Welcome
This module is designed to assist content-area teachers, instructional coaches, and literacy specialists in grades 6-12 in using student data to identify areas of need in the classroom and determine how to address those needs to further students’ success.
In this module, you will explore methods of gathering and assessing literacy data, techniques for using the multi-tiered systems of support framework, and the results of working with your colleagues to implement data-driven problem solving in your school.
Time estimate: 3.5-4 hours
Welcome
Welcome to the Adolescent Literacy series in the ALL Ohio Literacy Library! This is an ever-expanding series featuring modules designed to support educators and other interested stakeholders of adolescents who desire to support their acquisition of literacy in the upper primary, middle, and high school grades.
Strong literacy skills are essential for adolescents, as they are required to: (1) read to learn in a variety of disciplines; (2) build their knowledge by working with different text types, acquiring academic vocabulary, and sharing their ideas and impressions with others; and (3) master reading comprehension to take full advantage of instruction in content-area classes (Kamil et al., 2008). These skills are essential for success not only in upper grades, but beyond in the workplace and postsecondary education as well.
Adolescent literacy grows strongest when teachers use clear, actionable data to understand what students know, where they need support, and how instruction can move them forward. This module brings together the essential components of data‑based literacy instruction—screening, diagnostics, multi-tiered systems of support (MTSS) structures, reading profiles, Tier 1 practices, and collaborative problem‑solving—to help educators design instruction that is responsive, equitable, and grounded in evidence. Through real classroom examples and practical tools, you’ll learn how to interpret data with confidence and use it to strengthen reading, writing, and language skills across content areas.
This module focuses on the following skills that enable educators to do this work effectively:
- Collecting and interpreting multiple types of literacy data (screening, diagnostic, progress monitoring, outcome) to identify student needs.
- Applying the MTSS framework to organize supports across Tier 1, Tier 2, and Tier 3 and intensify instruction when needed.
- Analyzing student reading profiles to determine whether difficulties stem from word recognition, language comprehension, or both.
- Implementing strong Tier 1 literacy practices – explicit modeling, vocabulary routines, structured reading/writing supports across all content areas.
- Engaging in collaborative, data‑driven problem‑solving to refine instruction and improve outcomes schoolwide.
This module aligns with Implementing Ohio’s Plan to Raise Literacy Achievement: Grades 6-12, the importance of evidence-based, differentiated core literacy instruction, and Ohio’s Multitiered System of Supports structure as a Theory of Action to guide the design of effective instruction and appropriate interventions as part of school improvement efforts.
In addition, the module aligns with the following recommendations in the Institute of Education Sciences (IES) Practice Guide – Improving Adolescent Literacy: Effective Classroom & Intervention Practices.
Recommendation 1: Provide explicit vocabulary instruction.
Recommendation 2: Provide direct and explicit comprehension strategy instruction.
Recommendation 5: Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists.
Prerequisites
For content-area instructors who are new to literacy instruction, we recommend completing FL1. The Simple View of Reading, FL2. What is Structured Literacy?, and FL3. Screening and Intervention prior to this module for an introduction to the literacy instruction and intervention concepts that are referenced throughout this module.
Module Learning Outcomes
Use multiple types of literacy data (screening, diagnostic, progress monitoring, and outcome data) to identify student needs and evaluate instructional effectiveness.
Apply the MTSS framework to organize supports across Tier 1, Tier 2, and Tier 3, including when and how to intensify instruction.
Analyze student data to determine reading profiles (word reading difficulty, comprehension difficulty, mixed difficulty) and match them to appropriate interventions.
Implement evidence‑based Tier 1 literacy practices across content areas, including structured literacy routines, vocabulary instruction, and scaffolds for complex texts.
Engage in collaborative problem‑solving using a structured, data‑driven process to diagnose root causes, plan instruction, and evaluate impact.
Policies and Navigating the Course
Throughout each course, you will see a Course Outline with a green ribbon and the title of the course at the top right corner of the page. The outline displays every section of the course. Click any section to jump right to it.
At any time you are in a module, you can go back to the Home Module page by clicking the Back to Module button located directly under the module outline.
As you go through the course, you will have the opportunity to click the Mark Complete box at the end of each section. When you do this, the sections you have completed will be crossed off in your outline, and you will be taken to the next section of the course.
Your progress will automatically be saved within the learning management system, and you can view your course progress through the progress bar located near the top of most sections.
Exiting and Resuming a Module
Know that your progress will automatically be saved within the learning management system. If you exit the website, once you log back in you can easily access your courses by clicking the on the My Dashboard button located on the gray ribbon on top of every page.
Note Feature within the Modules
Throughout each module, you will notice some Reflection boxes that provide various prompts. Each reflection will be in a grey box with an image of a pen/lightbulb. A built in feature of each module is the ability to take notes and save them for your future use. This feature can be used within any part of the module, but is especially helpful for the reflection activities.
To access the note feature, simply click on the purple Take Notes button fixed in the lower right-hand corner of the screen. When you click on this button, a Take Notes box will appear. This box can be moved anywhere on the screen. Within the box, there is a SAVE button as well as a Print Button.
The easiest way to print all the notes you take from the entire module is to click View All Notes. When you click View All Notes, you will be taken to a page like the one below.
Click the boxes of the Notes you would like to print, and then click Download Selected. All your notes will be downloaded into one document separated by headers.
All Ohio’s comprehensive learning modules are relevant to any educator working to support students’ literacy development. In each module, you will find in-depth narrative text, linked resources, realistic scenarios, reflection activities, and embedded audio and videos.
Each module is self-paced. The approximate time for completion of the module is listed in the Simple View of Reading Module text box on the home page of the module.
Additional information included on each module’s home page include:
- Required prerequisites for the module.
- A more detailed description of the module.
- Helpful downloadable resources for the module including an outline of the module’s content and supporting resources, a step-by-step guide to assist you in navigating the professional learning modules, and an in-depth information about the purpose and key elements of the Ohio Literacy Library.
Certificates
Professional Development Certificates
are available for each comprehensive learning module. To earn a Professional Development Certificate, you must obtain a passing score of 85% or more on the module post-test. Please note that you are only allowed up to two attempts to obtain a passing score to earn your certificate.Badges
When completing professional development modules within All Ohio, you can earn badges based on your engagement in and mastery of content within each comprehensive learning module. You earn
Achievement Badges when you demonstrate proficiency with module content (i.e., obtaining a score of at least 85%), whereas Engagement Badges are awarded based on your level of participation on the site. Your earned Certificates and Badges will be displayed on your “All Ohio Dashboard.”
If you have any issues with accessing the content or functionality of this course, please email: allohioprojectteam@uc.edu
Accessibility information for WordPress can be found at: https://wordpress.org/about/accessibility/
Helpful Resources Related to this Module
Module Resource Guide
An outline of the module’s main content and supporting resources. It includes this module in printable form.
Welcome and Navigation
Step-by-step guide to assist you in navigating the professional learning modules.