Illinois Learning Standards: A Comprehensive Overview

The Illinois Learning Standards (ILS) serve as a roadmap for educators, outlining the knowledge and skills students should acquire at each grade level across various subjects. These standards emphasize a deep understanding of core concepts and encourage student-driven learning that connects classroom knowledge to real-world applications. Let's delve into a detailed exploration of these standards, their development, and their impact on education in Illinois.

Foundations of the Illinois Learning Standards

The Illinois Learning Standards establish expectations for what all students should know and be able to do in each subject at each grade. The standards emphasize depth over breadth, building upon key concepts as students advance. The standards promote student-driven learning and the application of knowledge to real-world situations to help students develop deep conceptual understanding. Intentionally rigorous, the Illinois Learning Standards prepare students for the challenges of college and career.

The Illinois Early Learning and Development Standards (IELDS)

The Illinois Early Learning and Development Standards (IELDS) provide reasonable expectations for children’s growth, development, and learning in the preschool years (ages 3 to 5). They give teachers a common language-defining what they can expect preschool children to know and be able to do within the context of child growth and development. The IELDS are designed to be used with children from ages 3 to 5 or those in the two years before their kindergarten year. The term preschool is used rather than prekindergarten to recognize the inclusion of these two years instead of only addressing the one year before kindergarten.

When used as part of the curriculum, the IELDS provide guidance to teachers in early childhood programs to create and sustain developmentally appropriate experiences for young children that will strengthen their intellectual dispositions and support their continuing success as learners and students. As teachers in early childhood programs implement the IELDS, they can be guided by Dr. Lilian Katz, internationally known early childhood leader, expert, and professor emeritus at the University of Illinois at Urbana-Champaign.

Appropriate and Inappropriate Uses of IELDS

There are appropriate and inappropriate uses of the Illinois Early Learning and Development Standards. There are cautions to consider when implementing the IELDS. They are meant to be used to enhance planning for preschool children, to enrich play-based curricular practices, and to support the growth of each child to his or her fullest potential. They are not meant to push down curriculum and expectations from higher grades.

If the focus of program evaluation and assessment is on “outcomes” such as those indicated by test scores, then evaluators and assessors would very likely emphasize the “drill and practice” of phonemics, or rhyming, or various kinds of counting, or introductory arithmetic. While in and of themselves such experiences are not necessarily harmful to young children, they overlook the kinds of experiences that are most likely to strengthen and support young children’s intellectual dispositions and their innate thirst for better, fuller, and deeper understanding of their own experiences. A curriculum or teaching method focused on academic goals emphasizes the acquisition of bits of knowledge and overlooks the centrality of understanding as an educational goal. After all, literacy and numeracy skills are not ends in themselves but basic tools that can and should be applied in the quest for understanding.

Development and Revision of the IELDS

The 2013 Illinois Early Learning and Development Standards are a revised version of the original Illinois Early Learning Standards published in 2002. The Illinois Early Learning and Development Standards (IELDS) were developed in collaboration with key Illinois stakeholders in the preschool education field. Early childhood leaders, educators, practitioners, and policy experts came together to ensure the creation of an accessible, user-friendly document, presenting evidence-based and up-to-date information on preschool development for parents and family members, teachers, early childhood professionals, and policy makers. The goal is to ensure a document that aligns with and integrates into the complex system of services for children in multiple preschool settings in the state and fulfills the ultimate goals of improving program quality and strengthening the current systems.

From January to May 2013, a statewide field test of the IELDS was conducted. More than 300 participants reviewed and implemented the standards in their preschool environments and provided feedback through focus group webinars. The field test participants included teachers and administrators from state funded Preschool for All programs, Head Start, center-based child care, family child care, special education, faith-based preschools, and park district programs. The comments and recommendations from the field test were reviewed by a work group and, when appropriate, incorporated into this final document.

