Sec. 110. School improvement activities
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The school improvement team described in section 109(b)(2) for each high school identified for a school improvement category described in section 105(b)(2) shall ensure that the school improvement activities included in the school improvement plan are implemented. A high school identified for targeted interventions under section 109(b)(1) or the local educational agency serving such high school, shall implement research-based targeted interventions, using data from the school performance indicators, the early warning indicator system, other student indicators, and the capacity and needs assessment for the high school.
The targeted interventions shall be designed, at a minimum, to address the specific problems identified by the indicators, including the needs of students who are not making sufficient progress to graduate in the standard number of years. The local educational agency or State educational agency, with technical assistance from secondary school reform partners, shall enable and assist each school identified as needing whole school reform pursuant to section 109(b)(1) to implement whole school reform based on scientifically valid research using the data described in section 109(b)(3).
Such reform— shall address the comprehensive aspects of high school reform, including— schoolwide needs; students who need targeted assistance; and students who need intensive interventions, including those who are not making sufficient progress to graduate on time; shall address schoolwide factors to improve student achievement, including— setting high expectations and infusing relevance into learning for all students; personalizing the high school experience; and improving school climate, including student attendance and behavior; shall include activities that— ensure continuous improvement by— ensuring the school improvement plan is supported to the extent practicable by all school staff; establishing clear— goals and growth targets for implementation outcomes; and school annual growth targets; and regularly evaluating implementation of and fidelity to the high school improvement plan, such as dedicating a staff member to support implementation of the school improvement plan; organize the school to improve teaching and learning, including through— strategic use of time, such as— establishing common planning time for subject area teachers and interdisciplinary teams who share common groups of students; utilizing block scheduling or redesigning the school calendar year or day to create extended learning time in core subjects; or creating a flexible school period to address specific student academic needs and interests such as credit recovery, electives, or service learning; alignment of resources to improvement goals, such as through ensuring that students in their initial year in the high school are taught by teachers prepared to meet their specific learning needs; and development of effective leadership structures, supports, and clear decisionmaking processes, such as through developing distributive leadership and leadership teams; improve curriculum and instruction, including through— increasing access to rigorous and advanced coursework, including adoption and implementation of a college- and work-ready curriculum, and evidence-based, engaging instructional materials aligned with such a curriculum, for all students; increasing access to contextualized learning opportunities aligned with readiness for postsecondary education and the workforce, such as— providing work-based, project-based, and service-learning opportunities; providing a high quality, college preparatory curriculum in the context of a rigorous career and technical education core; or implementing career academies or programs of study in high-demand fields leading to industry-recognized credentials or postsecondary credit; regularly collecting and using data to inform instruction, such as— through use of formative assessments; creating and using common grading rubrics; or identifying effective instructional approaches to meet student needs; and emphasizing core skills instruction, such as literacy, across content areas; provide students with academic and social support to address individual student learning needs, including through— increasing personalization through learning structures that facilitate the development of student and staff relationships such as— implementing grade 9 academies, career academies, or programs of study; establishing teams of teachers who work exclusively with small groups of students; or creating advisor positions to provide students with study, organizational, and social skills; offering extended-learning, credit recovery, mentoring, or tutoring options of sufficient scale to meet student needs; providing evidence-based accelerated learning for students with academic skill levels below grade level; coordinating and increasing access to integrated services, such as providing additional counselors, social workers, and behavior and mental health providers to deliver such services; providing graduation and postsecondary planning and transition supports, including college awareness and planning; and providing up-to-date, regionally relevant workforce information; increase teacher and school leader effectiveness, including through— professional development activities that respond to student and schoolwide needs as identified through the data described in section 109(b)(3), such as— training teachers, leaders, and administrators together with staff from high schools making annual measurable growth that serve similar populations and in such schools; and establishing peer learning and coaching among teachers; and facilitating collaboration, including through professional communities across subject area and interdisciplinary groups and similar high schools; and engage families and community partners, including community-based organizations, organizations assisting parent involvement, institutions of higher education, and industry, in school improvement activities through evidence-based strategies; and may include— providing enabling policies, such as additional flexibility regarding staffing and compensation, budgeting, student credit attainment, or use of school time, that support the implementation of effective school improvement activities and educational options, including flexibility provided under section 1114(a)(3) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6314(a)(3) ); implementing multiple school options or effective school models that address the needs of students who are not making sufficient progress to graduate in the standard number of years or have dropped out of high school, as informed by analysis of school performance indicator data described in section 105(b)(3) and early warning indicator system data described in section 109(b)(6)(A); and other activities designed to address whole school needs, such as implementing a comprehensive reform model for the high school.
The local educational agency, in consultation with the State educational agency, secondary school reform partners, and external partners, shall replace each high school that, using data under section 109(b)(3), is identified for replacement pursuant to section 109(b)(1). The local educational agency shall ensure successful implementation of the replacement strategy through— closing and reopening the schools or implementing multiple school options or effective school models that address the needs of students in the replaced schools, including students who are not making sufficient progress to graduate in the standard number of years or have dropped out of high school; providing enabling policies, such as additional flexibility regarding staffing and compensation, budgeting, or use of school time; and implementing activities described in subsection (c).
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Sec. 110
School improvement activities
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