the iris center quarterly reportiris.peabody.vanderbilt.edu/wp-content/uploads/... · Þ course/pd...

Serving: Higher Education Faculty • PD Providers • Practicing EducatorsSupporting the preparation of effective educators with the knowledge and skills to use evidence-based practices to improve outcomes for all students,

especially struggling learners and those with disabilities.

Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP)

iris.peabody.vanderbilt.edu iriscenter.com

The IRIS CenterQuarterly Report

Cooperative Agreement CFDA 84.325E(PR/Award Number: H325E170001

Administrative Progress Report:

Year 2/Quarter 1

Submitted To:

Sarah AllenResearch to Practice Division

Office of Special Education ProgramsOffice of Special Education & Rehabilitative Services

United States Department of Education

Submitted 10 April 2019

Naomi Tyler, Director

QuarterlyReportJanuary–March2019[Year2/Quarter1]

TheIRISCenterproducesthesequarterlyreportsasbothanarrativeofoureffortsandadetailedaccountofourworkandprogress.ThisdocumentrepresentstheverylatestactivitiesoftheIRISCenter.Readonformoreinformationabouteverythingthattookplaceoverthelastthreemonthsandwhatliesahead.

PROJECTINFRASTRUCTURE:IRISisengagedinacontinuousefforttoimproveandexpandthequalityandreachofIRISresourcesthroughongoinginfrastructuredevelopmentandenhancement.Þ Year2Workscope:TheIRISCenter’sworkscopeforYear2ofthecurrentgrantcyclehas

beensubmittedtoandapprovedbyOSEP.

Þ 3+2Meeting:IRIShasreceivedwordthatour3+2meetingwillbeheldonMay21.Assuch,wearecurrentlydevelopingour3+2briefingbook—dueApril30—todocumentoureffortsandworkduringthefirst17monthsofthisfundingcycle.WelookforwardtothepresentationandtheopportunitytodemonstratethecontinuingsuccessoftheIRISCenter.

Þ AnnualPerformanceReport(APR):IRISwillcompleteanannualperformancereport—dueMay3—inthecomingquarter.TheAPRisalsoarequiredcomponentofour3+2book.

Þ IRIS&Sustainability:Thisquarter,IRISconsultedwithSustainabilityWorkgrouplead

GeorgeSugaitodiscusswaystomaketheIRISCentersustainableoverthelongterm.Þ WebsiteProgrammingUpdates&Improvements:Manyofthesignificantimprovementsto

theIRISWebsitehappen“behindthescenes”attheprogramminglevelandarethereforevirtuallyinvisibletoourusersandvisitors.Whetherimmediatelynoticeableornot,however,theseadjustmentsandfinetuningsareindispensabletoasmoothrunning,user-friendlyonlineexperience.Alogofsomeofourrecentactivitiesfollows.

v No-CostPD:Thetransitiontono-costprofessionaldevelopmentcertificates(seethe

TA&Trainingsectionbelow)involvedmorethanjustremovingdollarvaluesfromtheIRISWebsite.Asignificantamountofprogrammingworkwasrequiredtotransitionourexistingsystemtoonethatcouldaccommodateusersseekingtoaccessthesenow-freeresources.

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v TheIRISBehaviorPlanTool:OneoftheolderinteractiveareasoftheIRISWebsite,ourpopularbehaviorplantoolstillseesplentyofuse.Thetoolallowsuserstodevelopandsaveaclassroombehaviormanagementplan,somethingthatrequiresthecreationofanaccountwithapasswordandlogininformation.Withthehelpofanoutsideprogrammer,KiyoIwataki,thecodeforthistoolisbeingupdatedtomakeitmoresecureandtobetterprotectourusers’dataandpersonalinformation.

v GoogleAnalytics:DuetoachangeinthewayGoogleAnalyticscompilesdata,visitstotheIRISWebsitearedownsomewhatthisyearoverlastandshowedalessdramaticgrowthpatternthanwehavecometoexpectbasedonpreviousperformances.Wearecurrentlyinvestigatingmeanstoaddressthisissue.

PRODUCTDEVELOPMENT:IRISdevelopsonlineresourcesaboutevidence-basedinstructionalandbehavioralpracticestohelpimprovetheeducationoutcomesofallstudents,particularlystrugglinglearnersandthosewithdisabilities.Createdwiththeassistanceofmanyofthetopexpertsintheirfields,IRISresources—whethermodules,casestudies,COREcontentunits,ormanyothers—areinnovative,interactive,andpracticalforuseincollegeanduniversitycoursework,byPDproviders,andbyteachersintoday’sclassrooms.NewResources:EachnewquarterbringswithitnewresourcedevelopmentasIRIScontinuesitsmissiontomeettheevolvingneedsofeducatorsintoday’sclassrooms.

