Ways to increase the use of educational program evaluation findings through the meaningful involvement of potential users (teachers and administrators) are discussed. Involvement, as defined in this paper, is generally limited to the opportunity for input to the initial evaluation design and the chance to review the design and implementation plans prior to the evaluation. Therefore, the role of staff, teachers, and administrators is to provide direction for the study. For effective, meaningful involvement, the following guidelines should be followed: (1) Involve only individuals who can contribute something or have a stake in the program. (2) Screen out biased input. (3) Use the solicited information. (4) Involve teachers and administrators in the program planning and implementation, but do not hold them responsible for the evaluation. (5) Do not unnecessarily inconvenience or overburden the participants. (6) Keep the evaluation planning process open. (7) Keep the audience informed of current progress. The evaluation of the Orton-Gillingham Reading Disabilities Program used in Lincoln, Nebraska is decribed in detail. Author/MV)