The IRIS product-development process is guided and directed by focus group participants, advisory board members, stakeholders, content experts, and consumers. The figure below illustrates the systematic development of IRIS course enhancements that the IRIS Center has established. Each component in this process is described in the following paragraphs.

IRIS-II Course Enhancement Product-Development Process

Input
The process of collecting and utilizing input and feedback ensures that the IRIS Center provides high-quality products and services. The input phase of the product-development process is comprised of two major components: focus groups and needs assessment. The purpose of the input phase is to inform IRIS staff about the gaps in preparation programs for preservice school personnel and in professional development. Focus groups consist of institutions of higher education (IHE) faculty, practitioners, preservice trainees, parents of students with disabilities, and professional development providers. Needs assessment includes two distinct sources: textbook analyses and faculty surveys. Dr. Judy Smith-Davis will direct the focus group effort and Dr. Janice Brown will direct the needs assessment and evaluation effort for IRIS-II.

Topic Selection
After being informed by the focus groups and needs assessment in the input phase, the IRIS staff—assisted by the advisory board (i.e., Steering Committee on Implementation and Design, Executive Committee of Partners, Executive Committee of Related Service providers) and in collaboration with OSEP—prioritize and select specific topics for product development. Additionally, these advisors help determine the type of material to be developed for each topic. For example, they might decide that a topic, like classroom management, should become the focus of a STAR Legacy module, a case study, or both. Once they settle on the topic and format, IRIS staff members then collaborate with OSEP personnel to determine which content expert(s) should be contacted. Those expert(s) selected then are paired to work with an IRIS staff member in the development of content for the challenge-based scenario and the supporting resources for the product.

Create Materials
Next, modules, case studies, activities, and other materials are developed, produced, and consumer-tested. IRIS personnel take the researched-based content provided by an expert in the selected topic area and translate the research into practice. When necessary, IRIS personnel supplement the provided content with additional research and resources. Once all of the content is gathered, the IRIS module developers transform the subject matter into the appropriate format (e.g., STAR Legacy module, case study, activity). At the same time, the media production team (both full-time staff and consultants) creates graphics, illustrations, movies, audio clips, and page templates. After extensive internal review by the production team and the content experts, the product is field-tested (modules) or reviewed (case studies, activities). The feedback from the field-testing or reviews guides any product revision.

Available For Dissemination
The primary avenue for dissemination is the IRIS Web site. Following the feedback and revision cycle discussed above, materials are posted on the Web site. Other dissemination vehicles include conference presentations, invited presentations, professional development training meetings (sponsored by state departments of education and the Comprehensive Systems of Personnel Development [CSPDs]), CDs, brochures, listserv notices, and faculty recommendations to colleagues. As can clearly be seen, IRIS uses an array of strategies to develop the richest input of information possible, so the topics of specific course enhancement materials reflect the highest need and greatest potential demand. As work progresses, consumer and stakeholder feedback is collected in an ongoing manner, guaranteeing the relevancy of content and delivery. The rigorous product-development process ensures that IRIS produces materials that are of high quality and are delivered in a timely manner.

Scaling Up Dissemination
Building on the foundation laid in IRIS-I, the Center disseminates services and products on a large scale. Because of the collaboration in IRIS-I with implementation and research sites in California and Utah and with the Tennessee State Improvement Grant (SIG) director, the Center has gained enthusiastic support for its scaling-up efforts from universities and school districts. Invaluable relationships have been formed with faculty and professional development (PD) providers, facilitating faculty members' effective implementation and sharing of materials. The planned scaling-up process will include an expanded effort to reach faculty and PD providers through a Training-of-Trainers model operating at the state level. In Phase 1 of scaling up, leaders from the University of California system; representatives from TA&D Centers, state departments of education, and school systems; SIG directors; and faculty from California, Utah, and Tennessee will come together to create a flexible model for the scaling-up effort that can be adapted and used by other states or regions. This model will be piloted in Phase 1 in three states and will be altered as necessary using feedback from trainers and trainees. Once a successful model for scaling up statewide has been created, Phase 2 will consist of the first three states' or regions' sharing the scaling-up model with a new set of identified states and of providing the requisite training to faculty and PD providers in those states or regions. During Phase 2, the scaling-up procedures will be continuously monitored, and feedback from trainers and trainees will be collected and used to improve and adapt the model. Phase 3 will involve a replication of these procedures to yet another set of states, resulting in widespread use of the IRIS materials.

Evaluation Effort
The IRIS Center also evaluates the instructional quality of its course enhancement materials. The figure below displays the overall logic model of project activities and intermediate and final outcomes that guide evaluation efforts. For faculty or PD providers who use IRIS modules and course enhancement materials and who receive training by IRIS personnel and IRIS trainers, short-term outcomes are expected in terms of their: (1) knowledge of and attitudes about students with disabilities, (2) knowledge of effective teaching strategies to use with students with disabilities, and (3) self-confidence about their capacity to train future and current teachers to successfully work with students with disabilities. This should lead to one or more intermediate outcomes that are consistent with IRIS's purposes: incorporating information about students with disabilities into college courses and professional development trainings and informing colleagues about IRIS materials and their effectiveness in enhancing course content. Long-term outcomes should be an improvement in future and current teachers' knowledge, attitudes, and strategies regarding students with disabilities. Ideally, this would result in improved outcomes for children and youth with disabilities, as evidenced by enhanced classroom performance.

Logic Model of IRIS-II Evaluation Efforts

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