Learning Behavior Specialist (LBS1) Endorsement

Laurene Hofman, Ed.D., Coordinator

In an ever changing diverse educational environment where there are crucial needs to support all learners in an inclusive environment and high demand teaching fields, it is critical to provide a licensing program specifically designed to meet the needs of educators including: 1) those who are licensed but new to special education who seek the LBS1 endorsement, and 2) those who are seeking to learn more about special education, but who are not applying for licensure or endorsement. The LBS1 will enable educators to work with students with disabilities and will assist educators in learning about a wide range of exceptionalities, assessment types, and differentiated and collaborative instructional delivery models. The program will combine a balanced approach of theory and application and will prepare educators to be culturally responsive educational leaders in the classroom.

Program Completion/Licensure Requirements:

Must complete approved endorsement coursework and earn a grade of ‘C-’ or better in each course.
The endorsement is available for the following grade levels:
- Grade K-Grade 3 (for educators who already hold an early childhood self-contained general education endorsement)
- Grade K-9 (for educators who already hold an elementary education endorsement)
- Grade 6-12 (for educators who already hold a secondary education endorsement)
- Grade K-12 (for educators who already hold a special teaching (K-12), special education (PK-21), or ELS-TBE endorsement)
Beginning Spring 2018, endorsement is available for the following grade levels:
- Grade K-2nd
- Grade 1st - 6th
- Grade 5th - 8th
- Grade 9 - 12 endorsements
The LBS1 endorsement requires a passing score on the Illinois State Board of Education LBS1 Content Exam (155).

Note:

In order to pass the courses, one must complete all required clinical experience hours (if applicable), as well as the mastery assessment assignment(s) with a grade of 80% or higher. The mastery assessment assignment is linked to course objectives that are aligned with state standards for endorsement, so passing the mastery assessment assignment demonstrates competency and ability to master those objectives.

13 hours

Required:

Note:

Only one course of the four-course program may be waived. ONU will allow candidates to waive undergraduate/graduate level course for earned license as long as it aligns with EDUC 749 - Teaching Diverse Populations (3 hours). Candidates must provide a course description, course syllabus, and transcript for the diversity course they wish to have waived. The Program Director will evaluate the course to confirm that it meets the requirement.

Program learning objectives are as follows:

The LBS1 candidate will interpret and examine the philosophical, historical, and legal foundations of special education and compare/contrast major theories of research and demonstrate understanding of the role of professional judgment for improving all students’ learning experiences.
The LBS1 candidate will design and implement an integrated, comprehensive, differentiated curriculum and support teachers in the evaluation of the diverse, exceptional learner.
The LBS1 candidate will select, develop, administer, and interpret assessments and communicate assessment results to a variety of audiences.
The LBS1 candidate will create and engage students in special education practices that develop awareness, understanding, respect, and a valuing of differences in our society.
The LBS1 candidate will create a literate environment that fosters diverse learning by integrating foundational knowledge, employment of instructional practices, approaches, methods, and curriculum materials and assessments.
The LBS1 candidate will construct, defend, and evaluate professional development in special education for classroom teachers and continue to do so as a career long responsibility.
The LBS1 candidate will exhibit an increased understanding of human nature and Christian values, with an emphasis on the individual’s ethical and moral responsibilities to his or her teaching field, students, colleagues, and communities.