Þ COREContentUnits(comingsoon):Createdwiththeassistanceoftopinstructionalexperts

intheirfields,IRISCORE(Comprehensive,Organized,Reliable,Engaging)ContentUnitswillbe“deepdives”intoeffectivepracticesforstudentswithdisabilities.MultiplecomponentsoftheIRISCOREMathematicsUnithavebeendeliveredtoIRIS—includinganinterviewwiththeUniversityofSouthCarolina’sKristinHarbour—however,developmentiscurrentlyonholdwhilewecompleteourtwo-partmoduleseriesonhigh-qualityIEPs(seebelow)andprepareforour3+2meeting.OnFebruary5,IRIShostedaphonecallwiththeCOREunitauthorstodiscussatimelineforcompletion/postingofthefirstsixunits.Wehopetohaveunitsreadyforthefallacademicsemester.

Modules:Thesignatureresourceofourcenter,IRISModulescoverinformationaboutfundamentaltopicsandevidence-basedinstructionalandbehavioralpracticesonawidevarietyoftopicareas,includingclassroombehaviormanagement,MTSS/RTI,andculturalandlinguisticdiversity,tonamebutafew.Þ High-QualityIEPModule:ByspecialrequestfromOSEP,IRIShasdevelopedamoduleabout

high-qualityIEPs.Thisnewresource,IEPs:DevelopingHigh-QualityIndividualizedEducationPrograms,overviewsbestpracticesinthedevelopmentofhigh-qualityIEPsforstudentswithdisabilities.TheresourceaddressestherequirementsforIEPsasoutlinedinIDEA,aswellasimplicationsoftheclarifiedsubstantivestandardnowrequiredaspertheSupremeCourt'srulinginEndrewF.v.DouglasCountySchoolDistrict.Themoduledetailstheprocess

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ofdevelopinghigh-qualityIEPs,includingthecreationofstrongpresentlevelsofacademicachievementandfunctionalperformance(PLAAFP)statements;thedevelopmentofchallenging,ambitious,andmeasurableannualgoals;thedeterminationofindividualizedservicesandsupports;proceduresformonitoringandreportingstudentprogress;andtipsonrecognizingandavoidingcommonerrors.TheestimatedpostingdateforthemoduleisearlyApril.Toaccompanyournewmoduleonhigh-qualityIEPs,wehavedevelopedatrioofwrap-aroundresources:

v IEPTeamMembersHandout v LeastRestrictiveEnvironmentInformationBrief v SchoolPersonnelResponsibilitiesForm

Þ IEPModuleforSchoolLeaders:AsecondmoduleonIEPsisspecificallydesignedwith

schoolanddistrictleadersinmind,goingfurtherthanthelegalcontextinwhichhigh-qualityIEPsarerequiredandofferingguidanceonhowtosupportandfacilitatethedevelopmentandimplementationofhigh-qualityIEPs.DavidBatemanprovidedcontentforthissecondmodule,whichiscurrentlyinthedevelopmentstage.Adraftwillbeavailableforreviewearlyinthenewquarter.

Þ ModuleRevision:IRISiscurrentlyrevisinganumberofmodulesandmoduleserieswith

updatedinformationandrevisedandexpandedresources.

v VisionSeries:Ourthree-module“vision”seriesisundergoingsignificantrevision.BrendaNaimyofCaliforniaStateUniversity-LosAngeleshasdeliveredrevisedcontentforAccommodationstothePhysicalEnvironment:SettingUpaClassroomforStudentswithVisualDisabilities,InstructionalAccommodations:MakingtheLearningEnvironmentAccessibletoStudentswithVisualDisabilities,andServingStudentswithVisualDisabilities:TheImportanceofCollaboration.Aspartofthisprocess,IRISwillalsoupdatetheoveralllookofthemodulestomatchourcurrentstandards,reformattingindividualelementsaswellasreplacingexistingillustrationswithphotographs.

v DisabilityAwareness:Ourmuch-usedmoduleondisabilityawarenesswillbeupdatedwithnewcontent,includingmorerecentdataandstatistics,andreformattedtomatchourcurrentstandards.Formatupdatesareunderway.Contentchangeswillpostattheendofthecurrentacademicsemester.

v ClassroomAssessmentSeries:Ourtwo-moduleseriesonclassroomassessment—ClassroomAssessment(Part1):AnIntroductiontoMonitoringAcademicAchievementintheClassroomandClassroomAssessment(Part2):EvaluatingReadingProgress—arecurrentlyundergoingrevisionbyEricaLembkeoftheUniversityofMissouriandRobertAlexanderSmithoftheUniversityofSouthernMississippi.SomecontentfortheseresourceshasalreadybeendeliveredtoIRIS,

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withmoretocomeinthenewquarter.

v AssistiveTechnology:Anupdatedversionofthisresourceontheimportanceofassistivetechnologyforstudentswithspeciallearningneedsiscurrentlyinearlydevelopment.DaveEdyburnoftheUniversityofCentralFloridahasreviewedtheoriginalmoduleandofferedfeedbackregardingneededupdates.Wewillmoveforwardwithhisrecommendationslaterintheyear.

