Formative evaluation of program implementation and student performance was used to assess a new writing program used in 11 elementary schools in Hillsborough County (Florida). Twenty-one teachers and 600 students in grades 4 and 5 participated. Teachers were interviewed, and students completed an attitude survey. In addition, 4 writing samples were evaluated, 2 pre-instruction and 2 post-instruction, from 200 randomly selected students. Fifty students comprised the following subgroups: fourth-grade average, fourth-grade above average, fifth-grade average, and fifth-grade above average. Teachers perceived that the program was implemented as intended, but reported that they needed more specific feedback on their methods. The ranking of student compositions indicated that 76% of the students wrote better after instruction. Overall, students attitudes toward writing were more positive after they participated in the writing instruction program than before they participated. The evaluation also identified specific areas for program improvement. Three data tables are included. (Author/SLD)