This week, we’re breaking down the ILTS 290 and what it really takes to pass.

Hey Reader,

If you’re preparing for the LBS1 (ILTS 290) and it’s not clicking the way you thought it would—you’re not alone.

This exam feels different because it is different. It doesn’t just test what you know—it tests how you apply it in situations you might face on the job.

And if you’ve already passed another ILTS test, like Elementary Ed, you might be wondering why this one is so much harder to clear. Today, we’re going to walk through exactly what’s happening and how to study smarter—not harder.

Here’s what we’re covering in this issue:

• Why the LBS1 feels tougher than you expected
• What Subarea III really tests (and how to approach it)
• How to use AI to prep like the test thinks
• One subscriber’s win after multiple tries
• A real question from someone stuck, frustrated, and trying again

Framework Focus: LBS1 (ILTS 290) – Subarea III: Learning Environment & Behavior Management

This subarea accounts for 24% of your total score, which makes it one of the most heavily weighted sections of the exam.

Here’s what it covers:

• Designing inclusive classrooms that support all learners
• Using routines and positive supports to prevent behavior issues
• Responding to challenges using legally sound, student-centered strategies
• Documenting behavior plans and collaborating with teams
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What makes this section tricky? It’s scenario-heavy. The ILTS wants to know: In a real-life classroom, what would you do—and is it ethical, inclusive, and compliant with laws like IDEA?

That means you need to get beyond definitions and think like a special educator in the moment.

🚫 Common Trap:
​Trying to memorize behavioral terms without understanding how to apply them in real-life situations. The test won’t ask you to define “positive reinforcement”—it’ll ask how to apply it when a student is throwing a chair or shutting down emotionally.

🧠 Pro Tip:
​When answering scenario questions, look for the most supportive and legally sound option—even if another choice seems quicker or more convenient. Think: What protects the student’s dignity, follows the IEP, and maintains a safe environment?

Example:
​A question might ask how to respond when a student with an emotional disability refuses to complete a math activity.
One option might say: “Remove the student from the room for noncompliance.”
Another might say: “Offer a sensory break per the student’s behavior plan and revisit the task later.”
Even though both involve action, only one aligns with inclusive practices and legal accommodations—and that’s the one the ILTS is looking for.

AI in Action

Want to practice smarter this week?

Try this prompt to get into test-day mode:

“Write 3 ILTS 290-style questions about managing a classroom with diverse needs. Include answer choices and explain why each one is right or wrong.”

This kind of practice shifts you from passive study to applied thinking. Don’t just ask, “What’s right?” Ask, “What’s the best choice for this student in this setting?”

OTH Question of the Week

“I’ve passed the Elementary Ed test before, but the LBS1 keeps stopping me. I feel like I study and still don’t know what I’m doing wrong. I’m retaking it soon, but I’m overwhelmed. What should I focus on?”

First, know that you’re not failing—you’re facing a different kind of test.

Focus on:

• The highest-weighted subareas (like Subarea III at 24%)
• Real-life application of strategies—not just knowledge
• Reading and analyzing scenarios through a legal and inclusive lens
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Using AI or practice tools to simulate decision-making, not just recall.

✨ Tiny Win of the Week

— J. Martin, OTH Subscriber

👏🏾 A reminder: knowledge gets you in the door—strategy gets you over the line.

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You're closer than you think.

You’ll get the next issue next Sunday at 11 AM—with more strategies, more clarity, and more support.
And if there’s something you’re stuck on or want me to cover, hit reply and send your question my way. I might feature it in an upcoming issue.

—Tori J.
Founder, Over the Hurdle

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