IRIS Center 3+2 Review

32_bannerWe are excited to share the work of the IRIS Center with you during our upcoming 3+2 Meeting, and hope that you find this Briefing Book helpful in understanding our activities and accomplishments over the last two years.

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3+2 Briefing Book and Appendix

  • 3+2 Briefing Book
    This Briefing Book contains details about our rich variety of online resources and materials, our evaluation plan and the evidence of our effectiveness, and our progress toward meeting our goals.
  • Appendix
    The Appendix to our 3+2 Briefing Book includes information on our Work Plans, collaborative partnerships, and Website visitors. It also contains important documents like our Logic Model, a summary table of our Needs Assessment Survey, and much more.

Key Documents Not Included in Briefing Book

  • Grant Application Package
    This document, issued in 2012 by the U.S. Department of Education and OSEP, outlines the parameters for a prospective new center and outlines the selection criteria and priority descriptions, among much else. 
  • IRIS Proposal
    Here, we responded to the requirements outlined in the OSEP grant-application package above. Included in this proposal is an overview of our goals and objectives, backgrounds of our key personnel, and a description of proposed resources and materials.
  • Cooperative Agreement
    The Cooperative Agreement lays out the scope of work for the IRIS Center, as well as objectives to be achieved, expected results, and an outline of responsibilities for both the new Center and the U.S. Department of Education pertaining to the new grant.
  • 2013 Annual Performance Report
    This report outlines the progress of the IRIS Center in 2013.
  • 2014 Annual Performance Report
    This report outlines the progress of the IRIS Center in 2014.
  • IRIS Evaluation Plan
    See this document for a detailed look at our goals, how we intend to meet them, and what assessment methods we will employ to gauge our success.

Sample Products

  • Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
    This Module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects.
  • Evidence-Based Practice Summaries
    These summaries of research about the effectiveness of instructional strategies and interventions contain links to research reports and include information about an intervention’s level of effectiveness and the age groups for which it is designed.
  • Books: Portrayals of People with Disabilities
    Curated in conjunction with Mary Anne Prater, a leading expert in the field today, this search tool contains information and synopses of children’s and young adult literature about or having to do with people with disabilities.
  • Sample Syllabi Collection
    Our Sample Syllabi Collection is designed to offer examples of the ways in which IRIS resources about evidence-based practices can be integrated into coursework about all students, especially those with disabilities.
  • Curriculum Matrices
    Our Curriculum Matrix Collection offers examples of the ways in which IRIS resources about evidence-based practices can be embedded into teacher licensure programs, in both special education and blended programs.
  • Sample Wrap-Around Concept Maps
    These diagrams are designed to help instructors—both college faculty and professional development providers, as well as independent learners—extend and deepen the information included in our Modules and Case Study Units through the use of supporting materials available on the IRIS Website.
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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E120002. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

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