During the 1985-1986 school year, the District of Columbia Public Schools (DCPS) implemented the Writing to Read program, which is designed to improve the writing, language and vocabulary development, and reading of young children. The Planning, Monitoring, and Implementing (PMI) Evaluation Model for Decision Making was used to evaluate two things: (1) whether the majority of teachers implemented the program as designed; and (2) whether the students in the program increased their writing achievement at a greater than average rate. The project involved 2,813 children in kindergarten and first grade. Teachers were interviewed about their use of the program, and student progress was assessed via the Metropolitan Achievement Test and the DCPS Writing Sample Scale. Results indicated that: (1) the majority of teachers implemented the program as designed; (2) the processes necessary for a successful program were present; (3) teacher experience in the program did not greatly affect performance outcomes; (4) students' scores showed a statistically significant increase over the scores of comparison groups on the reading and language subtests of the Metropolitan Achievement Test; (5) although first grade students' scores were significantly higher than those of the comparison group, they were not as high as might be expected given the kindergartners' achievement level; (6) the mean scores of students in the program were at higher levels than those of the comparison groups. (Appendixes comprise the bulk of the document and include workshop agendas, teacher questionnaires and results, descriptions of writing stages on which the DCPS writing scale is based, and statistical data analyzing test results.) (JD)