New York City Department of Education, Impartial Hearing Decision

NYSED # 568808 NYC# 223651

FINDINGS OF FACT AND DECISION

Case Number: 223651

Student’s Name: REDACTED

Date of Birth: REDACTED

District: redacted

Region: redacted

Hearing Requested By: Parents

Dates of Hearing: May 13, 2022

June 16, 2022

July 15, 2022

August 11, 2022

September 12, 2022

October 11, 2022

November 17, 2022

Actual Record Close Date: December 28, 2022

Hearing Officer: Maria R. Dispenza, Esq.

NAMES AND TITLES OF PERSONS WHO APPEARED MAY 13, 2022

For the Student:

REDACTED, Esq. Parent Attorney

For the Department of Education:

REDACTED, Esq. DOE Attorney

NAMES AND TITLES OF PERSONS WHO APPEARED JUNE 16, 2022

For the Student:

REDACTED, Esq. Parent Attorney

For the Department of Education:

REDACTED, Esq. DOE Attorney

NAMES AND TITLES OF PERSONS WHO APPEARED JULY 15, 2022

For the Student:

REDACTED, Esq. Parent Attorney

For the Department of Education:

REDACTED, Esq. DOE Attorney

NAMES AND TITLES OF PERSONS WHO APPEARED AUGUST 11, 2022

For the Student:

REDACTED, Esq. Parent Attorney

For the Department of Education:

REDACTED, Esq. DOE Attorney

NAMES AND TITLES OF PERSONS WHO APPEARED SEPTEMBER 12, 2022

For the Student:

REDACTED, Esq. Parent Attorney

For the Department of Education:

REDACTED, Esq. DOE Attorney

NAMES AND TITLES OF PERSONS WHO APPEARED OCTOBER 11, 2022

For the Student:

REDACTED, Esq. Parent Attorney

For the Department of Education:

REDACTED, Esq. DOE Attorney

NAMES AND TITLES OF PERSONS WHO APPEARED NOVEMBER 17, 2022

For the Student:

REDACTED, Esq. Parent Attorney

For the Department of Education:

REDACTED, Esq. DOE Attorney

REDACTED, Esq. DOE Attorney

INTRODUCTION

On May 2, 2022, New York City Department of Education (DOE) appointed me to act as the impartial hearing officer (IHO) in a case brought under the Federal Individuals with Disabilities Education Act (IDEA) [20 USC §1415(f)(3)] (“IDEA”) by the parent (Parent) of REDACTED (REDACTED) for the school year 2020/21. The Parent requested the hearing by filing an impartial hearing request with the DOE on or about January 11, 2022. The DPC is carried under New York City (“NYC”) . The impartial hearing was held over a series of dates, to complete the record on November 16, 2022. The timelines have also been extended to allow the parties opportunity to fully prepare, secure witnesses and obtain transcripts. The record officially closed on December 28, 2022. A list of persons who appeared at the hearing and the documents entered into evidence is annexed hereto.

BACKGROUND AND POSITIONS OF THE PARTIES

REDACTED is a student classified by the NYC DOE as “Other Health Impaired”, has been diagnosed as being on the autistic spectrum and has ADHD (Exhibit A). At an IEP meeting held on May 20, 2020, the CSE team recommended a placement in a 12:1:1 special class for 15 periods of ELA, 10 periods of math, 3 periods of social studies, and 2 periods of science each week. In addition, the team recommended the related services of occupational therapy (OT) and speech/language therapy (Exhibit A). After the meeting, the DOE issued a placement recommendation/school location letter (SLL) for P104Q - the same placement that had been recommended for several years and which the parent had previously voiced concerns about (Exhibit A). Parent alleges procedural errors that singularly and cumulatively impeded REDACTED’s right to a free, appropriate public education (FAPE), significantly inhibited parental participation in the decision-making process regarding the provision of a FAPE, and caused a deprivation of educational benefits. Furthermore, Parent alleges the IEP to be substantively inadequate and not reasonably calculated to enable REDACTED to receive educational benefits. The parent notified the CSE of the issues within the IEP and with the inappropriateness of the 12:1:1 recommendation at P104Q (Exhibits B and C). However, the parent failed to receive any response and the CSE failed to remedy any of the deficiencies in its recommendation. Based on the foregoing, Parent alleges the DOE has failed to provide a FAPE for REDACTED. As a remedy for the DOE’s failure to provide REDACTED a FAPE, the Parent filed a DPC and now seeks reimbursement for REDACTED’s unilateral placement at REDACTED for the 2020/21 school year (Exhibits A, T @ 43), waiving transportation costs (T @ 48). In an effort to support their position, the parent presented a documentary exhibit package consisting of fourteen pieces of evidence (Exhibits A-N), which included the direct testimony of REDACTED, Program Director at REDACTED (Exhibit L), REDACTED, Educational Coordinator at REDACTED (Exhibit M) and REDACTED, REDACTED’s mother (Exhibit N).

