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In our first blog, we broke down what High-Quality Instructional Materials (HQIM) are and why they matter to teachers in the United States and Canada. We explained how HQIM sets a quality bar for curriculum and helps schools avoid piecing together instructional materials that may not align with standards or support all students.

But many teachers asked us a follow-up question:

Is SRSD HQIM?

Since SRSD (Self-Regulated Strategy Development) is not a core curriculum, it won’t appear on an HQIM adoption list. But here’s the critical part: SRSD meets the same level of rigor as HQIM and, more importantly, brings HQIM to life in classrooms.

This blog explores how SRSD aligns with HQIM expectations, how it strengthens provincial and state curriculum systems, and why it should be considered one of the strongest examples of Curriculum-Based Professional Learning (CBPL).

What Is Self-Regulated Strategy Development (SRSD)?

At its core, SRSD is an evidence-based instructional framework designed to help students become effective, independent writers. It was created by researchers Karen Harris and Steve Graham and has been tested for more than 40 years across grade levels, student populations, and instructional settings.

SRSD guides teachers through six clear stages of instruction:

1. Develop background knowledge: Students build an understanding of the genre and the strategies they will use.
2. Discuss it: Teachers and students discuss why the strategy matters and when to use it.
3. Model it: Teachers demonstrate with think-alouds so students can “see” the invisible steps of planning, drafting, and revising.
4. Memorize it: Students internalize the strategy and key prompts.
5. Support it: Students practice with scaffolds, feedback, and teacher guidance.
6. Independent performance: Students apply strategies on their own with increasing independence.

This process helps students master genre-specific strategies such as TREE (Topic sentence, Reasons, Explanations, Ending) for opinion/argument writing and TIDE (Topic, Important information, Details, Ending) for informative writing.

SRSD is more than a writing method. It’s about teaching students how to regulate their learning, set goals, monitor progress, and reflect on outcomes. Think of it as a self-regulation plus strategy instruction model.

The What Works Clearinghouse recognizes SRSD as an evidence-based practice with positive effects on writing quality, especially for students with disabilities. Meta-analyses by Graham & Perin (2007), Harris & Graham (2009), and Graham et al. (2012) show moderate to large effect sizes, making SRSD one of the most effective writing interventions studied in education.

Why HQIM Alone Isn’t Enough

High-quality instructional materials (HQIM) are essential. They give schools content that is aligned, coherent, and equitable. Adopting strong materials is the first step toward consistent, standards-based instruction.

But here’s the catch: materials alone don’t change outcomes.

The Research Is Clear

Large-scale studies confirm this. A Harvard Center for Education Policy Research review concluded that “current levels of curriculum usage and professional development, textbook choice alone does not seem to improve student achievement” (CEPR, Harvard). In other words, swapping one set of materials for another doesn’t automatically lead to better results if nothing else changes.

The National Institute for Excellence in Teaching (NIET) put it more bluntly:

“High-quality curriculum without teacher supports is not going to have a positive impact. Availability isn’t usage, and usage ‘in some fashion’ isn’t going to move the needle on student outcomes.” (NIET)

Similarly, a research synthesis on instructional materials found that their potential is often “underutilized” in classrooms unless paired with role-specific professional learning and coaching directly tied to the curriculum (Instructional Materials Research Synthesis).

Why Teachers Matter Most

The difference is clear: teachers are the deciding factor. Even the best curriculum can fall flat in practice without strong instructional routines. Teachers need opportunities to learn how to bring materials to life, to adapt lessons for their students, and to receive feedback and coaching along the way.

That’s why states like Louisiana, Massachusetts, and Tennessee, leaders in the HQIM movement, don’t stop at curriculum adoption. They pair HQIM with professional learning that is directly tied to those materials. Teachers don’t just get the “what”; they get the “how.”

The SRSD Advantage

This is precisely the gap SRSD fills. SRSD is not a replacement for HQIM. Instead, it provides the instructional routines and strategies that make materials effective. When teachers use SRSD, they:

• Model writing strategies explicitly.
• Guide students through planning, drafting, and revising.
• Teach self-regulation so students stay motivated and persistent.

The result? Students engage deeply with the curriculum rather than skimming its surface. Teachers don’t just deliver materials; they empower writers.

SRSD as Curriculum-Based Professional Learning (CBPL)

One of the most critical insights from HQIM research is this:

A strong curriculum is necessary, but not sufficient.

Teachers need professional learning that demonstrates how to implement those materials with fidelity. That’s what educators now call Curriculum-Based Professional Learning (CBPL).

CBPL is not a generic workshop. It is:

• Curriculum-tied: Focused on the actual instructional materials teachers will use.
• Job-embedded: Happening in classrooms, during planning, and in coaching cycles.
• Sustained: Ongoing, not a one-and-done session.
• Collaborative: Teachers working together, sharing strategies, and reflecting.

The Kentucky Department of Education defines it this way:

“Curriculum-based professional learning (CBPL) supports educators as they implement the local curriculum using high-quality instructional resources (HQIRs)… and focuses on how to teach a specific content area or grade level using the instructional resource(s) teachers will then use with their students.” (KDE CBPL Guidance)

Ohio’s Department of Education adds that CBPL is essential to move from adopting high-quality materials to real student learning (Ohio CBPL Guidance).

SRSD is one of the strongest examples of CBPL because it:

• Provides evidence-based strategies that slot directly into curriculum units.
• Gives teachers clear, replicable routines that coaches and leaders can observe and support.
• It has an extensive research base  shows positive effects for all students, including multilingual learners and students with disabilities.
• Encourages collaboration and reflection, as teachers plan, model, and refine strategies together.

Rivet Education’s Professional Learning Partner Guide (PLPG) is the best-known national directory for CBPL providers. SRSD fits squarely within the vision of what Rivet calls for: high-quality professional learning that helps teachers implement HQIM with fidelity.

How SRSD Meets HQIM Criteria in the Classroom

In our first blog on HQIM, I explained how reviews from EdReports and state panels like Massachusetts CURATE evaluate curriculum for alignment, usability, assessment, and equity.

This blog is different: instead of reviewing HQIM criteria, we’ll show you how SRSD brings those criteria to life in instruction.

• Alignment & Coherence: HQIM asks whether materials align with standards and build logically across grades. SRSD provides strategies (like TREE and TIDE) that map directly onto writing standards and create vertical coherence across grade levels. Students use the same strategy language year after year, building fluency.
• Usability & Teacher Supports: HQIM reviewers look for lesson-level clarity. SRSD gives teachers a six-stage “instructional spine” that is observable, repeatable, and coachable. This usability ensures teachers know what to teach and how to prepare it.
• Assessment & Monitoring: HQIM emphasizes formative assessment. SRSD embeds assessment into instruction through goal-setting, self-monitoring, rubrics, and reflection. Teachers see learning as it happens.
• Equity & Access: HQIM requires inclusivity for multilingual learners and students with disabilities. SRSD research shows it works especially well for these students by making invisible thought processes visible through modeling and scaffolding.

In other words, if you read an HQIM rubric as a checklist for classroom practice, SRSD checks every box.

How SRSD Strengthens Provincial Curriculum Systems in Canada

Canada doesn’t have a national HQIM process. Each province maintains its own list of authorized or recommended instructional materials. In our first blog, I detailed how those systems work.

The key point is simple here: SRSD strengthens provincial curriculum systems by ensuring that approved materials lead to real learning gains.

• Ontario (Trillium List): SRSD routines integrate with Trillium-approved textbooks, giving teachers the instructional strategies to make those texts effective.
• Alberta (Authorized Learning Resources): The ALR database provides approved programs. SRSD ensures teachers implement those programs consistently and effectively.
• British Columbia (Focused Education Resources): Focused ED emphasizes inclusivity and cultural responsiveness. SRSD supports this by promoting student voice, self-regulation, and metacognitive reflection.
• Saskatchewan: Ministry-recommended resources set the “what.” SRSD provides the “how.”
• Nova Scotia (NSSBB Authorized Resources): SRSD is the instructional engine behind provincially approved content.
• Québec (BAMD List): While SRSD is not an official didactic material on the BAMD list, it aligns with its emphasis on effectiveness, inclusion, and teacher support.

Across provinces, the story is the same: curriculum lists determine what resources are available. SRSD ensures students benefit from them.

The Classroom Test: Is SRSD HQIM?

Strictly speaking, SRSD is not HQIM because it isn’t a full curriculum. But the answer is clear if you apply HQIM’s standards for daily instruction. SRSD is a “yes” to all of these:

• Is SRSD aligned to standards and curriculum?
• Does it provide usable teacher supports?
• Does it embed assessment and reflection?
• Does it support equity for diverse learners?
• Does research back it?

By every meaningful measure, SRSD meets HQIM’s expectations and adds the essential element of teaching that HQIM frameworks often leave out.

The Big Picture

HQIM matters because it ensures schools adopt aligned, high-quality instructional materials. But implementation matters just as much. Without strong strategies, students may never experience the full benefit of those materials.

SRSD fills that gap. It is an evidence-based instructional framework that provides students with strategies, routines, and self-regulation practices to thrive. It ensures that the curriculum isn’t just delivered, it’s learned.

So while you won’t see SRSD on an official HQIM adoption list, it passes the classroom test with flying colors. Teachers and leaders who pair HQIM with SRSD get the best of both worlds:

• High-quality materials that set the foundation.
• Evidence-based instruction that makes those materials work for all students.

The conclusion is simple: SRSD is not HQIM on paper, but it embodies everything HQIM is designed to achieve in practice.

Sources for Further Reading

• EdReports HQIM Reviews
• Massachusetts CURATE
• Rivet Education: CBPL Framework
• Alberta Authorized Learning Resources
• Focused Education Resources (BC)
• Graham, S., & Perin, D. (2007). Writing Next. Carnegie Corporation.
• Harris, K. R., & Graham, S. (2009). Self-Regulated Strategy Development in Writing: An Overview.
• Graham, S., McKeown, D., Kiuhara, S., & Harris, K. (2012). Meta-analysis of writing instruction for students in elementary grades.

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Enhancing Student Engagement Through Superior Educational Content

If you’ve been in a school meeting lately, you’ve probably heard the term High-Quality Instructional Materials (HQIM). At first, it may sound like another piece of education jargon. But HQIM isn’t just a passing trend. It represents a shift in how schools in the United States and Canada think about curriculum, equity, and student success.

This blog will explain what HQIM means, how it works in the U.S. and Canada, and, most importantly, why it matters to educators in everyday classrooms. And, yes, SRSD is HQIM! I will talk all about that in our next blog.

Why HQIM Became a Priority

For decades, many teachers worked with a mix of materials: district-provided textbooks, their own lesson banks, and educational resources pulled from the internet. Some of those materials were excellent. Others were misaligned, inconsistent, or left gaps in instruction.

