This report describes a program for measuring student growth in the reading and writing process in order to improve achievement. The targeted population consisted of first- and second-grade students in three schools serving two suburban communities, located near a large midwestern city. School enrollment figures were 350, 399, and 669 students. Student, parent, and teacher surveys, teacher observation, and samples of student work documented the problems of curriculum and assessment. The number of responses varied among schools. Analysis of probable cause data revealed students have little or no involvement in curriculum choices and were unfamiliar with methods for self-assessing. According to teachers, traditional methods of teaching were in contrast with methods of instruction that benefit the growth and development of students. Furthermore, traditional evaluation methods assumed that the learning process could be reduced to clear-cut goals and outcomes. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem settings, resulted in the selection of two major categories of intervention: (1) establishing a child-centered curriculum; and (2) implementing authentic assessment methods. Post-intervention data indicated that performance assessments did improve the teaching of reading and writing. A child-centered curriculum motivated students to learn, and they became more engaged in project-based tasks as demonstrated through metacognitive strategies throughout this intervention. (Contains 18 figures of data and 25 references. Various samples of blank forms and result tabulations, labelled A-Z and AA-CC, are appended.) (Author/CR)