(a) Within the first 60 instructional days of the school year of a contract amendment or intervention contract pursuant to Code Section 20-14-45, turnaround coaches shall coordinate with each school to conduct individual assessments of those students who have been identified as low-performing and shall coordinate with schools to provide the following interventions, as agreed to by the turnaround coach and the school and based on available funding and resources, including the reallocation of existing resources and grant funding, if available, pursuant to subsection (c) of Code Section 20-14-48:

(1) Screen all students to diagnose the factors for low performance, including, but not limited to, reading development and comprehension, math proficiencies, physical health, mental health, access to the Internet or other ancillary supports to out-of-school learning activities expected of students and evaluate all available records to address nonacademic barriers to learning in the lowest-performing schools; and

(2) Provide students who have been identified as low-performing with academic support and enrichment activities, access to programs to promote parental involvement, access to supports for addressing and improving mental and physical health, access to a learning resource center for students and guardians to strengthen academic supports, positive behavioral interventions and supports, and access to expert supports, which may include, but not be limited to, data scientists, psychometric personnel, curriculum specialists, learning theorists, and special educators to help advise the schools on technical learning matters.

(b) Turnaround coaches shall assist local boards of education in identifying integrated student services utilizing the list of resources established by the Chief Turnaround Officer pursuant to paragraph (2) of subsection (c) of Code Section 20-14-43. Local boards of education, in coordination with the turnaround coaches and the local school administration, shall create local collaborations to address personal and community conditions, which shall include the needs, issues, and problems within the communities of such school or schools, such as poverty, lack of economic development, safety, transportation options for parents and students, adult educational opportunities, wellness, and mental health services, and shall, in consultation with the turnaround coach, identify state and community resources that are available or that could be built upon, reallocated, or repurposed to address the issues impacting such school or schools.