Question 1 of 20

1. Question
“Oh, yeah, yeah. Um, so how so I have, I usually like to I’m just have parents come in to make sure that we’re on the same page about how your students doing and I think communicating with parents is really very important. Or just being able to best support students…And it’s something that I think is an area to for that she can grow in as how she is relating to her peers. And just, I’ve noticed that she tends to keep to herself and that she is not she doesn’t really engage with her peers or she does she tends to prefer working by herself and she doesn’t seem to really work with or to work with peers or to really engage with them and talk to them a lot………. Teacher 02:08
Yeah. But I think it’s important to like I really want to support her in growing as a well rounded student and of course, being in school as being able to work with you to really like talk to peers and work with peers. And I think “
- Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
- Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
- High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.
Correct

Incorrect

Question 2 of 20

2. Question

Teacher 00:43
Yeah. And I didn’t notice that she is kind of reserved and quiet during class and doesn’t seem to have that. But her classmates um….

Teacher 02:02
Yeah, yeah, that’s awesome. Um, and I like want her to feel that same level of comfort in the classroom. Um, and I was wondering if like you have any insights about maybe how we could go about doing that.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 3 of 20

3. Question

Um, but yeah, so the only concern I really have and this is just because obviously my students well being is my top priority is I’ve noticed lately that she is a little bit withdrawn from her peers. Um, you know, I, even though she’s a little shy, I would hope that she’d have at least one or two close friends,

Mr. Reid 01:01
Yeah.

Teacher 01:01
I’ve seen her, you know, a little bit alone and, obviously, you know, I want her to have friends and it’s important to work in groups. Um,

Mr. Reid 01:10
Yeah.

Teacher 01:11
you know, for academic reasons as well….so I was just hoping I could talk to you about, um, you know, some of this kind of antisocial behavior.

Mr. Reid 01:20 Teacher 01:52
Um, well, yeah, like I like I said, there’s no academic concerns

Mr. Reid 01:57
Sure.

Teacher 01:57
Um, on my end but I I do want her to, you know, have a little bit more fun in school because she’s so serious.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 4 of 20

4. Question
“One thing I have noticed she’s a she’s a little bit quiet.

Mr. Reid 01:42
Okay.

Teacher 01:42
But like I said, you know, other than that grades are wonderful.

Mr. Reid 01:46
Uh huh.

Teacher 01:47
Just absolutely stellar. Just

Mr. Reid 01:49
How,

Teacher 01:50
but I’m ho- go ahead.

Mr. Reid 01:50
I’m just curious, how quiet like is she? Does she? I haven’t heard her talk about kids much. So I just I mean, she talks to us a lot. So I just didn’t know.

Teacher 02:03
Oh, okay, that’s wonderful. Um,

Mr. Reid 02:06
Yeah. Yeah.

Teacher 02:06
Yeah, so I also have noticed that I haven’t heard a lot, you know, talking or her heard much about, about her friends or going out to do stuff or plans like that. But it’s good to hear that she talks a lot at home. Right? So, so one thing that, you know, I guess, that I would like to work on, Is having her maybe maybe work with in a group with some friends a little bit more.
“
- Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
- Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
- High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.
Correct

Incorrect
Question 5 of 20

5. Question
I wanted to talk to you today though, because recently I’ve noticed that Katie seems to not really enjoy working with her peers. And anytime they do group activities, she ends up choosing to work alone, or during free time she’s usually just by herself reading. When I’ve asked her to work with a group, she usually doesn’t want to. And I’ve also noticed that in our class discussions, she never contributes unless she’s directly called on….Great. Okay. Yeah, I would love to try to come up with some ways that we can help Katie feel more comfortable with her peers while she’s at school and figure out a plan that can best support her in interacting and working in groups. Yeah, I know that you know Katie really well as her father, and so that’s part of why I wanted to invite you to be here to be a part of figuring this out.
- Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
- Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
- High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.
Correct

Incorrect

Question 6 of 20

6. Question

Teacher 00:14
So I have introduced myself when we had that phone call at the beginning of this school year. So before I move on to Katie’s performance, I just want to inform you that we have a lot of tools to keep parents in the loop of understanding their child’s, you know, learning process, understand how they are performing in school. We use like weekly progress email, progress report emails, and we also have monthly newsletters to tell you what kind of events we have at school, and how you can participate with it. And also tell you exactly what your child is learning this month…

