‘‘(II) creating student advisories 
and developing peer engagement strat-
egies; 
‘‘(III) creating mechanisms for 
increased 
educator 
collaboration 
around individual student needs; 
‘‘(IV) involving students and par-
ents in the development of individual-
ized student plans for secondary 
school success and graduation and 
transition to postsecondary education; 
and 
‘‘(V) creating mechanisms for in-
creased student participation in school 
improvement efforts and in decisions 
affecting the students’ own learning, 
including students leading guidance 
activities, mentoring, or tutoring ef-
forts. 
‘‘(B) EARLY COLLEGE AND DUAL ENROLL-
MENT SCHOOLS.—An early college high school 
or other dual enrollment learning opportunity 
that provides a course of study that enables a 
student to earn a secondary school diploma and 
either an associate degree or not more than 2 
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years of transferable postsecondary education 
credit toward a postsecondary degree or creden-
tial. 
‘‘(C) SECONDARY SCHOOLS USING EARLY 
WARNING SYSTEMS.—A secondary school that 
enables at-risk students to graduate from sec-
ondary school ready to succeed in postsecondary 
education and the workforce, through use of an 
early warning indicator and intervention system 
that combines— 
‘‘(i) research-based whole school re-
form focused on improving attendance, be-
havior, and course performance; 
‘‘(ii) targeted interventions provided 
by trained teams of adults working full- 
time in the school, which may include— 
‘‘(I) participants or volunteers 
under the National and Community 
Service Act of 1990 (42 U.S.C. 12501 
et seq.) or the Domestic Volunteer 
Service Act of 1973 (42 U.S.C. 4950 
et seq.); 
‘‘(II) student and family advo-
cates; and 
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‘‘(III) college and career access 
and success counselors; 
‘‘(iii) integrated student services and 
case-managed interventions for students 
requiring intensive supports; and 
‘‘(iv) an on-track indicator system to 
identify students in need of additional sup-
port and to monitor the effectiveness of the 
interventions described in clause (ii). 
‘‘(2) INNOVATIVE PROGRAMS.— 
‘‘(A) EXPANDED LEARNING-TIME OPPOR-
TUNITIES.—The creation of an expanded learn-
ing-time opportunity, which may include— 
‘‘(i) establishing a mandatory ex-
panded day, for all students transitioning 
into the first year of high school, for aca-
demic catch-up and enrichment; 
‘‘(ii) providing arts, service-learning 
(as defined in section 101 of the National 
and Community Service Act of 1990 (42 
U.S.C. 12511)), or youth development op-
portunities with community-based cultural 
and civic organizations; 
‘‘(iii) providing higher education and 
work-based exposure, experience, and cred-
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it-bearing learning opportunities in part-
nership with postsecondary education insti-
tutions and the workforce; 
‘‘(iv) providing technology-enabled col-
laboration and access for students to re-
ceive assistance from content experts, in-
structors, and peers and to utilize re-
sources for remediation and enrichment; or 
‘‘(v) providing quality summer experi-
ences, which may include youth develop-
ment. 
‘‘(B) SUCCESSFUL TRANSITIONS TO HIGH 
SCHOOL.—A program improving student transi-
tions from middle school to high school and en-
suring successful entry into high school, which 
may include— 
‘‘(i) establishing summer transition 
programs for students transitioning from 
middle school to high school to ensure the 
students’ connection to the students’ new 
high school and to orient the students to 
the study skills and social skills necessary 
for success in the high school; 
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‘‘(ii) providing for the sharing of data 
between high schools and feeder middle 
schools; 
‘‘(iii) establishing early warning indi-
cator and intervention programs in high 
school for students transitioning into the 
students’ first year of high school so that 
such students do not become truant or fall 
too far behind in academics; 
‘‘(iv) increasing the level of student 
supports, including academic and nonaca-
demic supports that meet the comprehen-
sive needs of struggling students; 
‘‘(v) aligning academic standards, cur-
ricula, and assessments between middle 
and high schools; and 
‘‘(vi) providing electronic access to de-
tailed information on student performance 
and all content and skill areas to students 
transitioning into high school and their 
parents. 
‘‘(C) SUCCESSFUL TRANSITIONS TO POST-
SECONDARY
EDUCATION
AND
THE
WORK-
FORCE.—Improvements to assist student transi-
tion from secondary school to postsecondary 
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education and the workforce, which may in-
clude— 
‘‘(i) providing for the sharing of data 
between secondary schools and institutions 
of higher education, including data on re-
mediation and completion rates; 
‘‘(ii) enabling dual enrollment and 
post-secondary credit-bearing learning op-
portunities; 
‘‘(iii) creating new opportunities to 
better utilize grades 11 and 12 and cre-
ating better connections to postsecondary 
education, which may include internships, 
externships, job shadowing, and tech-
nology-enabled collaboration; 
‘‘(iv) providing enhanced planning and 
counseling for postsecondary education, in-
cluding financial aid counseling; and 
‘‘(v) aligning the academic standards 
of secondary school with the academic 
standards of postsecondary education and 
the requirements and expectations of the 
workforce, including partnering with local 
industry to align technical curricula to 
workforce needs. 
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