Shadow Day

Using a shadow day...

- Provides street level data
- Gives insight on the student experience
- Creates a culture of transparency

Implementation

Overview

Core Components

- Intentions community proactively
- Adult follows the students schedule
- Limited interruptions
- Questions are posed
- Follow up and debrief scheduled

Proactive Implementation

- Proactively implementing a shadow day may look like communicating and sharing what the day includes and when it will be used soliciting feedback from all stakeholders.

Responsive Implementation

- Responsively implementing a shadow day may stem from a lack of understand the student experience. In reviewing data you may find that a missing puzzle piece is student perspective. A shadow day can be conducted in response to this.

Connection

If the need is connection then the adult may select a student instead of randomly shadowing based on a data need and relationship.

Skills Training

If the need is skill building then a specific subject or skill may be monitored during the shadow day.

Awareness

If the need is awareness then the adult may take notes that encompass interactions including passing time and transportation.

Emotional Regulation

If the need is regulation then the adult may look for regulation opportunities throughout the day.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

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