Sim Staff 0:00
Begin simulation.
Teacher 0:06
Hi, Mr. Reid. I’m Teacher.
Mr. Reid 0:08
Hey there.
Teacher 0:08
Well, nice to finally meet you in person. Thanks for
Mr. Reid 0:11
Nice to meet you.
Teacher 0:11
coming today.
Mr. Reid 0:13
Sure thing.
Teacher 0:15
Um, so we got to talk a little bit over the phone about why we’re meeting in person but I wanted to just ask you first about how Katie talks about school and even my class in particular how she talks about it with you at home.
Mr. Reid 0:34
Hmm, yeah, she doesn’t. She doesn’t talk about school much this year. I will say that. I mean, in the past, she has. But not this year.
Teacher 0:49
Okay. When she comes home, home is she kind of drained of energy or she just her normal bubbly self?
Mr. Reid 0:59
Um, I haven’t noticed any difference. Is everything okay?
Teacher 1:04
Yeah, no, everything is just fine.
Mr. Reid 1:06
Okay.
Teacher 1:06
I just wanted to hear, um, before I kind of got into what I’ve been observing, I wanted to hear from you if you have noticed any changes in Katie lately, nothing to be worried about at all. But
Mr. Reid 1:21
Okay.
Teacher 1:21
In my class, I typically like to I foster a very open community, we do a lot of group work, a lot of inquiry and lots of participation and talking with one another. And so, over the past month or so, I know it’s only the beginning of October, we’ve started to really build that community up and like, I really just want all every student to feel totally valued and like they’re part of it. And so my observation with Katie is that it seems like she doesn’t have much interest in being a part of that community. And when I talk to her about her interactions with peers, she kind of brushes it off, but I just am, I hope that this isn’t having any effect on her. And I also want to see if there’s something that we can do to get her more comfortable and have her come out of her shell more with.
Mr. Reid 2:23
Sure, 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 can be reviewed and 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 can be reviewed and 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 can be reviewed and 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.
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.