Embed Size (px)
Citation preview
-v.
tWNOIS STATE BOARD OF EDUCATJON lMPAATlAl OUE PROCES$ HEARING
Scud ant.
Case No. 2016·01)11
SCHOOL DISTRICT No. -School Di~vlc:t. Philip C. Milsk.
tm partial He3ri~ Officer
FINAL DECISION AND Ot\12ER
RECEIVED OCT 13 ZO~
~~ !iQ~~TIQN SERVIcEa .. -· -
- wlll be- ~~ ... en years of :!g2 on October I S. 20 I 6. 5he cun'fttld)' att~nds school in ~Eiemenr.try School Oiw·ict No .• f'Disc!"'ct.) and is in the filth g~de. Oul"irtg the lOJ I-20J 2 (kimiN~} and l0l2·l0f J (flm grack) sdlool )'NI"$ she w.u" r~ldeM of-..... ll!
In 20 I 0..10 II •. moved mto 's junior kindt!flarren cl:m. Junior' kin<l•tgart.111n is for chi~(~!~\ tOO okl for pn~-kinderxam;n .and tW yo~.Lng lor kl~rpn:4n.• On FGi>ruary 12. 2:1)11, Oi~trir::t.®n.d\JcteQ ~ 1\indergarten ~rMt~ing for. TM sereening W<Js reque~ted by •. 5
The Kir,00r'g1rt<~n Scr"Baning Summary ~keet indic:ares th~t:·- performed at ~t 67th ~ctntiie id :r.pee<:hi~ge aod a.t the 00"- pert:el'ltile ¢1:\ tht Kio<lerga.un Talk lnventory(I(Tl).' This scN!ening pr<Jt:e$S e¢n$i'$Q of Vis.Jon aod h~.aring. a .q1Je-stionna.ire for piirenu. ~~'~ inu:,....•ew 'i"IUa PQreou,;. s~hlll.l\gu~ 1cn!!E!ning. and the KTI. whit;h i$ no Jonger u$ed b~ Dinrie:te, but looked at the ~hild'~ knowledge of ~M~. colors, niJm~rs and letters./ Following the Kreef\lt~g
- was not re<ommcndd for follow \JP by District .s12.ff. ' It should be notecJ that ~etat thlldl"~n sc::r~n~ at th~ sam~ tim!! WEre rEcommended (Of' -varying l~et$ of folk)w vp lnduding. full ~u.e nudy !:!V41luations.'
After. was $~tt!l~ned by District .in F~uary. 2011, her juniOr &<lncklrg.arten teA~du:!!f, completed a. Oiwict.''f\efet"f<l.l {O< Pr'~$chool Sc.re.EninJ" on M:.m;n 17. 20 II. •o M~ b poinceci ~o cen:ai n "f~d fl~·· c.onceming- incl~din~ bet' dlifielJity rememberin( aoo f¢1iowlng dlr~lons, diflkulty taltins in and undersondint a!'lforrn:l.tiOt\, incon$isrent perfOd"rN.nc-e kom <fay to day, inability to reoll infonn,ciO'I'I, shO<"t 'at~ntion '}!an. ;u;d \lifflcult)' sequend~. S~ noted tim - r~uire<l fre<~~t rep.ttmon of infonnaa:.ion. a.rl(l tfu.t h~ overall dev~opmen~ iU compared tO ~ childrtf'! the :!.41Tle age W4S unor; iU good",
Ms. test:lfl~d that. also h:ld sociali4 .. a:oon ~n.d communi<"ation issut?S. ~he fre-qutndy mi!>Sed sod<~! cue:lo. w,Jn~e<:l oft, did not intt-tact with other chilcJren :iind daydrEamed. She could not expf'~U be1' ft.elin~ did not t:illk io klt. had dlffi< ulty e-xplainint; a $tory and sometime$ ~v~ oif-coplc r~npO(Ises. - c.ould noc focus iOI' mot'e man • ~ouple of minute$. and O'ICX.t or MJ' p-een Wl?f"l? able to toctt5 for ~n !IY~ of 20 mrnutes. SeH-es~m iuu~s were a.ho 110tic&!:d. such !\S aw..c-eoe:u that ¢ther children could do more. lM.bility co an$wer when c:alled on. S"e w.u p:!.rt of cl<e lowest functioning group in d'le dat-5 .• e)(perie~ ~cial r~iec:tion rlut was diHkult to w.1tcY).
H,.- n:ierral of March 17, 20 II. caused someone frOf'!'l D~ct'lc.to com~L? out to Mr ciOU$N;>Om co o!xiei"'1~. but she could not re.ull who It ~~ or for what looilh of ~ime. No ~cord Of thi5c classroom obsel"v.ltion WU prOVided for the he:uinJ ret:OI'i'!. ~. the S~l Education OirectOf' ;~.c D1scrlcc ·t~Hi6ed th;at th~ ?n:$<!hOOI Scr~~a the K•nd~rtarten Screening 'Che Diurlct had just c:onducmd for •. in february, 20 I I, and
~.':s, perlocrru.nte on the Kinde<gart~n Screening ihowe<! r:hac Ule wll:r. :ready for kincJei'prce-n.
For rou~ly ~year startin~ in ~nuary, :2011, until J:mua()' :lOll. me PuMU Mta&ed the s.ervi'~ of ... a prl'w'dt~ educational business .-.nd '~cem. - wer~t to 3 o~ \l week for thirty mirrut.es. Sh~ brought home !1$,.J~nment$. worked oo siiht word$. phtX~etic s.l<ill-s an<! $.hort !='hras~. The Parenn -speol $1,65-Q.OO for - 11 in the :s,\lmrr.et' of 20 II, whiie-
t Testlm<Jny (){ •••••••
~ 1'estimvnyof. 0 Parents' E..r.hibit I o. 7 Te:;tm,on;; o • I a Parl!'nts' Exhiolt ll. PD 19. ? Panmt:s' E:dnblt 11. Pl)s 19 and ZO. l<J Pa~c~· g,'<hibit 12. PDs 22-H.
11 Testimml'/ or.; f'arcnt:s' Bx:hJbit 66.
WJ.S 'Ding to . P'.lrents hired ~ prl'f.lte tm:or ..... a l'tCent colle~ graduate wha e3med 4 deg~ in specl;tl edu;;atlon. worf-.Qd w~- urttjl jafluary. ~Qtl. Se$si>on.:s with w~re .a couple or oou rs poer d<1)' wich pl;ly bt-~1<.$. The P;tn~nts paid-$'3,0 11.00. Megan worke<J witt\ K.O. on .-eadll'lg and math. The only records provided concemin& ~-s services pertAined to payments ~<le lO het' by the Parent$.
In Apiil, '20 ll •• 's pediatrit:.l4n <liagn~tld h~ a$ h:n-ing Att~ntion ~flci~ Hyperactivity Dis~rd~r {ADHD). The pedi:atric;i.an 1)re~ribe<j me<H:!tl~ tor en en the Fall of 10 II ••. entered h:a.lr-<l<ly kinderprttm iC 1 I School jft District. The class tJ;ld .34 $W<lenu and lasted 2 ~~ hours p.sr d3)' .. 1l Her teacher was , ar. e:xpec-ien«:d teacbet' koldittg li>tflMas in elEmentary education iln4 ~pe<:'al edu~uor. witt! ~nin,g tn Orton-Gillingham. She u'~ Orton-Gillingham and pho~mic :ilV<r.1fefles~ II\ hoet' c::lusroom instruction an<! Q~ght decoding using pKt:tlres .. '" Ms ... des<:ribea- u a hat~ II'VO(ker ~~ond ~ very happy ~hild.. She needed pt"om~ and re(jire<:bor., but so d1d other d1iklre.n. She-w a$ ·•eager to please''. curroed in her homtwoNt, ar\d showed improvemei't during the tchool ~~~r. Ms.. wu awar4! that. :attended re<;eive<l1ervlc:~s ftom and was privati!ly tutoc~- Hi, ~unt-d that $h~ did not see lem;r reversals or pro~e:ms with reumcion of lnf~rm:ui-on. Attention w.n an issue wh~n - w;a$ off o( "tr mtdic.ation.' s On tile o~i'ler hall-Ct •• testified that the 2011-2.011 school year uar"t~d out well, but thinp cb .. n~d i.l'l~ started to set upset ~nd c:ompl~ifled ttaac school was "too hard'' &nd it Wfl$
h~rd tO ~c h~ t¢ go to school.~~
··s report card lor kif\Qerga~n (.¢n\p.1tted by M~ sho~ ch~t b) Ultt thu·d trime$te~'" e. ~rned .a "C" (const:afltl)" demonnra~ understandinS} in most: are:.u, Olfld earne-d & "P"' (progress.ing toward~ ind~endenc-e) in f<Jur 3r'ti<ls relating w u~e or ~ime, working lnd~ndet~tly. liHen lng anod f<JikJ.,....tng directkms and workint and pl:l)'!ng w<~ll with others.''. testifie:d rll:tt ~he nroon&Jy dls::agre-ed with the repon: urd for the- thtr'd trimester.
