MOWR FAQs
For commonly asked Move On When Reading questions, please see the appropriate category below:
Q: What are the components of the MOWR statutes?
A: There are three main statutes that relate to Move On When Reading and impact any public school in Arizona that serves any kindergarten-third grade student.
A.R.S §15-704 calls for schools to make evidence-based decisions for instruction, curriculum, assessment, and teacher professional development.
A.R.S §15-211 calls for schools to submit an annual literacy plan and triannual literacy assessment data to the Arizona Department of Education. Upon approval, LEAs are eligible for MOWR funding. As revised by SB1572, each school shall ensure that at least one K-3 teacher has received training related to dyslexia.
A.R.S §15-701 calls for schools to retain any 3rd grade student should they fail to meet the MOWR cut score and do not meet one of the four good-cause exemptions to retention. It also calls for schools to send home required parent notifications.
Q: Are students who attend virtual programs impacted by MOWR expectations?
A: Yes, all students attending any program that impacts K-3 instruction must follow MOWR expectations. Schools must make appropriate arrangements for all 3rd graders to test in-person.
Q: How do I become a MOWR – ADEConnect participant?
A: Before the Move On When Reading portal can be accessed by anyone, they must create an account in ADEConnect.
Q: How do I update my MOWR permissions?
A: Your MOWR permissions in ADEConnect are controlled by your ADE Connect Entity Administrator. Permissions cannot be updated by ADE staff.
Once an Entity Administrator is set up for any school/district in ADEConnect, that school or district may have their Entity Administrator add users and assign roles for Move On When Reading.
Q: How are entity administrators assigned?
A: Entity Administrators should have received an email from the Arizona Department of Education inviting them to set up their accounts in ADE Connect, if they had previous roles as SAIS and/or Common Logon coordinators.
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 ADE Support 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 click here: ADEConnect to find general information about ADEConnect.
- Watch the training videos on the ADEConnect webpage for information on using ADE Connect.
To find your site’s Entity Administrator, please click here: http://www.ade.az.gov/edd/.
Q: What permissions are needed to access the MOWR portal?
A: There are two available permission levels for MOWR. First, a School Approver at each school within an organization must access the MOWR portal and enter and submit a school-level literacy plan and school-level literacy data to the LEA Approver, which is the district or charter level approver. The LEA Approver then aggregates all school plans for the district/charter system into one plan that is submitted to the ADE. MOWR literacy plans and data can only be submitted to the ADE by the LEA Approver (typically superintendents and charter leaders.) This is the same two-step process for single-site entities.
Q: What if I am the school Approver AND LEA Approver?
A: All LEAs, including single-site districts and charters, must follow the two-step submission process. That person must still enter first as the School Approver to submit the literacy plan/data to the LEA level. Then, reenter the portal as the LEA Approver to approve the submission and submit it the ADE.
Q: When is the K-3 Literacy Plan due?
A: K-3 Literacy Plans are due by October 1st, along with the first assessment data submission. LEAs that do not submit plans by the October 1st deadline will be in danger of losing MOWR funding for the year.
Q: What are the deadlines for the Literacy Assessment Data submissions?
A: There are three (3) deadlines for the Literacy Assessment Data submissions:
- October 1st
- February 1st
- June 1st
Q: Do we have to compile all school data into one plan from the district level?
A: Yes. Each school’s plan will need to be entered electronically. Once the LEA (district or charter organization) has approved the school plans, they will be electronically aggregated into one plan. It is the LEA’s responsibility to submit the aggregate plan to ADE. This is the same multi-step process for single-site entities.
Q: When will the MOWR Literacy Plan application be available to schools?
A: The Move On When Reading (MOWR) portal will be open in early August of each year.
Q: Does ADE have a recommended list of curricula and/or assessment tools?
A: Arizona is a local control state, which means that decisions regarding curriculum and assessment tools are handled by schools independently, as they best know the needs of their students. However, ADE does provide guidance for selecting a core reading program and intervention programs. On the Administrators page, there is a published list of core and intervention programs which meet legislative criteria. It is the responsibility of each school to ensure all curriculum used in K-3 classrooms meet this set of criteria.
The Move On When Reading team has published a list of universal literacy and dyslexia screeners which meet legislative criteria. All K-3 schools in Arizona must use one of these approved screeners with K-3 students at least 3 times each year. There is no criteria or approved list for diagnostic and progress monitoring tools.
Questions Regarding Who Qualifies as the DTD
Q: What role does the Dyslexia Training Designee have with testing/diagnosing dyslexia?
