Test Design and
Test Framework 

Field 297: Learning Behavior Specialist 2: Transition Specialist

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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—Planning and Delivering Instructional Content and Managing the Learning Environment 3 2 33 percent
subarea 3—Professionalism, Collaboration, 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 strengths and needs of students with disabilities.

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Objective 0002—Understand assessment principles and various types of formal and informal transition assessments.

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Objective 0003—Understand uses, procedures, and considerations in selecting and administering appropriate formal and informal transition assessments.

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Objective 0004—Understand strategies for interpreting, reporting, and communicating the results of assessments for the purpose of developing transition plans that address students' individual strengths, needs, interests, and preferences.

For example:

Objective 0005—Understand procedures for developing, implementing, and amending Individualized Education Program (I E P) plans to meet the transition needs of students.

For example:

Subarea 2—Planning and Delivering Instructional Content and Managing the Learning Environment

Objective 0006—Understand principles and methods for developing and individualizing instruction to create postsecondary experiences, services, and programs that support students' transition to adult life roles.

For example:

Objective 0007—Understand methods and practices for planning and managing the learning environment to support students' transition to adult life roles.

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Objective 0008—Understand knowledge of evidence-based instructional strategies and procedures for supporting students' transition to postsecondary settings.

For example:

Subarea 3—Professionalism, Collaboration, and Ethics

Objective 0009—Understand strategies for communicating and collaborating with students, parents/guardians, teachers, related service providers, employers, community agency personnel, and other stakeholders to promote successful transition outcomes.

For example:

Objective 0010—Understand the professional, ethical, and legal roles and responsibilities involved in the transition of students with disabilities.

For example: