[DO NOT PUBLISH]

IN THE UNITED STATES COURT OF APPEALS

FOR THE ELEVENTH CIRCUIT

________________________

No. 15-10123

Non-Argument Calendar

________________________

D.C. Docket No. 5:13-cv-01596-CLS

PHYLLENE W.,

individually and as mother and next friend of M.W., a minor, 

Plaintiff - Appellant,

versus

HUNTSVILLE CITY BOARD OF EDUCATION,

Defendant - Appellee.

________________________

Appeal from the United States District Court

for the Northern District of Alabama

________________________

(October 30, 2015)

Before TJOFLAT, WILSON and ROSENBAUM, Circuit Judges.

PER CURIAM: 

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Appellant Phyllene W., the mother of a student who received specialeducation services from Appellee Huntsville City Board of Education (the 

“Board”), appeals the district court’s final judgment in favor of the Board, denying 

her claims under the Individuals with Disabilities Education Act (“IDEA”), 20 

U.S.C. § 1400, et seq. After a thorough review of the briefs and the record, we 

reverse the judgment of the district court.

I.

The IDEA was enacted, in part, “to ensure that all children with disabilities 

have available to them . . . a free appropriate public education that emphasizes 

special education and related services designed to meet their unique needs and 

prepare them for further education, employment and independent living.” 20 

U.S.C. §1400(d). Under the IDEA, state and local educational agencies may 

receive federal assistance if they have in place policies and procedures designed to 

ensure that they provide a free appropriate public education (“FAPE”)1 to students 

 1 The IDEA defines FAPE as special education and services that 

(A) have been provided at public expense, under public 

supervision and direction, and without charge,

(B) meet the standards of the state education agency,

(C) include an appropriate preschool, elementary, or secondary 

school education in the state involved, and

(D) are provided in conformity with the individualized education 

program required by the Act.

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with disabilities. CP v. Leon Cty. Sch. Bd. Florida, 483 F.3d 1151, 1152 (11th Cir. 

2007); 20 U.S.C. § 1412. Satisfying the IDEA’s duty to provide a FAPE requires 

the state or local educational agency to offer “‘personalized instruction with 

sufficient support services to permit the child to benefit educationally from that 

instruction.’” CP, 483 F.3d at 1152 (quoting Bd. of Educ. of Hendrick Cent. Sch. 

Dist. v. Rowley, 458 U.S. 176, 203, 102 S. Ct. 3034, 3049 (1982)). 

Among other things, the IDEA requires schools and parents together to 

develop an individualized education program (“IEP”) that addresses the child’s 

unique needs. See RL v. Miami-Dade Cty. Sch. Bd., 757 F.3d 1173, 1177 (11th 

Cir. 2014). An IEP, in turn, is a 

written statement that describes the child's academic 

performance and how the child's disability affects her 

education, states measurable educational goals and 

special needs of the child, establishes how the child's 

progress will be measured and reported, and states the 

services available, based on peer-reviewed research, to 

enable the child to attain the goals, advance 

educationally, and participate with disabled and 

nondisabled children.

K.A. ex rel. F.A. v. Fulton Cty. Sch. Dist., 741 F.3d 1195, 1201 (11th Cir. 2013) 

(citing 20 U.S.C. § 1414(d)(1)(A)(i)). The IEP is meant to be the “culmination of a 

collaborative process between parents, teachers, and school administrators, 

 

20 U.S.C. § 1401(9).

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outlining the student’s disability and his educational needs, with the goal of 

providing the student with a [FAPE].” RL, 757 F.3d at 1177. (citations omitted). 

While the IEP should be “reasonably calculated to enable a child to receive 

educational benefits,” RL, 757 F.3d at 1177 (citations omitted), the IDEA does not 

require an IEP to maximize the potential of each child with a disability comparable 

to the opportunity provided to children without a disability. Rowley, 458 U.S. at 

200, 192 S. Ct at 3048. Nor does the IDEA require an IEP to meet “any particular 

substantive educational standard.” Id. Instead, the student with a disability must 

receive “personalized instruction with sufficient support services to permit the 

child to benefit educationally.” Id. The IDEA requires that the IEP team reviews 

the IEP at least annually to determine whether the goals of the child are being met. 

