IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 1
State Standards Required for the LBSI Program
Illinois Professional Teaching Standards
[24.100] NOTE: Bold sections indicate the addition of special education professional knowledge and performance indicators.
STANDARD 1 - Content Knowledge
The competent teacher understands the central
concepts, methods of inquiry, and structures of the
disciplines and creates learning experiences that
make the content meaningful to all students.
Content Knowledge is
synonymous with the matrices for
LBS1 and SPED common core
(refer to the matrices)
Knowledge Indicators - The competent teacher:
1A. understands major concepts, assumptions,
debates, principles, and theories that are
central to the discipline(s) in which
certification is sought.
EPS 202
SPED 440, 441
Courses A
1B. understands the processes of inquiry
central to the discipline.
1C. understands how students' conceptual
frameworks and their misconceptions for
an area of knowledge can influence their
learning.
CI 431 Course A
1D. understands the relationship of knowledge
within the discipline to other content areas
and to life and career applications.
SPED 448 Yellow Book
Instructional Setting
Inventory
95.25/100
A
1E. understands how a student’s disability
affects processes of inquiry and
influences patterns of learning.
EDPR 250 Weekly Reflection #? Accepted
Performance Indicators - The competent teacher:
1F. evaluates teaching resources and
curriculum materials for their
comprehensiveness, accuracy, and
usefulness for representing particular
ideas and concepts.
SPED 447 Curriculum Evaluation A
1G. uses differing viewpoints, theories, "ways
of knowing" and methods of inquiry in
teaching subject matter concepts.
EDPR 250 Co-Teaching Lessons &
Reflection
Accepted/Accepted
1H. engages students in generating and testing
knowledge according to the process of
EDPR 250 Curriculum Based
Assessment &
Accepted/Accepted
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 2
inquiry and standards of evidence of the
discipline.
Reflection
1I. designs learning experiences to promote
student skills in the use of technologies
appropriate to the discipline.
EDPR 524 Professional Development
Goal
Accepted
1J. anticipates and adjusts for common
misunderstandings of the discipline(s) that
impede learning.
EDPR 250 Instructional Program &
Reflection , Spring
‘10
Accepted
1K. uses a variety of explanations and
multiple representations of concepts that
capture key ideas to help students develop
conceptual understanding.
EDPR 250 Instructional Program &
Reflection, Spring
‘10
Accepted
1L. facilitates learning experiences that make
connections to other content areas and to
life and career experiences.
EDPR 250 Co-taught Lesson &
Reflection
Accepted/Accepted
1M. designs learning experiences and
utilizes adaptive devices/technology to
provide access to general curricular
content to individuals with disabilities.
EDPR 250 Weekly Reflection Accepted
STANDARD 2 - Human Development and
Learning
The competent teacher understands how
individuals grow, develop, and learn and provides
learning opportunities that support the intellectual,
social, and personal development of all students.
Knowledge Indicators - The competent teacher:
2A. understands how students construct
knowledge, acquire skills, and develop
habits of mind.
EPS, KIN 262; Psych 100, 103, &
216; SHS 320; SPED 317, 440,
441, 471
Take Home Application 30/30
2B. understands that students' physical, social,
emotional, ethical, and cognitive
development influences learning.
EPS, KIN 262; Psych 100, 103,
&216; SHS 320; SPED 317, 431,
440, 471
Take Home Application
Module 8
Module 10
30/30
10/10
10/10
2C. understands human development, learning
theory, neural science, and the ranges of
individual variation within each domain.
EPS, KIN 262; Psych 100, 103,
216; SHS 320; SPED 317, 440,
470, 471
Learning Theory Worksheet Accepted
2D. understands that differences in approaches
to learning and performance interact with
development.
EPS, KIN 262; Psych 100, 103,
216; SHS 320; SPED 317, 440,
470, 471
Learning Theory Worksheet
Take Home Application
Accepted
30/30
2E. understands how to include student SPED 317, 440, 447, 448, 450, Take Home Application 30/30
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 3
development factors when making
instructional decisions.
461, & 470 Instructional Program A
2F. knows the impact of cognitive,
emotional, physical, and sensory
disabilities on learning and
communication processes.
EPS, KIN 262; Psych 100, 103,
216; SHS 320; SPED 317, 440,
450, 461, 471
Modules 2,8,9,10,11
Oral vs. ASL Paper 10/10
A
Performance Indicators - The competent teacher:
2G. analyzes individual and group
performance in order to design instruction
that meets learners’ current needs in the
cognitive, social, emotional, ethical, and
physical domains at the appropriate level
of development.
