The Intensive Reading Improvement Program (IRIP) was implemented in Chicago, Illinois elementary schools after standardized test results, first published in 1969, indicated the need for improvement. IRIP had four goals: to increase motivation in both students and teachers; to extend teachers' understanding of a good developmental reading program; to emphasize specific techniques for teaching reading; and to increase parent and community participation. Reading resource teachers were relieved of their regular teaching assignments, in order to receive special training for IRIP teaching. Their training consisted of sixty hours in reading theory and instructional technique. The program grew to include 203 teachers in 186 schools, with a budget exceeding three million dollars. The program evaluation focused on the characteristics of selected teachers and schools; reading achievement gains; participant satisfaction regarding the teacher training; actual activities of IRIP teachers; and opinions of related staff. As a result of the evaluation findings, five recommendations were made: (1) revise and prioritize the guidelines for teachers' responsibilities; (2) revise the written training materials; (3) eliminate teachers' noninstructional duties; (4) monitor teacher activities; and (5) provide forums for teachers to meet and exchange ideas. (GDC)