20 U.S.C. § 1414(d)(4)(A). 

If the child’s parents are dissatisfied with the IEP and believe that it does not 

comply with the IDEA’s requirements, they may file a complaint with the state 

administrative agency. RL, 757 F.3d at 1177. During this process, the parents 

receive a due-process hearing before an Administrative Law Judge or Hearing 

Officer to resolve the dispute. Id.; 20 U.S.C. § 1415(f)(1)(A). If either party 

disagrees with the outcome of the due-process hearing, that party may appeal the 

decision by filing suit in state court or in the United States District Court. RL, 757 

F.3d at 1178 (citing 20 U.S.C. § 1415(i)(2)(A)).

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We use a two-part test to analyze whether a defendant has provided a 

qualifying FAPE in cases arising under the IDEA: “(1) whether the state actor has 

complied with the procedures set forth in the IDEA, and (2) whether the IEP 

developed pursuant to the IDEA is reasonably calculated to enable the child to 

receive educational benefit.” Sch. Bd. of Collier Cty., Florida v. K.C., 285 F.3d 

977, 982 (11th Cir. 2002) (citing Rowley, 458 U.S. at 206-07, 102 S. Ct. at 3051). 

With respect to the first prong, a procedurally defective IEP does not automatically 

result in a violation of the IDEA. G.J. v. Muscogee Cty. Sch. Dist., 668 F.3d 1258, 

1270 (11th Cir. 2012). Rather, in order to determine whether a procedurally 

defective IEP has deprived a student of a FAPE, the court must also consider the 

impact of the defect, which is encompassed in the second prong. Id. (citation 

omitted).2

The standard encompassed in the second prong—that of “some educational 

benefit”—has become known as the Rowley “basic floor of opportunity” standard. 

 

2 A procedurally defective IEP violates that IDEA when it:

(I) impeded the child's right to a free appropriate public education;

(II) significantly impeded the parents' opportunity to participate in 

the decisionmaking process regarding the provision of a free 

appropriate public education to the parents' child; or

(III) caused a deprivation of educational benefits.

T.P. ex rel T.P. v. Bryan Cty. Sch. Dist., 792 F.3d 1284, 1293 (11th Cir. 2015) (citing 20 U.S.C. 

§ 1415(f)(3)(E)(ii)). 

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CP, 483 F.3d at 1153. The IDEA does not require that the educational services 

offered maximize the child’s potential. Todd D. v. Andrews, 933 F.2d 1576, 1580 

(11th Cir. 1991) (citing Rowley, 458 U.S. at 199, 102 S. Ct. at 3048). Rather, the 

IDEA guarantees the child only education which confers some benefit. Id. “If the 

educational benefits are adequate based on surrounding and supporting facts, 

[IDEA] requirements have been satisfied.” JSK By and Through JK v. Hendry Cty. 

Sch. Bd., 941 F.2d 1563, 1573 (11th Cir. 1991). Adequacy is determined on a 

case-by-case basis in light of the child’s individual needs. Id. 

II.

M.W. was born on March 6, 1997. Appellant Phyllene W. is M.W.’s 

mother. When M.W. was twenty-one months old, she underwent the first of many 

surgeries to place tympanostomy tubes in her ears. At that time, audiometric 

testing revealed that M.W. had mild hearing loss. Before starting kindergarten, 

M.W. had two additional surgeries to replace the tubes in her ears, and by the time 

M.W. was sixteen years old, she had undergone seven surgeries to place or replace 

the tubes in her ears. Over the course of these years, audiometric testing revealed 

that M.W. had fluctuating hearing loss ranging from slight to moderately severe. 

M.W. began kindergarten in the Huntsville City School District during the 

2002-2003 school year. From the time that she began attending school, and 

continuing until her mother withdrew her from public school in tenth grade, M.W. 

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encountered significant difficulties in the areas of reading and math. She also 

experienced problems with her ability to organize her schoolwork and succeed on 

standardized tests. 

Due to M.W.’s difficulties, M.W.’s mother hired a private tutor, who worked 

to increase M.W.’s reading and math skills after school. The tutor first met with 

M.W. twice a week for an hour after school. But, beginning when M.W. was in 

second grade, she received tutoring services daily for an hour after school. Ms. W. 

provided this tutoring at her own expense from the time M.W. was in second grade 

and continuing until at least when M.W. withdrew from public school in her tenthgrade year. Despite daily tutoring, over the years, M.W. was unable to meet 

Alabama’s content standards in the required areas for math and reading.

