(v) developing professional commu-
nities to foster collaboration and distribute 
responsibility for school improvement ac-
tivities across the staff; 
(D) increase student supports, such as— 
(i) student advisories; 
(ii) 9th grade transition programs; 
(iii) credit completion recovery pro-
grams; 
(iv) additional counselors, social work-
ers, and mental and behavioral health serv-
ice providers; 
(v) student advocates; 
(vi) strengthening involvement of par-
ents in the academic life of students; 
(vii) school-family-community partner-
ships; 
(viii) wraparound social services; 
(ix) before and after school programs; 
or 
(x) additional supports for students 
with diverse learning needs, including stu-
dents with disabilities and English lan-
guage learners; 
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(E) improve middle schools within a local 
educational agency whose students go on to at-
tend such high schools and establish an early 
indicator warning system consisting of factors 
used to identify students who are struggling 
academically and have poor attendance records 
or have been suspended in or before the middle 
grades or are likely to struggle in high school 
or not to graduate and provide supports to get 
them back on track; and 
(F) provide the local educational agency or 
high school with flexible budget and hiring au-
thority where needed to implement improve-
ments; and 
(5) may include other activities designed to ad-
dress whole school needs, such as implementing a 
comprehensive reform model. 
(d) REPLACEMENT.—The local educational agency or 
the State educational agency, with assistance from tech-
nical assistance providers, shall replace high schools, using 
data from the school performance indicators and high 
school capacity and needs assessment (described in para-
graphs (2) and (3) of section 109(b), respectively) des-
ignated as needing replacement pursuant to section 111. 
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Replacement shall be implemented through one of the fol-
lowing actions: 
(1) By replacing such schools with one or more 
new small public schools using effective school mod-
els with evidence of success with students with simi-
lar academic challenges and outcomes to those at-
tending the school being replaced. 
(2) By reopening such schools after combining 
the assignment of a new administrative team that 
has the authority to select a new teaching staff with 
the use of research-based strategies through— 
(A) the implementation of a whole school 
reform model with evidence of success with stu-
dents with similar academic outcomes to those 
attending the school being replaced; and 
(B) increasing learning time. 
(3) By closing such schools and reassigning the 
students to public high schools that have made ade-
quate yearly progress for the past 2 years. 
SEC. 113. EVALUATION AND REPORTING. 
(a) LOCAL EDUCATIONAL AGENCY REPORTING.—On 
an annual basis, each local educational agency receiving 
funds under this title shall report to the State educational 
agency and to the public on— 
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(1) the designated category of school improve-
ment for each high school served by the local edu-
cational agency under this title; 
(2) the school performance indicators (as de-
scribed in section 109(b)(2)) for each school served 
under this title, in the aggregate and desegregated 
by 
the 
subgroups 
described 
in 
section 
1111(b)(2)(C)(v)(II) of the Elementary and Sec-
ondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
6311(b)(2)(C)(v)(II)); 
(3) progress in meeting the benchmarks for 
each high school served pursuant to this title; and 
(4) the use of funds by the local educational 
agency and each such school. 
(b) STATE EDUCATIONAL AGENCY REPORTING.—On 
an annual basis, each State educational agency receiving 
funds under this title shall report to the Secretary and 
to the public on— 
(1) the school performance indicators (as de-
scribed in section 109(b)(2)), in the aggregate and 
desegregated by the subgroups described in section 
1111(b)(2)(C)(v)(II) of the Elementary and Sec-
ondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
6311(b)(2)(C)(v)(II)); 
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