ILTS School Psychologist (237) study guide
ILTS School Psychologist (237) · Work through your exam, one topic at a time.
School Psychologist (237) is an Illinois Licensure Testing System (ILTS) content-area test listed among the state's educator certification assessments. Candidates who need this credential typically include educators preparing for school psychologist roles in Illinois public schools; the score requirement is set by the state, and passing the test is one part of the licensure process rather than a license in itself. The ILTS School Psychologist (237) study guide has 5 sections and about 1,733 words.
01Professional Practice, Law, and Ethics
This domain tests how you apply the legal and ethical framework that governs school psychology practice in Illinois - IDEA and its federal regulations, Section 504, FERPA, the Illinois School Code and Part 226 rules, and the NASP Principles for Professional Ethics. Items are usually scenario-based: what must the school psychologist do, in what order, and by when.
404 words, about 2 min02Human Development and Learning
Human development and learning items ask you to connect developmental level, learning theory, and individual differences to the referral question - for example, deciding whether a second grader's reading difficulty reflects a developmental lag, inadequate instruction, or a disability. Piaget: preoperational (2–7), concrete operational (7–11), formal operational (11+); conservation and reversibility emerge in concrete operations.
318 words, about 2 min03Assessment, Measurement, and Eligibility
Assessment items test whether you can select instruments, interpret scores correctly, and defend eligibility decisions. Illinois expects a comprehensive, non-discriminatory evaluation using multiple methods, with the school psychologist integrating norm-referenced, curriculum-based, observational, and rating-scale data.
353 words, about 2 min04Academic and Behavioral Intervention Within MTSS
Intervention items ask you to design, monitor, and adjust academic and behavioral supports within a multi-tiered system, and to link data to decisions about intensity and special education referral. Tier 1: core instruction and universal PBIS for all students, with screening three times yearly.
338 words, about 2 min05Mental Health, Crisis Response, and Collaboration
These items test judgment in mental health, crisis response, and collaborative practice - areas where "refer it" is rarely the best answer. Screen for depression, anxiety, and trauma; school-based supports such as CBT-informed groups, Check-In/Check-Out, and mentoring are appropriate within your competence.
320 words, about 2 min