Ca SPED Law P.2

A ninth grader earns passing grades but has escalating anxiety, frequent avoidance, and repeated counseling referrals. Can passing grades end the Child Find inquiry?

No. Advancement or passing grades do not rule out disability. The LEA should consider all academic and functional information and evaluate when there is reason to suspect disability and a possible need for special education.

34 C.F.R. §§ 300.101(c), 300.111

A school requires every student to complete two 8-week MTSS cycles before accepting any special education referral. What is the legal concern?

A rigid prerequisite may unlawfully delay evaluation. MTSS may inform instruction and assessment, but it cannot be used to postpone an evaluation when the LEA suspects disability and possible need for special education.

34 C.F.R. §§ 300.111, 300.301; Cal. Educ. Code § 56303

A parent emails, 'I think my child has a disability and want special education testing.' What should the LEA treat this as?

A referral or request for initial evaluation. In California, the LEA should document receipt and timely provide an assessment plan or legally sufficient written refusal, subject to applicable exceptions.

Cal. Educ. Code §§ 56043(a), 56321; 34 C.F.R. § 300.503

Does a classroom screening equal an IDEA evaluation?

No. Screening by a teacher or specialist to select instructional strategies is not an evaluation for special education eligibility and does not replace required evaluation procedures.

34 C.F.R. § 300.302

A student is repeatedly suspended for behavior, but no referral has been made. What additional IDEA question should the team ask?

Whether the LEA had knowledge or should reasonably suspect that the student may be a child with a disability requiring evaluation, including whether behavior, parent concerns, or staff concerns triggered Child Find.

34 C.F.R. §§ 300.111, 300.534

A student attends a private school chosen and paid for by the parents. Does Child Find disappear?

No. The responsible LEA must identify, locate, and evaluate parentally placed private-school children with disabilities. However, an individual child does not have the same individual entitlement to services as a public-school student.

34 C.F.R. §§ 300.131-300.144

A family moves into the district with incomplete records and reports a prior disability concern. May the district wait indefinitely for the old file?

No. The district should promptly seek records, gather current information, and act on present suspicion. Mobility and missing records do not erase Child Find obligations.

34 C.F.R. §§ 300.111, 300.301

Must a parent use legal language or cite IDEA to request an evaluation?

No. The substance of the communication controls. A clear expression of concern and request for disability-related assessment can trigger the evaluation-response process even without legal terminology.

34 C.F.R. §§ 300.301, 300.503; Cal. Educ. Code § 56302.1

What information should a school psychologist review when deciding whether suspicion is reasonable?

Parent and teacher concerns, intervention response, grades, attendance, discipline, observations, health and developmental history, language acquisition, prior evaluations, and functional performance. No single source should control.

34 C.F.R. §§ 300.111, 300.304(b)

California receives a written assessment referral on a regular schoolday. What is the general first deadline?

Within 15 calendar days, the LEA generally provides a proposed assessment plan, excluding qualifying school vacations and subject to statutory exceptions or written extensions.

Cal. Educ. Code §§ 56043(a), 56321(a)

When a referral is submitted 10 days before the end of the regular school year, does the ordinary 15-day assessment-plan rule operate normally?

California has a special end-of-year rule: referrals made 10 days or less before the end of the regular school year generally require an assessment plan within 10 days after the next regular school year begins.

Cal. Educ. Code § 56321(a)

A parent receives a proposed California assessment plan. How much time must the parent be allowed to decide?

At least 15 calendar days from receipt. The parent may agree in writing to an extension.

Cal. Educ. Code § 56321(c)

What starts California's general 60-day assessment-to-IEP clock?

The LEA's receipt of the parent's written consent to the assessment plan—not the referral date or the date the plan was sent.

Cal. Educ. Code §§ 56043(c), 56344(a)

Which school breaks generally pause California's 60-day assessment timeline?

Days between regular school sessions or terms, and school vacations longer than five schooldays, are generally excluded. The precise calendar and statutory exceptions must be checked.

Cal. Educ. Code § 56344(a)

The assessment plan lists only academic achievement, although the referral describes anxiety, adaptive difficulties, and possible autism. What is missing?

The plan and evaluation must address all areas related to suspected disability, including social-emotional, behavioral, adaptive, communication, or other relevant areas—not only academics.

