Unknown Speaker 0:00
Begin simulation.
Teacher 0:04
Hi, Mr. Reed. My name is Ms. Teacher and I’m Katie’s third grade teacher.
Parent 0:08
Hey there, how are you?
Teacher 0:10
Good, it’s really great to meet you. Thank you for coming to-
Parent 0:15
Sure thing. Happy to.
Teacher 0:18
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 0:35
That’s always good to hear.
Teacher 0:38
How has she been doing her stuff at home? Homework all good?
Parent 0:42
Oh, yeah. Oh, yeah. My wife and I, you know, we sort of go through our days with each other over dinner and share ideas. You know, Katie’s always reading something.
Teacher 0:54
That’s great Really good family bonding.
Parent 0:57
Oh yeah.
Teacher 0:59
So I have noticed that Katie’s pretty quiet in school, and that she’s kind of disinterested in hanging out with other peers. Have you noticed anything at home?
Parent 1:13
Ah, now, does she? So she doesn’t talk to any other kids.
Teacher 1:20
Not that much. She’s really interested mostly in reading, which is completely fine. I just want to make sure that everything’s happening, that we’re talking about everything. Any information that you have that I can use it to help make Katie’s experience better.
Parent 1:33
Yeah, no, that’s, that’s just um, hmm. Surprising. Does she talk to you or?
Teacher 1:42
Yes, she does talk to me sometimes. But she seems to like to work alone. And just it’s not that she doesn’t like the kids or that they don’t like her. She just seems disinterested in hanging out.
Parent 1:55
Really. That’s a, I’ve never heard that.
Teacher 2:03
Are there some things you’d like to tell me about her so that I can make her experience here better? I mean,
Parent 2:07
You know, she loves to read. But this doesn’t sound like Katie at all. So 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 can be reviewed and adjusted after submission.