%0 Journal Article
%T Professional Development for Data
%A Abigail Allen
%A Dana Brandes
%A Erica S. Lembke
%A Kristen L. McMaster
%A Kyle Wagner
%A R. Alex Smith
%J Teacher Education and Special Education
%@ 1944-4931
%D 2018
%R 10.1177/0888406417730112
%X Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation
%K general special education
%K quasi-experimental research
%K research methods
%K writing instruction
%K response to intervention
%K assessment
%K curriculum-based measurement
%U https://journals.sagepub.com/doi/full/10.1177/0888406417730112