Test Design and
Test Framework
Field 293: Learning Behavior Specialist 2: Curriculum Adaptation Specialist
Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 6 constructed-response assignments |
| Time* | 3 hours, 45 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
Pie chart of approximate test weighting outlined in the table below.
| test subarea | number of test objectives | number of c r eyes | subarea weight as percent of total test score |
|---|---|---|---|
| subarea 1—Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs | 5 | 2 | 34 percent |
| subarea 2—Managing the Learning Environment and Promoting Learning in Students with Disabilities | 3 | 2 | 33 percent |
| subarea 3—Collaboration, Communication, and Ethics | 2 | 2 | 33 percent |
| totals | 10 | 6 | 100 percent |
Subarea 1—Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs
Objective 0001—Understand the educational implications of disabilities on the cognitive, linguistic, physical, and social-emotional growth and development of students.
For example:
- Demonstrate knowledge of the implications of disabilities on physical, sensory, motor, cognitive, language, functional, and social-emotional development.
- Demonstrate knowledge of the definitions, causes, and eligibility criteria associated with disabilities.
- Demonstrate knowledge of theories of behavior and the influence of behavior on academic learning and performance.
- Demonstrate knowledge of the potential educational implications of various disabilities.
- Demonstrate knowledge of the potential implications of disabilities on students' educational opportunities and transition outcomes (e.g., employment, postsecondary education, vocational training).
Objective 0002—Understand assessment principles and various types of formal and informal assessments.
For example:
- Demonstrate knowledge of terminology and concepts (e.g., reliability, validity, baseline) used in assessment of students with disabilities.
- Demonstrate knowledge of the types, characteristics, and methods of formal and informal assessments (e.g., norm-referenced tests, criterion-referenced tests, formative and summative measures, curriculum-based assessments).
- Apply knowledge of curriculum-based assessments and measurements (e.g., authentic assessment, teacher observation, student feedback) as methods for determining students' instructional needs and monitoring students' progress toward learning standards and individual goals.
- Apply knowledge of the uses and limitations of formal and informal assessment instruments to identify students' current levels of academic, behavioral, and functional performance.
- Apply knowledge of methods for adapting formal and informal testing to accommodate students' needs and modes of communication.
Objective 0003—Understand uses, procedures, and considerations in selecting and administering appropriate formal and informal educational assessments.
For example:
- Demonstrate knowledge of methods, procedures, and tools used for student screening, pre-referral, school-based systems of intervention (e.g., tiered system of supports), and special education referral.
- Demonstrate knowledge of Child Find procedures to locate and identify children and students who may be at risk for disabilities.
- Apply knowledge of procedures for effectively collaborating with families, general education teachers, service providers, and other professionals or agencies to gather background information on students' medical, developmental, family, and academic history.
- Demonstrate knowledge of principles and procedures for implementing appropriate accommodations for formal national, state, and local standardized assessments.
- Apply knowledge of strategies and procedures for selecting, modifying, adapting, developing, and administering nonbiased formal and informal assessments.
Objective 0004—Understand strategies for interpreting, reporting, and communicating the results of assessments to address students' individual strengths and needs.
For example:
- Demonstrate knowledge of how to interpret assessment data and use information from multiple sources to determine appropriate learning experiences, curriculum differentiation, and instructional strategies.
- Demonstrate knowledge of how to interpret assessment data and use information from multiple sources to determine appropriate modifications and accommodations in learning environments.
- Apply knowledge of strategies for assessing the effectiveness of instruction and intervention and adjusting instruction and/or accommodations based on data from ongoing progress monitoring.
- Apply knowledge of strategies for determining the need for further student assessment, adjustment of services, and/or evaluation, including assessments conducted by other professionals, as appropriate in specific areas (e.g., language skills, social skills, assistive technology [A T] needs).
- Demonstrate knowledge of strategies to effectively communicate with parents/guardians and stakeholders about assessment purposes, methods, and the implications and uses of assessment results.
Objective 0005—Understand procedures for developing, implementing, and amending Individualized Education Programs (I E Pees) to meet the needs of students.
For example:
- Apply knowledge of strategies to analyze results of assessments, evidence-based practices, interventions, and previous recommendations to assist with making decisions about individualized instruction and supports for students.
- Apply knowledge of how to create, monitor the progress of, and collect data from appropriate and culturally responsive interventions to assist in the ongoing assessment of students' academic, behavioral, and functional growth.
- Apply knowledge of making individualized recommendations to assist the educational team in developing appropriate I E Pees that target students' individual academic needs and goals.
- Demonstrate knowledge of service delivery models and strategies for coordinating special education services and supports to maximize students' instructional time in the least restrictive environment (L R E).
- Demonstrate knowledge of effective strategies for addressing and incorporating the concerns of students and parents/guardians in the I E P process.
- Apply knowledge of the continuum of placements and service delivery models within the context of the L R E.
- Apply knowledge of methods for integrating students' learning strengths and needs, Illinois Learning Standards, and adaption strategies to develop short- and long-term plans that incorporate general education curriculum and differentiated instructional practices with individualized education goals and benchmarks.
Subarea 2—Managing the Learning Environment and Promoting Learning in Students with Disabilities
Objective 0006—Understand curricula and evidence-based instructional strategies and interventions to support students' development and learning.
For example:
- Demonstrate knowledge of the Illinois Learning Standards and components of effective, evidence-based instruction for teaching the scope and sequence of the learning standards.
- Demonstrate knowledge of curricula and evidence-based, culturally responsive instructional strategies for the development of individual students' academic, behavioral, and functional skills and learning within the continuum of services in the least restrictive environment (L R E).
