; (ii) to assess and improve programmatic practices and instructional practices; and (iii) to provide high-quality environments that can engage children with materials, curricula, and experiences appropriate to the developmental level of the child. (F) A process to support and increase the number of State early learning programs integrating instructional and programmatic practices that guide and improve instructional practice, professional development of staff, and services that— (i) include developmentally appropriate, culturally and linguistically appropriate, ongoing, classroom-based instructional assessments for each domain of child development and learning; and (ii) are aligned with the curriculum used in the State early learning program and with the State early learning standards or the Head Start Child Outcomes Framework (as described in the Head Start Act ( 42 U.S.C. 9831 et seq.)), as applicable. (G) A plan for providing comprehensive preservice preparation and professional development to create, educate, and support a knowledgeable, highly skilled, and well-compensated workforce, across all types of early childhood settings serving all children from birth to kindergarten entry. (H) Outreach strategies that incorporate multiple strategies for parent, expectant parent, and family involvement and education. (I) A plan to promote understanding by parents and families of— (i) the State's program rating system, as described in subparagraph (D); and (ii) the rating of the program in which their child is enrolled. (J) A coordinated system to facilitate prompt screening, referral, and provision of services related to health, mental health, disability, and family support for children participating in State early learning programs. (K) A process for evaluating school readiness in children that reflects all of the major domains of development, and that— (i) is used to guide practice and improve State early learning programs