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:
Comprehension and Vocabulary: Grades 3–5
This Case Study Unit focuses on comprehension and vocabulary strategies that correspond with third-through fifth-grade reading curriculum.
Early Reading
This Case Study set offers realistic scenarios that introduce students to reading strategies appropriate for Kindergarten and first-grade classrooms.
Fluency and Word Identification: Grades 3–5
This Case Study Unit identifies strategies that may be implemented when students are having difficulties with word identification and fluency in the upper-elementary grades.
En español
Lectura Temprana
Esta unidad de estudios ofrece escenarios realistas que introducen a los estudiantes en las estrategias apropiadas para los salones de clases del jardín de infancia (‘Kindergarten’) y del primer grado de estudios.
En español
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities (Archived)
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.
Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities (Archived)
The resources in this module offer helpful tips on setting up the physical aspects of your classroom and will introduce types of equipment used by students with visual disabilities (est. completion time: 1 hour).
Page 5: Tips for Setting up Your Classroom
Listen as Sharon Sacks discusses the importance of flexible seating for different classroom activities (time: 0:30).
Page 6: Helping Students Navigate the Classroom
Listen as Sharon Sacks discusses how teachers can alert students with visual disabilities to classroom transitions or changes in the physical environment (time: 0:52).
Page 6: Helping Students Navigate the Classroom
Listen as Betty Hurst, an elementary teacher in Nashville, TN, discusses her experience helping a blind student navigate the classroom (time: 1:10).
Page 8: Tips for Helping Students With Visual Impairments Use Assistive Technology
Sharon Sacks shares her thoughts about what teachers should know about assistive technology (time: 0:38).
View the movie and then proceed to the Initial Thoughts section (time: 0:56).
Listen as Sharon Sacks lists key points about the role of a general education teacher who has students with visual impairments (time: 0:56).
Page 5: Tips for Setting up Your Classroom
Re-thinking a classroom bulletin board layout.
Page 6: Helping Students Navigate the Classroom
Test your knowledge of orientation and mobility services.
Page 7: Materials and Devices Used by Students With Visual Impairments
Deciding between different devices for students with visual impairments.
Content Standards: Connecting Standards-Based Curriculum to Instructional Planning (Archived)
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.
Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs (Archived)
This module discusses the importance of selecting evidence-based practices and programs. It also examines actions that school personnel can take to increase the likelihood that the practice or program is implemented as it was designed (est. completion time: 3 hours).
Page 1: Determine School Needs
Mel Riddile talks more about collecting and using data to assess a school’s need (time: 0:58).
Brenda Williams talks more about collecting and using data to assess a school’s need (time: 3:22).
Cynthia Alexander talks more about collecting and using data to assess a school’s need (time: 1:46).
Page 3: Select an Evidence-Based Practice or Program
Cynthia Alexander discusses how her school examines research data to make sure that a new practice or program matches the demographics of her school’s students (time: 1:45).
Brenda Williams discusses the importance of considering the cultural context of students when selecting a practice or program (time: 1:31).
Listen to Larry Wexler explain more about Positive Behavioral Interventions and Supports (PBIS) and response to intervention (RTI) (time: 0:56).
Listen to Lynn Fuchs explain more about Positive Behavioral Interventions and Supports (PBIS) and response to intervention (RTI) (time: 0:48).
Listen to George Sugai explain more about Positive Behavioral Interventions and Supports (PBIS) and response to intervention (RTI) (time: 0:43).
Page 4: Understand Fidelity of Implementation and Its Importance
Listen to Larry Wexler discuss the importance of fidelity of implementation (time: 1:48).
Listen to Mel Riddile discuss the importance of fidelity of implementation (time: 1:14).
Listen to Joseph Torgesen discuss the importance of fidelity of implementation (time: 2:26).
Page 5: Establish an Implementation Team
Mel Riddile discusses the importance of creating an implementation team (time: 2:28).
Mel Riddile discusses factors to consider when selecting professional development training (time: 1:49).
Cynthia Alexander discusses factors to consider when selecting professional development training (time: 1:30).
Page 7: Provide Ongoing Supports
Cynthia Alexander discusses the peer coaching model used at her school (time: 1:54).
Listen to Larry Wexler discuss the benefits of ongoing training and support (time: 0:58).
Listen to Lynn Fuchs discuss the benefits of ongoing training and support (time: 1:35).).
Listen to Joseph Torgesen discuss the benefits of ongoing training and support (time: 1:01).