- Apply knowledge of strategies for planning, organizing, and implementing instructional programs in the L R E, appropriate to the learning needs of students.
- Identify considerations and procedures for selecting, developing, evaluating, and adapting evidence-based instructional strategies, curricular materials, modifications, accommodations, and technologies based on individual students' strengths and needs.
- Analyze a general education curricular standard to differentiate instructional practices, select developmentally appropriate materials and activities, and develop an effective assessment approach to promote students' engagement and progress in the learning standard.
- Apply knowledge of methods for integrating instructional adaptations, accommodations, modifications, and assistive technology (A T) into learning experiences and lessons to meet the academic, behavioral, and functional needs of students.
Objective 0007—Understand methods and practices for planning and managing the learning environment to support students' development and learning.
For example:
- Apply knowledge of structuring safe and inclusive learning environments that promote students' learning and meet individual learning needs.
- Apply knowledge of differentiated instruction, backward design, and universal design for learning (U D L) and their instructional applications to accommodate the strengths and needs of students.
- Apply knowledge of resources, strategies, and methods for evaluating students' needs for assistive technology (A T) and instructional technology to facilitate and support access to instruction and the curriculum, engagement with learning, and communication and interpersonal skills.
- Demonstrate knowledge of responsive individual and classroom behavior management strategies, including developing and explicitly teaching structured daily routines and expectations to maximize students' learning.
- Apply knowledge of strategies and techniques for adapting and modifying the learning environment and curricula according to students' needs.
Objective 0008—Understand knowledge of evidence-based instructional strategies, methods, and activities for developing students' learning in core academic areas.
For example:
- Demonstrate knowledge of strategies used in implementing tier 2 (e.g., mentor-based support, self-monitoring rating scale, supported practice opportunities) and tier 3 (e.g., individualized reading intervention plan, explicit instruction, guided and monitored independent practice) system of supports.
- Demonstrate knowledge of the Illinois Early Learning and Development Standards and practices for teaching the goals and development targets to promote academic readiness for kindergarten, social-emotional development, and communication skills of children with disabilities.
- Demonstrate knowledge of the Illinois Learning Standards for English Language Arts K–12 and methods for adapting and modifying content, materials, and instructional strategies to promote speaking, listening, reading, and writing skills for students with disabilities.
- Demonstrate knowledge of the Illinois Learning Standards in Math K–12 and methods for adapting and modifying content, materials, and instructional strategies to promote mathematical thinking and reasoning for students with disabilities.
- Demonstrate knowledge of the Illinois Learning Standards in Science K–12 and methods for adapting and modifying content, materials, and instructional strategies to promote knowledge and understanding of natural phenomena and science and engineering concepts for students with disabilities.
- Demonstrate knowledge of the Illinois Learning Standards for Social Science K–12 and methods for adapting and modifying content, materials, and instructional strategies to promote knowledge and understanding of civics, geography, economics, financial literacy, and history concepts for students with disabilities.
Subarea 3—Collaboration, Communication, and Ethics
Objective 0009—Understand strategies for communicating and collaborating with students, general education teachers, related service providers, parents/guardians, and other professionals to promote desired learning outcomes.
For example:
- Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and related service providers about instructional methods, assistive technology (A T), accommodations, modifications, and classroom management approaches to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.
- Demonstrate knowledge of strategies for collaborating with general education teachers, special education teachers, related service providers, and other professionals to implement principles of universal design for learning (U D L) to support the academic and behavior needs of students.
- Apply knowledge of strategies for collaborating with students, parents/guardians, teachers, and other school and community personnel to develop and implement individualized plans appropriate to the individual strengths, needs, and interests of students.
- Apply knowledge of strategies for encouraging active student and family participation in the educational team, addressing families' concerns, and maintaining positive communication between families and educational professionals.
- Demonstrate knowledge of strategies for supervising, coaching, and working with paraprofessionals, general education teachers, and related service providers in the implementation of I E Pees.
- Apply knowledge of strategies for collaborating with general education teachers (e.g., co-teaching, teaming, co-planning) to differentiate learning experiences to promote access to the curriculum and effectively address individualized learning and behavior needs for students with disabilities.
Objective 0010—Understand the professional, ethical, and legal roles and responsibilities involved in the education of students with disabilities.
For example:
- Demonstrate knowledge of key federal and state statutes (e.g., Individuals with Disabilities Education Act [I D E A], Americans with Disabilities Act [A D A], Illinois Administrative Code, Section 5 O 4 of the Rehabilitation Act, free appropriate public education [F A P E], least restrictive environment [L R E], Family Educational Rights and Privacy Act [F E R P A], Health Insurance Portability and Accountability Act [H I P A A]).
- Demonstrate knowledge of current regulations, policies, and ethical issues related to the education of students with disabilities.
- Demonstrate knowledge of the rights and responsibilities of parents/guardians, students, teachers, other professionals, and schools in relation to students' learning needs and educational programs.
- Demonstrate knowledge of the roles and responsibilities of the curriculum adaptation specialist and the ethical responsibility to advocate for the L R E, appropriate learning experiences, and equitable access to the general education curriculum for students with disabilities.
- Demonstrate familiarity with the continuum of lifelong professional development activities that promote the use of evidence-based instructional practices and assessment approaches.
- Apply knowledge of strategies for designing and implementing professional learning activities.
- Apply knowledge of strategies for engaging in reflection and regular self-assessment for the purposes of identifying one's biases and differences, improving instruction, and guiding professional growth.