The Board determined that M.W. qualified for services under the IDEA 

towards the end of her second-grade year. Based on her observations of M.W.’s 

difficulties in the classroom, M.W.’s second-grade teacher recommended that 

M.W. undergo an evaluation to determine whether she had a learning disability. 

At this point, M.W. had already been diagnosed with Attention Deficit 

Hyperactivity Disorder (“ADHD”). The Board conducted an evaluation of M.W. 

in March 2005 that included measuring her intelligence, behavior, and abilities in 

math and reading. The Board conducted a Stanford Binet I.Q. test and a DAB-3 

Diagnostic Achievement Battery. The I.Q. test revealed that M.W.’s range of 

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intelligence was average, but the achievement test showed that M.W. was 

functioning below her grade level. At the same time, the Board tested M.W.’s 

vision and hearing, both of which fell within normal limits. Because a discrepancy 

existed between M.W.’s I.Q. score of 91 and her score on the achievement test,

though, M.W. was labeled as having a Specific Learning Disability, which 

qualified her for special-education services. 

Following the evaluation, in April 2005, the Board convened a meeting with 

Ms. W. to develop an IEP for M.W.’s third-grade year. The IEP indicated that 

M.W. was performing at a first-grade level in reading and math and included the 

following goals: raising her math and reading levels to the second-grade level by 

the end of the school year. In order to accomplish these goals, the Board 

implemented a plan for M.W. to receive small-group instruction for thirty minutes 

a day in the school’s resource room.

During the summer before third grade, Ms. W. brought M.W. to a private 

school, where she received assistance in reading and math. At Ms. W.’s expense, 

the private school also assessed M.W. and determined that she exhibited the 

characteristics of dyslexia. The private school recommended that M.W. receive 

“direct dyslexia intervention” and “multi-sensory language instruction,” and it 

suggested that M.W. may need additional time taking tests. Ms. W. provided the 

Board with these results during an IEP meeting in August of 2005. Although Ms. 

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W. suggested two computer programs to address M.W.’s dyslexia, the Board did 

not offer to provide such instruction. The Board did agree, however, to provide 

M.W. with additional time to take tests and complete writing assignments, and it 

agreed that M.W.’s teacher would not penalize her for spelling and grammar 

mistakes. Later that year, the IEP team agreed to allow M.W. to take tests in the 

resource room where there were fewer distractions. 

For the next few years, M.W. received similar special-education services but 

continued to have difficulty in math and reading—working below grade level. At 

the end of M.W.’s fifth-grade year, Ms. W. met with the IEP team and informed 

those in attendance that M.W. suffered from hearing loss. Significantly, the IEP 

for M.W.’s sixth-grade year reflects that when Ms. W. met with the IEP team, she 

told them that M.W. had a “history of having tubes in her ears and her hearing in 

her left ear is worse than it was two years ago.” Notes from the IEP also reflect the 

conversation and add the following: “parents are going to pursue treatment.” 

But the record does not contain any evidence that demonstrates that the 

Board followed up with Ms. W. regarding the outcome of any treatment. Nor did 

the Board schedule an evaluation of M.W.’s hearing following the receipt of this 

information. The IEP again developed goals in the areas of reading and math, with 

M.W. working in the resource classroom with a special-education teacher twice a 

week for an hour on both subjects. M.W. was also to be given preferential seating 

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in her regular classroom to reduce distractions. But, the IEP did not address the 

fact that M.W. might have a hearing impairment, which would qualify her for 

separate services under the IDEA. 

M.W.’s triennial reevaluation was due at the same time that her sixth-grade 

IEP was developed. The IEP team, however, recommended that M.W. not be 

reevaluated at the time because they suggested that she might “test out” of specialeducation services. Ms. W. accepted the Board’s recommendation, and M.W. was 

promoted to sixth grade still eligible for special-education services. 

