Speaker 0:01
Begin simulation.
Teacher 0:04
Hi, Mr. Reed. I’m Ms. Teacher, Katie’s teacher.
Parent 0:08
Nice to meet you.
Teacher 0:10
Nice to meet you as well. I’m really excited to talk to you about Katie, and I really appreciate how willing you are to talk to me about Katie.
Parent 0:19
Sure.
Teacher 0:21
So, she is doing very well in reading and all of her other classes. She’s above grade level and reading. She is close to or at grade level in all of her other classes, which is excellent. She also completes all of her work. Occasionally, if unsupervised, she would pull out a book, but I always will prompt her and that doesn’t become a problem.
Parent 0:45
That sounds like her. Uh-huh.
Teacher 0:47
So, I would like to come up with a plan to get her to maybe participate more in class and interact more with her peers. She is quiet. She participates very little. When she is called on, she has a very short response and doesn’t quite say much. She has to really be prompted to give a longer response, and I’d love her to contribute more because she does have very good insight onto the content or the things that we’re talking about in class. So, I’d love for her to talk more. And then, regarding her peers, she chooses to work alone. When peers come over, she looks down at the table.
Parent 1:31
Mm hmm.
Teacher 1:33
She mumbles.
Parent 1:34
Okay. Oh. Hmm.
Teacher 1:36
She has stopped trying to engage with her peers altogether, and they don’t bully her. However, they…
Parent 1:41
Oh.
Teacher 1:42
…don’t talk to her.
Parent 1:42
That’s good.
Teacher 1:43
But they don’t talk to her as much because she doesn’t respond to them, and I would just like to see if there’s anything you think that maybe we could come up with to help Katie engage more with her peers and in class.
Parent 1:57
Hmm. I mean, what you’re telling me is kind of surprising. I don’t really know what to make of this. I mean, it just—this doesn’t sound like Katie at all, so it’s probably something, you know, you are 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.