws require the Department to provide professional development courses in the science of reading and evidence-based strategies for effective literacy instruction for teachers in additional grade bands, as well as administrators. These requirements illustrate Ohio’s commitment to increasing access to high-quality professional learning opportunities for all educators to facilitate evidence-based reading instruction for all students.

The push to increase access to high-quality professional learning opportunities is critical, particularly given recent data that some teacher preparation programs in Ohio do not provide adequate instruction in the science of reading (Ellis et al., 2023).

The statewide survey that gathered information regarding the use of high-quality instructional materials also captured baseline information concerning the completion of science of reading-based professional learning and access to district literacy coaches.

Results were overwhelmingly positive and showed that:

• A large number of districts and community schools report that at least some of their teachers have already completed science of reading professional development prior to the 2023-2024 school year (n = 687, 69%).

• 58% of districts and community schools reported their teachers completed the state-developed training, either as the solitary training or in conjunction with other approved trainings.

• 45% of districts and community schools reported their teachers completed a training that has Accredited or Accredited Plus status from the International Dyslexia Association.

• Schools and districts varied greatly with respect to access to literacy coaches. Urban districts, particularly the eight largest urban districts in Ohio, reported having the highest number of literacy coaches. Suburban districts, on average, had between one to two literacy coaches per district, whereas rural and small-town districts reported having an average of less than one full-time equivalent position dedicated to the role of literacy coach.

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Figure 3. Chronic absenteeism rates 2021-2024

Chronic Absenteeism Rates

2023-20242022-20232021-2022

25.6%

30.2%

Research suggests that although professional learning may increase teacher knowledge, ongoing and individualized support, often in the form of teacher coaching, can be even more effective for changing teachers’ instructional practices. The Department is committed to building the capacity of statewide literacy coaches and supporting educators to transform newly gained knowledge into practice.

CHRONIC ABSENTEEISM

Consistent attendance at school is critical for students to acquire the foundational skills they need for long-term academic success. Numerous studies have identified a link between chronic absenteeism and failure to graduate from high school, with some studies also finding associations between chronic absenteeism and reading outcomes (Gottfried, 2014). Historically, Ohio has seen relatively high levels of student absenteeism, which was exacerbated by the pandemic. Considering the likely impact on reading outcomes and overall academic success, the Department is committed to working with schools and districts to support student attendance, improve engagement, and raise academic achievement. Levels of chronic absenteeism are improving (see figure below), but a concerted effort must be maintained to ensure students receive consistent access to high-quality reading instruction.

OHIO’S NEED DRIVES LITERACY VISION

The data shows that Ohio needs to build the capacity to support evidence-based language and literacy instruction at the state, regional, and local levels. The need applies to Ohio’s most disadvantaged learners from birth through grade 12, including students who are economically disadvantaged, students with disabilities, students experiencing homelessness, and students who are English learners. Each data point discussed in this section shows a significant lack of literacy achievement from birth through grade 12.

The need for evidence-based language and literacy instruction is heightened by the demonstrated negative effect of the pandemic on Ohio’s students. Ohio is committed to supporting districts and schools in using evidence-based language and literacy strategies to aid accelerated literacy development in kindergarten through grade 12.

Collectively, this data provides the focus for Ohio’s vision and commitment to raising literacy achievement in Ohio.

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Shared Leadership

Community Collaboration

Educator Capacity

Family Partnerships

Multi-Tiered System of Supports

Birth-Grade 12 Language and

Literacy Development

Figure 4. Ohio’s Theory of Action

Ohio’s Theory of Action for Language and Literacy Development

Ohio’s state, regional, and local leaders agree that more must be done to ensure all learners have access to high-quality language and literacy instruction and appropriate intervention, from birth through grade 12. Ohio’s Plan to Raise Literacy Achievement aligns with and builds on the state’s current literacy-related policies and practices and promotes evidence-based language and literacy instruction and intervention. To achieve this alignment, the state is coordinating and linking efforts through the following strands of action (see Figure 4).

These strands include:

• Shared leadership

• Multi-tiered system of supports

• Educator capacity

• Family partnerships

• Community collaboration

More detailed information regarding the desired inputs and outputs for each of these strands can be found in Appendix B.