Þ ModuleAnswerKeysinSpanish:Anallnewresource,AssessmentanswerkeysforeachofourmodulesavailableinSpanishhavenowbeenpostedtotheIRISWebsite.

Þ IRISandKahoot!:UnderthedirectionofAngelicaFulchini,theIRISTechnologyInnovation

PostdoctoralScholar,IRISwillembedinteractivequizzesdesignedtohelpusersbetterunderstandandrecallkeyconcepts,terminology,anddefinitionsinIRISModules.Todoso,weareusingtheonlinedevelopmenttoolsmadeavailableby“Kahoot!”Kahoot!isagame-basedplatformpopularwitheducatorsthatsupportsthecreationofinteractivelearningactivitiesandquizzes.AngelicaFulchinivisitedtheIRISCenteronFebruary27–28todiscussthislearningplatform,amongothertechnology.ThefirstKahoot!quizwillaccompanyourmoduleonhigh-qualityIEPs.

Þ IRISASDModulesRecognizedbyCPIR:AnewsletterpublishedbytheCenterforParent

Information&Resources(CPIR)recognizedourtwo-moduleseriesonautismspectrumdisorder—AutismSpectrumDisorder(Part1):AnOverviewforEducatorsandAutismSpectrumDisorder(Part2):Evidence-BasedPractices—as“highlyratedresources,”notablefortheirquality,relevance,usefulness,accuracy,andimpartiality,asratedbyapanelofCPIRusers.

CaseStudies:Thesemulti-partresourcesaskuserstoanalyzeandrespondtoanumberofproblem-basedclassroomissuesandchallenges—forexampleclassroomnormsandexpectations,algebrainstruction,orclassroomarrangement—throughincreasinglevelsofcomplexityanddetail.Þ RoomArrangement:Aplannedrevisionofour“EffectiveRoomArrangement:Elementary”

casestudyunitistemporarilyonhold.Workontheupdatewillcontinueinthecomingquarters.

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FundamentalSkillSheets:Practicalandinformative,fundamentalskillsheetsoffereducatorsquickprimers(orreminders!)aboutdiscreteskillsandpracticesindispensabletotheirroleaseffectiveclassroomteachers.Fundamentalskillsheetscovereverythingfromspecificpraisetoproximitycontrol.Þ OpportunitiesToRespond:IRISisdevelopinganewfundamentalskillsheetonenhancing

students’opportunitiestorespondtoteacherquestionsandrequests.ContentfromtheUniversityofVirginia’sLysandraCookisexpectedearlyinthenewquarter.

Þ FSSUseData:Iftheirfirstfullquarterofuseisanyindication,ourfundamentalskillssheets

collectionpromisestobeamongtheIRISCenter’smostpopularandsought-afterresources.Theskillssheetswereaccessed1,2019timesduringthequarter.Thetablebelowoffersmorespecificinformation.

Course/PDActivities:Handy,focusedresourcesforuseasindependentassignmentsortopromoteclassroomdiscussion,IRISCourse/PDActivitiescoveradiverserangeoftopics,includingbehaviormanagement,languagedisorders,disabilityrelatedlanguageinfederallaw,andmanyothers.Þ Course/PDActivitiesUpdate:IRISisreviewingandeditingourcourse/PDactivities

collection(110resourcesinall)tochangeorremoveoutdatedterminologyandinformation,aswellastoupdatetheresources’formatanddesigntomatchourcurrentstandards.Wehopetocompletethistaskinthecomingquarter.

IRISOnlineTools:FromaglossaryoftermsrelatedtodisabilitiestotheIRISBookandFilmToolstoourEvidence-BasedPracticesSummaries,IRISonlinetoolsareuser-friendly,informative,andalwaysgrowing.Þ EBPSummaries:IRISiscurrentlyupdatingourcollectionofevidence-basedpractice

summaries.Theseresearchsummariescoveringinstructionalstrategiesandinterventionsofferinformationthatincludeslevelofeffectivenessaswellastheagegroupsforwhichagivenstrategyorinterventionisdesigned.Linkstotheoriginalreportsarealsoprovidedforthosewhomightwishtoexplorefurther.IRISEvidence-BasedPracticesWorkgroupleadBryanCookandLysandraCookoftheUniversityofVirginiahavereviewedthesummariestool,offeringfeedbackandsuggestionsforrevisionandimprovement.

