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I~~l~?(/~~l of22 72
Participants voiced distinct impressions about how they believed their individual roles
shifted as a result of HF 2272. The elementary principal stated. "I now ha1.e the hard data.
It's not just a feeling that we're doing well, not just that our parents are telling me u:e are
cloing \l;ell. Nous I can base decisions on data we can look at." These sentiments were similar
n,ith others in the district as they described their vivid memories of the district's climate.
expectations for student achievement, and the earliest efforts at school irnpro\.ement.
The superintendent of District A was described by another area superintendent as. ". . .
the best small school superintendent in the state." It is clearly apparent that the other
p~trticipants also held him in \.cry high regard. The high school principal stated, "Our
superintendent kno\\rs I-Iouse File 2272. He knew \\.hat we were already doing. and he knows
I-Io\I. 10 continuousl!; make us betrer. E\.en if there were no legislative mandate. I think u,e'd
\till he prngl-essi\.t. in doins thin_rs risht." Long-time \.eterans of the district often u.ent back
ro 'SO. I2 ;~nd 'SO. IS ;I\ 111~1s pcr\c~nal \I;LII~II~ points for school impro\-ement. The!. \-ieu.tld
tIi;it Ic~:_'~\lat~on a\ tllc III~~>CILI\ 1.01- \\\.ecpinf chany within District .A.
It \\ ;I\ ;I[ rIi;~t 1111ie tliat tllr'!. repol-ted rc';lll!. I*tanin_r to look at \\-here the!. \\.ere as a
C~I\~I.IL.I ;111~1 \\ Ilc*~.c- IIIC! nc'c-~lc~i 10 I>c hci~iling. In i'xt. \\.hen describins the culture of their
~II\II.IL.I IJ~IOI. 10 2272. III\I~~I.IC~I~ pcs~pccti\ e \\:is c ~ III:~~OI. i i~~ipcv-~;lrice to nun!. of the
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