Staff 0:00
All right, last one. Begin simulation.
Teacher 0:06
Hi, Mr. Bennett. I’m Teacher. I’m Katie’s World History teacher. Thank you so much for making the time to come out and meet me today.
Mr. Reid 0:15
Oh, for sure, for sure.
Teacher 0:15
How are you doing?
Mr. Reid 0:17
Oh, doing good. How are you doing?
Teacher 0:19
I’m also doing well. Thank you for asking.
Mr. Reid 0:21
Great.
Teacher 0:22
So, it’s been a pleasure to have Katie in class so far this year. She’s a really bright student, I can tell that she has a really strong passion for reading. But the reason that I’ve asked you to come here and meet with me is that on the social side of things, I’ve noticed that she’s been kind of quiet, a little reserved. She’s been having a little bit of trouble, it seems making friends with her peers. And so I wanted to ask you, does she ever talk about school or class when she’s at home?
Mr. Reid 1:01
She has, not this year.
Teacher 1:06
So did she used to talk about school last year or in previous years?
Mr. Reid 1:11
Yeah, pretty often, actually. Yeah, not this year.
Teacher 1:18
So have you noticed anything different about her at home that you think might be contributing to that? Or do you think she just doesn’t feel like talking about it?
Mr. Reid 1:28
Hmm. I mean, she’s been herself otherwise.
Teacher 1:34
Mhm.
Mr. Reid 1:35
So that would be, you know, the only difference.
Teacher 1:39
Mhm, yeah. So I had a conversation with her the other day about her peers and she told me that everything was fine. She didn’t really want to talk too much about it. But even in class, she’s not being bullied or anything. She’s just being she She, because she hasn’t really been responding a lot to her peers, they’ve kind of just stopped initiating those actions.
Mr. Reid 2:09
Huh.
Teacher 2:10
So I want to make sure that she is in a positive environment where she can collaborate. We do a lot of collaboration in my classroom. So I really do want to work with you to kind of come up with a solution to these things that I’ve been seeing.
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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.
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.