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
College Faculty 4.57 4.59 4.54 2.01%
College Student (Undergraduate) 4.37 4.44 4.38 31.50%
Experienced Teacher (Three or More Years of Experience) 4.35 4.37 4.33 17.97%
Graduate Student 4.46 4.51 4.46 30.65%
New Teacher (Zero to Three Years of Experience) 4.38 4.42 4.40 9.66%
Other 4.35 4.27 4.29 5.48%
Professional Development Provider 4.42 4.61 4.54 0.76%
School Leader 4.39 4.45 4.41 1.95%
TOTAL 4.41 4.46 4.42 100.00%

 

Module Quality Relevance Usefulness Number of Respondents
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities 4.26 4.29 4.27 243
Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities 4.65 4.46 4.65 59
Accommodations: Instructional and Testing Supports for Students with Disabilities 4.54 4.55 4.53 275
Accountability: High-Stakes Testing for Students with Disabilities 4.41 4.52 4.43 119
Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle 4.46 4.52 4.47 598
Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions 4.40 4.44 4.44 292
Assistive Technology: An Overview 4.50 4.52 4.47 361
Autism Spectrum Disorder (Part 1): An Overview for Educators 4.69 4.58 4.56 140
Autism Spectrum Disorder (Part 2): Evidence-Based Practices 5.00 5.00 5.00 4
Bookshare: Providing Accessible Materials for Students with Print Disabilities 4.49 4.34 4.20 45
Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom 4.55 4.59 4.53 379
Classroom Assessment (Part 2): Evaluating Reading Progress 4.56 4.54 4.45 120
Classroom Diversity: An Introduction to Student Differences 4.52 4.61 4.64 312
Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan 4.41 4.49 4.43 1372
Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan 4.38 4.38 4.35 366
Collaborating with Families 4.53 4.55 4.53 426
Content Standards: Connecting Standards-Based Curriculum to Instructional Planning 4.39 4.45 4.38 81
Creating an Inclusive School Environment: A Model for School Leaders 4.57 4.35 4.68 24
CSR: A Reading Comprehension Strategy 4.39 4.45 4.38 158
Cultural and Linguistic Differences: What Teachers Should Know 4.51 4.57 4.60 583
Differentiated Instruction: Maximizing the Learning of All Students 4.49 4.58 4.50 556
Dual Language Learners with Disabilities: Supporting Young Children in the Classroom 4.50 4.50 4.52 53
Early Childhood Behavior Management: Developing and Teaching Rules 4.72 4.73 4.64 58
Early Childhood Environments: Designing Effective Classrooms 4.34 4.53 4.44 97
Effective School Practices: Promoting Collaboration and Monitoring Students’ Academic Achievement 4.29 4.37 4.21 144
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program 4.57 4.70 4.54 107
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity 4.37 4.49 4.35 50
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity 4.38 4.51 4.33 39
Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs 4.29 4.00 4.18 28
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan 4.46 4.55 4.48 596
Guiding the School Counselor: An Overview of Roles and Responsibilities 4.79 4.57 4.36 15
High-Quality Mathematics Instruction: What Teachers Should Know 4.38 4.38 4.46 129
How People Learn: Presenting the Learning Theory and Inquiry Cycle on Which the IRIS Modules Are Built 4.22 4.34 4.28 33
Improving Writing Performance: A Strategy for Writing Persuasive Essays 4.31 4.29 4.39 54
Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities 4.60 4.64 4.69 64
Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction 4.53 4.69 4.61 50
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization 4.63 4.75 4.81 16
PALS: A Reading Strategy for Grades 2–6 4.36 4.27 4.35 56
PALS: A Reading Strategy for Grades K–1 4.48 4.45 4.41 58
PALS: A Reading Strategy for High School 4.30 4.57 4.40 31
Providing Instructional Supports: Facilitating Mastery of New Skills 4.49 4.66 4.69 88
Related Services: Common Supports for Students with Disabilities 4.41 4.52 4.49 102
RTI (Part 1): An Overview 4.54 4.54 4.52 765
RTI (Part 2): Assessment 4.38 4.45 4.42 149
RTI (Part 3): Reading Instruction 4.37 4.36 4.37 79
RTI (Part 4): Putting It All Together 4.40 4.20 4.16 62
RTI (Part 5): A Closer Look at Tier 3 4.31 4.15 4.28 29
RTI: Considerations for School Leaders 4.07 4.15 4.00 14
RTI: Mathematics 4.27 4.67 4.45 42
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings 4.34 4.28 4.53 37
School Nurses: Roles and Responsibilities in the School Setting 4.82 4.82 4.88 27
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas 4.49 4.73 4.56 75
Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies 4.25 4.18 4.18 33
Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings 4.25 4.10 4.08 98
Secondary Transition: Interagency Collaboration 4.50 4.83 4.67 6
Serving Students with Visual Impairments: The Importance of Collaboration 4.43 4.48 4.78 23
SOS: Helping Students Become Independent Learners 4.48 4.51 4.42 171
SRSD: Using Learning Strategies To Enhance Student Learning 4.37 4.35 4.35 103
Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills 4.63 4.63 4.50 48
Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance 4.44 4.44 4.47 35
Teacher Induction: Providing Comprehensive Training for New Special Educators 4.58 4.41 4.44 46
Teacher Retention: Reducing the Attrition of Special Educators 4.67 4.67 4.83 7
Teaching English Language Learners: Effective Instructional Practices 4.40 4.43 4.45 438
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns 4.51 4.58 4.53 304
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students 4.39 4.45 4.41 784
What Do You See? Perceptions of Disability 4.39 4.47 4.43 1645
Working with Your School Nurse: What General Education Teachers Should Do To Promote Educational Success for Students with Health Needs 4.96 4.96 4.86 35
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction 3.00 4.00 4.00 1
Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community 5.00 5.00 5.00 1
TOTAL 4.45 4.49 4.47 13743
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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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