Teacher 00:04
Hello, Mr. Reid. My name is Mr. Teacher, as you know, we talked on the phone at the beginning of the year and to set up this meeting I am there as you know, I wanted to first and foremost, thank you for taking time out of your busy day to be here today.

Pam 00:18
Of course,

Teacher 00:19
Sometimes types of meetings can be complicated, and I really appreciate you being here and taking.

Low: Briefly greets parent. Might just say "Hi," say, "Hi, how are you?," "Hi. Nice to meet you," or "Hi, good to see you." Does not further greet parent unless it is repeating/ restating something the parent says.
Medium: Greets parent with "Hi," "How are you?" or "Nice to meet you," and one other welcoming statement (can include repeating nice to meet you). Note: teachers' responses to parent are not coded here– only comments they initiate.
High: Greets parent extensively by saying "Hi," or "Hi, how are you?" followed by two or more welcoming statements (not including how are you). These can be repetitions (e.g saying thank your and I appreciate it)

Correct

Incorrect

Question 2 of 45

2. Question

Greeting

Teacher 00:09
Hello, Mr. Reid. I’m miss teacher.

bennett reed 00:12
Hi.

Teacher 00:13
Nice to meet you and in person

bennett reed 00:14
why miss teacher.

Teacher 00:15
Thank you for taking the time

bennett reed 00:15
nice to meet you too

Teacher 00:17
Thank you. Thank you for taking time out of your schedule to meet and talk about Katie.

bennett reed 00:24
Sure, of course. I love her. Yeah, anytime.

Low: Briefly greets parent. Might just say "Hi," say, "Hi, how are you?," "Hi. Nice to meet you," or "Hi, good to see you." Does not further greet parent unless it is repeating/ restating something the parent says.
Medium: Greets parent with "Hi," "How are you?" or "Nice to meet you," and one other welcoming statement (can include repeating nice to meet you). Note: teachers' responses to parent are not coded here– only comments they initiate.
High: Greets parent extensively by saying "Hi," or "Hi, how are you?" followed by two or more welcoming statements (not including how are you). These can be repetitions (e.g saying thank your and I appreciate it)

Correct

Incorrect

Question 3 of 45

3. Question
1. Greeting
Teacher 00:05
Good morning Mr. Reid. My name is Teacher. Thank you so much for taking the time to come in and meet with me.
- Low: Briefly greets parent. Might just say "Hi," say, "Hi, how are you?," "Hi. Nice to meet you," or "Hi, good to see you." Does not further greet parent unless it is repeating/ restating something the parent says.
- Medium: Greets parent with "Hi," "How are you?" or "Nice to meet you," and one other welcoming statement (can include repeating nice to meet you). Note: teachers' responses to parent are not coded here– only comments they initiate.
- High: Greets parent extensively by saying "Hi," or "Hi, how are you?" followed by two or more welcoming statements (not including how are you). These can be repetitions (e.g saying thank your and I appreciate it)
Correct

Incorrect

Question 4 of 45

4. Question

Greeting

Teacher 00:10
Hello.

Mr. Reid 00:11
Hi there. How are you?

Teacher 00:12
It’s so wonderful seeing you again. I’m good. How are you?

Mr. Reid 00:16
I’m well. Thank you.

Teacher 00:19
Yes, thank you so much for meeting with me and having, you know, taking time out of your day to come down, talk to me. Um,

Low: Briefly greets parent. Might just say "Hi," say, "Hi, how are you?," "Hi. Nice to meet you," or "Hi, good to see you." Does not further greet parent unless it is repeating/ restating something the parent says.
Medium: Greets parent with "Hi," "How are you?" or "Nice to meet you," and one other welcoming statement (can include repeating nice to meet you). Note: teachers' responses to parent are not coded here– only comments they initiate.
High: Greets parent extensively by saying "Hi," or "Hi, how are you?" followed by two or more welcoming statements (not including how are you). These can be repetitions (e.g saying thank your and I appreciate it)

Correct

Incorrect

Question 5 of 45

5. Question

Greeting

Teacher 00:06
Good afternoon, Mr. Reid. I’m Teacher. How are you doing today?

Mr. Reid 00:10
Hi Teacher. Nice to meet you.

Alexis 00:13
Thank you for taking the time to come talk to me today about Katie.

