Leadership Team

Randy Barth has been the CEO of SRSD Online since 2021, leading the organization with a focus on innovation for effective composition writing instruction. With a rich background in executive leadership, Randy has attracted educational leaders and SRSD researchers, expanding the organization’s reach to impact thousands of classrooms worldwide. His previous experience includes CEO of Honce Oui Media Group, VP of Sales and Marketing for Pixability.com, and CEO of Premier Talent Group. Over the years, Randy has secured high-profile contracts with organizations such as IMEC America, Blue Cross, Berkshire Hathaway, and Verizon. His expertise extends to consulting for major brands, producing impactful documentaries, and speaking as a subject matter expert. Randy’s leadership continues to drive the mission of SRSD Online, bringing excellence in writing education into the digital age.

Chuck Holland is a social enterprise consultant and instructional designer who drives SRSD Online.

In 2015, Chuck’s entrepreneurial spirit led him to co-found SRSD Online, Inc., where he serves as the Business Director and Treasurer. His strategic vision was crucial in establishing the organization, developing its website, and co-creating several online teacher training programs. Chuck’s role extends beyond the business realm. He also mentors school and district leaders in implementing the SRSD writing program, helping transform learning through proven research-based self-regulation processes.

Chuck understands the importance of writing as a crucial job skill. Research shows that 70% of students struggle with writing, and many dislike the process. However, under Chuck’s guidance, hundreds of teachers are now using SRSD research-based strategies that create a love for writing and develop lifelong writers. Self-Regulated Strategy Development (SRSD), a method extensively researched over the past 30 years in over 100 studies, has shown grade-level improvements in just a few weeks when incorporated into writing programs. Chuck takes pride in spearheading the development of SRSD through SRSD Online.

Chuck’s professional journey is rooted in a solid educational foundation. He holds a Bachelor of Science in Physics and a Master of Science in Electrical Engineering from the Georgia Institute of Technology. This academic prowess has been instrumental in his diverse career, which spans computer design, high-tech startups, non-profit social enterprises, and instructional design.

From 2001 to 2015, Chuck was the Co-founder and Business Director of HILL for Literacy, Inc. He transitioned the organization from a grant-dependent project to a revenue-based 501(c)(3). He leveraged HILL’s literacy expertise to develop district-wide literacy transformation programs and co-developed online teacher training programs.

Chuck’s experience extends to the Social Venture Partners (SVP) organizations, where he served as Co-founder and Executive Director of SVP Boston and SVP Rhode Island from 2001 to 2012. He transformed SVP Rhode Island from a donor-based model to a network-based sustainable Social Enterprise Greenhouse, assisting many social ventures in building their businesses and marketing their services.

Earlier in his career, Chuck co-founded several tech startups, including Epoch Systems, Network Integrity, and LiveVault, where he developed and marketed new storage technologies. From 1976 to 1983, he worked on computer architecture and developing new machines at Data General.

Sandy serves as the Academic Director of SRSD Online. In addition to developing the online SRSD writing course, Writing to Learn™, she also trains instructional coaches. She leads her team of SRSD mentors and experts to schools and districts nationwide.

Sandy is an esteemed Educational Consultant with over 50 years of experience in education. She has held various roles, including teacher, professional development coordinator, principal, and academic dean. Sandy earned her Ph.D. in Special Education and Administration from the University of Arizona, an M.S. in Education of the Deaf, and a B.S. in Communicative Disorders from the University of Wisconsin–Stevens Point.

As the founding Executive Director of the HILL for Literacy from 2001-2010 and its President from 2010-2015, Sandy played a pivotal role in supporting reading specialists, literacy coaches, principals, and district administrators in leading nationwide literacy initiatives and co-authored “Leading Literacy Change: Strategies and Tools for Administrators, Teachers, and Coaches,” published by Cambium Learning Sopris West in 2010.

She has been invited to present at numerous state and national conferences and served as the Professional Development Coordinator for the Massachusetts Reading First Plan for six years, where she trained statewide regional Implementation Facilitators and provided professional development to the 120 Reading First school leaders. She was also a Massachusetts Reading Leadership Team member and the Statewide Adolescent Task Force.

Before co-founding the HILL, Dr. Jones was the Academic Dean at The Carroll School, renowned for its focus on children with language-based learning disabilities. She received the Partners in Excellence Award for her contributions at the HILL and the MGH Institute of Health Professions, where she was an associate professor in the Communication Sciences and Disorders graduate program.

