Author Archive: SpecialEducation-Lawyer

Special Education Eligibility

For a child to be eligible for special education services, all of the following must be true:

  • The child must be between the age ranges specified by federal and state law:
    • Massachusetts: Ages 3 – 21, inclusive. 20 U.S.C. 1412(a)(1)(A) and 603 C.M.R. 28.02(9). 
    • New Hampshire: Ages  3 – 20, inclusive.  New Hampshire also requires the identification and evaluation of special education students starting at age 2.5, so that an IEP can be in place immediately upon reaching age 3.  Ed 1105.
  • The child must have a disability (see below for more information);
  • The child must not be making effective progress in regular education due to that disability; and
  • The child requires specially designed instruction or a related service.

To qualify as a child with a disability for special education purposes, your child’s disability must be categorized according to terms set out under the Individuals with Disabilities Education Act (“IDEA”) or under state law.  New Hampshire follows the IDEA categories, which are:

  1. intellectual disabilities,
  2. hearing impairments (including deafness),
  3. speech or language impairments,
  4. visual impairments (including blindness),
  5. serious emotional disturbance (referred to in IDEA as “emotional disturbance”),
  6. orthopedic impairments,
  7. autism,
  8. traumatic brain injury,
  9. other health impairments, or
  10. specific learning disabilities.

20 U.S.C. 1401(3)(A); 34 CFR 300.8.

New Hampshire also recognizes developmental delays in children ages 3 – 9 as a disability category.  20 U.S.C. 1401(3)(B); 34 C.F.R. 300.8(b); RSA 186-C:2, I-a.

Massachusetts has its own disability category list, which is as follows (603 C.M.R. 28.02(7)):

  1. autism,
  2. developmental delay,
  3. intellectual impairment,
  4. sensory impairment (including hearing impairment, deafness, visual impairment, and blindness),
  5. neurological impairment,
  6. emotional impairment,
  7. communication impairment,
  8. physical impairment,
  9. health impairment, or
  10. specific learning disabilities.

 The Law Office of James M. Baron represents students and parents in special education and other school-related legal matters.  Please visit http://www.lawbaron.com, or call 781-209-1166 for more information.

Referral: The First Step in the Special Education Process

As the school year moves along, you may start to suspect that your child should be evaluated for special education.  To start the process, you should make a “referral.”  The following describes the referral process and timelines for Massachusetts and New Hampshire:

  1. Write a Letter to the special education director in your school system requesting a special education evaluation.  Explain that you are the parent or guardian of the child, and then explain some of your concerns (e.g. failing grades, distractibility, emotional concerns, etc.).  Be very clear that you are requesting an evaluation to determine eligibility for special education services or accommodations under the Individuals with Disabilities Education Act (IDEA).  If you are able to go to the school office in person, you should obtain a date-stamped receipt as proof that you submitted the request on a certain date (read on to see why proof of the date is important).  If you are not able to go to the school office in person, you should send the letter certified, return receipt requested.  E-mail is also acceptable, as long as you get a response indicating that the e-mail has been received.
  2. Consent Form.  Federal law requires school districts to obtain parental consent before performing any evaluations.  This process can be more difficult for New Hampshire parents than for Massachusetts parents:
    1. Massachusetts: In Massachusetts, school districts must send the consent form to the parents within 5 school days of receiving the referral (i.e. your letter). 603 C.M.R. 28.04(1)(a).
    2. New Hampshire: In New Hampshire, when a referral is made, the IEP team must meet within 15 days of the referral to determine:
      1. whether the concerns raised by the referral can be addressed by existing educational supports that are available to all children;
      2. whether additional information is required; and
      3. what testing, if any, is needed to address any remaining concerns raised by the referral. Ed 1106.01(d).
  1. Evaluation.  If an evaluation will take place, federal law requires that it occur within 60 days of receiving parental consent. 300 C.F.R. 300.301(c)(1)(i).  Both Massachusetts and New Hampshire provide shorter timeframes, though.
    1. Massachusetts: Schools must complete the evaluation within 30 school days of receiving the consent form.  603 C.M.R. 28.04(2).
    2. New Hampshire: Schools must complete the evaluation within 45 days of receiving the consent form. Ed 1107.01(c).

