Move on When Reading
Some significant changes to Arizona’s education law have taken effect during the 13-14 school year. The law, (A.R.S. 15-701) passed in 2010, states that when a third grade student scores far below the third grade level on the state adopted reading test, they will not be promoted to fourth grade. Additional information on this law as well as the state website was provided in the family handbook at the beginning of the school year.
In accordance with the new law, a school district or governing board or the governing body of a charter school may be allowed to promote a pupil who earns a score that falls far below the third grade level for any of the following reasons:
- Students who are English Language Learners or Limited English Proficient that have received less than two years of English instruction; or
- Students with disabilities, provided that the pupil’s individualized education program (IEP) team and the pupil’s parent or guardian agree that promotion is appropriate based on the pupil’s IEP.
- Third grade students in the process of a special education referral or evaluation for placement in special education and/or students that have been diagnosed as having a significant reading impairment, including dyslexia. (Dyslexia is defined as a brain-based learning difference that impairs a person's ability to read and spell that is independent of intelligence and typically causes a person to read at levels lower than expected.)
Kyrene Elementary School District provides a comprehensive core reading program to all students with a particular emphasis in foundational reading skills Kindergarten through Third grade. The District core reading program, Harcourt Trophies, includes the key components of effective early literacy skills: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. Additionally, individual plans are created to support struggling readers in grades K-3 to intervene well before state testing takes place.
Parents As Partners
Parents play a vital role in student academic success by ensuring students are on time and at school every day as well as by supporting and monitoring their child’s reading skills at home.
Teachers and Administrators
As part of the Move on When Reading law, it is important for us to communicate with parents of struggling readers the steps being taken during core reading instruction as well as outside of core classroom instruction to intervene and assist students.
Please use the MOWR Flowchart to plan support and communication for K-3 at-risk students as related to MOWR legislation.
Intervention Plan Templates
Procedures and Timelines