Westlaw Delivery Summary Report for HANSEN,JENNIFER 5446615Date/Time of Request:                       Tuesday, June 10, 2...
480 F.Supp.2d 1331                                                                                         Page 1480 F.Sup...
480 F.Supp.2d 1331                                                                                         Page 2480 F.Sup...
480 F.Supp.2d 1331                                                                                       Page 3480 F.Supp....
480 F.Supp.2d 1331                                                                                          Page 4480 F.Su...
480 F.Supp.2d 1331                                                                                        Page 5480 F.Supp...
480 F.Supp.2d 1331                                                                                         Page 6480 F.Sup...
480 F.Supp.2d 1331                                                                                         Page 7480 F.Sup...
480 F.Supp.2d 1331                                                                                         Page 8480 F.Sup...
480 F.Supp.2d 1331                                                                                      Page 9480 F.Supp.2...
480 F.Supp.2d 1331                                                                                      Page 10480 F.Supp....
480 F.Supp.2d 1331                                                                                       Page 11480 F.Supp...
480 F.Supp.2d 1331                                                                                       Page 12480 F.Supp...
480 F.Supp.2d 1331                                                                                      Page 13480 F.Supp....
480 F.Supp.2d 1331                                                                                       Page 14480 F.Supp...
480 F.Supp.2d 1331                                                                                      Page 15480 F.Supp....
480 F.Supp.2d 1331                                                                                       Page 16480 F.Supp...
480 F.Supp.2d 1331                                                                                      Page 17480 F.Supp....
480 F.Supp.2d 1331                                                                                      Page 18480 F.Supp....
480 F.Supp.2d 1331                                                                                     Page 19480 F.Supp.2...
|157|  Draper v atlanta public school system
|157|  Draper v atlanta public school system
|157|  Draper v atlanta public school system
|157|  Draper v atlanta public school system
|157|  Draper v atlanta public school system
|157|  Draper v atlanta public school system
Upcoming SlideShare
Loading in …5
×

|157| Draper v atlanta public school system

450
-1

Published on

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
450
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

|157| Draper v atlanta public school system

  1. 1. Westlaw Delivery Summary Report for HANSEN,JENNIFER 5446615Date/Time of Request: Tuesday, June 10, 2008 08:27 CentralClient Identifier: .ADMIN AA275/PP160/A250Database: FSFINDCitation Text: 480 F.Supp.2d 1331Lines: 1533Documents: 1Images: 0The material accompanying this summary is subject to copyright. Usage is governed by contract with Thomson, West andtheir affiliates.
  2. 2. 480 F.Supp.2d 1331 Page 1480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331) telephone during hearing even though school dis-Draper v. Atlanta Indep. School System trict did not consent thereto;N.D.Ga.,2007. (5) ALJs findings about evaluation and students misdiagnosis with MID were accurate and entitledUnited States District Court,N.D. Georgia,Atlanta to deference; Division. (6) ALJs conclusion that school district did not Jarron DRAPER, Plaintiff, provide student with FAPE for three consecutive v. school years was correct;ATLANTA INDEPENDENT SCHOOL SYSTEM, (7) record did not support award of reimbursement Defendant. to students mother for expenses incurred at private Civil Action No. 1:06-CV-487-MHS. learning center; (8) student was entitled to compensatory award for March 19, 2007. denial of FAPE for three consecutive school years,Background: Low-IQ high school student in At- and ALJs remedy of allowing student to submit tolanta public schools filed due process hearing re- school district a list of three private schools was ap-quest, alleging that school district had denied him a propriate; andfree appropriate public education (FAPE) under the (9) students placement at school that was one ofIndividuals with Disabilities Education Act three he originally selected was appropriate, but(IDEA). The District Court, 2006 WL 1734257, ALJs spending cap was arbitrary and impracticaldenied school districts motion to stay due process and student was entitled to full services at school,hearing decision. Student moved for relief from ad- including supplemental services as outlined byministrative order and school district moved for school director in her affidavit.judgment on the administrative record. Motions granted in part and denied in part.Holdings: The District Court, Shoob, Senior Dis- West Headnotestrict Judge, held that:(1) applicable two year limitations period barred [1] Schools 345 155.5(5)claim for school districts failure to properly assessstudent initially, despite students contention that 345 Schoolshis family did not learn of that injury until seven to 345II Public Schoolseight years later; 345II(L) Pupils(2) students claim for improper placement in mild 345k155.5 Handicapped Children, Pro-intellectual disabilities (MID) class was not time- ceedings to Enforce Rightsbarred; 345k155.5(5) k. Judgment and Relief;(3) claims based on school districts failure to reas- Damages, Injunction, and Costs. Most Cited Casessess student which accrued more than two years be- When court reviews ALJs order under IDEA,fore due process request was filed were time- courts decision is best described as a judgment onbarred, but claim based on school districts failure the record. Individuals with Disabilities Educationto reassess student thereafter until testing five Act, § 615(i)(2)(C), 20 U.S.C.A. § 1415(i)(2)(C).months later was timely, as were claims based onfailure to provide student with appropriate remedi- [2] Schools 345 155.5(5)ation once assessment error was discovered; 345 Schools(4) ALJ could allow expert witnesses to testify via 345II Public Schools © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  3. 3. 480 F.Supp.2d 1331 Page 2480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331) 345II(L) Pupils [5] Schools 345 155.5(2.1) 345k155.5 Handicapped Children, Pro-ceedings to Enforce Rights 345 Schools 345k155.5(5) k. Judgment and Relief; 345II Public SchoolsDamages, Injunction, and Costs. Most Cited Cases 345II(L) PupilsThe usual summary judgment principles do not ap- 345k155.5 Handicapped Children, Pro-ply in IDEA case, and court often conducts bench ceedings to Enforce Rightstrial on stipulated record and makes decision on the 345k155.5(2) Judicial Review or Inter-merits even if there exist disputed issues of material ventionfact. Individuals with Disabilities Education Act, § 345k155.5(2.1) k. In General. Most615(i)(2)(A), 20 U.S.C.A. § 1415(i)(2)(A). Cited Cases In IDEA case, court must consider administrative[3] Schools 345 155.5(4) findings of fact, but is free to accept or reject them; stated simply, role of court is to review the admin-345 Schools istrative determinations contemplated by the IDEA. 345II Public Schools Individuals with Disabilities Education Act, § 345II(L) Pupils 615(i)(2)(C), 20 U.S.C.A. § 1415(i)(2)(C). 345k155.5 Handicapped Children, Pro-ceedings to Enforce Rights [6] Schools 345 155.5(2.1) 345k155.5(4) k. Evidence. Most CitedCases 345 SchoolsUnder the IDEA, court must determine by a pre- 345II Public Schoolsponderance of the evidence whether to affirm the 345II(L) PupilsALJs order. Individuals with Disabilities Education 345k155.5 Handicapped Children, Pro-Act, § 615(i)(2)(C), 20 U.S.C.A. § 1415(i)(2)(C). ceedings to Enforce Rights 345k155.5(2) Judicial Review or Inter-[4] Schools 345 155.5(2.1) vention 345k155.5(2.1) k. In General. Most345 Schools Cited Cases 345II Public Schools Two-year Georgia statute of limitations for person- 345II(L) Pupils al injury actions applies to IDEA claims in that 345k155.5 Handicapped Children, Pro- state. Individuals with Disabilities Education Act, §ceedings to Enforce Rights 601 et seq., 20 U.S.C.A. § 1400 et seq.; Wests 345k155.5(2) Judicial Review or Inter- Ga.Code Ann. § 9-3-33.vention 345k155.5(2.1) k. In General. Most [7] Limitation of Actions 241 95(3)Cited CasesIn IDEA case, ALJs decision is entitled to due 241 Limitation of Actionsweight, and court should not substitute its own no- 241II Computation of Period of Limitationtions of sound education policy for those of the 241II(F) Ignorance, Mistake, Trust, Fraud,school authorities which they review; however, and Concealment or Discovery of Cause of Actioncourt has discretion to determine level of deference 241k95 Ignorance of Cause of Actionit will give to ALJs findings. Individuals with Dis- 241k95(3) k. Nature of Harm or Dam-abilities Education Act, § 615(i)(2)(C), 20 U.S.C.A. age, in General. Most Cited Cases§ 1415(i)(2)(C). Under federal law, IDEA claims accrue when par- ents know or have reason to know of injury or © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  4. 