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CASE NUMBER: 591921 NYC: 242630
FINDINGS OF FACT AND DECISION
Student’s Name: REDACTED
Date of Birth: REDACTED
District: REDACTED
Region: REDACTED
Hearing Requested By: Parents
Dates of Hearing: January 19, 2023
February 22, 2023
March 23, 2023
April 24, 2023
May 16, 2023
Actual Record Close Date: July 7, 2023
Hearing Officer: Maria R. Dispenza, Esq.
NAMES AND TITLES OF PERSONS WHO APPEARED
JANUARY 19, 2023
For the Student:
REDACTED Parent Attorney
For the Department of Education:
REDACTED DOE Attorney
NAMES AND TITLES OF PERSONS WHO APPEARED
FEBRUARY 23, 2023
For the Student:
REDACTED Parent Attorney
For the Department of Education:
REDACTED DOE Attorney
NAMES AND TITLES OF PERSONS WHO APPEARED
MARCH 23, 2023
For the Student:
REDACTED Parent Attorney
For the Department of Education:
REDACTED DOE Attorney
NAMES AND TITLES OF PERSONS WHO APPEARED
APRIL 24, 2023
REDACTED Parent Attorney
For the Department of Education:
REDACTED DOE Attorney
NAMES AND TITLES OF PERSONS WHO APPEARED
MAY 16, 2023
REDACTED Parent Attorney
REDACTED Parent/Mother
For the Department of Education:
REDACTED DOE Attorney
INTRODUCTION
On January 12, 2023, 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 2022/23. The Parent requested the hearing by filing an impartial hearing request with the NYC Department of Education (DOE) on or about November 21, 2022. The DPC is carried under New York City (“NYC”) Case No: 242630. The impartial hearing was held over a series of dates, to complete the record on May 16, 2023. The timelines have also been extended to allow the parties opportunity to fully prepare, secure witnesses and obtain transcripts. The record officially closed on July 7, 2023. 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 “Speech Language Impairment”. He is diagnosed with Specific Learning Disorder with Impairment in Reading Comprehension and Fluency, Specific Learning Disorder with Impairment in Written Expression, Attention Deficit/Hyperactivity Disorder (ADHD), Language Disorder and Developmental Coordination Disorder (Exhibits A and C). For the 2022/23 school year REDACTED is a REDACTED year-old 9th grader attending REDACTED (REDACTED). Previously, REDACTED attended REDACTED, a NYSED Approved Non Public School (NPS), placed there by the DOE there in September 2013 and through the 2021/22 school year (Exhibits A and C). A CSE meeting was held for the 2022/23 school year on September 29, 2022 and an IEP developed, with the team recommending an Integrated Co-Teaching class (ICT) for all core subjects 35 times per week, along with SETSS 3 times per week and related services of Speech-Language Therapy (1x30, 3:1 and 1x30, 1:1) and Counseling (1x30,1:1) (Exhibit A). Parent alleges receiving a school placement on November 3, 2022 at REDACTED – REDACTED and that upon promptly reaching out to said placement, receiving notice that the proposed placement would not be able to accommodate REDACTED as it would only be able to provide 20 periods of special class services in the core subjects (Exhibits A and I).
The Parent alleged numerous procedural violations and substantive inadequacy and claimed the recommended program and placement amounted to a deprivation of FAPE for the 2022/23 school year. The Parent alleges giving notice to the DOE of its failure to provide REDACTED with an appropriate program and placement and of her intent to unilaterally place REDACTED at a private placement and seek funding (Exhibits A and B). Subsequently, 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 2022/23 school year, along with the reimbursement cost of the psychoeducational evaluation conducted by REDACTED on June 29, 2022 (Exhibit A and T @ 33).
In an effort to support their position, the parent submitted a documentary exhibit package consisting of seventeen pieces of evidence (Exhibits A-Q), which included affidavit testimony of REDACTED, Co-Director of REDACTED (Exhibit Q).
At the hearing, the DOE stated in its opening statement that it would not present any witnesses to defend against the FAPE allegation and would not be raising any equitable arguments. The DOE further opted not to submit any documentary evidence and opted not to cross-examine Parent witnesses (T @ 32).
