; (II) student-level progress and performance, as described in clause (ii); (III) student-level data on the indicators described in clause (iii); and (IV) information about the impact of interventions on student outcomes and progress; (E) increase academic rigor and foster student engagement to ensure students are entering secondary school prepared for success in a rigorous college- and career-ready curriculum, including a description of how such readiness will be measured; (F) implement a systemic transition plan for all students and encourage collaboration among elementary grades, middle grades, and secondary school grades to support the successful transition between grades; (G) increase community and family engagement in education in the middle grades to support student success; and (H) provide evidence that the strategies, programs, supports, and instructional practices proposed under the middle grades improvement plan are new and have not been implemented before by the eligible local educational agency or eligible entity; and (3) provide evidence of an ongoing commitment to sustain the plan for a period of not less than 4 years. (e) Review and selection of subgrants In making subgrants under subsection (a), the State educational agency shall— (1) establish a peer-review process to assist in the review and approval of applications under subsection (c); and (2) appoint individuals to participate in the peer-review process who are educators and experts in identifying, evaluating, and implementing effective education programs and practices, including— (A) experts— (i) in areas of teaching and learning, educational standards and assessments, and school improvement; (ii) in addressing the needs of students with disabilities and English learners in the middle grades; and (iii) in the academic and behavioral supports for middle grades students