The evaluation examined whether there was a difference in the achievement in four dimensions of communications skills (content, organization, language usage, and delivery) of students of eight K-6 teachers attending a 2-week summer institute and nine 1-6 teachers attending four inservice sessions, and whether there was a correlation between grade level and dimensions of communication skills emphasized. The institute and inservice sessions were developed to aid teachers in the Hastings schools, located in a rural agricultural area of northeast Florida, in improving the oral communication skills of the primarily migrant students and children from low socioeconomic families. Teachers attending the institute rated the oral communication skills of 138 students and 142 students were rated by teachers attending the inservice sessions. Pre- and post-tests examined student performance. A time series design checked the correlation between grade levels. Grade levels were compared weekly. An onsite observation of the methods and approaches used by the teachers was conducted. A weekly checklist identified the type of oral communication curriculum activities used during the week and the number of times certain speaking/listening dimensions were used. Results indicated a statistically significant improvement in student performance; students of teachers attending the institute showed more gain; and teachers used different patterns of oral communication activities. (NQA)