Dyslexia LegislationHas Legislation?Yes
ARS 15-219 states that the “state board of education shall adopt rules to allow certificated teachers and administrators to count training regarding screening, intervention, accommodation, use of technology and advocacy for students with reading impairments, including dyslexia, as continuing education credits.” ARS 15-249 states that the “department of education may develop a dyslexia handbook.” ARS 15-704 describes screening, intervention, in-service requirements, and the oversight of instruction.
According to ARS 15-704, “Each school district or charter school that provides instruction in kindergarten programs and grades one through three shall select and administer screening, ongoing diagnostic and classroom-based instructional reading assessments, including a motivational assessment, as defined by the state board of education, to monitor student progress. Each school shall use the diagnostic information to plan appropriate and effective intervention.”
Arizona does not have pre-service legislation related to dyslexia.
According to ARS 15-704, “Each school district or charter school that provides instruction for pupils in kindergarten programs and grades one through three shall conduct a curriculum evaluation and adopt an evidence-based reading curriculum that includes the essential components of reading instruction. 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.”
According to ARS 15-704, “A pupil in grade three who does not demonstrate proficiency on the reading standards measured by the statewide assessment administered pursuant to section 15-741 shall be provided core reading instruction and intensive, evidence-based reading instruction as defined by the state board of education until the pupil meets these standards.”
1. "Essential components of reading instruction" means explicit and systematic instruction in the following: (a) Phonemic awareness. (b) Phonics. (c) Vocabulary development. (d) Reading fluency. (e) Reading comprehension.
2. "Evidence-based reading research" means research that demonstrates either: (a) A statistically significant effect on improving student outcomes or other relevant outcomes based on either: (i) Strong evidence from at least one well-designed and well-implemented experimental study. (ii) Moderate evidence from at least one well-designed and well-implemented quasi-experimental study. (iii) Promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias. (b) A rationale based on high-quality research findings or positive evaluation that an activity, strategy or intervention is likely to improve student outcomes or other relevant outcomes and that includes ongoing efforts to examine the effects of these activities, strategies or interventions.
3. "Reading" means a complex system of deriving meaning from print that requires all of the following: (a) The skills and knowledge to understand how phonemes or speech sounds are connected to print. (b) The ability to decode unfamiliar words. (c) The ability to read fluently. (d) Sufficient background information and vocabulary to foster reading comprehension. (e) The development of appropriate active strategies to construct meaning from print. (f) The development and maintenance of a motivation to read.”
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?Yes
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Has Literacy SIMR?Yes
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2019 National Center on Improving Literacy. https://improvingliterarcy.org