Click on view questions to see how you did. The view questions page also has rationales provided by a master scorer for how they scored each item.

Note: The scoring is a bit off– to figure out your score, just count back from the total score. There were ten scoring items, but the automatic scoring also includes a point for each open choice item and the rating of the difficulty.

Current
Review
Answered
Correct
Incorrect

Question 1 of 22

1. Question

Mr. Reid 02:15
Yeah, huh. I’m a little confused. I mean, this doesn’t sound like Katie at all. So it’s probably maybe some something you’re doing? I don’t know. I don’t know.

Teacher 02:29
Um, so what? So what does she does she hang out with friends at home? In the neighborhood or she involved in anything outside of school?

Mr. Reid 02:42
Um, well, you know, a girl scouts was something that she

Teacher 02:48
Oh!

Mr. Reid 02:48
that she really loves to do. You know, and I think this is evident, but she’s uh I was gonna say intense, but that’s not the word, voracious reader. Just really loves to read, you know, regardless of genre.

Teacher 02:51
Okay, I see. Yeah, I know that she has a very strong fiction preference. She reads a lot.

Mr. Reid 03:17
Yeah.

Teacher 03:18
Um, yeah.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 2 of 22

2. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 3 of 22

3. Question

Mr. Reid 02:06
Um, no. I mean, she’s an introvert, but when she’s around people she knows and everything, she’s fine. I mean, I gotta say that this doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 02:29
Oh, um, that’s interesting that you say that it doesn’t sound like what Katie is normally like. I — because the whole time I’ve had her in my classroom, she just seems, um, sometimes a little bit withdrawn and pretty quiet. Is there — has there been any big changes in her life recently? Has she mentioned anything happening different at school?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 4 of 22

4. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 5 of 22

5. Question

Mr. Reid 01:39
Okay, um, ah, I gotta say, this doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 01:51
Well, I just think that there’s maybe something that just doesn’t want she just doesn’t want to maybe be friends or not be friends, but she just doesn’t want to like, exert herself. And I really just want her to have the best possible class time. I want her to be successful in life. So both socially and intellectually, and I really just want to figure out a way that she can really step out of that bubble. She, whenever we do peer interactions with the groups, she’ll she’ll do it, she prefers to be working alone, which I get is better for some people. But I really want her to just engage with her classmates, you can have some really great discussions, learn new things from your classmates. So I was just wondering if there any ways that you think we could do that?

Mr. Reid 02:38
Oh, well, you know, she loves to read. So that’s a that’s a passion.

Teacher 02:46
Yeah, I well, with you saying reading what if we set her up with like a book club every week at school? And then that way she can read and discuss what she’s reading with other people who are interested in reading. That way, it’s little by little, but if she’s still doing something she enjoys, but also stepping out of her bubble. How do you think, what do you think about that?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 6 of 22

6. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 7 of 22

7. Question

bennett reed 01:54
yeah she might, I mean, I’m not sure about any of this. At home, I mean, I know she’s an introvert but at home she’s not, you know? introverted. She’s very much herself. So, as far as school goes, this doesn’t sound like Katy at all. So you know, it’s probably something you’re doing.

Teacher 02:16
Oh, I’m doing my best to help her.

bennett reed 02:20
Yeah.

Teacher 02:21
And I just want to maybe like there’s something else I can do. So, I’ve met with her once about it, and we’ve talked a lot about

bennett reed 02:31
what’d she say,

Teacher 02:32
she didn’t say much. She just like was very brief in her responses. She’s totally okay. I don’t want to push her.

bennett reed 02:39
Yeah. What did you ask her?

Teacher 02:42
Just like how she was feeling in the classroom and her experience. And she said, she was okay. It was fine. It was okay. But I want it be great and wonderful

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 8 of 22

8. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 9 of 22

9. Question

Mr. Reid 02:13
Right. This doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 02:20
I mean, I feel like me and Katie have a pretty good relationship. Like, I think she knows, especially from that conversation,

Mr. Reid 02:27
Okay.

Teacher 02:27
how much I really want her to succeed and care for her in the classroom. And I want this classroom to be very comfortable and safe for her and that she likes going to school. So I just yeah, I don’t I personally feel like we have a really great relationship.

Mr. Reid 02:45
Okay, hm. Um, it’s a bit shocking. Um, not not that you have a good relationship, that she’s you know, so reserved.

Teacher 03:02
Has this been an issue in previous classes?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 10 of 22

10. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 11 of 22

11. Question

Mr. Reid 01:51
Yes, it does, frankly. Um, yes, she’s super talkative. At home, I guess I just assumed that she was like that at school? But I understand I mean, this is doesn’t sound like Katie at all. So it’s probably something you’re doing. Or I don’t know.

Teacher 02:19
I would say, yeah, I’d say that, like, the maybe the school environment. I’m sure that being at home, like having dinner with you guys and getting to talk about her day is something she’s,

Mr. Reid 02:28C
Yeah.

Teacher 02:29
excited about. Has she mentioned I’m kind of in particular about like her peers and her peer interactions. Has she shared any of that with you?

Mr. Reid 02:36
Um, from this year, not from school.

Teacher 02:40
Yeah, okay.