Teacher 01:47
So I think one of the biggest difficulties Katie has is the interaction. She seems to have a lot of trouble talking with her peers, or just simply making friends and enage in small group or detach.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 7 of 20

7. Question

And we’re going to talk about your daughter and how she’s doing in class today…. No to sometimes when we’re supposed to be working on other work, she starts reading. And then I want to make sure she is getting the information on everything and not just reading all the time because reading is great, but during math, it’s not very helpful…. Parent 00:46
Is she completing her work? Because

Teacher 00:49
She is completing her work. It’s just sometimes when the whole class is doing something else she just wants to read which is great. Okay, so But today, I would like to talk about how Katie doing with everyone else.

Parent 01:02
Okay?

Teacher 01:03
Because she’s a great student. It’s just she’s, I just don’t feel like she feels like included in the classroom.

Parent 01:10
Oh.

Teacher 01:11
Yeah.

Parent 01:11
How so?

Teacher 01:12
She just doesn’t really talk to anyone. When people approach her, she just mumbles and looks down.

Parent 01:21
Whoo.
…… Teacher 01:44
Yeah, definitely. Every time I talked to her, she has a lot to say. But then when I start mentioning like, her classmates and her friends in class, she gets really quiet and stops talking. And I just want to make sure she feels included in class and is making friends because that’s a part of school and it helps you just succeed if you have that group of people that can help you. Uh huh.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 8 of 20

8. Question

Teacher 01:32
Has anything changed in her home life? Or with her friends?

Mr. Reid 01:36
Ah, no, I mean, I just noticed she doesn’t talk about her friends like she did before.

Teacher 01:44
Okay.

Mr. Reid 01:45
Like nothing’s changed. No, nothing has changed.

Teacher 01:48
Okay. Yeah, I am. I noticed that she in class in my class, she has been working alone, mostly. Um, she does she seems very quiet. She doesn’t participate unless she’s called on. And I met with her one on one recently just to chat with her about that. And she didn’t really give me much feedback. I asked her about, you know, how her interactions with the other students in the class was going and she just said, fine. And then I asked if there was anything I needed to know, but she said there wasn’t.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 9 of 20

9. Question

Teacher 00:09
Um so as you know, I called gave you a quick call to let you know that I wanted to talk about Katie…. But one thing I do notice is in class participation and in group work like she is very quiet and she doesn’t love to work with groups or with her peers and when she’s asked to do so she kind of like puts them off and you know, will mumble or won’t Look at them and give them eye contact.
Teacher: And I just want to see if this is like a normal behavior for at home, or if there’s like something going on that we need to talk about…….. Teacher 01:29
It’s a little surprising. Okay, well, well, when I talked to her, she, you know, doesn’t love to give eye contact and will mumble and kind of put me off and so I just wanted to see what we can do together to try and make school like more. A more positive experience for her and like, get her with the rest of her classmates. She hasn’t shown much interested in anything besides reading?

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 10 of 20

10. Question

something that I noticed, and this is—I’m just bringing up this in order to…

Parent 02:01
Oh?

Teacher 02:02
…be able to work together and to see if we can help—how we can help Katie to grow more… And so, yeah, I noticed that in her—

Parent 02:11
What does she need help with?

Teacher 02:13
So I noticed that in peer interactions, she doesn’t really, she doesn’t tend to work with other people in whether it’s classwork or in projects. And yeah, she doesn’t really say much in our group discussions. And yeah, so this is just something that I noticed, and

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 11 of 20

11. Question

Teacher 00:55
So I just wanted to discuss with you about so even though she’s doing so great in my class and getting work on time, I’m just a little getting a little bit worried about her search social interactions with peers. It’s it’s seeming that, um, whenever I talk about friendships she she does she doesn’t really respond and mainly chooses to sit alone.

Mr. Reid 01:27
Huh.

Teacher 01:29
Mm hmm. So, I would I was just wondering, I just wanted to hear your input of what you know of Katie. So this is what I see at school, but I am not sure if that’s the case at home?

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 12 of 20

12. Question

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

Mr. Reid 01:42
Thank you.