A: The Dyslexia Training Designee will not have the credentials to test/diagnose dyslexia. Once trained, the DTD will be a resource for colleagues and other educators on the campus for reading instruction, intensifying instruction or intervention strategies and the characteristics of dyslexia. It is important to note that a Dyslexia Training Designee does not diagnose dyslexia in students as that requires specialized training and assessments. The Dyslexia Training Designee will support all educators, in instructional practices and interventions to support all readers, including those that may show characteristics of dyslexia.
Q: Can a literacy coach or district administrator be the Dyslexia Training Designee?
A: Per HB 2060 has made it possible for now K-3 Literacy Coaches/Specialists may qualify to be the Dyslexia Training Designee.
Q: Can a reading interventionist be the Dyslexia Training Designee?
A: Yes, if the interventionist works at one campus and works directly with K-3 students.
Q: I feel the best person for the Dyslexia Training Designee is my 5th grade teacher with her knowledge of reading instruction. Can she be the designee?
A: No, per legislation it must a teacher or Literacy Coach or Literacy Specialist who works directly with K-3 students. She can complete any of the approved trainings to further her knowledge and support students, but she will not be on record as the Dyslexia Training Designee.
Q: Can I be the Dyslexia Training Designee for more than one school?
A: No, per legislation there must be one full-time Dyslexia Training Designee on every K-3 campus.
Q: Can the Dyslexia Training Designee be a part-time employee?
A: No, per legislation there must be one full-time Dyslexia Training Designee on every K-3 campus.
Q: Do all teachers in a district need to complete a dyslexia training course?
A: Any campus that serves K-3 students must identify at least one DTD for that campus. While the law calls for at least one K-3 teacher, coach or specialist to have this specific training on each campus, it is highly encouraged and recommended that all teachers or as many as possible have the related training. (For questions regarding a certificate deficiency and/or endorsement requirements, reach out to ADE Certification.)
Q: My school is an AOI (Arizona Online Instruction), do we need to have a Dyslexia Training Designee?
A: Yes, per legislation all schools who serve K-3 students need to have a Dyslexia Training Designee assigned to their school entity.
Q: Can we have one teacher complete the trainings then use the TOT model to train other teachers in the district?
A: No, per legislation one full-time K-3 teacher, coach or specialist on each campus must complete the trainings as prescribed on the approved list.
Questions Regarding Qualifications
Q: I have selected my Dyslexia Training Designee however, she already has completed coursework for Reading Instruction from a university, is she exempt from this additional training?
A: Only trainings on the approved list have been reviewed to meet the Request for Information (RFI) requirements. She can reach out to the college and ask them to submit their coursework to the RFI for review or she can complete one of the courses on the list.
Q: I have selected my Dyslexia Training Designee; however, she already has a Reading Endorsement on her certificate. Is she exempt from this additional training?
A: Only trainings on the approved list have been reviewed to meet the Request for Information (RFI) requirements. She can reach out to the college and ask them to submit their coursework to the RFI for review or she can complete one of the courses on the list.
Q: I completed a training that is on the list but I completed it in 2020. Does that count towards filling the requirements of the DTD training?
A: Each vendor informed us of when their training met the requirements, so depending on the vendor it may or may not qualify. You will need to refer to the list of ADE approved trainings and the date below the training. All DTDs must have completed the training as of this date or sooner.
Q: Do the ELA Team dyslexia book studies count towards fulfilling the requirements of the Dyslexia Training Designee?
A: No, a “book study” is not an in-depth comprehensive course. Only trainings on the approved list have been reviewed to meet the RFI requirements.
Questions Regarding the Trainings (What?)
Q: Do the Instruction (I), Intensifying Instruction (II), and Understanding and Recognizing Dyslexia (URD) courses need to be taken in any particular order?
A: No, courses can be taken in any order if selected from multiple vendors. If selecting a course which meets all three areas, you will follow the scope and sequence designed by the vendor.
Q: Does the DTD courses need to be taken by the same vendor for all areas: Instruction (I), Intensifying Instruction (II), and Understanding and Recognizing Dyslexia (URD)?
A: No. The approved list represents the learning opportunities that currently meet some or all portions of the requirements of ARS §15-219 based on vendor selected categories for submission.
Q: The trainings on the approved list vary greatly in the approximate length. Is there a certain hour requirement for completion?
A: No. The approved list represents the learning opportunities that currently meet some or all portions of the requirements of ARS §15-219 based on vendor selected categories for submission. Each vendor had to ensure that each area submitted met all the criteria. A DTD can determine which training met meets their needs (regardless of length of training).
Q: Select trainings list a participant/cohort count. How do I work with these suggestions if I do not have the same number of participants?
