We intentionally created this form to not have any reference to Lukas himself or to his gender. The reason for this was that people get snoopy. Our shadow was not there everyday. She went every day for the first two weeks. She then only came in on Fridays to check up on him. Since she was not a regular part of the classroom, we/she/and his first grade teacher (a great person!) all went under the cover story of her being a student from the local university doing observations and helping out as a part of her class in elementary education. However, we found that if she stopped to write down anything, other adults in the building (other teachers, parents passing, etc) always tended to avert their eyes as they passed to see what she was writing. We had a folder with a “cover” to help prevent prying eyes but it was still an issue as she wrote. It was sort of funny because if you look at this form, you will see that the time it takes relatively little time to fill out but it was in those exact moments that people suddenly took notice of our shadow. We also gave this form a few times to the teacher to fill out as a basis of comparison. This form was easily filled out by her since it was mostly a “write a number down”. I went ahead and included a sample of a day in his first grade experience already written in. The form below was made small enough to fit on a single, front side only piece of paper.

Student Ratings and Observations

Initials/date: _______SP 8/21/01_________

Classroom Issues Rating (1-5) Additional Comments

Following teacher directions	4
Completing tasks assigned	4
Completing tasks to the best of his/her ability	3	Writing could have been better
Participating in classroom discussions	4
Sitting relatively calm	3	Tends to stand while working (stands calmly though!) a little hyper at lunch
Remaining with class	4

Social Issues

Initiating Conversation with a group of peers	4
Initiating conversation with a peer	4
Participating appropriately in an existing conversation with a group of peers	4
Initiating play with a peer	2	** his buddy had to sit out recess so he did not have a buddy. He would stop and talk to peers
Initiating play with a group of peers	2	But tended to go back to solo play. He went and built buildings out of stones- they aren’t allowed to play with sticks or stones at recess.
Recognizing rejection and responding appropriately	4
Responding appropriately to peer body language	4
Participating in a conversation with a peer	4

Rating of a scale of 1-5

1= poor/did not do well 2= not very good/little attempt made 3= okay/some attempt made

4=good or moderate attempts 5= great/attempted his/her best