The papers from the 1982 conference on Pennsylvania's Long Range Plan for School Improvement (LRPSI) assist in constructing reality about LRPSI itself. Focusing on the program's registration phase, Charles Gorman offers an alternative proposal, linking registration and evaluation, that would contribute to improving schools and increasing public confidence. Examining the context of declining student enrollment affecting most schools, James Burk proposes areas of collaboration through which school districts could lessen the constraints declining enrollment otherwise imposes. John DeFlaminis and Robert Nicely emphasize the interdependent nature of LRPSI processes and the importance of instructional improvement as well as curriculum change. Like DeFlaminis and Nicely, Richard Wallace recognizes the need for an ongoing relationship between technical assistants and the school district. Wallace also suggests the need for strong instructional leadership by administrators and for greater sensitivity to people and developmental processes in attempting to effect change. All the participants' papers indicate to what extent knowledge is mediated by frames of reference. School board members and teachers, for example, are likely to assess the same situation from very different points of view. Being sensitive to such differences is critical to school improvement planning and to efforts to restore public confidence in the schools. (JBM)