Transitioning to the 2017 Learning Standards for English Language Arts

Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio’s Learning Standards for English Language Arts as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio’s classrooms. As a result of the clarifications in the revisions, districts will want to begin reviewing their existing local curriculum, instructional plans and materials to see what modifications (but not replacements) they might need to make. In addition to the information available now, we will be providing additional resources to help educators learn about, and begin using, the revised standards. 


During a year-long process, educators statewide assisted the Department in revising Ohio’s Learning Standards for English Language Arts. To assist educators in preparing to use the revised standards, this page outlines suggested steps for 2017. Also see:   

THREE-YEAR TRANSITION TIMELINE


STEP ONE: Learn about the revised standards

Ohio's Learning Standards for English Language Arts (revised 2017) | Section 508 Version

ENGLISH LANGUAGE ARTS STANDARDS CROSSWALK

The crosswalk describes the standards revisions, allowing educators to see the 2017 and 2010 standards side-by-side and identify key differences that will impact instruction.

VERTICAL ALIGNMENTS 

These documents, represented by strand, show how the standards progress from kindergarten through grade 12 for each of the college and career readiness anchor standards.

Reading Literature 
Section 508 Version

Reading Informational |
Section 508 Version

Reading Foundations |
Section 508 Version

Writing |
Section 508 Version

Speaking and Listening |
Section 508 Version

Language |
Section 508 Version

Other Transition Resources


STEP 2: Develop a local transition plan

District leaders
  • Develop a three-year plan for updating local curriculum to address concepts and skills found in the revised standards, as well as complexity of thought expected. Review the Using the Standards to Develop Curriculum section here, as well as our model three-year plan
Teachers
  • Determine plan for updating grade-level instructional plans to address concepts and skills found in the revised standards, as well as the complexity of thought expected. Review the Using the Standards to Develop Curriculum section here, as well as our model three-year plan
  • Experiment with resources, strategies or classroom examples that address the revisions.  

STEP 3: Seek professional development 

District leaders
  • Plan professional development for staff about the standards revisions and district curriculum updating efforts. 
Teachers  
  • Begin participating in related professional development supporting deeper content knowledge, increased rigor and instructional practices.

Last Modified: 9/22/2017 2:47:04 PM