; 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; (iii) regularly assessing program quality and progress through individual student data, participant feedback, and aggregate outcomes to develop strategies for improvement; and (iv) organizing school personnel and community partners into working teams focused on specific issues identified in the needs and assets assessment. (I) Support and enable the district liaison described in subsection (b)(1)(E) to lead the community-wide leadership team and carry out the activities described in the eligible entity’s application and planning report submitted under paragraph (1). (5) Prohibition on discrimination An eligible entity receiving a grant under this subsection shall ensure that activities carried out with grant funds serve members of the community without discrimination based on race, color, religion, sex (including sexual orientation and gender identity), age, or disability. (6) Implementation grant report At the end of the grant period, an eligible entity receiving a grant under this subsection shall prepare and complete a report designed by the Secretary that— (A) for each eligible school operating a full-service community school program— (i) details the impact of the full-service community school program on student opportunities and outcomes, including academic achievement, as aligned with the results framework of the eligible entity, including achievement based on the challenging State academic standards established under section 1111(b); (ii) includes school climate information, which may come from student, parent, or educator surveys, that shall be cross-tabulated and disaggregated by subgroup of students (as defined under section 1111(c)(2)), including— (I) school discipline data such as suspension and expulsion rates