National studies revealed just how uneven this landscape was. Research from RAND found that teachers often rely on self-created lessons or websites like Teachers Pay Teachers, where quality and alignment vary widely. Meanwhile, state test scores and international benchmarks like PISA continued to show significant inequities in student learning outcomes.

Policymakers, researchers, and school leaders asked: What if we could guarantee every classroom access to strong, standards-aligned materials, regardless of zip code?

That question led to the rise of HQIM.

What Does HQIM Actually Mean?

The simplest way to define HQIM is: instructional materials that meet a high bar for alignment, usability, and equity.

Let’s break those words down:

• Aligned: HQIM connects directly to state or provincial standards. Teachers don’t have to guess if the lesson covers required skills.
• Coherent: Lessons build logically over time, helping students make connections and deepen understanding.
• Usable: Materials provide clear guidance so teachers can focus on teaching, not rewriting lessons.
• Equitable: HQIM includes supports and scaffolds so that multilingual learners, students with disabilities, and struggling readers can access the content.

In short, HQIM ensures that the “what” of teaching, the texts, tasks, and units we use, is as strong as possible.

HQIM in the United States

In the U.S., HQIM is closely tied to independent review organizations and state processes. The goal is to remove some of the guesswork from adoption decisions.

EdReports

EdReports is perhaps the best-known organization in this space. It publishes free K–12 ELA, math, and science curricula reviews. Expert reviewers, often classroom teachers, examine programs for alignment to college and career-ready standards, usability, and quality of instruction.

Districts can see at a glance whether a program meets expectations, partially meets expectations, or does not meet expectations. This transparency helps districts move beyond glossy marketing materials from publishers.

State-level Systems

Some states go further by running their own HQIM processes.

• Louisiana was an early leader, creating its own review rubric and encouraging districts to adopt only “Tier 1” materials.
• Massachusetts launched CURATE, where panels of teachers review programs and publish short, easy-to-use reports.
• Other states, like Texas and Tennessee, have also adopted vetting systems to steer schools toward high-quality curricula.

The trend is clear: more states are pressuring districts to adopt only programs with high-quality instructional materials and strong ratings through improved instructional design.

HQIM in Canada

Canada takes a different approach because education is a provincial responsibility. There is no national EdReports-style system. Instead, each province (and sometimes individual districts) handles resource approval.

Here are a few examples:

• Ontario: The Trillium List is the province’s official list of approved textbooks. Schools are expected to choose from this list for core subjects.
• Alberta: Schools use the Authorized Learning Resources database to find provincially approved resources.
• British Columbia: Approval is decentralized. Districts can choose resources, often using Focused Education Resources tools, which also evaluate materials for social considerations like cultural representation and inclusivity.
• Saskatchewan: The Ministry of Education publishes recommended or core resource lists aligned to the provincial curriculum.
• Nova Scotia: Teachers access the Nova Scotia School Book Bureau for authorized resources.
• Québec: The BAMD list is the official repository of approved didactic materials; schools must choose from it.

The systems look different, but the goals echo the U.S.: give teachers access to vetted, curriculum-aligned, and inclusive resources.

Why HQIM Matters for Teachers

It’s easy to think of HQIM as something only administrators worry about. But the reality is that the choice of materials impacts your daily teaching life. Here’s how:

1. HQIM Saves Time

Teachers often spend hours searching online for lessons. HQIM reduces this burden by providing ready-to-use lessons and teacher guides. Instead of reinventing the wheel, you can spend your prep time thinking about how to adapt materials for your students.

2. HQIM Builds Consistency across Classrooms

When everyone in a grade level or district uses the same strong materials, students benefit from a more consistent experience. This consistency matters when students move schools or when teachers collaborate across classrooms.

3. HQIM Supports Diverse Learners

Strong materials include scaffolds, visual supports, language routines, and multiple entry points. This ensures that multilingual learners, students with disabilities, and students at different readiness levels can all participate meaningfully.

4. HQIM Lets You Focus on the “How” of Teaching

Instead of worrying if the curriculum is aligned, you can put your energy into the strategies, routines, and relationships that bring learning to life.

Challenges and Criticisms

Of course, HQIM isn’t a magic wand. Teachers and leaders have raised some critical challenges:

• Implementation Takes Time: Even the best materials need strong professional learning for teachers. Without training, HQIM can feel overwhelming.
• Cost: High-quality programs often have a high price tag, limiting access in underfunded districts.
• Local Fit: Sometimes HQIM materials don’t match a community’s context or students’ cultural backgrounds. Teachers may need to adapt lessons to make them relevant.
• Over-Reliance on Programs: HQIM is powerful but not a replacement for teacher expertise. Materials are tools; teachers are the ones who make them work.

Recognizing these challenges helps schools avoid treating HQIM as a checklist item and instead focus on implementation that supports teachers and students.

Key Differences Between the U.S. and Canada

To recap, here’s how HQIM differs across the two countries:

• United States: HQIM is tied to large-scale review systems like EdReports and state-level processes like CURATE. Many states now encourage or require districts to adopt only “green-rated” materials.
• Canada: Each province manages its own system. While Ontario, Alberta, Québec, and others maintain official lists, British Columbia and some smaller provinces give districts more flexibility.

For teachers, the practical experience is similar: strong HQIM helps ensure access to aligned, usable, and inclusive resources.

What Teachers Can Do

Even though HQIM adoption often happens at the district or provincial level, teachers can play an active role. Here are a few ways:

• Ask Questions During Adoption: Does the curriculum align with standards? Does it include support for multilingual learners and students with disabilities?
• Advocate for Professional Learning: HQIM works best when paired with training. Ask your leaders what support will be provided.
• Adapt Thoughtfully: Strong materials are a foundation, but your students’ needs and effective pedagogy will always guide your choices. Use HQIM as a base and adapt where necessary.
• Collaborate Across Classrooms: Consistency is one of HQIM’s biggest strengths. Work with colleagues to ensure students are coherently experiencing strategies and routines.

The Bottom Line

HQIM is not just another buzzword. It’s a serious effort to ensure that what we teach students every day is rigorous, aligned, and inclusive.

In the U.S., this means using systems like EdReports and state adoption processes. In Canada, it means following provincial approval lists and resources.

But remember: materials alone don’t guarantee learning. The magic happens when strong materials meet strong teaching. Teachers bring HQIM to life through modeling, discussion, scaffolding, and support for diverse learners.

In other words: HQIM matters—but so do you.

Sources for Further Reading

• EdReports HQIM Reviews
• Massachusetts CURATE
• RAND American Teacher Panel
• Ontario Trillium List
• Alberta Authorized Learning Resources
• Focused Education Resources (BC)
• Nova Scotia School Book Bureau

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When we think about improving student writing, the research is clear: it’s not enough for teachers to attend one-day workshops or hear about “best practices.” What really moves the needle is professional development (PD) that is practice-based: PBPD that helps teachers learn, try out, reflect on, and embed instructional practices in their own classrooms, with support over time. This kind of PD aligns closely with the Self-Regulated Strategy Development (SRSD) model. In fact, a randomized controlled study by Harris et al. (2012) shows how practice-based professional development (PBPD) tied to SRSD can produce strong improvements in student writing (Harris et al., 2012).

In this blog, I’ll define practice-based Professional Development (PBPD), summarize what we learn from Harris et al. (2012) and other research on effective PD, then offer practical suggestions for how middle school teachers (especially those teaching grades 6–8) can use PBPD to improve writing outcomes in their classrooms.

What Is Practice-Based Professional Development?

Practice-based professional development means PD that is not just about theory or strategy in the abstract, but that is tied tightly to teachers’ actual classroom work. Key features include:

• Active learning: Teachers engage in learning by doing—modeling, rehearsing, trying out new strategies, analyzing student work, etc.
• Classroom-embedded: The PD involves materials, genres, or tasks teachers already use (or will use) with their students.
• Ongoing support and feedback: Rather than a “one and done” session, teachers receive help over time through coaching, peer observation, feedback, and reflection opportunities (Desimone, 2009).
• Tailoring to student needs: Teachers examine their students’ writing, strengths, and weaknesses and adjust instruction accordingly.
• Collaborative learning: Teachers work together, grade teams, cross-grade, or in partnership with universities, to share practices, observe each other, provide feedback, and problem solve (Borko, 2004).

Practice-based PD differs from generic workshops in that it is more sustained and contextual and aims for fidelity in implementation and relevance to student outcomes.

What We Learn from Harris et al. (2012): PBPD + SRSD in Elementary Grades

Harris and colleagues’ 2012 study, Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study, provides strong evidence of how PBPD can work. Here are the main lessons:

1. Setting
   • The study involved 20 teachers (grades 2 and 3) in three rural elementary schools. Teachers were randomly assigned to use SRSD in either story writing or opinion essay writing.
   • The PD was tied to a broader three-tiered prevention model, combining academic, behavioral, and social supports.
2. What the PD looked like
   • Intensive initial PD: about 12–14 hours in small teams, using materials they’d actually use with students; teachers practiced lessons, observed models, etc.
   • Support after training: observations in about one out of every three lessons, feedback, and help with problem-solving. Teachers used checklists, shared exemplar student work, and adapted lessons to student needs.
3. What happened to students
   • Students in SRSD (PBPD) classrooms showed significant gains in writing quality, inclusion of genre elements (story or opinion), and transitions (for opinion essays).
   • Teachers implemented with high fidelity, and teachers and students viewed the instruction as socially valid (they believed it mattered and was acceptable).
4. Challenges and caveats
   • Time constraints limited the number of sessions (max 24 class sessions), which may have limited growth on some measures.
   • Story writing was more complex for young students; opinion essays showed clearer gains.
   • The study did not include very intensive coaching beyond observations, so the impact of extended coaching remains an open question.

(Harris et al., 2012)

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Other Research on Effective PD / PBPD

To place the Harris et al. study in a broader context, here are other recent, credible studies and reviews that tell us what makes PD effective, particularly for writing and student growth.

1. These features overlap strongly with what Harris et al. did in their PBPD in SRSD:
   • Content focused (specific subject matter)
   • Active learning
   • Collaboration among teachers
   • Models of effective practice
   • Coaching or expert support
   • Feedback and reflection
   • Sustained duration over time (Learning Policy Institute, 2017)
2. Sims, Fletcher-Wood, & O’Mara-Eves (2022): This meta-analysis of 104 randomized controlled trials found that PD programs are most effective when they combine “causally active components” that support insight, goal setting, technique, and practice (UCL CEPEO Report).
3. Meta-analyses and reviews:
   • A meta-analysis of STEM PD found that programs with more than ~80 hours of training yield larger impacts on pedagogy and student outcomes (Darling-Hammond et al., 2017).
   • Another review (Ventista, 2023) found that continuous PD that includes training, coaching, and collaboration improves student learning.
4. Characteristics & obstacles:
   • PD fails when disconnected from teachers’ daily work, practice isn’t built in, or follow-up is absent (Learning Forward).
   • Teachers need time, resources, and support for implementation, or PD risks burnout and low fidelity.