34 C.F.R. § 300.304(c)(4); Cal. Educ. Code § 56320(f)

A multilingual student is given an English test because no bilingual examiner is immediately available. What must the evaluator analyze?

Whether the instrument and administration are valid for the student; whether assessment was provided in the native language or most accurate mode when feasible; language proficiency; cultural factors; and whether alternative methods are needed.

34 C.F.R. § 300.304(c); Cal. Educ. Code § 56320

May a school use one cognitive score to decide that a child is or is not eligible?

No. Eligibility and programming cannot rest on a single measure. The evaluation must use multiple tools and strategies and integrate functional, developmental, academic, and parent information.

34 C.F.R. § 300.304(b); Cal. Educ. Code § 56320(e)

A standardized measure is administered differently from its manual. What should the report do?

Document and explain the deviation and interpret results cautiously. California requires assessments to be administered by trained personnel in conformance with producer instructions unless the assessment plan explains otherwise.

34 C.F.R. § 300.304(c)(1); Cal. Educ. Code § 56320(b)

What must a California written assessment report address beyond test scores?

Whether the student may need special education; the basis for that determination; relevant behavior and relationship to functioning; educationally relevant health, development, and medical findings; and other statutory elements, including effects of disadvantage when appropriate.

Cal. Educ. Code § 56327

May a reevaluation consist only of repeating every test from three years ago?

Not automatically. The team reviews existing data and parent input, identifies what additional information is needed, and selects assessment responsive to current questions. Repeating measures without purpose may not be sufficiently individualized.

34 C.F.R. §§ 300.303-300.305; Cal. Educ. Code § 56381

When may the team decide no additional testing is needed during a reevaluation?

After reviewing existing data and parent input, the team may determine that no additional data are needed. The agency must notify the parent of that determination, the reasons, and the parent's right to request assessment.

34 C.F.R. § 300.305(d)

What observation requirement applies when SLD is suspected?

The eligibility group must use information from an observation of academic performance in the learning environment, either from an observation completed before referral with parent consent as applicable or a new observation after referral.

34 C.F.R. §§ 300.308, 300.310

A supervisor asks you to omit inconsistent data from the report because it may complicate eligibility. What is the appropriate response?

Maintain accurate, complete, and defensible reporting; explain the inconsistency and its effect on interpretation; seek consultation; and do not distort or selectively suppress material data to reach a preferred outcome.

34 C.F.R. §§ 300.304-300.306; professional competence and integrity

What three-part question should guide IDEA eligibility?

Does the student meet criteria for an IDEA disability category; does the disability adversely affect educational performance; and, because of it, does the student need specially designed instruction? State criteria also apply.

34 C.F.R. §§ 300.8, 300.306; 5 C.C.R. § 3030

What is the difference between a clinical diagnosis and educational eligibility?

A diagnosis describes a health or psychological condition. IDEA eligibility is a team determination using legal criteria, educational impact, and need for special education. Either may exist without the other.

34 C.F.R. §§ 300.8, 300.306; 5 C.C.R. § 3030

A student meets an autism diagnostic checklist but succeeds with general education accommodations. Is IDEA eligibility automatic?

No. The team must still determine educational impact and whether the student requires special education. Section 504 may remain relevant if disability-related aids or services are needed.

34 C.F.R. §§ 300.8(a), 300.306; 34 C.F.R. Part 104

A student with ADHD has average grades but cannot independently organize, initiate, or complete work. What must the team examine?

Functional educational impact, not grades alone; whether ADHD produces limited alertness or other OHI effects; and whether the student needs specially designed instruction rather than accommodations alone.

34 C.F.R. §§ 300.8(c)(9), 300.101(c)

What determinant factors must be ruled out before identifying SLD?

The team cannot identify SLD when the determinant factor is lack of appropriate reading instruction, lack of appropriate math instruction, or limited English proficiency. Other exclusionary influences must also be considered under the SLD rules.

34 C.F.R. §§ 300.306(b), 300.309(a)(3)

Does IDEA require a severe ability-achievement discrepancy?

No. States may not require severe discrepancy and must permit a process based on response to scientific, research-based intervention; they may permit other research-based procedures.

34 C.F.R. § 300.307

What must SLD documentation say about instruction and progress data?

The group documents that underachievement is not due to lack of appropriate instruction, including data showing appropriate instruction by qualified personnel and repeated achievement assessments shared with parents.