FundamentalSkillSheet NumberofDownloadsBehavior-SpecificPraise 529ChoiceMaking 345High-ProbabilityRequests 304ProximityControl 245Wait-Time 143

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Þ IRISGlossary:Thissearchableglossaryofdefinitionsforthedisabilityrelatedtermscoveredinmanyofourresourcesiscurrentlybeingupdatedandexpanded.Thisprocesswillbecompletedinthenewquarter.

InformationBriefs:TheseonlineresourcesdevelopedbyotherprogramsandcentersarecollectedandcuratedbyIRISassupplementalmaterials.InformationbriefscovereverythingfromaccommodationsforstudentswithdisabilitiestoUniversalDesignforLearning(UDL)andpeer-assistedinterventions.Þ CollectionUpdate:Anongoingprocess,IRISistakingalookatourcollectionof338

informationbriefswithaneyetowardremovingolderoroutdatedresourcesand,ifpossible,replacingthemwithmorerecentversions.ThiseffortwillbecompletedinYear2.Meanwhile,thisresourcehasbeenupdatedwithinformationbriefsmatchedtoourupdatedandexpandedmoduleonclassroomaccommodations.

Interviews:Thesein-depthdiscussionswithnationallyrecognizedexpertsorinstructorsinthefieldcoverawidevarietyoftopics,includingstudentdiversity,testingaccommodationsforstudentswithdisabilities,RTIimplementation,andmuchmore.Þ JimShrineronIEPConsiderations:Supplementarytoourupcomingmoduleonhigh-quality

IEPs,IRISspokewiththeUniversityofIllinois’JimShrinerformoreinformationabouttwotypesofservicesthatmustbeincludedinastudent’sIEP:supplementaryaidsandservices,andprogrammodificationsorsupportsforschoolpersonnel.HealsoshareshisthoughtsonsomefurtherconsiderationsforIEPteamstokeepinmind,andsomeofthewaysthatIEPsshouldbeusedbyschoolpersonnel.Theinterviewwillbepostedearlyinthecomingquarter.

VideoVignettes:Theseannotationsofandlinkstovideosaboutindividualswithdisabilities,theirfamilies,advocates,teachers,andserviceprovidersincludesvideosaboutthehistoryofdisabilities,aswellasdepictionsoftheapplicationofevidence-basedpracticesineducationalsettings.Þ CollectionUpdate:Ourvideovignettecollectionwasupdatedwitheightclassroom

demonstrationvideosfeaturedinourfundamentalskillsheetsupdated,aswellaswithanothervideofromourAutismSpectrumDisorder(Part2)module.

ForFaculty/ForPD:Speciallycreatedwithfacultymembersandprofessionaldevelopmentprovidersinmind,thesesectionsoftheIRISWebsiteofferawidevarietyoftoolsandinformationforuseincollegecourseworkandPDtrainingevents. Þ FormattingUpdate:Duringthisquarter,wereformattedoursampleprofessional

developmentactivitycollection,bringingitinlinewithourcurrentformatstandards.MoreinformationonthistopiccanbefoundintheTechnicalAssistancesectionbelow.

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DISSEMINATION:IRISdisseminatesnewsofitsresourcesthroughawidevarietyofmeans,bothuniversal,targeted,andindividualized.TheIRISWebsite,conferencepresentationsandexhibitionappearances,andamulti-partsocialmediapresence,allarekeycomponentsinourplantoreachandcommunicatewithIRISconsumers.Infrastructure:Keytoourcenter’songoingdisseminationeffortsisthedevelopmentandexpansionofmultipleelementsthat,together,formthebasisofourcampaigntogetthewordoutaboutIRISandourresources.Moreaboutthesecanbefoundintheitemsbelow.Þ TheIRISNewsletter:Anewelementofourdisseminationefforts,thefirsteditionofa

periodicIRISnewsletterwasmadeavailabletomembersofouremaillistserv,some10,000IRISusers.TheIRISStandardcontainedupdatesonIRISandourresources,highlightedfeaturesaboutkeyelementsinallofourmodules,andsharedinformationabouttheworkofourpartners.

Þ IRISSummary:TheIRISDataSummaryisanannualpublicationdesignedtohighlightinformationaboutthecenter,itsusers,andourmostpopularresources.Anewdigitalsummarytoreflectour2018dataisnowavailableontheIRISWebsiteandahandoutversionwasprintedforface-to-facedisseminationefforts.