Teacher 01:43
So I also have some. I also have some concern about Katie. That’s why I want to meet with you today. So,

Mr. Reid 01:51
Oh?

Teacher 01:52
She’s very quiet in the class, which is very, very good.

Mr. Reid 01:57
Yeah, well yeah.

Teacher 01:58
Yeah, she’s very quiet, which is very good. But, uh, but she

Mr. Reid 02:03
Oh okay.

Teacher 02:04
doesn’ really like interact with other students. So we try to put her in the smart groups, but she didn’t really interact with other groupmates and I try to ask her about her school experience, but she only answer me some like one word like yes or no, like answers. I wonder like,

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 13 of 20

13. Question

Teacher 00:51
The one thing I did want to talk about, though, is that I wonder if there are ways to get Katie even more involved in the classroom. Something I’ve noticed, which is completely normal for a lot of ninth grade students, is that they can feel a little hesitant to participate in whole class settings like sharing answers with the whole class, or working in groups. And I see a little of that with Katie. And while that is completely normal, I wonder if you and I can brainstorm ways to help her feel more comfortable in that way. Because I think that would really improve her experience in the classroom.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 14 of 20

14. Question

So the reason why I called you in today is because I wanted to talk to you a little bit about Katie and how she is in our classroom environment.. I’ve noticed that she can be a little shy. And she when put in a group of other students, she tends to be a little bit withdrawn, likes to kind of be over to the side a little bit, and doesn’t really like to talk. She likes to sometimes look down, not make eye contact with her peers. So that is a little worrisome in regards to group work.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 15 of 20

15. Question

From what I’ve observed, though, she can somewhat appear more on the shy side in class. For example, if I if I asked her to share anything, she might mumble, or her body language might reflect that she doesn’t particularly want to share…. Parent 00:55
Really,

Teacher 00:56
yes, and I call this meeting to find out how we can sort of Bring out her strengths and her passions, so that she can contribute and make more social connections because I want her to have a good experience. I really value your opinion, and I know that you know her best. So I really wanted to ask you and hopefully come up with a list together of maybe ways that I can support her better or things that I can do to help her contribute more in class.
Parent 01:26
Mm hmm. Oh, that’s surprising. Um, I mean, not just that she’s just quiet. And with you, as well. Very quiet around you.

Teacher 01:42
Um, yes. So, he does have very strong points that she does make when I do call on her. But sometimes, like I said, it will be brief or she might seem sort of closed off like she doesn’t. She would rather not share those things, even though they’re great. So I really want to bring out her confidence. And work on that and hopefully help her make more friends in the class to for the rest of the school year.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 16 of 20

16. Question

Teacher 00:49
So I wanted to call you in today to talk a little bit about what I’ve been noticing in school… But so I have been a little bit concerned about her interactions with her peers. Generally, during class participation, like in terms of like whole group discussions, she’s generally quiet. And when she’s asked to speak, she says, she often says very little, and I have to kind of like try to get her to stay more relaxed. And then she also chooses to work alone whenever there’s a choice and then any interactions that do happen are kind of Like a result of my facilitating them?… Mr. Reid 02:03
Did she have a tough? Does she not really interact with you as well? Or is it kind of across the board,

Teacher 02:09
I’ve also met with her and I’d be happy to share that with you, too. At with her one on one, to talk about what she’s been experiencing in the classroom, okay? Just I framed it as like, I’m here. I’m holding this meeting with you because I care about you enough to be happy and successful in the classroom. And I asked her questions

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 17 of 20

17. Question

I wanted to talk to you today about your daughter. And yeah, I just had a few concerns that that have come up, and I remember when we spoke at the beginning of the year, you said that you’d be happy to speak anytime when I needed to help Katie and⁠—

Parent 00:29
Oh, sure. Sure. I mean, is everything all right?

Teacher 00:31
Yeah, absolutely. Everything’s okay. I’m just a little concerned about how she’s feeling inside and how she’s interacting with her-her peers at school and interacting with me. She seems sort of, like she’s sort of, she doesn’t, she’s not as open as she could be to discussion. She’s not as open as she could be with her peers. She sort of⁠—she loves to read as you know.

Parent 00:56
Sure. Absolutely.