During 'dle 2011·2012 ~>~hoof year the ~r~c and Hs. Sa~h ex<:h:anted sever~l em•ul mtu~~ aboutW'3 One of 'these messa~es was sent b)". oo febru~ry 28, 2012.. in whic;h
7 Plrencs rtqutstll!!d 311 evalu:)tion o Ms. £ testit;ed ~t the e-4rJier Motion he-t~ting th41t s.h~ did nat receive chis mes~. estmed that $he also communicated with t:he Pnn~ipal, ell•••••;~bout h~ cooc:ems for •. during l<l~~,.~t"tm :tnd this is refle<:te<l II' s.ome of .... s e-mail me-ssagM.
Doring kindergar'Ur'l the EasyCBM s<;r~ing was give.J to. i.Ild her Cb.$smat~. '' Accordin~ co Ms ..... this $Cr~ening was administered by Diwict • tutoring t€am memben .•. , ~core on the pOOJ'Iem~c:: Utgmenc:ation portion ot the ~ret~nln,g dropped rrom the 65"' percenti~ in the~~~ to me 19"' percentile in ,h,e Winter. ft r'"I.'Xe slightfy r.o me lS, ~r~entik! in the
l2 Te~tlmon.Y Q. t:-1 Testimony of······ t-+td.
t:s Part!nts' E:xh1olt l S. 16 Testimony of. 17 ftarent~' Ell:hlbit 18. l B P::~rc•nt:-;' Exhibits 1 S, t 6 :lnd l7.
l4l Par~;n~s· E.;r.hibit 19, PO 33.
3
Sprin¥:- t1~ acurb-J~ uu: drop In-·: scott to inc~~ expec:t3tions, a.s tne sch-ool )"eiJr pc-ognmiid. a ~~1'1-ool psychologi~t for Dl~tricc e resclftea lhat me 25~ pcrc~ntile i:J> still within me .ilver.;,ge raoge, .ll'ld noted t~t-'s r.t.,. KOre rose lrom II in me Win tel' to 3 3 il'l th~ SJ')n~ '-howing progr~s. The Parenu' e.xparc witn~~.······ testi6ed thAt the drOfl in thi: ~h041(1:t'l"'lit: $llgfTll•ntition in kinderprten was signlb'lt ~nd should have r2is.ed a .. ~ ~ f<:w Dl1tnct 26.10
Sefore the end of kindergarten the Pa.renu told Ms. - thf!y wanted m find :;, tu(l)r for -fOf' the :J>ummer of 10 ll. Ms. 2 •• rcteotnmtJnded someone who would have f).een .- good nt for •. txn lhe P~rents c$id not hrrtt tnt' tutor becau:J>e ~he wn wo e.xpenslve,2 1 The P4.renu e.n<ied up takin~. to the SlANT ~o1ram. SlANT was recommend~ by~. K.O.'s prt'Y'lous wtor. St.ANT is >l ~truo;;ured liw-3tY p.rogram. •· u$ed the SLANT program from August 2.0 12: until M~y. 10 ll The name or the SlANT tutor was tilt u ~rwJ the total CO$C of SLANT wa~ sw.oo:u
•lii.sta.rted f'trst gr.vJe .\~ 5ch<Jol;:, Oi:;trict .in che Mill of 2Q ll, M~. j]
- E wu her cl:m;room t~cher. Ms. • E i! ;;m ~rieoc:ed te:ac;her and a ~k!s .a m'l:rtt:r~· degree In a<!minlnratk.m and superrtsion. She te$tified w~ she u~ ta.ctile approache:s. w teach~ng lmets and words ~nd Peg.1~U$ f13MrP' b<Jok~ ror vor.::~bulary ... s repon card for '20 12-2013 comple~ by Ms. £ Q £ ll'l<!tcat.ed rlm- had no are4s if'l which she "n~t<i ~upport"- She h~d rl nvmber of .a.re.as in wflich $he ~~ "'progresslrtg towatds independen<;e", ;md In the othen :she was manc{;(,f as "<:OI'\$I~tentlt ~mon~trates undermt1din('- JA M~ .
........ ltestifie<l thac the r~port c:ard shows that .. demQ1'1~trate4 growch in te:.ming ;are;as and socwmu:ion. She stated that .$hi'l would have relerre.d.fat' al'l e ... ~IIJation if :;he was nm: ma.kinl progreu or IO$Irtg ground, but she believed m~~-was rnakif'lg pragn!Ss. Her m~in concern was that • wookj talk with her while $he wu teaching tM: dHs. She tlOte<i th.ac ... w:u happy &nd liked w pb.y, 2~
However, accordie<g to •·· • c;ontlnved to hil'fC aflxiety .and s.e!f-eneem in~ in fit:J>t vade al'd f~t ~he was oot as s~n a: the ¢th~r ttude-nu. Ms. a'krKJwled.gt<i thilt focl.15. Ollf<lniz.a.tion an<t anentkm ...... e.re i:;sue:s, for- In iddloon, $he r~c:alit<i an incident wh~cue her own h~ II' in dan. ~e illw remernbere<J o~t tim~ wflen-wandered off a~ was tookin.g jnt.Q a~thtlr da~room and w~n~ to Ute water rounnin. She rec.al~. tcllll'g hf!r c~l". V'oer<l w~re problems. ~u.lng. out th.e door co go to s.choQl.ln f.lct.- wu absent thir'Q'·two days in fi~~; gn1de.n M$. Third T rimescer Comments on the report card indicated a ~cruggie with concentration and r~all of informatlon lnd a preference for 'fflrt~li:c&tion rath~r than wricet:n .an$wersP
~re-:;elved some support sa-vices in Gt'$C g~<~. but did nat hav11: an lEP or a Sea:ion 5().4 plan. S~ recatved some CKOJpational then.py (OT) ~upport from an occupational
20 Tt<stimony of S Q ~ l T{!ostimony ~ 22 [d.
?:I Pam~nts' E:dti bit 65, PO 1 ~ · l04.
21 Parents• E;<bibit 36.
~~ Tc~;timtmy()r•••••• 2.6 Parent-;' F.xhihit 34.
27 l'.a.rents' E11hlblt 36, P D 62..
rher~plf.t •((1ployvd t>y Distrk. The Oi ~ef"\'i~s coMI~l'J of bru:hi.nt n:quested by the Par~ts foc :s.eruory issues :md me Lli.~ ¢f l'!;;a<! pJ..one-s to reduce dism,clon~. M~ .••• testified at the Motiol\ htAnng m<H she did not h:ave or need~ pr-es.::tiption for OT ~rvices bec.ws.e ..ne Wili ~<:hln~ C¢ brush bE!fliel( ~n:Q not p~idmg darect therapt.29 Ac«>r~i.n& to
M,.... •. was rt!CeiYin' outs-ide OT serfi(:e~ at this time. Then~ :art:! no OT ~lltaf.JOJ1 repcru or s.ervil:e re.c:ord~ in thi!! 1\e:aring record.
There w.~~ al$0 t~tin,onr ~n the Motion beariJ'II from a D1Htlct -~chao I s.or;i~l w~ker, that he ptcvided s.o~ ~hool $OC~I work StNICM to during first grade. He recalled that- wu haYitl& att4ntiQI'l al'!d fot:us iS$ues. off-c;ask b.ehavlor1. •nd had a nard time leavir.g hem4 to :..tt.~md :s.ch()()L Mr. I ( al$.0 rern~btr~ attei'Kiing on~ meeting for • dl.lrlr.g tho 2.012-2013 scoool ~er.ar. H~wu un~ble CQ t'QC:.Il Mwkmg he worked with. Thert tr"V no sociil~ work evaluat:iom or reportS in tht h~lin& ri!cord.2'
.. also re;;f:ive<J ~n~ acaderntc $upport iA the fin.t g:W~ from a le~rnin' disabilities re;$¢urce tt'achet. Ms .• testified ~L the Mo~km hMiir'lg on December -4. 201$. She $tate<! tf'lat she- would worlc wi~k <h~ldren wicn IE?' in the d;mroom an<! oc;c;aslon<y •. would jQlr~ ~e or n~r sm~U groups.. She remf:m bered working ""'th - on math :and wrirint prob<lbly four ~o Si)( times. Ms. 1 I ~n.d M~. -cestffie<l that- w:u no~ r~etvi~ R Tl (Respoc'l~ to Intervention) in fir$t grade, and t~f~ •i 1\0 lUI data in 1he bearin~; r~e>rd.
