Grants

Scaling Self-Regulated Strategy Development (SRSD) Research Study

In multiple large scale SRSD studies and in every school supported by thinkSRSD that uses this writing instruction – this approach has succeeded in significantly raising literacy and SEL (social emotional learning) outcomes. Due to this demonstrated success, the federal government has committed $11.3 million in funding to scale this method in order to create hubs and to study proficiency outcomes.

We are seeking 100 schools to participate in this evidenced based instruction scale up that includes free PD, delivered by thinkSRSD, and teaching materials – plus stipends.

Following a rigorous peer review process, Providence College, American Institutes for Research and thinkSRSD have been selected to lead this research. The project is funded by the US Department of Education’s Education Innovation and Research Division.


View Webinar Recording for Teachers Here

Learn an overview of SRSD and what instructional methods you would receive in the free PD as a participant in the research study

 


View Webinar Recording for School Leaders Here

Learn more about the logistics of the grant and what it would entail for your district or school to participate. 

 

 

What is the purpose of the project?

We will scale key components of established evidence-based practices for writing instruction:

Explicit Instruction

Teach students how to take themselves through close reading and using the full writing process, independently.

 

Self-Regulation

Empower students to regulate their affective and cognitive  processes as they write.

 

Writing Sub-skills

Develop the underlying linguistic skills needed to compose sentences that are rich, expanded, varied and cohesive.

 

What would implementation look like?

Professional Learning
Teachers would attend five days of professional learning over two years (beginning in SY2022-23), then teach the close reading and writing lessons several days per week

Point Person Coach (Leaders)
Schools will provide a coach (literacy coach, teacher leader…). They will attend additional monthly webinars, turnkey this learning and support general implementation.

Data Collection
Teachers will collect and submit writing samples from students twice per year (topics to be provided), with support from the point person coach. Students can complete these tasks on computers, which should take up to 90 minutes each time.

Randomization
Schools will be randomly assigned to receive SRSD (SY2022) or serve as the control group. Control schools will still receive SRSD; however, their training will occur in the following year(s).

Administrators will attend bi-annual meetings and support the initiative generally.

What does this project offer to participating teachers?

Schools (and teachers) who participate in this study will receive:
  • Stipends for participation
  • Free professional learning and materials for this
  • A copy of the final study report (if desired). We will not identify specific students or yourself as part of this report.

Why is this work important?

This study will address a critical gap in our knowledge about improving writing instruction and reducing achievement gaps. There is strong evidence to demonstrate the impact of SRSD on students’ writing and social emotional skills. This research will fine tune our understanding of how to scale SRSD in ways that are a low burden on teachers, through the use of technology supports, and by strengthening the emphasis on social-emotional learning and key subskills such as sentence level construction.

To learn more and participate

Please contact Dr. Laura Hauerwas or Dr. Leslie Laud at info@thinkSRSD.com.

About Us

 

thinkSRSD is the community of teachers and researchers who use and study SRSD. We offer SRSD in-person professional development and e-learning courses taught by teachers with decades of experience using SRSD. The teachers at thinkSRSD have taught SRSD courses for over 10 years, since offering the very first open enrollment course in SRSD in 2008.

Join our Newsletter