As we approach the end of the school year, some of you may be considering “Summer School” as an intervention tool for your struggling readers. Even though we do not have AzMERIT scores at this time, you can use your “school adopted” reading assessment to determine which students would benefit from reading intervention this summer. To clarify, summer school is not a required intervention tool. It is one of the 4 intervention/remedial strategies developed by the State Board (mentioned below).
ARS § 15-701 – The 4 intervention/remedial strategies identified by the State Board are:
1. A requirement that the pupil be assigned to a different teacher for reading instruction
2. Summer school reading instruction
3. In the next academic year, intensive reading instruction that occurs before, during ie after the regular school day, or any combination of before, during and after the regular school day
4. Online reading instruction
To further clarify, there is no requirement for you to begin using intervention and remedial strategies with students until they have been identified as falls far below on the reading portion of the 2014-2015 AzMERIT statewide assessment (Note: These scores will not be available until the fall of 2015). Considering that, it would still be beneficial for your struggling readers to receive reading intervention before these scores are available if at all possible.
Summer School Reading Remediation Program
Guidance from the State Board: If the Local Education Agencies (LEA) chooses to implement this option, they must create a summer school schedule for 3rd grade intensive reading intervention that incorporates adequate time, a comprehensive assessment system and evidence based intervention instruction.
- 4-6 weeks – condensed instructional model
- Comprehensive assessment system
- Screening, diagnostic, progress monitoring
- Tier 2 intervention
- 2 hours/day of SBR reading instruction
- For students 1 grade level behind
- Tier 3 intensive intervention
- 3 hours/day of SBR reading instruction
- For students 2 or more grade levels behind
- Assess at conclusion to determine grade assignment for following academic year
Please feel free to contact me if you have any questions! Thank you.
Sherry Zeeb, M.Ed., NBCT, Director of K-3 Reading, Arizona State Board of Education, Sherry.Zeeb@azed.gov, 602-364-2476
All LEAs did a terrific job submitting their MOWR literacy plan for the 2014-2015 school year. We had 99.9% of all LEA MOWR literacy plans and assessment data from across the state submitted! That’s impressive! Furthermore the majority of plans were found to be comprehensive and well developed. This shows Arizona schools are committed to providing effective literacy instruction and are working hard to help their students read at or above grade level. The extensive knowledge regarding effective literacy instruction of Arizona’s, K-3 educators, continues to amaze me! Thank you all for your hard work and dedication to your students!
REMEMBER: 2014-2015 Assessment Data Window 3 opens April 1st, 2015. LEA assessment data Due on JUNE 1st!
The following things are important to remember for next school year:
|3rd grade student’ statewide scores from spring 2015 NOT available until fall 2015|
|Once scores are available, LEAs must identify 4th grade students FFB on the 3rd grade statewide reading assessment from spring 2015|
| LEAs must provide 4th grade students FFB on the spring 2015 statewide reading assessment with at least one of the 4 intervention/remedial strategies identified by the State Board. ARS § 15-701 – The 4 intervention/remedial strategies identified by the State Board are:
|Literacy Plans for 2015-2016 are due October 1st, 2015|
|Literacy Assessment Data is due: Oct 1st, 2015, Feb 1st, 2015, June 1st, 2015|
See Due Date Timeline for next school year on the below!
2015-2016 School Year
ATTN: Click Below for IMPORTANT MOWR DUE DATES
The timeline above lays out steps to guide LEAs through MOWR preparation for next school year. Click the picture above to download a copy of the timeline.
Parent Notification regarding the new statewide assessment, AzMERIT: Click below to find a “Sample” letter that explains AzMerit and how it affects MOWR.
Sample – MOWR & AzMERIT Parent Letter English Version
|Sample – MOWR & AzMERIT Parent Letter Spanish|
Exemptions: In accordance with the new law, a school district or governing board or the governing body of a charter school may be allowed to promote a pupil who earns an AIMS score that falls far below the third grade level for any of the following reasons:
English Language Learners or Limited English Proficient that have received less than two years of English instruction; and
Students with disabilities provided that the pupil’s individualized education program (IEP) team and the pupil’s parent or guardian agree that promotion is appropriate based on the pupil’s IEP.
