reglab/statecodes huggingface dataset:
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart B - FUNDAMENTAL LEARNING AREAS › Section 27.330 - Visual Arts

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  Visual Arts will be required to complete a program aligned to the National
				  Association of Schools of Art and Design Handbook Competencies (2020),
				  published by the National Association of Schools of Art and Design, 11250 Roger
				  Bacon Drive, Suite 21, Reston VA 20190, and available at
https://nasad.arts-accredit.org/accreditation/standards-guidelines/handbook/
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) The competent visual arts teacher
				understands the sensory elements, organizational principles, and expressive
				qualities of the visual arts.
1) Knowledge
				Indicators - The competent visual arts teacher:
A) understands the elements of design: color,
				form, line, shape, space, texture, and value.
B) understands the principles of design:
				balance, contrast, harmony, movement, pattern, repetition, rhythm, and
				unity.
C) understands the
				expressive qualities and communication of ideas.
D) understands properties of two- and
				three-dimensional space and of the fourth dimension, time.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart B - FUNDAMENTAL LEARNING AREAS › Section 27.340 - World Language

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  World Language will be required to complete a program aligned to the ACTFL/CAEP
				  Program Standards for the Preparation of Foreign Language Teachers (2015),
				  published by the American Council on the Teaching of Foreign Languages, 1001
				  North Fairfax Street, Suite 200, Alexandria VA 22314, and available at
https://www.actfl.org/assessment-professional-development/program-review-services
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) The competent world language teacher
				comprehends the processes involved in acquiring another language.
1) Knowledge Indicators - The competent world
				language teacher:
A) comprehends the
				processes involved in developing listening skills in a second
				language.
B) comprehends the
				processes involved in developing speaking skills in a second
				language.
C) comprehends the
				processes involved in developing reading comprehension skills in a second
				language.
D) comprehends the
				processes involved in developing writing skills in a second
				language.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart B - FUNDAMENTAL LEARNING AREAS › Section 27.350 - General Curricular Standards for Special Education Teachers

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement in
				  Special Education will be required to complete a program aligned to the
				  standards set forth in Standards for Endorsements in Special Education (see 23
				  Ill. Adm. Code 28) available at
https://www.cec.sped.org/Standards
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2025 are as follows:
a) This Section establishes standards
				relative to the general curriculum that shall apply to the issuance of special
				education teaching endorsements pursuant to Article 21B of the School Code [105
				ILCS 5]. The standards set forth in this Part shall apply both to candidates
				for the respective endorsements and to the programs that prepare them.
				Beginning July 1, 2005, approval of any teacher preparation program in special
				education shall be based on the congruence of that program's or course's
				content with the standards identified in this Section, and beginning on October
				1, 2006, the examinations required for issuance of a special education teaching
				endorsement shall cover the standards included in this Section.
b) Mathematics
The competent special education teacher demonstrates
				  proficiency in the use of mathematics; understands, communicates, and connects
				  the major concepts, procedures, and reasoning processes of mathematics that
				  define number systems and number sense, geometry, measurement, statistics,
				  probability and algebra; and promotes all students' ability to apply,
				  interpret, and construct mathematical thinking skills in a variety of
				  situations.
1) Knowledge Indicators -
				The competent special education teacher:
A)
				understands various approaches used (estimation, mental mathematics,
				manipulative modeling, numerical/ geometric/algebraic pattern recognition and
				technology) to analyze mathematical ideas, solve problems and investigate
				real-world situations.
B)
				understands approaches used (estimation, mental mathematics, manipulative
				modeling, numerical/geometric/algebraic pattern recognition and technology) to
				interpret and communicate mathematical information, reasoning, concepts,
				applications and procedures.
C)
				understands concepts of math including numeration, geometry, measurement,
				statistics/probability and algebra.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.400 - Agricultural Education