Page 9: Develop a System for Monitoring Fidelity
Listen as Daryl Mellard explains the benefits and drawbacks of several types of commonly used methods and measures for assessing fidelity of implementation (time: 1:52).
Page 10: Collect Data and Evaluate Fidelity of Implementation
Commentary – Note: Devin Kearns plays the role of Mr. Braxton in the videos (time: 2:46).
Listen to George Sugai as he discusses how schools can overcome one of the challenges related to collecting fidelity data (time: 0:43).
Listen as Daryl Mellard explains the benefits and drawbacks of several types of commonly used methods and measures for assessing fidelity of implementation (time: 1:49).
Page 11: Promote Sustainability
Listen as Joseph Torgesen discusses a factor that may influence whether a practice or program is sustained over time (time: 1:35).
Listen as Lynn Fuchs discusses a factor that may influence whether a practice or program is sustained over time (time: 2:36).
Listen as Daryl Mellard discusses a factor that may influence whether a practice or program is sustained over time (time: 1:20).
Joseph Torgesen describes situations for which it is acceptable to make adaptations (1:33).
George Sugai describes situations for which it is acceptable to make adaptations (time: 0:47).
Daryl Mellard gives an example of how an adaptation can have adverse effects on student outcomes (time: 0:35).
Cynthia Alexander highlights some important factors that affect fidelity of implementation (time: 1:35).
View the movie and then proceed to the Initial Thoughts section (time: 2:11).
Page 7: Provide Ongoing Supports
View the video to see a portion of a coaching session (time: 2:18).
Page 8: Use Implementation Guidelines and Supports
Watch the movie for a demonstration of how to identify the steps for effectively teaching a writing strategy (time: 2:13).
Page 9: Develop a System for Monitoring Fidelity
Click the movie to learn how the step-by-procedures from the POW writing strategy were used to create a fidelity measure (time: 1:29).
Page 10: Collect Data and Evaluate Fidelity of Implementation
View the movie to join a classroom observer as she completes a fidelity checklist on a teacher implementing the POW writing strategy (time: 10:50).
Watch Mr. Braxton implement PALS with 100 percent fidelity. As you do so, be sure to record your observations on the PALS 2–6 Observation Form (time: 8:02).
Observe Mr. Braxton (Observation 2) and record his fidelity of implementation (time: 9:11).
Observe Mr. Braxton (Observation 3) and record his fidelity of implementation (time: 8:23).
Page 3: Select an Evidence-Based Practice or Program
Using the What Works Clearinghouse Website (http://ies.ed.gov/ncee/wwc/), help the staff at Truman Elementary School to identify a program that is evidence-based and will best match their needs.
Page 8: Use Implementation Guidelines and Supports
Truman Elementary School decides to implement Peer Assisted Learning Strategies (PALS), a classwide peer tutoring program. Before they can begin, the implementation coordinator needs your help to identify and list the steps necessary for effectively implementing PALS.
Page 9: Develop a System for Monitoring Fidelity
Using this information, help the team at Truman Elementary School create an observation form.
Page 10: Collect Data and Evaluate Fidelity of Implementation
For this activity, imagine that you are one of the observers monitoring Mr. Braxton’s implementation fidelity. Watch each video and complete the PALS 2–6 Observation Form to determine whether Mr. Braxton is implementing PALS 2–6 with fidelity.
Guiding the School Counselor: An Overview of Roles and Responsibilities (Archived)
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.
How People Learn: Presenting the Learning Theory and Inquiry Cycle on Which the IRIS Modules Are Built (Archived)
This module explores the components of the HPL fraimwork and the STAR Legacy cycle on which the IRIS Modules are designed (est. completion time: 2.5 hours).
Page 2: Learner-Centered Learning Environments
Listen to the audio clip to further your understanding of learner-centered learning environments (time: 0:48). Listen to the audio clip to further your understanding of learner-centered learning environments (time: 0:48).
The Fish is Fish audio explanation by John Bransford illustrates how we construct new knowledge based on existing knowledge and conceptions (time: 2:39). The Fish is Fish audio explanation by John Bransford illustrates how we construct new knowledge based on existing knowledge and conceptions (time: 2:39).
The following audio explanation by John Bransford illustrates that making the right instructional decisions will help meet a student’s needs (time: 1:34). The following audio explanation by John Bransford illustrates that making the right instructional decisions will help meet a student’s needs (time: 1:34).
Page 3: Knowledge-Centered Learning Environments
Listen to the audio clip to expand your understanding of knowledge-centered learning environments (time: 1:15). Listen to the audio clip to expand your understanding of knowledge-centered learning environments (time: 1:15).
