The Arizona Department of Education is focused on the importance of teaching children to read. Progress in reading development begins with Arizona’s teachers implementing data-based, systematic, and explicit instruction in a multitude of contexts, with many levels of support, each and every day.
“Dyslexia” means a specific learning disorder that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.
The Dyslexia Handbook is designed for teachers and administrators to help them recognize characteristics constant with dyslexia and how to aid students with dyslexia. Educators at all levels must have a deep understanding of reading to pinpoint gaps in student learning. This document also provides technical assistance to support families.
This comprehensive guide is intended to assist school and district leaders with the literacy MTSS process, including ADE’s guidance on the use of literacy screening to include the screening for characteristics consistent with dyslexia.
The Dyslexia Resource Guide for Families provides an overview the definition of dyslexia, characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
The Dyslexia Resource Guide for Families in Spanish provides an overview the definition of dyslexia ,characteristics constant with dyslexia by age, and how families can their child with dyslexia. This resource guide also provides a helpful question and answer section.
There are four good cause exemptions to retention for 3rd grade students who fail to meet the MOWR cut score. These apply if a student
Is an English learner or a limited English proficient student and has had fewer than two years of English language instruction; OR
Is in the process of a special education referral or evaluation and/or student has been diagnosed as having a significant reading impairment, including dyslexia; OR
Has an identified disability and has an IEP and the IEP team (including parents) agrees that promotion is appropriate;
OR Has demonstrated or subsequently demonstrates sufficient reading skills or adequate progress towards sufficient reading skills of the 3rd-grade reading standards as evidenced through a collection of reading assessments approved by the State Board.
During 2020-2021, schools are reviewing and selecting a screener from the Approved Universal Literacy and Dyslexia Screener list, with full implementation by the 2021-2022 school year. This screening process meets both Move On When Reading and Dyslexia legislation, and will be the tool used to complete the MOWR Literacy Plan and assessment data submission for fall, winter, and spring. ADE allows for additional vendor submissions for this RFI through the year with the close date of December 1. Vendors who would like to apply for the Universal Literacy and Dyslexia Screener RFI need to email [email protected]. for additional information. After December 1, the ADE team will review all submissions to assure the tool meets/continues to meet Arizona Statute. The Approved Universal Literacy and Dyslexia Screener list will be updated and reposted by February 1 of each year.