This training and the mock scoring experience give primary teachers an understanding of the types and levels of writing expected of fourth graders, so that they are better equipped to prepare their students. Less frequently observed, very helpful Districts initiate cross-school meetings to align curriculum and to score at the district rather than the school level. These meetings provide extensive technical assistance to writing teachers. Some districts have created a writing resource teacher position. This individual organizes scoring sessions and provides technical assistance throughout the year.
Families generally are aware of the nature of the writing program and support it.
Parents volunteer in the classroom to give the teachers time to conference with students. Family and community members serve as audiences for student work and share examples of job-connected writing with students. Parents in a western Kentucky elementary school were offered training in appropriate ways to conference with their children about their writing, to stimulate improvement without taking ownership of the writing from the student. One fourth-grader in this school reported that she had taught her mother what types of questions to ask about her writing and which questions or suggestions to avoid. Principals participate in conversations with the faculty about writing instruction.