Third Grade Success Act
House Bill 3035 addresses early literacy and numeracy development in kindergarten through third grade by establishing a holistic statewide approach.
Bill Summary
This bill encompasses aspects of education such as teacher training, additional support personnel, assessments for dyslexia and dyscalculia, multi-tiered support systems, intervention strategies, parent communication, and extended year programs. In the following sections, we will explore the key components of this legislation and illuminate how it aims to enhance the educational foundation for young learners.
- Codifies the definition of “Science of Reading” as evidenced-based reading instruction including phonemic awareness, phonics, fluency, vocabulary and comprehension plus writing.
- Requires assistance be provided to county boards for training and implementation for all K-3 teachers, ECCATs, paraprofessionals, aides, and interventionists in the Science of Reading.
- Requires county boards to adopt high-quality instructional materials aligned to the science of reading and content standards.
- Establishes an approved list of screeners/benchmarks in English Language Arts, dyslexia, and mathematics for K-3 students which must be given in the first 30 days of the school year then repeated at mid-year and end-of-year.
- 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.
- Notification of parents or guardians is included in the creation and implementation of the reading or mathematics improvement plans.
- Provide regular updates to parents or guardians as well as ongoing communication on child’s reading and math progress.
- Provide strategies to parents or guardians to use at home to help their child succeed in reading or math.
- 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, and characteristics of dyslexia and dyscalculia.
- 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.
- Implementing effective instructional strategies that benefit students with indicators of dyslexia or dyscalculia.
- Understanding the roles and responsibilities of classroom assistant teachers, aides, paraprofessionals, and interventionists in supporting literacy and numeracy alongside the classroom teacher.
- Establishing a list of dyslexia screeners to be administered no less than twice per year in kindergarten through third grade and any time students with identified deficiencies are not responding to intervention.
- Providing 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 including students who exhibit possible indicators of risk for dyslexia or dyscalculia.
- Ensuring appropriate accommodations for students who are at risk for or may be diagnosed with dyslexia or dyscalculia.
- Using the terms dyslexia and dyscalculia in IEPs and evaluation reports by professionals qualified to render a diagnosis of dyslexia or dyscalculia.
- Require a list of screeners, assessments, instructional resources, informational materials, and professional development to address the identification of students with dyslexia or dyscalculia be made publicly available.
- A list of screeners, assessments, instructional resources, informational materials, and professional development to address the identification of students with dyslexia or dyscalculia will be publicly available.
- Conduct literacy screenings for students transferring in grades 3 – 5 from another school that does not utilize screeners.
- Phase in ratios for classroom aides or interventionists (more than 12 students) beginning in 2023 for first grade classrooms then second and third grade in the following two years unless other funds are already supporting 1st grade aides in the county.
- Submit a proposed implementation to LOCEA by July 1, 2023
- Provide a report on literacy and numeracy to LOCEA, Joint Committee on Government and Finance, and the Governor by November 1, 2023 and annually thereafter.
- Require the retention of third grade students not meeting standards in English Language Arts and Math to begin July 1, 2026 with a few exceptions.
Frequently Asked Questions
Our printable guide answers some of the most commonly asked questions from districts including issues related to funding, staffing, benchmarks, screening, extended school days and years, professional development, dyslexia, dyscalculia, strategic planning, and systems of support.
Approved Screener List
Scroll to the right within table for more information.
| Assessment Name | Assessment Type | Provider | Administration Type | Frequency of Assessment | Length | Meets Classification Accuracy Criteria | Meets Validity Criteria | Meets Reliability Criteria | Literacy Component | Numeracy Component | Dyslexia Screening Component |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Acadience Reading & Math K‐6 Learn More (PDF) | Universal Screener | Voyager Sopris Learning | Manual or Digital Entry | 3 times per year | 5‐10 minutes | Yes | Yes | Yes | Yes | Yes | Yes |
| Istation Learn More (PDF) | Universal Screener | Istation | Digital | 3 times per year | 30 Minutes | Yes | Yes | Yes | Yes | Yes | Yes |
| i‐Ready Diagnostics for Reading and Math Learn More (PDF) | Universal Screener | Curriculum Associates | Digital | 3 times per year | 45 Minutes | Yes | Yes | Yes | Yes | Yes | Yes |
| Measures of Academic Progress (MAP) GROWTH Learn More (PDF) | Universal Screener | NWEA (HMH) | Digital | 3 times per year with optional summer administration | 45 Minutes | Yes | Yes | Yes | Yes | Yes | Yes |
| mCLASS ‐ DIBELS 8th Edition Learn More (PDF) | Universal Screener | Amplify | Manual or Digital Entry | 3 times per year | 1-5 Minutes | Yes | Yes | Yes | Yes | ? | Yes |
| Star Assessments (Star Reading Star Math and Star Early Literacy) Learn More (PDF) | Universal Screener | Renaissance | Digital | 3 times per year | 15-30 Minutes | Yes | Yes | Yes | Yes | Yes | Yes |
| AimswebPlus Learn More (PDF) | Universal Screener | Pearson | Digital | 3 times per year | 10-35 Minutes | Yes | Yes | Yes | Yes | Yes | Yes |
| IXL Learn More (pdf) | Universal Screener | IXL Learning, Inc. | Digital | 3 times per year | 30 minutes | Yes | Yes | Yes | No | Yes | N/A |
| Amira Learn More (pdf) | Universal Screener | HMH | Digital | 3 times per year | 8-18 minutes | Yes | Yes | Yes | Yes | N?A | Yes |