EPS; SPED 431, 440, 444, 446,
447, 448, 471, 524; EDPR 250,
420; PSYC 216; SHS 320, KIN
262
Instructional Program
Managing the Learning
Environment, Fall 09
A
Accepted
2H. stimulates student reflection on prior
knowledge and links new ideas to already
familiar ideas and experiences.
SPED 426, 431, 438, 440, 441,
444, 446, 447, 448, 461, 470, 471,
EDPR 250, 420, SPED 524
Instructional Program
Instructional Program
Reflection
A
A
2I. introduces concepts and principles at
different levels of complexity so that they
are meaningful to students at varying
levels of development and to students
with diverse learning needs.
SPED 426, 431, 438, 440, 441,
444, 446, 447, 448, 461, 470, 471
Instructional Program A
STANDARD 3 – Diversity
The competent teacher understands how students
differ in their approaches to learning and creates
instructional opportunities that are adapted to
diverse learners.
Knowledge Indicators - The competent teacher:
3A. understands the areas of exceptionality in
learning as defined in the Individuals with
Disabilities Act (IDEA) and the State
Board’s rules for Special Education (23
Ill. Adm. Code 226).
SPED 317, 431, 444, 461, EDPR
250, 420, SPED 524, SHS 320
Module 12
IEP, IFSP, 504 Plan
Assignment
Research Paper
10/10
60/60
A
3B. understands the process of second
language acquisition and strategies to
support the learning of students whose
first language is not English.
SPED 217, 317, 361; SHS 320 Module 2,6,9 10/10
3C. understands how students’ learning is
influenced by individual experiences,
talents, and prior learning, as well as
PSYC 100, 216; SHS 320; SPED
317, 440, 441, 446; EDPR 250,
420, SPED 524
Philosophy of Teaching
Exam #2: Culture Relevant
Teaching
A
A
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 4
language, culture, family, and community
values.
3D. understands and identifies differences in
approaches to learning and performance,
including different learning styles,
multiple intelligences, and performance
modes.
EPS, PSYC 100, SPED 117, 317,
440, 441, 446, EDPR 250, 420;
SPED 524
Learning Theory Worksheet
Weekly Assignment #1
Take Home Application
Exam #1: The Great
Equalizer
Accepted
3/3
30/30
A
3E. understands cultural and community
diversity through a well-grounded
framework and understands how to learn
about and incorporate students’
experiences, cultures, and community
resources into instruction.
EPS; SHS 320; SPED 317, 440,
441, 446, 447, 448, 450, 470, 471
Exam #2: Culture Relevant
Teaching
A
3F. understands personal cultural
perspectives and biases and their
effects on one’s teaching.
PSYC 100, SHS 320, SPED 317,
426, 438, 440, 441, 470, 471,
EDPR 250, 420; SPED 524, EPS
202
Exam #2: Culture Relevant
Teaching A
Performance Indicators - The competent teacher:
3G. facilitates a learning community in which
individual differences are respected.
EDPR 250, 420; SPED 524, 426,
438, CI 431
James Scholar Project A
3H. Makes appropriate provisions (in terms of
time and circumstances for work, tasks
assigned, communication, and response
modes) for individual students who have
particular learning differences or needs.
Focus of curriculum in all special
Ed core assignments, SPED 431,
440
Instructional Program
AT Assessment
A
A
3I. uses information about students’ families,
cultures, and communities as a basis for
connecting instruction to students’
experiences.
EDPR 250, 420; EPS; SPED 524,
117, 438, 444, 446, 448, 450, 471
Instructional Program
Reflection, Fall 09
Accepted
3J. uses cultural diversity and individual
student experiences to enrich instruction.
EDPR 250, 320; SPED 524, 446,
448, 471
Instructional Program
Reflection, Fall 09
Accepted
3K. uses a wide range of instructional
strategies and technologies to meet and
enhance diverse student needs.
EDPR 250, 420; SPED 524, 431,
440, 441, 447, 448, 470
Augmentation and
Accommodation
Curriculum
A
3L. identifies and designs instruction
appropriate to students’ stages of
development, learning styles, strengths
and needs.
EDPR 250, 420, SPED 524, 431,
440, 441, 446, 447, 448, 450
Informal Assessment
Instructional Program
A
A
3M. identifies when and how to develop and EDPR 250, 420; SPED 524, 426, Instructional Program A
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 5
implement strategies and interventions
within the classroom and how to access
appropriate services or resources to assist
students with exceptional learning needs.
431, 440, 441, 444, 461 AT Assessment A
3N. demonstrates positive regard for
individual students and their families
regardless of culture, religion, gender,
sexual orientation, and varying
abilities.
EDPR 250, 420, SPED 524, 317,
424, 440, 441, 446, 447, 448
Community Experience 125/125
STANDARD 4 - Planning for Instruction
The competent teacher understands instructional
planning and designs instruction based upon
knowledge of the discipline, students, the
community, and curriculum goals.