Low: Briefly greets parent. Might just say "Hi," say, "Hi, how are you?," "Hi. Nice to meet you," or "Hi, good to see you." Does not further greet parent unless it is repeating/ restating something the parent says.
Medium: Greets parent with "Hi," "How are you?" or "Nice to meet you," and one other welcoming statement (can include repeating nice to meet you). Note: teachers' responses to parent are not coded here– only comments they initiate.
High: Greets parent extensively by saying "Hi," or "Hi, how are you?" followed by two or more welcoming statements (not including how are you). These can be repetitions (e.g saying thank your and I appreciate it)

Correct

Incorrect

Question 6 of 45

6. Question

Strengths

and I first wanted to say you have such a love lovely daughter. She is such a joy to have in my class. She is such such a strong reader and she’s incredibly independent for a third grader, which is something that I’m super impressed by.

Parent 00:48
Oh, thank you. That’s nice to hear.

Teacher 00:51
Yes. So one thing I did want to mention So Katie, when she is reading, she really prefers to read fiction books does she read fiction books at home as well

Parent 01:04
Oh, yeah um, I assume so. I mean, she’s just always got her nose in a book. So, um, we’re all we’re all big readers. So I think, um, yeah, I think so you probably know best us you spend more time with her actually, than we do because of the school day, you know?

Teacher 01:25
Yeah, absolutely. We do spend a lot of time together. And she, she loves reading. And as you noticed, too, that she reads a lot. So that’s something that I love. And we always want to encourage her to do as well. One thing we also have noticed is that she generally gets her work done 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

Question 7 of 45

7. Question

Strengths

Teacher 00:21
Yes, I love her. She is she’s great.

bennett reed 00:23
Thanks!

Teacher 00:24
you have a Great daughter. Um, I really love having Katie in my class. She’s a strong student and really puts a lot of effort into her work.

bennett reed 00:33
Right.

Teacher 00:34
And I noticed like, her reading her reading is like, way above grade level. She really loves to read.

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 45

8. Question
Strengths

Parent 00:39
Okay.

Teacher 00:40
Yes. Mm hmm. But, so I wanted to talk to you today because, well, Katie is doing very well in her academics and I’m so 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 9 of 45

9. Question

Strengths

Teacher 00:18
So, um, I’ve noticed that your daughter is incredibly strong and above grade level in reading just seems to really love it. And that she has she’s doing overall really well in school.

Parent 00:35
That’s always good to hear.

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 45

10. Question

Strengths

She loves to read, which I think is amazing. Sometimes, getting kids read is like pulling teeth, and she just loves to do it on her own. I’ve noticed she loves fiction books, and I really like to see her, like delve into different topics sometimes. She always works really hard, always on task, and I really, really love having Katie in the classroom. I think she’s a great asset to our classroom.

Mr. Reid 01:15
Uhuh. Okay.

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 45

11. Question

Purpose and concerns

Um, yeah, I just want to talk to you about Katie and just how she’s been doing in our class…um, I just wanted to talk to you about her, just her interactions with her peers and how that’s kind of been going on with her.

Teacher: Um, yeah, like I have noticed that she often prefers to be alone a lot of the time, and her interactions with her peers are normally very brief and short and are not often initiated by her.
And I just wanted to talk with you to see if this is something that’s normal for her. She’s normally, um, this quiet at home, or if this is out of character for

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 45

12. Question

Purpose and concerns

Teacher 00:17
So I brought you in for this meeting because first of all, I wanted to talk to you about Katie…Teacher 00:42
right, right bias to your own child. Um, I wanted to talk to you about a concern that I have for Katie. I was wondering if you’ve seen any behavioral changes at home, or if she’s acting any different ….Mr. Reid 01:02
I haven’t. But can you elaborate just a little?

Teacher 01:06
Okay, yeah. Um, so I’ve noticed that she’s been a little more quiet during class. And not that there’s anything wrong with that. But I’ve also seen in different social situations that she kind of, she chooses to be alone. She doesn’t really interact with anybody else in our class. And I’ve been keeping a close eye on it. I just wanted you and I to be able to collaborate to see if we can come up with some ideas of how we could help her kind of bridge those gaps.

this is a more general thing. She seems to be a shy student. She prefers individual work from what I’ve seen

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 45

13. Question

Purpose and concerns

I wanted to bring you in today to discuss someParent 00:38
Is something, something wrong?

Teacher 00:40
So but I do want to let you know that I’ve noticed that Katie has been having, like very low level of social interaction with her peers.

Parent 00:49
Really?

Teacher 00:50
And I just wanted to bring that up to you and ask you if you’ve noticed anything at home or anything with friends outside of school that maybe we could figure out a way that we can like, make her feel more welcome in my classroom.

Parent 01:03
Okay, so just just as just to make sure I’m clear. So she’s not talking to anybody. Does she talk to you, or I’m just, I don’t know how.

