; (D) employ strategies grounded in the disciplines of teaching and learning that— (i) are based on evidence, practice, and research, where applicable, related to teaching and learning; (ii) are specific to academic subject matter; and (iii) focus on the identification of students' specific learning needs, particularly students with disabilities, students who are English learners, students who are gifted and talented, and students with low literacy levels, and the tailoring of academic instruction to such needs; (E) design and conduct an ongoing assessment of evidence of student learning, which may include the use of formative or diagnostic assessments, performance-based assessments, project-based assessments, or portfolio assessments, that measures higher-order thinking skills (including application, analysis, synthesis, and evaluation) and use this information to inform and personalize instruction; (F) support the social, emotional, and academic achievement of all students, including by effectively creating an inclusive classroom environment, and implementing positive behavioral interventions, trauma-informed care, and other support strategies that enhance student motivation and engagement; (G) incorporate the principles of universal design for learning; (H) integrate technology effectively into curricula and instruction, including technology consistent with the principles of universal design for learning and technology to collect, manage, and analyze data to improve teaching and learning for the purpose of improving student learning outcomes; (I) communicate and work with parents, and involve parents in their children's education