Question 1 of 20

1. Question
She’s proven to be an excellent student, and performs super well on all of her assignments. She’s particularly a great reader, and almost always seems to have a book in hand.
- Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
- Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
- High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.
Correct

Incorrect

Question 2 of 20

2. Question

Sure. Okay, go ahead.

Teacher 00:33
Okay, so first I want to share about Katie’s uh Katie Katie’s like academic levels in school. Like she’s very sweet and quiet girl. She’s really nice. And so based on her report card, I can see her reading they about the third grade reading levels which fantastic and

Mr. Reid 00:39
Oh, great.

Teacher 01:01
But she loves reading nonfiction book. And sometimes like she will directly read the book without our directions, which is fantastic.

Mr. Reid 01:10
Ah, okay. Yep, she’s a reader.

Teacher 01:13
Yes, she will do like she will try her best to do work. She’s a very hard work her work. She’s very hard working. And then

Mr. Reid 01:22
Oh right.

Teacher 01:22
Yeah, and she also had very good behaviors in the class. So we have some like, individual discussion. I have some individual discussion with Katie. And she showed me a lot of really good comments.

Mr. Reid 01:36
Oh, okay, well good.

Teacher 01:38
Yeah. So she is very, very sweet girl in the class.

Mr. Reid 01:42
Thank you.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 3 of 20

3. Question

Teacher 00:22
Yeah. I just want to start off to tell you how she’s doing great with her reading. Um, she’s got such a good work ethic. She’s been working really hard, turning her assignments in on time. And yeah, she’s just been on top of things. Um, and…

Parent 00:39
Excellent.

Teacher 00:39
…yeah, she’s just been such a joy to have in the class. Um, yeah.

Parent 00:43

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 4 of 20

4. Question

She is so smart. She is above grade level and reading. She is very bright student. She has really insightful moments when we are talking and I just want to start off by just saying that I’m really impressed by how studious she is and how smart she is. So

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 5 of 20

5. Question
Teacher 00:42
So, um, well… I am a little concerned about Katie’s interaction with other children socially.
- Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
- Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
- High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.
Correct

Incorrect

Question 6 of 20

6. Question

Um, so um just, you know, kind of dive right in. Um, I wanted to talk to you because I, I’m worried about some of Katie’s interactions with her peers. I have not seen any issues with academics. She’s doing great with that. She’s a super smart reader.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 7 of 20

7. Question

I just want to tell you how much I am enjoying having Katie in my class this year. She is so bright. And just a couple of things. She’s above grade level and reading which is amazing. She is great. She’s at grade level or close to grade level and all of her other subjects and she and the class discussion. She has some very insightful comments. So I’m not concerned about her academics. At all she’s doing very well and academics.

Parent 01:03

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 8 of 20

8. Question

Teacher 00:24
She’s doing really well in the class and she does everything on time, she seems to really understand and engage with the content which I like to see.

Mr. Reid 00:36
Okay.

Teacher 00:37
Yeah. Um, well, she she’s also a really strong reader. She does really like to read fiction. Sometimes she’s she doesn’t really want to become engaged with her. Her content texts about earth science, but she does really enjoy it, right.

Mr. Reid 00:55
Okay.

Teacher 00:56
Yeah, does she read much at home?

Mr. Reid 00:58
Um, she does. Yeah, she usually has a book in her hand all the time to the point where, you know, we have to tell her to put it down at dinner.

Teacher 01:10
Yeah.

Mr. Reid 01:10
I mean, I guess other parents struggle with cell phones like that. For us. It’s books.

Teacher 01:16
Right, yeah. I guess it’s not a terrible thing, right? She likes to read.

Mr. Reid 01:22
No, I mean, I can’t complain. She’s a good girl. I love my daughter.

Teacher 01:26
Yeah, yeah. She’s really great. I like having her in class.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 9 of 20

9. Question

And I wanted to start by saying that Katie is a very strong, passionate and hardworking student. She’s a wonderful member of our class, and she loves reading, as you probably know, especially fiction

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 10 of 20

10. Question
And first off, I just wanted to say how bright of the student she is. Um, she is excelling academically in all aspects. And I’m really proud of her.
- Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
- Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
- High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.
Correct

Incorrect

Question 11 of 20

11. Question

Teacher 00:58
Yeah, and I just want to, yeah, say how great it is to have Katie in my classroom this year. Yeah, it’s only been around two months or so, but yeah, she’s, yeah, she’s she’s such a delight to have in class. I like that she reads so much.

Parent 01:17
Oh, that’s nice to hear.

Teacher 01:18
Yeah, it reminds me of how I was in elementary school: always reading books.

Parent 01:24
Yeah, we’re readers at our house. We like to read.

Teacher 01:27
Yeah. I think that’s awesome. And I think, yeah, I think it’s so great to see how she loves those books. Yeah. And she is a little bit on the quieter side, which is how I was too.

