The Fairfax County, Virginia, Schools' Elementary Writing Program (EWP) was evaluated over a two-year period. The first year focused on describing and analyzing program development and implementation. The second year of the evaluation addressed program effectiveness. Three questions comprised the development and implementation phase of the evaluation: (1) the effects of inservice training workshops on participants' attitudes and behavior; (2) the extent of implementation in the schools; and (3) the roles played by administrative and school district staff in planning, implementation, and support of the program. Writing processes (prewriting, drafting, revising, and sharing) were taught by teams consisting of the principal, reading teacher, a primary level teacher, and an upper level teacher. Evaluation data were collected from questionnaires, interviews, and a case study of one school. Results indicated that EWP implementation was highly satisfactory, although program developers had little control over some of the factors influencing success. It was suggested that more than one year was needed to implement this program. Extensive appendices contain: (1) classroom observation procedures and evaluation forms; (2) writing prompts and scoring procedures; (3) student writing collection; (4) workshop evaluation questionnaires and results; (5) key area office personnel interviews; (6) staff writing attitude surveys; and (7) student writing attitude surveys. (GDC)