This study involved the selection and adaptation of a writing assessment procedure for teachers and researchers in the Duval County Public Schools (Florida) to use in assessing changes in writing ability among elementary grade students. Through a review of the literature, four writing assessment procedures (analytic, holistic, focused holistic, and primary trait) were identified. The primary trait scoring (PTS) system, a norm-referenced system developed by the National Assessment of Educational Progress, was selected and adapted to assess the quality of writing traits. Three writing traits (mode, organization, and mechanics/grammar) were measured. District test developers and language arts staff collaborated to develop a writing prompt for each grade level (two through five). Twenty-four classroom teachers and 690 students participated in the study. Results indicated that: (1) evaluators at the district level with assistance from other qualified personnel can select, adapt, and verify a writing procedure that is appropriate for use in both research and instruction; (2) a systematic procedure involving both school-based and district-level personnel can be employed to select and adapt a scoring system not only for a specific research undertaking but also for general use; and (3) the reliability and validity of the instrument can be confirmed through local research. Appendices include composition scoring guides and descriptive guestions (writing prompts) for each grade level. (JAZ)