(I) A parent of a student in the 
high school. 
(II) A community representative, 
such as a representative of nonprofit 
organizations serving young people 
and the business community. 
(III) A pupil service representa-
tive. 
(IV) In the case of a school in 
whole school reform or replacement, 
secondary school reform partners. 
(iii) 
OPTIONAL
MEMBERS.—The 
school improvement team for a high school 
may include State educational agency staff, 
if requested by the local educational agency 
or assigned by the State educational agen-
cy. 
(C) 
COLLABORATION.—The 
local 
edu-
cational agency shall ensure collaboration— 
(i) of school improvement teams with 
personnel of middle grades schools served 
by the local educational agency whose stu-
dents will attend high schools that are 
identified for one of the categories de-
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scribed in section 106(b)(2), to the extent 
appropriate; and 
(ii) among or between school improve-
ment teams at schools assigned to one of 
the school improvement categories and 
school leadership and other personnel at 
schools served by the local educational 
agency that have made adequate yearly 
progress. 
(3) USE
OF
DATA.—Consistent with the re-
quirements of this section, the local educational 
agency shall use, at minimum, data on the following 
to inform the classification of high schools: 
(A) School performance indicators de-
scribed in section 106(b)(3). 
(B) Indicators used to determine adequate 
yearly progress. 
(C) Information about incoming students 
in the initial grade of the high school. 
(D) Information about the student popu-
lation, including data provided through the 
early warning indicator system described in 
paragraph (6)(A). 
(E) The schools’ capacity and needs, as de-
scribed in paragraph (9). 
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(4) DEVELOP
HIGH
SCHOOL
IMPROVEMENT 
PLANS.—The school improvement team convened 
under paragraph (2) for each school shall use the 
data described in paragraph (3), and other relevant 
data and knowledge regarding the school, to develop 
a multiyear school improvement plan. Such plan 
shall— 
(A) identify the school annual growth tar-
gets for the State’s school performance indica-
tors described in section 106(b)(3) that meet or 
exceed the State’s annual growth targets de-
scribed in such section; 
(B) define the evidence-based academic 
and nonacademic interventions and resources 
necessary to meet the school annual growth tar-
gets and make adequate yearly progress; 
(C) identify the roles of the State edu-
cational agency, the local educational agency, 
the school, and secondary school reform part-
ners and other external partners, as appro-
priate, in providing such interventions and the 
resources necessary to meet the school annual 
growth targets and make adequate yearly 
progress; 
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(D) provide for the involvement of business 
and community organizations and other enti-
ties, including parents and institutions of high-
er education, in the activities to be assisted 
under the subgrant; 
(E) describe and direct the use of— 
(i) any additional funding to be pro-
vided by the State educational agency, the 
local educational agency, or other sources 
to support activities carried out under this 
title; and 
(ii) in the case of a high school identi-
fied for whole school reform or replace-
ment, secondary school reform partners 
and external partners. 
(5) 
IMPLEMENT
HIGH
SCHOOL
IMPROVE-
MENT.—The local educational agency shall use funds 
to— 
(A) engage in a planning period of not 
longer than 180 days to prepare to implement 
the school improvement plan for each high 
school, including preparation activities such 
as— 
(i) creating a skilled leadership team 
and providing professional development in 
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best practice and successful school models 
that educate similar student populations; 
(ii) working with secondary school re-
form partners to identify roles and respon-
sibilities to create a comprehensive ap-
proach and effort to implementing the 
school improvement plan for each school 
identified for targeted intervention, whole 
school improvement, or replacement; 
(iii) planning and providing profes-
sional development to high school teachers 
in instruction, use of data, and working in 
the identified schools; 
(iv) appropriately identifying teachers 
for each grade and course; 
(v) establishing and implementing use 
of the early warning indicator system de-
scribed in paragraph (6)(A); and 
(vi) establishing a school schedule that 
enables the implementation of the high 
school improvement plan; and 
(B) ensure the implementation of the high 
school improvement plans for the high schools 
identified for one of the categories described in 
section 106(b)(2). 
