position them for success as they progress through school, college, and career. The legislation in A.R.S §15-701, A.R.S §15-704, and A.R.S §15-211 explains the requirements for pupil promotion, early literacy instruction, and accountability for student achievement in reading.
Districts/Charters Not Required to Submit + MOWR Allocations All LEAs on this list are exempt from all MOWR submissions this year. All K-3 literacy practices should be in place per legislation, including BOY, MOY, and EOY screening of all K-3 students, however, no submissions will be made in ADEConnect this year. Funding has already been released.
A current overview of MOWR for schools and districts, including school literacy plans, student retention and exemptions, required interventions, and parent communication.
Move On When Reading Video (English) | Move On When Reading Video (Spanish)
The brief video provides a parent-friendly overview of the importance of K-3 reading and of the Move On When Reading program. They are available in English and Spanish and are perfect for communicating with parents about Move On When Reading.
On or before December 15, the department of education shall submit an annual report on the K-3 reading program to the governor, the president of the senate and the speaker of the house of representatives and shall provide a copy of this annual report to the secretary of state, the state board of education and the chairpersons of the education committees of the senate and the house of representatives.
A. Each school shall select and administer screening, ongoing diagnostic, and classroom-based instructional reading assessments to monitor student progress and plan evidence-based appropriate and effective instruction and/or intervention for every K-3 student.
B. On or before July 1, 2020, the department of education shall develop a dyslexia screening plan that meets all of the following requirements:
1. Ensures that within forty-five calendar days after the beginning of each school year or within forty-five calendar days after a student enrollment occurs after the first day of school, every student who is enrolled in a kindergarten program or grade one in a public school in this state is screened for indicators of dyslexia.
4. Ensures that screening for indicators of dyslexia includes the following: (a) Phonological and phonemic awareness. (b) Rapid naming skills. (c) Correspondence between sounds and letters. (d) Nonsense word repetition. (e) Sound symbol recognition.
D. Each K-3 district or charter shall adopt an evidence-based reading curriculum that includes the essential components of reading instruction.
All K-3 schools must provide ongoing teacher training based on evidence-based reading research. E-F. Devote reasonable amounts of time to explicit evidence-based core reading instruction and intensive, evidence-based reading instruction until pupils meet proficiency on the reading standards.
A.R.S §15-211 requires all districts and charter schools to submit a K-3 Literacy Plan and student achievement data to the Arizona Department of Education annually or biennially by October 1. The Arizona State Legislature annually appropriates approximately $45 million to K-3 elementary schools for the purpose of supporting effective early reading instruction. This money must only be used for instructional purposes intended to improve reading proficiency of students in kindergarten through grade three with particular emphasis on early prevention in kindergarten and grade one.
Celebrating Literacy Success
Third Grade Reading Success: Decoding What Works Through a partnership with Read on Arizona and the Arizona Department of Education, four Arizona schools were highlighted in a case study project to share what they are doing to stimulate growth in reading for third-grade students. Each of the schools highlighted share their story of growth, improvement and resolve to do what is needed for their students to experience success. The stories are an inspiration of the great things happening in schools across Arizona.