34 C.F.R. § 300.309(b)

Reading comprehension is much lower than other scores, but the eligibility discussion addresses only math and writing. What is the concern?

The team may have failed to integrate all significant data, assess or explain an area of suspected need, and connect the full pattern to eligibility and programming. Conflicting results require reasoned interpretation.

34 C.F.R. §§ 300.304(c)(4), 300.306(c)

Why is duration and educational impact important when considering emotional disability?

The federal definition requires one or more listed characteristics exhibited over a long period and to a marked degree that adversely affects educational performance, subject to the regulation's inclusions and exclusions.

34 C.F.R. § 300.8(c)(4); 5 C.C.R. § 3030

May a student qualify under more than one IDEA category?

Yes, when criteria are met. Services must be based on unique needs, not the label. The team should avoid letting a primary label obscure other assessed needs.

34 C.F.R. §§ 300.8, 300.304(c)(6), 300.320

A student does not need specially designed instruction but needs disability-related accommodations and health supports. What framework should be considered?

Section 504. Its disability definition and FAPE standard can protect students who do not meet IDEA's need-for-special-education requirement.

34 C.F.R. §§ 104.3, 104.33-104.36

A team asks the psychologist to choose the category that unlocks a preferred program. What should guide the decision?

Accurate assessment data and legal eligibility criteria should guide identification. Program availability follows identified need; a label should not be selected merely to obtain or avoid a placement.

34 C.F.R. §§ 300.306, 300.116; 5 C.C.R. § 3030

What makes present levels legally useful?

They integrate current academic and functional data, describe how disability affects access and progress, establish understandable baselines, and connect directly to goals, services, accommodations, and placement.

34 C.F.R. § 300.320(a)(1)

A goal says, 'Student will improve reading.' What is missing?

A measurable skill, baseline, conditions, performance criterion, method of measurement, and a clear relationship to disability-related need. The IEP must allow progress to be measured and reported.

34 C.F.R. § 300.320(a)(2)-(3)

An IEP lists 'counseling as needed.' Why may this be inadequate?

The IEP generally must specify the service and anticipated frequency, location, duration, and start date clearly enough for implementation and accountability. 'As needed' may be too indeterminate without objective parameters.

34 C.F.R. § 300.320(a)(4), (7)

Progress reports show no improvement for two reporting periods. What should the team consider?

Whether the IEP is being implemented, whether progress data are valid, and whether goals, instruction, intensity, services, supports, or placement require review and revision. The team should not simply wait for the annual meeting.

34 C.F.R. § 300.324(b)(1)

A student's IEP provides 60 minutes of speech weekly, but only 30 minutes are routinely delivered. What issues arise?

Failure to implement the IEP, possible denial of FAPE depending on materiality and impact, accurate service documentation, prompt correction, and individualized consideration of compensatory services.

34 C.F.R. § 300.323(c)-(d)

When behavior impedes learning, what must the IEP team do?

Consider positive behavioral interventions and supports and other strategies. Depending on the student's needs, further assessment, an FBA, goals, services, environmental supports, or a BIP may be necessary.

34 C.F.R. § 300.324(a)(2)(i)

What language issue must be considered for an English learner's IEP?

The student's language needs as they relate to the IEP, including access, goals, services, communication, and valid interpretation of progress—not simply English learner status in isolation.

34 C.F.R. § 300.324(a)(2)(ii); Cal. Educ. Code § 56345(b)(2)

When may a required IEP team member be excused from all or part of a meeting?

Only under the regulatory conditions. If the member's area is not being discussed, written agreement may permit excusal. If it is being discussed or modified, written parent consent and prior written input from the member are required.

34 C.F.R. § 300.321(e)

What must the federal transition component include by the applicable age?

Appropriate measurable postsecondary goals based on age-appropriate transition assessment and the transition services, including courses of study, needed to help the student reach those goals. California provisions should also be checked.

34 C.F.R. § 300.320(b); Cal. Educ. Code §§ 56043(g), 56345

Is extended school year automatically based on disability category or a fixed regression formula?

No. ESY is an individualized IEP-team determination of whether services beyond the normal school year are necessary for FAPE. A categorical or inflexible rule is improper.

34 C.F.R. § 300.106

How does Endrew F. change the question from 'some benefit'?

The IEP must be reasonably calculated to enable progress appropriate in light of the child's circumstances, based on a fact-intensive, individualized inquiry and a cogent, responsive explanation from school officials.