4. 480 F.Supp.2d 1331 Page 3480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)event that is basis for their claim; parents must be and Concealment or Discovery of Cause of Actionin possession of critical facts which indicate that 241k95 Ignorance of Cause of Actionchild has been hurt and that defendants are respons- 241k95(3) k. Nature of Harm or Dam-ible for this injury. Individuals with Disabilities age, in General. Most Cited CasesEducation Act, § 601 et seq., 20 U.S.C.A. § 1400 et High school students IDEA claim for improperseq. placement in mild intellectual disabilities (MID) class, the most restrictive educational environment[8] Schools 345 155.5(1) available, was timely even though placement oc- curred more than three and a half years outside ap-345 Schools plicable two-year limitations period; students fam- 345II Public Schools ily did not have critical facts to know he had been 345II(L) Pupils injured by that placement until they received results 345k155.5 Handicapped Children, Pro- of testing that confirmed he was not MID. Individu-ceedings to Enforce Rights als with Disabilities Education Act, § 601 et seq., 345k155.5(1) k. In General. Most 20 U.S.C.A. § 1400 et seq.; Wests Ga.Code Ann. §Cited Cases 9-3-33.Injury that allows parent to request due processhearing in IDEA case is complaint with respect to [11] Schools 345 155.5(2.1)any matter relating to identification, evaluation, oreducational placement of child or provision of free 345 Schoolsappropriate public education (FAPE). Individuals 345II Public Schoolswith Disabilities Education Act, § 615(b)(6), (f), 20 345II(L) PupilsU.S.C.A. § 1415(b)(6), (f). 345k155.5 Handicapped Children, Pro- ceedings to Enforce Rights[9] Limitation of Actions 241 95(3) 345k155.5(2) Judicial Review or Inter- vention241 Limitation of Actions 345k155.5(2.1) k. In General. Most 241II Computation of Period of Limitation Cited Cases 241II(F) Ignorance, Mistake, Trust, Fraud, IDEA claims based on school districts failure to re-and Concealment or Discovery of Cause of Action assess low-IQ high school student, which accrued 241k95 Ignorance of Cause of Action more than two years before due process request was 241k95(3) k. Nature of Harm or Dam- filed, were untimely, but claim based on school dis-age, in General. Most Cited Cases tricts failure to reassess student thereafter untilTwo-year limitations period barred IDEA claim for testing five months later was timely. Individualsschool districts failure to properly assess disabled with Disabilities Education Act, § 615(f), 20student initially, despite students contention that U.S.C.A. § 1415(f); Wests Ga.Code Ann. § 9-3-33.his family did not learn of that injury until seven toeight years later. Individuals with Disabilities Edu- [12] Schools 345 155.5(4)cation Act, § 601 et seq., 20 U.S.C.A. § 1400 etseq.; Wests Ga.Code Ann. § 9-3-33. 345 Schools 345II Public Schools[10] Limitation of Actions 241 95(3) 345II(L) Pupils 345k155.5 Handicapped Children, Pro-241 Limitation of Actions ceedings to Enforce Rights 241II Computation of Period of Limitation 345k155.5(4) k. Evidence. Most Cited 241II(F) Ignorance, Mistake, Trust, Fraud, Cases © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  5. 5. 480 F.Supp.2d 1331 Page 4480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)In Georgia IDEA case, ALJ could allow psycholo- 345k155.5 Handicapped Children, Pro-gist who performed independent evaluation of low- ceedings to Enforce RightsIQ high school student and expert in learning disab- 345k155.5(2) Judicial Review or Inter-ilities, reading disabilities, and special education to ventiontestify via telephone, even though school district 345k155.5(2.1) k. In General. Mostdid not consent thereto, where the witnesses were Cited Casesbeyond subpoena power and could not travel to Court will not second-guess ALJs findings inhearing in time to testify in person; hearing had IDEA case with regard to witnesses, having not hadbeen rescheduled and ALJ did not want to delay it the benefit of witnesses before it. Individuals withany further, and school district was not prejudiced Disabilities Education Act, § 615(i)(2)(C)(i), 20because it had opportunity to cross-examine those U.S.C.A. § 1415(i)(2)(C)(i).witnesses. Ga.Comp.R. & Regs. 616-1-2-.22(1)(b,o), (4). [15] Schools 345 148(2.1)[13] Schools 345 155.5(1) 345 Schools 345II Public Schools345 Schools 345II(L) Pupils 345II Public Schools 345k148 Nature of Right to Instruction in 345II(L) Pupils General 345k155.5 Handicapped Children, Pro- 345k148(2) Handicapped Children andceedings to Enforce Rights Special Services Therefor 345k155.5(1) k. In General. Most 345k148(2.1) k. In General. MostCited Cases Cited Cases Courts inquiry as to whether school district hasSchools 345 155.5(4) provided student with a free appropriate public edu- cation (FAPE) consists of two questions: (1) wheth-345 Schools er state has complied with procedures set forth in 345II Public Schools IDEA, and (2) whether individualized education 345II(L) Pupils program (IEP) developed through IDEAs proced- 345k155.5 Handicapped Children, Pro- ures is reasonably calculated to enable the child toceedings to Enforce Rights receive educational benefits. Individuals with Dis- 345k155.5(4) k. Evidence. Most Cited abilities Education Act, §§ 602(9, 14), 612(a)(1, 4),Cases 614(d), 20 U.S.C.A. §§ 1401(9, 14), 1412(a)(1, 4),ALJs factual findings in IDEA case were accurate 1414(d).and reasonable and ALJs conclusion that low-IQhigh school student was misdiagnosed with mild in- [16] Schools 345 148(2.1)tellectual disabilities (MID) was supported by evid-ence and entitled to deference. Individuals with 345 SchoolsDisabilities Education Act, § 601 et seq., 20 345II Public SchoolsU.S.C.A. § 1400 et seq. 345II(L) Pupils 345k148 Nature of Right to Instruction in[14] Schools 345 155.5(2.1) General 345k148(2) Handicapped Children and345 Schools Special Services Therefor 345II Public Schools 345k148(2.1) k. In General. Most 345II(L) Pupils Cited Cases © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  6. 6. 480 F.Supp.2d 1331 Page 5480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)State provides free appropriate public education 345 Schools(FAPE) when it provides personalized instruction 345II Public Schoolswith sufficient support services to permit child to 345II(L) Pupilsbenefit educationally from that instruction; school 345k148 Nature of Right to Instruction inneed not maximize a students potential, only Generalprovide a basic floor of opportunity. Individuals 345k148(2) Handicapped Children andwith Disabilities Education Act, §§ 602(9), Special Services Therefor612(a)(1), 20 U.S.C.A. §§ 1401(9), 1412(a)(1). 345k148(2.1) k. In General. Most Cited Cases[17] Schools 345 148(2.1) Individualized education program (IEP) must be likely to produce progress, not regression or trivial345 Schools educational advancement. Individuals with Disabil- 345II Public Schools ities Education Act, § § 602(14), 612(a)(4), 614(d), 345II(L) Pupils 20 U.S.C.A. §§ 1402(14), 1412(a)(4), 1414(d). 345k148 Nature of Right to Instruction inGeneral [20] Schools 345 148(3) 345k148(2) Handicapped Children andSpecial Services Therefor 345 Schools 345k148(2.1) k. In General. Most 345II Public SchoolsCited Cases 345II(L) PupilsPublic schools do not satisfy the IDEA by offering 345k148 Nature of Right to Instruction inmere token gestures or a trifle of benefits. Individu- Generalals with Disabilities Education Act, § 601 et seq., 345k148(2) Handicapped Children and20 U.S.C.A. § 1400 et seq. Special Services Therefor 345k148(3) k. Mental or Emotional[18] Schools 345 148(2.1) Handicap; Learning Disabilities. Most Cited Cases School district did not provide low-IQ high school345 Schools student with free appropriate public education 345II Public Schools (FAPE) for three consecutive school years; district 345II(L) Pupils did not provide student with basic floor of oppor- 345k148 Nature of Right to Instruction in tunity in reading where it continued to use the sameGeneral reading program despite fact that his reading skills 345k148(2) Handicapped Children and decreased, failed to provide student with FAPE inSpecial Services Therefor other areas such as math, and although student had 345k148(2.1) k. In General. Most not mastered his written expression and his auditoryCited Cases processing skills as part of his receptive and expres-In evaluating appropriateness of an individualized sion in language functioning, goals and objectiveseducation program (IEP), court must determine of individualized education programs (IEPs) inmeasure and adequacy of IEP at time it was offered those areas were exactly the same from one schoolto student and not at some later date. Individuals year to the next. Individuals with Disabilities Edu-with Disabilities Education Act, § § 602(14), cation Act, §§ 602(9, 14), 612(a)(1, 4), 614(d), 20612(a)(4), 614(d), 20 U.S.C.A. §§ 1402(14), U.S.C.A. §§ 1401(9, 14), 1412(a)(1, 4), 1414(d).1412(a)(4), 1414(d). [21] Schools 345 148(2.1)[19] Schools 345 148(2.1) 345 Schools © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  7. 7. 