ONE piece of the No Child Left Behind (NCLB) Act requires states to have place a system or policies for the provision of technical assistance to low-performing schools. Not only must states meet this requirement, but they must also somehow provide evidence that their technical assistance is getting results or is founded on the based principles itemized NCLB. As one might guess, most states are nervous about their capacity to provide this assistance, let alone guarantee its quality. Under well-known state budget constraints, departments cite the problem of fewer staff members, with little hope sight of increased funding to support additional capacity. While the majority of states have policies place to intervene schools identified as in need of improvement, it appears to be more difficult to ensure that the assistance given will be helpful or is grounded research. States have adopted various technical assistance approaches, including scientific- or criteria-based models, successful school models, and models requiring program evaluation. has established criteria for its recommended models or programs and has published a document titled Virginia Board of Education Approved Models/Programs That Include Instructional Materials That Have Been Proven to Be Successful with Low-Achieving Students. The following paragraphs are a brief excerpt from this publication: Virginia's Criteria for Recommended Models/Programs 1. Scientifically based evidence of effectiveness: The effectiveness of models/programs is justified based on scientific research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge on the models/programs. The major components of the model/program include instructional methods and practices that have been verified through scientifically based research. The research that documents improvement student achievement has presented convincing evidence that the observed results were based on the model/program intervention. The model/program's effectiveness improving student achievement has been demonstrated and is based on effective research-based strategies. Gains student achievement on Virginia's Standards of Learning tests have been sustained over time. 2. Implementation and capacity for technical assistance: The model/program has explained the essential ingredients necessary to make the program fully operational, including estimates of the costs, with respect to time and money, and the requirements for implementation. The program managers have described detail their capacity, terms of technical assistance, to provide the staff development, consultation, and support necessary for successful implementation a number of schools. 3. Replicability: The model/program effectiveness has been demonstrated through multiple investigations numerous locations with low- achieving students. 4. Correlation with or adaptability to the Standards of Learning English or mathematics: The content of the model/program correlates with the Standards of Learning English or mathematics, or the model/program can be adapted to the Standards of Learning. On Virginia's approved list are reading and mathematics programs and models for various levels. For teaching math across the system, the state board lists Saxon Math (all levels) and Cortez Management Mathematics Lab System. For supplemental instruction or targeted intervention for grades 9-12, it includes Cognitive Tutor and Boxer Math. For general reading instruction through sixth grade, Direct Instruction, Success for All, and Open Court are listed. For supplemental instruction or targeted intervention, it recommends Breakthrough to Literacy (K-2), Academy of Reading (K-8), Plaid Phonics (K-6), Earobics (K-3), Sadler Phonics (K-3), Sadler Phonics Word Study Program (K-6), and Sing, Spell, Read, and Write (K-3). …