Knowledge Indicators - The competent teacher:
4A. understands the Illinois Learning
Standards, curriculum development,
content, learning theory, and student
development and knows how to
incorporate this knowledge in planning
instruction.
EDPR 250, 420; SPED 524, 431,
440, 441, 446, 447, 448, 450, 461,
470, 471, CI 431, 475
James Scholar Project
Resource Book A
A
4B. understands how to develop short- and
long-range plans consistent with
curriculum goals, learner diversity, and
learning theory.
EDPR 250, 420; SPED 524, 317,
431, 440, 441, 461, 470, 471
Instructional Program, Fall
09
Accepted
4C. understands how to take the contextual
considerations of instructional materials,
individual student interests, and career
needs into account in planning instruction
that creates an effective bridge between
students’ experiences and career and
educational goals.
SPED 444, 446, 447, 448 Environmental Inventory A
4D. understands when and how to adjust plans
based on students’ responses and other
contingencies.
EDPR 250, 420, SPED 524, 431,
440, 441
Instructional Program
Instructional Program
Reflection
A
A
4E. understands how to integrate technology
into classroom instruction.
SPED 312, 431, C&I 431 Resource Book
Blog Posts
A
5/5
4F. understands how to review and evaluate
educational technologies to determine
Same as above Blog Posts
AT Assessment
5/5
A
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 6
instructional value.
4G. understands how to use various
technological tools to access and manage
information.
Same as above Blog Posts
Weekly Milestone: Wiki
5/5
5/5
4H. understands the uses of technology to
address students’ needs.
Same as above AT Assessment A
Performance Indicators - The competent teacher:
4I. establishes expectations for students’
learning.
EDPR 250, 420; SPED 524, 317,
424, 440, 441, 446, 447, 448
Instructional Program A
4J. applies principles of scope and sequence
when planning curriculum and
instruction.
EDPR 250, 420; SPED 524, 446,
447, 448
Instructional Program, Fall
09
Accepted
4K. creates short-range and long-term plans to
achieve the expectations for students’
learning.
SPED 317, 440, 444, 446, 447, 448 Environmental Inventory
Person Centered Planning
Personal Goals Assignment
A
14.5/15
A
4L. creates and selects learning materials and
learning experiences appropriate for the
discipline and curriculum goals, relevant
to the students, and based on students’
prior knowledge and principles of
effective instruction.
EDPR 250, 420, SPED 524, 431,
440, 441, 446, 447, 448, 461
Environmental Inventory
Informal Assessment
Instructional Program
A
A
A
4M. creates multiple learning activities that
allow for variation in students’ learning
styles and performance modes.
EDPR 250, 420; SPED 524, 440,
441
Instructional Program A
4N. incorporates experiences into instructional
practices that relate to the students'
current life experiences and to future
career and work experiences.
EDPR 250, 420; SPED 524, 444,
446, 447, 448
Environmental Inventory A
4O. creates approaches to learning that are
interdisciplinary and that integrate
multiple content areas.
C&I 475, EDPR 250, 420; SPED
524, 431, 447, 448
Instructional Program, Fall
09
Accepted
4P. develops plans based on students’
responses and provides for different
pathways based on students’ needs.
EDPR 250, 420; SPED 524, 440,
424, 441
Informal Assessment
Instructional Program
A
A
4Q. uses teaching resources and materials
which have been evaluated for accuracy
and usefulness.
EDPR 250, 420; SPED 524, 440,
447, 448
Instructional Program A
4R. accesses and uses a wide range of
information and instructional technologies
C&I 431, EDPR 250, 420; SPED
524, 431
Vaughn and Bos/Research
Articles (instructional
7/7
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 7
to enhance students’ learning. program)
4S. uses individualized education program
(IEP) goals and objectives to plan
instruction for students with
disabilities.
EDPR 250 & 420; SPED 317, 440,
446, 447, 448, 461, 524
Instructional Program, Fall
09 Accepted
STANDARD 5 - Learning Environment
The competent teacher uses an understanding of
individual and group motivation and behavior to
create a learning environment that encourages
positive social interaction, active engagement in
learning, and self-motivation.
Knowledge Indicators - The competent teacher:
5A. understands principles of and strategies
for effective classroom management.
SPED 440, 470, 471 Quiz #2
Reflection #1: Behavior
Management
20/20
4/4
5B. understands how individuals influence
groups and how groups function in
society.
EPS; PSYC 100; SPED 426, 441,
470
School Climate Assessment
Exam #1: The Great
Equalizer
Reflection #3: Bullying
30/30
A
4/4
5C. understands how to help students work
cooperatively and productively in groups.