Over her the next few years, M.W. continued to receive private tutoring and 

special-education services relating to her Special Learning Disability, but the 

Board did not test her hearing, despite the fact that she underwent additional 

surgeries to replace the tympanostomy tubes in her ears. M.W. was also promoted 

from grade to grade despite failing to meet the content standards on the Alabama 

Reading and Math Test (“ARMT”) in the sixth and seventh grades. Similarly, an 

eighth-grade assessment test revealed that M.W. was not proficient in all areas of 

reading and was not proficient in most areas of math. Despite these scores, M.W. 

was promoted to ninth grade. M.W. continued to meet with a tutor daily for math 

and reading, and she attended a learning-strategies class during school hours to 

address her deficiencies in these academic areas. 

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In order to develop M.W.’s IEP for tenth grade, Ms. W. completed a parent 

survey and met with the IEP team in April 2012. In the parent survey, Ms. W. 

stated that she believed that M.W. needed the most help with math, note taking, 

and organization. Ms. W. also expressed additional concerns regarding the scores 

that M.W. had recently received on the ninth-grade achievement test, as well as her 

general inability to take standardized tests. The results of the achievement test 

revealed that despite the fact that she was entering the tenth grade, M.W. was 

reading at a 3.6-grade reading level, and her math abilities were at a 2.6-grade 

level. M.W. was also having substantial issues with hearing loss. Significantly, 

the IEP survey reveals that Ms. W. told that IEP team that M.W. was being fitted 

for a hearing aid. 

M.W.’s tenth-grade IEP memorialized her mother’s concerns, M.W.’s 

results on the ninth-grade achievement test, and the fact that M.W. continued to 

struggle with organization despite the implementation of various strategies. It also 

noted that M.W. had been diagnosed with dyslexia and “will be fitted for a hearing 

aid.” As in prior years, however, the IEP provided goals in only the areas of 

reading, math, and transition. With respect to transition, the IEP noted that M.W. 

lacked the ability to demonstrate personal management and communication skills. 

The goal selected with respect to transition was, by the end of the school year, 

M.W. would be able to distinguish between effective and ineffective 

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communication skills with 80% accuracy. M.W.’s special-education teacher 

explained that the transition goal was meant to improve M.W.’s ability to 

communicate her ideas, feelings, and needs to adults because she was a shy student 

who didn’t talk much. 

Despite the fact that the IEP team was informed that M.W. was going to be 

fitted for a hearing aid and her special-education teacher found it necessary to 

develop a goal with respect to M.W.’s communication skills, it did not explore the 

need to evaluate M.W.’s hearing loss or whether that hearing loss had an effect on 

her academic progress.

A few months following the development of the IEP, Ms. W. made the 

decision to remove M.W. from public school and place her in a private school for 

tenth grade. On July 24, 2012, Ms. W. filed a request for a due-process hearing 

because she believed that the Board had failed to properly evaluate M.W. and 

provide her with adequate services. 

Following removal from public school, on August 29, 2012, Ms. W. brought 

her daughter to a speech language pathologist, Laura Promer, to conduct an 

independent evaluation of M.W. The results of Promer’s assessment were that 

M.W. evidenced “profoundly impaired language skills with poor receptive and 

expressive abilities.” Although M.W.’s reading skills were found to be adequate, 

her written expression was below average. Due to this discrepancy, Promer 

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recommended further assessment in the area of auditory processing. Promer also 

recommended that M.W. receive language intervention three-to-five times weekly 

for one-hour sessions from a speech pathologist with the goal of improving M.W.’s 

receptive and expressive language skills. 

Based upon Promer’s recommendation, Ms. W. took M.W. for an auditoryprocessing evaluation, which was conducted by audiologist Julibeth Jones on 

March 1, 2013. Jones found that M.W. demonstrated the presence of longstanding, 

fluctuating conductive hearing loss and M.W. had moderate to severe difficulty 

understanding speech in the presence of competing background noise. According 

to Jones, M.W.’s hearing loss was permanent, and her hearing was so poor that she 

spent the vast amount of her energy in school just trying to hear what was being 

said. 

Among other things, Jones recommended that M.W. receive language 

intervention from a speech therapist three-to-five times weekly for one-hour 

sessions. In Jones’s view, M.W. qualified for special-education and related 

services under the category “hearing impaired.” Further, Jones opined that M.W. 

“may benefit from use of a personal FM system during all academic instruction. 

