The implementation of the Dallas (Texas) Public Schools 1995-96 Title I PK-2 reading and language arts portfolio entailed monitoring and data collection to determine the student outcomes and the technical quality of the instrument. A total of 2,001 portfolios were reviewed for prekindergarten through grade 2. The components were generally in place in the 71 schools monitored. Although improvement was noted between the fall and winter, the percentage of portfolios with student ratings and links to instructional goals was still low (65%) at the time of monitoring. Teachers made an effort to diversify the types of work samples they used to assess their students' performance. Mean instructional goal ratings for the fall (1.57), winter (2.02), and spring (2.51) rating periods indicated that students made consistent progress toward grade-level performance. Approximately 45% of the Title I students mastered the portfolio. Reliability and validity of the instrument were problematic. Validity was undetermined in part due to implementation differences at individual schools. An appendix contains student summaries by grade level. (Contains one figure, seven tables, and five references.) (Author/SLD)