A: Work with your vendor to inquire how they can best meet your individual needs. A cohort does not need to be solely made up of participants from the same school.
Q: Does the DTD training qualify to remove the dyslexia deficiency off my certificate?
A: No, there is a separate list where you can find the trainings that will remove the Dyslexia Deficiency. You can find the list here under Requirement B.
Questions Regarding DTD Documentation
Q: What does the DTD do once a training has been completed? Where/how is documentation shared with ADE?
A: Once the DTD has completed one portion or all three portions (depending on selection), that individual is responsible for submitting all documentation to their assigned school. School leaders will be required to submit any certifications of completion in the Move on When Reading Literacy Plan.
Q: What happens if our DTD retires, leaves, and/or moves out of K-3?
A: It is the school’s responsibility to select a new DTD, plan trainings immediately, and communicate this change with the MOWR team. If more than one DTD has been trained on a campus, that person’s documentation can be shared with ADE during the next literacy plan submission.
Q: What happens if our DTD transfers schools?
A: It is the responsibility of the DTD to ensure their assigned campus has all documentation on file. Their completed trainings will apply to any K-3 school they are employed with. It is the responsibility of the school to then ensure they have another DTD trained.
Questions Regarding DTD Timeline/Deadline
Q: What is the timeline for DTD completion?
A: It is the responsibility of each school to identify and begin training their selected DTD by July 1, 2022. Select trainings take considerable time and it is the MOWR team’s understanding that all trainings cannot be completed by July 1, 2022. The 2022 Literacy Plan can include partial documentation of any training(s) in progress. The goal of this legislation is to improve student learning via highly knowledgeable instructors. The deadline for a selected training past the July 1 date should not dissuade a training from being selected.
Questions Regarding DTD Funding
Q: Will there be funding to pay for the trainings?
A: Yes, there is grant that opened on July 2023 and closes May 1, 2024. Schools can apply within GME and is first come, first served. For more information, please see our webpage at ADE Dyslexia Page.
Q: What funds can be used to pay for the trainings?
A: Any funds that support K-3 reading instruction may be used, including MOWR funds.
Information to share with parents and guardians: Spring 3rd Grade Assessment Purpose and Overview for Parents
Q: What happens if a 3rd grader does not meet the requirements to be promoted to 4th grade?
A: A student who fails to exceed the Move On When Reading cut score on the Reading portion of the 3rd grade ELA statewide exam is a candidate for retention.
There are four good-cause exemptions to consider for any student who fails to meet the MOWR cut score. Please review all considerations when determining student placement.
A.R.S §15-701 (2a-b) requires that an Arizona student not be promoted from the third grade if the student scores far below the third-grade level on the statewide assessment.
A third grader who does not demonstrate sufficient reading skills may be promoted to fourth grade if the student:
- Is an English Learner (EL) who has received less than three years of English language instruction.
- Is in the process of a special education referral or evaluation for placement in special education, or has been diagnosed with a significant reading impairment, including dyslexia, or is a child with a disability and the IEP team agrees promotion is appropriate.
- Demonstrates sufficient reading skills or adequate progress toward sufficient reading skills through a collection of reading assessments.
- Receives intervention and remedial services during the summer or subsequent year and demonstrates sufficient reading progress.
As a reminder, if there are other concerns and data points to support retention, school leaders can still make the determination at a local level to retain any student, regardless of MOWR requirements/statute.
Q: Under current requirements, if a 3rd grader does not participate in statewide assessments and therefore does not receive a score for the test, would that student be required to be retained (barring exceptions, like having an IEP)?
A: It is the expectation that all 3rd grade students complete the statewide exams. Schools are held accountable to assess 100% of students. If a student does not take the third grade English Language Arts exam, for any reason, they cannot be held accountable to MOWR retention requirements.
Q: Can a third-grade student who fails to meet the MOWR cut score be retained if they have already been retained (or already repeated 3rd grade)?
A: Yes, there is no legislative provision about students who have already been retained or repeated 3rd grade.
Q: Would a 3rd grade student on a 504 plan be exempt from retention?
A: No, the exemption in place for students with unique needs is specific to students with at least one of the following disabilities as defined in section 15-761 and who, because of the disability, needs special education and related services.
Q: Can any 3rd grade student be retained if they have an IEP or are awaiting a Dyslexia diagnosis and do not meet the MOWR cut score?
A: Arizona Revised Statute has several exemptions to retention directly related to students with a significant reading impairment or disability.
