Move On When Reading for Administrators

2016-2017 School Year

ATTN:  Click Below for IMPORTANT MOWR DUE DATES

Parent Notification

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, AzMERIT or a successor test, that demonstrates the pupil is reading far below the third grade level will not be promoted from the third grade.

 THESE ARE SAMPLES OF WHAT YOUR LETTER COULD LOOK LIKE.  IF YOU WOULD LIKE TO WRITE YOUR OWN LETTER, MAKE SURE YOU INCLUDE THE FOLLOWING INFORMATION:

Letter 1:
Notification to Parents of students in K-3:

• requirements for retention
•  3 exemptions
• Explain that once a student has been identified as a struggling reader the school will provide . . . . . (at least one of the strategies outlined by the State Board)

Letter 2:
Notification to parents of:

• reading deficiency level of student
• description of current reading service provided to the student
• list of supplemental, supporting programs offered to student to remediate reading deficiencies
• list of interventions offered to student
• list of reading strategies for parent help at home

 LEA Preparation Timeline 

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.

ARS §15-701

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:

1. English Language Learners or Limited English Proficient that have received less than two years of English instruction; and

2. 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.

3. A student is in the process of a special education referral or evaluation for placement in special education and/or a student who has been diagnosed as having a significant reading impairment, including dyslexia.

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.

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.

RESOURCES:

Move on When Reading Informational Presentation

	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 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