Mr. Reid 02:41
Um, usually from like, she participates in Girl Scouts, and things like that. So

Teacher 02:48
Oh wow, I didn’t know that! So have you met some of her friends from Girl Scouts?

Mr. Reid 02:50
Yeah, but they, you know, they’ve been, I think Girl Scouts together for a while.

Teacher 02:54
Okay.

Mr. Reid 02:54
So, so yeah, um

Teacher 02:57
Okay.

Mr. Reid 02:58
But not not at school.

Teacher 03:00
Okay, not at school. You said not this year. Um I’m sure that for some of our students like being in like, it sounds like she has some good friends in Girl Scouts for years. And sometimes it just takes longer to make friends at school. Um, and it’s not-

Mr. Reid 03:14
Yeah, so she’s not really getting along with anyone? Or?

Teacher 03:17
It’s not that she’s not getting along. It’s just that quiet and she kind of refuses…

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 12 of 22

12. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 13 of 22

13. Question

Mr. Reid 02:13
Well, this doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 02:19
Okay, yeah, itcould be, I could be doing more definitely to engage Katie with her peers. One thing that I think that I would do is maybe have have required group work rather than allowing options to work independently.

Mr. Reid 02:37
Mmm.

Teacher 02:38
Yeah, is that something that you think?

Mr. Reid 02:39
Yeah, she’s, um, yeah, I guess if she’s forced. I mean, she’s an introvert. So I don’t know how much you can put a square peg into a round hole.

Teacher 02:55
Yeah, I think that I’m an introvert too. It can be hard to to work well with other people in those moments, but one thing that’s really helpful of learning a lot of the content is engaging in those peer to peer interactions and feeling like a part of the community, and-

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 14 of 22

14. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 15 of 22

15. Question

Mr. Reid 02:19
yeah, I mean, the quiet thing, it just this doesn’t sound like Katie at all. No, it’s probably something you’re doing, or I don’t know.

Teacher 02:31
I mean, I understand that there may be something in the classroom that might get a little uncomfortable for Katy. And if that’s the case, I absolutely would want to make changes that would make things better for her. Kind of why, you know, I tried to have a conversation with her about it and see if she would open up about it a little bit. And when I asked her about her peers, she said, You know, they’re fine. They’re okay. And

Mr. Reid 02:57
so very quiet with with you as well. Yeah, everyone across the board.

Teacher 03:03
Yeah, I mean, sometimes, like I said, when we have academic discussions, she has really insightful comments. And she’s, you know, really comfortable talking about those sorts of things with me. But maybe, you know, there is an aspect of not, you know, wanting to open up personally as much. Yeah. And I think it’s. So when I asked her if there was something that was bothering her, and she

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 16 of 22

16. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 17 of 22

17. Question

Mr. Reid 02:18
Yeah, this this doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 02:25
Um, I mean, I haven’t had any issues with Katie, my real concern is just not seeing her interact with her peers as much

Mr. Reid 02:33
Huh.

Teacher 02:34
to see. Um, but no, I have no issues with her. Um, you know, I’ve spoken to her about it and she doesn’t really seem to say much about it. Um, so yeah, are there any um, you know, activities or hobbies of hers that I should know about? I might be able to help, you know, fix her up with some programs that…

Mr. Reid 02:55
Well, you know, reading is, is a is like her number one, two, and three passion.

Teacher 03:00
Mhmm.

Mr. Reid 03:00
She loves it. And just super intellectually curious. But it’s all pretty much centered around reading.

Teacher 03:11
Okay, well yeah, I have definitely noticed that and I know she loves nonfiction in particular. So maybe I can set up a little lunch bunch group or something for her to meet with.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 18 of 22

18. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Question 19 of 22

19. Question

Mr. Reid 02:11
Hmm. This doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 02:19
Okay, so does she act that wat at all at home or in other, in other environments?

Mr. Reid 02:27
I mean, not at home that my wife and I have seen. So it’s just a little surprising. Yeah.

Teacher 02:37
Yeah. Have you um, has anyone ever brought this up to you in different classrooms or different teachers?

Mr. Reid 02:46
Not that I can recall. Honestly. Hmm. Strange. Because we do not have this issue at home.

Teacher 03:00
Yeah. Has Katie expressed any different feelings about the classroom in general? How she feels at school?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 20 of 22

20. Question
Think about the item above that you just scored and respond briefly: Why did you choose that score?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.
Question 21 of 22

21. Question
How challenging do you find this item to score?
- 1. It's easy to score
- 2. It's somewhat easy to score
- 3. It's pretty average to score (not easy/not hard)
- 4. It's somewhat hard to score
- 5. It's hard to score
Correct

Incorrect
Question 22 of 22

22. Question
How long, approximately, did it take you to segment this transcript?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Grading can be reviewed and adjusted.

Grading can be reviewed and adjusted.

Protected: Coding: Family Engagement

6.3a Additional practice for “Doesn’t sound like Katie.”

Quiz Summary

Information

Results

Results

Categories

1. Question

2. Question

3. Question

4. Question

5. Question

6. Question

7. Question

8. Question

9. Question

10. Question

11. Question

12. Question

13. Question

14. Question

15. Question

16. Question

17. Question

18. Question

19. Question

20. Question

21. Question

22. Question