Third Grade Success Act Components

Below are several components that the Third Grade Success Act (TGSA) follows. Click the component you want to learn more about, and the page will autoscroll to that section.

Table of Contents

• Science of Reading
• Benchmark Assessment/Screeners
• Multi-Tiered System of Supports
• Parent Notification and Involvement
• Teacher Preparation Program
• School Personnel Training
• Dyslexia and Dyscalculia
• Retention Guidance
• LETRS

Science of Reading

The Science of Reading is the body of scientific research over the last several decades that proves how the brain learns to become a skilled reader and writer. When we say something is aligned with the Science of Reading, we mean that it is aligned with the research that has proven to be effective.

The TGSA pertains to the Science of Reading by:

• Codifying the definition of “Science of Reading” as evidenced-based reading instruction including:
  • Phonemic awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension plus writing
• Requiring assistance be provided to county boards for training and implementation for all K-3 teachers, ECCATs, and interventionists in the Science of Reading
• Requiring county boards to adopt high-quality instructional materials aligned to the science of reading and content standards

Benchmark Assessment/Screeners

The TGSA establishes an approved list of screeners/benchmarks in English Language Arts, dyslexia, and mathematics for K-3 students. These must be given in the first 30 days of the school year then repeated at mid-year and end-of-year.

Multi-Tiered System of Supports

"Multi-Tiered System of Supports" refers to a proactive school framework that combines academic, behavioral, and social-emotional learning. It uses data screening and three escalating tiers of evidence-based intervention to catch student struggles early and support the whole child.

The TGSA:

• Creates individualized reading or mathematics improvement plans for students identified as having a deficiency in grades K-4 with input from school personnel and parents/guardians
• Provides intensive supports to students with a substantial reading or mathematics deficiency
• Requires an extended year program in literacy and numeracy for students in K-3 who have not met certain criteria

Download an example individual intervention plan

Parent Notification and Involvement

Parental involvement is crucial to early and elementary development. The TGSA provides:

• Notification of parents or guardians
  • This is included in the creation and implementation of the reading or mathematics improvement plans.
• Regular updates to parents or guardians as well as ongoing communication on child’s reading and math progress
• Strategies to parents or guardians to use at home to help their child succeed in reading or math

Download the parent notification example

Teacher Preparation Program

The TGSA helps ensure educator preparation programs prepare candidates to implement reading and math instruction using:

• High-quality instructional materials
• Effective instruction and intervention
• Data driven decision making
• Characteristics of dyslexia and dyscalculia

School Personnel Training

Training incorporates the following through TGSA:

• Instruction regarding the administration and analysis of data from benchmark assessment or screener tools
• Participation in comprehensive training on the Science of Reading and numeracy instruction
• Understanding the characteristics of dyslexia and dyscalculia in students
• Implementation of effective instructional strategies that benefit students with indicators of dyslexia or dyscalculia
• Understanding the roles and responsibilities of the following in supporting literacy and numeracy alongside the classroom teacher:
  • Classroom assistant teachers
  • Aides
  • Paraprofessionals
  • Interventionists

Dyslexia and Dyscalculia

Dyslexia is a neurodevelopmental learning difference that primarily affects reading, spelling, and word decoding. Dyscalculia is a neurodevelopmental learning difference that primarily affects a person's ability to understand numbers, learn math facts, and perform calculations.

The following is required through the TGSA:

• A list of dyslexia screeners to be administered no less than twice per year in K-3 and any time students with identified deficiencies are not responding to intervention
• Annual professional development for educators to ensure students are screened and provided appropriate evidence-based instruction and intervention strategies for students at risk for academic difficulty
  • Includes students who exhibit possible indicators of risk for dyslexia or dyscalculia
• Appropriate accommodations for students who are at risk for or may be diagnosed with dyslexia or dyscalculia
• Use of the terms "dyslexia" and "dyscalculia" in an Individualized Education Program and evaluation reports by professionals qualified to render a diagnosis of dyslexia or dyscalculia
• A list of the following to address the identification of students with dyslexia or dyscalculia be made publicly available:
  • Screeners
  • Assessments
  • Instructional resources
  • Informational materials
  • Professional development
• Conduct literacy screenings for students transferring in Grades 3-5 from another school that does not utilize screeners

Retention Guidance

The TGSA requires the retention of third grade students not meeting standards in English Language Arts and/or Math beginning with the 2026-2027 school year. 

Download WVDE Retention Guidance 3.0 (July 2026) [PDF]

LETRS