Professional 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.
Timelines and consent (Illinois)
- An initial evaluation must be completed within 60 school days of receiving parental consent, not 60 calendar days; the eligibility meeting follows.
- Reevaluation occurs at least every three years, and no more than once a year unless the parent and district agree otherwise.
- Consent is informed, voluntary, and revocable; it is required before initial evaluation and before initial placement. Districts use surrogate parents for students who are wards of the state.
What a defensible evaluation contains (34 CFR 300.304)
- Multiple measures and technically sound instruments, selected and administered so as not to be racially or culturally discriminatory.
- Assessment in all areas of suspected disability, using more than one measure as the sole criterion for decisions.
- Information from parents, teachers, and classroom observation, plus the student's academic, developmental, and functional needs.
Ethics and confidentiality
NASP ethics require informing students and families of the limits of confidentiality (risk of harm, abuse, court order), practicing within competence, and releasing records only with consent consistent with FERPA.
Worked example
A parent signs consent on September 8. The team schedules eligibility for November 20 and asks whether the timeline is met. You count school days the building is in session from September 8 forward, excluding weekends, holidays, and breaks; the 60th school day, not an anniversary date, is the deadline. A November 20 meeting is roughly 50 school days out and timely, but verify with the district calendar.
Traps
Confusing IDEA's 60 school days with Section 504, which sets no fixed evaluation timeline; assuming a single IQ test satisfies a comprehensive evaluation; and forgetting that a 504 plan provides accommodations and general education supports, not specially designed instruction.