Teacher 01:14
Yeah, no, that’s a great question. So she is definitely an independent worker is definitely evident to me that she enjoys being, you know, like working by herself, which is very fair. And she, like I mentioned before, is a very hard worker. But I have noticed that whenever a peer tries to engage with her, she usually answers with, you know, like short sentences or short words. And although the her peers want to try and engage with her, it’s almost like Katie isn’t really interested in engaging with her peers
….And I just wanted to bring that up with you because I am wondering if we can, you know, create a plan so that she feels more comfortable. You know, like, because I feel like that social experience Especially in third grade will just make her feel maybe more accepted. And like included into our classroom. things about Katie

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 45

14. Question

Purpose and concerns

Teacher 00:40
Yeah. So yeah, absolutely. My concern for Katie. so my concern to her is that i’m worried about her social development in the classroom.

Mr. Reid 00:53
really

Teacher 00:54
Yeah, she seems like never participate in group discussion, or in group work. Yeah, she’s doesn’t interact with peers. Yeah, that worries me a lot, because I see social development in my classroom is as important as academic development. Oh, I hope she can engage in. Yeah, we’ll catch up here.

Mr. Reid 01:20
So when you say that, so she doesn’t talk to anyone, or is it just to, but she does respond in class I understand. unclear. I’m sorry.

Teacher 01:36
Yeah. Yeah. So actually, she, she almost I mean, she almost doesn’t talk to anyone. She always walk in independently by herself. And she still doesn’t asking for help them form teachers. Yeah, so I was wondering how she like 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 15 of 45

15. Question

Purpose and concerns

Teacher 00:21
Good. Well, good. Thanks again for coming in. I wanted to talk to you a little bit about Katie and how just some things that I’ve been noticing in the classroom, um, and kind of, you know, come up with a plan to address some some things.
Teacher 01:20
However, what I’ve noticed a little bit in the classroom is that she does tend to pull away from classmates. So what I mean by that really is that she she tends to isolate herself some, from what I’ve noticed. So she isn’t really engaging in peer interactions as much as we would we would like really at this point in the year. And so I wanted to get your perspective on that and kind of see how is she 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 16 of 45

16. Question

Questions

Teacher 00:04
Hi, Mr. Bennett. I’m Ms. Teacher, Katie’s teacher.

Parent 00:07
Hi. It’s Mr. Reed. You can call me Bennett, though.

Teacher 00:11
Okay. So, I wanted—I’m very excited to talk to you, and I really like how much you’re willing to work with me because I really just want to have the best learning environment for Katie, so I’m really excited about that. So, Katie is actually doing very well. Academically, she’s above grade level in reading, and she’s at or close to grade level in all of her other classes, which is really good.

Parent 00:39
Great.

Teacher 00:41
She also completes all of her work on time. You know, sometimes, if she’s unsupervised, she’ll pull out a book, but I always—you know, I’ll prompt her, and she’ll always complete her work, so that’s not a problem either. The only thing that I’d like to talk to you about today is about her participation in class and interaction with her peers, and I’d like to get your input on that. So, Katie is very quiet, which is not a bad thing, but when asked to participate in class, she participates very little, or if she is called on, she will have a response, but she often mumbles or looks towards the floor and has to really be prompted for a longer response. And I’d really like Katie to talk in class because she has very insightful comments when she does comment, and that would help her be able to explain things to her classmates, which would help her learning and their learning as well. So, I would just like your input on maybe things that we can do to help Katie become more comfortable in class and talk more.

Parent 01:50
Okay. What kind of input do you want?

Teacher 01:56
So, maybe we could come up with a plan to help Katie. You know, things that Katie is comfortable with, like things that she’s interested in that maybe—that you know, maybe, that she doesn’t talk about as much at school.

Parent 02:09
Okay.

Teacher 02:10
So, I can include those in the classroom, and maybe she’d be more willing to talk about those things in class.

Parent 02:15
Okay. Yeah, she, she likes to read.

Teacher 02:20
Mm hmm.

Parent 02:20
I’m sorry. Can you hear me okay?

Teacher 02:23
Oh, yes.

Low: Asks either no questions or only questions like, "How are you?"
Medium: Asks only one question set beyond "how are you" that focuses on gathering new information from the parent. Code as medium 2 questions if the questions are repeated, clarifying (does that help?) or otherwise not focused on gaining new information from the parent. Note: Multiple questions asked at the same time count as one question.
High: Asks two or more questions that focus on gathering information from the parent about the child or on determining whether the parent has questions/concerns of their own.

