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Field-Test Data

The IRIS Center uses field-testing as a method of evaluating its Modules. During this process, college and university faculty use one of the IRIS Modules as part of their instruction, and their students complete a survey that assesses their reactions to that Module. As of this writing, forty-five IRIS Modules have been field-tested. A Module is considered “field-tested” when at least 50 students respond to the survey. The table below lists the Modules that have been field-tested and the number of students completing the survey for each Module.

Module Quality Relevance Usefulness Number of Respondents
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities NA NA NA 150
Accommodations: Instructional and Testing Supports for Students with Disabilities 4.14 4.32 4.09 116
Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities NA NA NA 22
Accountability: High-Stakes Testing for Students with Disabilities NA NA NA 65
Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle NA NA NA 73
Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions NA NA NA 52
Assistive Technology: An Overview 4.18 4.54 4.25 71
Autism Spectrum Disorder (Part 1): An Overview for Educators 4.3 4.1 4.25 64
Autism Spectrum Disorder (Part 2): Evidence-Based Practices 3.9 3.8 3.9 136
Bookshare: Providing Accessible Materials for Students with Print Disabilities 4.06 4.39 4.37 75
Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom NA NA NA 63
Classroom Assessment (Part 2): Evaluating Reading Progress 3.82 4.00 3.78 51
Classroom Diversity: An Introduction to Student Differences NA NA NA 0
Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan 4.43 3.71 4.29 7
Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan 3.86 4.14 4.00 7
Collaborating with Families 3.61 3.82 3.64 58
Content Standards: Connecting Standards-Based Curriculum to Instructional Planning NA NA NA 145
Creating an Inclusive School Environment: A Model for School Leaders 4.03 4.25 4.13 41
CSR: A Reading Comprehension Strategy 4.05 4.09 4.00 69
Cultural and Linguistic Differences: What Teachers Should Know 4.08 4.14 3.78 65
Differentiated Instruction: Maximizing the Learning of All Students 4.24 4.51 4.32 72
Dual Language Learners with Disabilities: Supporting Young Children in the Classroom 4.2 4.1 4.1 78
Early Childhood Behavior Management: Developing and Teaching Rules 3.9 4.5 4.2 60
Early Childhood Environments: Designing Effective Classrooms 4.1 4.3 4.2 71
Effective School Practices: Promoting Collaboration and Monitoring Students’ Academic Achievement NA NA NA 74
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program 3.83 3.8 3.74 130
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity 3.84 3.83 3.72 69
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity 3.8 3.92 3.77 107
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan 4.20 4.51 4.22 76
Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs 4.30 4.45 4.22 84
Guiding the School Counselor: An Overview of Roles and Responsibilities 3.25 4.32 3.38 66
High-Quality Mathematics Instruction: What Teachers Should Know 4.11 4.16 3.86 44
How People Learn: Presenting the Learning Theory and Inquiry Cycle on Which the IRIS Modules Are Built NA NA NA 50
Improving Writing Performance: A Strategy for Writing Persuasive Essays 4.07 3.80 3.73 59
Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities NA NA NA 52
Intensive intervention (Part 1): Using Data-Based Individualization To Intensify Instruction 3.9 4.3 4.1 119
Intensive intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization 4 4.1 4 124
PALS: A Reading Strategy for Grades 2–6 3.73 3.79 3.75 116
PALS: A Reading Strategy for Grades K–1 4.18 3.98 3.90 53
PALS: A Reading Strategy for High School 4.22 4.04 3.98 75
Providing Instructional Supports: Facilitating Mastery of New Skills 3.65 3.96 4.04 68
Related Services: Common Supports for Students with Disabilities 4.34 4.48 4.26 32
RTI (Part 1): An Overview NA NA NA 81
RTI (Part 2): Assessment NA NA NA 106
RTI (Part 3): Reading Instruction 4.08 3.84 3.79 68
RTI (Part 4): Putting It All Together 4.67 4.33 4.17 20
RTI (Part 5): A Closer Look at Tier 3 4.35 4.48 4.33 75
RTI: Considerations for School Leaders 4.35 4.25 4.30 61
RTI: Mathematics 4.09 4.22 4.02 83
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings 4.27 4.09 4.24 65
School Nurses: Roles and Responsibilities in the School Setting 4.11 4.25 4.18 57
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas 3.89 3.92 3.69 39
Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies 3.94 3.66 3.6 129
Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings 3.92 3.79 3.9 48
Secondary Transition: Interagency Collaboration 4.3 4.2 4.2 50
Secondary Transition: Student-Centered Transition Planning 4.2 4.2 4.1 107
Serving Students with Visual Impairments: The Importance of Collaboration NA NA NA 66
SOS: Helping Students Become Independent Learners 4.25 4.50 4.34 105
SRSD: Using Learning Strategies To Enhance Student Learning 4.05 3.9 3.9 53
Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills 4.03 4.13 3.98 40
Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance 4.32 4.19 4.13 63
Teacher Induction: Providing Comprehensive Training for New Special Educators 3.91 3.61 3.79 34
Teacher Retention: Reducing the Attrition of Special Educators 3.87 3.82 3.55 38
Teaching English Language Learners: Effective Instructional Practices 3.81 4.11 3.66 71
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns 3.67 3.67 3.33 61
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students 4.43 4.39 4.32 71
What Do You See? Perceptions of Disability NA NA NA 112
Working with Your School Nurse: What General Education Teachers Should Do To Promote Educational Success for Students with Health Needs 4.13 4.58 4.25 31
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction 4.2 4.0 4.0 44
Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community 4.2 4.0 4.0 57
TOTAL 4.06 4.11 4.0 4844
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