; (iii) partnering with local health, transportation, and service providers to target intervention efforts; (iv) training and integrating school personnel for mentoring; (v) carrying out mentoring programs that— (I) are structured, managed, and appropriately match students with screened and well-trained adult volunteers for group and one-on-one mentoring relationships; (II) encourage mentors and students to meet frequently; (III) emphasize the importance of regular school attendance; and (IV) provide and facilitate the necessary student support services; (vi) partnering with community organizations that offer mentoring services that consist of— (I) screening and training of adult volunteers; (II) matching students with the appropriate adult volunteer mentors; (III) support and oversight of the mentoring relationship; (IV) establishing goals and evaluation of outcomes for mentored students; and (V) planned and ongoing coordination between mentors and school personnel to identify individual student challenges causing chronic absenteeism in an effort to connect mentees to appropriate intervention efforts; (vii) cross-age peer mentoring programs under which an older student serves a mentor for a younger student for the purpose of guiding and supporting the student’s academic, social, and emotional development; (viii) identifying issues that lead to school absences; (ix) meeting with students and parents (or guardians, as appropriate) to engage students and improve performance; (x) arranging for teacher home visits to develop relationships among students, parents (or guardians, as appropriate) and schools; (xi) connecting students to existing school resources and activities, including school counseling services and existing community-based organizations; (xii) using mentors to serve as a bridge between students, parents (or guardians, as appropriate), and schools; (xiii) implementing evidence-based restorative justice strategies aimed at reducing suspensions in order to keep students in school