Staff
Don’t forget to introduce yourself to me. Okay, begin simulation.
Teacher 0:11
Hi, how are you? I’m Miss [Teacher].
Mr. Reid 0:13
Hey there. How are you? Bennett Reid.
Teacher 0:16
Great. Nice to meet you.
Mr. Reid 0:18
Yes, of course.
Teacher 0:19
Thank you so much for coming with, um here to, you know, talk about Katie day. I really appreciate you making the time.
Mr. Reid 0:25
Oh, of course, wouldn’t miss it.
Teacher 0:28
So, first, you know, I think that we can definitely I want to use this time to the fullest to establish some concrete ways that we can just make Katie’s experience in my class the best. The best possible.
Mr. Reid 0:41
Okay.
Teacher 0:42
So we’ll definitely get into that. But I first just want to say start by saying that Katie’s amazing.
Mr. Reid 0:48
Oh good.
Teacher 0:48
She’s such a star. She’s a star student in our class. She really stands out in her love for fiction. She’s one of the few students who, you know, asks to borrow some books from my library and taking them home, so I really appreciate that.
Mr. Reid 1:04
Sounds about right. Yeah. She loves to read.
Teacher 1:08
Yes, I’ve noticed
Mr. Reid 1:09
No complaints here.
Teacher 1:10
Yeah, no. I love to read myself. So when I find a student to talk about books with I, it makes me really excited.
Mr. Reid 1:18
Great. She’s great kid.
Teacher 1:19
Yes, she, she’s amazing. And she’s doing really well on all of her other classes, which is awesome.
Mr. Reid 1:26
Marvelous.
Teacher 1:27
But I have noticed. So in the beginning of the year, and we are continuing kind of the same routine in class. We always kind of alternate between independent work and some group work, where the students are kind of going to be discussing and analyzing the text together. And in the beginning of the year, Katie was kind of open to working with a group, you know, very vocal and voicing her ideas.
Mr. Reid 1:54
Right.
Teacher 1:55
And I’ve noticed that she seems to be a little bit more withdrawn lately. And I just wanted to know if there’s anything going on at home that I should know or ways that I can support her.
Mr. Reid 2:08
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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.