Any third grader who does not demonstrate sufficient reading skills may be promoted to fourth grade if the student:
(A.R.S §15-701, 2.b.ii) Is in the process of a special education referral or evaluation for placement in special education, or has been diagnosed with a significant reading impairment, including dyslexia, or is a child with a disability and the IEP team agrees promotion is appropriate.
Q: How is Move on When Reading (MOWR) going to be affected if a student does not receive a score in AASA?
A: If a student does not receive a score in AASA ELA, we recommend other reading assessment data be used as guidance if the LEA is unsure of whether to retain/promote the student. AASA summer reading test will not be available this year, so please use the data collection tools that have been approved by the State Board of Education (universal screeners) Universal Literacy and Dyslexia Screener Guide.pdf. Alternatively, you may sign up for Navvy to collect data on reading standards that can be used in your promotion decisions. Navvy is a Pearson product offered through the Arizona Department of Education at no cost to districts/charters. Please contact the Achievement team at [email protected] for more information on signing up for Navvy or guidance on how to use Navvy for MOWR decisions.
Q: What is the MOWR cut score?
A: You can view the AASA Cut Scores Scale Score Ranges. The MOWR cut scores only apply to the reading portions of the exam and are not equivalent to the minimally proficient range. A student may be minimally proficient and still MEET the MOWR cut score.
Q: Where can I find information available on MOWR retention for individual students?
A: The AASA scores will be available in PearsonAccessnext (PAN). There will be a section of PAN for Published Reports, which includes Student Data Files (.txt format), Roster Reports (PDF), and Student Reports (PDF). There will also be a section for On-Demand Reporting with several formats to export data and with additional filter and sort options, including the ability to display by testing groups if those were set up before the end of the AASA test window.
Users in PAN with District Test Coordinator and School Test Coordinator roles will be able to access data in PAN. Users in PAN with the role of Test Administrator will not be able to access the data in PAN this year and will need to receive their data from their School or District Test Coordinator.
Teachers can see the student scores for the students who have been rostered to them via the paper reports for parents.
Visit the AASA Homepage for more information.
Q: How do I interpret the 3rd grade scores and determine those who met the MOWR cut score and those who didn’t?
A: Column Z of the overall report “MOWR requirement met box” will indicate Yes or No. This indicates if they met the MOWR cut score. A student could have an overall lower score but still meet the MOWR cut score due to it being a very low benchmark for only the reading portion of the ELA exam. If your students show "Yes" in that column, they have all met the MOWR cut score and should not be retained, per MOWR. However, retention can always be determined based on other data and should be a team decision.
Q: How does the funding for Move On When Reading work?
A: The LEA must submit a budget form to the ADE School Finance Department with its K-3 funding. Monies are funded to districts/charters in their Maintenance and Operations (M&O) budgets. The K-3/MOWR funds appear as a separate budget line item titled K-3 Reading. Funds are released for all LEAs upon the submission, review, and approval of their literacy plans by the Arizona Department of Education. Current school year funding is approximately $145.00 per K-3 student as shown on the 100 day count.
Q: When is MOWR funding released?
A: Once a district/charter literacy plan and data are reviewed by the ADE MOWR team, the district/charter entity will be placed on the new State Board consent agenda. Any release of funding must be approved by the Arizona State Board of Education. Once the consent agenda has been approved, the ADE MOWR team informs the ADE School Finance division and funds will then be released at the next available payment.
If you have questions about the K-3 reading distributions, please contact ADE School Finance (602)-542-5695
Q: Can letters be sent electronically?
A: Yes, legislation requires parent letters to be written notification; however, that may be sent in various formats.
Q: Does the At-Risk letter need to be sent to students who qualify for exemptions such as EL students who have had less than 2 years of EL instruction?
A: Yes, all K-3 students are screened at least three times a year and the second letter should be sent home to all students who do not demonstrate sufficient reading skills.
Q: Does the At-Risk letter need to be sent to students who have been diagnosed as having a significant reading impairment, including dyslexia?
A: Yes, all K-3 students are screened at least three times a year and the second letter should be sent home to all students who do not demonstrate sufficient reading skills.
Q: Are students who are homeschooled or attend private schools impacted by MOWR expectations?
A: MOWR legislation does not apply to students receiving instruction in a homeschool or private school setting. MOWR legislation regarding curriculum, assessments, intervention, and retention/promotion only applies to public school students.
Statewide assessments – To participate in statewide assessments, guardians would need to coordinate with their local school.
Universal Screening – Public schools may consider scheduling universal screening for students; however, schools would not include those scores in triannual MOWR data submissions.
For further information about services required for any student with an arranged home-bound school setting, reach out to your local school.
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.