Þ CommunicationsPlan:IncoordinationwithOSEP,IRIShasdevelopedacommunicationsstrategyplanbothforourupcomingmodulesonhigh-qualityIEPS,aswellasagenerictemplatethatcanbeadaptedforfutureresources.Includedaretargetedmessagesandsamplesocialmedia/blog/listservpostsforusebyIRISstakeholdergroups.BasedonfeedbackfromOSEPandIRISconsultants,Phase2ofthecommunicationsplanonhigh-qualityIEPswillbeexpandedearlyinthecomingquartertoincludemoregroupsandorganizationsfortargeteddissemination.

Þ IRISBrochures:IRISfinalizedformatandcontentupdatesforourinformationalbrochurescollection.ThesewereprintedfordistributionforconferenceappearancesandarealsoavailableonourWebsite.

Þ IRISInformationPackets:Duringthisquarter,IRISdistributedinformationalpacketsaboutourcentertothe136collegesanduniversitieswithgeneraleducationorspecialeducationprogramsthatarecurrentlynotusingIRISresources.ThislistofprogramswasdevelopedbyIRISstaff,incollaborationwithDebSmith,whoexaminedalistofstate-approvedteacherpreparationprogramsthroughouttheUnitedStatesanddataaboutthenumberandpercentageofprogramsinwhichIRISresourcesareused.Wearecurrentlyworkingonacomparablelistofallcommunitycollegeswitheducationprograms,withaneyetowarddisseminatinginfotothempriortothefallacademicsemester.

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Þ SocialMedia:Ourcenter’ssocialmediafollowingandnumberofengagementscontinuetogrowatarapidrate.Asofthisreport,IRIShas1,886followersonTwitterand2,135onFacebook.OurTwitterimpressionsforMarchtotalednearly17,000.

Presentation&OutreachEfforts:Throughouttheyear,IRISattendslocal,regional,andnationalconferencestopresentonourtrainingandinstructionalresourcesandtokeepaudiencesup-to-dateoneverythingthatisnewwithIRIS.Informationaboutourrecentpresentationsisbelow.Þ IRIS@PIE:OnJanuary29–30,IRIShostedanexhibitboothattheannualPartnersin

EducationConferenceinNashville,Tennesseeandmetwithnearlyindividual240attendees.

Þ CouncilforExceptionalChildren(CEC):OnJanuary29–February2,IRISmadeatrioofpresentationsaboutourresourcesattheannualCECConventionandExpoinIndianapolis,Indiana.TherewepresentedonournewMTSS/RTI:Mathematicsmodule,newtypesofresources,andprofessionaldevelopmentoptions.WealsohostedaboothintheexhibitionhallwherewesharedinformationaboutIRISresourcestoover800individualattendees.Finally,whileattendingtheconference,weputour“spare”timetogooduse,interviewingandconsultingwithLarryWexlerforourhigh-qualityIEPmodule,DavidBatemanforoursecondIEPmodule,EricaLembkeandAlexSmithforourclassroomassessmentmodulerevision,BryanandLysandraCookforanupdatetoourEBPsummariestool,andrepresentativesofUnderstoodregardingfuturecollaborations.WealsofoundtimetocatchupwithJohnEisenberg,newdirectoroftheNationalAssociationofStateDirectorsofSpecialEducation(NASDSE),KathleenAirhart,ProgramDirector,SpecialEducationOutcomesfortheCouncilofChiefStateSchoolOfficers(CCSSO),andTinaDiamond,U.S.DepartmentofDefense.

Þ NashvilleCatholicDiocese:OnFebruary15,IRISconductedanawarenessmeetingonourWebsiteandresourcesduringanin-servicetrainingfortheCatholicDioceseofNashvilleaspartofoureffortstoincreaseIRISuseamonguniqueschoolpopulations.

Þ IRIS@AACTE:OnFebruary21–23,IRIShostedanexhibitionboothattheannualconferenceoftheAmericanAssociationofCollegesforTeacherEducation(AACTE)inLouisville,Kentucky.Some241attendeesstoppedbytolearnmoreaboutIRISresources.

Þ UtahCEC:OnMarch1,IRISAmbassadorsDarciePetersonandKimberlySnowpresentedon

theIRISresourcesattheannualmeetingoftheUtahCouncilforExceptionalChildren(CEC)inMurray,Utah.Theyalsohostedaboothintheexhibithallwhere50attendeesaskedformoreinformationabouttheIRISresources.

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Þ SouthwestEducationalDevelopmentCenterAutismConference:OnMarch30,theIRIStwo-pagemodule“spotlight”highlightingourtwo-partautismspectrumdisorderserieswasdisseminatedattheSouthwestEducationalDevelopmentCenterAutismConferenceinCedarCity,Utah.

