Module Feedback

IRIS users offer us their ratings on the Modules they have completed. In the tables below, you will find information about those respondents, as well as their assessment of the quality, relevance, and usefulness of a wide variety of IRIS Modules.

Respondent Quality Relevance Usefulness Percentage of Respondents
Graduate Student 4.56 4.58 4.55 32.1%
College Student (Undergraduate) 4.50 4.58 4.57 31.3%
Experienced Teacher (Three or More Years of Experience) 4.48 4.48 4.43 18.8%
New Teacher (Zero to Three Years of Experience) 4.55 4.49 4.54 8.9%
Other 4.29 4.32 4.20 3.8%
School Leader 4.57 4.52 4.60 2.7%
College Faculty 4.61 4.67 4.59 1.3%
Professional Development Provider 4.88 4.50 4.38 0.5%
Missing Data 3.76 4.26 4.26 0.5%
TOTAL 4.52 4.54 4.52 100.0%

 

Module Quality Relevance Usefulness Number of Respondents
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities 4.3 4.4 4.3 43
Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities 4.3 4.3 4.6 9
Accommodations: Instructional and Testing Supports for Students with Disabilities 4.5 4.6 4.5 47
Accountability: High-Stakes Testing for Students with Disabilities 4.6 4.6 4.5 18
Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle 4.5 4.6 4.5 71
Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions 4.5 4.5 4.4 30
Assistive Technology: An Overview 4.4 4.5 4.4 39
Autism Spectrum Disorder (Part 1): An Overview for Educators 4.6 4.4 4.5 47
Autism Spectrum Disorder (Part 2): Evidence-Based Practices 4.6 4.7 4.8 9
Bookshare: Providing Accessible Materials for Students with Print Disabilities 4.7 4.7 4.5 7
Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom 4.5 4.5 4.5 71
Classroom Assessment (Part 2): Evaluating Reading Progress 4.5 4.6 4.7 30
Classroom Diversity: An Introduction to Student Differences 4.6 4.7 4.6 74
Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan 4.5 4.5 4.5 171
Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan 4.3 4.2 4.1 41
Collaborating with Families 4.6 4.7 4.7 106
Content Standards: Connecting Standards-Based Curriculum to Instructional Planning 4.8 4.8 4.8 5
Creating an Inclusive School Environment: A Model for School Leaders 4.6 4.6 4.6 5
CSR: A Reading Comprehension Strategy 4.7 4.6 4.6 11
Cultural and Linguistic Differences: What Teachers Should Know 4.5 4.6 4.5 60
Differentiated Instruction: Maximizing the Learning of All Students 4.6 4.6 4.6 93
Dual Language Learners with Disabilities: Supporting Young Children in the Classroom 4.7 4.3 4.6 8
Early Childhood Behavior Management: Developing and Teaching Rules 4.6 4.6 4.6 22
Early Childhood Environments: Designing Effective Classrooms 4.5 4.5 4.4 21
Effective School Practices: Promoting Collaboration and Monitoring Students’ Academic Achievement 4.3 4.6 4.5 15
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program 4.5 4.5 4.5 29
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity 4.6 4.6 4.6 10
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity 4.5 4.8 5.0 5
Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs 4.4 4.4 4.4 5
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan 4.6 4.6 4.6 123
Guiding the School Counselor: An Overview of Roles and Responsibilities 4.7 4.7 4.7 3
High-Quality Mathematics Instruction: What Teachers Should Know 4.8 4.7 4.7 12
How People Learn: Presenting the Learning Theory and Inquiry Cycle on Which the IRIS Modules Are Built 4.0 4.3 4.3 4
Improving Writing Performance: A Strategy for Writing Persuasive Essays 4.0 5.0 5.0 2
Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities 4.4 4.4 4.4 5
Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction 4.8 4.8 4.9 9
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization 5.0 5.0 4.8 5
PALS: A Reading Strategy for Grades 2–6 4.8 4.6 4.6 11
PALS: A Reading Strategy for Grades K–1 4.7 4.8 4.7 9
PALS: A Reading Strategy for High School 4.6 4.4 4.1 7
Providing Instructional Supports: Facilitating Mastery of New Skills 4.6 4.3 4.2 9
Related Services: Common Supports for Students with Disabilities 4.6 4.6 4.4 25
RTI (Part 1): An Overview 4.6 4.6 4.6 71
RTI (Part 2): Assessment 4.7 4.4 4.5 12
RTI (Part 3): Reading Instruction 4.0 4.0 4.1 9
RTI (Part 4): Putting It All Together 4.8 4.4 4.5 8
RTI (Part 5): A Closer Look at Tier 3 5.0 4.7 4.3 3
RTI: Considerations for School Leaders 4.0 4.0 4.0 3
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings 4.5 4.5 4.5 4
School Nurses: Roles and Responsibilities in the School Setting 4.7 4.8 4.8 4
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas 4.1 4.1 4.0 8
Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies 3.5 3.5 4.0 2
Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings 4.5 4.4 4.7 33
Secondary Transition: Interagency Collaboration 4.1 4.4 4.2 9
Secondary Transition: Student-Centered Transition Planning 4.3 4.7 4.5 6
Serving Students with Visual Impairments: The Importance of Collaboration 4.2 4.4 4.3 9
SOS: Helping Students Become Independent Learners 4.5 4.4 4.5 15
SRSD: Using Learning Strategies To Enhance Student Learning 4.2 4.5 4.4 15
Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills 4.6 4.7 4.8 9
Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance 4.7 4.7 4.7 3
Teaching English Language Learners: Effective Instructional Practices 4.4 4.2 4.2 107
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns 4.6 4.7 4.7 34
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students 4.5 4.6 4.6 127
What Do You See? Perceptions of Disability 4.6 4.6 4.6 281
Working with Your School Nurse: What General Education Teachers Should Do To Promote Educational Success for Students with Health Needs 4.8 4.8 4.8 6
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction 4.0 4.0 4.0 2
TOTAL 4.5 4.5 4.5 2106
Print Friendly, PDF & Email