Transition-to-Success Mentoring Act

To amend the Elementary and Secondary Education Act of 1965 to award grants to eligible entities to establish, expand, or support school-based mentoring programs to assist at-risk middle school students with the transition from middle school to high school. 1. Short title This Act may be cited as the Transition-to-Success Mentoring Act 2. Transition-to-Success Mentoring Program (a) Authorization of Appropriations Section 1803 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6553 There are authorized to be appropriated to carry out this part $50,000,000 for fiscal year 2016 and such sums as may be necessary for each succeeding fiscal year. (b) Transition-to-Success Mentoring Program Part H of title I of such Act ( 20 U.S.C. 6551 et seq. 3 Transition-to-Success Mentoring Program 1831. Transition-to-Success Mentoring Program (a) In general From the amounts appropriated to carry out this section, the Secretary shall award grants to eligible entities to establish, expand, or support school-based mentoring programs to assist eligible students with the transition from middle school to high school. (b) Application To receive a grant under this section, an eligible entity shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require. (c) Uses of funds (1) Required uses of funds An eligible entity that receives a grant under this section shall use the grant funds to establish a mentoring program, or to expand or provide technical support to an existing mentoring program, in all middle schools served by the entity, under which each eligible student is assigned to a success coach who— (A) creates a plan for success for the student that— (i) is created with the student, teachers, mentor, and parents of the student; (ii) includes, for each academic year, the student’s academic, personal, and career exploration goals, and a strategy on how to accomplish such goals; and (iii) identifies the student’s strengths, weaknesses, and academic progress; (B) enters into a signed, written agreement with the parents of the student that describes how the parents should assist the student in carrying out the plan for success; (C) meets with the student at least once per month to— (i) assist the student in achieving the goals under the plan for success; (ii) identify the student’s academic areas of weaknesses; (iii) provide the student with the tools necessary to improve the student’s potential for academic excellence, and ensure the student’s successful transition from middle school to high school by identifying improved attitude, behavior, coursework, and social involvement; and (iv) in the case of a student with behavioral issues, assist the student in behavior management techniques; (D) at least monthly, meets with the student and the parents, teachers, or counselors of the student to— (i) evaluate the student’s progress in achieving the goals under the plan for the current academic year; and (ii) revise or establish new goals for the next academic year; and (E) serves as the student’s advocate between the teachers and parents of the student to ensure that the teachers and parents understand the student’s plan. (2) Authorized uses of funds An eligible entity that receives a grant under this section may use such funds to— (A) develop and carry out a training program for success coaches, including providing support to match success coaches with eligible students; (B) cover the cost of any materials used by success coaches under the mentoring program; and (C) hire staff to perform or support the program objectives. (d) Grant Duration A grant under this section shall be awarded for a period of not more than 5 years. (e) Reporting requirements (1) Eligible entities An eligible entity receiving a grant under this section shall submit to the Secretary, at the end of each academic year during the grant period, a report that includes— (A) the number of students who participated in the school-based mentoring program that was funded in whole or in part with the grant funds under this section; (B) data on the academic achievement of such students; (C) the number of contact hours between such students and their success coaches; and (D) any other information that the Secretary may require to evaluate the success of the school-based mentoring program. (2) Secretary (A) Interim report At the end of the third fiscal year for which funds are made available to carry out this section, the Secretary shall submit to Congress an interim report on the success of the school-based mentoring programs funded under this section that includes the information received under paragraph (1). (B) Final report At the end of the fifth fiscal year for which funds are made available to carry out this section, the Secretary shall submit to Congress a final report on the success of the school-based mentoring programs funded under this section that includes the information received under paragraph (1). (f) Definitions In this section: (1) At-risk student The term at-risk student (A) be at-risk of academic failure; (B) have expressed interest in dropping out of school; (C) show signs of a drug or alcohol problem; (D) be pregnant or a parent; (E) have come into contact with the juvenile justice system in the past; (F) have limited English proficiency; (G) be a gang member; or (H) have a high absenteeism rate at school. (2) Eligible entity The term eligible entity (A) a local educational agency that— (i) receives, or is eligible to receive, funds under part A of title I; or (ii) is a high-need local educational agency; or (B) a partnership between a local educational agency described in subparagraph (A) and a nonprofit, community-based organization. (3) Eligible student The term eligible student (A) is enrolled in a middle school served by an eligible entity; and (B) is an at-risk student. (4) High-need local educational agency The term high-need local educational agency (5) Middle school The term middle school (6) School-based mentoring The term school-based mentoring (A) are closely coordinated with a school by involving teachers, counselors, and other school staff who may identify and refer students for mentoring services; and (B) assist at-risk students in improving academic achievement, reducing disciplinary referrals, and increasing positive regard for school. (7) Success coach The term success coach (A) is— (i) an employee or volunteer of a local educational agency in which a mentoring program receiving support under this section is being carried out; or (ii) a volunteer or employee from a nonprofit, community-based organization that provides volunteers for mentoring programs in secondary schools; and (B) prior to becoming a success coach— (i) received training and support in mentoring from an eligible entity, which, at a minimum, was 2 hours in length and covered the roles and responsibilities of a success coach; and (ii) underwent a screening by an eligible entity that included— (I) appropriate job reference checks; (II) child and domestic abuse record checks; and (III) criminal background checks. . 3. Table of contents The table of contents in section 2 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6301 et seq. Subpart 3—Transition-to-Success Mentoring Program Sec. 1831. Transition to success mentoring program. .

Summary: Transition-to-Success Mentoring Act Amends title I of the Elementary and Secondary Education Act of 1965 (ESEA) to reauthorize appropriations under part H (School Dropout Prevention). Establishes a transition-to-success mentoring program under part H of the ESEA requiring the Secretary of Education to award grants to local educational agencies (LEAs) or partnerships between LEAs and community-based nonprofit organizations to establish, expand, or provide technical support to school-based mentoring programs to assist at-risk students in transitioning from middle to high school. Requires grantees to assign to each at-risk student in his or her middle school a success coach who: creates a plan of success for the student; enters into an agreement with the student's parents regarding their role in implementing such plan; meets with the student at least once a month to assess and assist the student's progress; meets at least once a month with the student and the student's parents, teachers, or counselors to evaluate the student's progress and revise or establish new goals for the next academic year; and serves as the student's advocate between the student's parents and teachers. Authorizes the use of grant funds to: (1) train success coaches, (2) cover the cost of any materials they use under the mentoring program, and (3) hire staff to perform or support program objectives.