IRIS Archived Resources
The archived resources on this page are dated. Although the content may still be relevant and useful, it may not reflect the most recent research findings and recommended practices. Unless otherwise noted, we do not currently plan to revise these resources but are keeping them available at consumer request.
Our IRIS alignment tools are a user-friendly way to learn more about which of the IRIS resources align with the evidence-based practices highlighted in the CEEDAR innovation configurations (ICs) and the state-identified measurable results (SiMRs) topics.
IRIS-CEEDAR Innovation Configurations Alignment Tool
Offered by the CEEDAR Center, innovation configurations “promote the implementation of evidence-based instructional practices in teacher preparation activities” as well as help “evaluate current teacher preparation and professional development (PD) by determining the extent to which EBPs are taught, observed, and applied within teacher preparation and PD programs.” For more information on the innovation configurations (including ICs on topics like evidence-based practices for English language learners, evidence-based practices for mathematics, transition services for students with disabilities, and Universal Design for Learning), visit the CEEDAR Center website.
Which IRIS Modules and Case Studies align with which CEEDAR innovation configurations? Our own IRIS alignment tool will let you know which of our resources provide information about the evidence-based practices identified in the innovation configurations. Click the link below to view a table breaking it all down.
IRIS/CEEDAR Innovation Configurations Alignment Tool
IRIS-SiMR Alignment Tool
All states and territories receiving federal funds for IDEA programs must develop a State Systemic Improvement Plan (SSIP), a multi-year plan intended to increase the capacity of local education providers to improve outcomes for children with disabilities and their families. Each state’s SSIP identifies an area of focus and the intended results. This is referred to as the state-identified measurable result (SiMR). To help state personnel identify IRIS resources that align with their SSIPs, the center has developed an IRIS-SiMR alignment tool for each of the six Part B SiMR Topics:
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities
This module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours).
Page 5: Understand Challenges When Comparing Data
Listen now as Victor Nolet explains the challenge of interpreting data for a small group of students (time: 1:07).
Listen now as Margaret McLaughlin discusses test accommodations (time 2:11).
Listen now as Margaret McLaughlin discusses examples of test accommodations (time 1:50).
Page 13: Alternate Assessments
Listen now as Margaret McLaughlin reports on the effectiveness of recent standards-based reform efforts (time: 1:25).
Listen now as Virginia Richardson describes how she responds when she hears complaints that accommodations or modifications received by students with disabilities aren’t “fair” (time: 1:29).
View the movie and then proceed to the Initial Thoughts section (time: 2:48).
Listen as Margaret McLaughlin explains the importance of holding students with cognitive disabilities to the same high standards as all other students (time: 2:47).
Hear Margaret McLaughlin and Victor Nolet as they highlight some of the key points of the module (time: 4:14).
Compare data.
Comparing data sets.
Page 13: Alternate Assessments
Determine the percentage of students with disabilities in your state that participated in alternate assessments last year.
Content Standards: Connecting Standards-Based Curriculum to Instructional Planning
Teachers are required to implement the adopted content standards and to make the connection between standards-based curriculum and the planning and designing of lessons to ensure that students meet expected content standards. This module serves as a basic guide for the process (est. completion time: 2.5 hours).
Listen as Torres-Velásquez talks about children being active participants in their learning (time: 1:15).
Listen to Torres-Velasquez as she discusses ways to learn about a student’s language background (time: 1:45).
Page 14: Curriculum Planning Guidelines
Listen as Veronica Nolan talks about her methods of implementing content standards to allow for multiple ways for students to demonstrate what they have learned (time: 1:02).
Listen as kindergarten teacher, Veronica Nolan, explains how she includes her students’ culture into her classroom activities (time: 1:35).
View the movie and then proceed to the Initial Thoughts section (time: 1:24).
As you watch the movie, you will review a summary of the key points of the module about content standards and its related topics (time: 1:22).
Think about one or two struggling students. Brainstorm how you would learn about their backgrounds, academic skills, and strengths and weaknesses.
Page 14: Curriculum Planning Guidelines
Select one of the guidelines or principles from the table and brainstorm three instructional applications for your class.
Write a standards-based lesson plan that includes the elements described in this Module.
Guiding the School Counselor: An Overview of Roles and Responsibilities
This module offers an overview for school counselors and includes definitions of counselors’ various roles and responsibilities when working with students with disabilities. Those viewing the module can learn about how counselors may participate in IEP team meetings, how to determine the need for group or individual counseling, how to assist with transition planning, and how to pursue referrals to other professionals when appropriate (est. completion time: 1 hour).
Page 1: Overview of School Counselors’ Roles
Listen to Bonita Flournoy as she offers a parental perspective about the relationship between school counselors and students from culturally diverse backgrounds (time: 1:16).
Page 5: Assist with Transition Planning
Listen as Amy Milsom discusses her findings about transition planning falling primarily to school counselors (time: 0:58).
Dr. Milsom discusses what skills students might need for successful transition to the world of work (time: 1:11).
