1. a) creates and uses assessment information both for the facilitation of child development and measuring academic achievement;
2. b) uses a variety of assessment tools, including developmental continuums, universal screening, authentic assessment, diagnostic measures, curriculum-based assessment, and progress monitoring procedures;
3. c) monitors child progress for content area benchmarks and developmental outcomes;
4. d) assesses children's interests, motivation, and engagement in instruction;
5. e) uses assessment data, including observational records and children's work products to plan instruction;
6. f) partners with families to understand children's background and ongoing learning progress;
7. g) empowers children to self-assess their learning progress;
8. 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;
9. i) aligns assessments with required reporting mechanisms to assure that benchmarks for learning standards and developmental growth are monitored systematically; and
10. 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.

The effective early childhood teacher:

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