Sec. 105. State plan to develop differentiated high school improvement system
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For a State to be eligible to receive a grant under this title, the State educational agency shall submit a plan to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require. Each plan submitted under this section shall include the following: The State educational agency shall describe how the State educational agency will use funds authorized under this title to establish or expand a statewide differentiated high school improvement system described in section 107. The State educational agency shall describe a data-driven process for categorizing high schools into the categories described in subparagraph
(B)using— the indicators used to determine annual measurable growth; and data from the school performance indicators described in paragraph (3). The State educational agency shall describe how local educational agencies will use the process established under subparagraph
(A)to categorize the high schools in the State that do not make annual measurable growth for 2 consecutive years into one of the following school improvement categories: High schools whose performance on the school performance indicators described in paragraph
(3)demonstrate a need for targeted interventions described in section 110(b) to improve student outcomes and make annual measurable growth. High schools whose performance on the school performance indicators demonstrate a need for comprehensive schoolwide reform described in section 110(c) to improve student outcomes and make annual measurable growth. High schools whose school performance indicators demonstrate a need for replacement, as described in section 110(d). A State educational agency may propose in the plan under this section additional levels of differentiation within a particular school improvement category described in subparagraph
(B)to further target and prioritize school needs and to align differentiation with the State's existing State accountability systems. The State shall demonstrate how the State plan was developed in consultation with a representative group of local educational agencies. The State educational agency shall describe how the State educational agency will evaluate annually the progress of high schools to ensure that each high school is making continuous and substantial improvement in accordance with the annual growth targets described in paragraph (3)(D) and consistent with the requirements described in section 110. The process of categorization proposed by the State educational agency shall ensure that a high school shall be automatically identified as a school in need of whole school reform or as a school in need of replacement, if the high school has a graduation rate of 50 percent or less in the most recent year for which data are available. The State educational agency shall define, in consultation with representatives from urban and rural local educational agencies in the State, a comprehensive set of school performance indicators that— shall be used, in addition to the indicators used to determine annual measurable growth, to— analyze the performance of high schools in the State; determine the amount, intensity, and type of support each high school needs; and guide the school improvement process; demonstrate whether a high school is making substantial and continuous progress toward the goal of graduating all of the school's students prepared for success in higher education and careers; and directly measure student achievement and advancement in high school; or have been demonstrated by research to have a direct impact on high school student achievement and advancement. The comprehensive set of school performance indicators required by subparagraph
(A)shall include indicators of— high school student engagement and effort; student advancement; educator effectiveness; and academic learning. With respect to high school student engagement and effort, the indicators— shall include student attendance rates; and may include— the percentage of student suspensions and expulsions; surveys of high school student engagement and effort; or other indicators of student engagement proposed by the State educational agency and approved by the Secretary as part of the peer review process described in section 104(a). With respect to student achievement, the indicators— shall include— student-earned on-time promotion rates from grade to grade for all grades in the high school; or the percentage of students who have on-time credit accumulation at the end of each grade; and the percentage of students— failing a core, credit-bearing, English language arts, mathematics, or science course; or failing 2 or more courses of any type; and may include— measures of enrollment, retention, persistence, and degree attainment in two-year and four-year institutions of higher education; measures of the employment success of students who graduated from the high school; or other indicators of student advancement proposed by the State educational agency and approved by the Secretary as part of the peer review process described in section 104(a). With respect to educator effectiveness, the indicators— shall include— measures of teacher attendance, vacancies, and turnover; and the percentage of highly qualified teachers by grade level; and may include— student performance and growth, observations, and portfolio review; and other indicators of educator effectiveness proposed by the State educational agency and approved by the Secretary as part of the peer review process described in section 104(a). With respect to academic learning, the indicators— shall include— the percentage of students taking a college-preparatory curriculum, which may include the percentage of students taking Advanced Placement courses, International Baccalaureate courses, or postsecondary courses for dual credit; the percentage of students reaching proficiency on the State academic assessments in reading and mathematics required under section 1111 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311 ), disaggregated by the categories of students identified in section 1111(b)(2)(C)(v) of such Act (20 U.S.C. 1111(b)(2)(C)(v)); student success on State or local educational agency end-of-course examinations or performance-based assessments with standardized scoring rubrics aligned to State standards, where such assessments are available; and the percentage of students who earn a postsecondary credential while enrolled in secondary school (including an industry-recognized credential); and may also include— student achievement on college entrance and placement examinations such as the ACT or SAT, or Advanced Placement or International Baccalaureate examinations; or other indicators of academic learning proposed by the State educational agency and approved by the Secretary as part of the peer-review process described in section 104(a). The State educational agency shall demonstrate its capacity to collect, report, and use the indicators defined and used to meet the requirements of subparagraph (A), including through the use of a statewide longitudinal data system. The State educational agency shall set State annual growth targets that— include a goal and a minimum percentage of expected annual growth for each school performance indicator; and demonstrate continuous and substantial progress toward the State-defined goal and making annual measurable growth. The State educational agency shall demonstrate capacity to support the statewide differentiated high school improvement system, which shall include, at a minimum, the following: The State shall demonstrate an alignment of the State accountability system described in section 1111(b)(2) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(b)(2) ) with other accountability systems approved by the Secretary under such section 1111. The State educational agency shall demonstrate, if the State's statewide differentiated high school improvement system includes additional requirements not required under section 107, how such additional requirements will lead to improved student achievement and graduation rates and system alignment. The State educational agency shall demonstrate how the State educational agency will strengthen and align policies affecting— interventions in schools in whole school reform or replacement under clause
(ii)or
