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 |
| Family Engagement: Collaborating with Families of Students with Disabilities | 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 |
