With over 70% of fourth-, eighth-, and twelfth-grade students in the United States scoring below proficiency levels in writing (NCES, 2009), teachers must provide early and effective writing intervention to accelerate students’ writing skills to meet grade-level standards. In this paper, we provide teachers with a theoretical framework to conceptualize the writing process, link evidenced-based writing interventions to each component of writing, and discuss how to create a writing instructional plan to individualize instruction. Then, we outline a data-based decision making process for intervention delivery. Our aim is to provide educators with steps to identify students’ writing needs, translate these needs into actionable teaching strategies, and accelerate writing progress for students who struggle to meet grade-level writing standards.

在美国，四年级，八年级和十二年级的学生中有超过70％的写作水平不及格（NCES，2009年），教师必须提供早期有效的写作干预，以提高学生的写作技巧，从而达到年级水平。级标准。在本文中，我们为教师提供了一个理论框架，以概念化写作过程，将基于证据的写作干预与写作的每个组成部分联系起来，并讨论如何创建写作教学计划以个性化教学。然后，我们概述了基于数据的决策制定过程，以进行干预。我们的目的是为教育工作者提供步骤，以识别学生的写作需求，将这些需求转化为可行的教学策略，并为努力达到年级水平写作标准的学生加快写作进度。