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Practice-Based Coaching (PBC): A Model for Sustained Teacher Growth

Another model closely tied to practice-based professional development is Practice-Based Coaching (PBC). PBC is a structured approach that supports teachers in applying evidence-based practices with fidelity through ongoing, job-embedded learning cycles. Each cycle includes three components: setting shared goals and creating an action plan, focused observation of teaching practices, and collaborative reflection with feedback. Unlike traditional PD workshops that end once training is over, PBC provides continuous support in the classroom, ensuring that teachers receive feedback and can refine their practice in real time (Office of Head Start, 2020).

In many ways, PBC can serve as the engine that keeps PBPD moving forward. Shared goal-setting and observation cycles help teachers stay accountable, while reflection and feedback encourage growth and problem-solving. Research from the Office of Head Start and others shows that PBC strengthens teacher implementation and positively impacts student outcomes when applied consistently. For schools looking to integrate SRSD or other writing frameworks, embedding PBC into PBPD ensures that teachers learn strategies and sustain them with confidence and fidelity over time.

Applying PBPD in Middle School Writing: Strategies & Suggestions

Given what the research shows, here are practical tips for middle school (grades 6–8) teachers or instructional leaders looking to implement PBPD, especially to improve writing outcomes:

1. Diagnose Teachers’ and Students’ Needs: Collect baseline writing samples and analyze areas of strength/weakness. Align PD goals to real student needs (Learning Policy Institute, 2017).
2. Select PD Content: Focus on genres and self-regulation strategies (e.g., SRSD).
3. Plan PD with Active Learning & Modeling: Use authentic materials and exemplars.
4. Provide Ongoing Coaching / Observation / Feedback: Coaching cycles are essential (Sims et al., 2022).
5. Encourage Teacher Collaboration – Build collective expertise through grade teams.
6. Use Frequent Reflection & Adjustment – Analyze student work as evidence of impact.
7. Sustain PD – Duration, Follow-through, Scaling – Effective PD requires time and institutional support (Darling-Hammond et al., 2017).

How PBPD Aligns with SRSD (for Middle School Writing)

• Recursion of SRSD stages as PD itself – Teachers mirror the same learn → observe → model → support → independent practice cycle.
• Genre focus – Argumentative, explanatory, and narrative genres can be emphasized through PBPD.
• Self-regulation for teachers and students – Goal-setting, monitoring, and reflection benefit both.
• Social validity & teacher beliefs – Teachers must believe in the value and feasibility of the strategies (Harris et al., 2012).

Key Metrics to Know It’s Working

• Teacher implementation fidelity
• Teacher attitudes and beliefs about PD
• Student writing quality, coherence, and use of strategies
• Student confidence and ownership in writing
• Sustainability over time

Why This Matters: Impacts on Students & Equity

PBPD goes beyond skills training. Research suggests it:

• Improves student agency and ownership through self-regulation strategies.
• Helps close achievement gaps, especially for struggling students or multilingual learners (Harris et al., 2012).
• Builds teacher efficacy, confidence, and retention (Learning Forward).
• Promotes long-term skill transfer across writing and learning contexts.

References

• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. Link
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Link
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. Link
• Harris, K. R., Lane, K. L., Graham, S., Brindle, M., Sandmel, K., Driscoll, S., & Schatschneider, C. (2012). Practice-Based Professional Development for Self-Regulated Strategies Development in Writing: A Randomized Controlled Study. Journal of Teacher Education, 63(2), 103–119. 
• Learning Forward. (n.d.). Standards for Professional Learning. Link
• Office of Head Start. (2020). Practice-Based Coaching (PBC). Link
• Sims, S., Fletcher-Wood, H., & O’Mara-Eves, A. (2022). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. UCL Centre for Education Policy & Equalising Opportunities (CEPEO). Link
• Ventista, O. (2023). What makes teacher professional development effective? A systematic review and meta-analysis. Teaching and Teacher Education, 122, 103951. 

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What Happens When Teachers Learn SRSD Online? Real Results from Middle School Classrooms

You know the challenge if you teach writing in grades 6–8. Standards keep rising, time feels short, and many students struggle with argumentative writing. Planning, organizing, and supporting a claim with evidence often trips them up. Too often, it feels like you’re pulling strategies from different programs and hoping something sticks while also trying to keep students motivated.

The good news: research shows that Self-Regulated Strategy Development (SRSD) can make a real difference. A recent peer-reviewed study found that teaching and student writing improve when teachers learn SRSD through online, practice-based professional development (PBPD) with coaching. The approach works in real schools with real constraints, and it helps students write stronger argumentative essays with clear structure, claims, evidence, and counterarguments.

This blog unpacks the study in teacher-friendly terms. You’ll see why SRSD works in middle schools, what online PD with coaching looks like, and how you can use these strategies to support your students.

The Study in Plain Language

Study: Ray, Mason, Connor, & Williams (2024), Education Sciences
Focus: Can online PBPD + coaching help teachers implement SRSD for argumentative writing? Do students’ essays improve?
Who: 5 middle school teachers across Washington, Kentucky, and New York; 55 students with disabilities or below-proficient writing skills
How: Teachers completed 14 asynchronous modules, joined two live PBPD sessions, and received ongoing coaching. They taught SRSD strategies for argumentative essays, including the general strategy POW (Pull apart the prompt, Organize notes, Write and say more) and the genre strategy HIT SONGS³.
What was measured: Teacher fidelity, quality of instruction, student planning, essay length, essay quality, inclusion of genre elements, transitions, and student confidence.

Headline findings:

• Teachers implemented SRSD with high fidelity and quality.
• Students showed significant gains in planning, length, overall quality, and inclusion of argumentative elements.
• Students reported higher confidence in their writing abilities.
• Both teachers and students rated the approach as highly useful and acceptable.

Why This Matters for Your Classroom

Telling students to “write more” doesn’t solve the problem. Without strategies, time on task often leads to frustration, not growth. Students need a clear path to plan, draft, revise, and monitor their efforts. That is where SRSD comes in.

This study proves that teachers can learn SRSD through online modules and coaching, and more importantly, they can implement it with quality. The impact shows up in the writing that matters most, argumentative essays that require structure, evidence, and clear support for claims.

What Is SRSD?

SRSD is a research-based framework for teaching writing. It blends strategies, explicit instruction, and self-regulation to help students take control of their writing.

• Six stages of instruction: Develop background knowledge, Discuss it, Model it, Memorize it, Support it, and Independent performance.
• General strategies: Such as POWre for breaking down prompts, organizing notes, and elaborating on ideas.
• Genre-specific strategies: Such as HIT SONGS³ for argumentative writing, which guides students through crafting a hook, thesis, reasons with evidence, counterarguments, and a strong conclusion.
• Self-regulation: Students set goals, use positive self-talk, monitor progress, and evaluate their work.

The teacher models the moves of an expert writer, and students practice with scaffolds. Over time, support fades, and students gain independence. The result is stronger writing, clearer essays, and more confident learners.

What Online PBPD + Coaching Looked Like

Teachers in the study didn’t just read about SRSD, they learned it in a structured, supportive way:

1. 14 short online modules they could watch and revisit anytime.
2. Two live sessions to practice lessons with peers and get real-time feedback.
3. Ongoing coaching with email check-ins and one-on-one meetings.
4. Ready-to-teach resources like organizers, exemplars, and rubrics.
5. Clear expectations with checklists to track fidelity and quality.

This professional development model gave teachers practical support while respecting their time and needs.

The Results for Teachers

• High fidelity: Teachers followed the SRSD structure as intended, with observers rating fidelity at 86%.
• High quality: Lessons were well-paced, engaging, and responsive to students (96% quality rating).
• High social validity: Teachers found the strategies useful, reasonable, and appropriate for middle school.

Teachers reported that SRSD gave them confidence to teach argumentative writing and provide meaningful feedback. They planned to keep using the strategies and recommended them to their peers.

The Results for Students

For the 55 participating students, all with disabilities or below-proficient writing skills, results were powerful:

• Planning: Students used strategy-aligned plans and improved them while drafting.
• Length: Essays expanded to four or five paragraphs with a clear structure.
• Quality: Writing became more organized, detailed, and persuasive.
• Argumentative elements: Essays included hooks, thesis statements, evidence, and summaries.
• Confidence: Students felt more capable of writing argumentative essays.

Transitions needed more support, which did not improve as much as other elements. This suggests that teachers may need to add mini-lessons on transitions during later stages.

Why SRSD Works for Argumentative Writing

Argumentative writing in middle school is demanding. Students must:

• Understand a complex prompt.
• Select relevant evidence from sources.
• Organize their claim and support logically.
• Anticipate counterarguments.
• Write with a clear structure and revise with purpose.

SRSD directly addresses these challenges:

• POW streamlines the process: pull apart the prompt, organize notes, and write more.
• HIT SONGS³ provides a checklist for structure in student-friendly terms.
• Self-talk routines keep students moving forward when they feel stuck.
• Graphic organizers and modeled think-alouds make expert techniques visible.

With practice, students internalize these writing techniques. They set goals, monitor progress, and reflect, which makes writing strategies stick and builds durable skills.

What It Looks Like in a Unit

Here’s how SRSD unfolds step by step:

1. Develop and discuss: Introduce argumentative writing, share exemplars, and set goals.
2. Model it: Read sources, annotate, pull apart the prompt, and write an essay for students. Model self-talk.
3. Memorize it: Practice strategy names, run retrieval drills, and personalize self-statements.
4. Support it by co-writing essays, working in groups, and gradually fading scaffolds. If needed, add mini-lessons on transitions or evidence.
5. Independent performance: Students draft their argumentative essays, check their work against the strategy, and reflect on progress.

This isn’t about formulas. It’s about teaching students how to think and write like real writers.

What Teachers Loved

Teachers in the study, and many in SRSD classrooms, appreciated:

• Clarity: The six stages create a steady path for instruction.
• Reusability: The same framework adapts to other genres.
• Confidence: Teachers felt prepared to give specific feedback.
• Student ownership: Learners used their voice and supported their claims with evidence.
• Transfer: Students applied strategies in other classes and on tests.

One teacher noted that students remembered HIT SONGS³ and used it beyond English class, indicating that strategies were sticking.

How SRSD Online Mirrors the Evidence

The PD model tested in the study is exactly how SRSD Online designs its courses:

• Asynchronous micro-modules for flexibility.
• Student-ready resources including slides, rubrics, and exemplars.
• Live coaching to address pacing, differentiation, and challenges.
• Built-in self-regulation supports for diverse learners.
• Progress monitoring tools that don’t add grading burden.