The DOE was due to present its case on May 5, 2022. On that given date, the DOE representative advised that the District would not be seeking to call any witnesses, enter evidence into the record, or opt to cross-examine any of Parent witnesses and conceded Prong I (T @ 25, 32, 41, and 43).

FINDINGS OF FACT AND DECISION

The Individuals with Disabilities Education Act (IDEA) (20 U.S.C. §§ 1400-1482) was enacted with the primary purpose to ensure that students with disabilities have available to them a free and appropriate public education (FAPE) (20 U.S.C. § 1400[d][1][A]; see Schaffer v. Weast, 126 S. Ct. 528, 531 [2005]; Bd. of Educ. v. Rowley, 458 S. Ct. 176, 179-81, 200-01 [1982]; Frank G. v. Bd. of Educ., 459 F.3d 356, 371 [2d Cir. 2006]). It is clear that the legislative intent of 20 US Code Section 1412 of the IDEA is to provide a FAPE to all children with disabilities so that these individuals may ultimately lead productive independent lives as adults, to the maximum extent possible (20 U.S.C. Sx 1400[d][1][A]; see Mrs. W v. Tirozzi, 832 F.2d 748 [2nd Cir. 1987]. A FAPE includes special education and related services designed to meet the student's unique needs, provided in conformity with a comprehensive written IEP (20 U.S.C. § 1401[9][D]; 34 C.F.R. § 300.17; see 20 U.S.C. § 1414[d]; 34 C.F.R. § 300.22). An IEP is designed as a "written statement" that addresses the educational needs of a child with a disability (20 U.S.C. § 1401[14]; 34 C.F.R. § 300.22; 8 NYCRR 200.1[y]). At the beginning of each school year, a school district is required to have an IEP in effect "for each child with a disability in its jurisdiction" (20 U.S.C. § 1414[d][2]; 34 C.F.R. § 300.323[a]; see also Cerra v. Pawling Cent. Sch. Dist., 427 F.3d 186, 194 [2d Cir. 2005] (finding the district fulfilled its legal obligations by providing the IEP before the first day of school). The student's recommended program must also be provided in the least restrictive environment (LRE) (34 C.F.R. § 300.114[a]; 8 NYCRR 200.6[A][1]). A FAPE is offered to a student when the board of education (a) complied with the procedural requirements set forth in the IDEA, and (b) the IEP developed by its CSE through the IDEA's procedures is reasonably calculated to enable the student to receive educational benefits (Bd. of Educ. v. Rowley, 458 U.S. at 176, 206, 207 [1982]). The IDEA directs that, in general, a decision by an impartial hearing officer or state review officer must be made on substantive grounds based on a determination of whether or not the child received a FAPE (20 U.S.C. § 1415[f][3][E][i]). Under the IDEA, if a procedural violation is alleged, an administrative officer may find that a child did not receive a FAPE only if the procedural inadequacies (a) impeded the child's right to a FAPE, (b) significantly impeded the parents' opportunity to participate in the decision making process regarding the provision of a FAPE to the child, or (c) caused a deprivation of educational benefits to the child (20 U.S.C. § 1415[f][3][E][ii]; see 8 NYCRR 2005[j][4][ii]). The IDEA mandates that a student with a disability be provided with a FAPE tailored to meet his unique needs and one that is “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” Endrew F. v. Douglas Cty. Sch. Dist., 580 U.S. ___, 137 S.Ct.988, 999 (2017). A focus on the particular child is at the core of the IDEA. Endrew F., 137 S.Ct. at 999. Under 20 U.S.C. Section 1414(d)(3)(A), the IDEA mandates an IEP team to consider a child’s strengths, weaknesses and deficiencies, as well as the results of the most recent evaluations of the child together with developmental and functional needs of the child. In order to determine the student’s requirements and needs, the team must review and consider evaluations, assessment and information provided by the child’s parents, teachers and service providers and thereon determine the type of program required for the child. A board of education may be required to pay for educational services obtained for a child by the child's parent, if the services offered by the board of education were inadequate or inappropriate, the services selected by the parent were appropriate, and equitable considerations support the parent's claim. (School Committee of the Town of Burlington v. Department of Education, Massachusetts, 471 U.S. 359 [1985]; Florence County School District Four et al. v. Carter by Carter, 510 U.S. 7 [1993]; see also Frank R. and Dianne R. v. Bd. of Educ. of Hyde Park,459 F.3d 356 [2d Cir. 2006], cert denied, Board of Educ. of Hyde Park Cent. School Dist. v. Frank R., 2007 WL 2982269 [Oct. 15, 2007].

