Developers were given an opportunity to review their profiles, including the support ratings, and provide supplementary evidence if they felt their approaches had been mis-rated. Some developers provide proactive, on-site assistance, to help schools work through issues with implementation before problems undermine the implementation process. 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.