; and (ii) developmental outcomes for infants and toddlers with disabilities; (B) identify and support the development of evidence-based services, strategies, interventions, or policies, including multi-tier systems of supports and positive behavioral interventions and supports, that— (i) support learning and improve student outcomes, including academic achievement, functional outcomes, and educational results for all children with disabilities and youth with disabilities; (ii) promote participation and progress in the general education curriculum and general education settings; and (iii) improve reading, literacy, mathematics, and science skills of children with disabilities and youth with disabilities; (C) ensure that research conducted under the direction of the Special Education Research Center— (i) supports the collaborative identification and development of research questions, designs, measurements, and methods among researchers, students, families, practitioners, education system leaders, and policymakers; (ii) improves evidence use by practitioners, education system leaders, and policymakers; (iii) is relevant to improving education practice and policy; and (iv) informs decision making by education system leaders and policymakers; (D) examine the needs of infants and toddlers with disabilities, including factors that may result in developmental delays; (E) improve the alignment, compatibility, and development of valid and reliable assessments, including alternate assessments, as required by section 1111(b)(2) of the Elementary and Secondary Education Act of 1965; (F) examine challenging State academic standards and alternate assessments for students with the most significant cognitive disabilities in terms of academic achievement, individualized instructional need, appropriate education settings, and improved educational outcomes; (G) examine the educational, developmental, and transitional needs of children with high-incidence and low-incidence disabilities