Staff 0:00
Begin simulation.
Teacher 0:05
Hi Mr. Reid!
Mr. Reid 0:06
Hey there.
Teacher 0:08
It’s so nice to finally be able to meet you.
Mr. Reid 0:10
Yeah. Likewise.
Teacher 0:12
Thanks for meeting me here to talk about
Mr. Reid 0:14
Oh no problem.
Teacher 0:14
Katie.
So, um, Katie is a great student. She’s a very strong reader.
Mr. Reid 0:20
Ah!
Teacher 0:20
She’s reading all the time in class, which I love.
Mr. Reid 0:24
All right.
Teacher 0:24
But I do have some concerns
Mr. Reid 0:27
Oh?
Teacher 0:27
regarding her participation, and just how she’s been interacting with the other students.
Mr. Reid 0:34
Oh, is she okay, or is everything all right?
Teacher 0:37
Yeah. I mean, I’ve asked her if everything’s all right. I
Mr. Reid 0:41
Yeah?
Teacher 0:41
just hasn’t been participating. She tends to, like mumble and she hasn’t talked to the other students. And so I just want to make sure that she’s fine and that we can create a plan together.
Mr. Reid 0:58
Wow. That’s uh interesting. So has she been like, like, she’s been like this all year or?
Teacher 1:04
Yeah, pretty much. Other students have tried to, you know, bring her into the community
Mr. Reid 1:11
Right.
Teacher 1:12
of our classroom and she just has been very, you know, shy and not wanting to really join in.
Mr. Reid 1:20
Well, will she speak with you? Or is she,
Teacher 1:24
Um, she doesn’t really
Mr. Reid 1:25
quiet with you as well?
Teacher 1:26
Yeah, she’s pretty quiet as me as well.
Mr. Reid 1:28
Oh, wow. Okay.
Teacher 1:31
Is she quiet at home? Is she just like a shy-
Mr. Reid 1:35
No, quite the opposite, actually. Um, that’s why I’m just a little surprised? Hmm. Okay, so she’s not disruptive?
Teacher 1:49
No!
Mr. Reid 1:49
Yeah, but just really quiet, doesn’t really speak to anyone?
Teacher 1:54
Yeah, and I would like her to feel comfortable in my classroom.
Mr. Reid 1:57
Right, right.
Teacher 1:58
And to participate. And, yeah. I would just like to connect with her and stuff like that. So,
Mr. Reid 2:06
Of course, of course, that’s just uh, strange. Because it doesn’t sound like Katie at all. So it’s, it’s probably something you’re doing.
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Please click on VIEW QUESTIONS to see how a lead coder segmented the same transcript and to compare your segmenting with theirs.
Copy and paste in the teacher’s greeting, beginning with “Begin simulation”. For this item, please include what the parent says as well if it is relevant and part of the greeting. For example, if the teacher says, “Hi” and the parent responses, “Hi, how are you?” and then the teacher says, “I’m well thank you—and you?” we want that parent comment. Greeting end when the teacher moves to talking about the student’s strengths, concerns, the meeting purpose, or asks a question about the student.
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Copy and paste in the strengths the teacher shares about the student. This includes descriptions of the student’s reading ability, their preference for fiction reading, their turning in of work in time, and statements such as “I love having her in class!” or “Thus, far things are going well.”
Here are a few tips:
If the teacher shares strengths AFTER sharing a concern, you need to capture the concern too. These teachers will be scored low because the concern came first so it is important to capture both!
If there are no strengths shared in the opening, please copy and paste in the ENTIRE opening, from “begin simulation” to “This doesn’t sound like Katie. It is probably something you are doing.”
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Please copy and paste in here any comments by the teacher establishing a purpose for the meeting or about Katie’s socialization and class participation such as her not working with other students, being quiet in class, wanting to be on her own in class, working independently, or not making friends. Comments about the meeting purpose can include comments such as “I wanted to talk to you today about,” “I was wondering if you had any insight,” “I was hoping we could make a plan,” “We’re here to talk about Katie,” or “I wanted to see if we could brainstorm ways to get Katie more involved in class.”
This might include multiple excerpts. It is fine to excerpt both lines by the teacher and lines by the dad that are relevant, such as him asking why he is there.
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.
Please copy and paste in here any questions asked by the teacher, including indirect questions such as “I was wondering if you had concerns you wanted to share.”
If there are no questions, please paste in the entire transcript from “Begin simulation” to “This doesn’t sound like Katie. It is probably something you are doing.”
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.