Þ OSEPLeadership:InJuly,IRISwillbeonhandattheOSEPLeadershipConferencein

Arlington,Virginia,wherewewillhostapostersessionontheuseofIRISresourcesinprofessionaldevelopment.

Þ IRIS&TEDLines:IRISisaregularcontributortotheTeacherEducationDivision’speriodic

newsletterTEDLines,andthisquarterwasnoexception.AniteminthewinterissuefocusedonnewandupcomingIRISresourcesandtools,includingourfundamentalskillsheetscollectionandalignmenttools.AnotherposthasbeensubmittedforpublicationintheSpring/Summeredition.

TECHNICALASSISTANCE:IRISworkstoincreasethecapacityofteacherpreparationprogramstoexpandtherangeofresourcesaboutevidence-basedpractices(EBPs)intheircoursesandprogramcurricula,stateandlocaleducationagenciesaswellasPDproviderstodelivereffectiveprofessionaldevelopment,andindependentlearnerstoenhancetheirknowledgeandskillsregardingEBPs. Þ TheIRISStrategicPlan:IRIShasdevelopedanactionplantoincreasetheuseofourSchool

&DistrictPlatformandPDcertificatesofcompletionforteachers.ThecenterisalsoworkingwithNickFrench,anIRISAmbassadorwithextensiveeducationalleadershipexperience,andIRISconsultantShedehHajghassemalitoimplementthisplan.Updateswillfollowinsubsequentquarterlyreports.

Þ No-CostProfessionalDevelopment:UsingourOSEPfunding,theIRISCenterhasmadeourprofessionaldevelopmentcertificatesforteachersfreefortheremainderof2019.SinceFebruary15,theofficialstartdateofourno-costPDavailability,morethan1,600ordershavebeenplacedandnearly5,000products(CertificatesofCompletionforIRISModules)accessed.

Þ SamplePDProvider’sActivityCollection:Locatedinour“ForPDProviders”sections,theIRISSampleProfessionalDevelopment(PD)ActivityCollectionisdesignedtoserveasaresourceforPDproviderscreatingtrainingeventsbothforpracticingeducatorsandbeginningteachersengagedininductionexperiences.Inthiscollection,userswillfindexamplesofthewaysinwhichinformationaboutevidence-basedpractices,deliveredthroughIRISresources,canbeintegratedintoPDactivities.Thecollection—whichincludesreadymadePowerPointpresentations,handoutsandforms,andguidesforbothfacilitatorsandparticipants—hasundergonerevisionandreformattingandhasbeenrepostedtotheIRISWebsite.

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Þ IRISPDCertificates:TheSouthDakotaDepartmentofEducationhasapprovedtheuseofourPDCertificatestowardcontinuingeducationunits(CEUs)forteachersinthestate.

Þ School&DistrictPlatformExpansion:OurSchool&DistrictPlatformisauser-friendlyand

flexibleonlinetoolthatcanhelpschoolleaderstoorganizeandtracktheirteachers’ongoingprofessionaldevelopmentactivities.Recentitemsofnoteinclude:

v AsmoreandmorelocaleducationagenciesbegintousetheSchool&DistrictPDPlatform,IRIShasdevelopedinternalorganizationalstructurestostreamlinetheenrollmentofevergreaternumbersofschoolpersonnel,aswellastosystematizebillingandroutinecommunicationwithkeycontacts.Thishasinvolvednotonlythecreationofstandardizedformsbutalsotheestablishmentoftimeframesforsetupoftheplatformitself,billing,andotherefforts.WewillcontinuetorefinetheseprocessesasouronlinePDofferingscontinuetoattractnewusers.

v InFebruary,IRISfollowedupwith25professionaldevelopmentproviderswho

expressedinterestintheSchool&DistrictPlatformduringthemostrecentCouncilforExceptionalChildrenconference.

v Alsoduringthisquarter,onenewschool(AscendLeadershipAcademyinNorthCarolina)andonenewdistrict(AndalusiaCitySchoolsinAlabama)—chosetheplatformastheirprofessionaldevelopmenttool.WeexpectFlorida’sOrangeCountyPublicSchoolDistricttobeginusingitinMay.

v IRIScontinuesadialoguewiththeTexasDepartmentofEducationandtheDistrictofColumbiaPublicSchools,Washington,D.C.,tobettermeettheiruniqueprofessionaldevelopmentneeds,specificallytheirabilitytotrackPDofferedthroughtheuseofIRISModules.

