; (C) that lack positive behavioral interventions and supports and other models to improve school climate and culture; or (D) that have demonstrated meaningful community engagement in selecting models to improve school climate and culture. (f) Evaluation and report (1) Local educational agency reports Each local educational agency receiving a subgrant under this section shall, at the end of the grant period for such subgrant, prepare and submit to the State educational agency a report that— (A) evaluates the progress of the local educational agency toward carrying out the required activities under subsection (e); and (B) includes any additional information the State educational agency determines necessary to complete the report required under paragraph (2). (2) State educational agency reports Each State educational agency receiving a grant under this section shall, at the end of the three-year grant period for such grant, prepare and submit to the Secretary a report that— (A) evaluates the State’s progress toward carrying out the required activities under subsection (e); (B) includes data on the impact of the grant program on school climate and culture during such grant period, including, with respect to the State educational agency, data on the prevalence of, and increase or decrease in— (i) exclusionary and aversive discipline practices or interventions, including in-school suspensions, out-of-school suspensions, and expulsions; (ii) school-related arrests; and (iii) student referrals to law enforcement; (C) includes the number of high-quality school climate and culture trainings conducted for program personnel during such grant period; (D) describes the models implemented to improve school climate and culture during such grant period; (E) specifies the number of subgrants made under subsection (d) and the local educational agencies that were awarded such subgrants