§26.245. Assessment Standards

The effective early childhood teacher:

 

a)         creates and uses assessment information both for the facilitation of child development and measuring academic achievement;

 

b)         uses a variety of assessment tools, including developmental continuums, universal screening, authentic assessment, diagnostic measures, curriculum-based assessment, and progress monitoring procedures;

 

c)         monitors child progress for content area benchmarks and developmental outcomes;

 

d)         assesses children's interests, motivation, and engagement in instruction;

 

e)         uses assessment data, including observational records and children's work products to plan instruction;

 

f)         partners with families to understand children's background and ongoing learning progress;

 

g)         empowers children to self-assess their learning progress;

 

h)         communicates academic progress and personal development to all stakeholders, including children, families, other teachers and school administrators, and communicates aggregated trends to the school board and other policy bodies;

 

i)          aligns assessments with required reporting mechanisms to assure that benchmarks for learning standards and developmental growth are monitored systematically; and

 

j)          uses, interprets, and plans instruction with all forms of assessment instruments appropriate to the developmental level.  These instruments include standardized instruments, textbooks, and other curricular instruments and teacher-developed approaches.

 

(Source:  Amended at 45 Ill. Reg. 14807, effective November 10, 2021)