480 F.Supp.2d 1331 Page 6480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331) 345II Public Schools 345k154(2) Handicapped Children 345II(L) Pupils 345k154(4) k. Private School 345k148 Nature of Right to Instruction in and Out-Of-State Placement. Most Cited CasesGeneral In IDEA case, court may order school authorities to 345k148(2) Handicapped Children and reimburse parents for their expenditures on privateSpecial Services Therefor special education for child if court determines that 345k148(2.1) k. In General. Most such placement is appropriate. Individuals withCited Cases Disabilities Education Act, § 612(a)(10)(C)(ii), 20Not every disabled student who is advancing from U.S.C.A. § 1412(a)(10)(C)(ii).grade to grade is automatically receiving a free ap-propriate public education (FAPE). Individuals [24] Schools 345 154(4)with Disabilities Education Act, §§ 602(9), 345 Schools612(a)(1), 20 U.S.C.A. §§ 1401(9), 1412(a)(1). 345II Public Schools[22] Schools 345 148(3) 345II(L) Pupils 345k149 Eligibility345 Schools 345k154 Assignment or Admission to 345II Public Schools Particular Schools 345II(L) Pupils 345k154(2) Handicapped Children 345k148 Nature of Right to Instruction in 345k154(4) k. Private SchoolGeneral and Out-Of-State Placement. Most Cited Cases 345k148(2) Handicapped Children and Record in IDEA case did not support award of re-Special Services Therefor imbursement to disabled students mother for 345k148(3) k. Mental or Emotional $11,000 in expenses she incurred at private learningHandicap; Learning Disabilities. Most Cited Cases center. Individuals with Disabilities Education Act,Low-IQ high school students passing grades in § 612(a)(10)(C)(iii), 20 U.S.C.A. §some classes were not dispositive of whether he 1412(a)(10)(C)(iii).was receiving educational benefits, where he failedcertain courses despite being graded on sliding [25] Schools 345 155.5(5)scale compared to his peers and receiving assist- 345 Schoolsance in class; court had to examine students indi- 345II Public Schoolsvidualized education programs (IEPs) to ensure that 345II(L) PupilsIEP objectives were being met, not that he was just 345k155.5 Handicapped Children, Pro-advancing from grade to grade. Individuals with ceedings to Enforce RightsDisabilities Education Act, § § 602(14), 612(a)(4), 345k155.5(5) k. Judgment and Relief;614(d), 20 U.S.C.A. §§ 1402(14), 1412(a)(4), Damages, Injunction, and Costs. Most Cited Cases1414(d). Under the IDEA, court may award educational ser-[23] Schools 345 154(4) vices to be provided prospectively to compensate for a past deficient program and has broad discre-345 Schools tion to grant such relief as it finds appropriate. Indi- 345II Public Schools viduals with Disabilities Education Act, § 345II(L) Pupils 615(i)(2)(C)(iii), 20 U.S.C.A. § 1415(i)(2)(C)(iii). 345k149 Eligibility 345k154 Assignment or Admission to [26] Schools 345 155.5(5)Particular Schools © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  8. 8. 480 F.Supp.2d 1331 Page 7480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)345 Schools with services he needed to go forward to become 345II Public Schools independent, capable, and successful adult was ap- 345II(L) Pupils propriate remedy for denial of free appropriate pub- 345k155.5 Handicapped Children, Pro- lic education (FAPE), but ALJs $15,000 spendingceedings to Enforce Rights cap was arbitrary and impractical and student was 345k155.5(5) k. Judgment and Relief; entitled to full services at particular school, includ-Damages, Injunction, and Costs. Most Cited Cases ing supplemental services as outlined by school dir-In fashioning equitable relief under the IDEA, court ector in her affidavit. Individuals with Disabilitiesmust consider all relevant factors and use a flexible Education Act, §§ 602(9), 612(a)(1), 20 U.S.C.A.approach to address the individual childs needs §§ 1401(9), 1412(a)(1).with a qualitative, rather than quantitative focus. In-dividuals with Disabilities Education Act, § [29] Schools 345 155.5(5)615(i)(2)(C)(iii), 20 U.S.C.A. § 1415(i)(2)(C)(iii). 345 Schools[27] Schools 345 155.5(5) 345II Public Schools 345II(L) Pupils345 Schools 345k155.5 Handicapped Children, Pro- 345II Public Schools ceedings to Enforce Rights 345II(L) Pupils 345k155.5(5) k. Judgment and Relief; 345k155.5 Handicapped Children, Pro- Damages, Injunction, and Costs. Most Cited Casesceedings to Enforce Rights Compensatory awards under the IDEA allow dis- 345k155.5(5) k. Judgment and Relief; abled student to continue beyond age of 21 in orderDamages, Injunction, and Costs. Most Cited Cases to make up for earlier deprivation of free appropri-Under the IDEA, low-IQ high school student was ate public education (FAPE). Individuals with Dis-entitled to compensatory award for denial of free abilities Education Act, § 612(a)(1)(A), 20appropriate public education (FAPE) for three con- U.S.C.A. § 1412(a)(1)(A).secutive school years, and ALJs remedy of allow-ing student to submit to school district list of three *1335 David Moss Monde, Stephen C. Belan, Jonesprivate schools was appropriate. Individuals with Day, Atlanta, GA, Steven Wyner, Marcy J.K.Disabilities Education Act, §§ 602(9), 612(a)(1), 20 Tiffany, Wyner & Tiffany, Torrance, CA, forU.S.C.A. §§ 1401(9), 1412(a)(1). Plaintiff. Audrey E. Moog, Maree F. Sneed, Hogan &[28] Schools 345 154(4) Hartson, Washington, DC, Marcia E. Fishman, At- lanta Public Schools, Law Department, Atlanta,345 Schools GA, for Defendant. 345II Public Schools 345II(L) Pupils ORDER 345k149 Eligibility 345k154 Assignment or Admission to SHOOB, Senior District Judge.Particular Schools There are several matters pending before the Court. 345k154(2) Handicapped Children The Courts rulings and conclusions are set forth 345k154(4) k. Private School below.and Out-Of-State Placement. Most Cited CasesDisabled students placement at private school that Backgroundwas one of three he originally selected and couldaddress his individualized needs and provide him This case arises under the Individuals With Disabil- © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  9. 9. 480 F.Supp.2d 1331 Page 8480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)ities Education Act (“IDEA”), 20 U.S.C. § 1400 et logist reported that J.D. was performing at the 2ndseq. Plaintiff Jarron Draper (“J.D.”) is a twenty or 3rd grade level despite being in 9th grade. Theyear old student, who at the time of the due process test results showed that even though J.D. had a fullhearing in this case was enrolled in the 11th grade scale I.Q. score of 60, significant variations of hisat Benjamin E. Mays High School within the At- test scores showed that the I.Q. score may not be anlanta Independent School System (“APS”). On accurate reflection of J.D.s true ability. Based uponNovember 24, 2004, J.D. filed his due process hear- discrepancies in the subtest scores, the school psy-ing request before the Georgia Office of State Ad- chologist recommended that APS perform addition-ministrative Hearings, alleging that APS had denied al evaluations.him a free appropriate public education (“FAPE”)under the IDEA. The matter was heard on three J.D.s family objected to APS making any determin-separate days in November 2005 before Adminis- ations regarding an appropriate education for J.D.trative Law Judge (“ALJ”) Steven D. Caley of the based upon the April 2003 test results. However,Office of State Administrative Hearings for the APS continued to classify J.D. as MID on April 17,State of Georgia. The ALJs Order, dated January 2003. The family objected to APSs continued clas-30, 2006, sets forth in detail the facts of this case. sification of J.D. as MID and insisted on additionalThe Court will not restate all of those facts here, testing.but provides the following facts which are relevant In response, a different school psychologist per-to the matters addressed by the Court below. formed an additional psychological evaluation onOn February 24, 1998, when J.D. was in the 4th J.D. on July 23, 2003. The July 2003 evaluationgrade, his mother gave her consent for a complete confirmed that J.D. was not MID but had a specificcomprehensive evaluation of him. APS admin- learning disability. The tests showed that J.D. had aistered the tests for its evaluation on June 1, 1998. full scale I.Q. of 82, which was in the low averageBased on this evaluation, the school psychologist range of intelligence. The test examiner believeddetermined that J.D. had a full scale I.Q. of 63. that this full scale I.Q. of 82 was a truer representa- tion of J.D.s overall level of cognition. The testsJ.D. was promoted to 5th grade. On January 25, also showed that J.D. was at a 3rd grade reading1999, J.D.s student support eligibility team met to level, 2nd grade spelling level, and 3rd grade arith-assess the June evaluation results and services that metic level. At the time of the testing, J.D. was inJ.D. might need. The team placed J.D. in the most the 10th grade MID class at Mays High School.restrictive educational environment available, aself-contained special education classroom for chil- On August 3, 2003, J.D.s individualized educationdren with mild intellectual disabilities (“MID”). For program (“IEP”) team met to discuss the July 2003the next two years, J.D. continued in the MID pro- test results. J.D.s family requested private schoolgram at Usher Middle School. and one-on-one tutoring in order to help J.D. close the achievement gap in his studies. No action wasBy the 2002-03 school year, J.D. was in the 9th taken on these requests.grade. From February 2003 until *1336 July 2003,J.D.s mother enrolled him at the Sylvan Learning On September 9, 2003, J.D.s IEP team recommen-Center (“SLC”) at her own expense where his read- ded to provide him with 1.5 hours of speech tutor-ing level increased from a 3rd grade level to a 5th ing. On October 7, 2003, J.D.s IEP team amendedgrade level. Meanwhile, in early 2003, J.D.s family his IEP to provide him with 19.5 hours in generalinsisted that APS evaluate him for the first time education and 10.5 hours in special education in thesince 1998. On April 3, 2003, a school psychologist 10th grade. J.D. was to attend regular classes forcompleted an evaluation of J.D. The school psycho- the first time since the 3rd grade and would receive © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  10. 