Another ooteworth~ e·vent a'url~-.'1 lint gn.de school ~e:ar was a mettin' on March 12. 20 I 3. d~ribed by •. as the ''Spa.nisb lnqui-s.ition''. Yl Accor<!irrg co •• thi~ was lil meecing r-KJU!l1:t:ed by the 11.~nts in an effon to find out wbac usinan~ c~l.d be made a'l'ailable for K.D. The Paren~ f~c d\:u I";O one was pay;ns attention co their concerns. As. as re-s.ult of me Motion to Oi~mlu and a he.a.rint held oo November 19 <~.nd December"'· 201 S. findings and a determination on seve raJ key proc;~~raiiSJil~' h;ne been rna~ and r;lnt wiU be discussed tun:l'\.er In thl! Procedural H iH.o.ry ~~lOll of this decisron .
.. and hl.!r ~rencs ~ld thek home and mov~ to £ Elemer\t:ary School Oi$~~in che summer of 2.013. Parents te$lif\ed (kat the~ bedie ... td thl?)' were n~r golnt to r'Keive r.he J~cial Ml~ needed (rom Dl:$triet •
.. h~ \Itt-ended school H1 D~suict-~ince the ucood ~rade.. In 2.013-lOHW W1lS in Titie I rea!Jing an<! RTL She wa~ not ~ai1Ja~ for speceal education eli!lbiiJty in ~ecoo-n~de anc;l dl.d not han :om IEP)' Acc.or<lir'l,; tO., the second srade t~<::her toll!~ that wu "f-.lr t>ehlncl'', Ttn~re w~ some I'JI$<:1.1$$i¢n; aboOJt doin' .1n evalv&cl04\, but. aft.er waitinf:. the f'ar'enu ~cided to obUin two OtJt:Si.de evaluaoon$.Jl Tnere are no document$ in 'the hea.nn' record regarding the c~c(!ms of District .u.ff. ~h~ ser"YK:es. fM"ovided to. in :U!t:ond 1r11de or her eduutKJtt<Ll pr~ress tilat ~~r.
In )ul~, 201 ..... was evalwted vi~ web·confe:ttmcin2 - tesciCitld that she JE;amed or L~x~dM! oo the lncernet
19 1'es.nmony or a • 11/19/15. 29 Te~tlmony of 12/4/15. 30 T{!sti mony of •• 11/19/1 S.
3i Testl rnony of. 32 ld.
:t:l Patents' Exhibit-+1.
s
M.Ed. of Lexerc:ise.n ., •• """'uu ... w.u done at the
f"eGU!:s't of che ~ren~. M~. [ j found tfla~:~ literacy $kill! w~re "not functJOfl&l for grade ._..,~ wvr~··, ~hQ ··cannot. ~cten pt"in~d cun-i<vl;ar mat.enal~ =.t gnd~ lever·, Mr o.-al Ca.nguJgte compre~sion wa~ ~I¢Yi' a.,.ag-e •<mgto, and her re<~ding tompre~iion 15 "e(),"'''pliated by nturolintyi:stic~ deficits ("'-l-· phooolotic"l :~wno-nest and pltOflokJ!iol memory}." Amon~ other thin.~. $he r~04"l"'mentkd •ndrvidu<t1ized instruction using <~n e'I•Jdlitlcibtue<:!. mulli3oef~SOI')'. ~tructured l<~ngu<~ge •pprwch, af(\Jn Yiif(ft't'wQ ~ ~n me Ortor!-Giliin.ih;tm app.road\, She also rr?COmmended U$iUi'll"e teehnology ~l.l< h u ~4!1Xt•to-speech tsdm·ok>gy. s.erttence cOf'rectioo sottwa~ tn<i o~nlz.acle>niil :software.J+
Fol!owit'l(the-evaluauon, 1n S41tember. 20l4.1fle P.ar1:1nts retainedPh.D., a ~iatriC neurop~chologis~ il' p4'ivate pra<:t;ce, tO conduct:. neuropsydaolo&i~l eY.lluation of-~~ Da·, ._ w.u given a health a!ld developmenCJI history by thfl Parents 4fld \.I Sed a number' or asses~mrot procedur~ in her eVliUation of.. Dr. I a ·s (:()nclusions were c:onsismnt wlch mow of Ms. ~·
Dr.- CC$Cif~d lhat- has. :an 41Yer<~~e IQ and shoult1 be ablw co leiim at grade level, in du-d ing rea<Jir.g. 'With rx-oper instruction. She lound 'V\.3 c. hu dys~xi~. a l21~u~e procts~ing drs<Jrder and weak workl'l'lt tr\t<nO<'y, tnd requires appr~ri:m: illtell$e e:\'i(ierK:~· ba$e<l highly se-quential multi·~sory ~ntet"ft1'\tlons. She w.u not r~dy \0 firw.i that. J'liU a math disability, ooc re<:ommt-nd~ ful"'th~ auessmenu lO rul~ it OYt. SM 11$0 found tha.t ..
h~s ~n'SOt;r' I:HuH that interfere with her ablUty to au:t\n<i to tasks wch a.s sESls.iLivicy 1;0 clothing .and r~ornmended an OT ev~lunior.. Sht :alt.o r~r:ommended :t ~h a.nd laogua&e evaluation.
In Dr. 's e>p«ncon,. could have c.auaht up lO tr:~de level In teadin~ if she had recei"'ed appropri:ne $et"''~~' in k.inderprten or firn gr.lde. She aho rtated th:ott me Ionge~' 5-trUtt:l.lr~ literaC7' intel"\\entions a.re delayed, the rnou <lrff~Gu It it is to catch up.
Or. j(jenti~ed as a key .. red ft:ag" Cor Oisttlc:t ••. , 32 absence~ <l\lrin' the rlnt grade. She further ~uced ti'tat a.uiuiv4 tl!i:hnolotr is. u!l.ually no~ r«t>~T~mended in kiooerganen Of' firstgr;lde.. aod that~~ wo.uld be lu!rd lO prel'Jicc l'lo.,_. much-would h~ve progr~e<l with h-er ADHO aod executive func;~i¢n i~ had sh!!t reci!ived s.ervke$ in '>lndet-garUtfl or farst gratk. SM not:l!!d that the ADHD <ltd not cause. to m:Jk:t: ~ tytl~ of (eading errors she ~w. Sht\ afso pointed ou~ chat.'s pr'osress on the 2012.2013 NWEA Student f>roaress Fti?porc ("Onducted by Oi~tli~t '2' wu loVHr' than the progn~~s expected from ttl~ t:yJ>ical ~rudent e·.,.en thouah.'s. SCQ(e$ 'IVI!tre tn the ave~e range and note<l th~t thi~ :scree'ling mainly Jool<.s at v~bvl:uy :~.nd cOmfWehensio.n. noc fluency, and i$ n-ot timed)l
The Parenu giltitrt Dr._.s evalus.c.ioo l't~rt tO District. A<::cor<Jirtg t¢. District. c:ondu«e<l Itt. own case study ev~luation soon 3fter it recei~ che - rrport. The current Oinric:c .IEP ~that the D~trict .evaluation w.u 4;ompleted Of\ F~bru.ary 9. 201 S. awrox.irnately fi'o'e mon~~ afcer Dr. f 1 issue<l her repon..:l;S
The Oistrlct ee ... aluation w:as no~ s.1.lbmin~ into the record. Oi~trict~ developed an IEP ior .. for 20 1.r-i0 I ~ ~hat is also not in the record. The revlu-d IEP of Mar<h 8. lO 16 was
lt ld., PD fl 2·8 4.
35 Parents' Exhlt>lt ·H.
36 Testimony of-. n Part"nts' Exhibit 37.
Je PO 121.
6
IMroduoed u ~r't-nU' bhibet <48. Th4it IEP was r'evised on Aprill.S, Ull6. arui Jp.in on H~y 17, 2016.~
.. i~ now in th~ Set. ua4e in Di'stri<:c 15. She re<el'l'et rwo hour! per day of Wilsoo Reading inscru<:liOO and thirty minutes per da.y of ma.th re-svurce $erYit:es. She tlso Ul~ aui'tiv~ technology and h~s ~<;omrno<.br:.ions for 1'\Q ADHD and ~)(~Gvtiv~ functioninl i~ues.
