fessional development, and student 
support services, in order to establish 
the extent to which existing resources 
need to and can be reallocated to sup-
port the needed school improvement 
activities; 
(ii) additional resources and staff nec-
essary to implement the school improve-
ment activities identified in the high school 
improvement plan; and 
(iii) an analysis of the local edu-
cational agency’s capacity to provide tech-
nical assistance, additional staff, and re-
sources to implement the high school im-
provement plan and to improve the high 
school’s performance. 
(B) 
ASSESSMENT
REQUIREMENTS.—A 
local educational agency shall use the informa-
tion provided in the capacity and needs assess-
ment for a high school, in coordination with the 
high school’s school improvement plan and the 
understanding of the reform history of high 
schools, to— 
(i) determine the level and direct the 
use of— 
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(I) the funds requested by the 
local educational agency for the high 
school under the subgrant under this 
section; and 
(II) any additional funding to be 
provided by the State educational 
agency, the local educational agency, 
or other sources; and 
(ii) to determine the number and di-
rect the use of secondary school reform 
partners and external partners. 
(C) TECHNICAL ASSISTANCE.—A local edu-
cational agency may request technical assist-
ance from the State educational agency in pre-
paring the plan and the capacity and needs as-
sessment required under this paragraph. 
(c) AUTHORITY TO INTERVENE.—The State edu-
cational agency may intervene to develop or implement the 
high school improvement plans, or enter into contracts 
with secondary school reform partners to assist local edu-
cational agencies with the development and implementa-
tion of high school improvement plans, if the State edu-
cational agency determines that— 
(1) a local educational agency serving a high 
school in whole school reform or replacement has not 
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submitted an application described in section 109(b); 
or 
(2) a local educational agency does not have the 
capacity to implement the school improvement activi-
ties described in the school improvement plan sub-
mitted under subsection (b)(4). 
SEC. 111. SCHOOL IMPROVEMENT ACTIVITIES. 
(a) IN GENERAL.—The school improvement team de-
scribed in section 110(b)(2) for each high school identified 
for a school improvement category described in section 
106(b)(2) shall ensure that the school improvement activi-
ties included in the school improvement plan are imple-
mented. 
(b) TARGETED
INTERVENTIONS.—A high school 
identified for targeted interventions under section 
110(b)(1) or the local educational agency serving such 
high school, shall implement research-based targeted 
interventions, using data from the school performance in-
dicators, the early warning indicator system, other student 
indicators, and the capacity and needs assessment for the 
high school. The targeted interventions shall be designed, 
at a minimum, to address the specific problems identified 
by the indicators, including the needs of students who are 
not making sufficient progress to graduate in the standard 
number of years. 
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(c) WHOLE SCHOOL REFORM.—The local educational 
agency or State educational agency, with technical assist-
ance from secondary school reform partners, shall enable 
and assist each school identified as needing whole school 
reform pursuant to section 110(b)(1) to implement whole 
school reform based on scientifically valid research using 
the data described in section 110(b)(3). Such reform— 
(1) shall address the comprehensive aspects of 
high school reform, including— 
(A) schoolwide needs; 
(B) students who need targeted assistance; 
and 
(C) students who need intensive interven-
tions, including those who are not making suffi-
cient progress to graduate on time; 
(2) shall address schoolwide factors to improve 
student achievement, including— 
(A) setting high expectations and infusing 
relevance into learning for all students; 
(B) personalizing the high school experi-
ence; and 
(C) improving school climate, including 
student attendance and behavior; 
(3) shall include activities that— 
(A) ensure continuous improvement by— 
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(i) ensuring the school improvement 
plan is supported to the extent practicable 
by all school staff; 
(ii) establishing clear— 
(I) goals and growth targets for 
implementation outcomes; and 
(II) school annual growth tar-
gets; and 
(iii) regularly evaluating implementa-
tion of and fidelity to the high school im-
provement plan, such as dedicating a staff 
member to support implementation of the 
school improvement plan; 
(B) organize the school to improve teach-
ing and learning, including through— 
(i) strategic use of time, such as— 
(I) establishing common planning 
time for subject area teachers and 
interdisciplinary teams who share 
common groups of students; 
(II) utilizing block scheduling or 
redesigning the school calendar year 
or day to create extended learning 
time in core subjects; or 
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(III) creating a flexible school pe-
riod to address specific student aca-
demic needs and interests such as 
credit recovery, electives, or service 
learning; 
(ii) alignment of resources to improve-
ment goals, such as through ensuring that 
students in their initial year in the high 
school are taught by teachers prepared to 
meet their specific learning needs; and 
(iii) development of effective leader-
ship structures, supports, and clear deci-
sion-making processes, such as through de-
veloping distributive leadership and leader-
ship teams; 
(C) improve curriculum and instruction, 
including through— 
(i) increasing access to rigorous and 
advanced coursework, including adoption 
and implementation of a college- and work- 
ready curriculum, and evidence-based, en-
gaging instructional materials aligned with 
such a curriculum, for all students; 
(ii) increasing access to contextualized 
learning opportunities aligned with readi-
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