10. 480 F.Supp.2d 1331 Page 9480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)after-school assistance for two hours per week. and the battery of tests showed that J.D.s skills in several areas were severely discrepant from his po-In November 2003, a mediation was held which tential. Dr. Wolman conducted extensive interviewsresulted in an agreement that APS would provide with J.D.s family as part of the comprehensivethe Lexia reading program to J.D. to assist him with evaluation. Dr. Wolman concluded that J.D.his deficits in reading by November 21, 2003. APS suffered from a specific learning disability consist-did not implement the Lexia program until Decem- ent with dyslexia. She also made recommendationsber 9, 2003, and by January 12, 2004, J.D. had only about the types of services he needed in order toreceived 2.5 hours of instruction with it. bring his skills closer to his potential so that he could perform independently as an adult.In the meantime, J.D.s family had filed a complaintwith the Georgia State Department of Education. On September 10, 2004, the Georgia Department ofOn January 27, 2004, a state hearing officer found Education acknowledged that J.D.s grades had notthat APS was not in compliance with state and fed- improved despite using the Lexia reading program.eral requirements for providing J.D. with a FAPE. The Department informed the family that theyJ.D.s IEP team met on February 17, 2004, to re- could request a due process hearing if they were notview the findings by the hearing officer. Although happy with J.D.s IEP or reading program.J.D.s family continued to express concern that hewas below his grade level, school officials recom- On November 18, 2004, J.D.s IEP team met again.mended that J.D. continue to use the Lexia reading Despite Dr. Wolmans test results and the familysprogram, tutoring, summer services, and keeping repeated requests to use a different reading pro-J.D. in 10th grade for the following year. gram, APS continued with the Lexia reading pro- gram. By May 12, 2005, when J.D.s IEP team metOn May 24, 2004, J.D.s family had him evaluated again, J.D. had failed his language arts class andfor the Lindamood-Bell reading program to determ- was failing the second semester of algebra. By theine whether his reading skills could be improved. time of the due process hearing conducted by theBased on these test results, the Lindamood-Bell ALJ in November 2005, J.D. was 18 years old andCenter recommended J.D. receive intensive sens- in the 11th grade of high school.ory-cognitive*1337 training at a rate of 6 hoursdaily for 360 hours. The ALJ found that APS had failed to provide a FAPE to J.D. for the 2002-03, 2003-04, andOn May 26, 2004, J.D.s IEP team met to review FN1 2004-05 school years. The ALJ further foundthe Lexia reading program. Although test results that since 1998 when J.D. was in the 3rd grade,showed that J.D. was still reading at an elementary APS had failed to provide J.D. with the key to hislevel, the IEP team decided that J.D. would contin- education by properly teaching him to read. Theue with the Lexia program and would audit Algebra ALJ stated that APS had misdiagnosed J.D. by la-for the summer. J.D.s family requested reading ser- beling him with the stigma of mental retardation asvices through either the SLC or the Lindamood- early as the 3rd grade and then APS made no effortBell program. APS told the family once again that whatsoever to further evaluate J.D. for five years,they would have to file a formal complaint if they contrary to clearly established law. Although J.D.wanted to pursue the matter. exhibited classic signs of dyslexia at a very early age, the ALJ found that APS was still incapable ofAfter continued requests from J.D.s family, APS making a proper diagnosis and it was only due toreferred J.D. to Dr. Judy Wolman for an independ- the continued insistence of J.D.s family for moreent psychological evaluation. Dr. Wolman per- testing after March 2003 that led to a proper dia-formed the evaluation on August 24 and 25, 2005, gnosis of a learning disability in July 2003. © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  11. 11. 480 F.Supp.2d 1331 Page 10480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331) FN1. The ALJ found that the two year stat- remedy was for J.D. to choose from two options: ute of limitations applicable to an IDEA Option 1 included remaining in the APS with the claim barred any claim in the case prior to addition of various support services and Option 2 the 2002 school year. included placing J.D. outside the APS at a private school. In addition, the ALJ held that J.D. was en-The ALJ further determined that J.D.s family had titled to reimbursement of $11,000 for the costs in-no choice but to enroll him in an outside reading curred at the SLC in 2003 and to all litigation costsprogram at the SLC at their own expense at a total including expert witness fees and attorney fees in-cost of $11,000. After five months at the SLC, curred in bringing the action.J.D.s reading level increased from grade 3 to grade5. J.D.s family could not continue to pay for this Both J.D. and APS have challenged the ALJs de-expense, and APS refused to pay for it. Instead, cision. See20 U.S.C. § 1415(i)(2)(A) (any party ag-APS insisted on using a Lexia reading program, grieved by the result of the administrative proceed-which the family agreed to but reserved their rights ings has the right to bring a civil action in the dis-to proceed with a due process hearing request. Ad- trict court). The parties appellate briefs are now be-ditional testing in 2004 after J.D. was placed in the fore the Court.Lexia reading program showed that he had re-gressed from a 5th grade reading level to a 3rd Standard of Reviewgrade *1338 reading level and was having difficultyin many of his core subjects in high school. [1][2] After an aggrieved party has brought a civil action in the district court, the Court will receiveThe ALJ also found that J.D. had continually the records of the administrative proceedings, hearclaimed a right to additional services from APS at additional evidence at the request of a party, andevery IEP team meeting that had been held since at grant relief as the Court determines is appropriateleast early 2003. J.D. was pursuing that claim act- based on the preponderance of the evidence. 20ively at the time of the May 2005 IEP meeting. U.S.C. § 1415(i)(2)(C). When the Court reviews theTherefore, the ALJ concluded that J.D. had not ALJs Order, the Courts decision is best describedagreed to an IEP on May 12, 2005, but instead the as a judgment on the record. Loren F. v. Atlanta In-family continued to insist on additional private re- dep. Sch. Sys., 349 F.3d 1309, 1313 (11thmediation services in reading. Cir.2003). The usual summary judgment principlesThe ALJ concluded that APS had not provided J.D. do not apply in an IDEA case, and the Court oftena basic floor of opportunity as required by law, and conducts a bench trial on a stipulated record andthat APSs insistence upon a reading program that makes a decision on the merits even if there existhad not resulted in even a minimal educational be- disputed issues of material fact. Id.nefit to J.D. in almost a three year period with re- [3][4][5] The Court must determine by a preponder-spect to his reading ability, did not satisfy the re- ance of the evidence whether to affirm the ALJsquirements of the IDEA. The ALJ found that J.D. Order. Id.; Gwinnett County Sch. Dist. v. J.B., 398was entitled to compensatory services and that an F.Supp.2d 1245, 1268 (N.D.Ga.2005). The ALJsentity other than APS should provide those services decision is entitled to due weight, and the Courtif J.D. elected. The ALJ concluded that APS had should not substitute its own “notions of sound edu-forfeited its right to continue to “educate” J.D. by cation policy for those of the school authoritiesmisdiagnosing him, refusing to re-evaluate him for which they review.” Bd. of Educ. of Hendrick Hud-five years, insisting on continuing with a course of son Central Sch. Dist. v. Rowley, 458 U.S. 176,instruction for almost three years despite no benefit 205, 102 S.Ct. 3034, 73 L.Ed.2d 690 (1982); Walk-to J.D., etc. The ALJ found that the appropriate © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  12. 12. 