To read the legal exemptions: http://www.azleg.gov/ars/15/00701.htm
2015 Legislative Changes (SB 1461) Effective July 3rd, 2015
SB1461 was signed into law by the Governor and will become effective on July 3rd, 2015. SB1461 amends the MOWR law by expanding the list of students exempt from the retention requirement to include students in the process of a special education referral or evaluation for placement in special education and/or students that have been diagnosed as having a significant reading impairment, including dyslexia. The bill defines “dyslexia” as a brain-based learning difference that impairs a person’s ability to read and spell, that is independent of intelligence and that typically causes a person to read at levels lower than expected.
Additionally SB1461 requires the State Board of Education to adopt rules to allow certificated teachers and administrators to count training for the screening, intervention, accommodation, use of technology and advocacy for students with reading impairments towards continuing education credits.
Benefits of the Legislation: This law will ensure students receive the instruction they need to develop their skills in reading. It will reduce the need for remedial education in later grades. Research shows us that students who cannot read are more likely to drop out of school. This intensive instruction helps prevent future school failure. Ensuring every student becomes a reader will contribute to Arizona’s economy by developing a skilled workforce and individuals who are prepared for higher education.
Parent Notification regarding the new statewide assessment, AzMERIT: Click the picture below to find a “Sample” letter that explains AzMerit and how it affects MOWR.
Parent Notification: School districts and charter schools shall provide annual written notification to parents of pupils in kindergarten programs and, first, second and third grades that a pupil who obtains a score on the reading portion of the Arizona instrument to measure standards test, or a successor test, that demonstrates the pupil is reading far below the third grade level will not be promoted from the third grade.
Read: Developing a Thriving Reader From the Early Years: A Continuum of Effective Literacy Practices. This Guide for Practitioners is provided by the READ ON Arizona Organization. It can be a Key Piece to helping you write your literacy plan. All components in an effective literacy plan are described in this pamphlet, use it to help you write your literacy plan for 2015-2016!
|AzMERIT & MOWR|
|AZ MOWR 2014-2015 Informational Doc: This document explains the Move On WhenReading Law and how it affects students in K-3 and retention of 3rd graders reading below grade level.You will see:|
- Rules for retention
- Answers to FAQ
- Rules for creating and submitting your school/district/charter literacy plan and data
- How the Arizona State Board of Education can support you through this process.
- Important data relating to the progress being made in 3rd grade reading since legislation was passed.
- Importance of assessment review leading to data driven decision making.
|VIDEO: The Balance of Informational and Literary Texts in K-5 From: TheHuntInstituteShift the balance to 50 percent informational texts and 50 percent literature in elementary grades • Importance of balance in preparing for later grades and non-literary texts.|
|Florida Center for Reading
The Florida Center for Reading Research (FCRR) is a multidisciplinary research center at Florida State University. FCRR explores all aspects of reading research—basic research into literacy-related skills for typically developing readers and those who struggle, studies of effective prevention and intervention, and psychometric work on formative assessment.
|Assessment and Data-based Decisions
RTI holds the promise of ensuring that all children have access to high quality instruction, and that struggling learners – including those with learning disabilities – are identified, supported, and served early and effectively.
|Balanced Comprehensive Assessment SystemA VISION FOR 21ST CENTURY ASSESSMENT|
AZ READS is a comprehensive plan aimed at improving reading achievement in Arizona. It challenges Arizonans to participate in a statewide collaborative effort to make this vision a reality: That every Arizona child will learn to read proficiently by third grade and remain a proficient reader through the twelfth grade. With reading as the foundation of our efforts to raise student achievement, children will be prepared to succeed in school, in the workplace, and in life.
|Arizona Response InterventionGuiding Principals of RTI & AZ|