When do districts and community schools need to implement high-quality instructional materials aligned with the science of reading to meet the new state law requirements?
Under
ORC 3313.6028(C), beginning not later than the 2024-2025 school year, each district, community school, and STEM school must use core curriculum and instructional materials in English language arts and reading intervention programs from the lists established by the Department. Districts, community schools, and STEM schools may begin using or implementing materials from the lists at any time during the 2024-2025 school year.
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What types of materials will districts need to select and implement to meet the requirements under state law?
Districts and schools are required to use high-quality core curriculum and instructional materials and evidence-based reading intervention programs from the Department’s approved list, beginning not later than the 2024-2025 school year.
The Department has published an approved list of core curriculum and instructional materials in English language arts and evidence-based reading intervention programs.
Programs and materials included on the approved list include core curriculum and instructional materials in English language arts for prekindergarten-grade 5, as well as evidence-based reading intervention programs for prekindergarten-grade 12. Curriculum and instructional materials for kindergarten-grade 5 may be core comprehensive English language arts materials, core English language arts materials with no foundational skills, and foundational skills only materials. Districts and schools may use a combination of materials on the approved list to provide educators with a set of materials that meets local needs. In grades K-2 specifically, districts, community schools, and STEM schools may choose to use core comprehensive English language arts instructional materials or pair foundational skills materials with core comprehensive instructional materials or core no foundational skills instructional materials.
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Can districts and schools supplement their high-quality core curriculum and instructional materials?
Districts and schools are required to use high-quality core curriculum and instructional materials from the Department’s approved list, beginning not later than the 2024-2025 school year. Districts and schools are encouraged to audit the curricular materials in use as part of the selection process for core curriculum and instructional materials to determine how grade-level content and skills are currently being addressed and if there is coherence among the materials being used. Starting with a high-quality core program should reduce the need to introduce multiple supplements or perhaps “patch together” a set of materials that are not coherent and aligned.
Once a core program(s) is in place and the majority of instructional needs are met, districts and schools may identify a targeted need to supplement a specific area. The Department developed guidance for districts and schools on the use of supplementary instructional materials that are designed to be used in conjunction with high-quality core curriculum and instructional materials, based on data and student skill needs, aligned with the science of reading and effective strategies for literacy instruction. More information can be found in Guidance for Supplementary Instructional Materials in ELA and Literacy and the Supplementary Materials Guidance Video.
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High-quality instructional materials must be aligned to the science of reading. What is the science of reading? How can I find more information about the science of reading?
Under ORC 3313.6028(A)(1), the science of reading is an interdisciplinary body of scientific evidence that:
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Informs how students learn to read and write proficiently;
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Explains why some students have difficulty with reading and writing;
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Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension and writing to become effective readers;
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Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach.
More information on the science of reading is available in the Department’s Science of Reading toolkit.
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What is three-cueing?
Under ORC 3313.6028(A)(2), a “three-cueing approach” means any model of teaching students to read based on meaning, structure and syntax, and visual cues.
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Is three-cueing prohibited under the law?
Districts and community schools may not use any core curriculum, instructional materials or intervention programs in grades prekindergarten to five relying on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach, unless a waiver has been granted.
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How does the three-cueing ban waiver work?
Under ORC 3313.6028(D), districts and schools may apply for a waiver on an individual student basis to use curriculum, instructional materials or an intervention program in grades prekindergarten to five that uses the three-cueing approach to teach students to read. The Department will ultimately determine if the waiver will be granted. In determining whether to approve a waiver, the Department must consider the performance of the student's district or school on the Ohio School Report Cards, including the district or school’s performance on the Early Literacy component of the Ohio School Report Cards.
If a student has an individualized education program (IEP) that explicitly indicates the three-cuing approach is appropriate for the student’s learning needs, a waiver is not required to be submitted for the student per ORC 3313.6028(D)(2).
Students with Reading Intervention and Monitoring Plans (RIMPs) are not eligible for waivers per ORC 3313.6028(D)(1).
More information about the three-cueing ban waiver process is forthcoming.
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What is the Department’s process for updating the approved list of high-quality instructional materials for English language arts?
The Department has developed a process for updating the approved lists of high-quality core curriculum and reading interventions. This process included establishing criteria and procedures for considering both the quality and alignment of core curriculum instructional materials and reading intervention programs with Ohio’s Learning Standards, best practices and research in effective literacy instruction and alignment with state law. Criteria have also been identified for determining materials eligible for review. Additional information regarding the steps in the 2026-2027 approval process is available on the Department’s website.
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When will the Department’s 2026-2027 updated approved lists for high-quality instructional materials be released?