480 F.Supp.2d 1331 Page 11480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)er County Sch. Dist. v. Bennett, 203 F.3d 1293, nual goals will be measured, a statement of the spe-1297-98 (11th Cir.2000). However, the Court has cial education and related services to be provided tothe discretion to determine the level of deference it the child, and a statement of the program modifica-will give to the ALJs findings. Sch. Bd. of Collier tions or supports for school personnel that will beCounty, Fla. v. K.C., 285 F.3d 977, 983 (11th provided for the child. 20 U.S.C. § 1414(d)(1)(A).Cir.2002); Walker County Sch. Dist., 203 F.3d at The IEP team consisting of the parents of the child,1297-98. The Court must consider the administrat- school officials, and if appropriate, the disabledive findings of fact, but is free to accept or reject child, reviews the childs IEP at least annually tothem. Walker County Sch. Dist., 203 F.3d at determine whether the annual goals for the child are1297-98. Stated simply, the role of the Court is to being met, and the IEP team revises the IEP as ap-*1339 “review the administrative determinations propriate. 20 U.S.C. § 1414(d)(4).contemplated by the Act.”Jefferson County Bd. ofEduc. v. Breen, 853 F.2d 853, 857 (11th Cir.1988) The parents or the local education agency may file(quotations omitted). a due process hearing request if either disagrees with the IEP or believes that the child has been denied procedural or substantive rights to a FAPE.Discussion 20 U.S.C. § 1415(f). In Georgia, such hearings are conducted by the Office of State AdministrativeThe purpose of the IDEA is to (1) ensure that all Hearings. O.C.G.A. § 50-13-41(a)(1).children with disabilities have a FAPE that emphas-izes special education services designed to meet J.D. alleges that he is aggrieved by the ALJs Ordertheir unique needs and prepare them for further and submits two grounds for appeal to this Court.education, employment, and independent living; (2) First, J.D. argues that the ALJ erred by holding thatprotect the rights of disabled children and the par- J.D.s claims for violations of the IDEA that oc-ents of those children; and (3) assist states and oth- curred before November of 2002 are barred by theer agencies with providing education for disabled two-year statute of limitations. Second, J.D. argueschildren. 20 U.S.C. § 1400(d)(1). The IDEA guar- that the ALJ erred by providing inadequate com-antees disabled students a FAPE. Loren F., 349 pensatory services for APSs denial of a FAPE toF.3d at 1311. A FAPE is defined as special educa- J.D.tion and related services that “(A) have beenprovided at public expense, under public supervi- APS also claims that it is aggrieved by the ALJssion and direction, and without charge; (B) meet the Order. It argues that it fulfilled its obligations tostandards of the State educational agency; (C) in- provide J.D. a FAPE, the ALJ erred in finding thatclude an appropriate preschool, elementary school, APS violated the IDEA, and the Court should denyor secondary school education in the State in- plaintiffs requests for relief. More specifically,volved; and (D) are provided in conformity with the APS contends that the ALJ (1) violated the two-individualized education program required under year statute of limitations; (2) made findings of factsection 1414(d).” 20 U.S.C. § 1401(9). To provide with no evidentiary support; (3) failed to apply thea FAPE, a school formulates an IEP during a meet- proper standard for a FAPE; and (4) created a rem-ing between the students parents and school offi- edy unauthorized by the law or the evidence.cials. 20 U.S.C. §§ 1414(d)(1)(A)-(B). An IEP is awritten statement for each disabled child that in- A. Statute of Limitationscludes a statement of the childs present levels ofacademic achievement and functional performance, The ALJ found that the two-year statute of limita-a statement of measurable annual goals, a descrip- tions applicable to an IDEA claim barred any claimtion of how the childs progress toward meeting an- © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  13. 13. 480 F.Supp.2d 1331 Page 12480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)in the case prior to the 2002 school year. Both J.D. al law, the IDEA claims accrue “when the parentsand APS agree that the relevant statute of limita- know or have reason to know of the injury or eventtions*1340 applicable to IDEA claims is two years. that is the basis for their claim.” R.R. v. FairfaxThe parties dispute when J.D.s IDEA claims ac- County Sch. Bd., 338 F.3d 325, 332 (4th Cir.2003);crued. Dreher v. Amphitheater Unified Sch. Dist., 22 F.3d 228, 232 (9th Cir.1994); Hall v. Knott County Bd.J.D. argues that his claims under the IDEA accrued of Educ., 941 F.2d 402, 408 (6th Cir.1991)in April 2003, when APS finally reassessed J.D. at (quotations omitted). The parents must be in pos-the familys urging and the family received the test session of “critical facts” which indicate that theresults and learned that he was not MID. In April child has been hurt and the defendants are respons-2003, J.D. contends that the family learned that ible for this injury. K.P. v. Juzwic, 891 F.Supp. 703,APS had injured him in the following ways: (1) 716 (D.Conn.1995) (quotations omitted). The injuryfailed to properly assess him in the 1995-1996 that allows a parent to request a due process hear-school year; (2) improperly placed him in the MID ing in an IDEA case is a complaint with respect toclass; (3) failed to reassess him for five years (from any matter relating to the identification, evaluation,1998 until 2003), resulting in a continuous improp- or educational placement of the child or the provi-er placement in the MID class; and (4) failed to sion of a FAPE. 20 U.S.C. § 1415(b)(6).provide him with appropriate remediation once hisfamily discovered the error. Therefore, J.D. con- [9] J.D. contends that his family learned in 2003tends that his award of compensatory services that APS had injured him by failing to assess himshould be based on the denial of FAPE since during the 1995-1996 school year. J.D.s school re-1995-96. cords indicate that he was held back in either the 2nd or 3rd grade and that his mother was aware ofAPS argues that the ALJ improperly considered the difficulty he was having and his need for help inevents beginning in 1995, and that the ALJ was February 1995, September 1996, and Februarybarred by the two-year statute of limitations from 1997. Therefore, she had reason to know that therelooking at any evidence prior to November 24, was a problem but that APS had not assessed him2002. APS argues that the ALJ erred in relying on during this time. J.D.s claim from 1995-96 isthe 1998 evaluation and this tainted his view of the barred by the two-year statute of limitations be-entire case. APS further contends that in January cause his mother had two years from 1995-1997 to2002, J.D.s middle school asked for and received bring her claim but failed to do so until NovemberJ.D.s parents consent to conduct a new eligibility of 2004. See James v. Upper Arlington City Sch.assessment. Therefore, his parents knew or should Dist., 987 F.Supp. 1017, 1023-24 (S.D.Ohio 1997),have known of any claim related to or arising from affd,228 F.3d 764 (6th Cir.2000) (IDEA claimthe failure to perform the reassessment when no as- barred by the statute of limitations because parentssessment followed the request for consent in early knew that their child had suffered an injury from2002. APS admits that it failed to reevaluate J.D.s the school, but waited several years to file a dueeligibility on a timely basis within three years of his process request). Finally, the *1341 ALJ notes thatprior eligibility assessment in January 1999. Yet, he has set forth historical facts prior to NovemberAPS contends that these claims are barred by the 2002 as background material and to provide contexttwo-year statute of limitations because they oc- for the claims, not to support a violation of thecurred before November 24, 2002. IDEA.[6][7][8] The limitation for an IDEA claim is two [10] Next J.D. argues that APS improperly placedyears. Mandy S. v. Fulton County Sch. Dist., 205 him in the MID class. APS placed J.D. in the self-F.Supp.2d 1358, 1366 (N.D.Ga.2000). Under feder- © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  14. 14. 