An ethnographic paradigm was used to collect the needed information on effective Right to Read program planning and staff training in several New York school districts. The paradigm encompassed six steps: determining program goals and objectives, completing needs assessment, determining planning strategies, writing and accepting the plan, implementing the plan, and evaluating outcomes. These six areas were addressed at a regional meeting, where data were collected from participants and presenters by using questionnaires and interviews. A second major measurement area focused on monitoring participating districts' efforts to organize and practice the skills gained at the regional session. Common elements reflected in this evaluation scheme were identifying the adequacy of programs, planning emphasis and progress, identifying problems and assets, and determining program impact. The results of combining these two inquiries led to five generalizations about how the districts could maintain or improve their Right to Read programs. The main benefits from using ethnographic inquiry were the redirecting of resources and funds to problem areas, reviving staff enthusiasm, and increasing district capabilities for achieving quality reading instruction. In general, ethnographic analysis provided helpful information that statistical treatments or basic surveys alone could not have provided. (RL)