TGSA Parent Informational Video summarizes the impact on grade three students and the safety nets that are in place.
BACKGROUND:
The West Virginia Third Grade Success Act (TGSA) was enacted through HB 3035 during the regular session of the 2023 WV Legislature. It is a comprehensive initiative aimed at enhancing early literacy and numeracy among students in Kindergarten through third grade. A brief summary of HB 3035 includes: the addition of classroom support personnel in grades 1-3, teacher preparation programs, implementation of literacy and numeracy initiatives including the Science of Reading and Mathematical Habits of Mind, assessments for dyslexia and dyscalculia, implementation of intervention strategies including Multi-tiered Systems of Support (MTSS), parent communication, and extended year programs.
Students in grades K-3 are administered benchmark screenings three times a year (beginning, middle, and end of year). Following each benchmark parents receive the results of these benchmarks. If a student is identified as deficient in reading and/or mathematics, the teacher will implement an intervention plan to address the student's needs, including strategies and suggestions for the parent to do with his/her child at home. Progress monitoring of these interventions occur at school level.
From WV Code 18-2E-10 section (o):
Effective for the school year beginning July 1, 2026, and thereafter, a public school student who generally demonstrates a minimal understanding of, and ability to apply, grade level English language arts or mathematics knowledge, skills, and abilities, or both as indicated on the West Virginia General Summative Assessment relative to the West Virginia College and Career Readiness Standards at the end of third grade, shall upon the recommendation of the teacher and the Student Assistance Team, be retained in the third grade for the ensuing school year subject to following exceptions:
(Exemption details are summarized below)
Exemption 1: a student with disabilities whose IEP indicates participation in the statewide alternate assessment.
Exemption 2: a student with disabilities that participates in the statewide summative assessment, has an IEP/504 Plan/two or more years of intervention, or has been retained previously in grades K-2.
Exemption 3: a student in is the process of a special education evaluation, has been identified with dyslexia/dyscalculia, recommendation of the IEP/504 team.
Exemption 4: a student identified as an English Language Learner who has had less than three years of instruction in English as a second language.
Exemption 5: a student that has received intensive intervention for two or more years, still demonstrates a deficiency, and was previously retained in grades K-2, provided that the student continues to receive intensive intervention in grade four.
Exemption 6: a student that demonstrates an acceptable level of performance on the summer administration of the WV General Summative Assessment (WVGSA).
Exemption 7: a student who attends an extended year learning program following the third grade and has attained proficiency on the summer administration of the WV General Summative Assessment (WVGSA)
Exemption 8: a student may receive a good cause exemption if the parent/guardian submits a request within the deadline set by the school district and the Superintendent (or designee) determines that the exemption is in the student's best interest. The good cause exemption is intended for special circumstances where promotion may be appropriate even when a student has minimal understanding, as reflected on the WVGSA, attended extended year summer learning opportunities, and retook the WVGSA when provided the second opportunity. However, it is not designed to override a teacher's professional judgement, which include factors beyond assessment performance, such as a student's overall mastery of content, classroom performance, and readiness for the next grade.