It’s been nearly a year since Governor DeWine delivered a state of the state address previewing his administration’s early literacy agenda. Since then, lawmakers passed the state budget bill containing the majority of DeWine’s recommendations, and giving Ohio a new policy framework for reading instruction.
The revamped framework centers on the science of reading, an instructional approach that research has proven is an effective way to teach children how to read. It focuses on five main components: phonics, phonemic awareness, vocabulary, fluency, and comprehension. It also rejects debunked instructional methods like balanced literacy and three-cueing.
Under the revised policy, public schools will be required to use curriculum, instructional materials, and intervention programs aligned with the science of reading. To ensure schools select high-quality options, lawmakers charged the Department of Education and Workforce (DEW) with creating a list of approved curricula.
On February 1, DEW released its initial list. It used reviews from EdReports, a national nonprofit dedicated to facilitating the adoption of high-quality instructional materials, as an “initial gateway measure” to help determine which programs would make the cut. Using EdReports reviews as a gateway measure makes sense for Ohio, because DEW worked alongside EdReports to develop Ohio Materials Matter, a state-specific resource that helps districts identify and adopt materials aligned to the state’s learning standards. EdReports reviews are also linked to the Ohio Curriculum Support Guide, a framework intended to help district and school leaders adopt high-quality materials. Both Ohio Materials Matter and the Ohio Curriculum Support Guide pre-date last year's budget changes. That means EdReports is already familiar to many Ohio schools, and that familiarity could help smooth the upcoming transition.
Public schools are required to begin using state-approved materials at some point during the 2024–25 school year. But it’s important to note that the recently published list of approved materials is not the final one. The final list will be published in March. Phase two of the state's review process is already underway, and additional materials may be added to the approved list in March as a result of this review. For some districts, it may be prudent to check out the final approved list before jettisoning their current curriculum. But for districts that already know they’ll need to make a change because they’re currently using a curriculum that’s not aligned with the science of reading, this initial list provides several options to consider if they want to get a jump on the transition.
So which vendors made the cut? The department identified three categories of approved instructional programs for grades K–5.[1] These programs share the same names as the three formats EdReports uses to review ELA materials. They are:
Core comprehensive programs, which include high-quality instructional materials that are comprehensive in scope and aligned to state standards. They reflect the reading research, and integrate the “aspects of language that underlie the process of learning to read.” Eleven programs made the cut. They include Amplify Core Knowledge (2022, K–5), Wit & Wisdom (2016, grades 3–5), and Wonders (2020 and 2023, grades K–5).
Core no foundational skills[2] programs, which include high-quality instructional materials designed to deliver instruction in most grade level content areas. They are aligned to state standards. However, they must be used in conjunction with a foundational skills program, as they don’t sufficiently cover foundational skills on their own. Two programs made the cut: Fishtank Plus (2021, grades K–2) and Wit & Wisdom (2016, grades K–2).
Foundational skills only programs, which include high-quality instructional materials aligned to state standards for foundational reading skills. These programs are meant to be used in conjunction with a core program, as they only deliver foundational skills content. Five programs made the cut, including Foundations A–Z (2023, grades K–2) and Savvas Essentials: Foundational Reading (2023, grades K–2).
Districts are permitted to use a combination of programs. For example, they could pair a supplemental foundational skills program with either a core comprehensive or a core no foundational skills program to cover all their bases. However, DEW notes that starting with a high-quality core program should be the goal, as it will likely “reduce the need to introduce multiple supplements or ‘patch together’ a set of materials that are not coherent and aligned.”
It’s heartening that curricula that rely on weak instructional methods—programs like Fountas & Pinnell and Units of Study—are absent from this initial list. Let’s hope that they are absent from the final list, too. It’s also important to remember that when it comes to curriculum, implementation matters. Obviously, an approved list of high-quality materials is a necessary foundation. But effective professional development around these materials in every school, as well in-depth training for future teachers, will be the true determining factor as to whether Ohio improves its reading achievement.
[1] Pre-kindergarten is also included on the list and has two options.
[2] The term “foundational skills” refers to foundational reading skills like phonics, fluency, and phonological awareness.