The case at hand is a tuition reimbursement case and is therefore governed by the holding of the U.S. Supreme Court in Burlington School Comm. v. Dept of Education (471 U.S. 359 [1985]). That case set forth a three-prong test for determining if tuition reimbursement is warranted: (1) were the services offered by the school district inadequate or inappropriate; (2) where the services selected by the parents appropriate; and (3) do equitable considerations support the parents’ claim. Recently enacted state legislation puts the burden of proof for the first prong on the school district and for the second prong on the parent (Chap. 583 of Laws of 2007).

Prong I:

An appropriate program begins with an IEP which accurately reflects the results of evaluations to identify the child’s needs, establishes annual goals and short-term instructional objectives which are related to the child’s educational deficits, and provides for the use of appropriate special education services to address the child’s special education needs. Application of a Child with a Disability, Appeal No 93-12; Application of a Child with a Disability, Appeal No 93-9; Application of a Child with a Handicapping Condition, Appeal No 92-7; Matter of Handicapped Child, 22 Ed Dept Rep 487, March 11, 1983. The SRO has found that allegations that are left unchallenged are deemed as true “unless found to be inconsistent with the evidence in the record.” Application of a Student with a Disability, 01-044 (SRO March 27, 2002). The DOE’s silence at hearing has the effect of conceding every point alleged by the parent against the DOE unless it is inconsistent with the hearing record. Id.

Herein, DOE conceded Prong I and therefore no further analysis is warranted as the Parents have met the first of the three Burlington/Carter criteria for tuition reimbursement.

Prong II:

Having determined that the DOE did not offer the student a FAPE for the 2020/21 school year, I now proceed to evaluating the appropriateness of the parents’ unilateral placement of the student at REDACTED. The parent’s failure to select a program approved by the state in favor of an unapproved option is not itself a bar to reimbursement (Florence County Sch Dist Four v. Carter 510 U.S. 7 [1993]). The private placement need not employ certified special education teachers, Carter, supra. The Second Circuit has set forth the standard for determining whether parents have carried their burden of demonstrating the appropriateness of the unilateral placement: “No one factor is necessarily dispositive in determining whether parents’ unilateral placement is reasonably calculated to enable the child to receive educational benefits. Grades, test scores and regular advancement may constitute evidence that a child is receiving educational benefit, but courts assessing the propriety of a unilateral placement consider the totality of the circumstances in determining whether that placement reasonably serves a child’s individual needs. To qualify for reimbursement under the IDEA, parents need not show that a private placement furnishes every special service necessary to maximize their child’s potential. They need only demonstrate that the placement provides educational instruction specially designed to meet the unique needs of a handicapped child, supported by such services as are necessary to permit the child to benefit from instruction”. (Gagliardo, 489 F.3d at 112, quoting Frank G., 459 F.3d at 364-65).

Herein, I credit the uncontroverted testimony (Exhibits L-N) submitted herein and find it establishes that the placement at REDACTED was appropriate as it provided a program and services that were directly related to REDACTED’s needs and one in which he was able to make meaningful progress. I find the evidence to substantiate the program at REDACTED to offer a small supportive environment with intensive 1:1 and small group instruction, modifications and supports required by REDACTED to make progress. Related services are provided and incorporated into the academic program (Exhibit E).

Based upon the foregoing, I therefore find that REDACTED was an appropriate placement for REDACTED for the 2020/21 school year. The record reflects REDACTED provided a rich supportive environment that correlated well with REDACTED, that the curriculum was specifically tailored to meet REDACTED’s needs and that he received a highly individualized instruction that enabled him to make appropriate progress. Based upon the foregoing, I find that the student made meaningful progress at REDACTED for the 2020/21 school year across the board: academically, socially and emotionally. The record reflects that REDACTED was a placement that was “specifically designed to meet the unique needs” of the student Frank G, supra and that REDACTED has made progress therein.

