ACTION ALERT!!! Senators Introduce Bills to Provide Emergency IDEA Funding

On Monday, June 29, 2020 , Senators Maggie Hassan (D-NH), Chris Murphy (D-CT), and Chris VanHollen (D-MD) introduced the Supporting Children with Disabilities During COVID–19 Act. The bill would provide one-time emergency funding to support Individuals with Disabilities Education Act (IDEA) programs during the COVID-19 pandemic.

The bill acknowledges the disproportionate impact that in-person school and program closures has had on many children with disabilities and the unprecedented budget challenges brought on by the pandemic. It provides emergency IDEA funding to address these issues by specifically providing $11 billion for grants to states, $400 million for preschool grants, $500 for programs for infants and toddlers and $300 million for personnel development.

These funding levels largely reflect the funding request CEC put forward in March, which over 5,000 grassroots advocates supported through the CEC Legislative Action Center.

Today, Tuesday, June 30, 2020, Senator Patty Murray (D-WA), Ranking Member of the Health, Education, Labor and Pensions Committee, introduced the Coronavirus Child Care and Education Relief Act along with 15 of her Senate colleagues. That bill would provide $345 billion in additional funding to the Education Stabilization Fund, authorized through the CARES Act. It also provides $11.9 billion in dedicated emergency IDEA funding but fails to include funding for personnel development.

Both bills are partisan Democrat bills in a Republican-controlled Senate, so they are unlikely to pass. However, they are markers for Democrat priorities on the next COVID-19 package.

Action Alert

As the Senate begins to put pen to paper on a possible next COIVD-19 package, now is the time to amplify the message that emergency funding for IDEA is needed. Tell Senators Murray and Cantwell how important IDEA funding will be for infants, toddlers, children and youth to support ongoing services and education during the pandemic, whether in person or at a distance. Please go to CEC’s Legislative Action Center to take action today!

 

 

COVID-19 (IDEA and § 504) Case Law: Limited Beginnings and Potential Analogies

COVID-19 (IDEA and § 504) Case Law: Limited Beginnings and Potential Analogies by Perry Zirkel

The primary two-part question arising under the IDEA and Section 504 are (a) has the district denied FAPE to the eligible child and, if so, (b) what is the resulting relief, typically but not exclusively in the form of compensatory education? Beyond the collective policy issues for state and local education agencies of whether and how to provide what is variously called recovery or impact services, the case law will inevitably decide this two flowchart-like question, along with various other issues (e.g., child find, eligibility, and ESY), via two separate forums: (1) the adjudicative avenue, starting with due process hearings and ultimately culminating in judicial rulings, and (2) the investigative avenues, which are the state education agency’s complaint process under the IDEA and the corresponding OCR process under Section 504 and the ADA.1

As of January 28, 2020, I have only found one court decision and two state complaint decisions specific to these COVID-19 issues: the federal district court’s June 19 ruling in Chicago Teachers Union v. DeVos, and two earlier state complaint decisions from Iowa and Kansas. All are relatively narrow cases, but they illustrate the impartial legal lens of these two decisional avenues.

The Chicago Teachers Union case was in response to the emergency-type request for a temporary restraining order or preliminary injunction focused on the alleged Chicago school district requirement for every IEP team to meet before the end of the 2019–20 school year to develop a remote learning plan for each IDEA-covered child. Read the decision [PDF], which is highlighted for your convenience, to see the court’s denial of the teacher union’s motion.

The Iowa complaint illustrates the much more frequent likely claim that the school district’s remote learning plan constituted a denial of FAPE. Similarly, read this decision [PDF] to see—again with my highlighting in yellow—the state education’s analysis in favor of the district. In addition to the examination of relevant legal authorities, this decision is based on the distinction between mandatory instructional services, which was one options for local education agencies (LEAs) in Iowa, and “voluntary educational enrichment opportunities,” which the option that the defendant district chose.

The Kansas complaint concerns the more limited issue of access to student records per the 45-day timeline in the IDEA regulations (34 C.F.R. § 300.613(a)). The district did not meet this deadline because some of the records were in the school building, which was entirely closed due to the pandemic. The complaint investigator found in favor of the parents, reasoning that neither the U.S. Department of Education nor Congress had waived or otherwise adjusted this regulatory requirement and, thus, it remained binding in the absence of any mutually agreed-upon extension. The corrective action included training and to have multiple methods of storage in place that assured access in the event of school building closure. Here is the decision [PDF] for your own review.

