Structured Literacy Program

In accordance with Ohio Revised Code 3323.251, along with Ohio’s Dyslexia Guidebook, Ohio schools must develop and share their structured literacy programming with all stakeholders. We are excited to share some important updates regarding our literacy program and the tools we will be using to support your child's literacy development. At Miller City-New Cleveland Local School, we are committed to providing the best possible education for your child, and we believe that a strong foundation in literacy is essential for their future success.

Structured Literacy Program Overview

The district’s structured literacy program is designed to help students build strong foundational literacy skills. We have carefully selected a combination of evidence-based resources and multi-tiered instructional approaches to create a comprehensive and effective program.

Three Tiers of Instruction and Intervention

The three-tiered model of prevention and intervention originated in public health and has been applied to changing reading outcomes in a variety of schools, districts and states (Al Otaiba et al, 2011; Ervin et al, 2006; Harn et al, 2011; VanDerHeyden et al, 2017; Vellutino et al, 2008). Conceptualizing the tiers as primary, secondary and tertiary prevention of reading failure is a hallmark of the Multi-tiered Systems of Support model and involves efficiently matching student needs to instruction and using the fewest resources possible to get the desired outcome for the largest number of students.

Structured literacy instruction in Tier I (core instruction for all students) should be so well matched and differentiated to the needs of the students that it results in the vast majority (at least 80%) of the students reaching grade-level goals. However, some students will need additional targeted Tier II support, in addition to Tier I instruction, to reach those goals. And a small number of students will need the most intensive structured literacy support to reach expectations. One goal of the three-tiered model of prevention and intervention is to have students meet grade-level expectations with the least intensive instructional support possible (Ohio Dyslexia Guidebook, page 16).