At St. Joseph's School for the Deaf in New York, teachers worked together toward the common goal of developing and implementing a spiraling English Language Arts curriculum that would allow each teacher to build on skills students developed in earlier classes. They collaboratively developed instruction following the literacy workshop model described by Calkins in Pearson & Gallagher (1983), in which students begin with a high degree of teacher support that is gradually released as they progress. The final products were yearlong calendars delineated by grade level and unit plans that included goals, teaching points, mini-lessons, and independent practice. While teachers in grades K-5 and special needs classes taught reading and writing workshops in their individual homerooms and followed a yearlong calendar designated for their grade level, the middle school teachers combined classes for sixth through eighth grades and worked together to structure a curriculum that unfolded on a three-year cycle. Teachers designed units to be flexible so they could be taught in various ways with different students and different classes. Students have responded positively to the new curriculum. Best practices of balanced literacy theory, workshop methodology, and deaf education enable teachers, administrators, and students to succeed through the spiraling reading and writing workshop English Language Arts curriculum.