Procedures Lite = Rights Lite

October 19, 2011

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?

August 4, 2011

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

February 28, 2011

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

February 27, 2011

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

December 12, 2010

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

October 7, 2010

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.


Barnstable Special Education Parent Advisory Council to Meet on 10/18/10

September 30, 2010

The Barnstable Special Education Parent Advisory Council (SEPAC) will meet on October 18, 2010 from 6:30 PM – 8:00 PM at the Barnstable High School (Room 1202), 744 West Main St., Hyannis. For more information, please contact: 774-994-0713, 508-246-0467, or BarnstableSEPAC@comcast.net.

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.


Milton to Undergo Special Education Review

September 30, 2010

The Patriot Ledger newspaper published the following article today:

Special-education review in Milton set for mid-November

By Anonymous
GateHouse News Service
Posted Sep 30, 2010 @ 02:00 AM

MILTON —

Representatives from the state Department of Elementary and Secondary Education will be in local schools during the week of Nov. 15 to review the town’s compliance with special-education laws.

Included will be an examination of selected student records, classroom visits, and interviews with staff members, parents and others.

Federal and state special-education laws ensure that students with disabilities receive educations that prepare them for employment, independent living and possible post-high-school education.

Parents who feel their child is not receiving proper services are encouraged to meet with a state education staff member prior to Nov. 15.

To request an interview, call Paul Aguiar at 781- 338-3781.

SPEDWatch Inc., a statewide nonprofit working to secure the educational rights of all Massachusetts schoolchildren with disabilities, is also offering its services to parents in connection with the state’s review of the Milton school system.

For more information about the organization, go to www.spedwatch.org.

Copyright 2010 The Patriot Ledger. Some rights reserved
Please visit my web site for more information about the Law Office of James M. Baron: http://www.lawbaron.com

Who Can Diagnosis Autism Spectrum Disorder?

September 26, 2010

During my presentation on Special Education Law and Asperger’s Syndrome at yesterday’s AANE conference, a very interesting question arose.  An attendee asked who can diagnosis a disability.  That question seems simple enough, but the answer is not so simple.

The reason he asked the question was that his IEP Team told him that the school system is not able to diagnose a disability – they claimed that it is up to the parents to get that diagnosis privately.  I see this often at Team meetings.  In general, it is not true.  The evaluation that the school system performs will likely include a psychological evaluation, an educational evaluation, input from parents and teachers, and possibly a medical evaluation by a physician (at school expense!).

The school system is perfectly capable of diagnosing a learning disability.  On the other hand, it is in no position to diagnosis a physical ailment that only a physician can diagnose.  Autism Spectrum Disorder (ASD) is in between.  According to IDEA, “Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.”  34 C.F.R. 308(c)(1)(i). A developmental disability is generally defined as a mental or physical impairment identified prior to age 18.  A qualified psychologist – and one would assume that a school psychologist is qualified – should be able to diagnose autism.

What’s even more interesting, and beneficial to parents when the school is refusing to diagnose autism, is 34 C.F.R. 308(c)(1)(iii): “A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.” So, even if the child has not been formally diagnosed with autism – regardless of who should have done the diagnosis – if the child “manifests the characteristics of autism,” the Team could then identify the child as having autism, and treat him or her as such.

I would be very interested to get feedback from readers of this blog regarding your own experiences.  Please take 30 seconds to respond to this poll:

Please visit my web site for more information about the Law Office of James M. Baron: http://www.lawbaron.com.


Asperger’s Association Conference

September 26, 2010

I had a wonderful time today speaking at the Asperger’s Association of New England (AANE) conference in Marlboro.  The subject of my presentation was Special Education Law and Asperger’s.  I covered the basics of IEP’s and 504′s, and then discussed how those apply to students with Asperger’s syndrome.  We also talked about the Massachusetts Curriculum Frameworks and how they can be applied to students with disabilities, particularly those with Asperger’s Syndrome and others who have Autism Spectrum Disorder (ASD), to build an argument for appropriate services from the school system.  The audience was quite large, very engaging, and asked excellent questions.  I will try to provide more details about the content in upcoming blogs.

Please visit my web site for more information about the Law Office of James M. Baron: http://www.lawbaron.com.


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