Correct

Incorrect

Question 17 of 45

17. Question

Questions

Teacher 0:05: Hi, Mr. Reid. How you doing today? I was wondering if you maybe had any insights as to how she normally likes to interact with others for starters?

Teacher 01:32
Do you know, does she have friends that she normally talks to at home? And like, do you know what they engage about? In any capacity?

Low: Asks either no questions or only questions like, "How are you?"
Medium: Asks only one question set beyond "how are you" that focuses on gathering new information from the parent. Code as medium 2 questions if the questions are repeated, clarifying (does that help?) or otherwise not focused on gaining new information from the parent. Note: Multiple questions asked at the same time count as one question.
High: Asks two or more questions that focus on gathering information from the parent about the child or on determining whether the parent has questions/concerns of their own.

Correct

Incorrect

Question 18 of 45

18. Question

Questions

Teacher 00:00
Good luck. Begin simulation. Thank you. Hi, I’m Ms. Teacher.

Parent 00:05
Hello.

Teacher 00:05
Yes. It’s nice to meet you, Mr. Bennett.

Parent 00:09
Yes, Mr. Reed. Nice to meet you.

Teacher 00:11
I’m sorry, Mr. Reed.

Parent 00:12
No it’s fine

Teacher 00:14
Brainfart today. Okay. Sorry. It’s so nice to meet you. So I wanted to bring you in today so we could talk about Katie. Yeah. Um, Katie is doing really well in the class. She’s keeping up with all her schoolwork. I can tell that she likes school. And I can really tell she loves to read, which is

Parent 00:33
Oh, yeah

Teacher 00:34
Yeah, she’s definitely a bookworm, which is, it’s great. I’m happy. I wish all my kids wanted to read as much as she does.

Parent 00:43
Well, if they need any books read, yeah, she’ll do it.

Teacher 00:48
But, um, so sometimes she’s reading when we’re doing other things. Mm hmm. So I know she loves to read and I bet she would just sit there and read all day, but when we’re doing math, she sometimes wants to open a book.

Parent 01:03
Is it affecting her schoolwork? Do you think?

Teacher 01:06
I mean, she’s still like completing it. But I think when she gets, like, distracted or feels like, she doesn’t need to, like she feels like she’s done or like she shouldn’t be doing anything else. She just want to start reading but like, there’s no more you can do because I mean, I think the reading is great. I just, I just wanted to bring that up to you that she is reading a lot. And I’m not when we’re really supposed to be reading.

Parent 01:33
Ah, okay. Well, that’s good to know.

Teacher 01:36
Yeah, I mean, I think one of the things that contributes that is, sometimes I feel like she’s not feeling comfortable in the class.

Parent 01:43
Really?

Teacher 01:44
Yeah, it’s just sometimes with this other students, I can tell that she like, a student walks over and she like, doesn’t know what to say, so she just starts mumbling or opens her book, like her books like her escape from everyone else.

Parent 01:59
So like, really shy?

Teacher 02:01
Yeah, she’s just really shy with her other classmates.

Low: Asks either no questions or only questions like, "How are you?"
Medium: Asks only one question set beyond "how are you" that focuses on gathering new information from the parent. Code as medium 2 questions if the questions are repeated, clarifying (does that help?) or otherwise not focused on gaining new information from the parent. Note: Multiple questions asked at the same time count as one question.
High: Asks two or more questions that focus on gathering information from the parent about the child or on determining whether the parent has questions/concerns of their own.

Correct

Incorrect

Question 19 of 45

19. Question
Questions

how are you doing today?
- Low: Asks either no questions or only questions like, "How are you?"
- Medium: Asks only one question set beyond "how are you" that focuses on gathering new information from the parent. Code as medium 2 questions if the questions are repeated, clarifying (does that help?) or otherwise not focused on gaining new information from the parent. Note: Multiple questions asked at the same time count as one question.
- High: Asks two or more questions that focus on gathering information from the parent about the child or on determining whether the parent has questions/concerns of their own.
Correct

Incorrect

Question 20 of 45

20. Question

Questions

. So, but before I talk about what I’ve observed, I’d love to hear about your own observations of Katie and how she’s socially interactive with others at home and outside of the school environment.

Low: Asks either no questions or only questions like, "How are you?"
Medium: Asks only one question set beyond "how are you" that focuses on gathering new information from the parent. Code as medium 2 questions if the questions are repeated, clarifying (does that help?) or otherwise not focused on gaining new information from the parent. Note: Multiple questions asked at the same time count as one question.
High: Asks two or more questions that focus on gathering information from the parent about the child or on determining whether the parent has questions/concerns of their own.

