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Question 1 of 22

1. Question
So, first, you know, I think that we can definitely I want to use this time to the fullest to establish some concrete ways that we can just make Katie’s experience in my class the best. The best possible…. But I have noticed. So in the beginning of the year, and we are continuing kind of the same routine in class. We always kind of alternate between independent work and some group work, where the students are kind of going to be discussing and analyzing the text together. And in the beginning of the year, Katie was kind of open to working with a group, you know, very vocal and voicing her ideas….And I’ve noticed that she seems to be a little bit more withdrawn lately. And I just wanted to know if there’s anything going on at home that I should know or ways that I can support her.
- 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 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
Great. Something I did want to talk about today is if we could maybe brainstorm ways to get Katie a little bit more engaged in class. I’ve noticed that sometimes, she doesn’t always volunteer to answer questions out loud to the whole class and shy away from working with her peers in group settings.
- 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 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
I was hoping. Yeah, I could just learn a little bit more about Katie from your side…Yeah. Does she talk much about school when she’s at home?…Okay. Um, and let’s see. So she’s in third grade now. All right, as she had good experiences with her grades before this, too.
- 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 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
Because, you know, we’re here to talk about Katie and, you know, her progress for this upcoming year…And, you know, generally, you know, is always working hard, but I do have some concerns about her. When it comes to, you know, discussions and group work, she’s not necessarily participating up to, you know, where I think she should be
- 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 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
Pretty good. Um, I brought you in today because I am a little worried about Katie and I kind of wanted to talk to you about how we could work together…No, she doesn’t seem to want to open up or work with peers whenever given the choice she wants to work with them. ….I’m just I’m a little worried because she seems a little reclusive and kind of to herself. Is this a normal behavior for Katie?…No, she doesn’t seem to want to open up or work with peers whenever given the choice she wants to work with them…She gets her homework done. But it she just seems a little lonely 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 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

Teacher 00:14
I’m good. So I’ve been meeting with and calling parents just to check in on how their child is doing and seeing what I can do to better support them and if there’s anything I can know to better support them. So I wanted to meet with you to see what we can do for Katie to better support her…. Um, one thing that concerned me a little bit though is that she doesn’t when her peers try to engage her she doesn’t really seem to engage back with them as much.
Mr. Reid
Really?
Teacher
Yeah. And I’ve talked to her about this, and she didn’t offer any specifics on it. So I wanted to meet with you to see how we can better support her social interactions.

Mr. Reid 01:10
Okay. So is this been this has just been since day one like pretty. She’s been pretty quiet with with other kids.

Teacher 01:20
Yeah. Well, the first week, the first week all the students are a little quieter because they’re still trying to get to know each other. And some students are just naturally more quiet in group setting. If they’re not comfortable with other kids, yeah, we’ve done we’ve done some activities to try to build relationships among the students. But it hasn’t seemed to be that successful for her. So I wanted to see if you had any insight about that, or if there’s anything that you knew of that I could do to help better,

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 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

So some things that I’ve noticed with Katie in regards to more of her social interactions, and less of her kind of academics, is that sometimes she needs some prompting just because she really loves reading and then sometimes gets off tasks with that. So just needs a little bit of prompting. Sometimes she can be a little quiet and then she tends to work independently rather than in a group, especially when given an option. So today in the goal of this meeting is to try to set some goals for Katie. Um, and for kind of all three of us. So for me, for yourself, and your wife and for Katie so that we can all kind of contribute to Katie’s success 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 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

Teacher 00:17
So in terms of this conference, what I want to talk to you about was, firstly, I just want to talk to you about the great things that Katie’s doing in the classroom, and the things that are going really well. And then as well, I wanted to talk to you about some things that maybe together we could work through that would be for the best interest of Katie moving forward that in that way that she can be most successful in the classroom.
Teacher 01:16
Giving her the best tools moving forward is one thing that I’ve noticed that has been more of a challenge for her is working collaboratively in the classroom. I’ve noticed that she’s generally pretty quiet. And when we have classroom discussions. . .

Mr. Reid 01:32
Really?

Teacher 01:32
She will only really talk if I call on her. And if I do, she won’t say too much.

Mr. Reid 01:37
Hmm.

Teacher 01:38
And then sometimes if we work in group activities, she’s a little bit more quiet. And so I was just, you know, wanting to talk to you about maybe ways that you as the parent who knows the most about her.
Mr. Reid 01:49
Yeah.

Teacher 01:50
Advice for how I could help engage her more in peer to peer interactions or in group interactions.

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 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

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 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

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 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

4.2a Scoring practice for purpose and concerns

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