FM systems are a group of tools or ‘assistive listening devices’ that are widely 

used by children and adults with hearing loss.” Next, Jones believed that a strong 

probability existed that “complex interactions exist between [M.W.’s] hearing loss, 

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listening difficulties, ADHD, dyslexia, and language deficit that contribute to the 

academic challenges [M.W.] has encountered.”3

 Finally, Jones testified that if a 

parent had told her that a child was being fitted for a hearing aid, it would be an 

immediate “red flag” that the child requires further assessment by the school. 

Beginning on March 4, 2013, a Hearing Officer heard testimony relating to 

Ms. W.’s due-process complaint. The hearing lasted seven days. Following the 

lengthy hearing, the Hearing Officer found in favor of the Board and against Ms. 

W. In doing so, the Hearing Officer concluded that Ms. W. had not met her burden 

to show that the Board had violated the IDEA by failing to properly evaluate M.W. 

or to provide her with a FAPE. 4

 Ms. W. appealed the decision of the Hearing 

Officer by filing a complaint in the District Court for the Northern District of 

Alabama. After reviewing the record and holding a hearing, the district court 

entered an order affirming the decision of the Hearing Officer. Ms. W. then filed 

her notice of appeal.

III.

The question of whether an educational program provided an adequate 

education under the IDEA is a mixed question of law and fact. Draper v. Atlanta 

 

3 In a follow-up report, Jones recognized that M.W. had been seen by an ENT physician, 

who completed a procedure to remove cerumen from M.W.’s right ear and replace the T-tube in 

her left ear. The physician recommended that M.W. be fitted for a hearing aid for her right ear. 

In light of this information, Jones updated her report to include this recommendation. 

4 The Hearing Officer, however, memorialized the fact that the Board agreed to pay for 

the independent evaluations conducted by Promer and Jones. 

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Indep. Sch. Sys., 518 F.3d 1275, 1284 (11th Cir. 2008) (citation omitted). We 

review de novo questions of law, such as the interpretation of a federal statute. Id. 

We review specific findings of fact for clear error. Id. Here, where the district 

court’s findings are based on a cold administrative record, “we stand in the same 

shoes as the district court in reviewing the administrative record and may, 

therefore, accept the conclusions of the ALJ and district court that are supported by 

the record and reject those that are not.” R.L. v. Miami-Dade Cty. Sch. Bd., 757 

F.3d 1173, 1181 (11th Cir. 2014) (citation omitted).

IV.

We begin by noting that the IDEA creates a presumption in favor of the 

education placement established by a child’s IEP, and the party attacking its terms 

bears the burden of showing why the educational setting established by the IEP is 

not appropriate. Devine v. Indian River Cty. Sch. Bd., 249 F.3d 1289, 1291-92 

(11th Cir. 2001) (citation and brackets omitted). 

Here, Ms. W. contends that the Board failed to comply with the procedural 

requirements of the IDEA because it did not “timely and comprehensively” 

evaluate her daughter, particularly with respect to her hearing and language 

capabilities. She also asserts that the Board failed to provide special-education 

programs sufficient to enable M.W. to make reasonable progress, so it denied 

M.W. a free appropriate public education.

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According to Ms. W., a proper evaluation would have uncovered the cause 

of M.W.’s skill deficits so that that Board could have better identified how to meet 

her needs. Ms. W. also avers that, in affirming the Hearing Officer’s decision, the 

district court improperly placed the burden on her to request an evaluation of her 

daughter’s hearing. Because both the Hearing Officer did not recognize that the 

Board, itself, had a duty to evaluate when conditions so warrant—even absent a 

parent’s request—we find that the Hearing Officer erred in this case. 

The IDEA requires the Board to conduct a “full and individual initial 

evaluation” of M.W. to determine whether she was disabled and qualified for 

special-education services. 20 U.S.C. § 1414(a)(1)(A)-(C). Ms. W. does not 

appear to assert that the Board failed to conduct an initial evaluation of M.W., nor 

could she in light of the fact that the Board conducted a comprehensive initial 

eligibility evaluation in 2005, which assessed M.W.’s I.Q., achievement, behavior, 

hearing, and vision. 

The IDEA, however, also requires reevaluations to be performed “if the 

local educational agency determines that the educational or related services needs, 

including improved academic achievement and functional performance, of the 

child warrant a reevaluation; or . . . if the child's parents or teacher requests a 

reevaluation.” 20 U.S.C. § 1414(a)(2)(A) (emphasis added). Reevaluations shall 

occur “not more frequently than once a year, unless the parent and the local 

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educational agency agree otherwise; and . . . at least once every 3 years, unless the 

parent and the local educational agency agree that a reevaluation is unnecessary.” 