As with the Illinois Early Learning Guidelines for Children Birth to Age 3, there are multiple purposes for the Illinois Early Learning and Development Standards. The Illinois Early Learning and Development Standards are designed to provide a cohesive analysis of children’s development with common expectations and common language. They are broad statements that provide teachers with useful information and direction that are needed as part of the daily early childhood environment. The primary goal of the Illinois Early Learning and Development Standards (IELDS) is to provide a comprehensive resource of reasonable expectations for the development of children in the preschool years (ages 3 to 5) for all teachers across the state of Illinois. Throughout the IELDS, terms are used to name the various components of the standards and to describe the ways that preschool children show what they know and can do related to specific benchmarks in each domain.

It is important that teachers using the IELDS become familiar with this terminology so they can understand the standards and use them in ways that are best for children. In this way, no matter in what community or part of the state a teacher is working with young children, s/he will be looking at the standards with the same understanding and application as teachers elsewhere.

Key Components and Terminology of the IELDS

In the learning areas/domains of Language Arts and Mathematics, the IELDS Preschool Benchmarks have been aligned with the kindergarten standards in the Common Core State Standards (CCSS) Initiative for Kindergarten through Twelfth Grade. These standards were developed in a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve (NAEYC, 2012, p. 2). These are recommended practices adopted by the National Association for the Education of Young Children for the care and education of young children from birth through age 8 (Copple & Bredekamp, 2009).

Learning Area/Domain: Provides an overview of or general statement about learning in the learning area/domain. Reflect universal aspects of child development or subject areas for education from preschool through high school. There are eight learning areas/domains in the IELDS. Most are consistent and aligned for all grade levels from preschool through high school.
Learning Standards: Defines what students/children should know and be able to do. Like the state goals, many learning standards in the IELDS are aligned for all grade levels, preschool through high school.
Performance Descriptors: Give examples that describe small steps of progress that children may demonstrate as they work toward preschool benchmarks. They are not intended to replace the IELDS nor are they all-inclusive. They are a resource for voluntary use at the local level to enable teachers to better recognize age-appropriate guidelines and expectations for preschool children. There are three levels of performance descriptors in the IELDS: Exploring (the first level where a child is just beginning to show some of the aspects of the benchmark), Developing (the second level where the child is beginning to show more understanding or related skills), and Building (the description of how a child demonstrates the benchmark as it is written). A child does not have to master or perform every descriptor to show mastery of the preschool benchmark.
Benchmarks: Provide teachers with specific ways that preschool children demonstrate learning standards. The benchmarks are unique to preschool children.

IELDS as a Resource, Not an Assessment Tool

The IELDS is not an assessment tool. There are many commercially developed research-based checklists and locally designed materials that teachers can use in observational assessment practices to determine how each child is learning and growing across multiple domains. Assessments based on teachers observing children in everyday activities including play, daily routines, and large- and small-group times. The IELDS is not a checklist for children’s development. It is a resource for preschool teachers in the state of Illinois to define reasonable, agreed-upon expectations for preschool children.

“Curriculum is everything that goes on in a program from the moment a child arrives until she leaves. Teachers plan, implement, observe, reflect, and make adjustments based on individual children’s needs and the needs of the group. Curriculum is an ongoing process that requires teachers to think about child development, to observe how the children in their classroom are learning and growing, and to make hundreds of decisions about the best ways to help them reach their full potential.” (Gronlund, 2013, p.

Multidimensional Early Learning and Development

Early learning and development are multidimensional. Development in one domain influences development in other domains. For example, a child’s language skills affect his or her ability to engage in social interactions. Therefore, developmental domains cannot be considered in isolation from each other. The dynamic interaction of all areas of development must be considered. All children are potentially capable of positive developmental outcomes. Regardless of children’s backgrounds and experiences, teachers are intentional in matching goals and experiences to children’s learning and development and in providing challenging experiences to promote each child’s progress and interest.