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  Agricultural Education will be required to complete a program aligned to the
				  Standards for School-Based Agricultural Education Teacher Preparation Programs
				  (2017), published by the American Association for Agricultural Education, and
				  available at
http://aaaeonline.org/Standards-for-Teacher-Preparation
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) The competent agricultural education
				teacher understands the foundations of work, the career development process,
				occupational skill standards, and workplace skill requirements.
1) Knowledge Indicators - The competent
				agricultural education teacher:
A)
				understands the history, organization, and future of work and how work relates
				to needs and functions of the economy and society.
B) understands career development concepts,
				the relationship between work and learning, and the career planning
				process.
C) understands the use of
				the relevant Illinois Occupational Skill Standards in the development of
				curriculum (see "Agriculture Machinery Service Technician" (2001), "Agriculture
				Sales and Marketing Cluster" (2001), "Floristry Cluster" (1997),
				"Greenhouse/Nursery Cluster" (1997), "Landscape Technician Cluster" (2002),
				"Swine Production Cluster" (2000), "Retail Garden Center Cluster" (1997), and
				"Row Crop Production Cluster" (2000), all published by the Illinois
				Occupational Skill Standards and Credentialing Council, 2450 Foundation Drive,
				Springfield IL 62703-5432; no later editions or revisions are
				incorporated).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.410 - Business, Marketing, and Computer Education

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  Business, Marketing, and Computer Education will be required to complete a
				  program aligned to the National Standards for Business Education (2013),
				  published by the National Business Education Association, 1914 Association
				  Drive, Reston VA 02191, and available at
https://www.nbea.org/newsite/curriculum/guide/guide.html
.
				  (No later amendments to or editions of either of these guidelines are
				  incorporated.) The standards effective until September 30, 2024 are as
				  follows:
a) The competent business,
				marketing, and computer education teacher understands the foundations of work,
				the career development process, occupational skill standards, and workplace
				skill requirements.
1) Knowledge Indicators -
				The competent business, marketing, and computer education teacher:
A) understands the history, organization, and
				future of work and how work relates to needs and functions of the economy and
				society.
B) understands career
				development concepts, the relationship between work and learning, and the
				career planning process.
C)
				understands the use of the relevant Illinois Occupational Skill Standards in
				the development of curriculum (see "Accounting Services Cluster" (2001),
				"Administrative Support Cluster" (1999), "Court Reporter/Captioner" (2000),
				"Information Processing Cluster" (1997), "Insurance Cluster" (2001), "Legal
				Office Cluster" (1998), and "Medical Office Cluster" (1998), all published by
				the Illinois Occupational Skill Standards and Credentialing Council, 2450
				Foundation Drive, Springfield IL 62703-5432; no later editions or revisions are
				incorporated).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.415 - Computer Science

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  Computer Science will be required to complete a program aligned to the CSTA
				  Standards for Computer Science Teachers (2020), published by the Computer
				  Science Teachers Association, 332 South Michigan Avenue, Chicago IL 60604, and
				  available at
https://csteachers.org/teacherstandards/
.
				  (No later amendments to or editions of either of these guidelines are
				  incorporated.)
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.420 - English as a New Language (ENL), English as a Second Language (ESL), and Bilingual Education

