Learning Forward
Equity and excellence in teaching and learning.
68% OF OHIO K-3 READING TEACHERS DEEM THE STATE’S SCIENCE OF READING APPROACH AS A POSITIVE Ohio’s Science of Reading initiative is off and running. To see what early elementary school teachers had to say about the new state literacy requirements, Johns Hopkins University’s Institute for Education Policy conducted a survey and recently released findings in Ohio’s Path to Early Literacy: Science of Reading Progress and Challenges. Most teachers (81%) said they’ve “noticed changes” in their school’s literacy instruction over the past year; 68% responded positively about the changes, 7% said they’ve been negative, and the rest were neutral. One early challenge teachers reported is their need for additional support, especially in their work with struggling readers, including English learners and students with disabilities. In
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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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