Special Education Action Page 13 of 44

Are Parents Members of IEP Teams and Eligibility Teams? Yes!

Parents are full members of IEP teams and eligibility teams. Their roles as members are not limited to basic participation and/or providing input. Individuals with Disabilities Education Act (IDEA) mandates full membership on the teams, not just a seat at the table.

Parents have key roles in evaluations preceding eligibility determinations, in the actual eligibility determinations, and in IEP development following determinations. For evaluations, as one example, members must draw upon information from various sources, including parent input. This doesn’t mean schools simply have to consider parent input and then decide if they’ll use it or not. They are required to draw from parent input.

In this article, you’ll find federal regulations (as well as Viriginia regs for those in the area), that define and guarantee parents’ rights.

VA Dept. of Ed Opens Systemic Investigation into Fairfax County Public Schools: Team Composition

May 11, 2023, Virginia Department of Education (VDOE) issued a Notice of Complaint (NOC) regarding Fairfax County Public Schools (FCPS) being in noncompliance regarding composition of IEP and eligibility team members.

The complaint alleges that specifically, since at least 2017, FCPS has engaged in the following: a) holding IEP meetings that are in noncompliance with IDEA and implementing state regulations; b) unauthorized practice without a license; c) unlicensed “diagnosis and treatment of human physical or mental ailments, conditions, diseases, pain, or infirmities”; d) procedural violation of Parent’s and Student’s opportunity to participate in the decision-making process regarding the provision of FAPE to Student.

Fairfax County Public Schools Says Parents Aren’t Eligibility & IEP Team Members; VA Dept of Education Refuses to Investigate

Fairfax County Public Schools (FCPS) is in noncompliance with 20 U.S.C. 1414(b)(4), Sec 300.306, Sec. 300.305, Sec 300.321, 8VAC20-81-80(B), 8VAC20-81-80(C)(1), 8VAC20-81-80(D)(1), 8VAC20-81-80(D)(2), 8VAC20-81-80(D)(9).

In other words: FCPS is in noncompliance for refusing Parents rights’ to be deciding members of eligibility and IEP teams.

A Response to Intervention Cannot Be Used To Delay Or Deny An Evaluation For Special Education Services

What Is A Response to Intervention?

According to the U.S. Department of Education (USDOE), in its 1.29.19 Letter to Zirkel, “IDEA does not define RTI . . . RTI is only mentioned in IDEA when determining eligibility for specific learning disability. 20 U.S.C. § 1414(b)(6)(B) and 34 C.F.R. § 300.307(a)(2).”

However, the United States Department of Education has stated that, “States and LEAs have an obligation to ensure that evaluations of children suspected of having a disability are not delayed or denied because of implementation of an RTI.”

Fairfax County Students & Educators in Crisis; FCPS Delays Release of Damning Data

Fairfax County Public Schools educators and students are in crisis as FCPS withholds damning data from the public and students with disabilities continue to be disproportionately disciplined.

Data collected from a survey of administrators and staff at FCPS’s five day schools—Burke, Cedar Lane, Key Center, Kilmer School, Quander Road—indicates the schools are understaffed, under-resourced, and woefully unable to meet the academic, functional, and behavioral needs of their students. In addition, staff are struggling on a day-to-day basis with their workloads, while simultaneously being concerned about the safety of the students and of themselves.

Virginia Remains Outlier as U.S. Dept. of Education Announces Close-Out of Monitoring in Arizona, Delaware, Florida, Hawaii, and Arizona

March 27, 2023, U.S. Department of Education (USDOE) publicly released the status of various monitoring activities, citing closure of monitoring of Arizona, Delaware, Florida, Hawaii, and Arizona, and expanded monitoring of Virginia.

USDOE announced monitoring of Hawaii in 2019; of Arizona, Florida, and Virginia in 2020; and of Delaware in 2021. USDOE closed out monitoring of four of the five states within one-to-three years.

In the case of Virginia, it is on track to take more than three years to come into compliance with Individuals with Disabilities in Education Act (IDEA).

U.S. Dept. of Education Issues Two New Policy Letters: Addresses Rights of Students Who Have Graduated & Implementation of Early Childhood Transition Requirements

March 30, 2023, United States Department of Education (USDOE) publicly released two new policy letters:

POLICY LETTER: March 2, 2023, to Oettinger

POLICY LETTER: March 17, 2023, to Nix

Perez v Sturgis: Supreme Court Rules 9-0 in Favor of Michigan Student Who Was Denied Appropriate Special Education

In a rare 9-0 decision, the United States Supreme Court ruled unanimously in favor of Petitioner Miguel Luna Perez: An Americans with Disabilities Act lawsuit seeking compensatory damages for the denial of a free and appropriate education may proceed without exhausting the administrative processes of the Individuals with Disabilities Education Act because the remedy sought is not one IDEA provides.

Today, just two months after oral arguments were presented, Justice Gorsuch delivered the opinion of the Court, which had to decide 1) whether, and in what circumstances, courts should excuse further exhaustion of the Individuals with Disabilities Education Act’s (IDEA) administrative proceedings under Section 1415(l) when such proceedings would be futile, and 2) whether Section 1415(l) requires exhaustion of a non-IDEA claim seeking money damages that are not available under the IDEA.

The case was based on the experiences of Miguel Luna Perez, who was denied a Free Appropriate Public Education (FAPE) for years while attending Sturgis (Michigan) Public Schools (SPS). For 12 years, SPS advanced Miguel Luna Perez from grade to grade and inflated his grades to the point he repeatedly made honor roll, even though he couldn’t read or write—and then just before graduation told his family he would receive a certificate of completion but not a high school diploma.

Author: Callie Oettinger (page 13)