Arizona – 2017 – SB 1131 – Schools – Retention and Remediation

Reading instruction, retention & intervention: Specifies that a pupil should not be promoted from the third grade if the pupil does no demonstrate sufficient reading skills on statewide assessments.  A pupil who is not retained due to the unavailability of test data must receive evidence-based  intervention and remedial strategies if the third grade assessment data subsequently demonstrates that the pupil does not demonstrate sufficient reading skills. 

A pupil who does not demonstrate sufficient reading skills may be promoted if:

  • the pupil is an English learner or limited English proficient student and has had fewer than two years of English language instruction.
  • the pupil is in the process of a special education referral or evaluation for placement in special education, has been diagnosed as having a significant reading impairment, including dyslexia, or a pupil who is a child with another disability  if the pupil’s individualized education program team and the pupil’s parent or guardian agree that promotion is appropriate based on the pupil’s individualized education program.
  • the pupil has demonstrates sufficient reading skills or adequate progress toward sufficient third grade level reading standards as evidenced though a collection of reading assessments. 

Specifies that schools should offer more than one of the evidence-based intervention and remedial strategies developed by the state board of education.  The pupil’s parents, teacher and principal may choose the most appropriate intervention and remedial strategies that will be provided to that pupil.  The intervention and remedial strategies developed by the state board of education shall include:

  • A requirement that the pupil be assigned for  for evidence-based reading instruction by a different teacher meeting specified qualification
  • Summer school reading instruction.
  • In the next academic year, intensive reading instruction that occurs before, during or after the regular school day.
  • Small group and teacher-led evidence based reading instruction, which may include computer-based or online reading instruction.