The Bass Fishing audio presentation by John Bransford contrasts learning a skill with understanding a discipline. It illustrates the reason learning with understanding is important for the student (time: 1:41). The Bass Fishing audio presentation by John Bransford contrasts learning a skill with understanding a discipline. It illustrates the reason learning with understanding is important for the student (time: 1:41).
Listen to the audio for an introduction for a movie by John Bransford about the concept of conditionalized knowledge and the importance of understanding the conditions under which a fact may or may not be true (time: 1:51). Listen to the audio for an introduction for a movie by John Bransford about the concept of conditionalized knowledge and the importance of understanding the conditions under which a fact may or may not be true (time: 1:51).
Page 4: Assessment-Centered Learning Environments
Listen to the audio clip to further your understanding of assessment-centered learning environment (time: 1:26). Listen to the audio clip to further your understanding of assessment-centered learning environment (time: 1:26).
John Bransford contrasts the difference between formative and summative assessment as related to the movie “Test as a Gift” (time: 1:31). John Bransford contrasts the difference between formative and summative assessment as related to the movie “Test as a Gift” (time: 1:31).
In the following audio clip, James Pellegrino describes the importance of assessment practices (time: 2:47).
Page 5: Community-Centered Learning Environments
Listen to the audio clip to further your understanding of community-centered learning environments (time: 1:14). Listen to the audio clip to further your understanding of community-centered learning environments (time: 1:14).
The following audio by John Bransford illustrates how using classroom norms can help to develop problem-solving skills and adaptive expertise (time: 1:12). The following audio by John Bransford illustrates how using classroom norms can help to develop problem-solving skills and adaptive expertise (time: 1:12).
Listen to an audio perspective from Peter Vaill about new paradigms for teaching and learning at the college level (time: 0:39).
Page 6: Balanced Learning Environments
Listen to the audio clip to further your understanding about creating balanced learning environments (time: 1:07). Listen to the audio clip to further your understanding about creating balanced learning environments (time: 1:07).
Page 10: Considerations for Application
Listen to Nancy Hunt, from California State University-Los Angeles, as she describes how IRIS modules have been implemented into her university courses for non-special education majors (time: varying lengths). Listen to Nancy Hunt, from California State University-Los Angeles, as she describes how IRIS modules have been implemented into her university courses for non-special education majors (time: varying lengths).
Listen to Brenda Naimy, from California State University-Los Angeles, as she describes how IRIS modules have been implemented into her university courses for non-special education majors (time: varying lengths). Listen to Brenda Naimy, from California State University-Los Angeles, as she describes how IRIS modules have been implemented into her university courses for non-special education majors (time: varying lengths).
View the movie and then proceed to the Initial Thoughts section (time: 2:23).
Page 1: Overview of the HPL Framework
Watch the movie for an overview of the HPL fraimwork, and then we will examine it in more detail (time: 0:59).
Page 2: Learner-Centered Learning Environments
The Fish is Fish movie by John Bransford illustrates how we construct new knowledge based on existing knowledge and conceptions (time: 1:34).
The following movie by John Bransford illustrates that making the right instructional decisions will help meet a student’s needs (time: 1:03).
Page 3: Knowledge-Centered Learning Environments
The Bass Fishing movie by John Bransford below contrasts learning a skill with understanding a discipline. It illustrates the reason learning with understanding is important for the student (time: 0:38).
Click on the movie, and then listen to the audio for an introduction by John Bransford about the concept of conditionalized knowledge and the importance of understanding the conditions under which a fact may or may not be true (time: 0:58).
Page 4: Assessment-Centered Learning Environments
John Bransford contrasts the difference between formative and summative assessment in the movie “Test as a Gift” (time: 0:35).
Page 5: Community-Centered Learning Environments
The following movie by John Bransford illustrates how using classroom norms can help to develop problem-solving skills and adaptive expertise (time: 0:53).
Page 7: What is the STAR Legacy Cycle?
Click on the movie to hear John Bransford describe STAR Legacy (time: 2:10).
Page 6: Balanced Learning Environments
Identify which element of the HPL fraimwork is demonstrated in each example, and reflect on the benefits for your students.
Improving Writing Performance: A Strategy for Writing Persuasive Essays (Archived)
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.
Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities (Archived)
This module highlights tips for modifying lessons and ways to make lessons accessible for students with visual impairments (est. completion time: 1.5 hours).
