cy that is assigned to one of the school improve-
ment categories described in section 106(b)(2). 
(B) MEMBERS.— 
(i) 
MANDATORY
MEMBERS.—The 
school improvement team for a high school 
shall include— 
(I) the principal of the high 
school; 
(II) at least 2 teachers from the 
high school representing different 
grade levels or disciplines; and 
(III) local educational agency 
staff. 
(ii) 
ADDITIONAL
MEMBERS.—The 
school improvement team for a high school 
shall include at least one of the following: 
(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. 
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(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-
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. 
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(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). 
(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-
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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; 
(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 
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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 
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; 
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(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). 
(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— 
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