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  English as a New Language, English as a Second Language, or Bilingual Education
				  will be required to complete a program aligned to the standards for initial
				  Teachers of English to Speakers of Other Languages (TESOL) Pre-K-12 Teacher
				  Preparation Programs (2018), published by the TESOL International Association,
				  1925 Ballenger Avenue, Suite 550, Alexandria VA 22314, and available at
http://www.tesol.org/advance-the-field/standards/tesol-caep-standards-for-p-12-teacher-education-programs
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) English as a New Language (ENL). As used
				in this Section "ENL teacher" refers to bilingual education teachers and
				teachers of English as a second language.
1)
				Content Knowledge - The competent ENL teacher has a comprehensive command of
				the language of instruction, subject matter, methods of inquiry, and structure
				of the disciplines and creates learning experiences that make the content
				meaningful to all students while building on the students' linguistic and
				cultural diversity.
A) Knowledge Indicators -
				The competent ENL teacher:
i) understands the
				main concepts, assumptions, debates, principles and theories central to the
				teaching of students for whom English is a new language.
ii) understands how students' conceptual
				frameworks and previous experiences relate to a domain of knowledge and can
				influence their learning.
iii)
				understands the relationship between content-area domains and instruction for
				ENL learners.
iv) understands the
				process involved in second language acquisition and in learning content through
				a second language (ESL and bilingual teachers) and in learning content through
				a non-English language (bilingual teacher).
v) understands the relationship between
				proficiency in English and the non-English language to life and career
				applications.
vi) understands the
				structure of the English language (ESL and bilingual teachers) and the
				structure of the non-English language (bilingual teachers).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.430 - Family and Consumer Sciences

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  Family and Consumer Sciences will be required to complete a program aligned to
				  the National Association for Teacher Educators of Family and Consumer Sciences
				  (NATEFACS) (2018), published by NATEFACS and available at
https://natefacs.org/contact.html
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) The competent family and consumer sciences
				teacher understands the foundations of work, the career development process,
				occupational skill standards, and workplace skill requirements.
1) Knowledge Indicators - The competent
				family and consumer sciences teacher:
A)
				understands the history, organization, and future of work and how work relates
				to needs and functions of the economy and society.
B) understands career development concepts,
				the relationship between work and learning, and the career planning
				process.
C) understands the use of
				the relevant Illinois Occupational Skill Standards in the development of
				curriculum (see "Foodservice Cluster" (1997), "Housekeeping Management Cluster"
				(2000), "Lodging Cluster" (2000), and "Meeting Professional Cluster" (2002),
				all published by the Illinois Occupational Skill Standards and Credentialing
				Council, 2450 Foundation Drive, Springfield IL 62703-5432; no later editions or
				revisions are incorporated).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.440 - Library Information Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for a Library Information
				  Specialist endorsement will be required to complete a program aligned to the
				  American Library Association/American Association of School Librarians, School
				  Librarian Preparation Standards (2019), published by the American Library
				  Association, 50 E. Huron St., Chicago IL 60611, and available at
				  https://www.ala.org/aasl/about/ed/caep/programs. (No later amendments to or
				  editions of these guidelines are incorporated.) The standards effective until
				  September 30, 2024 are as follows:
a)
				Information Access and Delivery - The library information specialist provides
				equitable intellectual and physical access to information and ideas in support
				of the curriculum for a diverse community of learners.
1) Knowledge Indicators - The competent
				library information specialist:
A) knows
				current and developmentally appropriate resources and the strategies for
				guiding the intellectual access to information.
B) recognizes the principles of flexible and
				equitable physical access to information and resources at time and point of
				need.
C) understands centralized
				systems for bibliographic control, materials, equipment circulation, and
				information distribution.
D)
				recognizes the need for policies and procedures and knows strategies for
				developing and evaluating the collection of materials and equipment needed to
				support a curriculum that meets the diverse learning needs of students and
				teachers.
E) is committed to
				intellectual freedom and recognizes legal guidelines and professional ethics in
				regard to information access and use.
F) recognizes the importance of a positive
				learning climate in creating appropriate and attractive environments.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.450 - Technology Education