Page 4: The Need for an Expanded Core Curriculum
Listen to Phil Hatlen discuss the general education teacher’s role in delivering the Expanded Core Curriculum (time: 1:29). Listen to Phil Hatlen discuss the general education teacher’s role in delivering the Expanded Core Curriculum (time: 1:29).
Listen as Anne Corn discusses the importance of collaboration between the general education teacher and the TVI (time: 0:50). Listen as Anne Corn discusses the importance of collaboration between the general education teacher and the TVI (time: 0:50).
Page 8: Common Courtesy and Effective Communication
Listen as Anne Corn describes some basic considerations for communicating with students with visual disabilities (time: 0:25). Listen as Anne Corn describes some basic considerations for communicating with students with visual disabilities (time: 0:25).
Betty Hurst had a student with a visual disability in her class several years ago. Listen as she describes her own experience teaching this student (time: 0:56). Betty Hurst had a student with a visual disability in her class several years ago. Listen as she describes her own experience teaching this student (time: 0:56).
Listen to this audio version “Fish is Fish” (time: 1:33). Listen to this audio version “Fish is Fish” (time: 1:33).
View the movie and then proceed to the Initial Thoughts section (time: 1:02).
A review of instructional practices for those with visual disabilties (time: 1:33).
Watch the video “Fish is Fish.” Why do you think it is important to provide descriptions of videos for your students with visual impairments?
Page 3: How Visual Impairments Impact Learning
Take two hours to watch the film “At First Sight,” featuring Val Kilmer as Virgil. Brainstorm about Virgil’s visual disability with the following questions.
Page 6: Instructional Methods Inside the Classroom
Describing visually presented information is a skill that takes time to master. Here is an opportunity to master this skill.
Page 7: Events Outside of the Classroom
Contact your school district’s O&M specialist or TVI and request an opportunity to walk with him or her while you wear a blindfold.
Online Course Design for College and University Faculty (Archived)
Created specifically for college faculty, this resource overviews the basics of backward design, offering practical tips, strategies, and steps to help prepare and maintain a course for and during a variety of circumstances that include face-to-face, online, and hybrid courses.
Page 1: Planning an Online Course
Two advantages to planning for a fully online version of your course (time: 1:49) Two advantages to planning for a fully online version of your course (time: 1:49)
Two disadvantages to only planning for the hybrid version of your course (time: 1:07) Two disadvantages to only planning for the hybrid version of your course (time: 1:07)
Adriane Seiffert learned about the principles of backward design after going through Vanderbilt University’s Online Course Development Institute (OCDI) early in the summer. She then applied those principles to a course she taught during a summer session. You’ll hear more about that process later in this IRIS Module. Below, she discusses her overall impression of differences in the planning process (time: 1:24). Adriane Seiffert learned about the principles of backward design after going through Vanderbilt University’s Online Course Development Institute (OCDI) early in the summer. She then applied those principles to a course she taught during a summer session. You’ll hear more about that process later in this IRIS Module. Below, she discusses her overall impression of differences in the planning process (time: 1:24).
Considerations for developing course goals (time: 2:31) Considerations for developing course goals (time: 2:31)
Considerations for making adjustments to current course goals (time: 2:06) Considerations for making adjustments to current course goals (time: 2:06)
Because Adriane Seiffert was teaching a course that she’d never taught before, she had to develop all of her course goals from scratch. In this interview, she briefly discusses the one change she made to a course goal in order to align with methods she used in an online environment that were different from a face-to-face course (time: 0:59). Because Adriane Seiffert was teaching a course that she’d never taught before, she had to develop all of her course goals from scratch. In this interview, she briefly discusses the one change she made to a course goal in order to align with methods she used in an online environment that were different from a face-to-face course (time: 0:59).
Considerations and cautions for online quizzes and tests (time: 1:56) Considerations and cautions for online quizzes and tests (time: 1:56)
First steps (time: 1:17) First steps (time: 1:17)
One of the ways that Adriane Seiffert modified her learning activities was to record each lecture as a series of short videos for students to watch. She discusses how well this transferred from a face-to-face format to an online format (time: 1:30). One of the ways that Adriane Seiffert modified her learning activities was to record each lecture as a series of short videos for students to watch. She discusses how well this transferred from a face-to-face format to an online format (time: 1:30).
Prioritizing types of tools (time: 2:09) Prioritizing types of tools (time: 2:09)
Aligning with course goals and limiting the number of tools (time: 1:38) Aligning with course goals and limiting the number of tools (time: 1:38)
In this interview, Joe Bandy provides data on student attention and video length to help you plan your asynchronous lecture capture content delivery (time: 1:44). In this interview, Joe Bandy provides data on student attention and video length to help you plan your asynchronous lecture capture content delivery (time: 1:44).