I will examine the Evaluation procedures in more detail in a subsequent blog post.

The Law Office of James M. Baron represents students and parents in special education and other school-related legal matters.  Please visit http://www.lawbaron.com, or call 781-209-1166 for more information.

Procedures Lite – Running List

I have been made aware of just 2 school districts that have offered or utilized Procedures Lite: Weston and Lincoln-Sudbury.  Please post a comment to this blog entry if you know of others.

Categorizing Your Dispute

The school year is now well underway.  It is a sad fact of life that as the school year rolls along, more and more disputes arise between parents and school systems regarding a child’s education.  For disputes that cannot be resolved directly between the parents and the school systems, it is sometimes necessary to engage an attorney.  When parents call my office, one of the first things I do is to categorize the dispute into one of four major categories (and then further sub categorize within those categories):

  1. Eligibility and Evaluations.  Does the child have a disability?  Is the child not making effective progress in regular education due to that disability?  Does the child require specially designed instruction or related services in order to access the curriculum?  If the answers to these questions are yes, then the child should be eligible for special education services.
  2. The Team process and IEP services.  Who makes up the Team?  Do Team meetings take place when and how they are supposed to according to the law?  Does the IEP properly reflect the special needs of the child?  Do the accommodations and services match what the medical professionals and recommended in the evaluations?
  3. Placement.  Where will services be provided?  In-district or out-of-district?
  4. Discipline.  Has a child been removed from their educational placement because of discipline?  Has this happened for more than 10 days?  Did the school conduct a Manifestation Determination and a Functional Behavioral Assessment?

Once you know where the dispute exists within this special education “lifecycle,” you can then better understand your rights and the school district’s responsibilities under the law.

The Law Office of James M. Baron represents students and parents in special education and other school-related legal disputes.  Please visit http://www.lawbaron.com, or call 781-209-1166 for more information.

Procedures Lite = Rights Lite

Have you ever heard of “Procedures Lite?”  If not, don’t feel bad.  Very few people have, though you will probably be seeing reference to this more and more.

Federal and state special education laws grant numerous rights to parents, and create numerous requirements for public school systems, to ensure that disabled children are provided with a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Anyone who has been involved with creating or implementing an IEP, or dealing with disputes that may crop up regarding a child’s education, can attest to the large overhead that is involved with special education.

Procedures Lite is an attempt by school districts to avoid the time, paperwork, cost and accountability that are required by federal and state special education laws.  Here’s how you will “ benefit:”

  1. You will “agree to suspend state and federal special education procedural requirements…”
  2. You will “understand that an Individualized Education Program (IEP) will be replaced by a one-page Student Learning Plan (SLP)…”
  3. You will agree not to:
    1. _____convene the Team meeting to develop an IEP.

    2. _____develop an IEP.

    3. _____ send/receive periodic parent notices.

    4. _____conduct procedurally required evaluations

  1. You will agree to “forever WAIVE [your] rights to appeal all issues under all state and federal laws… including all rights related to compensatory services or damages.”

Is Procedures Lite sanctioned by the Massachusetts Department of Elementary and Secondary Education (DESE) or the Bureau of Special Education Appeals (BSEA)?   I can find no reference to it in any state or federal website or communication, yet its advocates will have you believe that it is sanctioned by the DESE.  The Town of Weston – the only district of which I am aware that openly makes reference to this procedure – states, “DESE identifies the purposes of Procedures Lite as follows… DESE suggests that Procedures Lite agreements be limited….”  http://bit.ly/owsn9r.

I can’t think of any good reason for parents to agree to the use of Procedures Lite.  I see lots of benefits for the school districts, but none for the parents.  Is a district asks you to utilize Procedures Lite, would you mind notifying my office?  I would like to keep a running list of districts attempting to utilize Procedures Lite.  Thank you.

For further information about the Law Office of James M.  Baron, please visit http://www.lawbaron.com,or call 781-209-1166.

 

Can a School District Use RTI to Delay a Special Education Evaluation?

