An overview of SWIM professional learning and how it supports job-embedded learning.

Guide used by teachers who will participate in self-directed SWIM professional learning

Guide used by coaches so that teachers can transfer and apply the critical components of SWIM professional learning to complete the SWIM cycle.

Guide to support stakeholders (e.g., state, regional, district, and building leadership teams) in develop site-specific plans to implement the Shared Writing Instructional Model (SWIM)

Guide to support educational stakeholders (e.g., state, regional, district and building leadership teams) to explore and evaluate their site's readiness to adopt and implement SWIM.

Guide used by teachers at the beginning of a SWIM Cycle to identify the place in the learning maps where instruction should begin.

Graphic depicting the SWIM Cycle of Plan, Deliver, and Evaluate implements the four-part model, SWIM Learning Map Planning Tool, SWIM Evidenced-based practices, SWIM Sequence Routine, and SWIM Cycle Tool

List of references used to create SWIM professional learning, coaching, and implementation guides.

This project brief describes why effective writing instruction is important for students with intellectual disabilities. It includes a description of how writing develops and how students who cannot use a pencil can write.

This project brief describes the Shared Writing Instructional Model and its components, including an instructional cycle and a flexible instructional routine for teaching students to write.

This project brief describes pre-emergent, emergent, transitional, and conventional writing. A set of vignettes describe examples of how all students, including students with complex support needs, can work on learning to write.

This project brief describes evidence of the effectiveness of the Shared Writing Instructional Model based on findings from the project evaluation.

A promotional video sharing the SWIM model and SWIM approach to writing.

Plans for implementing the SWIM sequence in the classroom. Considerations for before, during and after the lesson. This covers Steps 1 & 2 of the sequence for K-2.