Correct

Incorrect

Question 21 of 45

21. Question

“This doesn’t sound like Katie. It is probably something you are doing.”

Mr. Reid 02:25
Well, that doesn’t this doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 02:31
We try to put her in the smart group, but she didn’t really interact with students. And I try to ask her some her experience in the classroom, but she only gave me like some short answers. As I know,

Mr. Reid 02:48
She’s quiet.

Teacher 02:49
Yeah, she’s quiet but I want her like so like, like social interaction is very important for her too especially when she grow up. So I want her to like more, talk more or interact more with other students in the classroom. And

Mr. Reid 03:08
Well, maybe none of them are her friends.

Teacher 03:11
Yeah, that’s one of my concern too. So as I know,

Mr. Reid 03:16
Well,

Teacher 03:17
Katie didn’t have Katie doesn’t show like any bullied in the classroom.

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 22 of 45

22. Question

“This doesn’t sound like Katie. It is probably something you are doing.”

Mr. Reid 02:24
I mean, this doesn’t sound like Katy at all. So it must be something you’re doing.

Teacher 02:31
Um, so I would love to see how she does she have a lot of friends outside of school that she talks to you and

Mr. Reid 02:43
I mean, she goes to Girl Scouts, and Sunday school. So she has, you know, friends that that are there. I’m not, you know, clear if they are in school with her this year.

Teacher 02:58
Okay. I think what would be a good idea is to maybe come up with some ways that I can help her in some ways with things that would be good for to help her really thrive. So like with with meeting new people and communicate with her peers, okay?

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 23 of 45

23. Question

“This doesn’t sound like Katie. It is probably something you are doing.”

Parent 02:08
Um, yeah, I just, uh huh, jeez. I mean, this doesn’t sound like Katie at all, so it’s probably something you’re doing.

Teacher 02:23
So tell me more about why this doesn’t sound like Katie because I really do want to make sure and so you said that, um, so yeah, tell me a little bit more about like, her relationships with her friends outside of school.

Parent 02:35
Yeah, she’s, uh, you know, we, my wife and I, you know, and Katie have dinner every night. We usually talk about the books she’s reading or what she’s learned. We all talk about our days. It’s never really an issue of her not talking. So that’s why I just

Teacher 03:01
Yeah, of course Um, does she have any close friends outside of the school?

Parent 03:06
Um, I think in Girl Scouts,

Teacher 03:11
Girl Scouts?

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 24 of 45

24. Question

“This doesn’t sound like Katie. It is probably something you are doing.”

Parent 01:58
Okay, that’s a lot I’m glad she’s doing so well academically. Um, you know, as far as I’m concerned, that’s the most important really. And I knew, you know, she’s a big reader, for sure. Doesn’t surprise me. But, you know, the rest of it. This doesn’t sound like Katy at all, so it’s probably something you’re doing.

Teacher 02:22
Okay. Um, so I just wanted to talk to you to see if you have any ideas for maybe something that school that we could do to help support our social interactions. Because not even just to me when I’m talking to her, but even when she’s talking to her peers, she seems to not really want to engage them.

Parent 02:43
Well um

Teacher 02:44
have you Seen? Sorry, go ahead.

Parent 02:49
Have I seen what?

Teacher 02:50
Um, have you seen any, like lacking social interactions at home or maybe an outside of school activities?

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 25 of 45

25. Question

“This doesn’t sound like Katie. It is probably something you are doing.”

Mr. Reid 02:22
yeah, I mean, this doesn’t sound like Katie and also, it’s probably something you’re doing.

Teacher 02:29
Um, so I, I’m, I’m hoping I’m hoping that I can work with her to be able to work in with the classroom and really be able to support all of the students. So I don’t know if there’s something that a teacher has done before that seemed to help her to really engage with her classmates to work with their classmates. But yeah I’m open to new ideas.

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 26 of 45

26. Question

“Well, experience makes a difference and all her other teachers had so much more experience than you do.”

Mr. Reid 03:06
Sure. Well, experience makes a difference and all her other teachers had so much more experience than you do.

Teacher 03:19
Yeah, and I totally again, understand your concern with that I am a new teacher. And like, I totally get that that can feel scary as a parent to feel like oh, my child teacher doesn’t have enough experience. But I do have had a lot of experience and, and have worked really hard to be the best teacher I can be. And I have support and many facets from other educators. So I think I understand your concern in that and super valid.

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 27 of 45

27. Question

“Well, experience makes a difference and all her other teachers had so much more experience than you do.”

Parent 03:23
Well, experience makes a difference, and all her other teachers had more experience than you do. I don’t know. I don’t know.

