Tips for Talking to Families of Third Graders Who Have Scored
    Level 1 in Reading on the FCAT
     
     
    Here is some language that you can use when talking with the family of a child who may
    be retained:
    •
    Encourage families to stop thinking about retention as “failing a grade.” The purpose
    of retention is to give their child the time and help the child needs to become an
    independent reader.
    •
    Acknowledge families’ disappointment, concerns, and even anger. Don’t expect them
    to be happy that their child may be retained. When they seem ready, share your
    conviction that more time and special instruction will give their child a better chance
    to succeed in school and in adult life.
    •
    If a family suggests that they want to refuse to allow their child to be retained, explain that the law
    does not allow third graders to be promoted unless they achieve the required reading level or qualify
    for a good cause exemption. Emphasize how important their involvement and support will be during
    the remediation process.
    •
    Clearly explain to each family that you understand the unique needs of their child and
    that their child will be treated as an individual.
    •
    If adult family members do not have confidence in their own reading abilities, offer to
    give them information about adult literacy programs. Encourage them to show their
    child that they value reading.
    •
    Communicate often with each family about their child’s progress. Speak with them in
    person or over the phone, in addition to sending notes home.
    •
    If family members are concerned that the child will feel like a failure or worry about the reaction of
    other children, let them know what resources are available in the school—such as counseling and
    other student support services—to help students deal with these issues.
    •
    Suggest several ways that families can help their child; they will choose the ones that work for them.
    •
    Make sure that the parent(s) understand the importance of giving the student extra time. Emphasize
    that a major educational shift occurs when a student moves from third- to fourth- grade, they shift
    from
    learning to read
    to
    reading to learn.
     
     

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