The P..rents <lnd·-· il)' tho<r attorn~)'. fll~d a rf!1.1uest for a due process h~ring ~gol~"'t District 2.6 on J ui)i 1-4. :1.0 IS. The l"(l~uQst wa forwan'led to the lllinoi~ Smre Bo.ard of Ed!JQtlOI\ by che Dis.tric;~''S accomey on ful~ 20, 201.5.. On )uly l<t. 2.0t5, coun~l for Disu\<:c 26 filed a R.t'~~ to ~l'e Ou~ Pro~s Complaint Notice and a Motion ~ Di$J'I'IiU. Qt\ the ground~ that the Pa.renu· Oua Ptocus Complaint was nol timely filed under che IDEA I:'W'O·~r Statute oi llmitations . .o This h~g ofT~r wa$ apJ:>Qitlted t)f'l july 1.7, l015, after or\e of the parties subslitute4 the urn hearing, O~r'. On Atlgus;t 6. 2015, the Pir~t$' .lnd ··~ attOfnty ~e<l a Re~pon~ to the District's tiocion to Disnll~1. and tM District filed a Reply to the J\eipon~e on ~~ternbef' 3, 2015. Th-e p~rties a'reed to use St.at~Hpoon$0red Medl.:auon. Mediation was uo~c:c:~sful. but nt:gotiation~ have cootinu.ed th rougnou~ ~ cound of this case.
Aft~ .. revitrwif'lg the Motion to Dism in, R.esponie and R~. al\d di$.tu:s:sifl& the pending Moci()(l with cOLm:s:et this heuin~: offie~ d~t.erMI~d that then~ wt:re ~s:>Yas of f3"' 'Chic required ,a
lt~:aring to drrt«;rmine whether tt\e w•chholdlr.g or inform.aticm exception co the Sr:atutt of limttnions ap~led In tht.t cue. tl
The Motion hearing WIS held at the admlnhtrative offices. of OI$VIC1.on November 19, 2() I.S, iind com pl&ed b)' ttlt«.lnf<.ren<::e oo December "· 20 I 5. The partie~ subrr'litt!?CI written clnsing artumen~ 0t1 Oe\:eMbcr II, 20 l 5, On DecEmber ) I, 20 i 5, an Ordt~r den.yi"8 lhe Motiol'\ to
Dismin wu inue-d. n In th.a.t Order this hearlrtg offic:~ fou~d that the P'a.renu h~d en.abhsi\od by a pn:pontier.a.nce of U\e ~..,l.den.hat they had request.;(! '" e"~alua.oon of. and had fre<iuently rats~ C01'1Cems :abcRJt , with Cis~rlc:t 2.6 naff. There w.as oothing in Uw: re:(otd 'Showing that they h;ad ever ret:eiw:<l a fle>tictl of procedural safegtJ~rd~ from O~ctiet 26, cr that tM)o had been pi;ft any proper written notice denying tlle:irr l'ei4UCi"t for an evaluation_ lrr the Order th~~ i$ 1\1$0 a fin<!irtg tha£ the Parent::s. WC>Uid Ye~"ety have me<J for a reql,l~t for a heari~ If the')'· had t>Hn informed of theirr ri~ while •. was a ~ttJdent in Di.nrict 26, Ac«'r<li:l'lm, th$ Parents w€re allowed w pr<X'ee<l to a due proce~~ hearing Oil th~it claim! for
r:omrensatory s.erv1c:~.
Pre-hearing c:onf01'~nces were ~;onv~ed on Febfuary 2. 2.0r6, and Mly 19, 2.016. Th~ pattie~ agree<! to hearinJ date~ Qf Septembet 20, 2.1 and 22. 2.0t6, ~lti:r efforu to sd1fodule a h~rin' prior to the 10 I~ $Ummer break w!Ue 1msur;ce$Sful due to the ~Rav.tifa!jlity of wicl'les~.
~q PO 140·141.
40 2Q U.S.L 1415 (f)(3}(C'J •1 20U.S.C.1415 (f){3)(Q)_
,.2 ~hool Vistrkt Exhihlt :.l.
7
This hc.anng, offic« has jurisdiction o11er Ehis matter pursuant ta the Individual~ with Disabilities. Education At:t (IDEA}, W U.S.C. §§I~. et fe<f., ;\nd Ule lllinots S<:tlool C<»e, I 05 ILCS 511-4-B.Oh.. !!t ~-
The 1$.$~ In tl-.1' eu~ are (I) mOYid District: .have ccmdocted a fult initia.l individualized eval\la~ion for. Jf\ kili<!Cir'tartt!O or fir-st gra64t (i.~ .• did Dhtrict .vioiate the "child 1\nd" r~uri"'Cfl''cnu. of IDEA}. {l} would. have been found eligible for $~i..:l.l edutOlUort at r;hac c.lrne, (3} If :so, as a (esult of the Di:mlct:'s failure co evaluate- Wfi$ 5-he wen ~en le-d FAPE, ~nd (4) did the proct!dural violation$ found~~~ restJil of tM htarl~ on tJ\t Motioo to Dism'-ss impoe<Je • .'s r~c to FAP£, 'Signmcant.Jy impedl? the Pmmts' ~poru.micy lO particip~Jte in the dec:lslon~makitJi ptocess ..-~rdin' the pr-o.,.i.siof'l of FAPE to. or cause~ Mpm'iltloo of educational benefus?
P:u~nts arc ~~log an Order directins Di!>trict. w fli'O't'i.de con)pef\lUOt"f s.erv1c~ to. ~lii~lly, thflir Due Process Complaint req~s.u {I) reimbur~mt1'ic lor p(rvate tutorini. and sf!rvices from Au,gl.l:St.. lO II w july, '20l3; fl) (WO summer"!> o! intarui'te interv~mion fcxu~ing on ..-~~ding art<l writing; (J} on~ hour per- week for two school year$ of 'therapy or it~te1'\l'endon (ocuhng on executive functioning and :mt'fltiOfl; (-4} othe.- rtllt-f as ~med apjXOpri:ote.
In addition. 'theil· <:losln~ argumMt s.pecifre:r. tha.t the two !>umme;s ot readang and wrtting interYeflclo-M should Uk€ plac..e :oc Undemood-SeJI irtd also inr::lu<ll math tutor-ing a.nd tran$f.i¢f'13tion' They an~ also re-qu~~ng ~0 h01.11'$ per Wt-ek fot two !>CnQ()I re:ors of r~ding. Wrttlng and math intl?f'Venc.ions anc;j tr:msportaclort nt'la.ll)', they ari! asl:in1 {Of' paymen~ of the cosu of the Schooi for the 2009·20 10 ar.d 20 I 0-2.0 II Khool years, tQ~IIn& $1 0, 9-4S.OO. 'rod $26S.74 {of r"~Oc'ds r-etrieval.
Burden. oi Pf'!XIf and.$~f)da.rd of Pri){}f
Tht party weki..ni r~ief ha$ the bur~n of ptoo( in a speci:al e.duc.,clon dv<t ptOC~$ hearini- The Pa(mt:!i have the bur4e11 of pr"oor in thti case. Sdlo(fi!!r v. WeQi!, S-4<l U.S. -49 (2005). The nandard of proof Is a preponderar~Q;l of the e.,.iden<e.
Flndlnn of Fact:
I. • wilt be II ~llor$ of :age ort Oc€o~r 1 s. 20 I &. She :mentb ~hool in Distric..t. 4nd i5 Ct.Jrren\ly In 6fth grade.
2. • ~tten~ Khoolln Dlstrlct.. in the 2.011.1012 :i~d 2.012-2013 ~cho~ )'elfl ~nci moYe<! tO Disttict. during the $Ummer o( 2013.
J. - did t'IOt have an IEf' or a SO<+ F'l:m during che time she attended $C:ho~ in District .. 8
4. DiStrict .d,d not: coMiuct an ll'litlal•ndividual~:z.ed tomprefolens.i·•e ~valu~oo~ Q(. whl!ln shtt wa• a nud.mt in the D~1itrid:..
S. Distdcc I pra'>'lded .some ~uppot"c seNk.e$ for •. $ucll u sOCial wor-k. oecup&6onaJ U.e.-apy USiStant<'l and r(!~Otlr<:G te.achl2'f 5ervkes in kst vade. She W'l)$ &iVel'l son;e acr;ommo-dlltlons ior hEr AOHO such al preferentral s.eatlng an<! r'li!petition during ll:.ind!t'g1rtet\ :md first grade.
~- from 't.M t.Jmt- ente~ pre-school the Parents pro11ctivety ~ootht servi.ct'$ a nc:l supports to assi~. induding enrollment,,~ private pre-s.d'lo-ol. hir'in,c of tutors, using 'd\e $C'Nkes ¢! - and oouininl ar; asses$meoc t;y the ••••
arran1i111 LWO private ewluation:s of' io 1014, <uld ;ottemptin' to $ecure school-based servir::es in Oiwio;. •nd Ol,.trlct .
