Assigned to ED AS ENACTED
ARIZONA STATE SENATE
Fifty-Third Legislature, First Regular Session
FACT SHEET FOR S.B. 1131
schools; K-3 reading program
Makes various changes to the K-3 Reading Program concerning program administration, retention policies, intervention strategies and reporting requirements.
The K-3 Reading Program, also referred to as Move on When Reading (MOWR), was established in 2010 to improve the reading proficiency of pupils in kindergarten and grades one through three. Under MOWR, pupils who score below the minimum proficiency on the reading portion of the statewide assessment are prohibited from being promoted to the fourth grade unless the pupil: 1) is an English language learner who has received less than two years of English instruction; 2) has an individualized education plan or is in the process of a special education referral or has been diagnosed with a significant reading impairment, including dyslexia; or 3) receives intervention and remedial services during the summer or subsequent school year and demonstrates sufficient progress. Additionally, students may be promoted if data is unavailable by the beginning of the following school year.
The State Board of Education (SBE) develops intervention and remedial strategies for pupils who are retained in the third grade. Schools are required to offer at least one of the following strategies: 1) assigning the pupil to a different teacher; 2) providing summer school reading instruction; or 3) providing intensive reading instruction in the next academic year that occurs before, during or after the regular school day (A.R.S. § 15-701).
School districts and charter schools submit reading plans by October 1 of each year to the Arizona Department of Education (ADE) to improve the reading proficiency of its pupils, except school districts and charter schools assigned a letter grade A or B submit plans only in odd numbered years. The plans include baseline data on pupils’ reading proficiency, reading intervention programs and a budget for spending monies from both the K-3 support level funding weight and the K-3 reading support level funding weight. School districts and charter schools may only spend monies generated by the K-3 reading support weight on reading programs for pupils in kindergarten and grades one through three with emphasis on pupils in kindergarten and grades one and two (A.R.S. § 15-211).
There is no anticipated fiscal impact to the state General Fund associated with this legislation.
Retention and Intervention
1. Allows SBE to set a cut score for pupils who do not demonstrate sufficient reading skills on the statewide assessment.
2. Adds to the list of retention exemptions, pupils who have demonstrated or subsequently demonstrate sufficient reading skills or adequate progress towards sufficient reading skills of the third grade reading standards as evidenced through a collection of reading assessments approved by SBE, which includes an alternative standardized reading assessment approved by SBE.
3. Requires school districts and charter schools to offer more than one, rather than at least one, of the intervention and remedial strategies developed by SBE.
4. Requires the different teacher a pupil is assigned to as part of an intervention strategy to be designated in one of the top two performance classifications in the teacher's most recent performance evaluation.
5. Specifies the online intervention strategy is small group and teacher-led instruction that may include computer-based instruction or online reading instruction.
6. Requires school districts and charter schools to provide annual reports to ADE by October 1 on the following:
a) the number of pupils subject to retention;
b) the number of pupils promoted via an exemption;
c) the number of pupils retained in third grade; and
d) the interventions administered.
7. Modifies the annual notification requirements to require school districts and charter schools to provide specific written notification of the reading deficiency for pupils that are at risk of reading below grade level in kindergarten and grades one, two and three based on local or statewide assessments.
8. Adds a description of the pupil's specific individual needs to the specific written notification.
ADE Guidance and Support
9. Directs ADE to develop implementation guidance for school districts and charter schools to assist schools in administering an effective K-3 Reading Program plan.
10. Requires the guidance to include the following:
a) identifying and recommending appropriate program expenditures;
b) providing technical oversight and assistance for annually updating reading program plans;
c) selecting and adopting evidence-based reading curricula; and
d) providing and promoting teacher professional development that is based on evidence-based research.
11. Directs ADE to prioritize supports and interventions, including enrollment in reading trainings and professional development, for school districts and charter schools that have the highest percentage of pupils who do not demonstrate sufficient reading skills as established by SBE.
Administration and Program Monies
12. Specifies that school districts and charter schools shall use monies generated by the K-3 reading support weight only on instructional purposes intended to improve reading proficiency, rather than on reading programs.