View the movie and then proceed to the Initial Thoughts section (time: 1:31).
This module has covered some important materials about how school counselors can ensure the success of students with disabilities. Click on the link below to view a movie that summarizes what you’ve learned (time: 1:45).
Page 2: Participate in the Multidisciplinary Team Process
Read about one of Mr. Hunter’s students, who is isolating herself, and write brief answers to the questions.
Page 5: Assist with Transition Planning
Read about one of Mr. Hunter’s students, who is deaf and is planning for college ahead, and write brief answers to the questions.
Page 6: Make Referrals to Outside Agencies
Read about one of Mr. Hunter’s students, a boy with Down Syndrome who is career planning, and write brief answers to the questions.
Improving Writing Performance: A Strategy for Writing Persuasive Essays
This module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays (est. completion time: 2 hours).
Page 1: Understanding Difficulties with Written Expression
It is beneficial for a teacher to know precisely in which areas his or her students are struggling with writing. Listen to Torri Lienemann talk about using baseline data (time: 0:44).
Page 2: Prerequisites for Written Expression
In this audio, Steve Graham explains how students develop transcription skills (time: 0:57).
Click to listen to Natalie Olinghouse offer feedback about the writing activity above (time: 0:59).
Click for suggestions on how to support students who struggle with writing (time: 1:44).
Listen as Torri Lienemann summarizes the benefits of implementing a writing strategy for students (time: 0:42).
View the movie and then proceed to the Initial Thoughts section (time: 1:20).
Page 2: Prerequisites for Written Expression
Timed writing activity.
School Nurses: Roles and Responsibilities in the School Setting
This module is designed for school nurses. It provides an overview of school nurses’ roles in serving all students in the school environment, in addition to addressing specific roles for working with students with disabilities. More specifically, it discusses participating in 504 plan and IEP meetings, advocating for students with healthcare needs, promoting their services and their roles as school nurses, collaborating with others, and establishing networks (est. completion time: 1.5 hours).
Page 1: Roles of the School Nurse
Christy Brookshire describes some of her roles as a school nurse (time: 1:00).
Christy Brookshire discusses the importance of collaboration with parents and guardians (time: 0:25).
Listen as Christy Brookshire gives some final thoughts about being a school nurse (time: 1:36).
View the movie and then proceed to the Initial Thoughts section (time: 1:33).
Page 3: Section 504 Plans and Individualized Education Programs
What types of nursing services might Mr. Logan provide for these students’ medical needs in the school environment? List at least four services for each student.
Accediendo al currículo de educación general: Consideraciones para la inclusión de estudiantes con discapacidad
Recursos de la educación especial para la inclusión. Estrategias instructivas validadas científicamente y basadas en la evidencia
Página 5: Entender los desafíos al comparar los datos
Escuche ahora mientras Victor Nolet explica el reto de la interpretación de los datos de un grupo pequeño de estudiantes (tiempo: 1:07).
Acomodaciones para los exámenes (tiempo: 2:11).
Ejemplos de acomodaciones para los exámenes (tiempo 1:50).
Página 13: Evaluaciones alternativas
Escuche ahora mientras Margaret McLaughlin informa de la efectividad de los esfuerzos recientes para lograr una reforma basada en estándares; se enfoca particularmente en la eficacia con que se les provee assistencia a los estudiantes con discapacidades para que logren éxitos académicos más altos (tiempo: 1:25).
Escuche ahora mientras Virginia Richardson describe como ella responde cuando escucha quejas de que las acomodaciones y las modificaciones recibidas por estudiantes con discapacidades sean “injustas” (tiempo: 1:29).
Ver el video abajo y después proceda a la sección de Pensamientos iniciales (tiempo: 2:48).
Página 7: ¿Qué se está enseñando?
Escuche mientras Margaret McLaughlin explica la importancia de mantener los mismos estándares altos de funcionamiento para estudiantes con discapacidades cognitivas que existen para todos los demás estudiantes (tiempo: 2:47).
Escuchará nuevamente las voces de los Drs. Margaret McLaughlin y Victor Nolet mientras ellos resaltan algunos de los puntos clave del módulo (tiempo: 4:14).
Recopile los datos de una evaluación reciente de un distrito que no sea el de usted. (Esta información debe estar disponible en Internet.
Recopile datos del estado y del distrito de los pasados últimos años de dos de los distritos escolares locales. En muchas ocasiones, los periódicos locales proveen esta información. Compare el rendimiento de los estudiantes con discapacidades en dos niveles de grado de un distrito de alto rendimiento con el rendimiento de estudiantes de educación general en niveles de grado comparables de un distrito de un rendimiento menor. Escriba una descripción que indique como los estudiantes de educación especial comparan con los estudiantes de educación general. Usted podría discutir las tendencias de distintos grupos de edad a través de los años.
Página 13: Evaluaciones alternativas
Determine el porcentaje de estudiantes con discapacidades en su estado que participaron en evaluaciones alternativas el año pasado.