Teacher 00:58
Fiction books and it seems like that’s something that she likes to do often. But, but sometimes I feel like it might prevent her from reaching out to her friends and making friends and keeping up with discussions in class. Although, I have to say, in discussions she offers very insightful comments.

Parent 01:17
Right.

Teacher 01:17
Really benefits the discussion. So I’m looking at this from a lens of her really benefiting the classroom and offering what she has, and I worry that she doesn’t feel that way herself, or that she feels like she doesn’t have maybe something to say or⁠—anyway, so this is my concern. I don’t know if you’ve noticed anything like this.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 18 of 20

18. Question

Mr. Reid 00:34
Okay.

Teacher 00:35
And I just wanted to talk to you about some worry. Some concerns I’ve had about Katie in the classroom.

Mr. Reid 00:41
Gotcha.

Teacher 00:42
Her academics are fantastic. She’s reading at or above grade level, and loves, loves that activity. But and she’s pretty good in all the other subjects,

Mr. Reid 00:56
Okay.

Teacher 00:57
but I’m having a little bit of concerns about how she’s interacting with their peers in, in, in class.

Mr. Reid 01:05
Okay.

Teacher 01:05
she’s kind of whenever we’re doing activities or whatever, she’s always off to the side. And she generally keeps to herself for most, for most of the day. And I want to kind of work on that and see if we could build some steps forward to try and get her to interact with her peers a little bit more in the classroom and I was wondering if you had any ideas on how we could work on that?

Mr. Reid 01:34
Um, okay, well, first of all, thank you for that. You know, I know that, that she’s a pretty voracious reader. But, but yeah, that’s. That’s disappointing to hear. It’s just not something that sounds too familiar on my end.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 19 of 20

19. Question

Um today, I just wanted to talk a little bit about Katie…The only thing that has been of concern recently is that she always seems to want to work alone instead of with other people. Whenever we have group assignments, she chooses to work independently, and when I ask her to work with other people, she ends up doing things on her own. I’ve also noticed that she seems pretty shy, and only contributes when she’s called on. I have seen that she can be more talkative when she talks to me one on one. But even that can take a little bit of prompting…. Great. Well, I asked her a few days ago about what she thought of the class or some of her peers, and she just responded with “They’re fine,” or “It’s okay,” but didn’t really elaborate much. So I was wondering if we could try to create a collaborative plan to help Katie better engage with her peers in class.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect

Question 20 of 20

20. Question

Teacher 00:29
Yeah. Um, so today, you know, I’m just here to share some information about Katie, you know, just yeah, just gonna tell you, you know, academically, you know, her growth, her participation, stuff like that….Mr. Reid 01:52
Really?

Teacher 01:53
Yeah. So when it comes to maybe discussions or when she gets called, on she tends to mumble or, you know, look towards the floor and has usually wonderful comments, you know, I talk to her one-on-one. And sometimes she just needs more prompting to, you know, elicit longer responses. So that’s something I’ve noticed.

Mr. Reid 02:17
And this has been like that all year?

Teacher 02:20
Um, this is something that I’ve noticed, yeah, throughout our time together.
..m, I’ve also noticed that when it comes to work completion, she, you know, pretty much she gets things done on time and she completes them. And with a lot of, you know, work, so she does a good job at that. And I have noticed sometimes that, you know, she will get a little distracted and she actually, like, pulls out a book off to herself. So I just prompt her and guide her back into focusing on task, which isn’t, you know, too bad. But yeah, again, kids get distracted. So getting them in the right direction is helpful. Um, when it comes to classroom participation, I have noticed that Katie tends to be more on the quiet side.

Low: Either purpose or concerns are missing, vague, blames child, or includes telling the parent how to parent.
Medium: Has purpose and concerns but the purpose is not a collaborative, action oriented plan.
High: 1. Provides clear and detailed information on what the teacher is observing about the child that might need to be addressed and has specific, action oriented goals for the meeting. 2. Frames the meeting collaboratively either by a) using collaborative language such as together, "work with you," or collaborate; or b) by commenting on the parent's expertise; or c) by asking the parent to provide input on a plan, to help the teacher change what they are doing, or to help come up with ideas on how to better support the child in the classroom.

Correct

Incorrect