Teacher 03:39
Yeah, I have taught for a few years. I understand I’m still a little bit less experienced than some of my colleagues, but I have worked for a couple of years 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 28 of 45

28. Question

“Well, experience makes a difference and all her other teachers had so much more experience than you do.”

Mr. Reid 03:19
I mean, I don’t know, you know, I just wonder, you know, experience makes a difference, and her other teachers had so much more experience than you do. But I don’t know.

Teacher 03:31
Well, um, what what have you? What have you seen that has been successful with Katie?

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 29 of 45

29. Question

“Well, experience makes a difference and all her other teachers had so much more experience than you do.”

Mr. Reid 03:05
Well yeah. I mean, experience makes a difference and all her other teachers had so much more experience than you do.

Teacher 03:13
How do you know that?

Mr. Reid 03:16
What did you just say?

Teacher 03:18
I said, How do you know

Mr. Reid 03:18
How do know that?

Teacher 03:19
that other teachers have more experience? Because, just because

Mr. Reid 03:21
I know. I know, hey, wait a minute. I mean,

Teacher 03:25
Okay, Mr. Reid I think we’re

Mr. Reid 03:26
I talk to other parents. I know how long people have taught and that kind of stuff.

Teacher 03:31
Mr. Reid, I think our conversation is digressing from what’s important. And so we just need to discuss some strategies to keep Katie more engaged in class. So I have some thoughts.

Mr. Reid 03:40
Are you dismissing me now?

Teacher 03:42
No, I’m not dismissing you.

Mr. Reid 03:43
Okay, you’re just. You’re dismissing me. Well, I’m trying to talk and you’re cutting me off.

Teacher 03:47
All right, well tell me what to do.

Mr. Reid 03:48
I know, you know, that experience makes a difference. I mean, last year’s teacher,

Teacher 03:52
And I do have experience.

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 30 of 45

30. Question

“Well, experience makes a difference and all her other teachers had so much more experience than you do.”

Mr. Reid 03:10
You know, the only difference really is that I’m hearing less about school this year, but nothing bad. Well, I mean, experience makes a difference, and all of our other teachers had more experience than you do.

Teacher 03:31
I do understand that. So, and that’s part of why I wanted to have this meeting was to figure out how I can best help Katie. Do you have any idea like, are there other things going on outside the classroom that could be bothering her or?

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 31 of 45

31. Question

“I’m worried about what this means for Katie.”

Parent 04:26
Right. Because um, I am worried about what this means for Katie.

Teacher 04:34
What worries you about it?

Parent 04:37
Um, like, is she checking out of school? Is she being bullied? Is she you know, using drugs? Whatever.

Teacher 04:48
Right. There’s a lot of reasons to be concerned.

Parent 04:51
Is she vaping? Is she, you know, just checking out?

Teacher 04:56
I certainly understand that. I don’t think that I’ve seen evidence of bullying in our classroom towards Katie, which is encouraging, but I think that another step I could start working with Katie on having her read something and talk about it with her peers. But do you think at home, you could try to ask Katie about what her time with classmates has been like?

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 32 of 45

32. Question
“I’m worried about what this means for Katie.”

bennett reed 04:48
Yeah, I am worried about what this means for Katie.

Teacher 04:53
is Katie social outside of school, does she hang out friends outside of school?
- Low: Does not directly or fully acknowledge empathetic opportunity.
- Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
- High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.
Correct

Incorrect

Question 33 of 45

33. Question

“I’m worried about what this means for Katie.”

Mr. Reid 04:27
She likes nonfiction. I mean, the other teacher, you know, had the books they had to do with what they were learning about. I mean, I gotta say, I am worried about what this means for Katie. Katie.

Teacher 04:46
Um, what what is you’re worried about? What are you? What are you worried about?

Mr. Reid 04:52
Um, is she checking out of school already? Third grade does she hates school already. Is she being bullied? Is she hanging around with, you know, the wrong kind of kids that aren’t nice to her? I mean, I’m not really sure. There’s a lot of worry with this.

Teacher 05:17
And I and that is completely valid. And, you know, a lot of those concerns. I don’t see and, um, you know, I, it’s I don’t think she’s checking out of school, her grades absolutely aren’t indicating that.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 34 of 45

34. Question

“I’m worried about what this means for Katie.”

Parent 04:43
I mean, I’m sorry, but I am worried about what this means for Katie also.