The short answer is “no,”  but since no attorney can ever give a one word answer, here are more details…

RTI stands for Response to Intervention.  It is a way for schools to identify students who are at risk for poor learning performance, to monitor student progress, and to provide appropriate interventions depending on how a student responds.  It is used for students who are struggling, whether or not they have disabilities.  RTI has been very controversial, because some schools have used it to delay special education evaluations and implementation of special education services.

The federal Department of Education has characterized RTI as follows: “[T]he core characteristics that underpin all RTI models are: (1) students receive high quality research-based instruction in their general education setting; (2) continuous monitoring of student performance; (3) all students are screened for academic and behavioral problems; and (4) multiple levels (tiers) of instruction that are progressively more intense, based on the student’s response to instruction.” (OSEP 11-07 RTI Memo, Jan. 21, 2011)

So here’s the problem: Parents have the right to request an initial special-education evaluation at any time to determine whether a child is eligible for special education services.  When such evaluation referrals are made, most school systems conduct the evaluations in a timely manner.  However, some school systems try to delay the evaluations to see what the results are of RTI.

A school system which tries to delay an evaluation due to RTI is at risk of violating both federal and state law.  Federal law requires school districts to conduct an initial evaluation within 60 days of receiving parental consent for the evaluation. 34 CFR 300.301(c).  In Massachusetts, the timeframe is even shorter: 30 school days from the time the parents provide consent. 603 CMR 28.04(2).  These time frames do not provide for any exception due to RTI.

The federal Department of Education has clearly advised school districts that “It would be inconsistent with the evaluation provisions… [for a school district] to reject a referral and delay provision of an initial evaluation on the basis that a child has not participated in an RTI framework.” (OSEP 11-07 RTI Memo, Jan. 21, 2011)

For more information about the Law Office of James M. Baron, visit http://www.lawbaron.com.

Worries About Bullying Insufficient to Prove Lack of FAPE

An interesting case in Pennsylvania, which made it all the way up to the US District Court there, stands for the proposition that fears about bullying are insufficient to prove that there was a lack of FAPE (Free Appropriate Public Education).  The plaintiffs in this case (J.  E. et al. v. Boyertown Area School District, 10 – 2958 (E.D. Pa., 2011)), made a unilateral placement of the student at a private school that they believed would provide the child with a FAPE.  The student had been diagnosed with Asperger’s Syndrome.  They claimed that the placement proposed by the school district would subject their child to bullying.  The student had previously been subjected to bullying at a previous school district placement, but not at the placement that was then being proposed by the school district.  The parents were simply fearful of potential bullying at the school district’s proposed placement.  The court determined that a fear of bullying is not sufficient to prove a lack of FAPE.  “The Hearing Officer concluded that the AS program could appropriately deal with any bullying that occurred and that this concern was only prospective. There is no reason for the Court to find otherwise. J.E. may face bullying, but a fair appropriate public education does not require that the District be able to prove that a student will not face future bullying at a placement, as this is impossible.”

For more information about the Law Office of James M. Baron, visit http://www.lawbaron.com.

Article: Smartphones a Handy Tool for Lawyers

I was recently interviewed for an article in Lawyer’s Weekly about the various ways in which attorneys use smartphones. You can view the article here: http://tinyurl.com/5suswvu

Parent – School Collaboration Study

Vanderbilt Kennedy Center is conducting a survey of parents of children with disabilities. They would like to learn more about you, your children, and your relationship with the school. For more information, visit my website (http://www.lawbaron.com/).

Massachusetts Appeals Court Rules That School System Is Not Immune from Being Sued after First Grader Suffered Injuries during Recess

The Massachusetts Appeals Court has ruled that a public school system can be sued by a student who suffered permanent injuries when he was pushed to the ground by a fellow student during recess.  The event took place in 2004 at the Wood End Elementary School in Reading.

Some Legal Background

There is a law in Massachusetts called the Massachusetts Tort Claims Act (MTCA).  Basically, the MTCA defines the liability and limits of liability for government entities and their employees.  The following is a list of some of the more interesting features of this law.  There is a lot more to the law than this, so please note that this is not a complete and thorough explanation – it is simply a summary of some of the interesting points:

  • Protects state and city government workers from liability when the claim is based on the employee’s negligent or wrongful act when done while acting within the scope of his duties (G.L. 258, Sect. 2).
  • Allows for public employers to be sued just like private employers for an employee’s negligent or wrongful act, BUT limits liability for governmental entities to $100,000.  Interestingly, the MBTA is not subject to this $100,000 limit (Id.).
  • Requires that a written claim be presented to the governmental entity prior to initiating a lawsuit (G.L. 258, Sect. 3).