Endrew F. v. Douglas County School District, 580 U.S. 386 (2017)

The team copies last year's goals despite little progress and new assessment results. What is the concern?

The IEP may not reflect current evaluation data, lack of expected progress, parent information, or anticipated needs. Annual review requires meaningful revision, not automatic rollover.

34 C.F.R. § 300.324(b)(1)

A school psychologist realizes after the meeting that a report contains a material scoring error. What should happen?

Promptly verify the error, notify appropriate parties, correct the record transparently, explain whether conclusions or eligibility are affected, and reconvene or amend the IEP when necessary. Concealing the error is inconsistent with accurate practice.

34 C.F.R. §§ 300.304-300.306; records amendment procedures

Staff meet beforehand and agree that a student will receive only resource support. At the IEP they refuse to consider parent data. What legal concern arises?

Preparatory discussion is allowed, but arriving with an unchangeable decision and denying meaningful consideration may constitute predetermination and impede parent participation.

34 C.F.R. §§ 300.322, 300.501(b)

A parent cannot attend the offered meeting time because of work. May the district immediately proceed without the parent?

The LEA must take steps to ensure participation, including early notice and scheduling at a mutually agreed time and place. A meeting without the parent requires documented reasonable efforts under the regulation.

34 C.F.R. § 300.322

A parent primarily communicates in Spanish. What participation supports are required?

The LEA must take necessary action to ensure the parent understands the proceedings, including arranging an interpreter when needed, and provide notices in the parent's native language or communication mode when required.

34 C.F.R. §§ 300.322(e), 300.503(c); Cal. Educ. Code § 56341.5(i)

When is Prior Written Notice required?

A reasonable time before the agency proposes or refuses to initiate or change identification, evaluation, educational placement, or the provision of FAPE.

34 C.F.R. § 300.503(a)

What makes a refusal notice legally informative rather than conclusory?

It identifies the refused action, explains why, lists each evaluation or record relied upon, describes alternatives considered and why rejected, identifies other relevant factors, and provides safeguards and assistance information.

34 C.F.R. § 300.503(b)

A parent requests a one-to-one aide. The team decides an aide is unnecessary. Is saying 'request denied' enough?

No. The LEA should issue PWN that explains the refusal using student-specific data, alternatives, and reasons. A generic statement does not meaningfully communicate the basis for the decision.

34 C.F.R. § 300.503

Does consent to an initial evaluation also authorize initial special education services?

No. Initial evaluation consent and consent for the initial provision of special education and related services are separate decisions.

34 C.F.R. § 300.300(a)-(b)

May an LEA override a parent's refusal of initial special education services through due process?

No. If the parent refuses or does not respond to a request for initial services, the agency may not use due process to override that refusal and is not considered in violation for not providing the proposed services.

34 C.F.R. § 300.300(b)(3)-(4)

What happens when a California parent consents to some but not all IEP components?

Agreed components generally must be implemented without delay. The unresolved components may be addressed through further IEP work or dispute-resolution procedures; exact stay-put implications depend on the circumstances.

Cal. Educ. Code § 56346(e)

A parent submits a written request to review the IEP. When must the meeting generally occur?

Within 30 days of receipt, excluding days between regular school sessions or school vacations longer than five schooldays.

Cal. Educ. Code § 56343.5

Why should parents receive evaluation information early enough to participate meaningfully?

Meaningful participation requires a real opportunity to understand and discuss evaluation results and proposals. IDEA also sets pre-hearing disclosure rules, while state and local practices may provide earlier report access.

34 C.F.R. §§ 300.306, 300.501; Cal. Educ. Code § 56329

A parent asks the school psychologist, 'Should I sue the district?' What is a professionally appropriate response?

Explain the educational process, documented concerns, procedural safeguards, and available resolution routes within your role; avoid individualized legal advice or predicting litigation; and direct the parent to independent advocacy or legal resources if requested.

34 C.F.R. § 300.504; professional role and competence

What triggers the IDEA right to request an IEE at public expense?

The parent disagrees with an evaluation obtained by the public agency. The request need not use special wording, and the agency may ask—but cannot require—the reason for disagreement.

34 C.F.R. § 300.502(b)

What are the LEA's two basic options after a valid IEE request?

Without unnecessary delay, fund an IEE that meets agency criteria or file a due process complaint to show its evaluation was appropriate.