7. The Parents if'lcurred tlu; follow in! CO$ts (01' priVate strri<:ot. from the Fall of 2009 tD
the Summer of lOll when 'they m<:!Yet:l out o( DIS1:naf: I g .school: $10.945.Wl
·Private T utor( .. J: $3,0 I S.CIO'+'
= Serri<es: $ t ,65o.oon TutorUP (): $4SO.o<'r4
8. D~trict econduc~ r;P\ild fil\o(j a('t.i'i'ltl~s throug,h advertising.. enrolling children transitionin:g frorn tlle Early tn~~ttoon syttem, providrng information on the Cinrlct'$ web site. a ~~ool ((:r»us (()( parMU, private scho~ proportionate share s.ti""'C:H
tMt lndu~d X,hOQI. ~nd pre-kinde('f<l.rt~n r~fm'ral ronn$ that ;are pro...tde<i ~o pre-sr;hools, ncd't al ~h-e ant Ms.- compe~ for- 47
9. The OI!Scr-kt. child finr.i prcx:ess wa~ lldeq~n.w t<> i·~ 1{04''rnll••s Parents of availat:>le serv.cu from District-when they enroJied. in in ~009--£010 and 20 I Q...2011.
10, •. ll parenn did nm. reqill,m payn>eoc by Di1critt.fcw the 11.11. pre·$<:hool pl'ioc tD or during her el'\rollmtnt ~~ Goddard.
II. a·s parel'tts did not re<1uest wroring sei"'''l(es ftom Di~>trict.or request payment for t.1Jch ~mces Crom Distrlcl ... iC>f to =-ecuring the: servi<;t;S o~. 8 , I • and J j I w du rint the provi.$i<m Qf suc:h urvic~. They asked M$, I ] lor ~ rec.ommenda.ciOI'l {01' a (LJtor for the summei" of lO 12 an<i ~t'Ht pro'tided chem witll d'\e n;une o{ a pou~1'1ciai wtor f<X" K.D.
12.. The only informacion in the reccwd rep-ding the private tLJtorint st!rvic.es o~ined for - by· her pilrent!i are the payment records and.'s t-estimony regardin& ttl~ general 'u~t areas of che ~utoi'il'l~.
'tJ Pareut:;' Exhibil62.
+4 Parenu' Exhibll67.
iS Parent$' Exhibit 66.
46 Parent~· ExhlbU 65., 47 Tcsti~nya~
9
I J. .•. w.u in kindefT-lrwn for:& h~H-wy during chc 201 1-2012 ~hoot yoar a.nd there ·Nere 34 children in the ~•a~~n:Jom. M~ Is an experlcndid elM'lent:Bry school teUher who h~ t~lning •n On:on-Gillingh;am. She moni~rect·:~ progre!Js and communiated with che P::u-enu.. She did no~ refer •• for a full tvalu3tlon bued ~ pon her o~tiocu and as~i:l:>-tments of •.
14. T~ Ea~yCBM screening res1.1l~ d\lrin,g kinderprttn showin~:. drop i%1 • .'5 phonemic. s~men'1.3tl01'1 $COl'~$ f~ the Fall to Wioter were not. in .1nd oi them~fves, $JJ{fl,~t l.O h>i'¥1! tri~r"ed il (uiJ tv:iJu<~tiOn or •. ,given that ~:his W41S ooly 4 S<;reenlrag, a $tUd~t al'l h:J.v* :t b:.d day, her raw ~ore incre.a!:e<l from Wintef' to Sr'J(It\g aM her percentile l/'l(t-eaSe:d $light)y rluri~ that time. Given the confli.:;c between M$ ... s tastlmonr an-d Or. 's concerning the s.i!ni(~n'e of che E:uyCBt11'~Uits, no deiinltive finding can be ma® th~t chis wu a r~ lttg to< th~ District.
15. - w:n ab~n~ 32 da~ <!uri~ the fine grade.
16. The Pa<&nu r~uested an evlilluation of .durifl! a me.ecll'g that otcum:d oo March Cl. 20 t J, t:h:oc invoived th~ ~r~nt:$, M$, and ~vera~ stttdenc support ~Qft',
17. The finding in the De<~m~r 31, 2015. Order tit;)(. Di~vict .did t\Ot provldt~ Parenu with notk4:! of procedural s.afeg1.J~rd$ u i:s r~ulr"ed b~ IDEA is confirmed.
I a.. District .dtd noc p4:'0'w'Kje pt\!lper' Wr'~tten no6ce to-s ParentS in r'espo.-ae co tht1r requem thu - be evaluated by the Distritt.
14J, - :md her Parenu mov~ out of Ol$1;rlct .and into Distrlc.t .durlrtt tbc- S\imml!:!r
of 2013.
20. Din.ri<:t ~ id not de¥elo~ i~'~ IEP for-In 20 I J • 1014 wnen she was in ~ond grad(!! . .... Wa$ put an to the Tide I reading progT-lrn ;~nd f\ n <IB ThtNl i$ no R.Tj <bt:i in the
!'t.(:Ord for th~ second gra<lt a!\<1 no docutnenution of her perfQ('nlJ.nc~ •n ${1'C()nd gr.lde.
2.1. ··s Parems obumtXl a pt"IVate evaluation b)· $ 1 • tl'l July, '20H. 1he e'llalunion was conducted by M.Ed., of f\~lei~, N.C., b)' web conference ... 1' Tf\e use ot ~b «:~nf~,.~~ll'lg to conduet .an e~tahJatloo of a dlild wilh an auention dtfld~ \II"'s questioned by Ms, ... M,, -and Dr. Th~ concerns. hsve V11icJity .a.nd diminish ~he r-ellability of ~ t-esting resulu c:o s..ome li!XtenL
'22. 11'1 s.tlptember, 201-4, Ph.D. was re(.4ii"H;(i by th~ ~rMt:s to conduct 111 neuro-ps)'ciiDlo&i<;•l evaluatl<:.ln <::~ ~~' The resulu Wef'C <"On~i~tent witi1 M$.
a I 's lindin(~- S.Om~ of Dr. t~rjng p4"0CtXl\JI"~ W!l'(l!' queslione<l by t-he ~ Dlscnct'' witnesses. ~~ The lack of c.ea<:her rating scal.;s 'l1'14 in·Kho-ol OMervations. ar"~ of particular COf\Cef'n,Sl Howev~. Dr. F a ;~ nl'ldln,gs aa 5Ubs4Ultiated wfl.en
f6 Ti!stimony of. -4'} Parents' Exhibit +I. 51:1 Pa~t\1~' F.xhibit +4~
:;1 Testimony Qf IJI_ •• I.and:··· .. ····· 10
viewed in the ~0Rt4XC or thotc S4Jisbtlry i!'i3luation ~n~ the 20 I s cll~blflty determifl:\tiOI"' by D~tritt. The Parent$ &ave Dr. ':a report tD Dktri<;c .u
13. DiwK.'t • co.ndocted ~ iun evaluatioo of- <14lrlng d'le 2.0 I 4-20 IS schooa ye.1r when .. was.in thtrd ~~de.. ~~t(;t" It c-~ivvd Dr. I Q 's r~port. ~· The reporu rtom the
Dis.trict e'lr.\IU<)OOt') ""*(v not offered imo the heirlng rec:or(! and tJ\~~ i' nothing in the rec~cf :'lbo!Jt tflt find ina!i ;md reoom rnendulon' ¢( thts Oi~trict f evalu.a.tion ~~m. Th~ Oimict.l£P rlm Is currently •n effect for- ~ut~ th4t Uw D~nricc. mtint Wil.li complet.ed on Febf'uar~ 9, 1015,15
l4. Distri.:tA nf"'S't de.,.eJt>peQ an IEP f<:~r. on March~. 2.01 S. The tha of tht IEP rs rl!'fere~ in a <locument tided "Additional Note$lln1<:Jrm:nlon'' dated May l7. 20 IS. tncf ~nclud~ as part of Pirena:s' &ihib~t 48.u