(iii)of paragraph (2)(B); new school development; and implementation of effective school improvement activities that address the education needs of high school students who are off-track or who have dropped out. The State educational agency shall demonstrate the State educational agency's use and support of a statewide longitudinal data system, including demonstrating— that such system exists, or is being developed, and includes the elements described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871(e)(2)(D)); a commitment to the maintenance and growth of such system; State policies that ensure the protection of personally identifiable information in such system and authorize such system to collect, share, and link data from multiple systems for the purposes of evaluations and continuous improvement; governance structures to guide the collection, sharing and use of the data in such system; and that such system includes linkages between kindergarten through grade 12 data systems with early learning, postsecondary education, workforce, social services and other critical State agency data systems in order to achieve interoperability with systems in other States. The State educational agency shall demonstrate how it will support the statewide differentiated high school improvement system, including— a description of the statewide system of support, including regional support services and how schools identified under this Act and the local educational agencies that serve such schools can utilize such supports to improve teaching, learning, and student outcomes; a description of how the State educational agency will review, support, monitor, and provide technical support for local educational agency plans in accordance with paragraph (5); a description of the State educational agency staffing structure that is designed to— carry out the activities described in clause (ii); assist local educational agency school improvement teams described in section 109(b)(2), including supporting local educational agencies and school officials in developing and implementing school improvement plans, including through the provision of resources, training and technical assistance; and coordinate services across other State agencies to streamline and improve support provided to schools identified as needing targeted intervention, whole school reform, or replacement under paragraph (2)(B); a description of how the State educational agency will develop and identify school improvement planning tools for use by the local educational agencies and schools, such as needs assessments; and a description of how the State educational agency will ensure local educational agencies with high numbers of schools in whole school reform and replacement and such schools will be prioritized and targeted with support. The State educational agency shall demonstrate how the State educational agency will align its resources and policies to increase State and local capacity to ensure comprehensive support for schools identified as needing targeted intervention, whole school reform, or replacement under paragraph (2)(B), including how the State educational agency will— target resources, including resources from additional funding sources, to improve teacher and school leader quality or effectiveness in such schools including using data for decisionmaking; leverage resources from other funding sources, such as school improvement funds, technology and data funds, and professional development funds; provide local educational agencies with support in finding and utilizing secondary school reform partners and other external partners; increase access to State and regional technical assistance services; ensure an equitable distribution of teachers and school leaders with a demonstrated record of improving student achievement and graduation rates among the schools in the State that are identified for targeted intervention, whole school reform, or replacement under paragraph (2)(B), particularly those schools in whole school reform or replacement, as compared to schools not identified under paragraph (2)(B); ensure that local educational agencies in the State have adequate resources to serve schools; support the development of effective school leaders for high schools identified for targeted intervention, whole school reform, or replacement under paragraph (2)(B); assist local educational agencies in developing early warning indicator systems described in section 109(b)(6)(A); and assist local educational agencies in developing education options as described in section 109(b)(6)(B). The State educational agency shall describe how the State educational agency will collect and review high school improvement plans described in section 109(b)(4), including a description of— how the State educational agency will measure and ensure local educational agencies have the capacity to carry out such high school improvement plans; how a local educational agency may propose additional levels of differentiation within a particular school improvement category described in paragraph (2)(B) that are aligned with the State accountability system under section 1111(b)(2) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)); how the State educational agency will allow consortia of local educational agencies, particularly those in rural areas, to collaborate to develop and implement school improvement plans; how the State educational agency will review plans with the assistance and advice of a peer review panel that includes educators and individuals who are experts in— educational standards, assessments, and accountability; high school improvement; dropout prevention, intervention, and recovery; parental involvement; and other educational needs of high school students; how the State, in consultation with the peer review panel, shall ensure the local educational agency has identified the school improvement category described in section 105(b)(2) for each high school served by the local educational agency that did not make annual measurable growth for 2 consecutive years in such a way that accurately identifies the high school and leads to the implementation of the interventions necessary to meet student needs; how the State will provide local educational agencies the opportunity to revise high school improvement plans, including, if the State educational agency, in consultation with the peer review panel described in clause (iv), determines that the local educational agency’s plan does not meet the requirements of this title— immediately notifying the local educational agency of such determination and the reasons for such determination; and offering the local educational agency an opportunity to revise the plan, and technical assistance for revising the plan; and how the State will make the school improvement plans available to the public. The State educational agency shall describe how it will award subgrants to local educational agencies consistent with section 108. The State educational agency shall describe how the State educational agency will review and monitor the implementation of high school improvement plans, including how the State will analyze the implementation of the high school improvement plans of high schools that do not meet the annual growth targets set in accordance with paragraph (3)(D) and defined in the school improvement plan described in section 109(b)(4). The State educational agency shall describe how it will provide technical assistance to local educational agencies and high schools that need support to develop and to implement high school improvement plans described in section 109(b)(4) and improve graduation rates and student achievement, including through the use of secondary school reform partners, where appropriate. The State educational agency shall describe how, every 5 years, the State educational agency will evaluate how the activities assisted under this title have been successful in improving student achievement and outcomes of the cohort of students whose year of entry into high school was 4 years before the evaluation, including measurement of the State educational agency’s effectiveness in carrying out the activities described in the application under this subsection.
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- 20 USC 1111(b)(2)(C)(v)
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Sec. 105
State plan to develop differentiated high school improvement system
Cite20 USC 1111(b)(2)(C)(v)
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