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement in
				  Technology Education will be required to complete a program aligned to the
				  International Technology and Engineering Educators Association (ITEEA)
				  Standards for Technological Literacy (2003) and the ITEEA Advanced Excellence
				  Technological Literacy (2003) standards, published by the ITEEA, 1914
				  Association Drive, Suite 201, Reston VA 20191, and available at
https://www.iteea.org/Publications/StandardsOverview.aspx
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) The competent technology education teacher
				understands the foundations of work, the career development process,
				occupational skill standards, and workplace skill requirements.
1) Knowledge Indicators - the competent
				technology education teacher:
A) understands
				the history, organization, and future of work and how work relates to needs and
				functions of the economy and society.
B) understands career development concepts,
				the relationship between work and learning, and the career planning
				process.
C) understands the use of
				the relevant Illinois Occupational Skill Standards in the development of
				curriculum (see "Architectural Drafting Cluster" (2000), "Automotive
				Technician" (2000), "Chemical Process Technical Operators" (1998), "Entry-Level
				Truck Driver" (2001), "Finishing and Distribution Cluster" (2000), "HVAC/R
				Technician Cluster" (2001), "Imaging/Pre-Press Cluster" (2000), "Machining
				Skills Cluster" (1997), "Mechanical Drafting Cluster" (2000), "Metal Stamping
				Skills Cluster" (1998), "Plastics Molding Cluster" (2001), and "Press
				Operations Cluster" (2000), all published by the Illinois Occupational Skill
				Standards and Credentialing Council, 2450 Foundation Drive, Springfield IL
				62703-5432; no later editions or revisions are incorporated).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.460 - Technology Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidates for an endorsement as a
				  Technology Specialist will be required to complete a program aligned to the
				  International Society for Technology in Education Standards for Educators
				  (2017) and the International Society for Technology in Education Standards for
				  Coaches (2017), published by the International Society for Technology in
				  Education, 1530 Wilson Boulevard, Suite 730, Arlington VA 22209, and available
				  at
https://www.iste.org/standards
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) Teaching Methodology - The technology
				specialist will effectively plan, deliver, and assess students' mastery of
				concepts and skills relevant to learning technologies and technological
				literacy across the curriculum. The technology specialist will apply effective
				methods and strategies for teaching these concepts and skills to students,
				educators, and administrators in various educational settings.
1) Knowledge Indicators - The competent
				technology specialist:
A) understands how to
				plan, deliver, and assess students' mastery of skills relevant to learning
				technologies.
B) understands the
				concepts and skills relevant to learning technologies and technological
				literacy across the curriculum.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.490 - Health Careers

Current through Register Vol. 48, No. 28, July 12, 2024
The standards established in this Section will be applicable
				  until October 1, 2024.
a) The
				competent health careers teacher understands the foundations of work, the
				career development process, occupational skill standards, and workplace skill
				requirements.
1) Knowledge Indicators - The
				competent health careers teacher:
A)
				understands the history, organization, and future of work and how work relates
				to needs and functions of the economy and society.
B) understands career development concepts,
				the relationship between work and learning, and the career planning
				process.
C) understands the use of
				the relevant Illinois Occupational Skill Standards in the development of
				curriculum (see "Clinical Laboratory Science/Biotechnology Cluster" (1998),
				"Medical Office Cluster" (1998), "Nursing Cluster" (1998), "Occupational
				Therapy Cluster" (2001), "Physical Therapist Assistant Cluster" (1999), and
				"Surgical Technologist" (1999), all published by the Illinois Occupational
				Skill Standards and Credentialing Council, 2450 Foundation Drive, Springfield
				IL 62703-5432; no later editions or revisions are incorporated).
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.500 - Work-Based Learning Teacher/Coordinator

Current through Register Vol. 48, No. 28, July 12, 2024
The standards established in this Section will be applicable
				  until October 1, 2024. An individual who holds an endorsement in agricultural
				  education, business, marketing, and computer education, family and consumer
				  sciences, health careers, or technology education may qualify for designation
				  as a Work-Based Learning Teacher/Coordinator by meeting the additional
				  standards set forth in this Section.
a) The competent work-based learning
				teacher/coordinator understands work-based learning and interprets it to
				administrators, faculty, students, parents, employers, and community members.
1) Knowledge Indicators - The competent
				work-based learning teacher/coordinator:
A)
				understands the rationale for integrating work-based learning activities into
				the curriculum.
B) understands
				career awareness/exploration, employment acquisition (including electronic
				processes), job retention, basic skills development, and leadership
				development.
C) understands the
				roles and responsibilities of students, school, and work site in the work-based
				learning experience.
D) understands
				local, State, and national programs for work-based learning.
E) understands liability, risk management,
				and labor laws and regulations: OSHA requirements, work site safety and child
				labor and wage laws, and liability provisions (school, employer,
				student).
F) understands the role
				of work-site supervisor.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.10 - Purpose and Effective Dates

