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The result n-as a policy implementation plan strengthened with a solid foundation thal
included pillars of con1nlunit~, leadership, followership. knowledge, assessment. and
Isportins. ~ach of these pillars had been COIIIpOnents of previous effons and proved crucial to
the implementation of HF 2272.
conclusion 2: The su~erintendentlcurriculum director partnership was the initiation. .,,,
mcjmentum. and the enerev for keeping things going.
While acknon*ledging the contributions of many leaders at multiple levels of the
lmplernentation process, intenriewees were highly copnizant of the leadership role pla~red by
the district central office staff. Superintendents and curriculum practitioners were the points
of entry for information about HF 2272, made the determinations about dissemination of the
information. conducted the training for teaching staff. and supported other district
administrr~tors as thev guided the efforts in their buildings. If outside expertise uras needed or
grant nionies were to he procured. it \vas the superintendent/curriculum director partnership
Thc cnnnccrion \\.ith the community \\.as also the responsibility of this tandem. To~vn
Iilccrln-\. 11nnu;ll Prcgres\ Repon a~ri~inp. and final development of the Comprehensi\-e
S~.ll(~,l Inlpro\.enicnt Plan awe all raxks accomplished hy these individuals. Successful
~nlplcnlentnrion effons nuere in great pan a~trihuted to this \.ital partnership.
C(~nclu\ion 3: blcmenlai~n be\rond compliance no1 onlv took time and moner: it took
\lronr human rcla~ions and conceptual skillnipliancc avith HF 2272. Leadenhip expressed an
llrld~r\t:~~~~i~~
not ijnl\. of [lie cll;lnce process. h111 more precisely able 10 ~n@ndize