Our approach helps you adapt SRSD to your curriculum while staying true to the strategies.

Common Concerns Answered

“I don’t have time.”
You don’t need extra minutes. SRSD makes existing writing time more effective by giving students strategies and structure.

“My students are too different.”
SRSD was designed for diverse learners, including those with disabilities and multilingual backgrounds. Supports can be scaled up or down.

“We already have a program.”
SRSD is a framework, not a replacement curriculum. It strengthens what you already use by adding strategies and resources.

“Will this help with state tests?”
Yes. The study focused on argumentative writing from sources—the same task on most assessments. Students improved in planning, evidence use, and essay quality.

Quick Wins You Can Try Next Week

1. Teach POW during your next source-based prompt.
2. Model one paragraph with a think-aloud, naming each strategic move.
3. Post self-statements in your classroom: “What must I do?” “Use my plan.”
4. Graph one class goal, like “two pieces of source evidence per reason,” and track progress.
5. Run a 10-minute mini-lesson on transitions with examples for contrast, cause/effect, and addition.

These moves give students a taste of SRSD and build momentum.

For Coaches and Leaders

SRSD fits perfectly in multi-tiered systems of support (MTSS). It offers:

• Teacher-centered professional development.
• Practice and feedback for fidelity.
• Coaching that solves problems quickly.
• Data tools for actionable feedback.
• Sustainable strategies that stay with teachers.

SRSD provides a coherent pathway for Tier 1 and Tier 2 writing supports, ensuring students build lasting strategies.

Limitations and Lessons

The study had no control group, and one teacher couldn’t teach all the lessons. Still, two key lessons emerged:

1. Fidelity matters: students make bigger gains when teachers teach the stages as intended.
2. Transitions need extra attention: brief, focused mini-lessons can close the gap.

The study shows that online PBPD plus coaching leads to meaningful gains even with these limits.

The Bottom Line

Teachers learned SRSD online, taught it with fidelity, and saw real results. Students planned, wrote, and produced clearer, more complete argumentative essays. They felt confident, and teachers valued the strategies enough to use them.

This is the kind of progress schools need: practical, sustainable, and evidence-based.

Ready to See SRSD in Action?

At SRSD Online, you can:

• Explore Writing to Learn™ courses for grades K–5 and 6–12.
• Access ready-to-use resources like student-facing slides and organizers.
• Join live coaching sessions to plan your first unit and troubleshoot.
• Use implementation tools for MTSS, curriculum alignment, and monitoring.

Bring a colleague or your grade-level team, and we’ll help you start strong.

Reference

Ray, A. B., Mason, T. E., Connor, K. E., & Williams, C. S. (2024). Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms. Education Sciences, 14(6), 603. https://doi.org/10.3390/educsci14060603

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Implementing Effective Writing Solutions for Students in Need

Within a Multi-Tiered System of Supports (MTSS), Tier 3 is the most intensive level of intervention. Only a small percentage of students receive this individualized, high-frequency support, but for them, it is often the difference between continued struggle and measurable progress.

When we think about Tier 3 writing intervention, we usually work with students who experience persistent challenges in areas such as planning, organizing ideas, generating sentences, maintaining attention, or managing the anxiety that accompanies writing. For many, writing difficulties are compounded by decoding, fluency, comprehension, or other reading difficulties.

It’s important to stress that Tier 3 isn’t a separate universe. It follows the same logic as Tiers 1 and 2. The difference is intensity: instruction is more explicit, more precise, more frequent, and driven by close progress monitoring. Decisions are based on data, and instruction is continually adjusted. (MTSS4Success)

When Tier 3 succeeds, schools stop guessing and commit to evidence-based instruction. That means identifying a small set of high-leverage skills, choosing evidence-based strategies, setting clear goals, teaching explicitly, and checking progress frequently enough to make real-time adjustments. That description aligns directly with Self-Regulated Strategy Development (SRSD), a framework built for students who need individualized instruction, and it has decades of evidence to prove it works.

A Quick History: SRSD before “Tier 3” Existed

The language of MTSS and “Tier 3” is relatively new, but SRSD has predated it for decades. In the early 1980s, Dr. Karen R. Harris and Dr. Steve Graham began working with students with significant writing difficulties and learning disabilities. They observed that traditional instruction wasn’t sufficient. Students needed explicit instruction in writing strategies and the self-regulation processes that drive learning: setting goals, engaging in positive self-talk, monitoring progress, and reflecting on success.

This blend of explicit strategy instruction and self-regulation became SRSD. Over the next 40 years, study after study confirmed its effectiveness not only for students with disabilities but also for struggling writers, typical learners, and advanced writers. (Institute of Education Sciences)

Today, SRSD is widely recognized by the research community and independent reviewers as an evidence-based practice in writing instruction. While refinements continue, the foundation remains the same: teach strategies explicitly, promote self-regulation, and gradually release responsibility to the student. (SAGE Journals)

What Tier 3 Writing Intervention Looks Like

In most schools, Tier 3 writing support has four defining features:

• Intensity and Time: Daily or near-daily sessions, often 40–60 minutes, delivered in addition to core instruction.
• Individualization: Each plan targets a particular set of skills, such as writing a clear topic sentence, generating reasons, or using transitions effectively. Instruction adapts as progress monitoring data comes in.
• Frequent Progress Monitoring: Weekly (or more frequent) checks inform decisions about when to increase support, adjust goals, or fade scaffolds.
• Instructional Match: Students work on grade-level-aligned tasks broken into manageable steps, supported by explicit modeling, guided practice, feedback, and repeated opportunities for success.

SRSD aligns perfectly with this model. It provides named, research-tested strategies like TREE for opinion writing and TIDE for informative writing. It offers a predictable lesson routine that blends explicit teaching with self-regulation practices. Most importantly, it builds the internal goal setting, monitoring, and reflection habits that struggling writers need to become independent.

Why SRSD Is So Effective for Tier 3

1. It addresses the real bottlenecks.
Tier 3 writers struggle most with planning, organization, and sustaining effort. SRSD tackles these directly: students learn to generate ideas before drafting, structure writing around clear patterns (e.g., topic–reasons–ending), and use self-regulation tools like goal setting and checklists to stay on track.

2. It has a proven track record with struggling writers.
Multiple studies, including research with students with learning disabilities, show significant gains in writing quality, length, and organization after SRSD instruction. Students taught with SRSD consistently outperform peers receiving traditional instruction, and many show increased motivation to write.

3. It works across tiers.
The same strategies used in Tier 1 and Tier 2 classrooms can be intensified for Tier 3 by slowing the pace, modeling more often, and keeping supports in place longer. This consistency reduces stigma and makes it easier for students to transfer what they learn in the intervention back into the general classroom.

4. It builds independence rather than dependence.
Tier 3 is not meant to be a permanent placement. SRSD helps students internalize the moves of good writers: setting goals, talking themselves through challenges, checking their work against a strategy, and celebrating success. As students master these habits, they can confidently return to less intensive supports.

SRSD’s Six Stages, Adapted for Tier 3

SRSD is taught through six flexible stages. In Tier 3, each stage tightens to provide more repetition, structure, and feedback.

1. Develop Background Knowledge
Identify the specific barriers to effective writing, such as difficulty generating ideas, organizing reasons, or adding evidence. Start with a brief warm-up that primes students to think about reasons, examples, and transitions.

2. Discuss It
Make the strategy’s purpose clear: “This helps me plan so I don’t stare at a blank page.” Turn broad goals into concrete targets (e.g., “two clear reasons with one example each”). Tie goals to the student’s values, like finishing on time or feeling proud to share work.

3. Model It (Think-Aloud)
Provide frequent, short models instead of one long demonstration. Narrate self-talk (“If I get stuck, I check my TREE strategy”). Model overcoming mistakes or writer’s block, not just the polished version.

4. Memorize It
In Tier 3, mnemonics must become automatic. Over-teach TREE, TIDE, or POW+TREE using call-and-response, quick checks, and personal cue cards. Students should be able to recite and explain the strategy steps before applying them in writing.

5. Support It (Guided Practice)
This stage requires the most time. Begin with structured prompts and graphic organizers, then gradually fade to mnemonic cards and memory. Provide immediate, specific feedback tied to strategy steps.

6. Independent Performance
Supports remain nearby but discreet, such as a strategy card taped inside a notebook. Weekly progress monitoring and student self-checks continue. Supports are faded only when data show consistent success.

Sample Tier 3 SRSD Plan

Student Profile

A sixth-grade student with a history of learning disabilities in writing produces short, unorganized responses and often avoids writing. Goals for the next 6–8 weeks are:

• Use TREE to plan and draft a paragraph with one opinion, two reasons, and a wrap-up.
• Change the goal the student sets after accomplishing the first one.
• Complete a self-monitoring checklist in under 2 minutes after each write.

Schedule

Tier 3 requires frequent, intensive practice to build fluency and confidence. Sessions occur:

• Frequency: 5 times per week
• Duration: 45 minutes each
• Format: 1:1 or 1:2 instruction to allow individualized attention

Session Routine

• 5-minute Strategy Warm-Up: Oral rehearsal of TREE and one quick review question anchors the student in the strategy and creates predictability.
• 5–8 minute Model & Discussion: The teacher models one step of TREE with a think-aloud, explaining why it helps. Short, frequent models reinforce learning.
• 20–25 minute Guided or Independent Writing: Students begin with scaffolds like graphic organizers and gradually rely only on mnemonic cards. Teacher feedback is immediate and specific.
• 5 minutes Self-Monitoring & Goal Reflection: Student completes a self-checklist, reflects on progress, and may briefly conference with the teacher.
• 2–5 minutes Progress Tracking: Teacher logs checklist completion and rubric data.

Progress Monitoring

Weekly short writes are scored with a focused rubric (organization + reasons + wrap-up) and word count. The aim is steady growth, not perfection. Scaffolds are adjusted based on data to ensure responsiveness.

What the Research Says

• Strong effects for struggling writers and students with disabilities. SRSD instruction leads to improved writing quality, length, and organization, with gains surpassing those of typical instruction. (SAGE Journals)
• Meta-analytic support. Reviews across decades show SRSD produces large, statistically significant effects for students with and without disabilities. (acuresearchbank)
• Independent recognition. The What Works Clearinghouse has published an intervention report on SRSD, validating its evidence base for leaders. (Institute of Education Sciences)

How Tier 3 Connects to Tiers 1 and 2

When schools use SRSD in Tier 1, Tier 3 becomes far more efficient. Students already recognize the mnemonics, have seen think-alouds, and understand the language of self-regulation. Tier 3 can then zero in on filling deep gaps like generating reasons or adding evidence rather than reteaching the whole framework. This shared foundation is a key reason SRSD scales seamlessly across all tiers of instruction.

