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The table highlights how culturally responsive practice can be applied to broad IPES standards, including safety, health, equity, accessibility, culturally responsive resources, and co-constructing classroom conditions. It also connects instructional planning with research-based choices, deep content knowledge, equitable learning opportunities, student advocacy, and student representation through inclusive curricula, linguistic diversity, and leadership opportunities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/illinois-professional-educator-standards-and-culturally-responsive-teaching-and-leading-standards-crosswalk-february-2023/535994/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/illinois-professional-educator-standards-and-culturally-responsive-teaching-and-leading-standards-crosswalk-february-2023/535994.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the IPES and CRTL crosswalk?","Question",{"text":112,"@type":113},"It highlights how the CRTL and IPES standards align by showing common themes and relationships between the two sets of expectations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which learning environment elements are emphasized under IPES and mapped to CRTL?",{"text":117,"@type":113},"The crosswalk focuses on creating safe, healthy, equitable, accessible learning environments, integrating culturally responsive materials, and co-constructing the learning environment with learners and families, including student co-creation and historically marginalized student prioritization.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the crosswalk connect instruction standards with culturally responsive student advocacy?",{"text":121,"@type":113},"It links IPES instructional planning and equity goals to CRTL guidance for leveraging student advocacy, such as supporting students to develop self-advocacy plans, participating in inclusive learning community creation, and creating risk-taking spaces for student advocacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},535994,1791667514,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Illinois Professional Educator Standards and  \nCulturally Responsive Teaching and Leading Standards Crosswalk  \nHighlight: This document highlights how the CRTL and IPES standards align.  \n\n| DOMAIN | THE ILLINOIS PROFESSIONAL EDUCATOR STANDARDS (IPES) | THE ILLINOIS CULTURALLY RESPONSIVE TEACHING AND LEADING STANDARDS (CRTL) |\n| --- | --- | --- |\n| | Learning Environment (LE) . | d) Students as Co-Creators – Culturally responsive teachers and |\n|  |  | leaders (who fundamentally believe all students are capable) center |\n|  | The competent teacher designs and provides a learning environment | learning around students’ experiences and position them as co- |\n|  | (e.g. , policies, procedures, routines, and physical arrangement) that | creators, with emphasis on prioritizing historically marginalized |\n|  | is safe, healthy, equitable, accessible, developmentally appropriate, collaborative, and responsive by: | students. The culturally responsive teacher and leader will: |\n|  | LE1. Reflecting school, local, and State safety expectations in the | 1) Encourage and affirm the personal experiences (family, community, culture, etc. ) students share in the classroom. |\n|  | learning environment. | 2) Make authentic connections between academic learning and |\n|  | LE2. Reflecting school, local, and State public health regulations in the | students’ prior knowledge, native language, culture, and values. |\n|  | learning environment.\u003Cbr>LE3. Integrating culturally responsive materials and resources in the | 3) Consistently solicit students’ input on the curriculum (e.g. , interests, people, or concepts) . |\n|  | learning environment. | 4) Co-create, with students, the collective expectations and |\n|  | LE4. Accommodating and modifying the learning environment based | agreements regarding the physical space and social-emotional |\n|  | on learner needs. | culture of the classroom and school. |\n|  | LE5. Utilizing engaging, developmentally appropriate resources in the | 5) Create and embed student leadership opportunities into the student |\n|  | learning environment.\u003Cbr>LE6. Integrating developmentally appropriate routines, procedures, | experience (e.g. , peer-led discussion, student-led workshops, and student-run schoolwide initiatives) . |\n|  | and expectations.\u003Cbr>LE7. Encouraging individual and cooperative experiences through the | 6) Persistently solicit student feedback, value that feedback (resist defensiveness), and adjust based on that feedback. |\n|  | physical arrangement and materials. |  |\n|  | LE8. Co-constructing the learning environment with learners and |  |\n|  | families |  |\n|  | LE9. Systematically evaluating the learning environment to inform |  |\n|  | modifications |  |\n\nThis table displays the relationship or common themes between IPES and CRTL, however, CRTL can be applied to all IPES standards because it is overarching.  \n[isbe](isbe.net)[.net](isbe.net)  \nFebruary 2023  \n|  | h) Students Representation in the Learning Environment – Culturally responsive teachers and leaders ensure the diversity of their student population is equally represented within the learning environment. In turn, all members of the student population feel seen, heard, and affirmed. Exceptionally well-versed culturally responsive teachers and leaders provide exposure to underrepresented or misrepresented minority groups, even when they are not present within the population of their school and community at large. The culturally responsive teacher and leader will:\u003Cbr>1) Uphold systems of support that create, promote, and sustain a welcoming and inclusive community.\u003Cbr>2) Ensure linguistic diversity is represented throughout the building and seek ways to reflect representation of world languages.\u003Cbr>3) Verify that course materials are representative of all students, including materials for centers, stations, labs, classroom libraries, etc.\u003Cbr>4) Ensure classroom and building decorations are inclusive of all students throughout the building or wit","cbCairXY08H1NMwc","https://ap.wps.com/l/cbCairXY08H1NMwc","pdf",204036,"English","# Learning Environment (LE)\n## Students as Co-Creators\n## Students Representation in the Learning Environment\n# Instruction (IN)\n## Leveraging Student Advocacy","[{\"question\":\"What is the purpose of the IPES and CRTL crosswalk?\",\"answer\":\"It highlights how the CRTL and IPES standards align by showing common themes and relationships between the two sets of expectations.\"},{\"question\":\"Which learning environment elements are emphasized under IPES and mapped to CRTL?\",\"answer\":\"The crosswalk focuses on creating safe, healthy, equitable, accessible learning environments, integrating culturally responsive materials, and co-constructing the learning environment with learners and families, including student co-creation and historically marginalized student prioritization.\"},{\"question\":\"How does the crosswalk connect instruction standards with culturally responsive student advocacy?\",\"answer\":\"It links IPES instructional planning and equity goals to CRTL guidance for leveraging student advocacy, such as supporting students to develop self-advocacy plans, participating in inclusive learning community creation, and creating risk-taking spaces for student advocacy.\"}]","Illinois Professional Educator Standards and Culturally Responsive Teaching and Leading Standards Crosswalk - February 2023 | PDF",1791601540]