Teacher 04:50
Oh, I mean, I don’t think this is, yeah, this is something that is too serious of a thing. It’s just something that I noticed, and I just want to act on that so that, yeah, so that we can help right now and help her to grow where she is right now since it’s still pretty early in the school year. Yeah, that’s something that we can start with in acting out is, in our actions, I guess, is, yeah, I’ll think of some—maybe we can do a project where, since she loves reading books, yeah, we can take that and use that to help encourage her to work with her peers.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 35 of 45

35. Question

“I’m worried about what this means for Katie.”

Mr. Reid 04:18
Sure. Um, I mean, I am worried about what this means for Katie.

Teacher 04:24
I think like she’s doing so well in school and she’s doing great. And I just want her to be able to develop more friendships, but she’s doing great and I think she will and with us working together, that will definitely support her and we can help her just continue to grow in school and continue to learn and incorporate her interests, like reading and maybe other things you’ve seen. We can help. I’m trying to get her interacting with other students.

Mr. Reid 04:58
Again, I’m not in school with her, so I don’t know how she’s interacting with their peers. I mean, she’s fine at home. She’s not mentioned any problems, but I wasn’t really aware that she was not socializing much. I mean, I’m, I’m worried about what this means for Katie.

Teacher 05:23
Y

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 36 of 45

36. Question

“Maybe it’s me. There’s a weight on my shoulders.”

Mr. Reid 05:47
but I do feel, you know, like, there is a weight on my shoulders. And yeah, I don’t know. But

Teacher 06:00
well, that’s never that’s not a good feeling to have as a parent. Absolutely. And that’s, you know, really challenging and I’m sorry to hear that. But again,

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 37 of 45

37. Question

“Maybe it’s me. There’s a weight on my shoulders.”

Mr. Reid 05:06
at home, she’s just herself. I mean, she’s not quiet, per se. I mean, it’s Yeah. My wife and Katie and I, we dinner together. I mean, we talk that kind of stuff. I mean, there is maybe it’s me. There’s a weight on my shoulders.

Teacher 05:28
No, there doesn’t need to be any weight on your shoulders. You’re, you’ve been a great dad, and I love how you want to be active in your daughter’s life. And you coming in here is awesome, because then we can work together to support her, because I can tell how much you care about her.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 38 of 45

38. Question

“Maybe it’s me. There’s a weight on my shoulders.”

Mr. Reid 05:26
I mean, you know, and also maybe it’s me, you know, I mean, there’s a weight on my shoulders right now. I don’t know.

Teacher 05:38
Well, I’m, you know, I’m really sorry to hear that just having having, uh, having troubles, you know, outside outside, I guess of, you know, with work and things?

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 39 of 45

39. Question

“Maybe it’s me. There’s a weight on my shoulders.”

Mr. Reid 05:11
well, you know, in terms of home, I mean, you know, my wife and I have dinner with her every night, and she’s usually pretty talkative. So that’s, you know why this is a surprise. Right? But, um, yeah, I mean, maybe it’s me. No, no, no, no weight on my shoulders. So now

Teacher 05:34
I’m sorry to hear about that, but no Katie’s a really, really bright young girl. And I think there’s a solution to this. And I, I appreciate you sharing the book idea idea with me because I think a good way to take her interests and develop that into a possibility for how we could get her to engage with their peers.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 40 of 45

40. Question

“Maybe it’s me. There’s a weight on my shoulders.”

Mr. Reid 06:01
Yeah, but you know. I’m wondering, um, if it’s, it’s, you know, I’m just wondering if it’s me. There’s a weight on my shoulders

Teacher 06:15
That’s understandable. Um well, that’s why I’m here. That’s why I asked you to come in so we could work together to try to both help Katie, um, in different situations, um, settings me at school you at home.

Mr. Reid 06:29
Yeah, yeah I know what you mean.

Teacher 06:31
And what you had just mentioned about Katie’s previous teacher with the book club that was actually really helpful and I think that I will try incorporating something like that in my classroom and see if it will get Katie to be more open and more engaging with her classmates and see if that will improve anything.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 41 of 45

41. Question

“There are challenges at work.”

Mr. Reid 05:45
No, no, no, no. I appreciate you asking. Absolutely. Um, there are challenges at work. So, um, yeah.

Teacher 05:57
So are you… it seems like you know your daughter well. You know what she likes. You definitely… she’s definitely kind of active outside, you said Girl Scouting, all that kind of stuff. Which has she ever brought a friend home maybe… to play with, maybe?

Mr. Reid 06:19
In the past. Yeah, not this year. But in the past, absolutely.

Teacher 06:25
Okay.

Mr. Reid 06:26
You know, previous years of school.

Teacher 06:29
She has previous years?

Mr. Reid 06:31
Mm hmm.