SHARED LEADERSHIP

Shared leadership brings vision, energy, cohesion, and direction to literacy improvement efforts by distributing responsibility and fostering collaboration, rather than relying on a single leader. It is focused on empowering others to collectively engage in educational reform across different levels and roles. The responsibility for leading and supporting the successful implementation of evidence-based strategies is distributed among district leaders, building administrators, and classroom teachers. Together, these leaders prioritize building capacity and collective efficacy to ensure all educators are equipped to successfully implement evidence-based instruction and intervention.

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Shared leadership involves all educators in identifying challenges, analyzing underperformance, proposing solutions, and executing leadership tasks to support improvement. This is accomplished through leadership teams—district leadership teams, building leadership teams, and teacher-based teams—which share accountability for data-driven planning, implementation, feedback, and adjustments. Ohio’s Plan to Raise Literacy Achievement supports shared leadership through training and coaching on evidence-based language and literacy practices and systems to support literacy improvement. This includes targeted training and resources for state and regional staff, administrators, principals, instructional coaches, teacher-leaders, and families.

MULTI-TIERED SYSTEM OF SUPPORTS FOR READING

As students acquire language and literacy skills, various patterns of strengths and challenges emerge. Some students master literacy skills quickly and with relative ease, while others exhibit reading difficulties rooted in word-reading and/or language deficits. These differences can be addressed through a multi-tiered system of supports (MTSS). A multi-tiered system of supports is a framework designed to efficiently match students’ precise strengths and needs with evidence-based instructional, culturally and linguistically responsive practices, and behavioral approaches. It serves all students, including those who need additional time, support, practice, or more intensive instruction, as well as those requiring enrichment or acceleration. Importantly, a multi-tiered system of supports ensures that every student receives targeted support as soon as data indicates a need, with or without special education or gifted labels. This system of progressively intensive support aims to prevent students from falling behind or failing to reach their potential.

A multi-tiered system of supports offers a three-tiered “needs-based model for differentiation” to purposefully address the needs of all learners, including struggling readers and those with advanced skills (Seedorf, 2014,

p. 250). Tier 1 provides evidence-based core instruction to all students. Tier 2 offers targeted small-group intervention and enrichment opportunities to some students. Tier 3 delivers intensive, individualized intervention or enrichment for students with the greatest needs. For students with reading difficulties, the tiers increase in intensity to expedite learning and close gaps, reducing the need for prolonged intervention (Kilpatrick, 2015). As students respond to intervention, instructional intensity is gradually faded. The goal is to eliminate the need for intervention, ensuring that students are effectively supported by core instruction and have access to enrichment opportunities as their skills progress. For students with advanced skills, the tiers also increase in intensity to provide greater depth and complexity. For all learners, movement between the tiers is fluid and guided by data, focusing on providing the right level of instruction and support. This approach ensures all students can access the full continuum of services, which is particularly vital for twice-exceptional learners, such as those with dyslexia and giftedness.

This system includes a continuum of evidence-based, systemwide practices to address academic and behavioral needs. It also calls for frequent data-based monitoring to inform instructional decision-making to empower each learner to achieve high standards (Sansosti & Noltemeyer, 2008; Shores & Chester, 2008). A multi-tiered system of supports framework can be used at local, regional, and state levels to address the varied, often complex, needs of learners (Hayes & Lillenstein, 2015). Ohio’s Plan to Raise Literacy Achievement includes training and coaching for state, regional, district, and school teams in screening, progress monitoring, instructional decision-making (including Universal Design for Learning), and communicating with families within a multi-tiered system of supports.

EDUCATOR CAPACITY TO PROVIDE INSTRUCTION ALIGNED TO THE SCIENCE OF

READING

Educators and quality instruction are the most fundamental components to student acquisition of literacy skills and knowledge. Professional development and technical assistance tied to evidence-based language and literacy practices are key. They help build the capacity of teachers to maximize their impact. Ohio is building educator capacity through embedded, sustained professional development and coaching that focuses on evidence-based language and literacy practices and interventions.