Þ ExpandedContacts:IRISisdevelopingalistofcontactsinWashingtonStateandTennesseewithsupportfromNickFrenchandourstudentworkers.Ourgoalforthenextquarteristocreateresourcesforcommunication(e.g.,email,updatedwebpage,brochures)specifictotheseaudiencesfordisseminationduringthesummer.

Þ U.S.DepartmentofDefense:IRISCenterconsultantShedehHajghassemaliisworkingwith

TinaDiamondattheU.S.DepartmentofDefenseabouttheintroductionanduseofIRISresourcesinDODschools.

Þ Micro-Credentials:IncollaborationwithDigitalPromise,IRISoffersa“stack”ofmicro-

credentials(MCs)onaccommodationsforstudentswithdisabilities.ThesefocusedPDunitsalloweducatorstolearnandgainmasteryofdiscreteinstructionalpractices.

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v MCScorers:IRISiscurrentlytraininganexternalscorerforthemicro-credentialsinouraccommodationsstack.Todoso,weareusingthecomprehensivegradingguidelinesforeachofthefourMCsandallowingthescorertopracticewithmicro-credentialssubmittedthroughDigitalPromise’sonlineplatform.Assoonasshereachesthereliabilitycriteria,shewillbeginindependentlyscoringMCsubmissions.

v IRIS&Bloomboard:WiththeseparationoftheDigitalPromiseandBloomboardplatforms,BloomboardismovinginadifferentdirectionandrevisingtheformatoftheirMCs.InlateDecember,VanderbiltapprovedinitialcontractproceedingswithBloomboard.Astheprocessmovesforward,IRISwillworkwithinthenewtemplatesothatdifferentversionsoftheIRISMCstacks—eachwithitsownfocusandaudience—canbeofferedonbothplatforms.

v UpcomingMCs:IRIShasbegundevelopmentofanewstackofmicro-credentials,thisonecoveringdatacollection.TheMCswillposttotheIRISWebsitelaterthisyear.

Þ NavigationVideos:AnupdatedandrevisedWebsiterequiresupdatednavigationvideos.ThesebriefvideotutorialswillhelpourvisitorstousetheIRISResourceLocator,navigateourmodules,andexploreourvariousprofessionaldevelopmentoptions.Thevideosarescheduledfordevelopmentlaterthisyear.

EVALUATION:TheIRISevaluationplanisdesignedtoyieldinformationtoguideprojectactivitiesandtoassesswhetherourgoals,objectives,andoutcomeshavebeenachieved.Formativeandsummativedataareusedtomonitorprojectimplementationprocedures.Þ ProjectOutcomes:IRIScontinuestocollectdatarelatedtotheprojectoutcomesoutlinedin

ourlogicmodel:increasedawarenessandknowledgeofevidence-basedpracticesandIRISresources.

Þ EvaluationProjects:KristinSayeskiandBethanyHamilton-JonesattheUniversityof

GeorgialaunchedtheIRISImpactSurveyinJanuary2019attheCECconference.AsubsequentIRISCenterlistservannouncementregardingthesurveywassentout,followedbyseveralreminders.AlinktothesurveyalsowaspostedontheIRISWebsite.Therewere1,031respondentstothesurveybeforeitwasclosedonMarch8.Dr.Sayeskiiscurrentlyworkingontheanalysisofthesedataandexpectstohavepreliminaryfindingsavailablenextquarter.

Þ OklahomaPD“Bootcamps”:IRIS,alongwithMicheleRovins,theIRISEvaluationWorkgroup

lead,isworkingwitheducatorsinOklahomatoscheduleadiscussionregardingtheiruseofIRISresourcesforprofessionaldevelopment“bootcamps”forthestate’steachers,aswellashowIRISmightcontinuetomeettheirneedsinthefuture.Theinformationgatheredfrom

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thediscussionwillbeusedtodevelopacasestudyaboutIRISuse.

Þ TechnologySurvey:IncollaborationwithAngelicaFulchini,IRISCenterstaffaredevelopingatechnologysurvey,thepurposeofwhichistocollectinformationfromIRISresourceusersaboutthetypesoftechnologytheyhaveaccessto,areknowledgeableabout,andwouldliketoreceivesupportregarding.WewillusethisinformationtoguidedecisionmakingaboutpotentialtechnologysupportresourcesdevelopedbyIRIS.

Þ ModuleFeedback:TheIRISModuleFeedbackForm,anonlinesurvey,asksrespondentstorateourmodules’quality,relevance,andusefulnessonascaleof1to5(5beingthehighestrating).Thisquartertherewere1,096respondentstothissurvey.Table1belowsummarizesdescriptiveinformationaboutthem,whileTable2presentsthisquarter’ssurveyrespondents’overallratingsoftheIRISmodulesforquality,relevance,andusefulness.