Each child is unique. Each grows and develops skills and competencies at his or her own pace. Teachers get to know each child well and differentiate their curricular planning to recognize the rate of development for each child in each domain. Some children may have an identified developmental delay or disability that may require teachers to adapt the expectations set out in the Illinois Early Learning and Development Standards and to make accommodations in experiences. All children within an age group should not be expected to arrive at each preschool benchmark at the same time or to show mastery to the same degree. Children may show strengths in some domains and be more challenged in others. Teachers recognize each child’s individuality and plan curricular strategies that support the child as a learner by building on his or her strengths and providing scaffolding and support in more challenging areas. There is no expectation that every child will master every preschool benchmark. Teachers work with children to meet them where they are and help them continue to make small steps of progress toward each preschool benchmark. There also is recognition that some children may go beyond mastery of the preschool expectations.

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Play-Based Learning

Early childhood teachers recognize that children’s play is a highly supportive context for development and learning. The early childhood environment should provide opportunities for children to explore materials, engage in activities, and interact with peers and adults to construct understanding of the world around them. There should, therefore, be a balance of child-initiated and teacher-initiated activities to maximize learning. Teachers act as guides and facilitators most of the time, carefully planning the environment and helping children explore and play in productive, meaningful ways.

Opportunities for children to explore, investigate, and discover things about their world and themselves. Play requires an interesting, well-organized environment and ample time for children to get deeply engaged. Curricular practices that incorporate a significant portion of the day for children to play with materials and with other children while teachers facilitate and guide the play so it is beneficial and full of learning opportunities for the children. Expectations that are appropriate for the age of the children.

Family Engagement

Families are the primary caregivers and educators of young children. Teachers communicate in a variety of ongoing ways with families to inform them of programmatic goals, experiences that are best provided for preschool children, and expectations for their performance by the end of the preschool years.

Alignment and Integration

The revised standards also demonstrate alignment to the Illinois Kindergarten Standards and the Common Core State Standards for Kindergarten. The Illinois Early Learning and Development Standards are broad statements that provide teachers with reasonable expectations for children’s development in the preschool years. Based on the broad Illinois State Goals and Standards (see Illinois Administrative Code, Section 235, Appendix A), this resource includes Preschool Benchmarks and Performance Descriptors for most Learning Standards. It is critical to remember that while these standards represent an alignment with the K-12 standards, the IELDS are not a “push-down” of the curriculum; rather, they are a developmentally appropriate set of goals and objectives for young children. The challenge when describing children’s development in various domains is to accurately convey the degree to which development and learning are interconnected across and within domains. An integrated approach to curriculum recognizes that content areas of instruction are naturally interrelated, as they are in real life experiences. The revised IELDS were reviewed and critiqued by early childhood professionals from public and private schools, Head Start, colleges, and community-based early care and learning programs. Recommendations from these stakeholders and users were considered and incorporated into the revisions.

Resources and Support for Educators

The Standards and Instruction Department is committed to supporting Illinois schools and educators by providing guidance, resources, and professional learning to support student achievement and equitable learning outcomes.

Numeracy Plan

ISBE is seeking input to inform the development of a statewide numeracy plan. The survey will be open from April 16 through April 30, 2025. Your insights are crucial to understanding the diverse landscape of mathematics education across Illinois. The results of this needs assessment will inform the development of an Illinois Comprehensive Numeracy Plan aimed at enhancing mathematics education for all learners. Sharing your perspective allows you to play a key role in shaping the future of mathematics education and ensure that the plan reflects the needs and priorities of educators across Illinois.

Who Should Participate: Teachers, teacher leaders, instructional coaches, school and district administrators, Regional Offices of Education, Intermediate Services Centers, and institutions of higher education.

Purpose of the Survey: The purpose of this survey is to gather comprehensive insights into the current instructional practices, professional learning opportunities, curriculum and resources, assessment methods, and educator preparation program (EPP) and support efforts employed in Illinois. The results will be used to inform the development of the Illinois Comprehensive Numeracy Plan.