Current through Register Vol. 48, No. 28, July 12, 2024
This Part establishes the standards that, together with the
				standards set forth in initial approval of Educator Preparation Programs by the
				State Board of Education (see 23 Ill. Adm. Code
				25.120
				), shall apply to the issuance of various endorsements in the field of special
				education pursuant to Article 21B of the School Code [105 ILCS 5]. The
				standards set forth in this Part shall apply both to candidates for the
				respective endorsements and to the programs that prepare them.
a) Transition to New Standards (Beginning
			 October 1, 2025)
1) Beginning on the date
			 identified as applicable, approval of any teacher preparation program or course
			 of study pursuant to the State Board's rules for Educator Licensure (23 Ill.
			 Adm. Code 25, Subpart C) shall be based on the congruence of that program's or
			 course's content with the relevant standards identified in this Part.
2) This Part also includes the standards that
			 will continue to apply until national standards are required.
3) Beginning October 1, 2021, no candidate
			 shall be admitted into a program that has not been approved under this Part.
			 Any candidate who is enrolled in a program not approved under this Part shall
			 complete the program and be entitled (i.e., receive verification by the
			 candidate's institution of higher education that he/she has completed an
			 approved preparation program and has met the testing and experience
			 requirements for licensure in the specific content area sought) by October 1,
			 2025.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.100 - Initial Teacher Preparation Program Standards for All Special Educators

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, no initial teacher preparation program or
				course of study leading to the issuance of any teaching endorsement in the
				field of special education shall be approved unless it includes content that
				will enable candidates to meet the standards set forth in this Section. By
				October 1, 2025, any examination required for issuance of a teaching
				endorsement in special education shall assess candidates' competence in
				relation to these standards. By October 1, 2025, all candidates for an
				endorsement in special education will be required to complete a program aligned
				to the Council for Exceptional Children (CEC) Initial Practice-Based
				Professional Preparation Standards for Special Educators (2020), published by
				the Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington
				VA 22202-3557, and available at
https://exceptionalchildren.org/standards/initial-practice-based-professional-preparation-standards-special-educators
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent special
			 education teacher understands the philosophical, historical, and legal
			 foundations of special education.
1) Knowledge
			 - The competent special education teacher understands:
A) historical perspectives, legislative and
			 judicial history, models, theories, and philosophies that provide the basis for
			 special education practice;
B)
			 current legislation, regulations, policies, litigation, and ethical issues
			 related to the provision of educational services, including least restrictive
			 environment, due process, assessment, discipline, transition, supplemental
			 services and supports, specialized health care and assistive technology, to
			 individuals with all types of disabilities across the age range;
C) variations in beliefs, traditions, and
			 values across cultures within society and the effects of the relationship among
			 child, family and schooling;
D)
			 issues and trends in special education across the life span, early childhood
			 through adult services;
E) issues
			 in definition and identification procedures for individuals with disabilities,
			 including those associated with individuals from culturally or linguistically
			 diverse backgrounds; and
F) the
			 rights and responsibilities of parents, students, teachers, and other
			 professionals and schools as they relate to an individual's learning needs and
			 educational programs.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.200 - Standards for the Learning Behavior Specialist I (LBS I)