34 C.F.R. § 300.502(b)(2)

How many publicly funded IEEs is a parent entitled to for each agency evaluation?

One IEE at public expense each time the agency conducts an evaluation with which the parent disagrees.

34 C.F.R. § 300.502(b)(5)

May an LEA apply different qualification or location criteria to an IEE than it uses for its own evaluations?

Agency criteria may address location and examiner qualifications, but they must be the same criteria used for agency evaluations to the extent consistent with the parent's right to an IEE. Unique circumstances may require flexibility.

34 C.F.R. § 300.502(e)

Must the IEP team adopt every recommendation in a privately obtained evaluation?

No. If the evaluation meets agency criteria, it must be considered in decisions about FAPE, but the team retains responsibility for an individualized decision and should document meaningful consideration.

34 C.F.R. § 300.502(c)

The district says a parent must first explain every flaw in its assessment before it will respond to the IEE request. Is that correct?

No. The agency may ask why the parent objects, but it may not require an explanation or use the request for reasons to unreasonably delay funding or filing due process.

34 C.F.R. § 300.502(b)(4)

A school psychologist is asked to discredit an outside report because it recommends costly services. What should guide the response?

Evaluate the report's methods, data, limitations, and educational relevance objectively. Cost alone is not a scientific basis to reject findings; disagreement should be reasoned and tied to evidence and legal criteria.

34 C.F.R. §§ 300.502(c), 300.306(c)

Should the team select a placement before developing the IEP?

No. Placement should be based on the completed IEP, including needs, goals, services, supports, and LRE requirements—not used to predetermine the IEP.

34 C.F.R. § 300.116(b)(2)

When may a student be removed from the regular educational environment?

Only when the nature or severity of disability is such that education in regular classes cannot be achieved satisfactorily even with supplementary aids and services.

34 C.F.R. § 300.114(a)(2)

The neighborhood school lacks the service listed in the proposed IEP. Must the student always remain there?

Not always. The child should be educated as close to home as possible, and the neighborhood school is considered unless the IEP requires another arrangement. The decision must remain individualized and LRE-compliant.

34 C.F.R. § 300.116(b)-(c)

Why must an LEA maintain a continuum of alternative placements?

To ensure placement options exist for individual needs, from regular classes with supports through more restrictive settings. A single-program model cannot substitute for individualized placement decisions.

34 C.F.R. § 300.115

A team recommends a separate class because the student needs significant curriculum modification. Is modification alone sufficient?

No. The team must analyze whether satisfactory education in general education can occur with supplementary aids and services and consider both academic and nonacademic benefits and the student's individual circumstances.

34 C.F.R. §§ 300.114-300.116

Does LRE apply only to core academic classes?

No. Students must have equal opportunity to participate with nondisabled peers in nonacademic and extracurricular activities with necessary supplementary aids and services.

34 C.F.R. §§ 300.107, 300.117

When may reimbursement for a unilateral private placement become an issue?

When parents believe the agency failed to make FAPE available and place the child privately. Reimbursement depends on legal findings, notice requirements, appropriateness of the private placement, and equitable considerations.

34 C.F.R. § 300.148

Staff say, 'Students with this eligibility always go to that classroom.' What should the psychologist raise?

Placement cannot be categorical. The team must consider the student's individual IEP, supports, and the full continuum, and document why the selected setting satisfies FAPE and LRE.

34 C.F.R. §§ 300.114-300.116

Does the eleventh cumulative day of removal always create a change of placement?

No. More than 10 consecutive schooldays is a change of placement. Separate removals totaling more than 10 days require a pattern analysis considering similarity, length, total time, and proximity.

34 C.F.R. § 300.536

When must a manifestation determination occur?

Within 10 schooldays of the decision to change placement because of a code-of-conduct violation.

34 C.F.R. § 300.530(e)

What two legal questions determine manifestation?

Whether the conduct was caused by or had a direct and substantial relationship to the disability, or was the direct result of the LEA's failure to implement the IEP.

34 C.F.R. § 300.530(e)(1)

What generally follows when conduct is a manifestation?

The team conducts an FBA unless one was already completed, implements or reviews and modifies the BIP, corrects any IEP implementation failure, and returns the student unless an exception or agreement applies.

34 C.F.R. § 300.530(e)-(f)

Which conduct permits an interim alternative educational setting for up to 45 schooldays regardless of manifestation?