SPED 426, 441 Managing the Learning
Environment and
Reflection, SPR 10
Co-Taught Assignment
Accepted
Accepted
5D. understands factors that influence
motivation and engagement and how to
help students become self-motivated.
SPED 440, 441, 470, 471, PSYCH
100
Quiz #1
Written Assignment #4
20/21
A
5E. knows procedures for inventorying the
instructional environment to determine
when and how best to meet a student’s
individual needs.
EDPR 250, 420, SPED 446, 524 Environmental Inventory A
5F. knows applicable statutes, rules and
regulations, procedural safeguards, and
ethical considerations regarding
planning and implementing behavioral
change programs for individuals with
disabilities.
SPED 470, 471 Quiz #1
Quiz #2
Quiz #3
Quiz #4
20/21
20/20
12/12
A
5G. knows strategies for intervening in
situations to prevent crises from
developing or escalating.
SPED 470, 471 Quiz #4 A
5H. knows environmental arrangements SPED 470, 471 School Climate Assessment 30/30
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 8
that promote positive behavior and
learning for students with diverse
learning characteristics.
Environmental Inventory A
Performance Indicators - The competent teacher:
5I. maintains proper classroom decorum.
EDPR 250, 420; SPED 524 Final Evaluation, Phase 1 Accepted
5J. maximizes the amount of class time spent
in learning by creating expectations and
processes for communication and
behavior along with a physical setting
conducive to achieving classroom goals.
EDPR 250, 420; SPED 524, 470,
471
Observation Form (12/3/09) Satisfactory
5K. uses strategies to create a smoothly
functioning learning community in which
students assume responsibility for
themselves and one another, participate in
decision-making, work collaboratively
and independently, use appropriate
technology, and engage in purposeful
learning activities.
EDPR 250, 320; SPED 524, 470 Instructional Program, Fall
09
Accepted
5L. analyzes the classroom environment and
makes decisions to enhance social
relationships, students’ motivation and
engagement in productive work through
mutual respect, cooperation, and support
for one another.
EDPR 250, 320; SPED 524, 446,
470, 471
Environmental Inventory A
5M. organizes, allocates, and manages time,
materials, and physical space to provide
active and equitable engagement of
students in productive tasks.
EDPR 250, 420; SPED 524 Observation Form (12/3/09) Satisfactory
5N. engages students in and monitors
individual and group learning activities
that help them develop the motivation to
achieve.
EDPR 250, 420 Instructional Program, Fall
09
Observation Form (12/3/09)
Accepted
Satisfactory
5O. demonstrates a variety of effective
behavior management techniques
appropriate to the needs of all students,
including those with disabilities
(including implementing the least
intrusive intervention consistent with
the needs of these students).
EDPR 250, 420; SPED 524, 470,
471
Quiz #1
Quiz #2 20/21
20/20
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 9
5P. modifies the learning environment
(including the schedule and physical
arrangement) to facilitate appropriate
behaviors and learning for students
with diverse learning characteristics.
EDPR 250, 420; SPED 446, 470,
471, 524
Environmental Inventory A
5Q. uses a variety of approaches to promote
social interaction between students with
disabilities and students without
disabilities.
EDPR 250, 420; SPED 317, 524,
470, 446
Environmental Inventory
Journal #4: Inclusion at
Community Placement
A
10/10
5R. uses effective methods for teaching
social skill development in all students.
SPED 447, 448, 317 Journal #4: Inclusion at
Community Placement 10/10
STANDARD 6 - Instructional Delivery
The competent teacher understands and uses a
variety of instructional strategies to encourage
students’ development of critical thinking,
problem-solving, and performance skills.
Knowledge Indicators - The competent teacher:
6A. understands the cognitive processes
associated with various kinds of learning
and how these processes can be
stimulated.
PSYC 100, 216; SHS 320, KIN
262; EPS
Written Assignment #2 A
6B. understands principles and techniques,
along with advantages and limitations,
associated with various instructional
strategies.
SPED 440, 441 Evidence Based Practices
Assignment
A
6C. knows how to enhance learning through
the use of a wide variety of materials as
well as human and technological
resources.
SPED 440, 441, 447, 448 Instructional Program
Book Assignment (VB)
22/24
7/7
6D. understands the disciplinary and
interdisciplinary approaches to learning
and how they relate to life and career
experiences.
ESP, PSYC 100, SPED 426, 440,
441, 444, 446
Course A
6E. knows techniques for modifying
instructional methods, materials, and
the environment to facilitate learning
for students with disabilities and/or
diverse learning characteristics.
SPED 431, 440, 441, 446, 447,
448, 461, 470, 471
Instructional Program
Reflection
Environmental Inventory
A
A
Performance Indicators - The competent teacher: EDPR 250, 420; SPED 524, 440, Instructional Program, Fall Accepted
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 10
6F. evaluates how to achieve learning goals,
choosing alternative teaching strategies
and materials to achieve different
instructional purposes and to meet
students’ needs.
