UIC College of Education Content Test Prep

Each content test objective provides a series of descriptive statements that can help you review and target your preparation.

Use the ILTS ECE Test Framework to access and review the 4 subareas and 16 objectives outlined for the test OR the ILTS  Early Childhood Special Education Test Framework  to access and review the 5 subareas and 15 objectives for the test

Essential Strategy #1

• Carefully review each test objective and descriptive statement in the ILTS test framework
• Highlight terms or concepts that are new to you
• The more terms that come up for you, the more you’ll want to target this objective in your studies
• Seek out sources to help you understand and strengthen your content knowledge

Here's an example from the Early Childhood Special Education Test:

Objective 0004 of the ECSE test focuses on understanding the types and characteristics of assessment instruments, methods, and procedures used for screening, identifying, and referring children who may qualify for special education or early intervention services.

Take a look at one of the descriptive statements under this objective: 

• Demonstrate knowledge of methods and procedures used for screening, pre-referral, school-based systems of intervention (e.g., Response to Intervention [RtI], Multi-Tiered System of Supports [MTSS]), and referral used in the assessment of young children.

Need more review? Check out these resources:

• Understanding key components of RTI and Recognition and Response interventions for preschoolers: RTI and MTSS | Reading Rockets
• RTI vs. MTSS: What's the Difference and Why It Matters - Wisconsin Rti Center
• RTI vs. MTSS: Understanding the Key Differences

Here's an example from the Early Childhood Content Test.

Objective 0007 of the ECE test focuses on understanding word-identification strategies and vocabulary development and how to use evidence-based, developmentally appropriate strategies to promote such skills in young children.  

Take a look at one of the descriptive statements under this objective: 

• Demonstrate knowledge of word-identification strategies other than phonics, including syllabication, morphology (e.g., use of affixes and roots), context cues (semantic and syntactic), and pragmatics to create instructional activities and materials for promoting young children's use of word-identification strategies