Publication of the updated approved lists is anticipated late March 2027. Programs that meet all applicable requirements and criteria under the quality review will be included on the Department’s approved lists.
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How will districts and schools regularly report the materials in use?
Under
ORC 3301.0714(B)(4), beginning in the 2023-2024 school year and each year thereafter, districts and schools will be required to annually report in the Education Management Information System (EMIS) the core curriculum and instructional materials being used for English language arts in each of grades prekindergarten to five and the evidence-based reading intervention programs being used in each of grades prekindergarten to twelve.
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How can I learn more about which materials are being used across the state from the Department’s approved lists?
Beginning not later than the 2024-2025 school year, each school district, STEM school, and community school is required to use materials only from the Department’s
approved lists, as well as report this information to the Education Management Information System (EMIS). The HQIM dashboard provides information based on the 2024-2025 EMIS data, showing which materials are being used across the state from the Department’s approved lists. The HQIM dashboard breaks down the materials by school/district type, as well as by the most used materials for both core curriculum and intervention across the state.
View the HQIM dashboard in the Department’s Reports Portal. First click the Home dropdown menu. Select “Public Data,” then select the tile titled “HQIM in ELA and Reading Intervention.”
The HQIM Dashboard Guidebook provides support in understanding how to navigate the HQIM dashboard.
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How can I learn more about high-quality instructional materials?
High-quality instructional materials are critical for instructional equity and ensure each student acquires the knowledge and skills to be successful through a standards-aligned instructional foundation. High-quality instructional materials act as a common language and platform for engaging all partners in students’ educational experiences by incorporating student and educator supports. For more information on high-quality instructional materials, visit Ohio Materials Matter.
The Department’s webpage contains resources to support the selection and deselection of high-quality instructional materials in English language arts.
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Why are some core curriculum and instructional materials only approved for a single grade level?
During the During the 2023-2024 review cycle, some applicants submitted their materials for review at only a single grade level rather than an entire grade band. As a result, certain core curriculum and instructional materials on the Department’s approved list were designed to provide instructional programming for just one grade. In these cases, vendors submitted applications and provided documentation of a comprehensive quality review specific to the targeted grade level.
Additionally, the Department sometimes determined that an applicant’s materials were eligible for limited approval—for example, approval for one grade but not all grades within the requested grade band—based on the evidence submitted and applicable requirements.
Starting in the 2024-2025 review cycle and moving forward, the Department will only conduct reviews by grade bands, ensuring that materials are evaluated for comprehensive quality and alignment across all grades within the band.
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Can a school/district that has been certified in a structured literacy approach use their own materials or must they use materials and programs from the Department’s approved lists?
Districts and schools must use materials from the Department’s approved list of
high-quality core curriculum and instructional materials in English language arts in prekindergarten-grade 5, as well as programs from the Department’s approved list of
evidence-based reading intervention programs. If certified in and using a structured literacy approach, we recommend choosing a base program or material that is already on one of the Department’s approved lists, with which to use your approach to apply learning strategies, differentiate, and intensify intervention to support students.
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What is the appeals process for vendors whose materials do not meet the criteria under the Phase 2 review for inclusion on the approved list?
Vendors whose materials do not meet the criteria under Phase 2 review for inclusion on the approved list can appeal the Department’s decision no later than 10 business days after notification by the Department by submitting an appeal in writing.
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When will the next request for applications for core curriculum and instructional materials in English language arts and evidence-based reading intervention programs be available to vendors?
The next application cycle for core curriculum and instructional materials in English language arts and evidence-based reading intervention programs opens August 2026.
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Are there requirements for core curriculum and instructional materials for grades 6-8?
Under ORC 3313.6028, grades 6-8 are required to have evidence-based reading intervention programs. However, the Department encourages the use of high-quality instructional materials across all grade levels. A local rubric for core curriculum and instructional materials in ELA is available on the
ELA HQIM webpage for grades 6-8.
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Ohio’s ELA standards were updated in 2026. Does this impact the currently approved materials on the core curriculum list?
Ohio published 2026 Ohio’s Learning Standards for English Language Arts since materials were most recently approved by the Department. Vendors of currently approved core curriculum and instructional materials in English Language Arts for grades Kindergarten-Grade 5 that wish to have their materials remain on the list must submit an application for review under the revised standards alignment pathway by September 30, 2026. If an application is not submitted for review, revocation of continued approval will be effective June 30, 2027.
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The program I’m using has a revised edition available? Can I use the revised edition?
Approval is limited to the edition or version of the program on the approved list. Vendors must submit a new application for revised editions of materials to be considered for approval. Revised editions of currently approved materials are not eligible for addition to the approved lists without review and approval.
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