Inclusive History Calendar

Illinois Inclusive History Calendar 2025-2026, designed specifically for classroom teachers. This calendar highlights a diverse range of dates and events, offering an inclusive perspective to enrich your curriculum. According to Illinois Compiled Statutes (ILCS), Sec 24-2.c, school boards are required to include instruction related to commemorated persons, activities, or events on the commemorative holiday or at any other time during the school year.

TEAACH Act Implementation

Apr 24, 2023 at 4:30-5:00 PM CST: TEAACHing For ChangePlease join in a discussion on creating positive, inclusive change in your educational community with the Chair of the Illinois State Board of Education, Dr. Steven Isoye. This webinar supports the implementation of the Teaching Equitable Asian American Communities History (TEAACH) Act, which requires public schools to include in their curriculum a unit of instruction about Asian American history this year. During this discussion, Dr. Mar 27, 2023 at 4:30-5:30 PM CST: TEAACHing With PushbackPlease join ISBE, district leaders, and educators for a discussion on inclusive instructional practices and how to handle opposition to inclusive instruction related to the TEAACH Act. Every public elementary school and high school in the state is required to include in its curriculum a unit of instruction about Asian American history beginning this school year. TEAACH Act. Every public elementary school and high school in the state is required to include in its curriculum a unit of instruction about Asian American history beginning with this school year. This webinar will provide tools to enhance understanding of pedagogy and practices for more inclusive classrooms. Jan 30th, 2023 at 4:30-5:30 PM CST: How To TEAACH Webinar Did you know that Illinois was the first state to require that the history and contributions of Asian Americans be included in K-12 curriculum? Please join ISBE along with guest educators from around the state to learn more about how to implement Asian American history instruction in your classroom or school curriculum. Every public elementary school and high school in the state is required to include in its curriculum a unit of instruction about Asian American history beginning in this school year, and this workshop will give you some tools to help you. December 5, 2022, 2:00 PM: TEAACH (Act) Now WebinarDid you know that Illinois was the first state to require that the history and contributions of Asian Americans be included in K-12 curriculum? Please join ISBE, in partnership with The Asian American Foundation and other organizations that support this work to learn more about the resources that have been developed for educators on the inclusion of Asian Americans in curriculum. The Illinois General Assembly passed the Teaching Equitable Asian American Community History (TEAACH) Act in 2021. Every public elementary school and high school in the state is required to include in its curriculum a unit of instruction about Asian American history, beginning in this school year.

Broader Context: Standards and Assessment

Beginning in the Fall of 2014 our students will no longer take the ISAT assessment. The ISAT will be replaced by a series of assessments developed by Partnership for Assessment of Reading for College and Careers (PARCC). The state assessments in English language arts, mathematics, and science align to the Illinois Learning Standards.

Additional Standards and Frameworks

Social and Emotional Learning (SEL) Standards: The standards describe the content and skills for students in grades K - 12 for social and emotional learning. Each standard includes five benchmark levels that describe what students should know and be able to do in early elementary (grades K - 3), late elementary (grades 4 - 5), middle/junior high (grades 6-8), early high school (grades 9-10), and late high school (grades 11-12).
Common Core State Standards (CCSS): The Common Core State Standards (CCSS) were developed by educators, experts, parents and administrators to improve educational outcomes for students across the country reflecting both our aspirations for our children and the realities of the classroom. The Common Core State Standards came about by a state-led effort to establish a shared set of clear educational standards for English language arts and mathematics. These standards are designed to ensure that students graduating from high school are prepared to go to college or enter the workforce and that parents, teachers and students have a clear understanding of what is expected of them.
Next Generation Science Standards: This state has adopted the Next Generation Science Standards.
National Council for Social Studies Framework: The National Council for Social Studies provides a framework for social studies standards.
CASEL Framework: CASEL provides a framework that contains 5 dimensions of socio-emotional learning.
ISTE Standards for Students: These standards state what P-12 students should learn about engaging with technology.
Learning for Justice Digital Literacy Framework: The Learning for Justice Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. Learning for Justice provides this framework for anti-bias education at every grade level.

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