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Practical Tips for Tier 3 with SRSD

1. Tighten your aim. Select one or two must-address skills for 4–8 weeks (e.g., plan with TREE; add examples to reasons). Small wins build motivation.
2. Over-teach self-regulation. Have students verbalize strategies, set micro-goals, and complete self-checks. Seeing themselves succeed fuels persistence.
3. Write short, write often. Multiple brief writings yield more data, feedback cycles, and less avoidance than one long assignment.
4. Keep data simple. Track words written, rubric scores, and independence. Share graphs with students weekly to highlight progress.
5. Connect to content areas. Use science and social studies prompts so students experience transfer to the curriculum.
6. Involve families. Provide simple at-home routines such as “Ask me to say my TREE steps,” or “Listen as I explain my two reasons.”

When Progress Stalls

Even with strong instruction, plateaus happen. Here are quick adjustments:

• Zoom in further: Break goals into smaller targets (e.g., one detail per reason).
• Re-model the shaky step: Pinpoint the problem area and model it again the next day.
• Shift the entry point: Try oral rehearsal or sentence starters before drafting.
• Reset goals: Set an easier target to rebuild confidence and momentum.

What Leaders Should Know

For administrators and coaches, Tier 3 success depends on systems:

• Materials: Cue cards, graphic organizers, self-monitoring sheets.
• Time: Protected daily Tier 3 slots, even in tight schedules.
• Data cadence: Decide what to track weekly and review regularly.
• PD & coaching: Give teachers time to practice think-alouds and analyze Tier 3 data in coaching cycles.
• Continuity: Encourage Tier 1 teachers to use the same mnemonics and language so students move across tiers smoothly.

Credible Places to Learn More

• National Center on Intensive Intervention – Tools and guides linking intensive intervention with MTSS, including progress monitoring.  (Intensive Intervention)
• Center on MTSS – Clear explanations and visuals on Tier 3 for staff development. (MTSS4Success)
• What Works Clearinghouse SRSD Report – Independent review of SRSD’s origins and effects. Institute of Education Sciences
• Research on SRSD with struggling writers and students with learning disabilities – Harris, Graham & Mason (2006); Saddler (2006/2007); Graham (2005); and meta-analytic reviews. (ResearchGate)

The Takeaway for Teachers

Tier 3 writing intervention is not mysterious—it’s focused, frequent, and responsive. For students with persistent reading difficulties, challenges with fluency or comprehension, or learning disabilities, success hinges on explicit instruction, individualized goals, and progress monitoring.

SRSD provides a clear structure: teach a strategy explicitly, build self-regulation, and collect data to guide next steps. Because SRSD operates seamlessly across tiers, students don’t feel like they’re in a different system when receiving Tier 3 support. Instead, they experience consistency, clarity, and, most importantly, academic success.

If your school already implements SRSD in Tiers 1 and 2, adding a targeted Tier 3 cycle is the natural next step. It completes the picture: a coherent, tiered intervention system where every student, including those who struggle the most, has a way forward grounded in evidence, individualized instruction, and daily wins.

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Key Differences Between Tier 1 and Tier 2 Writing Interventions

One of the biggest trends in schools right now is the use of MTSS (Multi-Tiered System of Supports). Teachers hear about it in meetings. Leaders bring it up in professional development. Parents even ask how it works. MTSS is not new, but more districts are leaning on it to guide literacy decisions.

Most conversations focus on reading and math, and writing is often overlooked. That is starting to change. Districts realize that students cannot succeed without strong writing and need a plan for how writing fits into Tier 1 and Tier 2.

We believe this is a current trend for two reasons:

1. Policy pressure. State standards and tests require source-based writing. Schools cannot meet benchmarks without writing instruction at every level.
2. Equity needs. NAEP data show that only about one in four students writes proficiently. Students with disabilities and multilingual learners are especially at risk.

This blog is meant to make the subject feel less overwhelming. We’ll explain how writing fits into MTSS and show how SRSD can help teachers feel confident with Tier 1 and Tier 2 supports.

MTSS in Plain Language

MTSS is a school-wide framework. The goal is to ensure all students get the proper support at the right time. It has three tiers:

• Tier 1: Core instruction for all students. High-quality teaching is what every child receives.
• Tier 2: Targeted small-group support for students who need extra help.
• Tier 3: Intensive, individualized intervention for a few students with significant needs.

Research shows that outcomes improve across subjects when MTSS is applied well (Fuchs & Fuchs, 2017). But writing is often underdeveloped in MTSS plans. Teachers may have a reading scope and sequence, yet little guidance for writing beyond daily assignments.

Note on Tier 3: Intensive Writing Intervention Tier 3 in MTSS is reserved for the few students who need intensive, individualized support. In writing, this often includes students with learning disabilities or significant difficulties who require one-on-one or highly specialized small-group instruction. Interventions at this level are frequent, closely monitored, and tailored to each student’s specific needs. SRSD has a strong evidence base with these learners, showing that explicit strategy instruction paired with self-regulation can make meaningful gains even for students who struggle the most.

Why This Blog Focuses on Tiers 1 and 2 While Tier 3 is essential, this post focuses on Tiers 1 and 2 because these are the levels where most schools are currently building writing supports. Strong Tier 1 instruction ensures all students have access to clear, consistent writing strategies. An effective Tier 2 intervention provides targeted help for those who need more. Together, these tiers prevent many students from slipping through the cracks and reduce the number who require Tier 3. I’ll return to Tier 3 in my next post dedicated to intensive interventions and special education.

Why Writing belongs in Tier 1

Tier 1 is about giving all students strong instruction. Writing needs to be part of this core because it is a skill every student must master.

A Common Paragraph Structure

One way schools strengthen Tier 1 writing is by teaching a shared paragraph structure. For example, students across grades learn how to build a topic sentence, add reasons or evidence, and wrap up with a conclusion. This creates consistency.

When teachers share a structure, students know what is expected from grade to grade. Research shows that explicit instruction in text structure boosts writing outcomes (Graham & Perin, 2007).

PLC Rubrics

Another Tier 1 move is using common rubrics in PLCs (Professional Learning Communities). A shared rubric makes writing expectations clear across classrooms, ensuring that the content being assessed is consistent and fair and allowing for the effective measurement of student progress. It also helps teachers talk about student work using the same language.

For example, a rubric might highlight organization, use of evidence, and clarity. Teachers can then compare notes: “Our fifth graders are strong at topic sentences but weak in supporting details.” This leads to aligned instruction and less guesswork.

SRSD and Tier 1

SRSD fits Tier 1 because it is both explicit and flexible. The strategies (like TREE for opinion writing or TIDE for informative writing) give students a roadmap for paragraphs and essays. The self-regulation tools (goal setting, self-talk, self-monitoring) make writing feel doable.

Meta-analyses confirm that SRSD strongly affects general education classrooms (Graham et al., 2013). It works as a Tier 1 support because it raises the quality of all core writing and reading instruction.

Why Writing belongs in Tier 2

Tier 2 is for students who need more than core instruction. These students are not meeting grade-level expectations and require targeted support.

Small-Group Focus

Tier 2 often occurs in small groups, utilizing additional resources to support targeted instruction. Students might work with a literacy coach, interventionist, or classroom teacher. The goal is to give extra time and scaffolding.

For writing, this might mean:

• Extra modeling of how to plan with a graphic organizer.
• Guided practice writing sentences before paragraphs.
• Close progress monitoring with feedback loops.

Addressing Specific Needs

Some students struggle with sentence construction. Others have ideas but cannot organize them. Research shows that targeted support in sentence combining, strategy instruction, and handwriting/typing fluency can make a difference (Graham, McKeown, Kiuhara, & Harris, 2012).

Tier 2 is the place for this kind of tailored help. The intervention should connect to Tier 1, not replace it.

SRSD and Tier 2

SRSD shines in Tier 2 because it is evidence-based for struggling writers, including students with learning disabilities (Harris et al., 2008). Teachers can slow the pacing, add more modeling, or provide extra graphic organizers.

A study by Saddler (2006) showed that struggling writers who learned SRSD strategies outperformed peers in both composition quality and length. This proves that SRSD is effective in general classrooms and powerful for intervention.

How Tier 1 and Tier 2 Work Together

The strength of MTSS is that the tiers connect. Tier 1 lays the foundation. Tier 2 builds on it with more intensity.

Here’s an example:

• Tier 1: All fourth graders learn TREE for opinion writing. They practice using mentor texts and write essays together.
• Tier 2: A small group of four students who are still struggling meets three times a week. The teacher re-teaches TREE with extra modeling, then guides them through writing one reason at a time.

Because the strategy is the same, students do not feel singled out. They get more practice with the tools they already know. This creates consistency and confidence.

Addressing Teacher Concerns

“We Don’t Have Time.”

Time is always tight, but integration is key. Writing can be embedded into reading lessons, and SRSD strategies fit within existing blocks, so no new time slot is needed.

“Our PLCs Don’t Talk About Writing.”

PLC rubrics can help. The conversation shifts when teachers bring writing samples to the table with a shared rubric. Everyone starts to see patterns and next steps.

“I’m Not Trained in Writing Intervention.”

Many teachers feel underprepared to teach writing. Professional learning is crucial. SRSD training teaches teachers how to model, guide, and scaffold writing. Once they see it in action, they feel more confident supporting Tier 1 and Tier 2.

A Classroom Example

Imagine a middle school that has made writing a school-wide priority within MTSS.

At Tier 1, every teacher, ELA, science, and social studies, uses the same common paragraph structure. In PLCs, teachers use a rubric to review writing samples once a month. Students begin to see writing as consistent across subjects.

At Tier 2, the literacy coach runs a small group for students who scored below the benchmark, utilizing progress monitoring to track their improvements over time. She uses formative assessments alongside SRSD with extra modeling and daily self-monitoring checklists. Over six weeks, students move from writing incomplete responses to producing whole, organized paragraphs.

The result: a school where writing is not an afterthought, but a visible part of the MTSS system.

Conclusion and Call to Action

Writing must be part of MTSS, emphasizing differentiated instruction to meet the diverse needs of all students. Without it, students miss half of literacy. At Tier 1, schools can create consistency with common structures and rubrics. At Tier 2, they can provide targeted, research-based interventions.

The science is clear. As stated above, meta-analyses show that explicit strategy instruction improves writing across the board. Studies confirm that SRSD is one of the most effective interventions for both general and struggling writers (Harris & Graham, 2019).

At SRSD Online, we help schools make this vision real. Our Writing to Learn™ courses give teachers the tools to support Tier 1. Our professional learning shows how to adapt SRSD for Tier 2. With both levels, MTSS becomes a framework where writing is no longer left behind.

