Students in Little Silver perform well with

a J-level school rating. There is a strong

correlation between high socio-economic
status and school achievement.

Project Statement
Professional Development and support will have
a positive impact on teacher instruction and
change writing instruction in Little Silver, which
will ultimately increase students time on
writing and impact achievement.

Whole Group Instruction

Standardized Test Scores
District Initiative
Grade 3

State LAL

District LAL

DFG LAL

Partially Prof.

Proficient

Adv. Proficient

Partially Prof.

Proficient

Adv. Proficient

Partially Prof.

Proficient

Adv. Proficient

2007-2008

13.9%

81.5%

4.6%

4.8%

78.3%

16.9%

3.8%

84.7%

11.5%

2008-2009

37.1%

57.1%

5.8%

13.5%

74.0%

12.5%

14.0%

72.0%

14.0%

2009-2010

40.3%

54.1%

5.6%

20.8%

70.1%

9.1%

17.8%

68.3%

13.9%

2010-2011

37.0%

55.8%

7.2%

15.4%

66.3%

18.3%

15.1%

67.4%

17.5%

The Little Silver School District promotes the success of all students
by facilitating the development, articulation, implementation, and
stewardship of a vision of learning.

When change leaders

reframe a change, their
essential message is not
you are broken and I am
here to fix you.

You are so valuable and worthy, our mission is

so vital, and the future lives of our students are
so precious, that we have a joint responsibility
to one another to be the best we can
be.(Reeves, 2009)

Robert
Marzano
School Level
Teacher Level
Student Level
more can be done to improve
education by improving the effectiveness
of teachers than by any other single
factor. (Marzano, 2003)

What Writers Need by Ralph Fletcher

One to One by Lucy Calkins, Amanda Hartman and Zoe

White
Side by Side by Heather Rader
Practice with Purpose and Making the Most out of Small
Group Instruction by Debbie Diller
Hows It Going? By Carl Anderson

How can teachers be best prepared to teach a Writing

Workshop?
What kinds of support will enhance instructional practices?
How can PD be differentiated to meet the needs of the
participants ?
How can progress be measured?
Will implementing the writing workshop model impact
student writing scores?
Will increased writing impact student progress?
Will the workshop model and the writing workshop units of
study help improve student ability to express language
through the written word?