441, 446 09
Personal Goals Assignment
A
6G. uses multiple teaching and learning
strategies to engage students in active
learning opportunities that promote the
development of critical thinking,
problem-solving, and performance
capabilities and that help students assume
responsibility for identifying and using
learning resources.
Same as above Instructional Program 22/24
6H. monitors and adjusts strategies in
response to learners’ feedback.
EDPR 250, 320; SPED 524, Instructional Program
Reflection, Fall 09
Accepted
6I. varies his or her role in the instructional
process as instructor, facilitator, coach, or
audience in relation to the content and
purposes of instruction and the needs of
students.
EDPR 250, 420; SPED 524 Instructional Program, Fall
09
Instructional Program
Reflection, Fall 09
Accepted
Accepted
6J. develops a variety of clear, accurate
presentations and representations of
concepts, using alternative explanations to
assist students’ understanding and
presenting diverse perspectives to
encourage critical thinking.
EDPR 250, 420; SPED 524, 440 Instructional Program 22/24
6K. uses a wide range of instructional
technologies to enhance students’
learning.
C&I 431, 475; EDPR 250, 420;
SPED 524, 440
Resource Book
Instructional Program
A
22/24
6L. develops curriculum that demonstrates an
interconnection between subject areas that
will reflect life and career experiences.
SPED 444, 446, 448
EDPR 250
Science Fair Project, SPR
10
Accepted
6M. uses strategies and techniques for
facilitating meaningful inclusion of
individuals with disabilities.
Across all courses and practicum
experiences
Journal #4: Inclusion at
Community Experience
Environmental Inventory
10/10
A
6N. uses technology appropriately to
accomplish instructional objectives.
C&I 431; EDPR 250, 420; SPED
431
AT Assessment A
6O. adapts the general curriculum and uses
instructional strategies and materials
EDPR 250, 420; SPED 524, 431,
440, 441, 446, 447, 448
Instructional Program
Instructional Program & 22/24
Accepted
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 11
according to characteristics of the
learner.
Reflection, Fall 09 (recipes
with food science)
6P. implements and evaluates individual
learning objectives.
EDPR 250, 420; SPED 524 Instructional Program, Fall
09 Accepted
STANDARD 7 – Communication
The competent teacher uses knowledge of effective
written, verbal, non-verbal, and visual
communication techniques to foster active inquiry,
collaboration, and supportive interaction in the
classroom.
Knowledge Indicators - The competent teacher:
7A. understands communication theory,
language development, and the role of
language in learning.
EPS; PSYC 100, SHS 320, SPED
426, 461
Pragmatics Assignment
Semantics Assignment
Syntax Assignment
A
A
A
7B. understands how cultural and gender
differences can affect communication in
the classroom.
EPS; SHS 320; KIN 262; SPED
317, 426, 461
Module 6 10/10
7C. understands the social, intellectual, and
political implications of language use and
how they influence meaning.
EPS; PSYC 100; SHS 320; SPED
426
Pragmatics Assignment
Semantics Assignment
Syntax Assignment
A
A
A
7D. understands the importance of audience
and purpose when selecting ways to
communicate ideas.
PSYC 100; SHS 320; SPED 317,
424, 426
Formal Assessment Review
Oral vs ASL Paper
Quiz #1
A
A
20/20
Performance Indicators - The competent teacher:
7E. models accurate, effective communication
when conveying ideas and information
and when asking questions and
responding to students.
EDPR 250, 420; SPED 524, 426 Instructional Program, Fall
09
Observation Form (12/3/09)
Accepted
Satisfactory
7F. uses effective questioning techniques and
stimulates discussion in different ways for
specific instructional purposes.
EDPR 250, 420; SPED 317, 524 Journal #3: Learning
Objectives at VBS
10/10
7G. creates varied opportunities for all
students to use effective written, verbal,
non-verbal, and visual communication.
EDPR 250, 420; SPED 524 Lesson Plan Matrices, Fall
09
Accepted
7H. communicates with and challenges
students in a supportive manner and
provides students with constructive
feedback.
EDPR 250, 420; SPED 440, 524 Lesson Plan Matrices, Fall
09
Instructional Program
Accepted
22/24
7I. uses a variety of communication modes to EDPR 250, 420; SPED 524, 426 Science Fair Project, SPR Accepted
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 12
effectively communicate with a diverse
student population.
10
Managing the Learning
Environment and
Reflection, SPR 10
Accepted
7J. practices effective listening, conflict
resolution, and group-facilitation skills as
a team member.
