SRSD is an extensively validated program for writing (including sentence construction, planning and revising, and genre element knowledge) and self-regulation strategies for writing (including goal setting, self-instructions, self-assessment and self-monitoring, and self-reinforcement). Developed by Dr. Karen R. Harris and designated by What Works Clearing House at the Institute of Education Sciences as a highly successful research and evidence-based strategy. It is appropriate for use in grades 2 through high school, and designed for students in both general education, and special education. This course is geared toward grades 2-5.
Join the hundreds of HILL-trained teachers using this strategy to get immediate writing skills improvements!
This 2-day course overviews the evidence-based writing model: Self-Regulated Strategy Development (SRSD) developed by Dr. Karen R. Harris at Arizona State University. Learn to use methods that have been extensively validated as effective in teaching struggling writers, such as formative assessment, rubrics, modeling, goal setting and graphic organizers. You will also learn to cultivate the necessary self-regulation in students that expert writers possess, and gradual release methods to empower students to own their writing. The methods learned in this course will strengthen your existing writing instruction. Additionally, these methods can be taught via stand-alone units you'll receive that address Common Core's major writing genres (narrative, opinion and informative).
SRSD is recommended by
Visit the Institute of Education Sciences website to read about Teaching Elementary School Students to Be Effective Writers.
"Expertly presented, this course covers evidence based practices for writing instruction, backed up with research for the program (SRSD) as well the methodologies for the professional development in it. You will walk away with everything you need to implement these evidence based writing practices in regular ed and special ed." - Deb Pellerin, Reading specialist, Wayland MA.
Percentage of Students Mastering CCSS Writing Standards for Each Element of Opinion Writing after 12 lessons
|Sandra Jones, Ph.D., President of HILL for Literacy, Inc. has been a school educator for almost 40 years, serving as a teacher, professional development coordinator, principal, and academic dean. She received a Ph.D. in Special Education and Administration from the University of Arizona, a M.S. in Education of the Deaf, and a B.S. in Communicative Disorders from the University of Wisconsin – Stevens Point. Dr. Jones served as the Executive Director of the HILL (2001-2010), 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. This work continues in her current role. Recognized for her work in the area of leading literacy change, she most recently co-authored "Leading Literacy Change: Strategies and Tools for Administrators, Teachers and Coaches" which was published in 2010 by Cambium Learning Sopris West. Dr. Jones has been invited to present at numerous state and national conferences. Dr. Jones served as the Professional Development Coordinator for the Department of Elementary and Secondary Education’s Massachusetts Reading First Plan for six years. She was responsible for training the statewide regional Implementation Facilitators, consulted to the Office of Reading and provided statewide professional development to the 120 Reading First school leaders. Dr. Jones was also a member of the Massachusetts Reading Leadership Team and the Statewide Adolescent Task Force. Before co-founding the HILL, Dr. Jones was the Academic Dean at The Carroll School, a nationally recognized school for children with language-based learning disabilities. Dr. Jones received the Partners in Excellence Award for her work at the HILL and the MGH Institute of Health Professions where she was an associate professor in the Communication Sciences and Disorders graduate program.|
|Beth Goodwin, M.Ed., CAS is a facilitator at the HILL for Literacy, Inc. She earned a Bachelor of Art's Degree in English from Providence College. Ms. Goodwin also earned a Master's of Education Degree from Providence College through the Providence Alliance for Catholic Teachers program (PACT). While earning her Master's, she taught at St. Mary's Junior-Senior High School in Worcester, MA. Since then, she has worked as an English teacher in the Carver Public School System for ten years where she was a member of the School Council, organized and implemented after school MCAS tutoring, and served as the middle school's Literacy Coach. While teaching in Carver, Ms. Goodwin earned a Reading Specialist Certificate from The Massachusetts General Hospital Institute of Health Professions. Ms. Goodwin also has her certification in the practices of Orton-Gillingham, a multi-sensory phonemic approach to reading. She enjoys working with students and being involved in affecting positive school change.|
|Julie Rigo is a MA Certified Reading Specialist. She earned a B.A. from Stonehill College in Early Childhood Education with a multidisciplinary double major of Speech Pathology, Special Needs, and Reading. She also earned an M.S. from Simmons College in Language and Literacy. Julie was the single recipient of the Language and Literacy Award within her graduating class at Simmons. Currently, Julie is working as a middle school reading specialist and as an adjunct professor in the Simmons College Language and Literacy Graduate Program. Julie began her career teaching elementary students with speech and language disabilities. To date, she has worked as a reading specialist at the high school level, elementary level, and most recently at the middle school level. During Julie's work as a reading specialist at these varying levels, she provided multi-sensory direct and explicit reading instruction, managed caseloads of 60+ students, administered reading evaluations for students on her caseload, organized, implemented, and analyzed school-wide reading assessments, chaired grade level data meetings, chaired IEP meetings, organized and supervised district-wide reading professional development, offered ongoing reading workshops, and modeled lessons for teachers. Additional work includes private consulting, Wilson language tutoring, and reading evaluation. Julie has been trained in multiple reading programs including Project Read (Narrative Comp./Expository Comp./Written Expression), Wilson Language (Certified Instructor), Lexia, Read Naturally, and many more. Julie's mission is to strengthen educators' understanding of evidence-based strategy instruction through modeling, evidentiary review, and gradual release of specific skills.|
“Using SRSD in this year's 2nd grade classroom significantly improved the writing of all students. Compared to past years, this group of students is the most capable and most independent group of writers that I have taught. There is no question that SRSD is the cause of this change in ability in the students.”
-Heidi Whipple, 2nd Grade Teacher, Barton Academy
"I absolutely love that SRSD is not a program. It is a set of procedures that I can internalize and integrate into my existing program. I know it is going to have a huge impact! I had huge hopes and expectations for this workshop and they were definitely met. I got goosebumps more than once given the information and promise of gains."
-Karen Devereux, Literacy Specialist, Barton, VT
"I gave Leslie the 6 most challenging students in 3rd grade to work with. I was skeptical of their ability to take on self-regulation as writers, but after 18 lessons all could monitor and self-evaluate short writing pieces."
-Deb Rude, Literacy Specialist, Cumberland RI
Dr. Cynthia Pirani-McGurl, presenting on Common (mis)Understandings about RTI: gaining clarity about what is most important in improving student achievement while in a sea of conceptual confusion
WISC-5 Training Workshop at Smith College
Noveber 14, 2014