; (4) implement effective interventions and support services that help promote the school readiness of children participating in the child care and early learning program involved; (5) use research-based assessment methods, including such methods that provide proven results regardless of culture, race or ethnicity, or language spoken at home, in order to support the educational instruction and school readiness of children in the program; (6) use research-based developmental screening tools that have been demonstrated to be— (A) standardized, reliable, valid, and accurate for the child being assessed, to the maximum extent practicable; and (B) age, developmentally, culturally, and linguistically appropriate, for the child and, if relevant, appropriate for children with disabilities; (7) adopt, in consultation with experts in child care and early learning and with classroom teachers, a non-punitive evaluation to assess classroom teachers and to inform professional development plans, as appropriate, that leads to improved teacher effectiveness; (8) establish goals and measurable objectives for the provision of health, educational, nutritional, social services, and other services provided under this title and related to the program mission and to promoting school readiness; (9) develop procedures for identifying and promoting the language knowledge and skills of dual language learner children; and (10) not use funds to develop or implement an assessment for children that— (A) will be used as the sole basis for a child care and early learning provider being determined to be ineligible to participate in the program carried out under this title; (B) will be used as the primary or sole basis for providing a reward or sanction for an individual provider; (C) will be used as the primary or sole basis for assessing program effectiveness