; (II) developing, implementing, or revising the State’s tiered system for recognizing and supporting the quality of child care services described in subsection (f)(3)(B); (III) improving the supply and quality of developmentally appropriate and inclusive child care programs and services for underserved populations identified under subsection (f)(3)(I); (IV) improving access to child care services for vulnerable children as defined by the lead agency pursuant to subsection (b)(4)(A)(iii)(II); (V) providing outreach and enrollment support for families of eligible children; (VI) supporting eligible child care providers to eliminate use of suspensions, expulsions, and aversive behavioral interventions, including through adaptations and interventions by special educators, mental health consultants, and other community resource personnel, such as behavior coaches, psychologists, and other appropriate specialists, and through the provision of mental health services for the providers; (VII) promoting multitiered systems of support such as systems with positive behavioral interventions and supports and trauma-informed care that promote positive social and emotional development and reduce challenging behaviors; (VIII) offering training, coaching, or professional development opportunities for eligible child care providers that relate to the use of evidence-based, developmentally appropriate and age-appropriate strategies to promote the social, emotional, physical, adaptive, communication, and cognitive development of children; (IX) improving coordination between States and local governments with respect to licensing and other regulatory requirements for eligible child care providers; (X) increasing interrater reliability concerning licensing inspections or other evaluations of eligible child care providers by training licensing inspectors of the providers and providing such inspectors with additional professional development