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Role tli~ ALA
several interviewees praised the efforts of AEA personnel who they saw as general,!
irqosting with [he curriculum director who filtered the information back to them, but still kn
[hat AEA consultants were available to individual teachers if they needed assistance. A
principal was especially vocal in praising the contribution of the AEA team and several
consultants in particular. "They have tremendous expertise. If they don't have an answer,
they are willing to so out and locate the information and get right back to you. I think that is
where the AEA has done a wonderful job for us," he concluded.
I~ltcrzded nrld Ur~int~rlded Cor~seqnences
Within the district there \xras not a consensus voiced about the impact of HF 2272 on
orner initiati\.es and prosrams. A school board member was not of the opinion that anything
else had suffered. "I don't think so," she said. Continuing, "To me they are spotlighting the
three mo\t iniponanr area\ in finding if my children are prepared to go on after high school.
)'(w need to have ix.oll-roilnded students who ha\.e exposure to the arts and sports. but to keep
math. rcaclinr. and kcience as the top priorities. that's as it should be."
The elementary principal/curriculum director held a similar opinion when asked about
HF 2272 divefling energies a\rBay from other efforts. "No. I don't think SO. I don't think it
di\*cned us. 11's prohahl\r helped us sharpen our focus." she said. In revieulinp all of the
di\lriclSs previous effons she sauo the mandates as a puide to directing the multiple efforts that
schools found tlicmsel\~cs engased in.
On the other hand. others in [he district asreed with a principal who talked about the
focusing po\xler of the m;lnd;,les, hut a-orried about the message the emphasis on just three
c~1rricul;ir ;lrc:ls sent lo otllcr leaching staff and the general public. He hoped that if mythins