25. The March ~. 101$, IEP 'Hat not off•red into tht: reocor~ :trod 'there was no tes.timony abouc its concent.
2~. Con~st2Ilt with Dr. ·s ~ncf M~. 1 £ 's ev<ill.l~tk'~rll, Ointlc~. has d.etl;f'mine(l th.!~hai multiple dis~biltties, ioclud1Jl8 dyslexia and AD'Ti'D. Sh-e is \:UtN!ntly f~eiYing two hour~ per Ql~ of $pc!C:i31 re:.rling and literlc~ iM$CI'\IC:tl011 u~ng the Wilsoo Reading $yntrn51 and thirty minutes per ~y or r~SOUI'Cf? iflstnJction in mad'\. She uses lU$Isci>~e tctChnology and receive-s m,\n~ ac:c:ommodatioos and modiflt:nlol'l' f<Jr her IE!{Irning dinbll~. ADHD and ~xea.Jlive functkJning oi!>Ord~Y •• al$0 r~ei¥es extended sr;hool yea( (ESY) servic~ in the form of ln<lividual tutoriog.lB
27. ··s Parents. hold- assasUJd by Centtrs in june, 2014. Oecembef, lOH. Mar. 20 IS. and, mo~t r~encty of'> ~ptember I 0, l0l6.~9 These aneurni!nts provide 4 sr.ap$hOt or-·s academic ar;hievem~~ ~n reading and m:ttk b)l pt"cvid ina a g~de level ~uivalent scoce. The September I 0. 20 t 6 p-ade l.e'o'el equivale-nt in readillj W3~ 2-~ W" pt'(Centile) and 3.9 in nuV'I (27.,. percentile)."' AI. Ms.- 3.lld Ms.. Q I pt:~il")tced oot. thO!'Se scor~$ ~re <;f limittd vafue be<:ause the ~1)01"1$ do not 1r.dre:a'Ce the ~ting inm-umenu use-d, and chli!IC.klisl$ provided are not dear as to whMher they ue sundar<l recommendation~ or ~pecrfic:illr ap~iobte tOe Ms. r I ilso expt"tsSed concern ~bout r:he U$& of gfdde equivalency 1C:O(g,
16 .• t~s.tified th:n- caf'l comforttbly re;qd a book writum fOf" lhe end or sec:or.d grade or beginnmg of third grade Pe'o'el. While. is not a reacJint s,peclall~t. her ob:1.~eio..-, in li,gllt of her const$~n'tly 'ignilicam i1wolveme.n~ •n -·s eeucatJOS'Ial p~ me<it consideration il\ l•ght of tf1t ¢ther infom,ttclol'l en the recocd.
Sl !d.
-53 Tesclntony <.Jt111 s-4 Tesdnwny ()f-:)5 Parents' exhibit 48. ~D 12L
56 PEl 14L
57 Poi rents' E~hibit 49.
515 PD 134-13(J.
S'} Partnt:s· Ellhibits 39. 40. 42.43. +6,47, 50 and Si. 60 Partnts' ~xhibit$ SO ~nd 51.
11
2.9. The Parents are mast COAC:et"necf :1bout e:s ability lO rt-ad ancj write:. accordifll w -30. Th~ Stat~ Re<I<iillg lnscruction Advis.ory Group ~•ueQ ~ ''i\e<~.ding lnS.1.1'u<;~ion Eka.t Pract.i~;e:s
R.elated w D~·s.le::<i:l." r.;ap<Jrt in J uM. 2.0 16, th~ yean. afw. left Oistrk:t 26. The r~port c.:it•u r8'0Qarch from the ear-ly atld mid· 2000~ lor:tlca1:1rtg thal r-Mty phonemic aW4.reness. ooveloprMnr Is key If a yoUfll child i$ tO t;lecQme a r-eader. Th~ r~port nress.e:r. kinde~rten and flrn trAde innturoon In ~y lit~r<lcy skill~ and the impon;ance ot idel"'tlflcat!On oJ identifyins student:!. who m:ay n.eed .&<lditiOl'lal s~IJ group tn$ttUWon ;n phone-mk awareness.~' Consis~en~ wiU. Or. 's report ;and mstimany. the report cite:s. re!learch from l003 sb¢wu;g that bn.in sc:~ns of dy~lexic. lc:inderrrt.en~rf. and tim graders who h~ve l:>eoen~ fro-m a ~rs' worth of tA!"¥eted imtruclion ~Qrc to resemble tho$€ of <;.hildr~n wt'oo have never had any difficulty .-~ding.~
31. B.ueQ \I pol\ th• (QstitnOtly of Ms. - and Ms. - D•strlct • $. practices regarding the e3rl)" idEntillca()on of c:Md ren Wi(h <l]"$lexia like- :~re oul of $~p with rttearth cited ilOOVe th<llt W'al avalb~t when -w:~~ a scuden( in T;he DiHrict. Mt. (\X
t>'..atnple, could not recall any Hudent ""'h¢ ha.d ~n diagnose<l with dyslexill before the third grade.
District .sht-.wld have e'la.lua.t4d K.O. to determine jf $he nad a dlu.bility.
JDEA requires s.ttte:s tf.) n~~e In efi~ p.c>l~i~ ;and procedures t.0 \Hlil,lt'e chat all t:hildnm with t.fls.tbWtiu, reg;~rdless of the se·l(ef'lt)' of their disabiliey, who are in oeo:cf of $poc<:i:al tducation ilncl relac-ed ser-vice-~, are identified. loat.d. al'\d ·twaluatt-d. J.f C.F.R. § 300.1 f I {a)( I}. Whlkl the Di$uict's gcn\\tal child Rnd pr~ure$ as de$Cribed by Ms. Thomu seem ~ppr~latt, [M child fin<:! process at it perQinecf co • was nawed.
The $ru'ldatd in e:r.tat;Jtis.hing wt-.ethtr ~ school ~i~trict has hiie<l ~ idet'\tlfy 3 student with a. disability is thar. ~ dinr"let ha.s overlooked dear s~i of .a dls:abflity, was negfige:n~ in t.lil•ng to 04"rjer tewng. or had no rational [ustifk.ation for 001: de.cldlng to evalu:ate the c;hi ld. Oem<Jrws L v . .Board off.t:iucr:Won crr.hc Ott o(Chcago, l>4t.rkt 299, 6J.IDELR 13(N.D. Ill. lOI-i) (quoting &lord c(E.doc o(~yec:te Co~.~my, Ky. v. LM. -478 f.3d 307.313(6c.h Cir. 2007)).
C lea.r ~n:s of a dis:.bility $UMed With th~· refemsl irt Ma~h. 10 J I. The Paresu.s' reques.u ~nd their' cf<~termin:~tion and tlfl'ora to auist. starting with - were also red flag$ that should have been <:on~~ered.
However, Ms. 1 's. reluctance co refer- ior :~.n e;.alu:~tion in kinderg;tl"t~l'l 'n'iiS
re.15Q('Iable gl11en the limited time she h;)d with her stude-nts each day. ~M numbclr of children In the c;lu.sroom, t.h~ pruuesse seemed t<:> bet making. :~r;.d the out<:ome of the Kin.derprte~ Sct'e{:tllf'lt in February. 101 L M,, s aware O .. $ i!.ttflntion defi~;it. bu~ h:ut re-non.able jll$lificltio" rr:x- mcnit:onng c:J~>r'ing kifld~gart.t?11 and noc ~ftrring her for «n
61 Par-P.nt ..,• F.xhibtt 57, PD 111.
~ PD 172.
12
evalLl.l.tion. just as M$. was justlfiecJ In wafting uttr.il Match of the 20 I ()...2.0il ~hool year to m;,~ ;, r~erral to OI$'Ciie:t. «> she could obser\'e and try d iff e.-em tnterYertCion$.
The dearest sign tl'l::n somo-thlng wu tttrkJ~..t;ly <ami-s5 was duri.nj ~ fi~t gn,oo when •• had lt'l exc:H"Sive n~.;mb.!r {.32) of absenct;~ ihe Oi$clicc w.u &ware of her reiU(.t.lnc~ to go to school. and school 'ioO.a.l worker a:u~&ned to provid!' some ;assj5tarx:e forW The Parenu .,~clearly cotnmunkated to the School OistricL ~r bel~r dl<lt.'s attendan<:-e Issues and the difficulty get:Ung out ~door in the morl'llng had tO do with .. :. learning problem<i and her 1i:el{-.;~t~m i$wes. Tl'us should hav8 triUered a full evaluation when consKiered in the li~c Qf other :.Yall.a.ble lnform:11:le>n.
If K.D. had been ~ived a comprehtnllve artd «-adivirlualiz.~ eva.ktation by O~t:r'ict 2,, she would ha.ve bMn found tllglble for llipecial eduCltlon servlc.es.
We may not ha"e a complete di~)ti<; profile of .. All o.f thr screen~np and eva.ll)a~ioos ill the (O<OJ"d have s:ome lrmimtions :and flaws.. a11<1 we l.rt mitlif'll some inbrmation. mon ncctbty ~ Oinrrct .evalwtiQn in lO 15 ~nd the IEP writttn durin' the third grad~. HoweYer, thtr hrent:. h:m.~ ~Q~i$hecl !)y a ~p011derance al ti'Hl e·~tid~H;e chat •. hu mulu~e disahiHtie:., including d)'$lex..a and ADHD. Dr. d s concltJ\ions !fpear to be on or ret and ~re remarkably similn taM$..-·,, in ad<ll~ion, Dautic:t .has found ~li!lble clu.e to multiple di~bili~ie$ an<J lu ~ IEP Ser\ll!A!s retle('t the ma~r rc.--omrn~ndations of Dr.
