Goal #1:
District-wide implementation of the writing workshop model in grades kindergarten thru five.
Evidence of Success: By June 2016, teachers will incorporate the new writing workshop model for 45 minutes daily, at least four times/week.
Implementation
Strategies
Time
Who
Resources
Current Status
•To provide a predictable structure for
writing instruction across all grade levels.
September thru
June 2015-2016
All Faculty
Principal
K-12 Curriculum Director
Elementary Curriculum
Director
Elementary Literacy Coach
Professional Resources:
(Writing Pathways,
Launching the Writing
Workshop)
Teacher Professional
Development
•To align writing instruction to the
Massachusetts Curriculum Frameworks
for English Language Arts and Literacy
(incorporating the Common Core
Standards).
September thru
June 2015-2016
All Faculty
Principal
K-12 Curriculum Director
Elementary Curriculum
Director
Elementary Literacy Coach
Professional Resources:
(Common Core Writing
Book, Writing Pathways)
Common Core Standards
Teacher Professional
Development
Writing instruction is varied and
non-cohesive across the district at
the elementary level
During school year 2014-2015,
Writing Team (K thru 5 teachers)
piloted multiple potential
programs and helped to
determine best course of action
for the district
Writing Team identified the
Writing Workshop Model as the
most appropriate structure for
cohesive and predictable writing
instruction
Writing instruction is not fully
aligned with the Common Core
Standards
Writing portion of the Elementary
Report Card is aligned to the
Common Core Standards
•To improve student ability in the writing
process with the three purposes of
writing as defined by the Common Core
Standards (opinion,
informative/explanatory, narratives).
September thru
June 2015-2016
All Faculty
Principal
K-12 Curriculum Director
Elementary Curriculum
Director
Elementary Literacy Coach
Student Work
Classroom Instruction
Common Performance
Tasks/Assessments
Writing instruction is varied and
non-cohesive across the district at
the elementary level
Teachers are aware of the three
purposes of writing and have
begun their instruction at varied
levels
Attention to writing assessments
has been minimal