; and (iii) community members, such as residents, community led councils, local businesses, stakeholders, early childhood education providers, hospitals or clinics, community organizations, and local nonprofit organizations. (F) An identification of the initial community-wide leadership team for purposes of this section and the school-based leadership team for each eligible school identified under subparagraph (D), and, if either such team does not exist as of the date of the application, the process that will be put in place to establish such team. (G) If applicable, plans for hiring additional staff, providing additional compensation to existing staff, or contracting with 1 or more nonprofit entities to help the eligible entity apply for an implementation grant under subsection (c). (H) A data-sharing agreement between the local educational agency and partner entities and services that ensure the sharing of relevant real-time student data to conduct the needs and assets assessment described in paragraph (2)(A)(i)(I). (I) An assurance that any grant funds awarded will benefit members of the community served without discrimination based on race, color, religion, sex (including sexual orientation and gender identity), age, or disability. (J) An assurance that any full-service community school opened with the use of grant funds under this section will hold leadership team meetings that are open to the public, and that records related to finances, personnel, and other decisionmaking processes for those schools will be made available for public review. (2) Planning and capacity building grant activities (A) In general An eligible entity receiving a planning and capacity building grant under this subsection shall— (i) (I) conduct a needs and assets assessment for each eligible school participating in the grant that identifies the academic, social and emotional, physical and mental health, and other needs of at least 50 percent of students, families, and school staff, and engages a significant number of community