Speaker 0:02
Begin simulation.
Teacher 0:05
Hi, thank you for joining me today.
Parent 0:08
Oh, sure thing. How are you doing?
Teacher 0:10
Good. How are you doing?
Parent 0:11
Doing fine. Thanks.
Teacher 0:13
Excellent. I wanted to talk to you today about your daughter. And yeah, I just had a few concerns that that have come up, and I remember when we spoke at the beginning of the year, you said that you’d be happy to speak anytime when I needed to help Katie and—
Parent 0:29
Oh, sure. Sure. I mean, is everything all right?
Teacher 0:31
Yeah, absolutely. Everything’s okay. I’m just a little concerned about how she’s feeling inside and how she’s interacting with her-her peers at school and interacting with me. She seems sort of, like she’s sort of, she doesn’t, she’s not as open as she could be to discussion. She’s not as open as she could be with her peers. She sort of—she loves to read as you know.
Parent 0:56
Sure. Absolutely.
Teacher 0:58
Fiction books and it seems like that’s something that she likes to do often. But, but sometimes I feel like it might prevent her from reaching out to her friends and making friends and keeping up with discussions in class. Although, I have to say, in discussions she offers very insightful comments.
Parent 1:17
Right.
Teacher 1:17
Really benefits the discussion. So I’m looking at this from a lens of her really benefiting the classroom and offering what she has, and I worry that she doesn’t feel that way herself, or that she feels like she doesn’t have maybe something to say or—anyway, so this is my concern. I don’t know if you’ve noticed anything like this.
Parent 1:38
Um, I, I gotta say, I’m a little. I’m a little surprised. Um, just-just I can’t say that I’ve heard that issue before. But yeah, this doesn’t sound like Katie. What is going on in your classroom?
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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.