This study examines the systems of technical assistance and support that Northwest Region states implemented during 2005-2006 for schools in need of improvement. By highlighting key characteristics and differences among state systems, the intent is to stimulate an analysis of what states can do and what issues they might address to move schools out of in need of improvement status. Building on the requirements of the 1994 Improving America's Schools Act, No Child Left Behind (NCLB) requires states to create an accountability system that tracks progress toward all students' proficiency in math and reading. To increase accountability, schools are required to make adequate yearly progress by meeting state-established proficiency levels set to rise incrementally to the NCLB mandate of 100 percent by 2014. Efforts in Washington, Montana and Oregon point to early positive effects of assisting schools by employing external facilitators such as school support teams and teachers, principals or administrators who are knowledgeable about research-based programs and instructional practices and may have experience with school reform, and methods for improving educational opportunities. All Northwest Region states cited professional development as an important element of their statewide systems of support. School staff throughout the region engages in school-, district- or state-based professional development geared to their school improvement efforts. Many schools require some level of continued assistance beyond the initial intensive support they receive from their districts or the state. As states and districts provide support for schools facing increasingly stringent NCLB requirements, common strategies are emerging, such as providing professional development for principals and assigning external facilitators such as school support teams to provide consistent support. Challenges such as large percentages of rural and remote schools, high numbers of non-English-speaking and special education students, and local control issues all preclude the emergence of one overarching best solution. At this time a better understanding of the critical success factors and conditions that optimize the improvement process is needed to assist policymakers as they develop their statewide systems of support. Two appendixes include: (A) Demographic Data for Northwest Region Public Schools; and (B) Case Study: Washington's School Improvement Assessment Program. (Contains 2 boxes and 5 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Northwest administered by Northwest Regional Educational Laboratory.]