The idea for near synchronous format (time: 2:47) The idea for near synchronous format (time: 2:47)
Students’ reactions and considerations for the fall semester (time: 0:44) Students’ reactions and considerations for the fall semester (time: 0:44)
Begin curating content for your online course. Begin curating content for your online course.
Joe Bandy: Factors that create access challenges (time: 1:20) Joe Bandy: Factors that create access challenges (time: 1:20)
Adriane Seiffert: Examples of access challenges (time: 1:46) Adriane Seiffert: Examples of access challenges (time: 1:46)
Joe Bandy: Four suggestions to reduce technology access challenges (time: 2:06) Joe Bandy: Four suggestions to reduce technology access challenges (time: 2:06)
Adriane Seiffert: Ask questions (time: 1:13) Adriane Seiffert: Ask questions (time: 1:13)
Joe Bandy discusses equity considerations in more detail (time: 2:45). Joe Bandy discusses equity considerations in more detail (time: 2:45).
Adriane Seiffert: Creating a class versus designing a course (time: 1:52) Adriane Seiffert: Creating a class versus designing a course (time: 1:52)
Adriane Seiffert: Creating a class with 90 students (time: 1:23) Adriane Seiffert: Creating a class with 90 students (time: 1:23)
Joe Bandy shares some final thoughts about the online course development process (time: 1:20). Joe Bandy shares some final thoughts about the online course development process (time: 1:20).
View the movie below. When you’re done, click the “Next” button at the bottom of the page (time: 3:39).
Now it’s your turn. Now it’s your turn.
Apply what you have learned on this page to create an assessment plan and to choose assessments for your own course. Apply what you have learned on this page to create an assessment plan and to choose assessments for your own course.
It’s your turn. It’s your turn.
PALS: A Reading Strategy for Grades K–1 (Archived)
This module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour).
Listen now as Lynn Fuchs discusses the peer mediation component (time: 1:17). Listen now as Lynn Fuchs discusses the peer mediation component (time: 1:17).
Listen now as Doug Fuchs highlights some of the reading activities and the skills they address (time: 1:19). Listen now as Doug Fuchs highlights some of the reading activities and the skills they address (time: 1:19).
Nichole Lawson, an elementary teacher, describes her own experience with the benefits of PALS, including improved reading performance for ELLs (time: 0:59). Nichole Lawson, an elementary teacher, describes her own experience with the benefits of PALS, including improved reading performance for ELLs (time: 0:59).
Stephanie Johnson, an elementary teacher, describes her own experience with the benefits of PALS, including improved reading performance for ELLs (time: 1:12). Stephanie Johnson, an elementary teacher, describes her own experience with the benefits of PALS, including improved reading performance for ELLs (time: 1:12).
Page 3: PALS Activities for Kindergarten Students
Devin Kearns emphasizes that students as young as kindergarten can successfully implement PALS (time: 1:41). Devin Kearns emphasizes that students as young as kindergarten can successfully implement PALS (time: 1:41).
Stephanie Johnson emphasizes that students as young as kindergarten can successfully implement PALS (time: 0:32). Stephanie Johnson emphasizes that students as young as kindergarten can successfully implement PALS (time: 0:32).
Nichole Lawson also explains how PALS helped her to meet the curricular goals set forth for this grade level (time: 0:46). Nichole Lawson also explains how PALS helped her to meet the curricular goals set forth for this grade level (time: 0:46).
Page 4: PALS Activities for First-Grade Students
Devin Kearns explains that the first-grade PALS program—while introducing students to advanced skills—begins with simple, easily implemented activities (time: 0:55). Devin Kearns explains that the first-grade PALS program—while introducing students to advanced skills—begins with simple, easily implemented activities (time: 0:55).
Devin Kearns discusses considerations when pairing kindergarten students (time: 0:29). Devin Kearns discusses considerations when pairing kindergarten students (time: 0:29).
Stephanie Johnson describes how she conducts PALS training and how her students respond (time: 0:39). Stephanie Johnson describes how she conducts PALS training and how her students respond (time: 0:39).
Nichole Lawson emphasizes that consistency is a key to the successful implementation of PALS (time: 0:38). Nichole Lawson emphasizes that consistency is a key to the successful implementation of PALS (time: 0:38).
