(II) teachers representing dif-
ferent grade levels or disciplines; 
(III) local educational agency 
staff; 
(IV) parents, including parents of 
students who have low graduation 
rates; 
(V) community representatives, 
including representatives of nonprofit 
organizations serving young people 
and the business community; and 
(VI) pupil service representatives; 
and 
(ii) may include— 
(I) technical assistance providers, 
where appropriate; and 
(II) State educational agency 
staff when requested by the local edu-
cational agency or assigned by the 
State educational agency. 
(B) COLLABORATION.—The local edu-
cational agency shall ensure collaboration— 
(i) of school improvement teams with 
personnel of middle schools served by the 
local educational agency whose students go 
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on to attend high schools that are des-
ignated as in need of targeted assistance, 
whole school reform, or replacement, where 
appropriate; and 
(ii) 
between 
school 
improvement 
teams working at different high schools 
served by the local educational agency, in-
cluding those that have made adequate 
yearly progress, to the extent appropriate. 
(3) DEVELOP
STUDENT
INDICATORS.—The 
local educational agency shall develop a set of indica-
tors to determine the number and percentage of stu-
dents who begin high school at high risk for not 
graduating high school with a regular diploma and 
describe how the school improvement team will use 
such indicators to determine the type and intensity 
of supports each student needs. Such indicators shall 
include the number and percentage of students in 
grade 9 who— 
(A) in grade 8 and grade 9— 
(i) failed a credit-bearing mathematics 
or reading or language arts course, or two 
or more of any course; 
(ii) attended school less than 90 per-
cent of the required time; and 
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(iii) received an out-of-school suspen-
sion; 
(B) repeat grade 9; 
(C) enter grade 9 over the average age; or 
(D) have experienced interrupted formal 
education. 
(4) DEVELOP
HIGH
SCHOOL
IMPROVEMENT 
PLANS.—The school improvement team convened 
under paragraph (2) shall use data from the school 
performance indicators, the student indicators, 
measures 
used 
to 
determine 
adequate 
yearly 
progress, the capacity and needs assessment de-
scribed in paragraph (5), and other relevant data 
and knowledge of the school to develop a multiyear 
school improvement plan for each school. Such plan 
shall— 
(A) identify annual benchmarks for school 
performance indicators that meet or exceed the 
minimum percentage of expected growth de-
fined by the State educational agency in section 
109(b)(2)(B); 
(B) define the evidence-based academic 
and nonacademic interventions and resources 
necessary to meet annual benchmarks and 
make adequate yearly progress; 
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(C) identify the roles of the State edu-
cational agency, the local educational agency, 
the school, and technical assistance providers 
and service providers, as appropriate, in pro-
viding identified interventions and resources 
necessary to meet annual benchmarks and 
make adequate yearly progress; 
(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 this title; 
(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; 
and 
(ii) technical assistance providers, 
where appropriate; and 
(F) take into consideration high schools’ 
reform history and current reform initiatives. 
(5) HIGH SCHOOL CAPACITY AND NEEDS AS-
SESSMENT.— 
(A) IN GENERAL.—To be eligible to receive 
a subgrant under this title, a local educational 
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