How do I become a MOWR participant?
Step 1: Before Move On When Reading can be accessed by anyone, a participant must create an account in ADEConnect.
Your account permissions in ADE Connect are controlled by your ADE Connect Entity Administrator
- Entity Administrators should have an account in ADE Connect from last year.
- If they haven’t had previous administrative roles with state systems, and/or haven’t received any communication regarding ADE Connect, then they should contact ADESupport at 602-542-7378 and request an Entity Administrator account in ADEConnect for administering permissions for Move On When Reading.
- Entity Administrators must obtain training and support to use ADE Connect
- Please go to: ADEConnect in the ADE website to find general information about ADEConnect.
- Watch the training videos on the ADEConnect webpage for information on using ADE Connect.
- Please send support/help requests to ADESupport at: http://www.azed.gov/aelas/adeconnect/
Step 2: Once an Entity Administrator is set up for any entity in ADEConnect, that school or district may have their Entity Administrator add users and start assigning roles for Move On When reading.
- The available Move On When Reading role at the District/Charter Holder/LEA level is – LEA Approver.
- This role will allow district users to review and approve submissions of Literacy Plans and Assessment Data from their schools
- This role will also allow district users to aggregate all school submissions into a district submission to the State Board, and submit that aggregation for State Review
- The available Move On When Reading role at the School level is — School Approver
- This role will allow school users to enter and submit Literacy Plans and Assessment Data forms
OTHER TIPS FOR COMMON CASES FOR ASSIGNING ROLES
- If you are both submitting AND reviewing as a school and a district (for example–in the case of single Charter Schools), then you will need to sign into both entities separately from ADE Connect:
- First as a School Approver to submit (for a charter school)
- Secondly as a LEA Approver to review (for a charter holder)
Again, please contact ADE Support at 602-542-7378, and obtain the necessary permissions you need to complete the forms through ADEConnect.
If you have questions about the Literacy Plans and Assessment Data once you are in those forms, please submit your questions to: email@example.com
What to do if you are NEW To Move On When Reading:
Step 1: Develop a Literacy Team
Step 2: Discuss literacy intervention plans for school
Step 3: Decide which intervention plan is best for your school Remember to include supplemental interventions for “at risk” students. Before/After school, intervention period during the day, summer School, Tutoring, Online intervention program, etc.
Step 4: Document your literacy plan, using the School Literacy Plan Template
Step 5: Enter data into the MOWR – ADE Connect site
Step 6: Questions? email: firstname.lastname@example.org
What does a good literacy plan look like?
Review Resources Below:
OR Go to the following websites:
MOWR FAQ Page: http://www.azed.gov/mowr/faq/
The following things are important to remember for 2015-2016:
|3rd grade student’ statewide scores from spring 2015 NOT available until the end of Nov, 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 SS 15-701 & 15-704 – 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, 2016, June 1st, 2016|
See Due Date Timeline below!
Click Below for IMPORTANT MOWR DUE DATES FOR 2015-2016
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 the picture above 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 Translation|
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!
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.
Teachers, thanks to the hard work of Task Force members, national, state and regional contributors, the READ ON organization has developed an invaluable literacy tool for you to use:
“The hope is that these components will guide early care and education practices related to literacy, such as curriculum and assessment choices, to ensure that children receive every opportunity to make progress in a range of contexts and across learning areas, setting a child up for success in school, career, and life.
To help early educators inform parents and families about their children’s learning milestones
To contribute to a unified vision for the early language and literacy continuum in Arizona
To provide a framework for implementing high-quality early literacy programs”
Building Blocks to Becoming a Better Reader – this publications supplements the continuum mentioned above. Building Blocks describes effective methods for adults to support children’s language, reading, and writing.