As the Research Director at SRSD Online, April brings expertise in writing research, self-regulated strategy development (SRSD), and practice-based professional development. She provides professional development and ongoing implementation support for clients utilizing SRSD across schools and districts. She also spearheads the development and enhancement of online professional development courses, identifies research opportunities in literacy, and maintains crucial relationships with grant partners such as Providence College, AIR, and Texas State University for research activities, data collection, and product development, and most recently collaborates with Laura Hauerwas from Providence College and Juliette Berg from AIR to lead the Scaling SRSD project as part of the EIR Grant S411A210005.

April holds a Ph.D. in Learning, Literacies, and Technologies from Arizona State University, where Dr. Karen R. Harris and Dr. Steve Graham advised her. With a background as a K-8 and college educator, her mission is to empower teachers to implement evidence-based writing instruction in all classrooms. She has extensive experience training educators in SRSD, supporting the scale-up of literacy instruction, and conducting research on writing instruction and professional development. Her work includes collaborating on randomized controlled trials and meta-analyses, publishing in leading journals such as the Journal of Educational Psychology and Reading and Writing, and presenting at numerous national and international conferences.

Before joining SRSD Online, April was a Postdoctoral Research Associate at Texas A&M University, supporting research on SRSD evidence-based writing and reading interventions funded by We-Write Efficacy and SEED grants. Her responsibilities included developing materials, creating intelligent tutor content, co-leading professional development training, supporting teachers with implementation, conducting observations, analyzing data, and publishing research findings. She also taught graduate-level courses on literacy assessment and theories of the reading process.

April’s earlier roles include coordinating a meta-analysis of elementary writing instruction studies at Arizona State University and researching the effectiveness of writing interventions and writing motivation for emergent bilingual students. Her teaching experience includes instruction on evidence-based writing and reading methods, culturally relevant pedagogy, and lesson planning.

April’s leadership prowess is evident in her various positions. She was a Graduate Student Board Member of the American Educational Research Association’s Writing and Literacies Special Interest Group, demonstrating her commitment to the field. As the Teachers College Doctoral Council President, she led her peers and contributed to the academic community. She also served on several committees, including the Early Career Award Committee for Division C: Learning and Instruction, highlighting her dedication to supporting early career professionals.

Dr. Camping’s extensive contributions to writing research and education reflect her dedication to advancing literacy instruction and supporting educators in implementing effective teaching strategies.

Selected Research:

Do children with reading difficulties experience writing difficulties? A meta-analysis.

S Graham, AA Aitken, M Hebert, A Camping, T Santangelo, KR Harris, …

Journal of Educational Psychology 113 (8), 1481

Writing motivational incentives of middle school emergent bilingual students

A Camping, S Graham, C Ng, A Aitken, JM Wilson, J Wdowin

Reading and Writing 33, 2361-2390

A review of research on professional development for multicomponent strategy-focused writing instruction: Knowledge gained and challenges remaining

KR Harris, A Camping, D McKeown

Conceptualizing, designing, implementing, and evaluating writing …

Writing and writing motivation of students identified as English language learners

S Graham, A Camping, KR Harris, AA Aitken, JM Wilson, J Wdowin, C Ng

International Journal of TESOL Studies 3 (1), 1-13

Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2

KR Harris, YS Kim, S Yim, A Camping, S Graham

Contemporary Educational Psychology 73, 102150

Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?

S Graham, KR Harris, M Adkins, A Camping

Reading and Writing 34, 1915-1941

Writing motives and writing achievement of elementary school students from diverse language backgrounds.

A Camping, S Graham, KR Harris

Journal of Educational Psychology

Writing Motivation and Writing Performance of Culturally and Linguistically Diverse Elementary School Students

AB Camping

Arizona State University

Practices of teaching writing: an introduction to the special issue

S Graham, GB Skar, A Camping

Reading and Writing, 1-4

Honoring Steve Graham: Personal Reflections on an Outstanding Scholar, Colleague, and Partner

KR Harris, A Camping

The Hitchhiker’s Guide to Writing Research: A Festschrift for Steve Graham, 3-10

An Analysis of Student Skills and Teacher Practices Across Writing Textbooks in Grades 4 and 5

A Camping, A Stack, A Bristow, K Wijekumar, D McKeown, P Sierra, …

Technology, Knowledge and Learning, 1-18

Effective Practices for Teaching Writing to Students with Disabilities in the United States

