District, School, and Teacher Support Toolbox
The Ohio Department of Education strives to build a solid literacy foundation for all students through the implementation of quality language and literacy practices. The purpose of this toolbox is to assist districts, schools and teachers in implementing evidence-based language and literacy instruction and has organized available tools around instruction, lesson design, and assessment. Materials contained in Ohio’s Early Literacy Toolbox are drawn from both internal and external sources and will evolve over time. Materials and resources posted are for informational use only.
How Children Learn to Read
- Reading Rockets: How Children Learn to Read
- Reading 101: A Guide to Teaching Reading and Writing- Includes 9 course modules on the five components of reading, classroom strategies and resources for teaching reading and writing.
Universal Screener (Reading Diagnostic)
Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status (
rti4success.org).
General Information
Center on Response to Intervention Webinars
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Research-Based Reading Curriculum
Research must employ systematic, empirical methods that draw on observation or experiment; involve rigorous data analysis that are adequate to test the stated hypotheses and justify the general conclusions; rely on measurements or observational methods that provide valid data across evaluators and observers, and across multiple measurements and observations; and be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively rigorous, objective, and scientific review (
centeroninstruction.org).
General Information
Evaluating A Reading Curriculum
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Evidence-Based Reading Intervention
An activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes based on strong evidence from at least 1 well designed and well implemented experimental study; moderate evidence from at least 1 well designed and well implemented quasi-experimental study; promising evidence from at least 1 well designed and well implemented correlational study with statistical controls for selection bias; or demonstrates a rational based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention (ESSA).
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Evaluating Intervention Programs
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Progress Monitoring
Progress monitoring is used to assess a student’s performance, to quantify his or her rate of improvement or responsiveness to intervention, to adjust the student’s instructional program to make it more effective and suited to the student’s needs, and to evaluate the effectiveness of the intervention (
intensiveintervention.org).
General Information
webinars
Evaluating Progress Monitoring Tools
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Classroom Walk-Through
A systematic way to collect real-time teaching and learning data. A classroom walk-through is not an evaluation but a snapshot of a classroom organization, instruction, and learning opportunities in the reading classroom.
General Information
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Literacy Coaches
Professional development process of supporting teachers in implementing new classroom practices by providing new content and information, modeling related teaching strategies, and offering ongoing feedback as teachers master new practices (centeroninstruction.org).
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Reading Endorsement
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Allocating Resources
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Websites Every Educator Needs to Know
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Adolescent Literacy
Adolescent literacy skills begin to build upon conventional literacy skills around grade 4 and continue through high school when learners face increasingly complex texts in different disciplines. Academic language and disciplinary texts become increasingly complex and learners need to read, write, understand, interpret and discuss multiple texts across contexts (IRA, 2012). To meet the needs of learners in this phase of the Language and Literacy Development Continuum, districts and schools implement strategic evidence-based practices and academic language across content areas, provide instruction and support that is discipline specific and provide individualized intensive intervention as needed.
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Multi-Tiered System of Supports
A multi-tiered system of supports is a framework to provide all students with the best opportunities to succeed in school. A multi-tiered system of supports is defined as “the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions (Batsche et al, 2005).
- Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI): MIBLSI is a state (Michigan) and federally funded project. The Department’s Center for Curriculum and Assessment is working with MIBSLI to extend multi-tiered system of support resources being developed in Michigan to districts and schools in Ohio. MIBLSI focuses on evidence-based practices implemented with fidelity that are sustainable over time. MIBLSI utilizes data-based decision making at all levels of implementation support.
- School leadership teams need to know how well their multi-tiered system of supports for reading is implemented in their school. The Reading Tiered Fidelity Inventory (R-TFI) lists the core features of a multi-tiered system of supports for each of the three tiers. Each tier can be assessed separately. The Reading Tiered Fidelity Inventory is available at the elementary and secondary levels. School leadership teams are encouraged to utilize the R-TFI Reporting System, a free system for districts outside of Michigan to enter and analyze reports on their Reading Tiered Fidelity Inventory data.
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Last Modified: 9/12/2019 6:10:52 AM