Gtantt:d that Dr. • and Diwit't I dlci I\Ot ~uab £ until the t:hird ~rtde, whet' S)'MptOrns of dyslexia mi&flt be more app.ar~t. Kowever. the: res~n;;~ ps'e$~~ed by the Parenu cited by the Sute ~ar<l of ~uQtion't r'tading advisory commi~ clearly $h¢'1'VS. tl1:.t <lysl&x.ia ca.n be di~~e<J &t tht! kindergarten or ii~t gr~ ~eli and addras~ed through appropi"iate interventions. 1n addir:ion. Dr. -.a·, tt.nim~y was persuas~ve :u w the impomnce of early interVention for d~·,lex.c ct:i1i'dr"en.
The failure to naluate K.D. ,esu~ in th• denha.J of FAPE.
Clearly, if. lud i:>eet'l evaluat4!1d and idemilied early a~ 1-laYtn!J. the <lisabilities she ir. now knD'I'ffi lO h:l"'e. a A IEP would fu11e been wri~en for" her in first grade and more nr~t:tiired and intensive inter"'klentioM m reading. s~lling 4nd writing would have been provided w•th me.a.sur~ g·~s and btndun.ark:s. It i$ haro w $l)'' whe<her she would be ret<ll!'tt at grade lev~l now nad she r'eceived .nn.lc:ture<llittJrac:r tr"'l.ining in the firs't. gr4<le"1, but it is very likEly that the failure to proYidd s.uch individualiz.ed e~nd ~truc:tur~cf l1t~raq servi~~ QIJ~ e<.!ucational lo5$ln<l she wouid be reacimg at a hlgfttf lel'tl now. In regard oo math and other areas now ild<.ln!:'Ssed in he.- IEP. it I~ undcar whether she lost e<Jucatlonal botr'H!fit The mo$t i~>&>QreJlC arta of lo~s ror -is in r~d·ng and hsnsu"ie iirt..s.
The Oiitriet't procedural vtoJ.atiom. de.nl&d tM P.arents a meaningful opportunity to partlcipa~ in the ded5ion-maklng proclln rli!a:.uding the provl~on of .FAPE and r•sulted in the denial of fAPE.
Gl'l'M the record of p.areflt.al 4nvolvement in this Q$-e, there i$ a. strong likelihood that. If th~ Parent!. h:~d ~n ~dvis4d of their procedural iaret;~rds, includinl the right to r11<1uest lnd~ndenl edt.Jcatlon~l evaluations, seek mediation ¢1" file for m due ~~eu h&ring, the5~ p.a~u would have done tverythi"C in their powe..- c.o seek sertke:. for e from District 26.
63 Tc-st:imOI'l)' of Or. -
13
Th~ r~c:or'd support! the (QII(;Iu~ol'l that tr-e P11rents would h<t11e udlU.~d tho prtXedur.:Jf twis availlble to th~ to s~ure SeNIGe.s fOf' .... if the)' h.B.d been f.lware of them.
A hearing offic~r may 4!wa.-d aggrielo'e.d pa~nf$ Md ltuc.lll!flU <~pprotJrine rellelln<:lu<li~g th~ equn:3ble r~medy of c:ompens:uory ~t.J<1~tOn. Demorcu1 L v. &ord a(&l\l,.otion o(UJi Ocy 11{ Oucogo.Oistr~ 199,63 IOO..R 13 (N.D. ln. 2014). rile Sev~rtth Circuit hn not a-. yet determlntd ~ standard for dettrrnin irog the Mture, amount or du,...tion oC compensatOry sai"Vkes. Howev~. lllinoi$ f~tral district courts h~ve followed the !ubjerov~ approJ..th >lQOp<ed by the O,C. Ci.-c.uit in~ ex rei..~ v. Diwicc ofCo.lumbio, -401 FJd S 16(D,C. Cir. 2005). M1nor T.G v. Mid.land Sch. Dist 7, ~ F.Supp. 2d 901 (C.D. Ill. 20tlj. Compens:atory eduation $houkl b.e "reasooably calculat~ co ~,..o.,.idt~ the e-duc:ation:tl Pe.nefiu that Ilk~ I)' would ha.ve accrued from speciJI eduo.c.ion ~ICt;l the school distric[ should i\aye supplied in the l'irst pta~". td.('quc~ng: /?.et<J. 401 F.ld at 52.3).
Ol$trict .s c~nsel cor-reetly tr'gue~ rlut compoenutory eduu.oon is an equi.;able remedy. requiri"g the lw!a,-ifl,C officer to weigh tl'le equities for JM apin$.t e-;~ch party. - dloukl re:ct:iYt' iome com~n.s:.nory e.dueatl~ sarvit::es. The key question Is how much, wtl~t cypoe :.I'Jod for how liortj.
Par2flts hJve re-q~en.ed tpoeciik compensa(ory servke$ ~nd eot.t reimbursement. Their requcr.t for relmb-.JW'$em~nt for tutoring .and ocher p!'l;oa.c~ ~rvic~?S they obtJ.in~ can b4.t addnm;ed ,s. fQIIo'Wlh
I. ThtJre is oo s.uppcn; io ~he l'e(Of'Cf for ordering Ois.vi<:t .to pay {a.- the C:O$C or .-School. The re<:ord supports a. conchJs•on that the Dis~ril;t'~ ~Mral child
iind p.-ocedure' wet"~ :adequate. TherefOre, Par~t;$ t.hou&d have t>een ~ble to obtain infonn:ttion abou~ the a'tailai:Niity oi pr~·~lockfgarum servic!!:i. ()ft'~ed by th&l> District beJore they ~rol1~ in St a Th-ere ~5 no evideJ'lc:e il1 t~~ rt(:Oid showtng mac the Parents. were nor: aware of the Dirtrict's ~rly <:hildhood (ages .3-5) ~ervict$. There i~ a.lw r.o re-cord of th~ Pirenu ever rf!<tuesting serviC:e$ (rom d'l& Oit.tric:t befQf'e they ~rolled- in I~ tither of the r;wo ye.trs. attended £ 3. The District ts. [)()C ~Spo.lt.ible for rl\e co9l of "the Par'<lilnts' choice tO p~r:~ into •••1 Tner.~ CO$ts Jre d~~d.
1. Reimt>urn:mMts lo.- the ~rvic;e$ of 7 E and ttle prmte cur.orf<~g !ie.-vices of:.n<l ... { T ) are allo dante-d. The flArenu obt:ained these privite $oCNiGt~ without notf¥ng the Disttitt The Sc:hool Ol,ttltl hilrl no opportl.lnlty to p.-oride servic~ directly, ta consider whe'l:het th~ service-s were 'al>fJt"Opliate fa.-- o,. co e>tplor• other option$. lrt J.dditloo, there is n01;tlint •n the record thu 5-t'!ows the sp.edfk service$ - re<el"ed from the$e pmvldt!rs other than pa:r-me-nt records lln4 -5 r.e~~imony abOUt the ze-r~e~l $Ubieet ~tter of che CUT.Oring,
l. Pllrenu have J~e<l ~or r~mburs.mi:N1t {or ··re<;ords rtm'reval" in the &mount of $2.bS.H. Thtse appoear w be tltlgacion costs r:\ther than ~di..IO.tian.al ex.pendJt:um forThere is 'n in.,.oic&l' In the .-~cord. but no ~eStimony w.u tfvM about the expenu~. In J.ddition. che District wu never put on notice priOl' to the hearing \h!t ttl& Paren~ wol.!ld b& sa-Eking me reimbu t"Miment of the~e ex~l'lses. lc woold be lnapprclflri:ue to
H
or<Jef' ttw.! Dlm'\ct to l)aY expoen.:~ u a com~(l~t()ry s.ervk~ thu are not re'-'lted tQ
~ 41dU(1UOnal ru!H!sdl of. Reoimborsernent ior records rwiev-.\i i$ diflted,
- ~hQUid be awar'dec som~ cOO\ptMatory t!ducation.al s.ervices. Determi11iog tne amount. type ind d1Jru.ior1 requires a babndn~ of f:qu itie,s. Flr'it. the~ ar~ lar::tors that 1Upt:Ktrt rhe Pate11u· r~ue~ for ~.-vices. The~e loclude che IO$S of educatiOn.:al ben~fits e~i~lly in the :af\'JAS of re.adi.ng. wridl"'! al'l<J spetl•ng <!ue to d'l~ DiHtict's failure to evalu:u.l! • by the rirsc grlde- 01n£J t\OC providing ~ strutturi?d lite1'"'a.CY intervent.ioos ~he oeecJe<l. TM)' aho lndud@ th~ violacl~' of im~nt procedural righn undec- IDEA .iiKM u proper wlitU>n notic~ and notict? o1 proc"edunl :saf~~uar'd~.
