A formative evaluation report documented the progress made by Westport Middle School Communications/Writing Magnet during its first year of implementing the communications/writing theme. Implementation of the theme was constrained by ongoing construction and renovation, which eliminated many classrooms from use and necessitated a separate facility to provide sufficient classrooms. Also, school began without computer labs and key teaching personnel. In part due to construction, the school operated below enrollment capacity. The sixth grade was above capacity, and was the only grade to meet minority enrollment desegregation goals. Courses and activities were offered in 9 of the 11 theme strands. Half of the students neither participated in theme instruction nor expressed enjoyment of theme events. The majority of teachers were satisfied with the progress made during the first year of implementation. Teacher surveys and observational data suggest that theme access at the communications/writing middle school will be dependent on the ability of the administration and teachers to establish a stable school environment and to motivate the students. Parental response to the theme was positive, although the majority would like to see more progress in basic skills. Achievement data were below the national norms in every grade and all subtests except for non-minority sixth grade language. In theme-related subtests of reading and language arts, scores primarily of the sixth and seventh grades improved this year compared to last. (Nine tables of data are included; an appendix lists theme-related field trips and activities.) (SR)