EDPR 250, 420; SPED 524, 426 Course A
7K. communicates using a variety of
communication tools to enrich learning
opportunities.
EDPR 250, 420; SPED 524, 426 Managing the Learning
Environment and
Reflection, SPR 10
Accepted
STANDARD 8 – Assessment
The competent teacher understands various formal
and informal assessment strategies and uses them
to support the continuous development of all
students.
Knowledge Indicators - The competent teacher:
8A. understands assessment as a means of
evaluating how students learn, what they
know and are able to do in meeting the
Illinois Learning Standards, and what
kinds of experiences will support their
further growth and development.
SPED 424, 440 Informal Assessment
Formal Assessment Review A
A
8B. understands the purposes, characteristics,
and limitations of different kinds of
assessments.
SPED 424, 440 Quiz #1
Quiz #2
Quiz #3
20/20
21/21
14/14
8C. understands measurement theory and
assessment-related issues, such as
validity, reliability, bias, and scoring.
SPED 424, 440 Quiz #1
Quiz #2
Quiz #3
20/20
21/21
14/14
8D. understands how to use the results of
assessment to reflect on and modify
teaching.
SPED 424, 440 Formal Assessment Review
Instructional Program
Reflection
A
A
8E. understands how to select, construct, and
use assessment strategies and instruments
for diagnosis and evaluation of learning
and instruction.
SPED 424, 440 Instructional Program
Instructional Program
Reflection
Formal Assessment Review
22/24
A
A
8F. knows legal provisions, regulations, and
guidelines regarding assessment (and
inclusion in statewide assessments) of
individuals with disabilities.
SPED 424 Quiz #1
Quiz #2
Quiz #3
20/20
21/21
14/14
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 13
8G. knows methods for monitoring
progress of individuals with disabilities.
SPED 440, 441, 471 Instructional Program
Weekly Assignment (Sept
17, Oct 15)
22/24
3/3
8H. knows strategies that consider the
influence of diversity and disability on
assessment, eligibility, programming,
and placement of students with
disabilities.
SPED 317, 424 Quiz #1
Quiz #3
IEP, IFSP, 504 Plan
Assignment
20/20
14/14
60/60
Performance Indicators - The competent teacher:
8I. uses assessment results to diagnose
students’ learning needs, align and modify
instruction, and design teaching strategies.
EDPR 250, 420; SPED 424, 524,
440, 441
Formal Assessment Review
Instructional Program
Reflection
A
A
8J. appropriately uses a variety of formal and
informal assessments to evaluate the
understanding, progress, and performance
of the individual student and the class as a
whole.
EDPR 250, 420, SPED 524, 424,
440, 441
Informal Assessment, Fall
09
Formal Assessment Review
Accepted
A
8K. involves students in self-assessment
activities to help them become aware of
their strengths and needs and encourages
them to establish goals for learning.
EDPR 250, 420; SPED 524, 440,
446, 448
Managing the Learning
Environment & Reflection,
Fall 09
Accepted
8L. maintains useful and accurate records of
students’ work and performance and
communicates students’ progress
knowledgeably and responsibly to
students’, parents and colleagues.
EDPR 250, 420; SPED 524, 440,
471
Instructional Program
Reflection, Fall 09
Accepted
8M. uses appropriate technologies to monitor
and assess students’ progress.
Same as above Instructional Program
Reflection, Fall 09
Accepted
8N. collaborates with families and other
professionals involved in the assessment
of individuals with disabilities.
EDPR 250, 420; SPED 524, 426,
438, 446
Person Centered Planning
Formal Assessment Review
AT Assessment
14.5/15
A
A
8O. uses various types of assessment
procedures appropriately, including the
adaptation of procedures for individual
students in specific contexts.
EDPR 420; SPED 524, 424, 440 Informal Assessment
Instructional Program A
22/24
8P. uses technology appropriately in
conducting assessments and
interpreting results.
Same as above Informal Assessment
Instructional Program
Instructional Program
Reflection
A
22/24
A
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 14
8Q. uses assessment strategies and devices
which are nondiscriminatory and take
into consideration the impact of
disabilities, methods of communication,
cultural background, and primary
language on measuring knowledge and
performance of students.
Same as above Instructional Program 22/24
STANDARD 9 - Collaborative Relationships
The competent teacher understands the role of the
community in education and develops and
maintains collaborative relationships with
colleagues, parents/guardians, and the community
to support students’ learning and well-being.
Knowledge Indicators - The competent teacher:
9A. understands schools as organizations
within the larger community context.
EPS; SPED 117, 317, 426, 446,
470
Environmental Inventory
Person Centered Planning A
14.5/15
9B. understands the benefits, barriers, and
techniques involved in parent/family
relationships.