Table1 Table2

Respondents NumberCollegeStudent 521GraduateStudent 427ExperiencedTeacher 215NewTeacher 117Other(e.g.,parent) 85Datamissing 80SchoolLeader 24CollegeFaculty 13PDProvider 13

Total 1,495

MeanRatingsQuality 4.5Relevance 4.5Usefulness 4.5

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Finally,respondentswereaskedtodescribetheareatheyworkedorstudiedin.Table3summarizestheresponseswereceivedtothisquestionthisquarter. Table3WebsiteVisitData:Therewere640,208visitstotheWebsitethisquarter,adecreaseof3.4%comparedtothefirstquarterof2018.ThedecreaseintraffictotheWebsitehasbeenattributedtoanewGooglesearchalgorithm, whichhasaffectedtheplacementoftheWebsiteinsearchresults,resultinginfewervisitsoriginatingfromsearches.Wearecurrentlyinvestigatinganumberoftechsolutionstothisissue.

Response Number

Generaleducation 436Specialeducation 436Earlychildhoodeducation 223Other 213Datamissing 86Earlychildhoodspecialeducation 83Earlyinterventionservices 18

Total 1,495

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COLLABORATION&WORKGROUPACTIVITIES:IRISworksincollaborationwithothernationalcenters,nationallyrecognizededucationexperts,andourownIRISAmbassadorsandWorkgroupstoimproveourabilitytodevelopresources,disseminateinformationaboutallthingsIRIS,andoffertechnicalassistanceandtraining. Þ NationalCenterforLeadershipinIntensiveIntervention(NCLII):IRIScollaborateswith

NCLII,aconsortiumdedicatedtopreparingspecialeducatorstobecomeexpertsinresearchonintensiveinterventionforstudentswithdisabilitieswhohavepersistentandsevereacademicandbehavioraldifficulties.IRISpostedinformationonanewNCLIIcoursesyllabus,thisonecoveringdata-basedindividualizationinacademicsandbehavior,toourWebsite.

Þ NationalCenteronIntensiveIntervention(NCII):NCIIbuildsthecapacityofstateandlocaleducationagencies,universities,practitioners,andotherstosupportimplementationofintensiveinterventioninliteracy,mathematics,andbehaviorforstudentswithsevereandpersistentlearningorbehavioralneeds.IRIScontinuestocollaboratewithNCIIonanumberoffronts,informationaboutwhichcanbefoundbelow.

v NCII&theIRISGlossary:NCIIhasrequestedpermissiontouseourIRISGlossaryof

disabilityrelatedtermsratherthanengaginginduplicativeefforttodeveloptheirownversion.Asmentionedabove,thisglossaryiscurrentlyundergoinganextensiverevision.

v NCIICourseonExplicitInstruction:IRIScollaboratedwithNCIItodisseminate

informationontheironlinecourseonexplicitinstruction,developedincooperationwiththeUniversityofConnecticut.AdditionalconversationsfocusedonwaysinwhichIRISmodulescouldbeusedtodelvedeeperintocoursecontent.IRISdisseminatedinformationontheseresourcesviaoursocialmediaaccounts.

Þ Understood:Traditionallyservingprimarilyasaresourcefortheparentsandfamiliesof

strugglinglearners,Understoodisintheprocessofexpandingitsresourceofferingstoreachabroaderconstituency,includingeducators.Tothatend,Understood(ratherthancreateallnewresourcesfromscratch)hascontactedIRIS,amongothers,requestingpermissiontohosttheirresources.Inresponse,IRISwillsendUnderstoodalistofourmostusedresources,includingourtoptenmostpopularmodulesandfundamentalskillsheets.Moreonthesedevelopmentswillappearinfuturereports.

Þ CEEDARCenter:CEEDARhelpsstatesandinstitutionsofhighereducationreformtheirteacherandleaderpreparationprograms,reviselicensurestandardstoalignwithreforms,refinepersonnelevaluationsystems,andrealignpolicystructuresandprofessionallearningsystems.IRIScontinuestocollaboratewithCEEDARonthereviewanddisseminationofthecenter’shigh-leveragepracticesvideosviaconferencecalls.

TheIRISCenterQuarterlyReport 15

PERSONNEL:SeethisspacefornotesandinformationonneworoutgoingIRISpersonnel.

Þ ContentDeveloper:IRISiscurrentlyseekingqualifiedcandidatestojointhecenterasacontentcreator.Moreonthistopicwillappearinthenextquarterlyreport.

Þ StudentWorker:TaylorGrantjoinedtheCenterasournewstudentworker.