Sim Staff 0:03
Okay, great. All right, then begin simulation.
Teacher 0:10
Hello. I’m Miss [Teacher].
Mr. Reid 0:12
Hi there.
Teacher 0:12
Um, it’s so wonderful seeing you again.
Mr. Reid 0:15
Yes.
Teacher 0:17
How are you today?
Mr. Reid 0:18
Doing well. How are you doing?
Teacher 0:19
Doing well? I’m doing well, too. Thank you so much for, you know, taking time out of your day to come and talk with me.
Mr. Reid 0:28
Of course.
Teacher 0:29
Yeah. Um, so today, you know, I’m just here to share some information about Katie, you know, just yeah, just gonna tell you, you know, academically, you know, her growth, her participation, stuff like that.
Mr. Reid 0:43
Okay.
Teacher 0:44
So, what I’ve noticed, you know, in the classroom is that she seems to be doing, you know, pretty good. She’s a really good student, hard worker. She’s above grade level in reading, which is really awesome. She’s actually actually, you know, close to grade level in pretty much all the other academic levels and areas too. Okay, which is really great. Um, I’ve also noticed that when it comes to work completion, she, you know, pretty much she gets things done on time and she completes them. And with a lot of, you know, work, so she does a good job at that. And I have noticed sometimes that, you know, she will get a little distracted and she actually, like, pulls out a book off to herself. So I just prompt her and guide her back into focusing on task, which isn’t, you know, too bad. But yeah, again, kids get distracted. So getting them in the right direction is helpful. Um, when it comes to classroom participation, I have noticed that Katie tends to be more on the quiet side.
Mr. Reid 1:52
Really?
Teacher 1:53
Yeah. So when it comes to maybe discussions or when she gets called, on she tends to mumble or, you know, look towards the floor and has usually wonderful comments, you know, I talk to her one-on-one. And sometimes she just needs more prompting to, you know, elicit longer responses. So that’s something I’ve noticed.
Mr. Reid 2:17
And this has been like that all year?
Teacher 2:20
Um, this is something that I’ve noticed, yeah, throughout our time together.
0 of 4 Questions completed
Questions:
You have already completed the quiz before. Hence you can not start it again.
Quiz is loading…
You must sign in or sign up to start the quiz.
You must first complete the following:
Your time:
Time has elapsed
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.