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“[A] key element of teacher quality is the specialized knowledge teachers utilize when teaching”

Piasta, 2009

Ohio’s Plan to Raise Literacy Achievement emphasizes the need for professional learning and resources that deepen educators’ understanding of how children learn to read, diagnose why some children struggle, and sharpen educators’ abilities to implement culturally responsive reading instruction and intervention aligned with the science of reading. Implementation science is integrated into professional learning and coaching to systematically bridge policy and practice.

In addition to supporting in-service educators, Ohio is partnering with the Ohio Department of Higher Education, colleges, and universities to enhance teacher-preparation programs. This collaboration ensures preservice candidates gain practical experience applying science of reading during their field placements and are equipped to use evidence-based practices upon graduation. Preservice teachers will launch their careers with effective strategies that build both confidence and competence.

Inservice teachers may also benefit by assuming mentorship roles, engaging with preservice candidates in ways that foster professional reflection and growth. Teachers participating in this initiative may have access to updated training resources and professional development. Over time, mentoring and onboarding opportunities can further enhance preservice preparation, helping to refine the implementation of these practice.

FAMILY PARTNERSHIPS

Family partnerships are essential to support learner progress and achievement in language and literacy development. Ohio’s work focuses on the importance of building these partnerships in early childhood and kindergarten through grade 12 educational settings. Ohio's Plan to Raise Literacy Achievement emphasizes how state, regional, and local educational entities can develop goals and strategies for supporting families in their critical roles in children’s literacy development. The skills of phonological awareness, letter recognition, phonemic awareness, oral language, vocabulary, comprehension, motivation, and the connection of reading material to everyday life begin developing at birth. Families play an important role in promoting them.

Schools’ strategies for partnering with families must support the adult behaviors that directly support children's language and literacy development. By communicating with families, offering resources and guidance for literacy development at home, and developing strategic family partnerships, schools can create holistic and sustainable support systems for learners from birth through graduation.

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Language and literacy support for families offered by schools and communities should:

• Provide all families with opportunities to be active supporters of their children’s language and literacy development

• Promote language and literacy interactions at home that are enjoyable for children and families

• Provide clear, timely understanding for families about their children’s progress

• Equip families with the developmentally appropriate strategies and resources they need to support their children’s learning, such as access to books

• Promote literacy in families’ home languages

• Ensure families have access to materials, resources, and information in their home languages, including all homeschool connection materials, to support effective communication and engagement

• Incorporate the interests and cultures of children and their families, including access to books that reflect their cultures

• Communicate high learning expectations for all children (Boone et. al., 2017; Caspe & Lopez, 2017; Richards- Tutor et. al., 2016)

COMMUNITY COLLABORATION

Everyone in the community plays a vital role in supporting children's literacy development. Key community partners, including libraries, after-school programs, cultural institutions, health care providers, businesses, philanthropic organizations, and the faith-based community, are essential for the healthy growth of children. It is crucial to establish a shared understanding and mutual reinforcement of efforts in their approach to fostering children's language and literacy skills. State, regional, and local-level partnerships are instrumental in advancing literacy improvement and emphasizing the significance of proficient literacy skills. These partnerships include networks that share successes and challenges, provide opportunities to problem-solve, and protect time to consult with each other to strengthen local literacy plans and community improvement efforts.

Through support from American Rescue Plan funds and the Department of Education and Workforce, the Columbus Metropolitan Library system hired 42 School Reading Assistance to provide tutoring aligned with evidence-based literacy practices in eight schools across three districts. The tutors provided more than 16,000 hours of instruction to nearly 800 students. Through similar partnerships, libraries across Ohio have served over 50,000 students with tutoring and homework help, increased access to high-quality materials, and STEM and early literacy programs.

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Section 2: Ohio’s Language and Literacy Vision

Vision Statement: Ohio’s vision is for all learners to acquire the knowledge and skills to become proficient readers.

The Ohio Department of Education and Workforce and its partners view language and literacy acquisition and achievement as powerful catalysts for improving student outcomes. Attaining proficiency in language and literacy skills is not merely desirable; it is imperative for the success of all students. This proficiency functions as a critical determinant of achievement across a spectrum of academic subjects and serves as a gateway to accessing a broad spectrum of post-secondary education and diverse workforce prospects.