20 U.S.C. § 1414(a)(2).

Although M.W.’s triennial evaluation was due in April 2008, Ms. W. 

concedes that she agreed to forego reevaluation at the time due to the IEP team’s 

concerns that M.W. might “test out” of special-education services. But Ms. W. is 

correct that her acquiescence to forego reevaluation in 2008 does not excuse the 

Board from conducting any future reevaluation of M.W. or an evaluation for a 

disability separate from M.W.’s learning disability. 

The salient question here is whether the Board was on notice that the 

circumstances warranted a reevaluation. Ms. W. contends that it was because the 

Board knew that M.W. had hearing loss and that she was being fitted for a hearing 

aid. According to Ms. W., this information should have alerted the Board of the 

need to evaluate M.W. for hearing and language impairments. We agree. 

Aside from the requirements with respect to reevaluations, the IDEA 

provides that “[e]ach local educational agency shall ensure that . . . the child is 

assessed in all areas of suspected disability.” 20 U.S.C. § 1414(b)(3)(B) (emphasis 

added). This provision places upon school districts “a continuing obligation . . . to 

identify and evaluate all students who are reasonably suspected of having a 

disability under the statutes.” P.P. ex rel. Michael P. v. W. Chester Area Sch. 

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Dist., 585 F.3d 727, 738 (3d Cir. 2009). A hearing impairment constitutes a 

disability under the IDEA. See 20 U.S.C. §1401(3)(A)(i). And the recognition of 

such an impairment potentially qualifies the student for special education and 

related services under the IDEA.

On this record, at least twice, Ms. W. informed the IEP team that M.W. 

suffered from hearing loss. This information should have alerted the Board that an 

evaluation of M.W.’s hearing was necessary. Beginning with the later information, 

Ms. W. clearly provided notice to the Board of M.W.’s substantial hearing loss 

when meeting with the IEP team to develop her daughter’s tenth-grade IEP in 

April 2012. Significantly, Ms. W. informed the team that M.W. “will be fitted for 

a hearing aid.” At the same time, Ms. W. voiced her concern about M.W.’s results 

on the ninth-grade STAR test, which showed that she was reading at a third-grade 

level and performing in math at a second-grade level. M.W. also continued to 

struggle with organization despite the implementation of various strategies. The 

IEP developed for M.W.’s tenth-grade year specifically memorialized that M.W. 

“will be fitted for a hearing aid” and noted that M.W. lacked the ability to 

demonstrate personal management and communication skills. 

In addition to this notice, at the end of M.W.’s fifth-grade year, her mother 

told the IEP team that M.W. had a “history of having tubes in her ears and her 

hearing in her left ear is worse than it was two years ago.” Notes from the IEP 

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meeting add that M.W.’s “parents are going to pursue treatment.” We recognize 

that, perhaps, a statement that a student’s hearing is “worse” than it was two years 

ago may not, in and of itself, prompt a school board to suspect a hearing 

impairment. But here, the statement was coupled with information that the hearing 

loss was significant enough to require treatment. The fact that the Board knew that 

Ms. W. was actively seeking treatment for M.W.’s hearing loss supports a finding 

that the Board should have at least “suspected” that a hearing impairment might be 

present. Cf. Draper, 518 F.3d 1275, 1281 (11th Cir. 2008) (student who wrote 

letters and numbers backwards put school on notice that an evaluation for dyslexia 

should have been performed); N.B. v. Hellgate Elem. Sch. Dist., 541 F.3d 1202, 

(9th Cir. 2008) (once becoming aware of doctor’s suspected diagnosis of autism, 

school was on notice that student likely suffered from a form of autism and an 

evaluation was required). 