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I’ve been asked to dive deeper into SRSD, specifically for teachers. 

Teaching writing instruction is one of the most challenging jobs in the classroom. Students often stare at a blank page, unsure where to start. Others write quickly but without structure or detail. Even strong readers can freeze when asked to explain their thinking in writing.

You’re not alone if you’ve ever wished for a reliable roadmap that helps students plan, draft, and revise confidently. The good news: such a roadmap exists. It’s called Self-Regulated Strategy Development (SRSD).

The Role of Self-Regulation in Writing Instruction

SRSD is more than a set of tricks. It’s an evidence-based practice that blends writing strategies with self-regulation skills so students learn how to write and how to manage themselves as writers. Over the past 40 years, SRSD has been tested in classrooms from elementary to high school, and the results are consistently impressive: students write more, write better, and feel more confident in their ability to communicate.

This guide will introduce you to SRSD, explain why it works so well, and explain how teachers like you can start exploring it.

What Exactly Is SRSD?

Self-Regulated Strategy Development (SRSD) is a six-stage instructional framework that combines two things:

1. Explicit strategies for writing: how to plan, organize, and develop essays in different genres (opinion, informative, narrative).
2. Self-regulation skills: goal setting, self-talk, self-monitoring, and reflection that keep students motivated and on track.

In other words, SRSD helps students become both strategic and self-regulated. They learn to use proven writing tools and manage their learning process.

It’s not a replacement curriculum. Instead, SRSD is a flexible framework you can apply with the texts, prompts, and assignments you already use. Whether your students are writing a science lab report, a persuasive letter in ELA, or a reflection in social studies, SRSD gives them tools to plan, draft, and revise with greater confidence.

SRSD Is Not

We focus on ideation, composition, organization, and self-regulation strategies because research shows this approach is most effective. Addressing too many aspects of writing all at once, like including spelling, grammar, and handwriting, can overwhelm students and create negative experiences. By staying aligned with SRSD research and using evidence-based practices, we target what’s often missing in curricula and ensure every lesson remains evidence-based.

Play the “What Is SRSD” video by clicking this image:

Why SRSD Stands Out

Lots of programs promise to improve writing.  So, what makes SRSD different?

• It’s built on research. More than 200 studies and multiple meta-analyses show large, positive effects for SRSD on student writing quality, length, and motivation. In fact, SRSD is consistently ranked among the most effective writing interventions available.
• It works for every type of student. Struggling writers, multilingual learners, students with disabilities, and advanced students all benefit. Teachers report that reluctant writers start taking risks, while higher-achieving writers learn to stretch and refine their skills.
• It develops lifelong life skills. Because SRSD teaches self-regulation (not just writing), students carry these habits into other subjects. They learn how to set goals, monitor progress, and reflect. Skills that matter in math, science, and life.
• It fits into real classrooms. SRSD doesn’t ask teachers to throw out their curriculum. Instead, it enhances what you’re already teaching by giving students strategies that make writing tasks manageable.

The Heart of SRSD: Six Stages

SRSD is taught through six recursive stages. Think of these as steps that guide students from teacher support to independence.

1. Develop Background Knowledge

Before students can write, they need the proper foundation. This stage builds key skills like writing vocabulary, strategy knowledge, and understanding of the genre, using mentor texts to illustrate what good writing looks like. For example, before writing an opinion essay, you might review what a good essay looks like.

2. Discuss It

Next, the teacher and students talk openly about why the strategy matters. You connect writing to real-world purposes and invite students to set personal goals while seeking their feedback on the process. This stage helps students buy in by showing them that writing strategies, supported by assessment, make a difference.

3. Model It

This is where you, the teacher, show the strategy in action. Using think-alouds, you demonstrate your writing process: planning with a graphic organizer, drafting step by step, revising, and checking your work. Students see that even skilled writers like you pause, rethink, and problem-solve. It makes the invisible, visible!

4. Memorize It

Students commit the strategy steps to memory. This often involves mnemonics like TREE (Topic, Reasons, Explain, Ending) for opinion writing, TIDE for informative writing, and C-SPACE for narrative. Chants, posters, and repeated practice help cement the process.

5. Support It

With teacher guidance, students start to use the strategies themselves. You provide explicit writing instruction, scaffolds, prompts, and feedback as they practice. Peer collaboration often happens here, with students planning and drafting together before moving to solo work.

6. Independent Performance

Finally, students take the strategy and run with it. They plan, write, and revise on their own. They also use self-regulation tools like checklists and self-talk to stay on track. Over time, the strategies become automatic and transferable to new writing tasks.

Important: These stages are not one-way steps. Students often cycle back to earlier stages when learning a new genre or when extra support is needed.

What Makes SRSD So Powerful?

1. Writing Becomes Doable

SRSD breaks down the writing process into small, manageable steps. Instead of telling students “Write a persuasive essay,” you’re giving them a clear recipe they can follow. This reduces being overwhelmed and builds confidence.

2. Students Learn to Self-Regulate

Many students struggle because they lack strategies to manage themselves. SRSD directly teaches tools like:

• Goal setting: “My goal is to provide three reasons in this essay.”
• Self-monitoring: “Did I explain each reason?”
• Positive self-talk: “I can do this. If I get stuck, I’ll check my organizer.”
• Self-reinforcement: “I finished my draft! That deserves a high-five.”

3. Motivation Improves

When students see their own growth, they want to keep going. Teachers report that reluctant writers start asking for more time to write, and previously disengaged students take pride in their work.

4. It Builds Transferable Skills

Because SRSD blends strategies with self-regulation, students don’t just learn this essay type. They learn how to tackle any writing task in ELA, science, social studies, or beyond.

How SRSD Looks in Real Classrooms

Let’s imagine how SRSD might play out in three different grade levels.

• Grade 3 Opinion Writing: Students write about whether pets should be allowed in school. Using the TREE strategy, they plan a topic sentence, three reasons, supporting details, and a conclusion. The teacher models a think-aloud, and students practice with partners before writing independently.
• Middle School Science: Students use TIDE to write up their findings after a lab experiment. They structure their report with a clear topic, important details from the experiment, explanations, and a conclusion. Self-talk helps them stay focused: “Did I explain why my results matter?”
• High School History: Students are asked to write a document-based question (DBQ). They apply SRSD strategies to organize evidence, build an argument, and include counterarguments. Goal setting and self-monitoring help them manage the complexity of multiple sources.

Common Teacher Concerns

When teachers first hear about SRSD, they often have questions. Here are a few, with honest answers:

• “Do I have time for this?” At first, SRSD lessons may feel longer. But once students learn the routines, writing becomes faster and smoother. Many teachers find they actually save time because students need less reteaching.
• “Will it fit with my curriculum?” Yes. Think of SRSD as a method or a framework, not a separate program. You can use it with any curriculum like Wonders, Amplify, CKLA, EL, science units, social studies prompts, or even test prep, and it incorporates explicit instruction to guide students effectively.
• “What if my students resist?” Some will. However, resistance usually fades when students realize that the strategies actually make writing easier. Modeling your own struggles (“Hmm, I don’t know what to write yet, so I’ll look back at my organizer”) helps normalize the process.
• “Is this only for struggling writers?” No. While SRSD is incredibly effective for students with disabilities and multilingual learners, advanced students also benefit. They learn to add depth, organization, and precision to their writing.

Practical Tips to Get Started

1. Choose one genre (opinion or informative is easiest to start).
2. Pick a strategy mnemonic (TREE, TIDE, or another).
3. Plan your lessons 
4. Model often by thinking aloud and writing in front of students. Show mistakes and how you decide on revisions.
5. Use organizers and checklists until students internalize the steps.
6. Celebrate small wins like effort, improvement, and persistence.

Why Teachers Stick With SRSD

Teachers implementing SRSD often describe a turning point: writing no longer feels like pulling teeth. Instead, it becomes a structured, purposeful part of the day.

Here’s what they report:

• Students who used to write two sentences now write full paragraphs.
• Classroom discussions about writing are richer because students have language and strategies to talk about their choices.
• The “I can’t write” attitude fades as students begin to trust themselves as writers.

One teacher put it this way: “SRSD didn’t just change how my students write. It changed how they think.”

Final Thoughts

SRSD is more than a writing strategy; it’s a comprehensive approach to writing instruction that transforms how students engage with writing tasks. It’s a way to help students become confident, independent learners who can tackle tough tasks with clear strategies and self-belief.

For teachers, it’s a flexible framework comprising evidence-based writing instruction practices that work alongside your existing curriculum to enhance literacy skills. For students, it’s a set of tools that make writing possible and even enjoyable.

The evidence is clear: SRSD improves writing outcomes across grade levels, subjects, and student populations. But beyond the research, the real power of SRSD shows up in everyday classrooms: in the third grader who finally fills a page, the eighth grader who organizes a thoughtful essay, and the high schooler who walks into a test believing, “I can do this.”

If you’re ready to see your students grow as writers and learners, SRSD is a proven place to start.

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Evidence-Based Foundational Writing Skills 

In my last post, I explored five practical writing strategies for elementary students, from graphic organizers to self-talk and peer feedback. These tools give students a clear starting point, help them structure their writing, and build confidence in their own abilities.

But many teachers ask the next natural question: “How do I pull all these strategies together into a system that really works?”

That’s what this post is all about. I’ll look at a proven, research-based framework that organizes these strategies into a powerful sequence of instruction. Decades of studies show that this approach helps elementary students, from kindergartners to fifth graders, and struggling writers to high achievers, grow into confident, independent writers.

Why Strategies Alone Aren’t Enough

Teaching a single strategy can spark short-term progress. For example, a graphic organizer helps students structure ideas for one assignment. But if we stop there, students may not transfer that learning to the next task.

Research in writing instruction is clear: strategies stick when taught within a broader framework that includes modeling, guided practice, and self-regulation. In other words, we need to teach how to use the strategies, why they matter, and how students can take ownership of them over time.

That’s where the Self-Regulated Strategy Development (SRSD) framework comes in.

What Is SRSD?

At its core, SRSD is both a teaching method and a learning process that significantly enhances writing skills. Literacy researchers Dr. Karen Harris and Dr. Steve Graham developed it, wanting to answer a big question: How can we teach writing in a way that works for every student, especially those who struggle?

Their solution was to combine explicit writing strategies with self-regulation skills like goal setting, self-talk, and reflection. The result is a classroom-tested approach that has been studied in hundreds of classrooms across the U.S. and around the world.

SRSD is not a replacement curriculum. Instead, teachers can weave a flexible framework into any writing program or subject area. Whether you use CKLA, Wonders, Benchmark, or your own units of study, SRSD provides the missing link: the step-by-step process for teaching students how to use strategies effectively and independently as part of their writing process.