SPED 317, 426, 448, 450 Extra Credit Paper 5/5
9C. understands school- and work-based
learning environments and the need for
collaboration with business organizations
in the community.
SPED 317, 444, 446 Environmental Inventory A
9D. understands the collaborative process. EDPR 250, 420; SPED 524, 426 Managing the Learning
Environment & Reflection,
Fall 09
Accepted
9E. understands collaborative skills which are
necessary to carry out the collaborative
process.
Same as above Managing the Learning
Environment &
Reflection, Fall 09
Accepted
9F. understands concerns of parents of
individuals with disabilities and knows
appropriate strategies to collaborate
with parents in addressing these
concerns.
EDPR 250, 420; SPED 524, 426,
438
Family Experience
Reflections #1-4
Yellow Book Assessment
A
95.25/100
9G. understands roles of individuals with
disabilities, parents, teachers, and other
school and community personnel in
planning individualized education
programs for students with disabilities.
SPED 317, 426, 438, 450 IEP, IFSP, 504 Plan
Assignment 60/60
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 15
Performance Indicators - The competent teacher:
9H. initiates collaboration with others and
creates situations where collaboration
with others will enhance students’
learning.
EDPR 250, 420; SPED 524, 426 Lesson Plan Matrices, Fall
09 Accepted
9I. works with colleagues to develop an
effective learning climate within the
school.
EDPR 250, 420; SPED 524, 426,
470
Managing the Learning
Environment,
Spring ‘10
Accepted
9J. participates in collaborative decision-
making and problem-solving with other
professionals to achieve success for
students.
EDPR 250, 420, SPED 524, 426 Co-Taught Lessons and
Reflection
Accepted
Accepted
9K. develops relationships with parents and
guardians to acquire an understanding of
the students’ lives outside of the school in
a professional manner that is fair and
equitable.
EDPR 250, 420; SPED 524, 438 Family Experience
Reflections #1-4
A
A
9L. works effectively with parents/guardians
and other members of the community
from diverse home and community
situations and seeks to develop
cooperative partnerships in order to
promote students’ learning and well-
being.
EDPR 420, SPED 317, 424, 426,
438, 444
Community
Experience/Professional
Conduct
125/125
9M. identifies and uses community resources
to enhance students’ learning and to
provide opportunities for students to
explore career opportunities.
EDPR 420, SPED 446, 448, 524,
444
Environmental Inventory A
9N. collaborates in the development of
comprehensive individualized
education programs for students with
disabilities.
EDPR 250, 420; SPED 524, IEP Assignment, Fall 2010 Accepted
9O. coordinates and/or collaborates in
directing the activities of a classroom
para-educator, volunteer, or peer tutor.
EDPR 250, 420; SPED 317, 524, Lesson Plan Matrices, Fall
09
Community
Experience/Professional
Conduct
Accepted
125/125
9P. collaborates with the student and
family in setting instructional goals and
EDPR 250, 420; SPED 524, 448,
446
Person Centered Planning
Instructional Program, Fall 14.5/15
Accepted
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 16
charting progress of students with
disabilities.
09
9Q. communicates with team members
about characteristics and needs of
individuals with specific disabilities.
EDPR 250, 420; SPED 524, 426 Instructional Program, Fall
09 Accepted
9R. implements and monitors individual
students’ programs, working in
collaboration with team members.
EDPR 250, 420; SPED 524, Instructional Program &
Reflection, Fall 09 Accepted
9S. demonstrates the ability to co-teach
and co-plan.
EDPR 250, 420; SPED 524, 426 Co-Taught Lesson and
Reflection, Spring ‘10 Accepted
Accepted
STANDARD 10 - Reflection and Professional
Growth
The competent teacher is a reflective practitioner
who continually evaluates how choices and actions
affect students, parents, and other professionals in
the learning community and actively seeks
opportunities to grow professionally.
Knowledge Indicators - The competent teacher:
10A. understands that reflection is an integral
part of professional growth and
improvement of instruction.
EDPR 250, 420; SPED 524 Weekly Reflections, Fall 09 Accepted
10B. understands methods of inquiry that
provide for a variety of self-assessment
and problem-solving strategies for
reflecting on practice.
EDPR 250, 320; SPED 524, 440,
441
Course A
10C. understands major areas of research on
the learning process and resources that are
available for professional development.
All Special Ed courses Book Assignment (VB)
Instructional Program, Fall
09
7/7
Accepted
10D. understands teachers’ attitudes and
behaviors that positively or negatively
influence behavior of individuals with
disabilities.
SPED 117, 317, 440, 446, 470 Quiz #3 12/12
Performance Indicators - The competent teacher:
10E. uses classroom observation, information
about students, pedagogical knowledge,
and research as sources for active
reflection, evaluation, and revision of
practice.
