Educational policy research has yet to account for the movement and manifestations of federal and state policies in local school districts. In an effort to describe and explain major consequences of policy, this study examines the policy ingression process (the movement of policy in the form of statute and regulation from the district superintendent's desk to the teachers' classrooms). Using a case study approach, the path of policy is backward mapped from staff development activities undertaken in response to specific policy initiatives. This process reveals how policy flows, becomes manifest, and ultimately influences classroom practices. Two pages of references are included. (Author/TE)