total subgrant award for the local educational agen-
cy, which may be provided in cash or in-kind, to pro-
vide technical assistance to high schools served by 
the local educational agency in developing their high 
school improvement plans, conducting the capacity 
and needs assessment, and in implementing and 
monitoring the implementation of the high school 
improvement plans. 
(2) WAIVER.—The Secretary may waive all or 
part of the matching requirement described in para-
graph (1) for any fiscal year for a local educational 
agency if the Secretary determines that applying the 
matching requirement to such local educational 
agency would result in serious hardship or an inabil-
ity to carry out the authorized activities described in 
section 110. 
SEC. 112. SCHOOL IMPROVEMENT ACTIVITIES. 
(a) IN GENERAL.—Each school improvement team 
convened as described in section 111 shall ensure that the 
school improvement activities developed under the school 
improvement plan are implemented. 
(b) TARGETED INTERVENTIONS.—A high school or 
local educational agency, as determined by the school im-
provement team, shall implement research-based targeted 
interventions, using data from the school performance and 
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student indicators and capacity evaluations for schools 
identified for such interventions pursuant to section 111. 
The targeted interventions shall be designed, at a min-
imum, to address the specific problems identified by the 
indicators. 
(c) WHOLE SCHOOL REFORMS.—The local edu-
cational agency or State educational agency, with tech-
nical assistance from technical assistance providers, as de-
termined by the school improvement team, shall imple-
ment research-based whole school reforms, using data 
from the school performance indicators (as described in 
section 109(b)(2)) and capacity evaluations (as described 
in section 109(b)(3)), to schools designated as needing 
whole school reform pursuant to section 111. Such re-
forms— 
(1) shall address the comprehensive aspects of 
high school reform, such as— 
(A) attendance; 
(B) student engagement, behavior, and ef-
fort; 
(C) academic success; and 
(D) teacher and administrator skill and 
collaboration; 
(2) shall address resource allocation, includ-
ing— 
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(A) student supports; 
(B) teacher and staff support; 
(C) materials and equipment; 
(D) time for collaboration; and 
(E) the use of data; 
(3) shall be designed to address— 
(A) the multiple layers of school improve-
ment demonstrated by research and best prac-
tice; 
(B) schoolwide needs; 
(C) students who need targeted assistance; 
and 
(D) students who need intensive interven-
tions; 
(4) shall include activities that serve to— 
(A) personalize the school experience, in-
crease student engagement, attendance, and ef-
fort, and enable schools to provide the level and 
intensity of student support needed, by creating 
constructs, such as— 
(i) smaller schools or smaller units 
within schools with their own leadership, 
such as 9th grade transition programs or 
academies, and upper grade programs or 
academies, including career academies; 
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