Current through Register Vol. 48, No. 28, July 12, 2024
The Learning Behavior Specialist I (LBS I) is a teacher of
				children and youth with one or more of the following documented disabilities as
				specified in the Individuals with Disabilities Education Act (20 USC
				1400 et seq.): specific learning
				disabilities, emotional disability, intellectual disability, autism, traumatic
				brain injury, orthopedic, or other health impairment. By October 1, 2025, all
				candidates for an endorsement in LBS I must complete a program that aligns to
				the Individualized General Curriculum and Individualized Independence
				Curriculum, Combined Initial Specialty Set, published by the Council for
				Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington VA 22202-3557,
				and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent learning
			 behavior specialist understands the philosophical, historical, and legal
			 foundations of special education and meets the standards set forth in Section
			 28.100(a).
b) Characteristics of Learners - The
			 competent learning behavior specialist understands the impact that disabilities
			 have on the cognitive, physical, emotional, social, and communication
			 development of an individual and provides opportunities that support the
			 intellectual, social, and personal development of all students (ages 3-22).
1) Knowledge - The competent learning
			 behavior specialist understands:
A) the impact
			 of language disorders, processing deficits, cognitive disorders,
			 behavioral/emotional/social disorders, and physical (including sensory)
			 disabilities on learning;
B) the
			 impact of language disorders, processing deficits, cognitive disorders,
			 behavioral/emotional/social disorders, and physical (including sensory)
			 disabilities on behavior; and
C)
			 the unique impact of multiple disabilities on learning and behavior.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.210 - Standards for the Teacher of Students who are Blind or Visually Impaired

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement in Blind
				and Visually Impaired will be required to complete a program aligned to the
				Initial Specialty Set for Blind and Visually Impaired (2018), published by the
				Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington VA
				22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent teacher of
			 students who are blind or visually impaired understands the philosophical,
			 historical, and legal foundations of special education and is able to
			 incorporate this knowledge within the context of the educational system.
1) Knowledge - The competent teacher of
			 students who are blind or visually impaired understands:
A) federal entitlements (e.g., American
			 Printing House for the Blind quota funds) that relate to the provision of
			 specialized equipment and materials for learners with visual
			 impairments;
B) historical
			 foundations for education of children with visual impairments, including the
			 array of service options; and
C)
			 current educational definitions, identification criteria, labeling issues, and
			 current incidence and prevalence figures for students with visual impairments,
			 including those with multiple disabilities.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.220 - Standards for the Teacher of Students who are Deaf or Hard of Hearing

