Level Up With Literacy

2022-23 Issue 1: A Collective Disposition for All Learners

Ohio's Vision

Ohio's vision is for all learners to acquire the knowledge and skills to become proficient readers.

Now is the time that many district and school leadership teams across the region are looking at reading data from Ohio's Report Cards and beginning of the year reading screening results. Based on these data points, decisions are often made to provide additional supports for learners who may be struggling with reading.

Encourage your teams to reflect on the historical outcomes of your systems of support for literacy improvement.

  • What data or insight can you draw from the history of these supports?
  • Have the interventions, programs, supports, placements, etc. meant to improve reading proven to be effective over time?
  • Where are your learners now that received supports intended to improve their reading?

Are your team's making "the least dangerous assumption" about each learners ability?

"...we should assume that poor performance is due to instructional inadequacy rather than to student deficits." - Ann Donnellan

Read More About "The Least Dangerous Assumption"

"Disability Solutions" provides readers with "a challenge to create a new paradigm" in this article.

Do Our Assumptions Presume Competence?

The Importance of Presuming Competence with Shelley Moore

Shelley Moore is an educational advocate, teacher, consultant, research and storyteller who brings insight and a fresh perspective to the world of education. In her YouTube series, "5 Moore Minutes", she challenges viewers to think different about how we provide support and services for learners identified with educational disabilities.

5 Shifts In Thinking from “The Importance of Presuming Competence” Video by Shelley Moore

Big picture
District Leadership Team Considerations:

  • Are all learners in your district receiving Tier 1 reading instruction?
  • How do you determine the effectiveness of instructional materials? Are teachers provided resources or coaching on how to effectively scaffold learning standards?

Promoting Awareness and Understanding Grows Communities

Ohio's Statewide Family Engagement Center at The Ohio State University is a great place to find information and resources, available in multiple languages, to grow your local school and community knowledge about dyslexia.

Learners and their families have made a large impact in sharing information about dyslexia across the state. Do families in your community have a story to share?

Ohio Department of Education Updates for House Bill 436, Ohio's Dyslexia Support Law Resources

We have created a "House Bill 436 - Ohio's Dyslexia Legislation" Padlet that has a video overview of the legislation, ODE support resources, and all the embedded resources from Ohio's Dyslexia Guidebook.
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The State Support Team Region 1

"State Support Team consultants assist districts and schools in improving outcomes for each child with a focus on leadership, team development and inclusive instructional practices."

IDEA Part B Section 619 Disclaimer

There are no copyright restrictions on this document; however, please cite and credit the source when copying all or part of this document.

This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #H173A200119, CFDA 84.173A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.