Frequency of contact and duration of support indicate the level of interaction schools might expect of the developers. Developers may work closely with each school, or may provide an approach and encourage the schools to work independently towards reform. Others help schools develop their own implementation plan, including schedules for expected progress. Developers provide training and technical assistance support for at least three years. Promising support for schools Developers provide training before implementation.
Developers provide off-site support.
Marginal support for schools Developers provide training before implementation. Weak support for schools Developers do not provide any specialized technical assistance beyond training before implementation. As AIR applied these rating criteria to the information developers had provided, we clarified three areas of ambiguity. The first relates to developers' efforts to support schools' full implementation of their approaches. Many developers help schools evaluate the outcomes of their approaches, particularly changes in student achievement.