In light of the obviously limited decisional authority to date, I have provided the following outline of a sample of potentially analogous judicial case law for addressing the central FAPE issue:

IDEA:

    • not an excuse
      • cf. Mills v. Bd. of Educ. of District of Columbia, 348 F. Supp 866, 876 (D.D.C. 1972) – If sufficient funds are not available to finance all of the services and programs that are needed and desirable in the system then the available funds must be expended equitably in such a manner that no child is entirely excluded from a publicly supported education consistent with his needs and ability to benefit therefrom.
    • not a change in placement
      • V.D. v. N.Y., 403 F. Supp. 3d 306 (S.D.N.Y. 2019) – denied preliminary injunction in part because stay-put is not intended for enjoining systemic action
      • N.D. v. Haw., 600 F.3d 1104 (9th Cir. 2010), vacated as moot, 469 F. App’x 570 (9th Cir. 2012) – denied preliminary injunction against systemwide furlough Fridays – not a change in educational placement (triggering stay-put) under the IDEA – fact based (e.g., no complete cut-off) – commenting that “[the] claim is more properly characterized as a ‘material failure to implement [FTI] the IEP’” (citing Van Duyn2)
    • possible resulting FTI denial of FAPE on an individual case-by-case basis
      • e.g., Alex U. v. Dep’t of Educ., Haw., 62 IDELR ¶ 104 (D. Haw. 2013) (sufficient mitigation via “adjustment program”); Noah D. v. Dep’t of Educ., State of Haw., 61 IDELR ¶ 243 (D. Haw. 2013); Haw. v. C.J., 58 IDELR ¶ 10 (D. Haw. 2011); Dep’t of Educ., Haw. v. T.F., 57 IDELR ¶ 10 (D. Haw. 2011). Dep’t of Educ., Haw. v. C.J., 58 IDELR ¶ 10 (D. Haw. 2011); Dep’t of Educ., Haw. v. T.F., 57 IDELR ¶ 10 (D. Haw. 2011)

504/ADA:

Compare McDaniel ex rel. E.E. v. Bd. of Educ. of City of Chi., 2013 WL 3872807 (N.D. Ill. July 25, 2013), denied class certification 2013 WL 4047989 (Aug. 9, 2013) – (preserved disparate impact and reasonable accommodation claims in wake of closure of several district elementary schools due to fiscal crisis), with Smith v. Henderson, 982 F. Supp. 2d 32 (D.D.C. 2013) – requiring intentional discrimination (not disparate impact) in wake of school closures for district reorganization

ESY:

Finally, here is a quick compilation of the primary legal authority specific to the immediate issue of ESY under the IDEA:

    • regulatory criteria: 34 C.F.R. § 300.106
    • judicial precedents:
      • Battle v. Pa., 629 F.2d 269, 280 (3d Cir. 1980)3 – We believe the inflexibility of the defendants’ policy of refusing to provide more than 180 days of education to be incompatible with the Act’s emphasis on the individual. Rather than ascertaining the reasonable educational needs of each child in light of reasonable educational goals, and establishing a reasonable program to attain those goals, the 180 day rule imposes with rigid certainty a program restriction which may be wholly inappropriate to the child’s educational objectives. This, the Act will not permit.
      • M.M. v. Sch. Dist. of Greenville Cty., 303 F.3d 523 (4th Cir. 2002); Johnson v. Indep. Sch. Dist. No. 4, 921 F.2d 1022, 102728 (6th Cir. 1990); Alamo Heights Indep. Sch. Dist. v. State Bd. of Educ., 790 F.2d 1153, 1158 (5th Cir. 1986); Yaris v. Special Sch. Dist., 558 F. Supp. 2d 545, 551 (E.D. Mo. 1983), aff’d, 728 F.2d 1055 (8th Cir. 1984); see also N.B. v. Hellgate Elementary Sch. Dist., 541 F.3d 1202, 1212 (9th Cir. 2008): JH v. Henrico Cty. Sch. Bd., 326 F.3d 560, 567 (4th Cir. 2003) – ESY requires that “the benefits accrued to the child during the regular school year will be significantly jeopardized if he is not provided an educational program during the summer months.”

1 Both of these investigative avenues, unlike the due process hearing route, does not have an automatic right of judicial appeal. For OCR letters of findings, the limited opportunity would be to challenge the agency’s enforcement. E.g., U.S. v. Gates-Chili Cent. Sch. Dist., 198 F. Supp. 3d 228 (W.D.N.Y. 2016). For state complaint decisions, the minority of jurisdictions provide for judicial appeal, while a few others provide for administrative review. E.g., Perry A. Zirkel, State Laws and Guidance for Complaint Procedures under the Individuals with Disabilities Education Act, 368 Educ. L. Rep. 24, 43 nn.72-74 (2019). https://perryzirkel.files.wordpress.com/2019/10/cp-state-laws-and-guidance-article.pdf

2 Van Duyn ex rel. Van Duyn v. Baker School District 5J, 502 F.3d 811 (9th Cir. 2007); see also L.J. v. Sch. Bd. of Broward Cty., 927 F.3d 1203 (11th Cir. 2019). For a more general overview of the FTI case law, see, e.g., Perry A. Zirkel & Edward T. Bauer, The Third Dimension of FAPE under the IDEA: IDEA Implementation, 36 J. Nat’l Ass’n Admin. L. Judiciary 409 (2016). https://perryzirkel.files.wordpress.com/2017/04/zirkel-bauer-article.pdf

3 For other circuit court opinions that followed this rationale of Battle, see, e.g., Ga. Ass’n of Retarded Citizens v. McDaniel, 716 F.2d 1565, 1576 (11th Cir. 1983), vacated and remanded on other grounds, 468 U.S. 1213 (1984); Crawford v. Pittman, 708 F.2d 269, 1028 (5th Cir. 1983).

