; (2) demographic information about the student population served by the eligible entity, disaggregated (to the extent that such information complies with applicable privacy law and protects personally identifiable information), by— (A) subgroups of students and grade level; and (B) status as a student that— (i) has a section 504 plan; (ii) has an IEP; and (iii) is an English learner; (3) a description of the relevant academic needs of the student population served by the eligible entity, including— (A) the ratio of reading and literacy specialists to whole student population; and (B) an overview of student performance related to reading, literacy, and comprehension on formative and summative reading assessments, standardized tests, and district and State benchmarks, including such information disaggregated (to the extent that such information complies with applicable privacy law and protects personally identifiable information), by— (i) subgroups of students and grade level; and (ii) status as a student that— (I) has a section 504 plan; (II) has an IEP; and (III) is an English learner; (4) graduation rates, attendance data, and disciplinary data (as determined by the Secretary), disaggregated (to the extent that such information complies with applicable privacy law and protects personally identifiable information) by— (A) subgroups of students and grade level; and (B) status as a student that— (i) has a section 504 plan; (ii) has an IEP; and (iii) is an English learner; (5) a comprehensive plan for the use of grant funds to address persistent shortages described in the needs assessment under paragraph (1), including a description of— (A) how grant funds will be used in accordance with subsection (d); (B) how such activities will improve or strengthen intervention strategies; and (C) how such funds will be used to ensure that the eligible entity will continue to employ and retain reading, literacy, or bilteracy specialists after the completion of the grant period