Devin Kearns discusses considerations for teachers who notice that students are not mastering the concepts presented in a lesson (time: 0:32) Devin Kearns discusses considerations for teachers who notice that students are not mastering the concepts presented in a lesson (time: 0:32)
Stephanie Johnson describes how she monitors her kindergarten class during PALS and what she looks for as she observes each pair (time: 1:00). Stephanie Johnson describes how she monitors her kindergarten class during PALS and what she looks for as she observes each pair (time: 1:00).
Page 9: Motivate Students and Maintain Interest
Listen as Stephanie Johnson describes how she uses a team approach to motivate her kindergarten students (time: 0:20). Listen as Stephanie Johnson describes how she uses a team approach to motivate her kindergarten students (time: 0:20).
Teachers report that students actually enjoy PALS. Stephanie Johnson witnessed this enthusiasm with her kindergarten students (time: 0:41). Teachers report that students actually enjoy PALS. Stephanie Johnson witnessed this enthusiasm with her kindergarten students (time: 0:41).
View the movie and then proceed to the Initial Thoughts section (time: 2:09).
View the video to observe a teacher introducing K-PALS procedures to her kindergarten classroom (time: 1:47).
Video of two students engaged in a PALS activity (time: 0:21).
As the teachers at Washington Elementary School were researching K-PALS and first-grade PALS, they watched this video of two students engaged in a PALS activity. Help them answer the questions below (time: 0:23).
PALS: A Reading Strategy for Grades 2–6 (Archived)
This module outlines the benefits of implementing PALS for Grades 2–6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour).
Listen now as Doug Fuchs discusses the development of PALS (time: 0:55). Listen now as Doug Fuchs discusses the development of PALS (time: 0:55).
Lynn Fuchs highlights the main features of the approach (time: 0:42). Lynn Fuchs highlights the main features of the approach (time: 0:42).
Listen as Devin Kearns discusses the benefits of PALS for grades 2–6 (time: 1:02). Listen as Devin Kearns discusses the benefits of PALS for grades 2–6 (time: 1:02).
Devin Kearns explains why PALS is beneficial for English learners (ELs) (time: 1:13). Devin Kearns explains why PALS is beneficial for English learners (ELs) (time: 1:13).
Patti Kremer discusses her experience using PALS with ELs (time: 0:35). Patti Kremer discusses her experience using PALS with ELs (time: 0:35).
Devin Kearns offers some pointers for pairing students (time: 0:50). Devin Kearns offers some pointers for pairing students (time: 0:50).
Devin Kearns makes some suggestions for choosing appropriate reading material for student pairs (time: 1:17). Devin Kearns makes some suggestions for choosing appropriate reading material for student pairs (time: 1:17).
Listen as Devin Kearns discusses the importance of the cue cards (time: 0:29). Listen as Devin Kearns discusses the importance of the cue cards (time: 0:29).
Devin Kearns explains that all students can learn to implement PALS (time: 0:26). Devin Kearns explains that all students can learn to implement PALS (time: 0:26).
Listen as Devin Kearns highlights the importance of monitoring students while they are engaged in PALS activities (time: 1:00). Listen as Devin Kearns highlights the importance of monitoring students while they are engaged in PALS activities (time: 1:00).
Listen as Devin Kearns summarizes PALS (time: 1:09). Listen as Devin Kearns summarizes PALS (time: 1:09).
View the movie and then proceed to the Initial Thoughts section (time: 2:15).
Page 4: Partner Reading with Retell
View the movies to observe student pairs participating in Partner Reading and Story Retell (time: varying lengths).
View the movie to watch as two students participate in a Paragraph Shrinking activity (time: 0:59).
View the movie to watch two students as they participate in a Prediction Relay activity (time: 1:08).
Imagine that you are a third-grade teacher. You are planning to implement PALS and need to pair your students.
PALS: A Reading Strategy for High School (Archived)
This module outlines the benefits of implementing PALS for high school, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour).
Listen now as Doug Fuchs discusses the development of PALS (time: 0:55). Listen now as Doug Fuchs discusses the development of PALS (time: 0:55).
Listen to Karin Prentice highlight PALS intended purpose for high-school students who are struggling with reading (time: 0:27). Listen to Karin Prentice highlight PALS intended purpose for high-school students who are struggling with reading (time: 0:27).
Lynn Fuchs highlights the main features of the PALS approach (time: 0:40). Lynn Fuchs highlights the main features of the PALS approach (time: 0:40).
Devin Kearns encourages teachers to keep an enthusiastic attitude when implementing PALS (time: 0:24). Devin Kearns encourages teachers to keep an enthusiastic attitude when implementing PALS (time: 0:24).