The Hearing Officer seems to suggest that the information provided to the 

Board in 2008 regarding M.W.’s hearing loss should not be considered because it 

is outside the applicable statute of limitations. If this is what was meant by the 

Hearing Officer, we disagree. Statutes of limitations operate to bar claims that 

mature outside the applicable limitations period—here, the period more remote 

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than the two years prior to Ms. W.’s filing her claim in July 2012.5 But, evidence

that is relevant to establish claims maturing within this limitations period is 

admissible. See e.g., Draper, 518 F.3d at 1287-88; Cf. Burton v. City of Belle 

Glade, 178 F.3d 1175, 1189 n.11 (11th Cir. 1999) (district court’s suggestion in § 

1983 case that evidence outside the limitations period would not be considered was 

erroneous); Williams v. City of Dothan, Ala., 745 F.2d 1406 (11th Cir. 1984) 

(district court erred in limiting discovery to events occurring years before 

commencement of limitations period, where evidence was relevant to 

discriminatory intent during the limitations period). 

Here, the 2008 comment—that M.W. had a “history of having tubes in her 

ears and her hearing in her left ear is worse than it was two years ago”—is 

evidence that further supports the 2012 evidence that the Board was on notice of 

the need to reevaluate M.W. While M.W.’s hearing in 2008 may not have been 

bad enough for Ms. W. to realize that her daughter needed a hearing-assistive 

device at that time, the comment nonetheless put M.W.’s hearing on the Board’s 

radar screen, and in view of subsequent communication and other difficulties that 

M.W. was experiencing in school, certainly provided support for M.W.’s claims 

that later accrued within the limitations period. Because the 2008 conversation 

regarding M.W.’s hearing loss constitutes relevant evidence, it should have been 

 

5 20 U.S.C. § 1415(f)(3)(c) provides a two-year statute of limitations with respect to 

claims brought under the IDEA. 

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considered by the Hearing Officer. The Hearing Officer’s apparent refusal to 

consider this evidence was error. 

We find that both of these pieces of evidence—particularly when viewed 

against M.W.’s myriad of other problems in school—put the Board on notice that 

M.W. suffered from a hearing disability that warranted further investigation. Nor 

do we find the Hearing Officer’s reason for reaching the opposite conclusion that 

Ms. W. “must have been aware of the problems, yet there does not appear to be 

any evidence that [Ms. W.] ever expressed a need or desire for further evaluation. . 

.”—justifies the Hearing Officer’s decision to overlook the Board’s shortcoming in 

this regard. While it is certainly true that Ms. W. did not request an evaluation of 

her daughter’s hearing, the fact that she did not do so did not absolve the Board of 

its independent responsibility to evaluate a student suspected of a disability, 

regardless of whether the parent seeks an evaluation. See 20 U.S.C. § 

1414(b)(3)(B). Even where a parent is aware of a suspected disability, the Board is 

required to act. Cf. Hellgate, 541 F.3d at 1209 (school did not fulfill obligations of 

IDEA by simply referring parents to facility for testing because such action does 

not ensure that student is assessed); see also Union Sch. Dist. v. Smith, 15 F.3d 

1519, 1523 (9th Cir. 1994) (holding that a parent’s failure to obtain evaluation did 

not excuse the school district’s obligation under the IDEA to secure the 

evaluation).

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Indeed, the Board had a separate and independent responsibility to propose 

an evaluation when faced with evidence of M.W.’s hearing loss and subpar 

academic performance. See M.C. on Behalf of J.C. v. Cent. Reg'l Sch. Dist., 81 

F.3d 389, 397 (3d Cir. 1996) (“[A] child's entitlement to special education should 

not depend upon the vigilance of the parents. . . . Rather, it is the responsibility of 

the child's teachers, therapists, and administrators—and of the multi-disciplinary 

team that annually evaluates the student's progress—to ascertain the child's 

educational needs, respond to deficiencies, and place him or her accordingly.”). 

By the time the Board first became aware of M.W.’s hearing loss, she was already 

being treated for SLD and she continued to struggle academically. 

While it is true that the Hearing Officer noted that M.W.’s special-education 

teacher testified that he had no information to create a suspicion that M.W. had a 

hearing disability that necessitated special education services and that Board 

witnesses testified that they had “no information to create a suspicion that [M.W.] 

had a hearing disability that necessitated special education and related services, nor 

did the IEP team have any indication that a hearing evaluation was needed,” the 

objective record flatly contradicts the Board’s witnesses. Ms. W. told the IEP team 

that her daughter was being “fitted for a hearing aid.” For this reason, the Board’s 

contention that it did not have “any indication that a hearing evaluation was 

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needed” was objectively wrong, especially when coupled with the knowledge that 

M.W. lacked adequate abilities to demonstrate communication skills. 