480 F.Supp.2d 1331 Page 13480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)contained MID class in January 1999. J.D.s family with appropriate remediation once his family dis-did not have the critical facts to know that J.D. had covered the error in 2003. These claims are clearlybeen injured by this placement until they received within the two-year statute of limitations.the results of the testing in 2003 that confirmed thatJ.D. was not MID. Although J.D.s mother consen- B. Burden of Proofted to his MID placement and participated in hisIEPs until 2003, she could not have had the critical APS argues that the ALJ erred by placing the bur-facts that he was not MID until tests confirmed this den of proof on it, and that instead, J.D. bore thein 2003. Therefore, J.D.s claim for improper place- burden of proof at the administrative level. J.D. ar-ment in the MID class is not barred by the two-year gues that the ALJ did not err by placing the burdenstatute of limitations because his family had reason of proof on APS and correctly found that even ifto know only in 2003 that he had been injured by the burden of proof was on J.D. then he had met histhis placement. J.D. filed his due process request burden. The Court concludes that the ALJ did notwithin two years from 2003 when his parents err because although he found that APS bore thelearned of the injury, and therefore J.D.s claim that burden of proof, he alternatively held that even ifAPS improperly placed him in the MID class is not J.D. bore the burden of proof, as APS now con-barred by the statute of limitations. See K.P., 891 tends, then J.D. met his burden.F.Supp. at 716-17 (IDEA claim for inappropriateeducation spanning several years accrued only afterthe plaintiff was placed with another education pro- C. ALJs Findings of Factgram and his gains indicated that he had the capa- [12] APS argues that the ALJ made findings of factcity to attain academic goals). with no evidentiary support and improperly admit-[11] Next, J.D. contends that APS injured him by ted witness testimony via telephone. APS contendsfailing to reassess him for five years-from 1998 un- that many of the ALJs findings were created bytil 2003. However, according to the record, in Janu- him, he made improper citations to evidence, andary 2002, J.D.s middle school asked for and re- he made egregious mischaracterizations of testi-ceived his mothers consent to conduct a new eli- mony.gibility assessment. J.D.s mother attended an IEP First, APS argues that the ALJ erred by admittingmeeting in April 2002, and APS still had not as- testimony from Drs. Dragan and Wolman via tele-sessed J.D. at this time. APS did not conduct this phone because APS *1342 did not consent to thisassessment until the family demanded it over a year telephone testimony. The ALJ states in his Orderlater in April 2003. Therefore, J.D.s family had that he permitted Drs. Dragan and Wolmans testi-reason to know that APS had injured J.D. by the mony via telephone because the witnesses werespring of 2002 when APS still had not completed beyond subpoena power, the witnesses could notthe assessment. Yet, J.D. did not file his due pro- travel to the hearing in person in time, and APScess request until November 2004, making any would not be prejudiced by not having them thereclaim that accrued before November 2002 barred in person.by the two-year statute of limitations. However, asof November 2002, APS still had not reassessed The Court finds that the ALJ did not err in allowingJ.D. Therefore, APSs failure to reassess J.D. from Drs. Dragan and Wolman to testify via telephoneNovember 2002 until testing in April 2003 is within during the hearing. Although hearings may be con-the statute of limitations. ducted by the ALJ via telephone if all parties con- sent, the ALJ conducted the hearing in person overFinally J.D. argues that APS failed to provide him three days. SeeGa. Comp. R. & Regs. © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  15. 15. 480 F.Supp.2d 1331 Page 14480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)616-1-2-.22(4) In addition, the ALJ retained the Dragan continued that the school did not conduct adiscretion to establish the methods and procedures comprehensive evaluation and that it was extremelyto be used to develop evidence. SeeGa. Comp. R. & important to get information from J.D.s familyRegs. 616-1-2-.22(1)(b). The ALJ did not want to about his functional behavior outside of school indelay the re-scheduled hearing any further, and order to make a proper assessment.APS was not prejudiced because it had an oppor-tunity to cross-examine these witnesses. In order to The facts show that the 1998 evaluation did not in-conduct a fair and expeditious hearing, the ALJ was clude any behavioral information from J.D.s fam-correct to admit this testimony. SeeGa. Comp. R. & ily, measure his processing speeds to determineRegs. 616-1-2-.22(1)(o). whether his problems were a result of an inappro- priate diagnosis created by the existence of a spe-[13] Second, APS argues that the 1998 MID desig- cific learning disorder, or measure his phonologicalnation was proper. APS contends that the conclu- processing levels, which are essential to reading.sion that J.D. was misdiagnosed appears nowhere in Furthermore, J.D. had been seen writing letters,the record and there is no other evidence from numbers, and words backward, consistent with thewhich the ALJ could have reached this conclusion. learning disability of dyslexia. Finally, an evalu-APS claims that because the ALJ relied on his un- ation in July 2003 showed that J.D. was not MIDfounded conviction that J.D. was misdiagnosed in but suffered from a learning disability. Based on amaking every significant factual and legal finding, preponderance of the evidence, the Court concludeshis decision is entitled to no deference. that the ALJs findings about the 1998 evaluation and *1343 J.D.s misdiagnosis as MID are accurateThe Court has reviewed the record in this case, in- and entitled to deference.cluding reading the entire transcript from the three-day hearing conducted by the ALJ. The Court finds [14] In addition, the ALJ was able to assess thethat the ALJs factual findings are accurate and credibility of witnesses before him, including thereasonable. The ALJ makes several references to speech and demeanor of J.D., the unprofessional at- FN2the 1998 misdiagnosis of J.D. as MID but notes re- titude of APS officials, and the unreliable testi-peatedly that J.D.s education prior to November mony of Dr. Bogan. With witnesses and evidence2002 is provided as background material and that before him, the ALJ made the determination as toclaims related to this period are barred by the stat- how much weight to give each witness, includingute of limitations. Dr. Thomas and his testimony about the misdia- gnosis of J.D. In particular, the ALJ found thatMoreover, the ALJs conclusion about J.D.s mis- based on J.D.s demeanor and articulate speech, itdiagnosis is supported by evidence. APS points out was “incredulous that anyone, let alone supposedlythat Dr. Johnson, director of program for exception- trained professionals, could have deemed [J.D.]al children for APS, testified that a certified psy- mentally retarded as late as 2003.” ALJ Order at 23.chologist conducted the evaluation of J.D. in 1998 Having not had the benefit of witnesses before it,and had not misdiagnosed J.D. as MID because his the Court will not second-guess the ALJs findingsscores were in the MID range. On the other hand, with regard to these witnesses. See Burilovich v.Dr. Dragan, an expert in learning disabilities, read- Bd. of Educ. of Lincoln Consol. Sch., 208 F.3d 560,ing disabilities, and special education, testified that 567 (6th Cir.2000) (administrative findings areAPS did not inquire sufficiently into J.D.s learning based on the agencys presumed educational expert-problem in conducting its evaluation in 1998, the ise and a fair estimate of the worth of the testimonydiagnosis and classification of MID were inaccur- before it).ate, and that he was classified as MID instead ofexploring the issue of a learning disability. Dr. FN2. The ALJ noted the following: © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  16. 16. 480 F.Supp.2d 1331 Page 15480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331) The written transcript of the hearing in tunity. this case cannot possibly capture the air of disdain and tone of contempt that the APS argues that the ALJ erred in finding that APS APS officials showed toward J.D.s ef- had not provided J.D. with a FAPE for the 2002-05 forts to acquire a program of reading in- school years. APS argues that the ALJ (1) failed to struction that will give him a fighting conduct the proper analysis to determine whether chance to read. For example, Faustina APS had provided J.D. with a FAPE, (2) used the Haynes ... physically turned to the side wrong standard, (3) based his findings on the mis- on the witness stand and refused to look taken belief that J.D. had been misdiagnosed in at Ms. Morgan [J.D.s aunt who repres- 1998, and (4) made no effort to evaluate the indi- ented him at the hearing], during most of vidual IEPs, the services APS offered to J.D., or the Ms. Morgans cross-examination. Simil- educational benefit that the IEPs were calculated to arly, Dr. Johnson ... spent much of the provide J.D. time during the hearing leaning com- APS contends that J.D.s IEPs from the 2002-05 pletely back in her chair with her eyes school years were developed according to IDEAs closed whenever a witness was testifying procedural requirements. APS argues that J.D.s on J.D.s behalf. The overt behavior by IEPs were developed with his own participation and APS officials went beyond the bounds of that of his family, were based upon the *1344 con- normal adversarial behavior.... J.D.s sideration of accurate, up-to-date information from testimony regarding the school systems assessments and teachers, and included individual- treatment of him was highly credible.... ized services based upon his unique needs. APS A lesser spirit would have been crushed contends further that the IEPs substantively were long ago. reasonably calculated to allow J.D. to receive edu- ALJ Order at 31 n. 6. cational benefits. APS claims that in order to provide J.D. with the basic floor of opportunity,D. Whether APS Provided J.D. with a FAPE APS did not need