AZ READS Board Policy

AZ READS
State Board Policy

STATE BOARD OF EDUCATION POLICY IMPLEMENTING A.R.S. § 15-704

Pursuant to A.R.S. §15-704(A), the State Board of Education defines the selection and administration of reading assessments as follows:

I. Definition of Terms

A. Screening assessment: Brief assessment that focuses on critical reading skills strongly predictive of future reading growth and development and conducted at the beginning of the school year with all children in grades K-3 to identify children likely to need extra or alternative forms of instruction.

B. “Ongoing diagnostic” or “diagnostic” assessment: An assessment conducted at any time during the school year when more in-depth analysis of a student’s reading skills, strengths and weaknesses is needed to guide instruction.

C. “Classroom based instructional reading assessment” or “Progress monitoring assessment”: Assessment conducted a minimum of three times per year or on a routine basis (i.e. weekly, monthly or quarterly) using comparable and multiple test forms to (a) estimate rates of reading improvement, (b) identify children who are not demonstrating adequate progress and therefore require additional or different instructional practices, and/or (c) compare the efficacy of different instructional practices to design more effective, individualized instruction for at-risk learners.

D. Outcome assessment: Assessment for the purpose of determining whether students have met grade-level achievement expectations or have improved toward meeting those expectations and provides a bottom-line evaluation of the effectiveness of the reading program/instruction.

E. Motivational assessment: Assessments that are used to measure student interest in reading, value placed on reading, and perceptions of self as a reader to inform instruction.

II. Assessment Criteria

A. School districts and charter schools shall select and administer screening, diagnostic, progress monitoring and motivational assessments. Motivational assessments may be selected by districts and charter schools based on the definition provided in Section I. above. The remaining assessments shall be selected as a comprehensive system of reading assessments and shall meet the following criteria:

1. Assessments shall be valid and reliable. Validity and reliability shall be demonstrated by assessments that:

(a) possess the technical merits defined by the National Reading First Assessment Committee in the most current version of their report, An Analysis of K-3 Reading Assessments, or

(b) have been accepted by the National Reading First Review Panel for approved State Reading First plans.

2. Assessments shall measure all five components of reading (phonemic awareness, phonics, vocabulary, fluency and comprehension);

3. Assessments shall be aligned with Arizona’s Articulated Reading Standard;

4. Assessments shall be provided by vendors who offer adequate training or training materials for administration and use of these assessments.

1. Assessments shall include a data management system that will provide data in a timely manner to allow classroom teachers to make instructional decisions about the student in the classroom.

III. Selection of Assessments

A. Each school district or charter school shall select an assessment system that meets one of the following:

1. Has been determined by the Arizona Department of Education to meet the above listed criteria in accordance with a State-conducted procurement and has been approved by the State Board of Education; or

2. Arizona Reading First Program assessment system, the Dynamic Indicators of Early Reading Skills (DIBELS); or

3. Otherwise meets the assessment criteria listed in Section II above, as determined by the school district or charter school in accordance with competitive purchasing requirements.

IV. Use of Assessment Data

A. Pursuant to A.R.S. §15-704(A), each school shall use the diagnostic information obtained from these assessments in order to plan appropriate and effective intervention.

V. Effect on Special Education Requirements

A. Nothing in this policy or these definitions affects the requirements of the federal Individuals with Disabilities Education Act (IDEA) or Arizona state laws concerning the provision of special education to students with disabilities. The obligations imposed by A.R.S. §15-704 are in addition to, and not a substitute for, special education laws and requirements.

Pursuant to A.R.S. §15-704(D), the State Board defines the provision of intensive reading instruction as follows:

I. Definition of Terms test

A. “Accelerated intensive instructional plan” is a document that shall be written by teachers and implemented for each student not meeting the Arizona Articulated Reading Standards as measured by the third grade AIMS test.

II. Accelerated Intensive Instructional Plan Criteria

A. An accelerated intensive instructional plan shall meet all of the following:

1. be based on ongoing progress monitoring data obtained from valid and reliable assessments; and

2. address the skills not met within the five essential components of reading(phonemic awareness, phonics, vocabulary, fluency and comprehension); and

3. provide coordinated program/material/strategies; and

4. include the frequency of assessment.

III. Effect on Special Education Requirements

A. Nothing in this policy or these definitions affects the requirements of the federal Individuals with Disabilities Education Act (IDEA) or Arizona state laws concerning the provision of special education to students with disabilities. The obligations imposed by A.R.S. §15-704 are in addition to, and not a substitute for, special education laws and requirements.

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Contact Information

AZ READS
Arizona Department of Education
1535 West Jefferson Street, Bin 5
Phoenix, Arizona 85007
Associate Superintendent: Kathryn Hrabluk
Tel: (602) 364-2333
Fax: (602) 364-0902