; and (B) determining and using accommodations for instruction and assessments for students with disabilities and English learners. (10) Evidence-based anti-bias training. (11) Effective and equitable use of technology for digital and blended learning (including the appropriate use of technology and assistive technology for students with disabilities). (12) Effective strategies to engage and collaborate with stakeholders to advance the learning of all students (including parents and families, other educational professionals, out-of-school time providers, and community members). (13) Other evidence-based strategies and practices that advance the academic achievement of all students, including students of color, English learners, students from low-income families, and students with disabilities. 242. Faculty professional development and training The Secretary may award grants to institutions of higher education that have educator preparation programs in order to allow those programs to develop and support faculty in a college, school, or department of education in— (1) culturally responsive pedagogy; (2) trauma-informed instruction; (3) creating an inclusive climate for faculty, staff, and students, including restorative justice training; and (4) strengthening knowledge of child and youth development. 243. Resiliency grants (a) In general The Secretary may award grants, on a competitive basis, to institutions of higher education that have educator preparation programs, to enable those programs to carry out the activities described in subsection (b) or (c). Such grants shall be known as Resiliency Grants . (b) Technology An educator preparation program that receives a Resiliency Grant for technology shall use grant funds to— (1) support the preparation of profession-ready educators by expanding the use of technology in pre-service clinical and field experiences of students enrolled in educator preparation programs