Teacher 06:31
Well, it’s still relatively early in the year.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 42 of 45

42. Question

“There are challenges at work.”

Mr. Reid 06:01
No, no, no, no, my point was, um, you know, there are challenges right now at work.

Teacher 06:07
Okay.

Mr. Reid 06:08
And kids, you know, they’re perceptive, and

Teacher 06:14
Yeah, they are.

Mr. Reid 06:16
So. So I just wondered, you know, if if, you know, my sort of missing this had to do with that. So, I think this is all,

Teacher 06:27
Mr. Reid, don’t put anything on yourself. I am here to work with you as a team. So if ever there’s anything that you feel that you’ve missed at home, that’s why I’m here. And I, you know, fortunately, I get to spend a lot of time, that’s okay.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 43 of 45

43. Question

“There are challenges at work.”

Mr. Reid 06:22
Yeah, there’s this looming layoffs and stuff like that. And so, you know, there’s just been a bit of pressure on that end, which I think is maybe Yeah, it’s been

Teacher 06:32
I’m sorry to hear that.

Mr. Reid 06:33
A little difficult to, you know, have to stay on top of everything. So, so I am glad you’re bringing this to my attention. I appreciate it.

Teacher 06:41
Yeah I completely understand this. It’s hard, but yeah, we have to. It’s hard at home and we should, but we have to work to help Katie.

Mr. Reid 06:50
Gotcha.

Teacher 06:51
Katie, and your job, whatever it is. You have to

Mr. Reid 06:54
Sure thing. Oh, sorry about that. That is my that is my job. So I should probably I should probably get get back to work. But should we follow up? Or how would you like to work this?

Teacher 07:09
Yeah, if we could either email or we can have another meeting in a couple of weeks. Whatever works for you depending on how it works. Let’s plan on another meeting in like a month.

Mr. Reid 07:22
That sounds great.

Teacher 07:23
And then we or we could email it depending on how we think, how we think things are going.

Mr. Reid 07:28
Okay. Okay. Well, thank you for your time. I appreciate it.

Teacher 07:30
Absolutely. Yeah, thank you.

Mr. Reid 07:32
Bye, bye.

Teacher 07:33
Bye.

Lydia 07:36

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 44 of 45

44. Question

“There are challenges at work.”

Parent 05:35
Well, I mean, I have a lot going on at work. And, you know, there, there are just challenges at work with layoffs, and I’m, I mean, I’m facing losing my job.

Teacher 05:54
I’m very sorry to hear that. I’m sure that’s definitely… …a tough thing to go through.

Parent 05:57
Thanks. Yeah. Yeah, it’s, it’s hard. So, you know, yeah. We’re, we’re working through it.

Teacher 06:10
Yeah. Do you think that that will be affecting Katie in any way as well?

Parent 06:14
It could. I mean, now that you bring it up. You know, she might. As much as we try and keep it private from her, my wife and I, she—you know, kids hear everything, so she may have caught on to that. And, you know—excuse me. Yeah, she may have heard something.

Teacher 06:43
Yeah, but I mean, it’s definitely not your guys’ fault with any of that that’s going on. You know, people have things—a lot of things they have to deal with, you know, so I’m just, you know, I’m here to help if there’s anything that I can do for you guys at all. You know, just definitely let me know.

Parent 06:58
Okay. Well, thank you. I gotta go now. Thank you.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Question 45 of 45

45. Question

“There are challenges at work.”

Parent 06:05
I mean, there are challenges at work, so I’m just not as focused, so I don’t know.

Teacher 06:16
Okay, maybe you and Katie can do some activities together, just the two of you, also. You would get to know her better, and maybe she’ll share things and then—

Parent 06:25
I know her pretty well. I mean, I just—I’m going through a tough time because I might get laid off. I mean, if I just…

Teacher 06:26
Oh, okay. (overlapping conversation)…

Parent 06:29
…could be blatant about it. That’s—anyway.

Teacher 06:37
Okay, so I think it’d be a great plan if we could keep an open line of communication.

Parent 06:42
Mm hmm.

Teacher 06:43
Okay.

Low: Does not directly or fully acknowledge empathetic opportunity.
Medium: Acknowledges the empathetic opportunity directly, but does not follow up on the opportunity, or a high/low.
High: Acknowledges the empathetic opportunity directly and also asks a follow up question about the empathetic opportunity, affirms the parent, focuses on their partnership, legitimizes the concern or child’s behavior, offers support related to the concern, or self-discloses a similar challenge or experience.

Correct

Incorrect

Protected: Coding: Family Engagement

12a Combined practice for scoring 1

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