OH-KID MISSION

A statewide coalition advocating for Ohio’s one in five students with dyslexia to receive proper screening and equitable access to intervention and remediation using structured literacy with fidelity.

Objectives:  Legislative, Professional Development & Curriculum

1. Legislation: Every K-2 student and all incoming kindergarteners are properly screened for phonological awareness, phonological memory & rapid naming.
   1. Mandate professional development and post graduate training for educators in the field as well as undergraduate training for students in schools of education
   1. Establish state guidance document for a systematic framework of multi-tiered structured literacy intervention aligned to IDA Knowledge and Practice Standards with attention to frequency, intensity, duration and fidelity.

• Curriculum: Interventions for dyslexic students at all grade levels aligns with the National Reading Panel’s report to include, phonological awareness, phonics, fluency, vocabulary & comprehension and adheres to IDA Knowledge and Practice Standards with attention to frequency, intensity, duration and fidelity, incorporating progress monitoring and assessments that are scientifically-based, quantifiable and objective.
  • Create an equitable pathway of intervention methodology that provides access to all curriculum and technologies with peers of similar intellect.
  • Achieve graduation rates similar to the overall student population.
  • Educate parents on how to be partners in their child’s education and advocate for their children to receive Structured Literacy with adherence to IDA Knowledge and Practice Standards.
  • Broaden access to general curriculum for students statewide that aligns with the National Reading Panel’s report to include, phonological awareness, phonics, fluency, vocabulary & comprehension for all students in grades K-3.

• Professional Development:  Teachers are trained to identify, understand, accommodate and remediate Dyslexia.
  • All teachers will be required to participate in professional development identifying the signs, symptoms, and presentation of Dyslexia in the general education setting.
  • All teachers will be required to participate in professional development concerning accommodations, modifications and assistive technology available to support students with dyslexia in the general education setting.
  • All schools of education will include, as a requirement of graduation, coursework in identifying the signs, symptoms, and presentation of Dyslexia in the general education setting as well as strategies associated with accommodating, modifying and providing assistive technology to students with dyslexia in the general education setting.
  • All special education teachers will be required to participate in professional development concerning the delivery of evidence-based explicit, structured, systematic and cumulative instructional methods for use in remediation of students with disabilities.
  • All schools of education will include, as a requirement of graduation with a degree in Special Education, coursework and practicum experience in Structured Literacy intervention aligned to IDA Knowledge and Practice Standards.
  • All schools of education will include, as a requirement of maintaining or receiving a Reading Endorsement on an educator’s license, coursework and practicum experience in Structured Literacy intervention aligned to IDA Knowledge and Practice Standards.