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:
In the instant matter, the DOE bears the burden of presentation and persuasion in all allegations raised in the DPC. Herein, the DOE failed to defend its Prong I burden that it provided REDACTED a FAPE, failed to present any witnesses or evidence and opted not to cross any of Parent’s witnesses. 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, the DOE presented it would not be defending its Prong I burden and therefore no further analysis is required as a FAPE denial is deemed conceded.
Prong II:
Having determined that the DOE did not offer the student a FAPE for the 2022/23 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 evidence and testimony (Exhibits C, H and Q) submitted by Parent 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.
Based upon the foregoing, I therefore find that REDACTED was an appropriate placement for REDACTED for the 2022/23 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 2022/23 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 (Exhibits I-J).
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 2022/23 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 2022/23 school year. REDACTED’s Parents timely put the DOE on notice of REDACTED’s unilateral placement and their intent to seek reimbursement (Exhibit B).
The DPC also sought relief to include funding for an independent psychoeducational evaluation. Parent alleged the CSE team failed to collect adequate and appropriate data on which to base its recommendations for the 2022/23 school year and that the Parent obtained and provided the team with an independently obtained psychoeducational evaluation (Exhibits A, C, N and O). Under federal regulation, an IEE is “an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for the education of the child in question” 34 C.F.R. 300.502(a)(3)(i). School districts and other public agencies have to afford parents of children with disabilities the right to obtain an IEE at public expense. Id 300.502(a)(3)(i). State law 8 NYCRR 200.5(g) also provides a right to the parent to obtain an IEE at public expense. The ordinary basis for requesting a publicly funded IEE is that the school district’s evaluation is not appropriate. Upon request, the school district must, without unnecessary delay, either ensure an IEE is provided at public expense or file a due process complaint notice to request a hearing to show that its evaluation is appropriate. Id NYCRR 200.5(g)(iv).
Herein, the DOE failed to raise any dispute to said requested reimbursement relief and as such, same is granted.
I find (1). that the DOE failed to offer the student a FAPE for the 2022/23 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 2022/23 school year.
Based upon the foregoing,
ORDER
1. It is hereby ordered that within thirty (30) days of receipt of this Order, the Department of Education shall directly fund/reimburse the cost of the student's tuition at REDACTED for the 2022/23 school year, to include tuition, additional tuition costs of the REDACTED and all additional costs and expenses in the amount of $90,242.60. All payments shall be supported by the presentation of appropriate documentation; and
2. It is hereby ordered that the DOE shall within 30 days provide funding/reimbursement for the complete cost of the psychoeducational evaluation of the student dated June, 2022. All payments shall be supported by the presentation of appropriate documentation.
Dated: July 12, 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 MAY 16, 2023
A. Parent: Impartial Hearing Request, 11/21/22 -7pp
B. Parent Letter to CSE 10 -Ten Day Notice, 08/22/22 -2pp
C. Psychological Evaluation -REDACTED., June 2022 -17pp
D. REDACTED: Program Description, 2022/23 -3pp E. REDACTED: Yearly Calendar, 2022/23 -1pp
F. REDACTED: Student Weekly Schedule of Classes, 2022/23 -1pp
G. REDACTED: Student Attendance, Sept.2022-Feb.2023 -1pp
H. REDACTED: Academic Report, 04/25/23 -1pp
I. Email Rejection Latter from REDACTED Parent Coordinator, REDACTED HS, 11/16/22 – 3pp
J. REDACTED: Enrollment Contract with REDACTED, 06/30/22 -4pp K. REDACTED: Invoice, 07/05/22 – 1pp
L. REDACTED: Affidavit of Tuition Payments – REDACTED, Assistant to the Business Manager 02/13/23 -1pp
M. REDACTED: Affidavit of Testimony – REDACTED Co-Director REDACTED, 05/09/23 -16pp
N. Invoice for Psychoeducational Evaluation, June-July 2022 -1pp
O. Proof of Payments for Psychoeducational Evaluation, June-July 2022 -7pp
P. Proof of Payments to REDACTED, July 2022-Feb. 2023 -10pp
Q. Affidavit of REDACTED, 05/09/23 -16pp