Specified weapons, knowing possession or use of illegal drugs or sale/solicitation of a controlled substance at school or a school function, or infliction of serious bodily injury, using the regulation's definitions.

34 C.F.R. § 300.530(g), (i)

What educational obligation continues during qualifying disciplinary removals?

The student must continue to receive services sufficient to participate in the general curriculum and progress toward IEP goals, with services and setting determined under the applicable discipline provisions.

34 C.F.R. § 300.530(d)

When can a student not yet found eligible invoke IDEA discipline protections?

When the LEA had a basis of knowledge before the behavior—such as written parent concern, a request for evaluation, or specific concerns expressed by staff—subject to listed exceptions.

34 C.F.R. § 300.534

A BIP exists, but staff consistently ignore its prevention strategies before repeated suspensions. What issues should be reviewed?

IEP/BIP implementation, fidelity data, whether removals form a pattern, whether behavior indicates changed needs, and whether an FBA, revised BIP, services, or placement review is necessary.

34 C.F.R. §§ 300.323, 300.324, 300.530-300.536

Is an FBA automatically required whenever any student misbehaves?

No. IDEA specifically requires or addresses FBA/BIP actions in certain discipline circumstances, and an IEP team may determine an FBA is otherwise needed when behavior impedes learning. Need is individualized.

34 C.F.R. §§ 300.324(a)(2)(i), 300.530(f)

An administrator asks you to describe all defiance as disability-related before the MDR. What is the problem?

The MDR must be individualized and evidence-based. The team should analyze the specific conduct, disability information, and IEP implementation rather than presume either manifestation or non-manifestation.

34 C.F.R. § 300.530(e)

After a California parent requests special education records, when must access or copies generally be provided?

Within five business days after an oral or written request, and before an IEP meeting or hearing when required by the statute.

Cal. Educ. Code § 56504

Does parent access extend only to the final psychoeducational report?

No. IDEA and FERPA rights apply to education records relating to identification, evaluation, placement, and FAPE, subject to definitions, exclusions, and rules governing test protocols and copyrighted materials.

34 C.F.R. §§ 300.501(a), 300.611-300.625; 34 C.F.R. Part 99

May a school psychologist discuss identifiable student information with any staff member because they work for the same district?

No. Access should be limited to personnel with a legitimate educational interest under applicable policy and law. Consultation should use only the information necessary for the educational purpose.

34 C.F.R. §§ 300.610-300.627; 34 C.F.R. Part 99

Who may file a California special education state complaint, and what can it address?

Any individual or organization may allege violations of federal or state special education requirements. The complaint generally must concern a violation within the applicable one-year filing period.

34 C.F.R. §§ 300.151-300.153; CDE complaint guidance

What issues are typically within IDEA due process?

Disputes relating to identification, evaluation, educational placement, or the provision of FAPE. A complaint generally alleges a violation occurring within two years of when the party knew or should have known, subject to exceptions.

34 C.F.R. §§ 300.507-300.511

A parent says the district failed to deliver 20 hours of a clearly listed service. Which process may directly investigate legal compliance?

A state compliance complaint may be well suited to an implementation allegation, although mediation or due process may also be available depending on the requested remedy and circumstances.

34 C.F.R. §§ 300.151-300.153; CDE complaint guidance

After a parent files due process, when is the resolution meeting generally convened?

Within 15 days of receiving notice of the complaint, before the hearing, unless both parties waive it in writing or agree to mediation. The LEA attorney may attend only if the parent brings an attorney.

34 C.F.R. § 300.510(a)

What is the basic stay-put rule?

During qualifying proceedings, the child generally remains in the then-current educational placement unless the parent and agency agree otherwise, with separate rules for disciplinary appeals.

34 C.F.R. §§ 300.518, 533

What protects access to due process when mediation is offered?

Mediation must be voluntary, conducted by a qualified impartial mediator, and not used to deny or delay a hearing or other IDEA rights. A signed agreement is enforceable as provided by law.

34 C.F.R. § 300.506

How can a school psychologist support a parent without acting as legal counsel?

Explain data, procedures, timelines, safeguards, and team options accurately; provide official resources; document questions and responses; facilitate meaningful participation; and refer individualized legal questions to an independent advocate or attorney.

34 C.F.R. §§ 300.501-300.504; Cal. Educ. Code § 56500 et seq.