An extensive inservice training program involved principals, teachers, teacher-aides, and parents. It becan in 1970 with a summer workshop, and then throughout the following school year, substitute teachers were provided 1 day each week to release the teachers from school to attend classes at Portland State University. The program was monitored and evaluated by the Northwest Regional Educational Laboratory. Rating scales completed by parents and teachers indicated that the content was well received and found useful. Much training was carried out in the observation and analysis of children's reading performance. Teachers were also trained to administer and analyze reading tests and to examine their instructional reading materials. There were also discussions on student grouping and classroom organization. This resulted in the emergence of eclectic programs in each room and a diversity of classroom management practices, as well as a piecemeal approach to planning. The persistent problems concerned substitute teachers--teachers reported dissatisfaction with their performance. Also, the workshop session was often preempted by other activities. Teachers did not take active participation in the training activities, nor did they have time to implement the suggestions in their classrooms. However, parents who participated played a satisfactory role in helping the teachers. (AW)