Improving Writing Instruction of In-Service Teachers of Students With Disabilities: A Multimedia Approach to Professional Development

National assessments of writing achievement indicated that a majority of students do not meet grade level expectations (National Center for Education Statistics, 1999; National Center for Education Statistics, 2003; National Center for Education Statistics, 2008; National Center for Education Statistics, 2012). Students with disabilities generally struggle with writing more than students without disabilities (Graham & Harris, 2002; Troia, 2006). The National Commission on Writing (2003) recommended a reform in writing instruction to address the state of writing achievement. Among these recommendations, they recommended professional development in writing instruction and partnerships between universities and school divisions. This study partnered with a local school district to provide professional development in writing instruction. Three 8th grade English teachers participated in this single case multiple baseline research design. The professional development intervention they received, called Content Acquisition Podcast – Professional Development (CAP-PD), consisted of instructional modeling vignettes, customizable curriculum supports, and instructional coaching. CAP-PD was targeted at improving the teachers’ use of explicit modeling. The primary dependent variable was the number of modeling implementation markers recorded on the Classroom Teaching Scan that teachers demonstrated during writing instruction. Results demonstrated a functional relationship between the intervention and the number of modeling implementation markers teachers demonstrated. Results maintained above baseline levels for the duration of the study. Teachers indicated they were satisfied by the CAP-PD as a professional development intervention and modeling as an instructional strategy.