; (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