The consequences of underdeveloped literacy skills are profound, negatively impacting both academic performance and social behavior (McGee et al., 2002; Morgan et al., 2008). Moreover, reading difficulties are associated with heightened risks of depression, increased dropout rates, lower income levels, and decreased likelihood of earning college degrees (Miller et al., 2010; Maughan et al., 2003; Hernandez, 2012; McLaughlin et al., 2014).

Given these challenges, Ohio's vision reflects a commitment to removing barriers and ensuring that each learner has the opportunities to attain essential literacy skills. Ohio’s primary aim is to significantly increase the number of students acquiring the essential language and literacy skills for reading comprehension at their respective grade levels, preparing them for enduring success in their academic and professional pursuits.

Ohio’s Plan to Raise Literacy Achievement is firmly anchored in scientific research and evidence-based language and literacy practices, emphasizing inclusivity for all learners. By adhering to this vision, Ohio aims to cultivate an educational environment where language and literacy proficiency are tangible and attainable achievements for every student. To increase students’ language and literacy achievement, the Department is urging districts and schools to

(a) provide ongoing high-quality professional learning opportunities, (b) operationalize a robust multi-tiered system of supports, (c) select and implement high-quality instructional materials and evidence-based practices, and (d) employ culturally responsive practices.

Efforts to achieve the vision outlined in Ohio’s Plan to Raise Literacy Achievement center on these five commitments:

Bridge the gap between research and practice to support access to high-quality evidence-based literacy instruction aligned with the science of reading.

Ensure all learners are represented and supported throughout the language and literacy development continuum, which includes emergent, early, conventional, and adolescent literacy.

Ensure all educators and administrators are supported in building knowledge and capacity to increase students’ language and literacy development through evidence-based literacy instruction.

Support the integrity of implementation of evidence-based language and literacy practices aligned with the science of reading.

Support quality planning and data-driven decision-making in a multi-tiered system of supports through collaborative problem-solving.

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Ohio remains committed to supporting literacy improvement efforts across the state’s educational system, encompassing regions, districts, buildings, and classrooms. To improve literacy at all levels, Ohio is prioritizing five key components outlined in the state’s Theory of Action (see Appendix B):

• Through shared leadership, educational entities will use proven practices to provide language and literacy instruction and interventions to all learners.

• Educational entities will implement a robust multi-tiered system of supports and make data-driven decisions to meet the needs of all learners.

• By increasing educator capacity, all learners will have access to high-quality, evidence-based language and literacy instruction that includes interventions and meets their individual needs.

• Families will be better equipped to be active and engaged partners in their children’s language and literacy development.

• Community collaboration will enable more learners to experience language-rich, literacy-based environments outside school and before entering school.

The Department will communicate this vision across the educational system, ensuring that literacy initiatives are aligned across Ohio Department of Education and Workforce offices, state partners, regional supports, districts, buildings and classrooms, family supports, and community engagement. Literacy acquisition and achievement will serve as the lever for school improvement. A comprehensive list of activities and efforts aligned with the state’s literacy commitments can be found in Appendix D.

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THE SIMPLE VIEW OF READING

Ohio’s Plan to Raise Literacy Achievement is grounded in the theoretical framework identified in Gough and Tunmer’s (1986) Simple View of Reading (see Figure 5). The Simple View of Reading is a formula based on the widely accepted view that reading comprehension is the product of two essential components: word recognition and language comprehension. Word recognition is the ability to transform print into spoken language, while language comprehension is the ability to understand spoken language. The Simple View of Reading asserts that both word recognition and language comprehension are necessary for skilled reading. In other words, while engaging with text, one must be able to accurately and automatically read the words and understand what they mean to read with sufficient comprehension.

The Simple View of Reading distills the multifaceted reading process into two overarching competencies, providing a helpful framework for understanding and improving literacy. Scrutinized by over 150 studies (Kilpatrick, 2020), research shows a strong link between these two competencies and reading comprehension, with studies indicating that word recognition and language comprehension explain 94–100% of the differences in comprehension (e.g., Chiu & Language and Reading Consortium, 2018; Lonigan et al., 2018).

Upon conducting a root cause analysis of students’ suboptimal language and literacy performance (see Section 1), data indicated that districts were either not utilizing effective instructional practices [in both components of the Simple View of Reading] or not…