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement in Deaf
				and Hard of Hearing will be required to complete a program aligned to the
				Initial Specialty Set for Deaf and Hard of Hearing (2018), published by the
				Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington VA
				22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent teacher of
			 students who are deaf or hard of hearing understands the philosophical,
			 historical, and legal foundations of special education for individuals who are
			 deaf or hard of hearing and is able to incorporate this knowledge within the
			 context of the educational system.
1)
			 Knowledge - The competent teacher of students who are deaf or hard of hearing
			 understands:
A) current educational
			 definitions of students with hearing loss, including identification criteria,
			 labeling issues, and current incidence and prevalence figures;
B) models, theories, and philosophies (e.g.,
			 bilingual-bicultural, total communication, oral/aural) that provide the basis
			 for educational practices for students who are deaf or hard of hearing, as
			 consistent with program philosophy;
C) variations in beliefs, traditions, and
			 values across cultures and within society, and the effect of the relationships
			 among children who are deaf or hard of hearing, their families, and
			 schooling;
D) issues in definitions
			 and identification procedures for individuals who are deaf or hard of hearing
			 (e.g., cultural versus medical perspective);
E) rights and responsibilities of parents,
			 students, teachers, and schools as they relate to students who are deaf or hard
			 of hearing; and
F) the impact of
			 various educational placement options (from the perspective of the needs of any
			 given child who is deaf or hard of hearing and consistent with program
			 philosophy) with regard to cultural identity and linguistic, academic, and
			 social-emotional development.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.230 - Standards for the Speech-Language Pathologist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, an individual who completes an approved
				program and elects to receive the speech-language pathologist's endorsement on
				a professional educator license endorsed for school support personnel
				(non-teaching) rather than for a teaching field shall be subject to the
				standards set forth in this Section but not to those set forth in Section
				28.100
				of this Part or to those set forth at 23 Ill. Adm. Code
				24.130.
				By October 1, 2025, the examination required for issuance of either of these
				credentials (i.e., non-teaching or teaching speech-language pathologist) shall
				be based upon the standards identified in this Part. By October 1, 2025,
				candidates for an endorsement in Speech-Language Pathology will be required to
				complete a program aligned to the 2020 Standards for the Certificate of
				Clinical Competence in Speech Language Pathology, published by the Council for
				Clinical Certification in Audiology and Speech-Language Pathology of the
				American Speech-Language-Hearing Association, 200 Research Boulevard, Rockville
				MD 20850-3289, and available at
https://www.asha.org/Certification/2020-SLP-Certification-Standards/
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Content Knowledge - The competent
			 speech-language pathologist understands the philosophical, historical, and
			 legal foundations of speech-language pathology and is able to incorporate this
			 knowledge within the context of the educational system.
1) Knowledge - The competent speech-language
			 pathologist understands:
A) various types of
			 communication disorders, their classifications, and their
			 manifestations;
B) anatomic and
			 physiologic bases of speech, language, hearing, and oropharyngeal
			 function;
C) linguistic and
			 psycholinguistic variables related to the normal development of speech,
			 language, and hearing;
D) physical
			 and psychophysical bases and processes of the production and perception of
			 speech, language, and hearing;
E)
			 the nature, prevention, evaluation, and treatment of speech, language, and
			 hearing disorders; and
F) the
			 relationship of knowledge within the discipline to education and life/career
			 applications.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.240 - Standards for the Early Childhood Special Education Teacher

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement in Early
				Childhood Special Education will be required to complete a program aligned to
				the standards set forth in Standards for Endorsements in Early Childhood
				Education (see 23 Ill. Adm. Code 26) and the Initial Practice-Based Standards
				for Early Childhood Special Education/Early Intervention (2020), published by
				the Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington
				VA 22202-3557, and available at
https://exceptionalchildren.org/standards/initial-practice-based-standards-early-interventionists-early-childhood-special-educators
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Content Knowledge - The competent early
			 childhood special education (ECSE) teacher understands the central concepts,
			 tools of inquiry, and structures of developmental, functional, and learning
			 curriculum areas appropriate to young children and creates and provides
			 integrated experiences that develop each child's competence across curriculum
			 areas.
1) Knowledge - The competent ECSE
			 teacher understands:
A) major concepts,
			 assumptions, debates, principles, theories, and processes of inquiry that are
			 central to early childhood special education and its related fields and to its
			 own history, legislation, and research;
B) how current development, knowledge,
			 beliefs, and dispositional frameworks influence attitudes and frameworks for
			 further learning and development;
C) the central concepts and tools of inquiry
			 in academic content areas, including language and literacy, mathematics,
			 science, social studies, art, music, drama, and movement;
D) developmental curriculum areas, including
			 social, emotional, cognitive, language, and physical development;
E) functional/adaptive curriculum areas,
			 including health, safety, nutrition, and life skills; and
F) the structure of curriculum areas within
			 the multiple teaching settings included in early childhood special education
			 from birth through grade three, and the relationship of this structure to other
			 areas of knowledge and to life-long development and learning.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.300 - Advanced Teacher Preparation Program Standards for the Learning Behavior Specialist II (LBS II)

