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: An Overview for Educators 4.3 4.1 4.25 64
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
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
TOTAL 4.05 4.12 3.99 4450
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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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