Prong III:

Having found REDACTED an appropriate placement, I now consider equitable considerations, the final criterion for a reimbursement award. In weighing the equities, “the critical consideration, as the Court sees it, is whether they have cooperated in good faith to attempt to develop an IEP to the maximum extent possible, Schaffer, supra. There is nothing in the record to show that the parents were anything other than cooperative. The DOE did not present any evidence or testimony regarding the equity considerations for the 2020/21 school year. All indications are that the Parent cooperated with the DOE and did not interfere in any way with the DOE’s obligation to provide a FAPE for the Student for the 2020/21 school year. REDACTED’s Parents timely put the DOE on notice of REDACTED’s unilateral placement and their intent to seek reimbursement (Exhibits B and C).

This case involves a situation where the Parent’s financial circumstances limit their ability to make payment to REDACTED (Exhibit H). Established case law warrants a finding that under such circumstances a school district must pay the monies owed, assuming parent’s claim is meritorious with regard to the three Burlington factors. In Conners v. Mills, 34 F. Supp. 2d 795 (N.D.N.Y.) at 805, the court reasoned:

“By prohibiting prospective placement, Defendants would deny assistance to families that are not able to front the cost of a private, non-approved school, without exception…Given the fragile state of many disabled children, and their dire need for constant and consistent care, even brief periods of inappropriate schooling could lead to tremendous educational, social, emotional and psychological deterioration. Families of greater economic means would not be faced with such a grim prospect. It simply cannot be the case that an act designed to grant “all” disabled children access to needed services could undermine that very goal by making such access dependent upon a family’s financial situation.” The record reflects a portion of the school day (23%) at REDACTED is devoted to prayer and religious studies (Exhibit L). I do not find that the DOE is to be responsible to fund same but that parents have every right to do so.

I find (1). that the DOE failed to offer the student a FAPE for the 2020/21 school year, (2). that the unilateral placement of the student at REDACTED was appropriate (3). that the program at REDACTED was “reasonably calculated” to provide REDACTED with meaningful educational benefits and (4). that equitable considerations weighed in favor of the parents’ request for reimbursement for all costs associated with the placement of the student at REDACTED for the 2020/21 school year.

Based upon the foregoing,

ORDER

It is hereby ordered that within thirty (30) days of receipt of this Order, the Department of Education shall reimburse/directly fund the cost of the student's secular tuition at the REDACTED for the 2020/21 school year in the amount of $32,340 as well as $6,660.00 for related services for a total of $39,000.00. All payments shall be supported by the presentation of appropriate documentation.

Dated: January 9, 2023

Maria R. Dispenza

_________________________

MARIA R. DISPENZA, ESQ.

Impartial Hearing Officer

NOTICE OF RIGHT TO APPEAL

PLEASE TAKE NOTICE

Within 40 days of the date of this decision, the parent and/or the Public School District has a right to appeal the decision to a State Review Officer (SRO) of the New York State Education Department under section 4404 of the Education Law and the Individuals with Disabilities Education Act.

If either party plans to appeal the decision, a notice of intention to seek review shall be personally served upon the opposing party no later than 25 days after the date of the decision sought to be reviewed.

An appealing party's request for review shall be personally served upon the opposing party within 40 days from the date of the decision sought to be reviewed. An appealing party shall file the notice of intention to seek review, notice of request for review, request for review, and proof of service with the Office of State Review of the State Education Department within two days after service of the request for review is complete. The rules of procedure for appeals before an SRO are found in Part 279 of the Regulations of the Commissioner of Education. A copy of the rules in Part 279 and model forms are available at http://www.sro.nysed.gov.

DOCUMENTATION ENTERED INTO THE RECORD ON NOVEMBER 16, 2022

Parent:

• • Impartial Hearing Request with Receipt, 01/07/22 -7pp
• • Ten-Day Notice Letter, 08/19/20 -2pp
• • Parent Follow Up Letter to CSE, 11/18/20 -1pp
• • Enrollment Contract, 05/19/20 -2pp
• • Related Services Contract, 09/11/20 -1pp
• • Tuition Affidavit, 06/29/22 -1pp
• • Parent Proof of Payment, Various Dates -9pp
• • Parent Tax Statement, 02/09/21 -2pp
• • Class Schedule, Undated – 2pp
• • Attendance Report, 06/15/22 -1pp
• • Corrected Class Schedule, Undated – 2pp
• • REDACTED, 11/15/22 -3pp
• • REDACTED, 11/16/22 -6pp
• • REDACTED, 11/02/22 -4pp