Current through Register Vol. 48, No. 28, July 12, 2024
The Learning Behavior Specialist II (LBS II) is an optional,
				advanced endorsement available to holders of professional educator licenses
				endorsed in any of the areas addressed by Sections
				28.200
				through
				28.230.
				By October 1, 2025, all candidates for an endorsement in an LBS II area will be
				required to complete a program aligned to the standards identified in Sections
				28.310
				through
				28.370
				and the Advanced Special Education Preparation Standards (2015), available at
https://exceptionalchildren.org/standards/advanced-special-education-preparation-standards
and the Advanced Common Specialty Items (2015), published by the Council for
				Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington VA 22202-3557,
				and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) Some
				LBS II endorsements relate to meeting the needs of students with specified
				disabilities. However, no endorsement of this type shall prohibit a licensee
				from providing services to students outside the area of specialization
				encompassed by that endorsement.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.310 - Standards for the LBS II/Transition Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement as a
				Transition Specialist will be required to complete a program aligned to the
				Advanced Specialty Set for Special Education Transition Specialist (2015),
				published by the Council for Exceptional Children, 2900 Crystal Drive, Suite
				1000, Arlington VA 22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent transition
			 specialist understands the philosophical, historical, and legal foundations of
			 special education.
1) Knowledge - The
			 competent transition specialist understands:
A) theoretical and applied models of
			 transition;
B) transition-related
			 legislation in the fields of special and career and technical education,
			 rehabilitation, labor, and civil rights;
C) the roles of federal, State, and local
			 legislation and implications for providing transition services at the local
			 level;
D) history of national
			 transition initiatives; and
E)
			 research on student outcomes and effective transition practices.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.320 - Standards for the LBS II/Technology Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement in an LBS
				II/Technology Specialist endorsement area will be required to complete a
				program aligned to the Advanced Specialty Set for Special Education Technology
				Specialist (2015) published by the Council for Exceptional Children, 2900
				Crystal Drive, Suite 1000, Arlington VA 22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent technology
			 specialist understands the philosophical, historical, and legal foundations of
			 special education.
1) Knowledge - The
			 competent technology specialist understands:
A) concepts and issues related to the use of
			 technology in education and other aspects of our society; and
B) issues in diversity and assistive
			 technology.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.330 - Standards for the LBS II/Bilingual Special Education Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
a) Foundations - The competent bilingual
			 special education specialist understands the philosophical, historical, and
			 legal foundations of special education.
1)
			 Knowledge - The competent bilingual special education specialist understands:
A) cross-cultural patterns, practices or
			 attitudes, and their effect on cognitive, affective, behavioral, and
			 motivational development;
B)
			 current theories and practices of bilingual education, bilingual special
			 education, and English as a second language (ESL); and
C) legislation, litigation, funding, and
			 current research relative to special education services for linguistically and
			 culturally diverse (LCD) students.
Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 28 - STANDARDS FOR ENDORSEMENTS IN SPECIAL EDUCATION › Section 28.340 - Standards for the LBS II/Deaf-Blind Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all candidates for an endorsement as a
				Deaf-Blind Specialist will be required to complete a program aligned to the
				Initial Specialty Set for Deafblindness (2015) and the Advanced Specialty Set
				for Special Education Deaf and Hard of Hearing Specialist (2018), published by
				the Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington
				VA 22202-3557, and available at
https://exceptionalchildren.org/standards/specialty-sets-specific-practice-areas
.
				(No later amendments to or editions of these guidelines are incorporated.) The
				standards effective until September 30, 2025 are as follows:
a) Foundations - The competent deaf-blind
			 specialist understands the philosophical, historical, and legal foundations of
			 special education.
1) Knowledge - The
			 competent deaf-blind specialist understands:
A) communication and language theories,
			 approaches, and research that are applicable to teaching learners who are
			 deaf-blind;
B) the history of the
			 practices, people, and events that have had or currently do have an impact on
			 the lives of people who are deaf-blind and their possible relevance to current
			 educational practices;
C)
			 specialized roles of educators and learners who are deaf-blind; and
D) clinical, functional, and legal
			 definitions of deafblindness, blindness/visual impairment, and deafness/hearing
			 loss.