During the 1990s, Virginia implemented statewide Standards of Learning, but several school districts did not have the capacity to meet these new content and performance standards. In 1996, a "high-need" rural Virginia school district was selected as a development site where elements of a technical assistance system to improve student achievement could be devised and tested. Before site work began, three instruments were administered to faculty members to provide a baseline description of the district's capacity to engage in improvement initiatives. The instruments measured staff perceptions of staff empowerment, the existence of a schoolwide professional community, and organizational effectiveness. In April 1999, the instruments were combined into a single survey and administered again to 80 of the district's 89 staff to measure changes after 2 years of technical assistance. This report summarizes findings from that posttest. Overall, the results indicate that the district expanded its organizational capacity by making concrete progress in the area of teacher empowerment and by making minimal progress in the areas of creating sustainable professional learning communities and increasing organizational effectiveness. (Contains the survey questionnaire and extensive data tables and figures.) (SV)