On the other h;u1d, there are ~table COIUi<itratiOn$ that weip in favor of Di.scrtct • -last a tee~ Khool In Dlstrkt. three yw-s :l80· She bas $carleQ her third )'flf In Ols~ She did not have an IEP in s.ecood grade ;4 nd mo~t of third vade. She was no' e'll11uated by District. untU Febru~ry. '201 S. We <lo not have the DistriCt .e'l'lluation fiJlcilrrg~ ar.d fe<:OIY! menr:latiOM which, accordini to. includ~ evalu.al)ons ih 0 T, speech/language a.nd au~1tl\l!.'l UKI\nology. It is rea$0r,~bie to conclude tha~ part of .. .'s educ::.tiol'\.1llo$..$ c:an boe attrioot~ w Di:strict I r'loOC Dir.tri~t. On cr<»H~xa.minatian Dr. . • tht Parent~· e:>:fle!it wrtnes,. ~dm1tted she ~ould not offer m opFmon ~ w ~e res1=.onsrbtla~ for -educ.anona.l to1~ betwe<:l\ District I and District~
The competts.o\t.Ot")' s.ervlc~ s.hoold focus on I iter.~.q skills. Ac:cof<i i~ t~ this is th~ Pli!J"';nu· mall' C:O(IC:~. There ts insufficienl evidence "to <:orKiu~ that compensu.ory 5e~ei .are wa:rran'CJ!:<d lr\ 0{~ areas such n IT'W.h, ADHO. OT, s~<:hll3ngu~e or E?X~uti\le fui'IC:clo.lling beaur.e we ha.v~ insufficiern il\formi!.tioo in tile tecord upon wni~t, t.O (On<:lude that ~he s.uffefed a loss of b.er>e~'l'. in those are.u that is attribi.SUh~ to Dinricc •
.. is c;I,Jrrenuy r-ec:elvlng two hours a d:ty of Wilwrt rea<llr.t lnutuc.oon. tf the goal is to ~ctvance w closer to gr~de level in rnading fu~~r so she~ "'rei.\ding co Jeafn inst2ad of learning to read".~• it is reuonabCt: to conclude that s~ needs acJctlcloMI Wilson instrue\ion to wpplement whu she is re<;ei.,.lng in sc:h.ool ilnd throuih hi:r E.S'r serv~ Thes~ su~m2nljLI ft4!rviC€S wi II hopefully eNbl~ her to mO"\Ie U.ro1,1gh the WllsO<l S;ttlf>' more npidly. D~uict. •S
rcssponsibae for ;j reasoo~b:t~~ ~!\art! oi the co:ru: assoc;i;lte<i with th~ comp€mu.ory $-tri,J~red literacy Si'!f"Vi c.e ~-
~r~nts NVfl tt-quested two summer$ ol inttn,i'it interventions in c~e Llnc$emood-Betl program, piU$ a<tditiooal tutorit\( !~$iOns. Tbe rou of LlndemoocJ·Se11 alon~t is. in excesl. of $20,000 ~r ~ummet<, ae.:ol"dmg to. a.ndl C cite Parents' and··~ e<.1uc:atlon advoate .... e.-stlmatf:d the CO$( ol a WiiS.OI'H:rtiJK!d tutor at betw~ $50 1:0 $60 per hour. In balan(ing the !i!!<JUities in ~hi~ Q$~ Parcsnts' 1"e<JUe-s.t excee;.d1 wh&t Is. I""CUUnable and equi~ble. A more modest level of ~ervices {QI' a s.hortff dur..uion of cime ii fafr af'lod appropc-iat.e.
I, Ointict .shall provi~ ~n't'{ OM•hout iodividuai nrur.:tu re<! literacy tutorial $euion' to K.D. eitha- dir~t~ or Ulr'OiJ!h a priv;ote tucor.
D4 Te:)timony of Dr. Oflwson.
15
2. The tutor rniJst be tr.~.lne<l in ttlc Wilson Rtadln( pro~ram ~r'ld provide in3truccioo to .. u~i1'g the Wilson p.rogram.
3, The Wlf$0f' wtonal strvict$ must be f!rovided in caorditlttir>n witl'l the Wibon instruction •. re:ce.N~ in Kho-ol aod through htr ESY s£rvices. T~ compen~wr)' Wilwn tut04"11'1g rna~ be pro'l'lded bye·s E.SY Wilson tuc:.or. if lk\1\t <"an be arra.n&od.
~- T~ wmpen$.3.tOry Wit~n tutorial ~~SiO!ls shajl be provi~ for IQ weeks ov~r tfleSummff of 10 17, two one- h<M.Jr sessions per wee)(. lr pracclcable. The parties may .\grt:O on other muw.Uiy convenient s.t:hedullng suck as aft&(·~ehocl or weekend senions durin(~ c:~owrent s.chool y-ear or during the 2.017-2018 school y.eaa·. Howe>~et", unle$s the parcies otherwiS41 atret!, the twe21ty tutorial ~J$ion~ shall be comple-te£! no later thal'l O.cember ll, 2017. 10 ensure "that. Is. abl~ to be~fit from the $e$Sions a~ ~O<>I'l U p¢S*ib\e.
5. Drstrict.'s r~poM$ibillty for the ~n of tl"te <:ompem;atory Wil$0rt J\e:ading j:lrogram tutorial ressiOfls 'h-all not exceed $60 per hour.
& Distr-kt. shall :u'!'"lnse or provide t:ransportatiOI'1. or relmbutu the P';Jrents ior the .-easonabf.e cost of tran3-poruti04'. nec<:u.ary for. to receive the (;Ompe!'ntory Wilson F\.eJ.d~ program tUtorial SCr'(K.':C~ Reimbursement stt.all l)e m~cJe 1n .tcrord:mc:!? with DistrictW t:ravet relmburs~mMt policy a.nd procedur~.
App.al Rights
Thi~ i~ the fin~ I administrative: cle~;i~iOI\ in ch~ mauet. Pu rs..uant to I OS iLCS 5I I ~-8.Q2~(i) any pa.rcy ai!!g~ved by thts Hearil"'g Officer'~ d~Uir'mFnation m'iy brir\g ~ civil actior; in an~ St:ne wun of ~Qmp~tent jurisdiction or in a Di$trk:t C.ou rt of the L.Jn~re-d St.a.t<:S without re.g:ard to the amou t\( in controversy wiei'lin OMI .-,~.~ ndred and t'VIfertty (I 20) tla7J rrom thG date the cle<;isl.on is mailed ro me par-ty.
Compliance
Purs;uanc w I 0.5 II..CS 5{ t 4...&.01a(h ), the Schoo' DistriC't wall submit evidence of corn ~i;mc:e wich thl$ Order to the lllinoi~ S~te- 8oard of Education upon ~e Implementation Of" completioo of 'tM ~ices :.n pro¥lde<i in thi-s Ordtr, but no later c:h:.m O~embcr 31, 2017.
Right to Request Cla.rit~ation
Pursu~.nt co I 05 ILCS 511<4-S..Oh(h) el"th(:l' parey rt\aY request clarificatiol\ of thrs decision by submiuifl~ a written reques~ to the Heating Office-r within fiye (5} d-a~ of receipt of the dodslon. The reqt~est for c:la.rifie-ation siull specify 'he por'don of the deci~ion for Whl(;h datiikat.ioo i~ ~ought A cop~ ol the req~t $hall be m<ul~d to all other p~n)H ~nd to t:he Illinois Sate ~rd or Education Provam Comp4ta"c:t Division, 100 North Flrit ~treet. Sprinpei<J. lll~noi~ 62717. The ri&f\t co l'equeSt darific:ation QC>e$ oot pe-rmit 01 ~rty to requen rewrui.deration of the d&i!'.iO(I rtS~f <tnd tin!- Hearir~~ Officer is i10t authorized to encerttJn -a reqije1c for reconsi.der~t~Or\.
16
CERlfEICATE OF E·MAIL SERVICE
I, Philip C. Mils.k. tmp;u-r;lal Hearing Officer, hNi?by cenlfy that the foregofn~ Final Oe<1scon ~n<i OrdN ~~ $erted on the followin' coun~ of recor~ In thi' m:Jttl?f" and the llllrto;s Stat.B Board ol Eduuden by G-mail on Oc;toOer 6, 10 I 6:
Andy Eulas' Due Process ~rll'\gi Coordinator lllcnol$ State Beard of E:duatloo I 00 North fim S~e-t Springfietd, ll 61777·0001
0::># a)iU__ Philil) C. Mil'.k
~TJFI~~.:noN OF CERTIFIJO HAIL SEBVICJ;
I, Philip C. Mll.s~ lmp.utllll Hearin!; Offic2r, hereby <ertlfy thlt the for~~~ Fanal OEci$iQ, and Order was served on the following rndividl..t;lli by ccitifled mail retur" rt'lceipt reque:stet:! on Oo:obt:r 7. 20 16:
17
a 7- 1
Hi