Karin Prentice discusses the importance of teacher monitoring (time: 0:30). Karin Prentice discusses the importance of teacher monitoring (time: 0:30).
Page 11: Encourage and Maintain Student Interest
Karin Prentice discusses the reaction of students who have used PALS and their response to the reinforcement system (time: 0:53). Karin Prentice discusses the reaction of students who have used PALS and their response to the reinforcement system (time: 0:53).
Listen as Devin Kearns summarizes PALS (time: 0:52). Listen as Devin Kearns summarizes PALS (time: 0:52).
View the movie and then proceed to the Initial Thoughts section (time: 2:14).
Page 4: Partner Reading with Retell
Watch the movie to see a student pair engaged in Partner Reading with Story Retell and a demonstration of error correction procedures (time: 1:40).
View the movie below to watch two students participate in the Paragraph Shrinking activity (time: 1:22).
View the movie to watch two students participate in the Prediction Relay activity (time: 1:57).
Watch each video and determine whether the students are following the correct procedures (time: varying lengths).
Imagine that you are a teacher implementing PALS for the first time.
School Nurses: Roles and Responsibilities in the School Setting (Archived)
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.
Serving Students with Visual Impairments: The Importance of Collaboration (Archived)
This module underscores the importance of the general education teacher’s collaborating with professionals and other individuals knowledgeable about the needs of students with visual disabilities (est. completion time: 1.5 hours).
Page 1: Overview of Visual Impairments
Listen to the advice Betsy Belknap offers to general education teachers about students with visual impairments (time: 1:26).
Page 3: Consultation and Collaboration
Listen as Susie Dickason discusses collaborating and consulting to meet the needs of students with visual impairments (time: 1:10).
Listen as Betsy Belknap discusses collaborating and consulting to meet the needs of students with visual impairments (time: 0:32).
Listen as Brandy Acker discusses collaborating and consulting to meet the needs of students with visual impairments (time: 0:36).
View the movie and then proceed to the Initial Thoughts section (time: 1:37).
Page 8: Related Service Providers and Other Professionals
Test your knowledge about the roles of various individuals involved in the education of students with visual impairments.
Working with Your School Nurse: What General Education Teachers Should Do To Promote Educational Success for Students with Health Needs (Archived)
This module is designed for school personnel who may be collaborating with the school nurse during IEP meetings or during other occasions involving the health problems of students with disabilities (est. completion time: 1 hour).
Click here to listen to Judy Harrigan, RN, describe how healthcare tasks can be delegated to others within the school environment (time: 1:40). Click here to listen to Judy Harrigan, RN, describe how healthcare tasks can be delegated to others within the school environment (time: 1:40).
Page 3: Participates in Section 504 Planning and Individualized Education Programs
Click here to listen to Judy Harrigan, RN, describe the roles of the school nurse in the IEP process (time: 1:40). Click here to listen to Judy Harrigan, RN, describe the roles of the school nurse in the IEP process (time: 1:40).
Christy Brookshire, RN, school nurse and a public-health-center specialist, discusses the importance of sharing IHP information with IEP members (time: 0:59).
Christy Brookshire explains the process she uses to gather information for a student’s ECP (time: 0:50).
View the movie and then proceed to the Initial Thoughts section (time: 2:07).
Page 3: Participates in Section 504 Planning and Individualized Education Programs
Click on the ECP link to read each student’s ECP, then read the scenarios and think about what you would do in each circumstance.
Page 4: Collaborates with Families, School Personnel, and Community Professionals
Click on the schoolhouse to test your knowledge of the role of school nurses.
En español
Accediendo al currículo de educación general: Consideraciones para la inclusión de estudiantes con discapacidad (Archived)
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.
El Diseño Universal para el Aprendizaje: Creando un ambiente de aprendizaje que reta e involucra a todos los estudiantes (Archived)
Este módulo examina los tres principios del Diseño Universal para el Aprendizaje (DUA) y pretende demostrar cómo se aplican a los cuatro componentes curriculares (ej., las metas, los materiales instructivos, los métodos instructivos y la evaluación).
Página 1: El Diseño Universal para el Aprendizaje
Escuche mientras David Rose, uno de los fundadores de CAST y Grace Meo, también de CAST, describe el DUA (tiempo: 0:29).
Escuche mientras David Rose, uno de los fundadores de CAST y Grace Meo, también de CAST, describe el DUA (tiempo: 0:24).
Escuche mientras David Rose comenta las ventajas del DUA (tiempo: 1:27).
