Scroll To Bottom To Purchase
Description:
This webinar examines current legal trends that are shaping school psychology practice, with a focus on how school psychologists can develop legally defensible evaluations. Attorney Jonathan Read reviews the evolution of the FAPE standard from Rowley to Endrew F., emphasizing that IEPs must be reasonably calculated to enable progress appropriate in light of a student’s unique circumstances. Participants learn how courts determine whether to defer to school-based professionals and why providing clear, cogent explanations for decisions is critical in due process. The session highlights the central role of comprehensive evaluations, including the RIOT framework, multiple observations across settings, and alignment of present levels, goals, and progress monitoring over time. The presentation briefly addresses common litigation issues involving English language learners, including nondiscriminatory assessment. The evolving interpretation of least restrictive environment is reviewed, with reference to several case examples. Throughout the webinar, case examples illustrate how school psychologists can make their evaluations more legally defensible.
Released in March 2026, this individual webinar can be purchased for $25 (scroll down to purchase). The content in this webinar is intertwined with Domains 1 and 10 of the NASP Practice Model. Attendees who complete this 1.5-hour webinar will receive 1.5 NASP-Approved CPD credit.
This Counts Towards Three Hours of Legal & Ethics:
Renewing your NCSP requires 3 hours in the category of ethics or legal regulation in school psychology. This 1.5 hour webinar counts towards the required 3 hours of ethics or legal regulation in school psychology.
Learning Objectives:
1. Describe the legal standards for FAPE following Rowley and Endrew F. and explain how they apply to school psychology practice.
2. Identify the components of legally defensible evaluations, including the use of multiple data sources, observations across settings, and clear alignment between present levels, goals, and progress monitoring.
3. Apply legal guidance to support child-centered and defensible IEP recommendations.
Bio:
Jonathan P. Read is a founding partner of F3 Law, practicing in the San Diego and Pacific Northwest offices. His work focuses on student-related and special education law, representing school districts and educational agencies in due process and disciplinary matters under the IDEA and Section 504. He is admitted to practice in California and Washington and represented the National School Boards Association as amicus curiae in the U.S. Supreme Court case Endrew F. v. Douglas County School District.
A popular speaker, Jonathan is frequently requested to present nationally, including at events sponsored by LRP, the Council of Administrators of Special Education, and the National Association of School Psychologists. He co-authored ELLs With Disabilities: A Guide to Leading Assessment and Intervention for LRP Publications and has written on the evolving landscape of FAPE. He previously served as an adjunct professor at the University of San Diego School of Law, teaching education law topics including governance, charter schools, and constitutional issues.
Before becoming an attorney, Jonathan worked as a one-to-one aide for students with severe disabilities, an ELL aide, and an elementary teacher. He earned his J.D. from UCLA School of Law and his B.A. in music and teaching credential from UC San Diego.
Attendee Feedback:
“This was EXTREMELY relevant and helpful, and had immediate implications for my practice as a school psychologist and the way I write my reports. Thank you!” –Sarah
“Presenter spoke in a clear tone with appropriate pace for length of presentation. Information was nicely geared for school psychologists!” -Melody
“This presentation did a great job providing real-world context for the case law. I really appreciated how relevant the case examples were to legal questions that I might actually face in my practice.” -Lindsay
“That was an excellent presentation. He shared many relevant case studies that are helpful to my daily practice.” -Heather
“This presentation felt well-tailored to a school psychologist’s role, to include specifics needed in assessment and particularly, how assessments should support an IEP team’s role.” -Amanda
“Very relevant information presented in an interesting and easy to understand way.” -Taylor
“This was important and relevant information for school psychologists!” -Erin
“This presentation provided practical information that directly supports my practice as a school psychologist in a friendly and easy-to-understand presentation style. This was good and current information on litigation in situations that school psychologists routinely encounter.” -Paige
“He explained not only the case outcomes but how practitioners can use that information in their practices. This was very good, I would like more presentations like this.” -Heather
“Even as a seasoned school psychologist who follows current legal issues, I still wrote down some new takeaways and also appreciated some reminders.” -Cassandra
“The presenter did an excellent job at providing the legal-ese briefly and translating that into real life cases, how the law was interpreted, and why.” -Gabriela
“I thought the presenter was very knowledgeable and relatable. He used timely case studies to address the various points. I would recommend this presentation to my colleagues.” -MaryEllen
Course Information
Course Instructor
Recorded Webinar
Current Trends in Litigation as They Relate to School Psychology Practice
Here you will find the recorded webinar.
Here you will complete the quiz on the webinar. You may take the quiz as many times as you need to until passing (75 percent).
Submit your feedback about the webinar using this evaluation form.