Archived IRIS Links

The IRIS Center, in collaboration with the Tennessee Department of
Education and the TN State Improvement Grant, would like to announce the
posting of the third in a series of new modules, which provides
information on the Response-to-Intervention (RTI) approach. As you may
recall, the first module, "RTI (Part 1): An Overview," compares the RTI
approach and the currently used IQ-achievement discrepancy model for the
identification of LD and later explores in depth the RTI process,
specifically the standard treatment protocol approach. For a general
overview of the RTI approach, we encourage you to join Mrs. Hernandez
and her colleagues as they learn about the basic components of this
approach by clicking on the following link:
http://iris.peabody.vanderbilt.edu/rti01_overview/chalcycle.htm. The
second module, "RTI (Part 2): Assessment," highlights the steps of the
assessment process for each tier of the standard treatment protocol
approach and describes how to use the assessment data to make instructional,
or tier, decisions. To learn more about the assessment components used in the RTI approach and to learn how Mrs. Hernandez implements these components in her first-grade class, click on the following link:
http://iris.peabody.vanderbilt.edu/rti02_assessment/chalcycle.htm.

In this latest module, "RTI (Part 3): Reading," you will learn about
the important aspects that comprise high-quality reading instruction.
After learning about the importance of implementing high-quality
instructional practices and using a comprehensive core reading program,
you will then learn about the five key components of reading instruction
(phonemic awareness, phonics and word study, fluency, vocabulary, and
comprehension). To better illustrate how to teach each of these
components, example scripts and movie clips of instructional techniques
have been provided in addition to a feature called "Teaching Tips."
Later in the module, you will discover how Rosa Parks Elementary
implements high-quality reading instruction across Tiers 1, 2, and 3. In
addition to providing information on how Mrs. Hernandez schedules 90
minutes of daily reading instruction, this module underscores the
importance of collaboration between the general education teacher and
the Tier 2 and Tier 3 intervention providers. The module likewise emphasizes considerations
for English Language Learners. We invite you to join Mrs. Hernandez and
her colleagues as they learn more about the RTI approach and
high-quality instruction by clicking on the following link:
http://iris.peabody.vanderbilt.edu/rti03_reading/chalcycle.htm.

RTI (Part 1): An Overview

The IRIS Center, in collaboration with the Tennessee SIG, would like to
announce the posting of the first in a series of new modules which
provides information on the Response to Intervention approach (RTI).
This approach, as outlined in IDEA 2004, is an alternative method of
identifying students with learning disabilities (LD). The first module,
"RTI (Part 1): An Overview," compares the RTI approach and the currently
used IQ-Achievement Discrepancy model for the identification of LD. It
then explores in depth the RTI approach, specifically the Standard
Treatment Protocol. We encourage you to join Mrs. Hernandez and her
colleagues as they learn about the basic components of this approach by
clicking on the following link:
http://iris.peabody.vanderbilt.edu/rti/chalcycle.htm
 

Guiding the School Counselor: An Overview of Roles and Responsibilities

The IRIS Center is excited to announce the recent posting of a new
module, "Guiding the School Counselor: An Overview of Roles and
Responsibilities." This module provides an overview of the counselor's
roles in serving all students in the school environment in addition to
addressing specific roles for working with students with disabilities.
In this module, you will meet Mr. Hunter, an experienced school
counselor. Although he is working more and more with students with
disabilities, he does not feel fully prepared to serve the needs of
these students. As students work through this module, they will learn
more about working with students with disabilities, how to advocate for
themselves and their role as the school counselor, and how to remain
current on the latest research and techniques in the school counseling
profession. We would like to invite you to view the module at
http://iris.peabody.vanderbilt.edu/cou/chalcycle.htm

Providing Instructional Supports: Facilitating Mastery of New Skills

http://iris.peabody.vanderbilt.edu/sca/chalcycle.htm

This module explores different types of instructional support teachers may provide to help students who are learning new tasks with multiple steps or learning an instructional strategy. We invite you to join Ms. Nobella Price as she scaffolds instruction for her fourth-grade students who are struggling with a writing assignment.

As of January 1, 2006, please note that two modules were replaced with updated versions. Both modules are in the vision series.
Accommodations to the Physical Environment: Setting up a Classroom for Students With Visual Disabilities
http://iris.peabody.vanderbilt.edu/v01_clearview/chalcycle.htm
 

As of January 1, 2006, please note that two modules were replaced with updated versions. Both modules are in the vision series.
Accommodations to the Physical Environment: Setting up a Classroom for Students With Visual Disabilities
http://iris.peabody.vanderbilt.edu/v01_clearview/chalcycle.htm

This revision of the module "A Clear View: Setting Up Your Classroom
for Students With Visual Disabilities" will cover much of the same
material but will explore this information in greater detail.
Additionally, more colorful caricatures have been added to visually
enhance the pages; tables now provide information in an organized
format; additional expert interviews offer unique viewpoints; and an
interactive game allows students to test their knowledge about equipment that students
with visual disabilities may use in the classroom.

Instructional Accommodations: Making the Learning Environment
Accessible to Students With Visual Disabilities.
http://iris.peabody.vanderbilt.edu/v02_successsight/chalcycle.htm

This revision replaces "Success in Sight: Accommodations to the
Learning Environment for Students With Visual Disabilities." It also
covers much of the same material but will explore this information in
greater detail.
We encourage you to share these materials
(http://iris.peabody.vanderbilt.edu/) with your colleagues.