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sLllxrintendents, Thc ~LI~JCI-~II~~II~CI~~
concluded \.rrith. "There are things that legislators need to
st;l)' (,~t of. I .illst know (kit _rt)od schools. good educators will do e\'erything they can to help
kid5 sllcceecl. Gi\!en thc I-csou~.ces, most schools will do a pod job with kids."
:l(i~,i(,o to / .~~,qi.~/~~fot-.v
Stud\: pal-ticip;~nts dicf not hesitate to offer suggestions to legislators for possible
inll~.~\.~ilc in future 1egisl:ttion. Some recommended educators have an opporrunitv to
sent] 1;.cdl?ack to then1 about cursent mandates. u~hile others thought HF 2272 \vas flaued
from the our,ct ;inJ I-easoncd this \\.as due primarily to the fact that little input was souzht
fro111 ctlucarinnal p~.:ictitioncr-.; prior to enactment. An elementary principal offered this
2dL.i~'~. ..I \f.oi~lcl tell them to he concerned about u.hat they want as a result. If there is a result
that the\ \\.Lint. :I picture the> ha\,t. in their mind. then het that seal. L'se legislation to set the
\.i.;ion 01' \i.li;~r it needs to look like and put some accountahilit~. with it. I don't care as long as
it'4 1';tir. Then get tlic Iicll out of the \\.LI~!"
:I 1111-'11 \i 110, 1 1 rc.ac.llc.r ;~;~.c'c*d II~OUI gc'ttins iecJb;~ck from cducatorh and \\.snt on tc?
\ t )lc.cV 11c.1 i t IIIL.L-II~ .it\t)i~r ~~~il~i~~icicxi ~ii;r~icl;~~c~. "It- rlic\.'re gc~inz 1~1 ~tiake mandare> and ack for
\j>c.c.i 1-IL 111111;\ ~llc'? \i ;IIII L~~IIIC-. 111;1hc. \LII.C 11ic rnonc\. i4 rhere tor it. If \011 don't fund thinzs. 1
(lt111. I h~it )\\ 11, 11 L-\~L.L~~ I, ) ;L-I 11 cjonc or eioric \\ ~ 11.'- Other\ pro\.ided sil~~iI;~r
concsrn
;~l>(liil \I.II~~ ~JOIIL.! II~.I~L'I.\ 111.11 I-C'CILIII.~~ \\\ C - ~ I ~ ~CILI~;I~IIIII;II
~ I I ~ c.hrlngs\ \\ith lirtlc input 11-01n
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the\ \!ere c~\n\t;tntly ;i\i;t.it Ic'di)
111t11eb. \! 1111 Ic*\\. .IIICI I~II~IIIc-I~.
10 111;lhr' L.II;II~;C 13~. ,111 i~i\tiliitioo 1h;11 ciicl no1 \alutl their sit-~~rr\.
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