Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and behavioral disorders, and attention deficit hyperactivity disorder. Moreover, it has been extended to show benefits beyond those populations into general education settings at the secondary level and to also support both reading and content area knowledge acquisition. That said, it’s a complex intervention that requires intensive support through professional development. In this manuscript, we outline how instructional coaches and other teacher leaders can best support teachers in middle and high school settings as they adopt SRSD, an evidence-based writing practice, through a practice-based professional development model. We offer step-by-step directions for planning, implementing, supporting, and evaluating the implementation.
Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD with fidelity. Through a review of prior studies, analysis of a small qualitative sample, and reflection on anecdotal notes from recent PBPD implementations, suggestions on how to implement PBPD to make the experience richer for teachers and improve outcomes for students, including those with EBD, are provided.
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