List of Alternative Credentials & Professional Development in Research-Based Reading Instruction
A teacher of a grade 3 student who has been retained or has a reading improvement and monitoring plan must have at least one year of teaching experience and must meet at least one of the following qualifications required in law (further clarification for each teacher qualification is available in the Third Grade Reading Guarantee Manual):
- Has a K-12 reading endorsement on the teacher’s license;
- Completed a master’s degree with a major in reading or literacy;
- Rated “most effective” for reading instruction consecutively for the most recent two years based on state-approved tests of student growth;
- Rated “above expected value-added” in reading instruction consecutively for the most recent two school years;
- Earned a passing score on a rigorous test of principles of scientifically research-based reading instruction;
- Holds an educator license for teaching grades preK-3 or 4-9 issued on or after July 1, 2017; or
- Holds a license issued by the Board of Speech-Language Pathology and Audiology under Chapter 4753 of the Ohio Revised Code and a professional pupil services license as a school speech-pathologist issued by the State Board of Education.
An additional option for teachers of students who are English learners, and have been in the United States for three years or less, or are students with an individualized education program (IEP) to meet the teacher qualification requirement of the Third Grade Reading Guarantee is to:
- Hold a department approved alternative credential or
- Successfully complete professional development on principles of research-based reading instruction.
This qualification (ORC 3313.608(I)) is student specific and teachers who provide reading instruction to third grade students who do not meet the specifications stated above must obtain one of the other qualifications stated in the Third Grade Reading Guarantee law and listed above.
Note: The alternative teacher qualification (ORC 3313.608(H)(3)) for teachers of students who are not English learners or do not have an IEP expired in law on June 30, 2016. Teachers qualified under this alternative qualification who provide reading instruction to grade 3 students who are retained or have reading improvement and monitoring plans must now meet one of the qualifications outlined in the Third Grade Reading Guarantee law and listed at the top of this page.
Alternative teacher qualification option 1: approved alternative credentials for teachers of students who are English learners or have an IEP
- National Board Certification in Literacy
- TESOL Endorsement (for English learner instruction only)
Alternative teacher qualification option 2: successful completion of approved professional development in research-based reading instruction for teachers of students who are English learners or have an IEP
The below list is an approved list of teacher professional development in research-based reading instruction. This is not a list of approved instruction/intervention programs and should not be used as such. The Department does not maintain a list of approved instruction/intervention programs. Teachers that are implementing an instruction/intervention program associated with professional development listed below but have not successfully completed the professional development that meets the program/educator criteria described herein do not meet the requirements of this qualification.
Alignment between Ohio's Reading Competencies and Approved Professional Development in Research-Based Reading Instruction
As part of the Third Grade Reading Guarantee, the Ohio Department of Education is required to ensure all approved professional development programs in research-based reading instruction align with the adopted reading competencies. The State Board of Education adopted reading competencies for credentials and professional development in January 2014. To achieve alignment, the department developed a set of alignment criteria to assess each program’s capacity to equip teachers with the knowledge and skills necessary for reading instruction, as outlined by the reading competencies.
Reading Competencies
The professional development series on the Ohio Department of Education approved list above have met both educator and program criteria.
Professional Development in RESEARCH-BASED READING INSTRUCTION CRITERIA
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Program Criteria: The program must support the development, intervention and acceleration of reading in children. The program must include high-quality learning experiences within the program that:
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Educator Criteria: In addition, the educator who completed and is implementing the program must have:
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- Provide opportunities for differentiated instruction and intervention;
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- Participated in a clinical/ practicum working with students (supervised);
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- Promote screening and progress monitoring that provides prescriptive diagnosis and informs appropriate differentiation of instruction that will assist in accelerating students’ reading development;
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- A knowledge of the quantitative, qualitative and matching text-to-reader components of the text (text complexity);
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- Align to state standards in reading/English language arts, which includes the five essential components of reading;
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- Demonstrated the ability to administer intervention for at-risk students; and
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- Encourage literacy across the curriculum; and
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- Designed effective instruction based on the student’s reading needs.
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- Foster culturally responsive teaching.
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Please direct further questions to: ThirdGradeGuarantee@education.ohio.gov
Last Modified: 4/3/2019 4:17:38 PM