to get J.D. “caught up” but rather was required to increase J.D.s skills year by year.APS argues that the ALJ erred by finding that APS APS avers that its implementation of the IEP usinghad denied J.D. a FAPE for the 2002-03, 2003-04, the Lexia program supported J.D.s goals and ob-and 2004-05 school years. The ALJ found that APS jectives and allowed him to achieve some educa-had failed abjectly to provide J.D. with the key to tional benefit, as demonstrated by his progress inhis education by properly teaching him to read. The the program. APS argues that it reasonably calcu-ALJ found that APSs insistence upon a reading lated that the Lexia program, the provision of one-program (the Lexia program) that had not resulted on-one tutoring services, and other special educa-in even a minimal educational benefit to J.D. in al- tion services would provide J.D. with educationalmost three years with respect to his reading ability benefits and help him improve his reading level.did not satisfy the requirements of the IDEA. The APS asserts that J.D. failed to show up for tutoringALJ concluded that APS had certainly not provided sessions and to complete assignments. APS con-a basic floor of opportunity for J.D. and had not tends that the fact that J.D.s test scores continuedeven provided a trivial benefit, let alone an ad- to demonstrate a discrepancy between achievementequate benefit. The ALJ noted that despite the fact and ability confirm that he had a learning disability,that J.D. was still failing classes and his reading but do not demonstrate a lack of academic progresslevel had remained virtually unchanged, APS re- in school. Finally, APS argues that J.D. has ob-fused to make any adjustments, and therefore, APS tained substantial educational benefits and morehad not provided J.D. with a basic floor of oppor- © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  17. 17. 480 F.Supp.2d 1331 Page 16480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)than a trifle throughout the years, as demonstrated APS provided none of the services and supports inby his being able to obtain high school credits in any of J.D.s IEPs that were recommended at thecertain regular education courses. hearing by Drs. Wolman, Dragan, and Bogen.J.D. argues in response that the ALJ used the cor- [15][16][17] The Courts inquiry as to whether APSrect standard and correctly found that APS denied has provided J.D. with a FAPE consists of twoJ.D. a FAPE for 2002-05 school years. J.D. con- questions: (1) Has the State complied with the pro-tends that the ALJ was correct that APSs place- cedures set forth in the Act? and (2) Is the IEP de-ment of J.D. in the MID program in the 2002-03 veloped*1345 through the Acts procedures reason-school year based on the 1998 evaluation was inap- ably calculated to enable the child to receive educa-propriate. J.D. further avers that there is no dispute tional benefits? Rowley, 458 U.S. at 206-07, 102that APS violated the IDEA by failing to reassess S.Ct. 3034. The U.S. Supreme Court has held that aJ.D. for five years. J.D. argues that the time period State provides a FAPE when it provides personal-from November 2002 until the appropriate evalu- ized instruction with sufficient support services to FN3ation in July 2003 falls within the statute of permit the child to benefit educationally from thatlimitations, and that APS should be held account- instruction. Id. at 203, 102 S.Ct. 3034. The IDEAable. J.D. claims that his promotion from grade to does not require that the school maximize a stu-grade while in the MID program is not significant dents potential, only that it provide a “basic floorbecause he was found to be of normal intelligence, of opportunity.” Id. at 201, 102 S.Ct. 3034; JSK v.and that once he was placed in regular education Hendry County Sch. Bd., 941 F.2d 1563, 1573 (11thcourses, he began to fail his classes. J.D. argues Cir.1991). However, public schools do not satisfythat the gap between him and his peers substantially the IDEA by offering mere token gestures or a triflewidened because his reading level actually re- of benefits. See JSK, 941 F.2d at 1573; Daniel R.R.gressed between 2004 and 2005, and then remained v. State Bd. of Educ., 874 F.2d 1036, 1048 (5that a 3rd grade level through the date of the hearing. Cir.1989). “The FAPE described in an IEP need notJ.D. contends that the ALJs conclusion that J.D. re- be the best possible one ... rather, it need only be anceived no educational benefit from the Lexia read- education that is specifically designed to meet theing program is well supported by his thorough and childs unique needs, supported by services that willcareful findings of fact. permit him to benefit from the instruction.” Loren F., 349 F.3d at 1312 n. 1 (quotation and citations FN3. J.D. contends that APSs April 2003 omitted). evaluation was deficient because no adapt- ive behavioral evaluations were completed [18][19] The Courts analysis focuses on the actual by the family and only one source was contents of the IEP relative to the particular needs used for an adaptive behavioral evaluation. of the child. JSK, 941 F.2d at 1573. In evaluating the appropriateness of an IEP, the Court must de-Although APSs failure to provide J.D. with a termine the measure and adequacy of an IEP at theFAPE in reading is sufficient to violate the IDEA, time it was offered to the student and not at someJ.D. asserts further that APS placed J.D. in a col- later date. Carlisle Area School v. Scott P., 62 F.3dlege preparatory program and regular education 520, 535 (3rd Cir.1995). An IEP must be “likely tocourses with virtually no supports after he had produce progress, not regression or trivial educa-spent years in the MID program, thereby setting tional advancement.” Cypress-Fairbanks Indep.J.D. up for failure. J.D. contends that the evidence Sch. Dist. v. Michael F., 118 F.3d 245, 248 (5thshows that he needed to read at the 5th or 6th grade Cir.1997) (internal citation omitted). Finally, thelevel to survive in high school but that J.D. was at Eleventh Circuit has defined appropriate educationthe 3rd grade reading level. Finally, J.D. argues that © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  18. 18. 480 F.Supp.2d 1331 Page 17480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)as making measurable and adequate gains in the objectively reasonable when the snapshot wasclassroom. JSK, 941 F.2d at 1573. taken, that is, the time that the IEP was promul- gated.” Mandy, 205 F.Supp.2d at 1367. At the time[20] First, the Court has reviewed the standard em- J.D.s IEP was promulgated for his 2002-03 schoolployed by the ALJ to determine whether APS year, it was objectively reasonable for APS to baseprovided J.D. with a FAPE and concludes that the that IEP on a timely and accurate assessment ofALJ used the correct standard pursuant to Rowley. J.D. APS failed to do this. J.D.s IEPs were not ad-Second, after a thorough review of the evidence, equate for the 2002-03 school year because theythe Court concludes that the ALJs conclusion that were based on inaccurate and outdated information.APS did not provide J.D. with a FAPE for the Due to this inaccurate and outdated information,2002-03, 2003-04, and 2004-05 school years is cor- APS was unaware of J.D.s unique needs. There-rect, as explained more fully below. The ALJs fore, APS did not provide an IEP that was specific-findings are based on his presumed educational ex- ally designed to meet his individualized needs forpertise and a fair estimate of the worth of the testi- the 2002-03 school year.mony before him, and they were thoroughly andcarefully made. Therefore, the Court will not set Regarding J.D.s reading skills, after a thorough re-aside his administrative findings in this matter. See view of the record, the Court agrees with the ALJCory D. ex rel. Diane D. v. Burke County Sch. that APS failed to provide J.D. with a FAPE by notDist., 285 F.3d 1294, 1298 (11th Cir.2002); Bur- providing him with a basic floor of opportunity inilovich v. Bd. of Educ. of Lincoln Consol. Sch., 208 reading. Despite the fact that his reading skills de-F.3d 560, 567 (6th Cir.2000). The Court gives due creased, APS continued to use the Lexia readingweight to the ALJ who is far better versed in educa- program, and by the time of the hearing he was stilltional policy and practice than the Court, and there- reading at the 3rd grade level.fore better suited to the difficult task of evaluatingJ.D.s progress under the IEPs. See J.R. v. Bd. of Ms. Haynes, an APS witness who had eleven yearsEduc. of the City of Rye Sch. Dist., 345 F.Supp.2d of special education experience, testified that J.D.386, 398 (S.D.N.Y.2004). needed to be able to read at the 5th or 6th grade level in order to survive in high school. At the timeAs for the 2002-03 school year, J.D.s IEPs were J.D. entered the 2003-04 school year and was to benot based on accurate, up-to-date information as placed in regular education high school courses,APS contends because they were based on the 1998 APS knew that he was not reading at the 5th or 6thevaluation. APS has admitted that it failed to timely grade level as confirmed by both the April 2003 FN4reassess J.D. from 1998-2003, and therefore APS and July 2003 evaluations. APS did not evendid not have up-to-date information to design J.D.s begin to provide reading assistance to J.D. in theIEP in the fall of 2002. As previously noted, APSs Lexia program until December 2003 and by Januaryfailure to reassess J.D. from November 2002 until 2004 he had only received 2.5 hours of Lexia ser-testing in April 2003 falls within the statute of lim- vices. J.D. testified that the Lexia program was notitations. The 1998 evaluation was not accurate be- helpful for his work in the regular educationcause it was not comprehensive or tested for a spe- courses.cific learning disorder, and later more comprehens-ive evaluations showed that J.D. was not MID as FN4. The tests in April 2003 showed thatthe 1998 evaluation had concluded. his reading comprehension was at the end of the 4th grade level, his reading decoding*1346 APS argues that the IEPs were adequate was at the 3rd grade level, and his scoresbased on the information APS had at the time. An were consistent with his teachers reports“IEP must take into account what was, and was not, of his academic functioning between the © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  19. 