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: firstname.lastname@example.org
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: email@example.com
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/
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:
- A requirement that the pupil be assigned to a different teacher for reading instruction
- Summer school reading instruction
- 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
- 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.
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 the last round of MOWR Literacy Assessment Data is 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 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.
|AZ MOWR 2014-2015|
|This PDF explains the legislation behind the Move On When Reading Legislation 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