We also disagree with the Board’s contention that it lacked sufficient time to 

conduct an evaluation of M.W. because her mother withdrew her from school 

before her tenth-grade year. The IEP team and Ms. W. met on April 12, 2012, to 

develop M.W.’s tenth-grade IEP, but Ms. W. did not withdraw M.W. from school 

until after the IEP team prepared M.W.’s tenth-grade IEP and M.W. completed her 

ninth-grade year—some two months later. Accordingly, the Board had at least two 

months before M.W. left the school to conduct or, at a minimum, schedule a 

hearing evaluation. Moreover, at the time that the Board developed M.W.’s tenthgrade IEP, the Board had no idea that Ms. W. would later withdraw her daughter 

from school. 

And even if the Board believed that it lacked time during the ninth-grade 

school year to provide for such evaluation, it could have memorialized its future 

intent to do so in the April 2012 IEP.6

 The IEP was intended to develop goals and 

strategies for the upcoming school year. The fact that the IEP, as finalized, does 

not mention any further provision of evaluation or services with respect to M.W.’s 

hearing demonstrates that the Board had no intention of evaluating M.W.’s 

hearing. We also emphasize that the Board’s duties with respect to M.W. did not 

 

6 We also note that the School Board’s duties do not subside over the summer months.

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end when her mother enrolled her in private school. See 34 C.F.R. § 300.132; 71 

Fed. Reg. 46593. 

Ultimately, we find that that the Board was aware that M.W. had undergone 

seven ear surgeries, had hearing that was worsening in her left ear to the point that 

treatment was necessary, and was later being fitted for a hearing aid. M.W.’s 

special-education teacher himself also recognized that M.W. lacked appropriate 

communication skills. Under these circumstances, the Board should have at least 

“suspected” that M.W. had a hearing impairment.7

 It was, therefore under a duty 

to assess this area of suspected disability pursuant to 20 U.S.C. § 1414(b)(3)(B). 

Under 20 U.S.C. § 1414(a)(2)(A), conditions warranted reevaluation of M.W. by 

the Board. Indeed, notification that M.W. was being fitted for a hearing aid, alone, 

should have raised a red flag that an evaluation was necessary to determine 

whether M.W. suffered from a hearing impairment necessitating further services. 

Here, however, the Board failed to evaluate M.W.’s hearing, and it does not appear 

that the Board even bothered to follow up on any hearing tests performed by 

M.W.’s own doctors. The Board appears to have simply ignored M.W.’s hearingloss issues. 

 

7 The Board’s expert witness also testified that the obligation to conduct an evaluation 

under the IDEA arises upon a student’s being suspected of having a disability and in need of 

special-education services. 

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We conclude that the Board violated the procedural requirements of the 

IDEA by failing to evaluate M.W. when faced with evidence that she suffered from 

a suspected hearing impairment. See e.g., Draper, 518 F.3d at 1281. As a result of 

its failure to obtain necessary medical information regarding M.W.’s hearing, the 

Board further failed to provide her with a FAPE. The lack of medical information 

rendered the accomplishment of the IDEA’s goals impossible because no 

meaningful IEP was developed, and the IEPs put into place lacked necessary 

elements with respect to the services that M.W. should have been provided. In 

short, the Board’s failure to evaluate M.W. with respect to her hearing loss 

deprived M.W. of the opportunity to benefit educationally from an appropriate 

IEP. See Hellgate Elem. Sch. Dist., 541 F.3d at 1208 (failure to meet obligations to 

evaluate student in all areas of suspected disability was a procedural error that 

denied student a FAPE; without evaluation that student had autism, it was not 

possible for IEP team to develop a meaningful plan); see also Amanda J. v. Clark 

Cty. Sch. Dist., 267 F.3d 877, 892 (9th Cir. 2001) (“An IEP which addresses the 

unique needs of the child cannot be developed if those people who are most 

familiar with the child’s needs are not involved or fully informed.”).

V.

For the reasons discussed above, we reverse the judgment of the district 

court in favor of the Board and against Phyllene W. This matter is remanded to the 

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district court for entry of judgment in favor of Appellant. We leave it to the district 

court to determine the precise relief to be given to Appellant.

REVERSED and REMANDED.

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