; and (ii) promoting strong teaching skills and, as applicable, techniques for early childhood educators to improve children's cognitive, social, emotional, and physical development. (B) Required activities The activities described in subparagraph (A) shall include— (i) implementing teacher preparation program curriculum changes that improve, evaluate, and assess how well all prospective and new teachers develop teaching skills; (ii) using evidence-based research, where applicable, about teaching and learning so that all prospective teachers and, as applicable, early childhood educators— (I) understand and can implement evidence-based teaching practices in classroom instruction; (II) have knowledge of the scientific basis of how students learn, including the skills to recognize and evaluate student social and emotional competencies and needs; (III) possess skills to analyze student academic achievement data and other measures of student learning, and use such data and measures to improve classroom instruction and student engagement; (IV) possess teaching skills and an understanding of effective instructional strategies across all applicable content areas that enable general education and special education teachers and early childhood educators to— (aa) meet the specific social and emotional learning and academic needs of all students, including students with disabilities, students who are English learners, students who are gifted and talented, students with low literacy levels and, as applicable, children in early childhood education programs; (bb) differentiate instruction for such students; and (cc) use culturally relevant pedagogy and curricular materials; (V) can effectively participate as a member of the individualized education program team, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act; (VI) possess the skills to meet the academic, social, and emotional needs of students and create inclusive and culturally responsive learning environments