The Six Stages of SRSD — Explained Simply

SRSD unfolds in six stages. Teachers don’t have to follow them rigidly, but the sequence matters because it gradually shifts responsibility from teacher to student.

1. Develop Background Knowledge

Students need the right foundation before they can use a strategy. In this stage, teachers build vocabulary, genre, and content knowledge. For example, before teaching opinion writing, spend time reading mentor texts, discussing what makes a strong opinion, and practicing with simple examples.

2. Discuss It

Here, students and teachers discuss the strategy: What does it mean? When would we use it? Why does it help? This stage enhances engagement by motivating students and making the purpose clear.

3. Model It

This is the heart of SRSD. Teachers think aloud and model the strategy’s entire process, including the self-regulation tools. For example: “I’m going to use TREE to plan my opinion. My topic is ‘Should we have homework?’ My first reason is… Oh, wait, that’s not strong enough, let me try again.” Students see the invisible thought process of a writer.

4. Memorize It

Students learn to internalize the strategy so they can use it without constant scaffolds. Mnemonics like TREE (Topic, Reasons, Explanation, Ending) and TIDE (Topic, Important details, Details explained, Ending) are easy for kids to remember and use.

5. Support It

In this stage, teachers provide guided practice. Students try the strategy with scaffolds, feedback, and encouragement. Over time, supports are gradually removed.

6. Independent Performance

Finally, students use the strategy on their own. By this point in the writing process, they can plan, draft, and revise independently, not just for one assignment, but across subjects and genres.

Why SRSD Works: The Research

What makes SRSD unique is its evidence base. In fact, SRSD is one of the most well-researched writing interventions in the world.

• A meta-analysis of SRSD studies found very large effect sizes on writing quality, organization, and length.
• The approach benefits all students, including those with learning disabilities, ADHD, or language barriers.
• Gains are not just immediate; they last over time and transfer to new writing tasks.

Researchers often describe SRSD results as “over the moon.” And classroom teachers confirm it: once students know the strategies and self-regulation tools, writing stops being a mystery.

What SRSD Looks Like in an Elementary Classroom

Let’s make this concrete. Imagine you’re teaching fourth graders to write informative essays about animal habitats.

1. Develop Background Knowledge: Students read short passages about polar bears, deserts, and rainforests. Together, you highlight essential vocabulary and concepts.
2. Discuss It: You explain the TIDE strategy (Topic, Important details, Details explained, Ending) and ask students when they might use it.
3. Model It: In front of the class, you write a short essay about polar bears. You say things like: “I want to start with a clear topic sentence: ‘Polar bears live in the Arctic.’ Now, what’s my first important detail?”
4. Memorize It: Students practice chanting “T-I-D-E” and create a colorful anchor chart to hang in the classroom.
5. Support It: Students plan essays with a partner, using mentor texts, a graphic organizer, and your guidance.
6. Independent Performance: Finally, each student writes an independent essay, using the strategy without scaffolds to enhance their writing skills.

By the end of the unit, your students will not only know more about animal habitats but also know how to tackle future informative writing tasks with confidence.

The Self-Regulation Side

One of the most powerful features of SRSD is its emphasis on self-regulation. Instead of just telling students what to do, SRSD equips them to:

• Set goals: “Today I’m going to add at least three reasons to my opinion essay.”
• Use self-talk: “I can do this. If I get stuck, I’ll look back at my organizer.”
• Monitor progress: “Did I use all the parts of TREE?”
• Reflect: “Next time I’ll add more details to my explanations.”

These habits extend beyond writing. Students start applying them in reading, math, and even personal challenges. That’s why teachers often say SRSD doesn’t just create better writers, it makes more confident learners.

How SRSD Connects to the Strategies from Blog 1

If you read our first blog, you’ll notice that SRSD doesn’t replace those strategies; it organizes and strengthens them.

• Graphic Organizers? Used heavily in the Support It stage.
• Sentence Starters? Integrated during Discuss It and Model It.
• Self-Talk? Explicitly taught in self-regulation routines.
• Modeling? Central to the Model It stage.
• Peer Feedback? Encouraged during Support It and Independent Performance to boost student engagement.

In other words, SRSD is the framework that makes those individual strategies stick and transfer across assignments.

Getting Started with SRSD

Although the idea of six stages may sound complex, SRSD is designed to be teacher-friendly and flexible. You don’t need to overhaul your curriculum or education plans to start using it.

Here are three practical steps:

1. Pick one strategy (like TREE for opinion writing) and teach it using the SRSD stages.
2. Model and think aloud more than you think you need to. Students learn as much from watching your process as from writing themselves.
3. Encourage self-talk and goal setting early and often. Even a simple reminder — “Writers, check if you have your topic sentence!” builds self-regulation habits.

Over time, you can expand to more genres, strategies, and independence.

What Teachers Say about SRSD

Teachers who use SRSD consistently share three themes:

• Clarity: They finally feel like they have a roadmap for teaching writing.
• Confidence: Struggling writers begin to see themselves as capable.
• Transfer: Students apply strategies across subjects — in science reports, social studies essays, and even personal narratives.

As one elementary teacher put it: “For the first time, my students weren’t asking me what to write. They knew how to get started and what to do next.”

Conclusion: A Framework That Lasts

Teaching writing skills can feel overwhelming, especially when every student is at a different level. But with the right framework, writing instruction becomes manageable, effective, and even joyful.

The Self-Regulated Strategy Development framework gives teachers a step-by-step process for teaching writing strategies in a way that sticks. It combines explicit instruction with self-regulation, creating better writing outcomes and more confident, independent learners.

If you’ve ever felt stuck wondering how to make writing strategies work long-term, SRSD is the answer.

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Five Writing Strategies for Elementary Students

Writing is one of the most important skills we teach in elementary school. It helps students organize their thoughts, communicate clearly, and build confidence in their own voices. Yet for many teachers, the writing process and instruction feel like an uphill climb. Some students love to talk but freeze when asked to put their ideas on paper. Others can generate ideas but struggle to give their writing structure. For many children, writing simply feels overwhelming.

The good news is this: research shows that explicit writing strategies make a big difference. When students learn how to approach writing step by step, they improve their papers and start to see themselves as writers.

In this post, I’ll explore five practical writing strategies and practice techniques for elementary students that any teacher can introduce in their classroom. These strategies are evidence-informed, classroom-tested, and flexible enough for grades K–5.

Why Writing Strategies Matter in Elementary Grades

Elementary school is the foundation for lifelong literacy. Improving writing skills strengthens reading comprehension, supports content learning in science and social studies, and encourages critical thinking. Students who write regularly perform better on assessments and become more confident learners.

Yet many curricula underemphasize writing or treat it as something students will “pick up” naturally. Without explicit instruction, students are left to guess what good writers do. Teaching writing strategies changes the game.

• Strategies make writing visible. They show students what successful writers do when planning, drafting, and revising.
• Strategies build independence. Instead of waiting for a teacher to guide every step, students learn tools they can apply independently.
• Strategies boost motivation and engagement. Writing feels less intimidating when students have a plan that they know works.

With that in mind, consider five strategies you can bring into your classroom this year.

1. Use Graphic Organizers to Build Structure

One of the most powerful tools for elementary writers is the graphic organizer. Students often have ideas but struggle to structure them into a coherent piece. A simple organizer provides a visual roadmap that makes writing less abstract.

Two classroom-tested examples:

• TREE (Topic sentence, Reasons, Explanation, Ending) is perfect for opinion writing.
• TIDE (Topic sentence, Important details, Details explained, Ending) is ideal for informative writing.

These organizers break complex writing tasks into manageable parts. Younger students can use pictures or symbols in the boxes, while older students can jot down whole sentences.

Classroom tip: Model how to fill out the organizer with a shared writing example. For instance, if your class is debating “Should recess be longer?”, demonstrate how to write the topic sentence, brainstorm reasons, and support each one with explanations.

2. Provide Sentence Starters and Frames

For emerging writers, the hardest part is often just getting started. Sentence starters and writing frames give students a safe entry point into writing.

Examples of sentence starters:

• In my opinion…
• One reason is…
• For example…
• In conclusion…

Over time, students move beyond the frames, but in the beginning, using mentor texts as supports can unlock fluency and confidence through practice.

Classroom tip: Post sentence starters on an anchor chart or provide a laminated “transition card” at each desk. Encourage students to experiment by combining starters in new ways.

3. Teach Students to Use Self-Talk 

Strong writers often coach themselves as they work: “Does this sentence make sense?” or “I need to explain this idea more clearly.” We can teach elementary students the same habit to enhance their writing skills.

Simple self-talk prompts:

• What’s my goal for this piece?
• Did I include enough details?
• How can I make my ending stronger?

Students can say these questions out loud at first, then gradually internalize them. Self-talk builds self-regulation, the ability to monitor and adjust their own work.

Classroom tip: Model self-talk while writing in front of your students. Let them hear you pause and say, “Hmm, I don’t like that sentence yet. I’ll try it another way.”

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4. Model and Think Aloud as a Writer

One of the most powerful teaching moves in writing instruction is to write in front of your students. This demystifies the process and shows them that even skilled writers make mistakes, change their minds, and revise.

How to model effectively:

• Use chart paper, a document camera, or an interactive whiteboard.
• Talk aloud about your thought process: “I want my topic sentence to be strong, so I’ll try starting with a question.”
• Emphasize that writing is a process, not a one-and-done task.

Students who see their teacher wrestling with word choice or structure learn that this struggle occurs every day and can be solved with strategies.

Classroom tip: Set aside 5–10 minutes for “live writing” at the start of each new unit. Keep it short and authentic.

5. Make Revision and Peer Feedback Simple and Routine

Many students think the first draft is the final draft, but understanding the writing process can help them see the value in revision. To change this mindset, we need to normalize revision and peer feedback in manageable ways for elementary classrooms.

Age-appropriate revision strategies:

• Use a “two stars and a wish” system: two things the student did well, and one suggestion for improvement.
• Focus revision on one specific goal (e.g., adding details, improving endings) instead of overwhelming students with everything at once.
• Provide checklists tailored to the genre: opinion, narrative, or informative.

Classroom tip: Pair students for a 5-minute feedback swap after drafting. Keep the process structured and positive to build confidence.

When should elementary students practice writing?

Integrating writing practice into students’ daily routines is essential for developing their skills effectively. Regular exposure and diverse writing opportunities enhance fluency and build confidence in young learners, making writing a natural and enjoyable part of their academic experience.

Moreover, it is beneficial to incorporate writing practice into various subjects throughout the day. When students are engaged in science projects, social studies discussions, or even math problem-solving, encouraging them to write about their observations, analyses, and conclusions can reinforce content comprehension and writing abilities. Such interdisciplinary writing activities help students see the practical applications of writing skills.