EDPR 250, 420; SPED 524 Weekly Reflections, Fall 09
Instructional Program
Reflection, Fall 09
Accepted
Accepted
10F. collaborates with other professionals as EDPR 250, 420; SPED 524 Managing the Learning Accepted
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 17
resources for problem-solving, generating
new ideas, sharing experiences, and
seeking and giving feedback.
Environment Reflection,
Fall 09
10G. participates in professional dialogue and
continuous learning to support his/her
own development as a learner and a
teacher.
EDPR 420; SPED 524, 446 Personal Goals Assignment A
10H. actively seeks and collaboratively shares a
variety of instructional resources with
colleagues.
EDPR 250, 420; SPED 524 Instructional Program, Fall
09
Accepted
10I. assesses his or her own needs for
knowledge and skills related to
teaching students with disabilities and
seeks assistance and resources.
EDPR 250, 420; SPED 446, 524 Self Evaluation, Fall 09
Personal Goals
Assignment
Accepted
A
STANDARD 11 - Professional Conduct and
Leadership
The competent teacher understands education as a
profession, maintains standards of professional
conduct, and provides leadership to improve
students’ learning and well-being.
Knowledge Indicators - The competent teacher:
11A. understands the unique characteristics of
education as a profession.
EPS; SPED 317 Exam #1: The Great
Equalizer
Exam #2: Culture Relevant
Teaching
Research Paper
A
A
A
11B. understands how school systems are
organized and operate.
EPS; SPED 317, 470 Research Paper
Discipline Plan
A
A
11C. understands school policies and
procedures.
EPS; SPED 317, 470 Discipline Plan A
11D. understands legal issues in education. EPS; EDPR 250, 420; SPED 524,
317
Research Paper
IEP, IFSP, 504 Plan
Assignment
A
60/60
11E. understands the importance of active
participation and leadership in
professional organizations.
EDPR 250, 420; SPED 524, 317 Weekly Reflection:
Advocacy, Fall 09
Accepted
11F. is familiar with the rights of students
with disabilities.
EPS; SPED 317 Research Paper A
11G. knows the roles and responsibilities of
teachers, parents, students, and other
SPED 317 IEP, IFSP, 504 Plan
Assignment 60/60
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 18
professionals related to special
education.
11H. knows identification and referral
procedures for students with
disabilities.
SPED 317 IEP, IFSP, 504 Plan
Assignment 60/60
Performance Indicators - The competent teacher:
11I. contributes knowledge and expertise
about teaching and learning to the
profession.
EDPR 420; SPED 524 Course A
11J. follows codes of professional conduct and
exhibits knowledge and expectations of
current legal directives.
EDPR 250, 420; SPED 524 Course A
11K. follows school policy and procedures,
respecting the boundaries of professional
responsibilities, when working with
students, colleagues, and families.
EDPR 250, 420; SPED 327, 524 Community
Experience/Professional
Conduct
125/125
11L. initiates and develops educational projects
and programs.
EDPR 250, 420; SPED 524 Instructional Program, Fall
09
Managing the Learning
Environment, Fall 09
Accepted
Accepted
11M. actively participates in or leads in such
activities as curriculum development,
staff development, and student
organizations.
EDPR 420; SPED 524 Course A
11N. participates, as appropriate, in policy
design and development at the local level,
with professional organizations, and/or
with community organizations.
EDPR 420; SPED 524 Course A
11O. demonstrates commitment to
developing the highest educational and
quality-of-life potential of individuals
with disabilities.
Across all courses and practicum Environmental Inventory
Instructional Program
A
22/24
11P. demonstrates positive regard for
individual students and their families
regardless of culture, religion, gender,
and sexual orientation.
EDPR 250, 420; SPED 524, 438,
317
Observation Form (12/3/09)
Community
Experience/Professional
Conduct
Satisfactory
125/125
11Q. promotes and maintains a high level of
integrity in the practice of the
profession.
EDPR 250, 420; SPED 524 Observation Form
(12/3/09)
Phase 1 Evaluation
Satisfactory
Accepted
IPTS Standards
Updated 10/17/10
Suggested Course Numbers
and/or Description of
Experiences Meeting the
Standards
Assessment Activities Grade:
Page 19
11R. complies with local, State, and federal
monitoring and evaluation
requirements related to students with
disabilities.
EDPR 250, 420; SPED 524 Instructional Program &
Reflection, Fall 09
Accepted
11S. complies with local, State, and federal
regulations and policies related to
students with disabilities.
EDPR 250, 420; SPED 524 Instructional Program &
Reflection, Fall 09
Accepted
11T. uses a variety of instructional and
intervention strategies prior to
initiating a referral of a student for
special education.
EDPR 250, 420; SPED 524 Weekly Reflection #?? Accepted