Involvement Ratings In Settings (IRIS), a multi-dimensional non-verbal scale of involvement adaptable to a time-sampling method of data collection, was constructed with the aid of the videotapes of second-grade Follow Through classrooms made by CCEP. Scales were defined through observations of involved and alienated behavior, and the IRIS was refined for use on a ten-second-observe/50-second-record schedule. The instrument was validated through independent ratings of specialists. IRIS consists of seven dimensions: (1) perseveration vs. variation--repetitiveness and variation of the child's movement; (2) gestural vs. postural; (3) phenomenal proximity--intuitive judgment of the child's involvement in his interaction; (4) direction--orientation of body, especially eye contact; (5) boundaries--degree of active control a child has over what he is doing; (6) exaggerated/understated vs. appropriate; and (7) fragmented vs. integrated--dealing with the relatedness of the phases of activity within each observation segment. IRIS was tested with six second-grade Follow Through classrooms. Due to the small sampling of children, most of the variance in involvement scores was attributable to individual children rather than classroom differences. The most highly involving setting was found to be one in which a cooperative mode of activity was evidenced, either teacher-assisted or unsupervised. (For related documents, see TM 003 067-069, 071.) (KM)