13. Clarifies the monies generated from the K-3 reading support level weight are released after the plans are submitted, in addition to reviewed and recommended for approval by ADE.
14. Requires SBE to give approval to C, D and F school districts and charter schools before any portion of the monies generated by the K-3 reading support level weight are distributed.
15. Directs ADE to deposit any monies received for offering reading trainings or professional development into the Department of Education Professional Development Revolving Fund.
16. Directs ADE to submit an annual report by December 15 on the K-3 Reading Program to the Governor, the President of the Senate and the Speaker of the House of Representatives and to provide a copy to the Secretary of State, SBE and the chairpersons of the Education Committees of the Senate and the House of Representatives.
17. Outlines the contents of the report as follows:
a) information, including data and information on continued proficiency on the statewide assessment in subsequent grades, on the improvement of K-3 reading in this state, including achievement data statewide and achievement data at the school district and charter school level;
b) a description of the activities of ADE to support school districts and charter schools in improving K-3 reading;
c) specific findings on methods by which ADE may continue to improve support and assistance for school district and charter schools in the administration of K-3 Reading Program plans;
d) information and data on K-3 Reading Program plans throughout this state and the expenditure of K-3 Reading monies by school districts and charter schools; and
e) data reported by schools that promote a pupil via an exemption that details the number of students subject to retention, the number of students promoted via an exemption, the number of students retained in third grade and the interventions administered.
18. Requires the contract for the statewide assessment that assesses reading, writing, mathematics, social studies and science to ensure that test scores and assessment data be received by local education agencies (LEAs) as follows:
a) May 15 of each academic year for scores and assessment data from the reading portion of the statewide assessment; and
b) May 25 of each academic year for scores and assessment data from all other portions of the statewide assessment.
19. Allows SBE to impose penalties on the contractor for scores received after this date.
20. Requires any testing window established and executed by ADE or SBE for the administration of the statewide assessment that assesses reading, writing, mathematics, social studies and science to:
a) ensure LEAs receive test scores and assessment data from the reading portion of the statewide assessment by May 15 of each academic year and May 25 of each academic year from all other portions of the statewide assessment; and
b) not be longer than four consecutive weeks.
21. Allows ADE, subject to review and approval of SBE, to adjust the testing window for the statewide assessment that assesses reading, writing, mathematics, social studies and science in academic years that SBE revises or establishes new proficiency levels.
22. Replaces the definition of scientifically-based reading research with evidence-based reading research and specifies intervention and remedial strategies are evidence-based.
23. Replaces references to the Arizona instrument to measure standards (AIMS) test with statewide assessment and removes related references to AIMS.
24. Makes technical and conforming changes.
25. Becomes effective on the general effective date.
Amendments Adopted by Committee
1. Modifies the new retention exemption by allowing a student to demonstrate sufficient progress towards proficiency on the reading standards and removes a requirement for proficiency of all of the reading standards.
2. Moves the date of the testing window and the receipt of test scores from May 15 to May 20.
3. Limits the testing window to one school week.
4. Eliminates an antiquated requirement related to the AIMS.
Amendments Adopted by Committee of the Whole
1. Retains the October submission date for literacy plans.
2. Delays ADE's annual report date from November 15 to December 15.
3. Requires the annual report to include information on students' proficiency on the statewide assessment beyond the third grade.
4. Modifies the new retention exemption by requiring students to demonstrate sufficient reading skills rather than proficiency.
5. Limits the individualized annual notifications provided to students to students who are at risk of reading below grade level.
6. Requires test scores to be received by May 15 for third grade reading and May 25 for all other portions of the statewide assessment.
7. Limits the testing window to four consecutive weeks.
8. Allows ADE to adjust the testing window in certain years.
9. Eliminates an antiquated requirement related to AIMS.
Amendments Adopted by the House of Representatives
· Makes technical changes.
Senate Action House Action
ED 1/26/17 DPA 7-0-0 ED 2/27/17 DP 11-0-0-0
3rd Read 2/16/17 28-1-1 3rd Read 3/20/17 47-10-3
Final Read 3/21/17 29-1-0
Signed by the Governor 3/24/17
Prepared by Senate Research
March 31, 2017