A Camping, S Graham

Oxford Research Encyclopedia of Education

Erin FitzPatrick is an Associate Professor at the University of North Carolina at Charlotte, teaching foundational reading and writing courses. She is an expert in Self-Regulated Strategy Development and has conducted hundreds of hours of practice-based professional development for public school teachers and researchers. She has consulted on multiple federally funded grants and published her work in leading literacy journals such as Contemporary Educational Psychology, Reading and Writing: An Interdisciplinary Journal, and Reading & Writing Quarterly: Overcoming Learning Difficulties. Moreover, she is committed to translating the research for practitioners through top practice journals such as the Reading Teacher and Teaching Exceptional Children. She has presented her work nationally and internationally at the conferences of leading literacy organizations such as the International Literacy Association and the American Educational Research Association. She has refined the practice-based professional development model to be effective and efficient for practicing teachers in various settings. Along with her advanced training, she leverages over a decade of experience in urban, upper elementary classrooms to inform her research in effective writing interventions and professional development models, all aimed at improving the writing of young authors.

Selected Works:

FitzPatrick, E., & McKeown, D. (2021). Writing from multiple source texts: SRSD for fifth-grade learners in inclusive settings. Learning Disabilities Research and Practice. 

FitzPatrick, E., & McKeown, D. (2020). Meeting the needs of middle school writers in a special education classroom: SRSD for the informational genre citing text-based evidence. Education and Treatment of Children, 43,71-84.

FitzPatrick, E., & McKeown, D. (2020). How to use audio feedback to improve students’ writing quality. Teaching Exceptional Children. 53(1), 12-22.

McKeown, D., & FitzPatrick, E., Ennis, R., & Sanders, S. (Eds.) (2021). Self-regulated strategy development: A framework for effective instruction across the content areas. [Special issue], Learning Disabilities Research and Practice. 

Ray, A. & FitzPatrick, E. (2022). Practice-based professional development for SRSD writing instruction with secondary teachers. Teaching Exceptional Children. 

Ray, A. & FitzPatrick, E. (2024). Instructional coaches in elementary settings: Writing the wave to success with Self-Regulated Strategy Development for the informational genre. Learning Disabilities Research and Practice.

Editorships:

Remedial and Special Education, Editorial Board Member,

Teacher Education and Special Education, Editorial Board Member,

Learning Disabilities: Research and Practice, Editorial Board Member,

Guest Editor, Learning Disabilities: Research and Practice, Special Issue

Self-regulated Strategy Development: A Framework for Effective Instruction across the Content Areas

Katie Bartel serves as the Operations Manager at SRSD Online, overseeing daily logistics and acting as our primary contact for schools. Her extensive background in academia includes a tenure at the Harvard Kennedy School from 2006 to 2017, where she managed the Science, Technology, and Globalization Project under the late Prof. Calestous Juma and coordinated publications for the esteemed journal International Security at the Belfer Center for Science and International Affairs.

Katie’s passion for mountaineering led her to work as a hiking guide in 2017-2018, and she later transitioned to managing and leading trips for AdventureWomen, a women’s adventure travel company. An avid rock and ice climber, she spends her free time in the mountains and contributes to the Boston Chapter of the Appalachian Mountain Club and the Calestous Juma Legacy Foundation.

Katie’s diverse experience also includes roles such as Project Coordinator for Agricultural Innovation in Africa at Harvard Kennedy School and Administrative Coordinator at Hike Table Mountain in South Africa. She has managed global travel programs, directed marketing and SEO efforts, and led international policy projects, securing significant grant funding. Her academic qualifications include a Master of Arts in International Relations & Global Development Policy from Boston University and a Bachelor of Arts in History from Boston College.

Katie’s expertise spans data science, web maintenance, and languages including French and Twi. She continues to support educational and advocacy initiatives through her varied roles and extensive experience in both academic and adventurous environments. Oh, and she makes great homemade bread!

Stacie is a trusted advisor that drives digital innovation for her clients who range from growing startups to Fortune 100s. She leads an A-team at Provado Labs that works on special projects with unique needs. Her work includes information architecture for a multi-patented infrastructure visualization system for cyber terrain mapping; Devising training for an expert system AI that’s learning highly specialized tasks; chief editor of the software process book “B2C-B2B The Role of a Marketing Continuum in Software Design,” which was an Amazon 2023 Best Seller in the categories of Product Management, UX Design, Expert Systems, and Military Strategy.

At SRSD, she has been the Chief Technology Officer, providing strategic leadership in both internal IT as well as external facing application and content design. She facilitates audience-centric decision-making using insights gained from talking to the entire user ecosystem from learners to educators to researchers and to classroom leaders. SRSD Online courses are based on real in-classroom experiences with students. Stacie ensures that key design choices for online courses, digital apps, system integrations are shaped by the hands-on experiences of users. Stacie also drives the infrastructure of SRSD Online based on these real-world use cases.