Each school literacy plan reports the K-3 literacy efforts to be implemented in the coming school year. Per A.R.S 15-704, schools report the K-3 evidence-based core and intervention reading programs, comprehensive assessment systems, professional development, as well as copies of each grade’s ELA block schedule, required parent notifications, and MOWR allocation spending. Find helpful documents in each tab below to assist you in the MOWR Literacy Plan submission process, as well as your own system-wide literacy processes.
Literacy Plan Requirements
Approval criteria for each component of the literacy plan.
Essential Components of a Literacy Plan
One-page info-sheet covering all essential components of a literacy plan; leadership teams, comprehensive assessment system, core instruction, intervention, professional development, and parent notification.
School and District/Charter Responsibilities
List of the key responsibilities of MOWR school-level and LEA-level approvers.
Core Reading Guidance
Evidence-based Core Reading programs, requirements, critical components, effective instruction, and planning a successful curriculum selection process
K-5 Literacy Self-Assessment
Assessment and Planning Instrument for Effective Elementary Literacy Programs
The National Center on Intensive Intervention (NCII) outlines intensive intervention and the MTSS process in which schools and districts can align their practices for Tier 1, Tier 2, and Tier 3 interventions. LEAs can gleam information from the research study presented by the NCII and tailor its findings to their practices.
ESSA (Every Student Succeeds Act)
In 2015, the Every Student Succeeds Act replaced No Child Left Behind. ESSA empowers states to better identify and support the needs of their schools. Beginning in 2017-2018, the K-3 reading programs used by schools must meet the ESSA criteria for being evidence-based. To receive MOWR and any federal funding (Title 1, etc.) programs must meet one of the top three tiers of evidence (Strong, Moderate, or Promising).
Assessment (Screening, Diagnostic, Progress Monitoring)
K-3 MOWR Assessment Requirements
A.R.S §15-704 (A.) requires each school district or charter school that provides instruction in K-3 to select and administer screening, ongoing diagnostic and classroom-based instructional reading assessments, to monitor student progress. Each school shall use the diagnostic information to plan evidence-based appropriate and effective instruction and intervention. Learn more about the specific purpose and administration of each assessment type and how they apply to Move On When Reading. Click on the interactive document.
Move On When Reading Assessment Requirements
Universal Literacy and Dyslexia Screener
*New Guide for Arizona’s K-3 Schools/Districts
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.
*New 2020-2021 Approved Screeners
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.
Collection of Assessments Exemption to Retention
Beginning in the 2017-2018 school year, A.R.S §15-701 added a new exemption to retention for any 3rd grader who failed to meet the cut score for the reading portion of the statewide exam. A school can use a collection of reading assessments that demonstrate a student’s sufficient reading skills in order to determine that promotion is appropriate. These valid assessments must meet a set of six criteria determined by the State Board of Education.
Video explaining criteria for Collection of Assessments Exemption
Criteria for Valid Literacy Assessment for Use with the Collection of Assessments
Per A.R.S §15-704 (D), all school districts and charter schools that offer instruction in kindergarten programs and grades one through three shall provide ongoing teacher training based on evidence-based reading research.
Literacy Plan PD Sample
Sample of brief narratives describing current year’s professional development plans for Tier 1 instruction, Tier 2/3 Interventions, Assessment, and Data Analysis
Final Requirements (ELA Schedule, Parent Letters, MOWR Budget)
Reading Block Schedules
School districts and charter schools must provide annual written notification to parents of students in grades K-3 informing them of Arizona’s Move on When Reading laws.
Letter 1 is sent annually to all parents of students in grades K-3 and should include:
- Information about AZ’s Move on When Reading law and third grade retention policies
- Legislative exemptions to retention
Letter 2 is sent to parents of students who have been identified as reading below grade level in K-3 and should include:
- Description of the student’s current needs
- Description of the interventions available to remediate the reading deficiencies
- Legislative remedial strategies
- Parental strategies to support reading proficiency at home
- Notification about the promotion/retention legislation (MOWR)
The LEA Literacy Plan requires each district to report the amount of funding received for K-3 literacy for the previous school year and to estimate the amount that will be received for the current school year. Please click on the link below to look up this information for your district/charter. If you have any questions about K-3 reading funds, please contact [email protected] or 602-364-2262.
Balanced Assessment Framework: The Every Student Succeeds Act (ESSA) emphasizes the need for a balanced assessment system. The analysis of an assessment system begins with establishing common definitions and common understandings of the purpose of each different type of assessment.
Developing a Thriving Reader From the Early Years: A Continuum of Effective Literacy Practices is a guide for practitioners 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.
The Dyslexia Handbook is designed for teachers and administrators to help them recognize and address the struggles of 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.
Florida Center for Reading Research (FCRR) is a multidisciplinary research center at Florida State University. FCRR explores all aspects of reading research—basic research into literacy-related skills for typically developing readers and those who struggle, studies of effective prevention and intervention, and psychometric work on formative assessment.
In Arizona, Multi-Tiered System of Support (MTSS) is defined as a coherent continuum of system-wide, data-based problem solving practices supporting a rapid response to the academic and behavioral needs for all students. Within AZMTSS, instruction/intervention is delivered across multiple tiers depending on individual student needs as identified by student outcome data.
Read On Arizona is a statewide, public/private partnership of agencies, philanthropic organizations, and community stakeholders committed to creating an effective continuum of services to improve language and literacy outcomes for Arizona’s children from birth through age eight over the next ten years.
Reading Rockets is a website that provides articles, blogs, research, and strategies on teaching reading and helping struggling readers.