Encouraging students to keep journals or writing logs can further promote habitual practice. These personal writing exercises allow children to express thoughts and feelings creatively, without the pressure of formal assessment. By valuing structured and free-form writing, students grow comfortable experimenting with language, syntax, and expression, fostering a positive attitude toward writing.

Ultimately, emphasizing the importance of consistency in writing practice, alongside meaningful feedback from teachers and peers, fosters a classroom environment where students view writing as an assignment and a valuable tool for communication and learning. This holistic approach inspires students to engage with writing autonomously, cultivating lifelong literacy enthusiasts.

Practical Tips for Getting Started

These education strategies are most powerful when implemented gradually. Here are three guiding principles for teachers:

1. Start small. Choose one strategy — like graphic organizers — and stick with it for several weeks before layering in another.
2. Repeat and reinforce. Elementary students benefit from practice and routine. Use the same strategy across multiple assignments so it becomes automatic.
3. Adapt for grade level.
   • In K–2, keep strategies highly visual and interactive. Draw pictures, act out ideas, and use simple sentence frames.
   • Increase independence in grades 3–5 by encouraging students to fill out organizers and set their own goals.

A Realistic Example: Opinion Writing in Grade 3

Let’s imagine you’re teaching a third-grade opinion writing lesson. The class is tackling the question: Should pets be allowed in school? This is a high-interest topic that engages students and sparks debate. Here’s how you could combine the five strategies in one coherent lesson.

Step 1: Graphic Organizer (TREE)

• Begin by introducing the TREE organizer on the board: T = Topic sentence, R = Reasons, E = Explanations, E = Ending.
• With the class, brainstorm reasons why pets should or should not be allowed. Write their suggestions in the “R” section.
• Then, ask students to select their top three reasons and write them down in their organizers. Under each reason, guide them to jot down one explanation (e.g., “Pets make students happy → This helps kids focus more in class”).

Teacher language:

“Writers, remember that your reasons are stronger if you explain why they matter. If your reason is ‘Pets are fun,’ how does that help in school? Let’s add an explanation underneath.”

Step 2: Sentence Starters

• Hand out a list of sentence starters (on an anchor chart or small reference card).
• Model how to plug the organizer notes into a starter:
  • “One reason pets should be in school is that they make students happy.”
  • “Another reason is that pets can teach responsibility.”
• Please encourage students to mix and match the frames so their writing doesn’t sound too repetitive.

Teacher language:

“Sentence starters are like training wheels. They help us get moving. You don’t have to keep them forever, but they make it easier to write complete thoughts now.”

Step 3: Self-Talk

• Before students begin drafting, introduce a self-talk checklist on the board:
  1. Did I write a clear topic sentence?
  2. Do I have three reasons?
  3. Did I explain each reason?
  4. Did I write an ending sentence?
• Ask students to pause after each paragraph and whisper one of the prompts to themselves or check it off their organizer.

Teacher language:

“Good writers talk to themselves while they work. I want you to ask yourself: Did I explain my reason? If the answer is no, go back and add more.”

Step 4: Modeling

• Show your own quick draft on chart paper or a projector. Write one reason and an explanation in real time.
• As you write, stop and make mistakes on purpose: cross out a vague sentence, add a stronger detail, or swap a starter.

Teacher language:

“Hmm… I wrote, ‘Pets are fun.’ That doesn’t sound strong enough. Let me revise. I’ll change it to, ‘Pets make students happy, which helps them stay calm in class.’ See how that’s more convincing?”

This transparency shows students that revising is normal, not a sign of failure.

Step 5: Peer Feedback

• After drafting, pair students for a structured feedback swap. Give them a checklist or a simple routine:
  • Read your partner’s paper.
  • Share one compliment (something that worked well).
  • Share one suggestion (something they could improve).
• Model how to give feedback in a kind, specific way.

Teacher language:

“When you give feedback, avoid saying ‘It’s good’ or ‘It’s bad.’ Instead, say, ‘I like how you used a strong ending,’ or ‘I think you could explain your second reason more.’”

The Result

By the end of the lesson, students have:

• A structured plan (TREE).
• Scaffolds for getting started (sentence starters).
• Internal reminders to guide their work (self-talk).
• A clear model to follow (your live writing).
• A supportive classroom community (peer feedback).

Instead of staring at a blank page, students have the tools and confidence to produce a complete opinion piece.

Why These Strategies Work

Each of these approaches is backed by research in writing instruction:

• Graphic organizers improve organization and content quality.
• Sentence frames help students internalize academic language.
• Self-talk develops metacognition, a key predictor of writing success.
• Modeling shows the invisible thought processes behind good writing.
• Peer feedback builds a classroom community of writers who learn from one another.

Combined, these strategies improve a single piece of writing, enhance writing skills, boost engagement, and change how students think about themselves as writers.

Looking Ahead

Writing doesn’t have to be a mystery for elementary students or their teachers. With practical strategies, students gain confidence, improved writing skills, structure, and motivation to express their ideas.

In this post, we focused on five writing strategies for elementary students and how mentor texts can support these strategies in action, which you can use immediately. But here’s the next question teachers often ask: How do I combine all these strategies into a coherent approach that really sticks?

That’s what we’ll explore in the second blog of this series: a research-based framework that blends writing strategies with self-regulation so students grow into confident, independent writers.

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This blog is the third installment in my three-part series on SRSD in Canada, where I explore how evidence-based writing instruction is transforming classrooms across provinces. If you missed the earlier posts, you can start with:

• The Science of Writing: Why Canadian Schools Need SRSD Now
• SRSD Implementation Strategies for K–12 in Canada

Together, these three blogs offer a roadmap for Canadian leaders: why writing instruction matters, how to implement SRSD across grade levels, and how to fund evidence-based writing PD using existing resources.

Discover Existing Funding Avenues Within School Budgets

School districts and education leaders across Canada know how critical strong writing skills are for students’ long-term success. The research on explicit, evidence-based writing instruction is clearer than ever, and programs like Self-Regulated Strategy Development (SRSD) are gaining traction in schools determined to close achievement gaps. But the pressing question remains: how do boards actually pay for it?

The encouraging news: most boards already have funding streams that overlap with writing instruction and literacy improvement. Leaders can unlock funds often hiding in plain sight by strategically connecting evidence-based practices in writing PD to existing priorities. Success comes from knowing where to look, how to frame the initiative, and how to sustain it across years and departments.

Common Funding Lines That Support Writing PD

Regardless of region or board size, literacy improvement is embedded in multiple budget lines. By aligning your planning with these existing allocations, boards can build a cost-effective strategy for scaling PD.

• Curriculum and Instruction PD Budgets
  Most boards already earmark funds for teacher planning, strategies, and instructional techniques. If your board’s three-year improvement plan prioritizes literacy, these funds can directly support writing-focused PD.
  
• Literacy Intervention and Recovery Funds
  Following COVID-19, provinces invested heavily in literacy recovery. Writing PD, particularly structured approaches like SRSD, can be positioned as part of learning acceleration efforts for students who are behind.
  Ontario Learning Recovery Plan

• ELL / MLL / EAL Supports
  Students identified as English Language Learners (ELL), English as an Additional Language (EAL), or Multilingual Learners (MLL) benefit greatly from explicit instruction using mentor texts, structured feedback, and vocabulary development. Boards often dedicate funding to closing these language gaps.
  Ontario ESL/ELD Policy

• Special Education Allocations
  SRSD is strongly supported in research with students with learning disabilities and diverse needs. Allocations for students requiring targeted interventions can be tapped to pilot or expand writing PD.
  What Works Clearinghouse: SRSD Research

• Indigenous Education Budgets
  Writing instruction highlighting voice, identity, and culturally relevant approaches aligns well with Indigenous education priorities. For example, British Columbia provides targeted Indigenous Education funding for boards.
  BC Indigenous Education Funding

• Rural and Small School Innovation Funds
  Multi-grade classrooms in rural Canada need flexible, efficient writing instruction. Ontario’s Rural and Northern Education Fund (RNEF) is one example of resources that can be used to support effective PD.
  Ontario Rural and Northern Education Fund

Provincial Levers and How to Frame SRSD

Each province has unique funding mechanisms and educational priorities. Understanding these helps leaders position evidence-based writing PD for success.

Ontario
After the Ontario Human Rights Commission’s Right to Read (2022), boards are expected to use evidence-based literacy practices. The 2023 Ontario Language Curriculum reinforces the importance of systematic, explicit instruction in reading and writing.
Ontario Right to Read Inquiry | Ontario Language Curriculum 2023

British Columbia
BC emphasizes Core Competencies (Communication, Thinking, Personal, and social) and proficiency-based learning. Framing writing PD as central to education, skills development, and social-emotional growth makes it a strong fit.
BC Core Competencies | BC Proficiency Scale

Alberta & Saskatchewan
Alberta is implementing a new English Language Arts and Literature (ELAL) curriculum focused on structured, explicit approaches. Saskatchewan’s 2023 Human Rights Commission report on reading disabilities highlights the urgency of interventions, making writing PD a natural extension.
Alberta ELAL Curriculum | Saskatchewan Right to Read Report

Atlantic Canada
Results from the Pan-Canadian Assessment Program (PCAP) underscore ongoing literacy challenges. Provinces like Nova Scotia now provide targeted recovery grants and pilot funds that can be aligned with evidence-based writing PD.
PCAP 2021 Report | Nova Scotia OST Grants

Cooperative and Shared Service Models

Boards can reduce costs and maximize impact by collaborating:

• Board Consortia  Neighboring boards pool funds for shared PD sessions or coaching. In Ontario, procurement groups like OECM make joint initiatives cost-effective.
• University Partnerships  Partnering with education faculties opens access to cost-shared PD and opportunities to publish local student data for grants.
• Philanthropy & Foundations   Canadian foundations and local education funds often support PD framed as equity and career-readiness initiatives.

Making the Case: A Clear Funding Narrative

When presenting to finance teams or trustees, leaders succeed by showing:

• Research-based and proven outcomes (e.g., SRSD effect sizes with students with LD)
  Meta-Analysis of SRSD
• Target groups (ELL, LD, Indigenous, rural learners)
• Planning and progress monitoring (baseline assessments → checkpoints → growth data)
• Sustainability (e.g., Year 2 costs decline as coaches and curriculum specialists take over training)

Conclusion

Investing in evidence-based writing PD is not about finding new money but reframing existing priorities. Across Canada, leaders are strategically tapping curriculum funds, literacy recovery budgets, Indigenous education allocations, and rural innovation grants to make writing instruction a reality. By aligning initiatives with provincial strategies, leveraging shared service models, and grounding proposals in research, schools can give teachers the strategies, feedback, and mentor texts they need to transform student writing. The path forward is clear: with thoughtful planning and smart funding alignment, boards can ensure every student builds the writing skills, vocabulary, and confidence they need for success.

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