OSEP COVID-19 Questions and Answers

OSEP COVID-19 Questions & Answers: 
Implementation of IDEA Part B and Part C Procedural Safeguards

The Office of Special Education and Rehabilitative Services’ Office of Special Education Programs (OSEP) released Questions and Answers (Q&A) documents in response to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part B and Part C procedural safeguards in the current COVID-19 environment:

OSERS/OSEP will continue to work with state and local leaders to identify any additional areas where it can provide information to support stakeholders in their important work.

For more information about COVID-19, please visit:

House and Senate Education Committees Conduct Hearings on Reopening K-12 Schools

In the past week, both the House Education and Labor Committee and the Senate Health, Education, Labor and Pensions (HELP) Committee conducted hearings to discuss the challenges facing states as they look toward reopening schools in the fall. The hearings were conducted as Senators are faced with deciding how to move forward with a possible future COVID-19 response package and what to include in that package. The House passed the $3 trillion HEROES Act last month and continues to pressure the Senate to act.

In the Senate, the hearing, COVID-19: Going Back to School Safely, focused on the realities that schools, districts, and states are facing, including adherence to guidelines from the Centers for Disease Control and prevention, additional expenses of reopening and maintaining social distance, and looming state and local budget cuts.

“This is a perfect storm as we face increased needs and decreased resources,” said witness Matthew Blomstedt, Nebraska Commissioner of Education. Panelists discussed additional issues, including:

  • The dangers of in-person instruction for high-risk students and educators
  • The major challenges with providing remote learning, including access to the internet, devices, and assistive technology
  • The need for schools to address student learning loss and educational services gaps, especially for students with disabilities, homeless students, and others
  • The potential need for legal liability shields for teachers and schools
  • The school lunch program
  • Confronting systemic racism

The House hearing, Budget Cuts and Learning Loss: Assessing the Impact of COVID-19 on Public Education, included a primary focus on the financial impact of state and local budget cuts on students and teachers. Chaired by Rep. Bobby Scott (D-VA), the Democrats focused on the need for Congress to pass the HEROES Act, which includes about $90 billion for K-12 schools, as well as the disproportionate impact Secretary DeVos’ actions have on schools regarding the use of Title I funds for private and religious schools (known as the Equitable Distribution clause).

Ranking Member Foxx (R-NC) and colleagues challenged the need for additional federal stimulus funding at this time. Like the Senate, Members from both sides of the political aisle shared concerns about student and teacher safety but differed on the federal government’s role in state planning, the provision of funds, and the implementation of plans to reopen schools.

To view the Senate hearing, go here.

To view the House hearing, go here.

From CEC Policy Insider – 6/16/2020

OSEP Webinar – Resources for Teachers and Parents to Enhance the Continuity of Learning During COVID-19 for Children with Disabilities

The Office of Special Education Programs (OSEP) is hosting a webinar on June 4, 2020:

Resources for Teachers and Parents to Enhance the Continuity of Learning During COVID-19 for Children with DisabilitiesAbout the Webinar

OSEP is hosting the first in a series of webinars focused on ready-to-use resources, tools, and practices from OSEP-funded grantees to support the educational, developmental, behavioral, and social/emotional needs of infants,  toddlers, children, and youth with disabilities through remote and distance learning.

With the extended school closures occurring across the country, many states, districts, and schools are now delivering instruction remotely while parents, families, and students are having to learn in entirely new ways and facing challenges when it comes to learning during these unprecedented times. It is important to provide continuity of learning and growth for all children and youth, particularly those with disabilities.

This webinar offers an opportunity to highlight free resources, targeted at various stakeholders, aimed at exploring potential strategies and innovative approaches to address the critical needs of students with disabilities during the COVID-19 era.

This webinar will take place on:

June 4, 2020
2:00–3:00 p.m. EDT

Improving how we support schools, teachers, families, and students with disabilities is critical in ensuring that all students with disabilities, who have been disproportionality impacted by the shift to remote and distance learning, have access to a high-quality education and services that fit their individualized needs.

Please join us on June 4, 2020!  Register for the event here.

Additional information will be posted on the OSEP IDEAs that Work COVID-19 Resource Page.

Questions?

If you have any questions, please contact the Webinar Series planning team at osep-meeting@air.org.

Virtual Meetings: Strategies, Tips and Resources from CADRE

The Center for Appropriate Dispute Resolution in Special Education (CADRE) is dedicated to supporting the prevention and resolution of special education disputes through partnership and collaboration and offers a vast array of products and services that are high quality, relevant, and useful to the field of dispute resolution in special education and early intervention.

Circumstances may prohibit participants from attending special education meetings in person. In these situations, technology allows one or all of the individuals to participate through the Internet or telephone. Many types of meetings can occur virtually, including IEP meetings, mediations, resolution sessions, and due process hearings. While each of these types of meetings is unique, virtual meetings share common traits and considerations. Here we have collected resources, tips and strategies for meaningfully participating in a virtual meeting.

Visit the website for useful resources, including videos and handouts, for holding virtual meetings.