Writing to Learn with SRSD K-12


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Full program description




20 Hours






What you'll learn:

  • How to implement the #1 researched based writing intervention, SRSD
  • How to teach self-regulation strategies that will motivate students to love writing
  • How to develop great writers in all student skill levels K-12
  • How to move from learning to write to Writing to Learn

Learning Objectives:

  1. Learn to teach writing using the Self-Regulated Strategy Development (SRSD) Approach
    • Align writing instruction with Standards – local state/district standards and/or the Common Core State Standards (CCSS)
    • Develop the ability to help students assess their own writing progress and set goals
    • Build self-regulation strategies that promote students’ ability to internalize skills and generalize across the curriculum
  2. Bolster existing writing instruction
    • Supplement currently used writing program or approaches
    • Develop and implement a plan to integrate SRSD into writing a program and instructional timelines
    • Focus on the organizational aspect of writing to generate rapid changes in student writing
  3. Implement SRSD Evidence-Based Practices
    • Organize and plan instruction for a genre using all of the SRSD stages
    • Model strategies and skills – use exemplars and think-alouds
    • Implement self-regulation via self-talk and goal-setting

What you'll do:

  1. Study the theory and research of Self-Regulated Strategy Development
  2. Select strategies for each student, accommodating differences in skill levels and genres
  3. Integrate Self-Regulated Strategy Development into your curriculum
  4. Apply the 6 stages of learning to implement a gradual release of self-regulation concepts
  5. Introduce new strategies and build a collaborative and supportive environment for learning
  6. Teach students to evaluate and score model essays and their own work
  7. Teach students to develop positive self-talk and build their own motivation
  8. Model for students so they will build their own internal positive responses
  9. Use simple strategy mnemonics to build powerful reading, note taking, and writing
  10. Teach students to set their own goals and graph their progress
  11. Use quick writes and practice to deliver this intervention in an average 15 lessons per genre
  12. Build independence and gradually release instruction and support
  13. Teach students to generalize self-regulation to use Writing to Learn in all disciplines

Who is this course designed for:

Interventionists, special education teachers, K-12 ELA teachers, all K-8 teachers, curriculum directors

What you'll receive:

Continued access to training, step by step implementation guide, with modeling and advice videos. Extensive online database of lesson plans, training tools, and strategies for all genres and skill levels, K-12. Certificates for 16 professional development clock hours.

Meet the instructors

Dr. Karen Harris, Developer of SRSD

Dr. Karen R. Harris is the Mary Emily Warner professor in the Mary Lou Fulton Teachers College at Arizona State University. She has worked in the field of education for over 40 years, initially as a general education teacher and then as a special education teacher. Throughout her teaching and research career, she has chosen to work in highly diverse schools in low-income areas due to her commitment to improving teaching and learning for all students. Her research focuses on informing and improving theory, research, and practice related to writing development among students with high incidence disabilities, students who struggle with writing, and normally achieving students.

Dr. Steve Graham, 40 years of Writing Research

Dr. Steve Graham is the Warner Professor in the Division of Leadership and Innovation in Teachers College. For 40 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of this occurring in classrooms in urban schools. Steve is the co-author of the Handbook of Writing Research, Handbook of Learning Disabilities, APA Handbook of Educational Psychology, Writing Better, Powerful Writing Strategies for All Students, and Making the Writing Process Work. He is also the author of three influential Carnegie Corporation reports: Writing Next, Writing to Read and Informing Writing.

Dr. Sandra Jones, SRSD Online Chief Academic Officer

Sandra Jones, Ph.D., Educational Consultant, has been a school educator for almost 40 years, serving as a teacher, professional development coordinator, principal, and academic dean. Dr. Jones served as the Executive Director and President of the HILL for Literacy (2001-2015), during which time she and her colleagues assisted reading specialists, literacy coaches, principals, district administrators including assistant superintendents and superintendents to lead school-wide literacy initiatives throughout the nation. She led Professional Development for the Massachusetts Reading First Plan and co-authored the book “Leading Literacy Change: Strategies and Tools for Administrators, Teachers and Coaches.” Dr. Jones led the development and delivery of several Self-Regulated Strategy Development (SRSD) practice-based professional development courses and has trained schools nationwide in SRSD.


How SRSD was Born

Writing Research and SRSD

What if Every Student had Access to SRSD?

Frequently Asked Questions

How long should the course take?

Expect to spend 16 hours viewing the training and up to 12 hours preparing to teach. We suggest a pace of 1-3 hours per week.

Will Writing to Learn work for my special student population?

SRSD research began with kids with learning disabilities, kids with ADHD, kids who have emotional behavioral problems, kids with severe cognitive problems. More recently there has been a lot of studies with students in general ed. Many schools are implementing SRSD in all classes with great results. Use in the general classroom is especially supportive and reinforcing for the intervention students.

Will Writing to Learn complement our existing curriculum?

Several studies have shown that SRSD will dramatically boost student outcomes with process writing and writing workshops. Teachers learn to integrate the self-regulation into their curriculum and all types of writing assignments.

Can I get help when I’m ready to teach Writing to Learn?

The Writing to Learn course is designed to be a guide to instruction. Return to the course at any time to review tasks, view modeling videos and plan before each lesson. Post to the Ask Sandy column or contact with any questions. You can request mentoring and support services for your whole school.