This paper summarizes the first 18 months of Maryland's School Improvement through Instructional Process (SITIP) program, begun in fall 1980. Four general methods of data collection were used for the project: observation, interviews, questionnaires, and document analysis. Of Maryland's 24 local education agencies (LEAs)--Baltimore City plus 23 counties--19 submitted proposals and implemented plans responding to SITIP. Of 455 teacher-administrators at 58 schools in these 19 LEAs who were invited to respond to the general survey, 329 completed and returned it. The Maryland State Department of Education selected four categories of research-based innovations for improving academic instruction, including more active teaching and student team learning. Implementation strategies were also limited to four, from districtwide to single school (lighthouse approach). The document provides planning, training, and implementation descriptions for the roles and responsibilities of state education agency staff, local educators, central office staff, school-based administrators, and teachers. Conclusions indicate that while, for example, state education agency staff should initiate and encourage participation, build and maintain commitment, and provide assistance as resource coordinators, teachers should carry out classroom implementation and function as "project directors" if administrators do not take on that responsibility. (JBM)