; and (2) a values statement document, which shall be developed after a community-engaged planning process, with representation from educators, principals, administrators, students, parents, school boards, caregivers, Indian Tribes (where applicable), and community organizations that have documented experience as local providers and partners, and which shall include— (A) an outline of the applicant's goals to address environmental, economic, and educational equity in the projects and activities supported by the grant funds; (B) annual benchmarks to measure the applicant's progress toward meeting those goals; (C) a plan to ensure that, to the greatest extent practicable, not less than 30 percent of all jobs funded by the grant will be— (i) filled by individuals hired through a local community-based hiring process, in a matter that contributes to the stated equity goals, especially individuals who reside in the same catchment area as students attending the school in which those individuals will work, or individuals who previously attended the school in which those individuals will work; or (ii) filled by individuals who reside in a zip code served by the local educational agency receiving the grant or in a neighboring zip code; (D) as applicable, a commitment to local hiring from businesses, nonprofit organizations, and cooperatives (including worker cooperatives) in a manner that contributes to the stated equity goals, advances the economic and social empowerment of traditionally disadvantaged individuals and communities (including low-income and low-wealth individuals and communities), and creates opportunities for— (i) people of color; (ii) immigrants, regardless of immigrant status; (iii) formerly incarcerated individuals; (iv) women; (v) LGBTQIAP+ individuals; (vi) individuals with disabilities or chronic illness; (vii) young or elderly individuals; (viii) young adults exiting the foster care system; and (ix) unhoused individuals