The government has legal immunity in certain circumstances:

  • When a claim is based upon an employee’s act or omission, if the employee was exercising due care in the execution of his duties (G.L. 258, Sect. 10(a)).
  • When a claim is based upon the exercise or failure to exercise a discretionary function of the public employee’s job (G.L. 258, Sect. 10(b)).
  • When a claim is based upon harm originally caused by a third person’s violent or tortious conduct, rather than the public employee’s act or omission (G.L. 258, Sect. 10(j)).  As with many facets of the law (to the chagrin of so many law students sitting for the bar exam), there are exceptions to this exception, but that goes beyond the scope of this blog.

I underlined sections 10(b) and 10(j) because those were the items which were in dispute in this Reading case.

Some Case Background

As described by the Appeals Court decision, here is some factual background:  “On November 1, 2004, plaintiff Nicola Gennari  (Nico or plaintiff), then a first-grade student attending Wood End Elementary School (Wood End) in Reading, was seriously and permanently injured during a school-mandated recess period. At the time of Nico’s injury, Wood End lacked a playground. Principal Karen Callan, who had served as an elementary school principal for eleven years, directed that the first graders’ recess be conducted in a concrete courtyard, although there were alternative locations where that recess might have been held, including the school gymnasium which was equipped with padded walls. The courtyard was not simply an empty area with a concrete surface. It was populated by several ‘bench-walls,’ essentially low, concrete-topped brick walls, each several feet long, that could be used as benches, and that had sharp edges and corners. The plaintiff filed this action against the defendant Reading Public Schools, alleging that Principal Callan’s choice of recess location was negligent, and was the proximate cause of Nico’s injury… At his deposition, Nico testified that his injury occurred while he was racing with other children around the courtyard. He ‘felt a push’ from behind, which caused him to fall, and his face struck the corner of a concrete bench-wall, resulting in a severe laceration. The push came from his fellow first grader and friend, six year old Samuel Turrecamo (Sam).”  Genarri v. Reading Public Schools, 09-P-644 (Mass. App. 2010).

Reading then filed a Motion for Summary Judgment, meaning that they wanted the lower district court to make a decision based on the facts presented, without even having a trial.  This is a very common motion in litigation.  The district court rejected the Motion for Summary Judgment, and Reading then appealed that decision to the Massachusetts Appeals Court.

The Court’s Analysis

Reading tried to argue that the principal’s decision was a discretionary one, and thus Reading should be immunized under section 10(b).  The Appeals Court did not agree.  In his decision, Appeals Court Judge Peter J. Rubin wrote “decisions that require some discretion but do not involve social, political, or economic policy considerations are not immunized by section 10(b)” (emphasis added).   This short phrase appears to set new precedent, since it more strictly refines what is meant by “a discretionary function.”

Reading also tried to argue that it should be immune under section 10(j) because the town believed that the student’s push, rather than the principal’s decision to hold recess in the courtyard, was the “original cause” of the harm.  Again, the appeals court disagreed.  In its decision, the Court wrote, “Running, falling, and pushing are understood, foreseeable, even inherent parts of first-grade recess.  Thus, even though [the classmate’s] conduct in pushing or falling into [the plaintiff] can be said to be the more immediate cause of the injury, [the principal’s] decision to hold recess in the concrete courtyard, which contained whatever danger the protruding edge-walls represented, materially contributed to the ‘condition or situation’ which caused the harm.”  What this means is that the principal should have taken into account the expectation that first graders are going to run, fall, and bang into each other.  Being an expert on children, the principal should have realized that she was placing children into harm’s way by allowing them to have recess in an all-concrete environment.

The Law Office of James M. Baron represents students and parents in special education and other school-related legal disputes.  Please visit http://www.lawbaron.com for more information.