Field 297: Learning Behavior Specialist II: Transition Specialist
Alignment of Test Framework Objectives with State and National Standards
| Illinois Licensure Testing System Framework Objectives for Learning Behavior Specialist II: Transition Specialist | Council for Exceptional Children Initial Specialty Set: Individualized General Curriculum and Individualized Independence Curriculum, Combined | Council for Exceptional Children Advanced Specialty Set: Special Education Transition Specialist |
|---|---|---|
| Subarea I: Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs | ||
| 0001 Understand the strengths and needs of students with disabilities. | IGC-IIC.K2, K4, K5, K10, K11; IGC-IIC.1.S1 | |
| 0002 Understand assessment principles and various types of formal and informal transition assessments. | IGC-IIC.4.K1, K2, K3; IGC-IIC.4.S1, S2, S3 | SETRS.1.K1; SETRS.1.S1, S2 |
| 0003 Understand uses, procedures, and considerations in selecting and administering appropriate formal and informal transition assessments. | IGC-IIC.4.K3; IGC-IIC.4.S2, S3, S6, S7 | SETRS.1.K1; SETRS.1.S, S2, S7; SETRS.7.K1 |
| 0004 Understand strategies for interpreting, reporting, and communicating the results of assessments for the purpose of developing transition plans that address students' individual strengths, needs, interests, and preferences. | IGC-IIC.4.S2, S3, S4, S6; IGC-IIC.5.S9, IGC-IIC.7.S4 | SETRS.1.S1, S2, S3, S5, S6, S7; SETRS.7.K1 |
| 0005 Understand procedures for developing, implementing, and amending Individualized Education Program (IEP) plans to meet the transition needs of students. | IGC-IIC.2.K2, K3, K5; IGC-IIC.2.S1, S3, S7, S8; IGC-IIC.4.S3; IGC-IIC.5.S1, S2, S4, S10, S11, S23, S27, S28, S29, S30 | SETRS.1.S5, S6; SETRS.3.K3, K5, K6, K7; SETRS.3.S1, S2, S3, S4, S5, S6 |
| Subarea II: Planning and Delivering Instructional Content and Managing the Learning Environment | ||
| 0006 Understand principles and methods for developing and individualizing instruction to create postsecondary experiences, services, and programs that support students' transition to adult life roles. | IGC-IIC.2.K2, K5; IGC-IIC.2.S3,S7, S8; IGC-IIC.4.S7; IGC-IIC.5. K3, K5, K9; IGC-IIC.5.S1, S2, S6, S7, S9, S10, S23, S24, S27, S28, S29, S30 | SETRS.3 K1, K2, K3, K5, K6, K7; SETRS.2.K1; SETRS.2.S4, S5, S6, S7, S8; SETRS.3.S1, S2, S3, S4, S5, S6 |
| 0007 Understand methods and practices for planning and managing the learning environment to support students' transition to adult life roles. | IGC-IIC.2.K2, K3; IGC-IIC.2.S1, S2, S3, S6, S7, S8; IGC-IIC.5. K1, K5, K8; IGC-IIC.5.S1, S7, S8 | SETRS.3.K1, K2, K6; SETRS.3.S4, S6 |
| 0008 Understand knowledge of evidence-based instructional strategies and procedures for supporting students' transition to postsecondary settings. | IGC-IIC.2.K2, K5; IGC-IIC.2.S3, S7, S8; IGC-IIC.4.S7; IGC-IIC.5. K3, K5, K9, K12; IGC-IIC.5.S1, S2, S6, S7, S9, S10, S23, S24, S25, S27, S28, S29 | SETRS.2.K1; SETRS.2.S1, S2, S3, S4, S5, S6, S7, S8 |
| Subarea III: Professionalism, Collaboration, and Ethics | ||
| 0009 Understand strategies for communicating and collaborating with students, parents/guardians, teachers, related service providers, employers, community agency personnel, and other stakeholders to promote successful transition outcomes. | IGC-IIC.6.K5, K11; IGC-IIC.6.S2, S3; IGC-IIC.7.K4; IGC-IIC.7.S1, S2, S4 | SETRS.4.K3; SETRS.4.S1, S3; SETRS.5.S1, S2, S3, S4, S5, S7; SETRS.7.S8, S9, S11 |
| 0010 Understand the professional, ethical, and legal roles and responsibilities involved in the transition of students with disabilities. | IGC-IIC.6.K3, K4, K5, K11; IGC-IIC.6.S1, S2, S3 | SETRS.5.K1; SETRS.5.S3, S4, S5, S7; SETRS.6.K1, K3; SETRS.6.S2; SETRS.7.S6 |
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