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(6) IMPLEMENT DISTRICT-WIDE ACTIVITIES.— 
The local educational agency shall support successful 
implementation of high school improvement plans 
and district-wide improvement through— 
(A) establishing an early warning indicator 
system to identify students who are at risk of 
dropping out of high school and to guide pre-
ventive and recuperative school improvement 
strategies, including— 
(i) identifying and analyzing the aca-
demic risk factors that most reliably pre-
dict dropouts, such as by using longitu-
dinal data of past cohorts of students; 
(ii) identifying specific indicators of 
student progress and performance, such as 
attendance, academic performance in core 
courses, and credit accumulation, to guide 
decisionmaking; 
(iii) identifying or developing a mech-
anism for regularly collecting and ana-
lyzing data about the impact of interven-
tions on the indicators of student progress 
and performance; and 
(iv) analyzing academic indicators to 
determine whether students are on track to 
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graduate secondary school in the standard 
number of years; 
(B) providing academically rigorous edu-
cation options that lead to a secondary school 
diploma consistent with readiness for postsec-
ondary education and the workforce, based on 
an analysis of data described in paragraph (3) 
and other student-level data and designed to 
meet the students’ needs and interests, such 
as— 
(i) effective research-based dropout 
prevention, credit and dropout recovery, 
and recuperative education programs for 
students who are not making sufficient 
progress to graduate high school in the 
standard number of years or have dropped 
out of high school; 
(ii) providing students with post-sec-
ondary learning opportunities, such as 
through access to a relevant curriculum or 
course of study that enables a student to 
earn a secondary school diploma and— 
(I) an associate’s degree; or 
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(II) not more than 2 years of 
transferable credit toward a postsec-
ondary degree or credential; 
(iii) combining rigorous academic edu-
cation with career training, including 
training that leads to postsecondary cre-
dentials, for students; 
(iv) increasing access to Advanced 
Placement or International Baccalaureate 
courses and examinations; or 
(v) developing and utilizing innovative, 
high quality distance learning strategies to 
improve student academic achievement; 
(C) 
providing 
targeted 
research-based 
interventions for middle schools that feed into 
the high schools identified by the local edu-
cational agency as needing whole school reform 
or replacement; 
(D) identifying and implement strategies 
for pairing academic support with integrated 
student services and case-managed interven-
tions for students requiring intensive supports, 
which may include partnership with other exter-
nal partners; 
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(E) providing technical assistance to high 
schools identified for 1 of the categories de-
scribed in section 106(b)(2) through— 
(i) streamlining and prioritizing re-
sources to organize support for schools in 
whole school reform or replacement, such 
as through identifying and developing cat-
egories or clusters of schools with similar 
school improvement needs; and 
(ii) assisting schools in identifying 
secondary school reform partners and 
other external partners; and 
(F) supporting the use of data to improve 
teaching and learning, including— 
(i) improving longitudinal student 
data systems; 
(ii) regularly analyzing and commu-
nicating data to educators, parents, and 
students that they can use; and 
(iii) building principals’ and teachers’ 
data and assessment literacy. 
(7) ENSURE
CONTINUOUS
HIGH
SCHOOL
IM-
PROVEMENT.— 
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(A) IN GENERAL.—The local educational 
agency shall ensure the continuous improve-
ment of high schools by— 
(i) evaluating the progress of each 
high school in making continuous and sub-
stantial progress based on the high school’s 
annual growth targets identified under 
paragraph (4) for the school; and 
(ii) determining the high school’s 
progress and taking appropriate actions, as 
provided in subparagraphs (B) and (C). 
(B) ON TRACK.—Each high school that is 
meeting the school’s annual growth targets 
identified in the high school improvement plan 
for the high school, shall continue to implement 
school improvement activities in accordance 
with the high school improvement plan. 
(C) NOT ON TRACK.— 
(i) ANNUAL REVIEW.—For each high 
school that is not meeting the high school’s 
annual growth targets, the local edu-
cational agency shall— 
(I) after the first year that the 
high school fails to meet the high 
school’s annual growth targets, review 
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the high school improvement plan and 
develop and implement a new plan; 
and 
(II) after the high school fails to 
meet the high school’s annual growth 
targets for 2 or more consecutive 
years, reclassify the school as a school 
in need of whole school reform or re-
placement, as appropriate based on 
the State educational agency’s cat-
egorization system described in sec-
tion 106(b)(2). 
(ii) 
RESUBMISSION
OF
SCHOOL 
PLAN.—For each high school that fails to 
meet the high school’s annual growth tar-
gets for 2 or more consecutive years, the 
local educational agency may develop and 
submit to the State educational agency for 
review a new school improvement plan, as 
the local educational agency determines ap-
propriate. 
(8) ASSURANCES.—The local educational agen-
cy shall ensure that high schools receiving additional 
students due to other high schools being replaced 
under subsection (c) will have sufficient capacity, re-
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sources, and funding to deliver a high quality edu-
cation to all students. 
(9) CAPACITY AND NEEDS ASSESSMENT.— 
(A) IN GENERAL.—Each school improve-
ment team described in subsection (b)(2) and 
the local educational agency shall conduct a 
high school capacity and needs assessment for 
the high school served by the team that in-
cludes— 
(i) a description and analysis of the 
high school’s capacity to implement the 
school improvement activities identified in 
the high school improvement plan, includ-
ing an analysis of— 
(I) the number, experience, train-
ing level, responsibilities, and stability 
of existing administrative, instruc-
tional, and noninstructional staff for 
the high school; and 
(II) a review of the budget, in-
cluding how Federal, State, and local 
funds are being spent, as of the time 
of the assessment, for instruction and 
operations at the school level for staff 
salaries, instructional materials, pro-
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