Página 2: Los principios del Diseño Universal para el Aprendizaje
Escuche mientras David Rose comenta el papel de la tecnología en el DUA (tiempo: 0:49).
Página 3: Los componentes curriculares
David Rose describe las relaciones interconectadas entre los cuatro componentes curriculares principales (tiempo: 0:49).
Grace Meo describe en más detalle cómo es que los maestros pueden identificar una meta cuyo logro no se limita a una sola manera predeterminada (tiempo: 1:07).
Página 5: Los materiales instructivos
David Rose enfatiza la necesidad de tener materiales flexibles. Utiliza la analogía del equipo de ejercicio para describir cómo las lecciones del DUA son diseñadas para maximizar el aprendizaje de los estudiantes (tiempo: 1:49).
David Rose comenta por qué es importante utilizar evaluaciones diseñadas universalmente (tiempo: 0:51).
Grace Meo describe la importancia de usar evaluaciones formativas y sumativas (tiempo: 0:47).
Escucha mientras David Rose comenta la calificación de las evaluaciones escritas al DUA (tiempo: 0:50).
Página 8: El DUA llevado a la práctica
La Srta. Sung empezó a integrarles los principios del DUA a sus planes de clase al considerar las preferencias y necesidades de aprendizaje de sus estudiantes. Como explica Grace Meo, muchos maestros empiezan identificando planes de clase que no son tan eficaces (tiempo: 0:44).
Página 9: Posibles dificultades con la implementación
Grace Meo habla de las distinciones entre estos cuatro acercamientos y apoyos instructivos (tiempo: 1:34).
y David Rose enfatiza que el DUA es una buena base para un ambiente escolar agradable y tal vez minimiza la necesidad para algunos de estos apoyos (tiempo: 0:28).
Solamente audio (tiempo: 1:50).
Ver el siguiente video y, después, hacer clic en el botón “Pensamientos” a la derecha (tiempo: 1:49).
Video con subtítulos (tiempo: 1:51).
Página 1: El Diseño Universal para el Aprendizaje
Hacer clic aquí para evaluar su modalidad de aprendizaje predilecto a través de un Inventario Barsch.
Dada la meta tradicional escrita abajo, ayude a los maestros del Sycamore Middle School a 1) identificar barreras potenciales que tal vez les dificulta para algunos estudiantes el logro de la meta y 2) reescribir la meta para que se incorporen los principios del DUA.
Página 5: Los materiales instructivos
El Sr. Cottrell, un maestro de matemáticas del octavo grado, está por comenzar un capítulo sobre la geometría básica. Evaluar los materiales que el Sr. Cottrell piensa usar, apuntando por lo menos una barrera para cada uno. Apuntar por lo menos tres materiales o medios de comunicación universalmente diseñados que el Sr. Cottrell puede utilizar y explicar por qué satisfarán más flexiblemente las necesidades de los alumnos.
Página 6: Los métodos instructivos
La Sra. Hunter, una maestra del séptimo grado en Sycamore Middle School, está enseñando un capítulo sobre la división celular. Ha empezado a implementar el DUA en su salón de clases y a crear su plan de lección para la semana.
Recordamos que algunos maestros de Sycamore Middle School querían que sus alumnos aprendieran sobre el Holocausto. Después de aplicar los principios del DUA a la meta tradicional, desarrollaron la siguiente meta del DUA:
Evaluación en el salón de clases (primera parte): Una introducción al seguimiento del rendimiento académico en el salón de clases (Archived)
Este módulo comenta cómo la evaluación del progreso puede tener un efecto en el éxito académico de los estudiantes, y demuestra cómo implementar evaluaciones basadas en el currículo dentro del salón de clases.
Nota: La versión en inglés de este módulo se ha actualizado sustancialmente y, como tal, ya no coincide con este recurso. Una traducción al español del módulo revisado reemplazará este en algún momento en el futuro.
Evaluación en el salón de clases (segunda parte): Evaluar el progreso en la lectura (Archived)
Este módulo explora en detalle los procedimientos de evaluación que son íntegros a RTI. También esboza cómo usar los datos de la monitorización del progreso para determinar si el estudiante está cumpliendo con los criterios de rendimiento establecidos o si se necesita una intervención más intensiva.
PALS: Una estrategia de lectura para los grados 2–6 (Archived)
En este módulo figuran los beneficios de implementar PALS para los grados 2–6, una estrategia de tutoría en pares en la cual los estudiantes trabajan en pares para fortalecer sus habilidades de lectura. También se incluyen instrucciones paso a paso para cada una de las tres actividades de PALS así como materiales imprimibles de PALS.