Parent 01:41
Yeah, yeah.

Teacher 01:42
Yeah.

Parent 01:43
Yeah.

Teacher 01:44
Yeah, I think—

Parent 01:45
She’s quiet.

Teacher 01:46
Yeah, and yeah, that’s just that’s just like how people are: different people are different ways. True. But, I did want to bring up, yeah

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 12 of 20

12. Question

Um, Katie is a very strong and passionate student in my class. She’s very hardworking, and she’s a wonderful member of our class community. I’ve noticed she’s so passionate about reading and especially in the fiction genre. I don’t know if you also noticed that at home.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 13 of 20

13. Question

Teacher 00:23
So I’m so excited to be meeting with you to talk about Katie. She’s such a lovely addition to our class.

Mr. Reid 00:30
Oh, that’s always great to hear.

Teacher 00:32
Yes. I’ve really been impressed by her love for fiction. She is a really good reader and has, you know, been one of the few students to ask to take some of my books home with her so I really appreciate that.

Mr. Reid 00:45
Ah, that sounds about right. Yeah. She loves she loves reading, which is good.

Teacher 00:51
Yeah

Mr. Reid 00:51
Consider…so

Teacher 00:52
wonderful. Yeah. And I do to

Mr. Reid 00:55
know, yeah.

Teacher 00:57
So, um, you know, and I just want I kind of mention some of you know her what she’s doing awesome with.

Mr. Reid 01:03
Okay

Teacher 01:03
Like I said, she’s doing great with reading. She’s keeping up with her work. That’s all phenomenal.

Mr. Reid 01:09
Alright.

Teacher 01:10
She’s having a great time in her other classes as well.

Mr. Reid 01:14
Great.

Teacher 01:14
So, academics are super strong for Katie. So that’s all super impressive, and you should just be so proud. Um

Mr. Reid 01:23
Fantastic. I had a feeling. I mean, she’s kind of it’s kind of her thing, but always good to hear it. You know?

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 14 of 20

14. Question

Teacher 00:28
Okay, um, so I just wanted to invite you in, first of all to say that I enjoy, I love having Katie in my class. She’s a great reader. She has a great academic ability, and I’m excited to have the opportunity to teach the class and her.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 15 of 20

15. Question

Teacher 00:37
So the first thing that I want to talk about is the strength that Katie has because Katie really is such a joy to have in class, and I love having Katie in class. Um, and so, she has many strengths and some of them she’s above grade level in reading, which is amazing. She always gets her work done on time, which is super awesome and such an example from her peers. And then she’s also closer at grade level in all her other academic areas. So she’s really doing well with all the work in the class. So…

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 16 of 20

16. Question

So before we get started talking about anything else, I just wanted to let you know it’s been a real joy having Katie in the class. She really is a great thinker. She does really fantastic academic work and her love for reading is something great to see so good to hear. It’s just really fantastic to have had her here so far.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 17 of 20

17. Question
Um, she’s been doing a really good job with just generally just getting her working in on time. And hard little worker,
- Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
- Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
- High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.
Correct

Incorrect

Question 18 of 20

18. Question

Teacher 00:46
I would like to start the meeting off with explaining the things that Katie’s doing really well in our class.

Parent 00:52
Okay.

Teacher 00:53
So, she is reading above grade level, which is really impressive and great, that’s what we want from our students. And, she’s close to or at grade level in all her other academic areas. So academically and intellectually, she’s a great student in the classroom. Not only that, but she gets most of her work done on time, if not all her work. She’s a student I rarely have to worry about getting her work done or understanding concepts in class.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 19 of 20

19. Question

Um, so I definitely just want to start all this by letting you know how great she’s been doing in reading you know, she’s above grade level. She’s super into fiction books and I love seeing her learn her excitement for reading books during that time of our day.

Parent 00:39
She loves it.

Teacher 00:40
Yeah, it’s really really great for her to love that and be eager to learn in our reading workshop.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

Question 20 of 20

20. Question

Teacher 00:18
Pretty good. Um, I brought you in today because I am a little worried about Katie and I kind of wanted to talk to you about how we could work together.

Mr. Reid 00:32
What’s what’s going on? I mean, it’s something wrong? Is she being disruptive or?

Teacher 00:37
No! She’s a wonderful student. She does her work on time.

Low: Either shares positives after worries/concerns, shares no positives, or has only one generic positive (She's great; No academic worries)
Medium: Provides either multiple details of things student does well (above grade level in reading, turns in work on time) with no broad comment or explanation (a great student; that's so wonderful to see) OR has multiple generic positives with two or fewer details.
High: Provides three or more details on the child's strengths/interests AND provides one or more generic positives/ explanations of what the teacher likes about the positives. Note that comments like "doing well academically," "smart," or "strong student" can be counted as either details or generic comments–can be generous on 3rd detail.

Correct

Incorrect

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14b Certification quiz for scoring: Strengths

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