19. 480 F.Supp.2d 1331 Page 18480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331) 2nd and 3rd grade level. The test results gram for three years with respect to his reading from July 2003 showed that he was at a ability does not comport with the requirements of 3rd grade level in reading, a 2nd grade the IDEA. level in spelling, and that he had deficits in reading comprehension. There is further evidence from the record that APS failed to provide J.D. with a FAPE in areas otherTest results from the spring of 2004 showed that than reading. APS argues that the ALJ failed toJ.D. was still reading at an elementary level. J.D.s compare the components of J.D.s IEPs for the dif-Lexia instructor informed the IEP team that J.D.s ferent school years to determine whether APSreading skills were inconsistent in the Lexia pro- provided J.D. with a FAPE. A comparison of J.D.sgram and his Lexia tutor informed them that he was IEP for the 2003-04 school year with his IEP forstill in the 3rd grade reading level. Despite this, the the 2004-05 school year shows that his IEPs wereIEP team concluded that he would continue with not designed to meet his individualized needs andthe Lexia program over the summer. not reasonably calculated to enable J.D. to receive more than a trifle of educational benefits.In September 2004, the Georgia Department ofEducation acknowledged that J.D.s grades had not For example, at the September 2003 IEP meeting,improved despite using the Lexia program. The IEP J.D.s math teacher stated that he was misplacedteam met again in November 2004. The IEP team and should be placed in a remedial class. J.D.scontinued to recommend using the Lexia program 2003-04 IEP (amended in October 2003) states thatdespite knowing since the spring of 2004 that J.D. J.D. was having trouble in math reasoning and mathwas not receiving an adequate educational benefit calculation. The IEP includes a specific instruction-in reading from the program. al objective sheet to address J.D.s weaknesses in math. It lists the areas he should master, a reviewAt the hearing, Dr. Johnson acknowledged that date of April 2004, and a stated objective of devel-J.D.s reading level was at a 3rd grade level in 2003 oping or improving his basic academic skills to theand 2004, which showed no progress in reading. FN5 5th grade level. See # DRAPER-APS-00093.Ms. Haynes confirmed that despite J.D.s use of Also included with this IEP are assistive technologyLexia for 18 months, by May 2005 he had failed his recommendations including a web-based math pro-language arts class. Ms. Fletcher, a licensed speech gram to assist J.D. in meeting his goals. The IEPpathologist with over 18 years of experience, con- team specifically recommended that J.D. receiveducted an evaluation of J.D. in May 2004 and then 1.5 hours of speech weekly and his goals were toagain in September 2005 to determine his current focus on language development. There is no men-levels of function. She testified that his reading and tion of any other math assistance or focus on mathlanguage scores decreased and that there had been goals except for the web based program in the as-no apparent*1347 growth while he was in the Lexia sistive technology recommendations.program. She further concluded that the Lexia pro-gram required skills that J.D. did not have in order FN5. This number refers to the bates-to use it. stamp numbers of the Administrative Re- cord.Based on a preponderance of the evidence, theCourt agrees with the ALJs conclusion that APS As of October 2003, J.D. was no longer in a regularfailed to provide J.D. a FAPE by providing him es- education math class, and the IEP team reviewedsentially the same services that had failed him for his math skills. He received direct services in maththree years in reading. The Court agrees with the by February 2004. At the time of the IEP meetingALJ that APSs insistence on using the Lexia pro- in April 2004, J.D. was still in the remedial math © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.
  20. 20. 480 F.Supp.2d 1331 Page 19480 F.Supp.2d 1331, 219 Ed. Law Rep. 608(Cite as: 480 F.Supp.2d 1331)class and his teacher noted that he needed assist- sheet states that it is to develop or improve J.D.sance in math. The IEP notes further state that APS basic skills to the 5th grade level. However, duringwill continue to provide him remedial services in the 2003-04 school year, J.D. was enrolled in highreading for the summer but there is no mention of school regular education courses. He received as-any assistance with his math skills. sistance with his courses in his study skills class. Despite the fact that there is no evidence that APSAlthough J.D.s 2003-04 IEP instructional objective determined J.D. had improved his basic academicsheet for math provides for a review date of April skills to the 5th grade level, J.D. remained in regu-2004, there is no comment or review on whether lar education courses for the following year. AlsoJ.D. had mastered these objectives for the school as previously noted, in April 2004, J.D. was still inyear. In addition, J.D.s 2004-05 IEP instructional the remedial math class and his teacher noted thatobjective sheet for math, dated April 2004, provides he needed assistance in math. Despite this, in Aprilno comment or review on whether J.D. had 2004 the IEP team recommended that he audit al-mastered these objectives for either the 2003-04 or gebra for the summer and take algebra the follow-2004-05 school years. The review sections from ing year. Because APS had not evaluated his matheach year are blank. skills and IEP objectives to determine whether he had reached the 5th grade level, APS could notMs. Haynes testified that at the April 2004 IEP FN6 have designed his IEP to meet his needs.meeting, she reviewed J.D.s previous school yearsgoals and objectives but does not state what was FN6. Even if he had mastered math skillsdiscussed at the meeting or whether the team de- at the 5th grade level, the Court finds ittermined that he had mastered his 2003-04 object- hard to believe that J.D. advanced from theives. Ms. Haynes also testified that the IEP team 5th grade level to the algebra level duringmet on May 12, 2005, and discussed J.D.s goals the course of the 2003-04 school year.and objectives and whether he had mastered them.Although the IEP team might have discussed his Furthermore, APS used the exact same instructionalgoals and objectives, there is no evidence that he objective sheet for math in his 2003-04 IEP as inactually met the stated goals and *1348 objectives. his 2004-05 IEP. See # DRAPER-APS-00205. APSThe fact that the comments and review sections of recommended that J.D. repeat 10th grade for theboth instructional objective sheets are blank indic- 2004-05 school year, which would indicate that heate that no attention had been paid to determine if had not met his objectives. If he had not met his ob-J.D. was meeting his objectives. See Helms v. In- jectives, then APS was required to amend his IEP.dep. Sch. Dist. No. 3 of Broken Arrow, Tulsa 20 U.S.C. § 1414(d)(4) (an IEP must be amended ifCounty, Okl., 750 F.2d 820, 825 (10th Cir.1985) its objectives are not met); Loren F., 349 F.3d at(the columns listing the students progress were 1312. If he had met his objectives, merely copyingblank on the students IEP instructional objectives J.D.s IEP from one year to the next regardless ofsheet indicating that no attention whatsoever had his progress is also unacceptable. See Carlisle, 62been paid to the extent to which the student was ac- F.3d at 534 (merely copying an IEP from one yearcomplishing her objectives, in violation of IDEA). to the next when no progress has been made is in-The Court finds it unacceptable that APS failed to appropriate).document J.D.s progress for these years in math.Without this knowledge, APS would be unable to Further evidence that APS failed to provide J.D.design an IEP for J.D. for the upcoming year that with a FAPE can be found by comparing other ob-was tailored to his needs. jectives for J.D.s 2003-04 and 2004-05 IEPs. The 2004-05 IEP shows that J.D. had not mastered hisMoreover, the 2003-04 IEP instructional objective written expression and his auditory processing © 2008 Thomson/West. No Claim to Orig. U.S. Govt. Works.

×