Source: http://findmedarticle.com/o/ode.state.or.us1.html
Timestamp: 2019-04-20 08:55:58+00:00

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member witnesses of what precisely the SST did and how precisely it did it. Dr. Green and Mr.
adhere to the required procedures and thus failed to provide a FAPE under §504.
The IDEA provides greater procedural and substantive rights than does §504, but only to students who have, or who may have, specified disabilities and who require special education. In determining whether or not the District has complied with the IDEA, we must usually engage in a two-step analysis. First, we must determine if the District complied with the procedures set forth in the IDEA and its regulations. Second, we must determine whether the IEP developed through these procedures is reasonably calculated to enable the child to receive educational benefits. E.g., Board of Educ. v. Rowley, 458 U.S. 176 (1982); Seattle School District v. B.S., 82 F.3d 1493 (9th Cir. 1996); Choruby v. NW Regional ESD, Civil No. 01-54-JE (Or. Dist. 2002). In this case, since the District never got to the IEP stage, we determine only whether or not the District complied with the required procedures. It did not. “The term ''free appropriate public education'' means special education and related services that - (A) have been provided at public expense, under public supervision and direction, and without charge; (B) meet the standards of the State educational 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 under section 1414(d) of this title.” The Department of Educatio n is Oregon’s “State educational agency” which sets the standards for a FAPE under §1401(8)(B), above. In the Matter of A.A v Lincoln County School District, Page 14 of 26 The primary obligation of school districts in Oregon under the IDEA is to “identify, locate and evaluate all resident children who may have a disability and need . special education or special education services.” -Emphasis added. This includes “children who are suspected of having a disability even though they are advancing from grade to grade.” OAR 581-015-0037(1); See, also, 34 CFR §300.125(a)(1)&(2). The “may” modifies both “have a disability” and “need special education services.” 64 FR 12557 of March 12, 1999. A school district’s obligation to evaluate a student is triggered when the district suspects that the child may be a child with a disability. “Letter to Anonymous,” 21 IDELR 998 (OSEP 1994). Oregon incorporates that requirement in OAR 581-015-0071 which provides: “Evaluation Required (1) Each school district shall conduct a full and individual initial evaluation, in accordance with OAR 581-015-0072, 0701, and 0051 before determining eligibility and before the initial provision of special education and related services to a child with a disability. (2) An initial evaluation shall be conducted to determine if a child is eligible for special education services when an educational agency suspects or has reason to suspect that: (a) The child may have a disability that has an adverse impact on the child's educational performance; and (b) The child may need special education services as a result of the disability. (3) The educational agency shall designate a team to determine whether an evaluation shall be conducted. The team shall include at least two professionals, at least one of whom shall be a specialist knowledgeable and experienced in the evaluation and education of children with disabilities, and the parent. This team may make this determination without a meeting. If a meeting is held, parents shall be invited to participate in conformance with OAR 581-015-0063. (4) Upon request for an initial evaluation, the school district shall: (a) Provide the parent with prior written notice under OAR 581-015-0075 of the school district's proposal to conduct an initial evaluation, and obtain written parent consent under OAR 581-015-0039; or (b) Provide the parent with prior written notice under OAR 581-015-0075 of the school district's refusal to conduct an initial evaluation. (5) The parent shall have the right to request a due process hearing pursuant to OAR 581-015-0081 if the parent disagrees with the educational agency's decision.” 34 CFR § 300.7 provides, in relevant part: In the Matter of A.A v Lincoln County School District, Page 15 of 26 “Sec. 300.7 Child with a disability.
(a) General. (1) As used in this part, the term child with a disability means a child evaluated in accordance with §§ 300.530-300.536 as having mental retardation, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, serious emotional disturbance (hereafter referred to as emotional disturbance), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. (c) Definitions of disability terms. The terms used in this definition are defined as follows: (4) Emotional disturbance is defined as follows: (i) The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (ii) The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.” - See, also, OAR 581-015-0005(3)(d). That is, a child does not have to be suicidal, homicidal, or suffering in order to fall within the definition of a child with an emotional disturbance. A child does not even need to have a DSM-IV clinical diagnosis such as Major Depression or Schizophrenia in order to fall within the definition. A child needs only to exhibit one or more of the named characteristics over a long period of time to a marked degree, a degree which adversely affects his educational performance. And, there need only be a reasonable suspicion that the child has the requisite characteristics for the evaluation requirement to kick in. The District itself noted in the §504 plan that A.A. was in “recovery from a confidential medical condition that has historically affected his educational success.” A preponderance of the evidence shows that A.A. is a child with an emotional disturbance as that term is defined above in subsections (4)(i)(C)&(D). His uniquely In the Matter of A.A v Lincoln County School District, Page 16 of 26 exaggerated need to be in control, his resulting failure to do work he did not control, his rigid thinking, his extreme feelings about the school system, as well as his written and oral expression to his teachers and parents were all inappropriate types of behavior and feelings in normal circumstances. Dr. Richardson’s analysis of A.A.’s relapse and the inappropriate behavior and feelings it triggered during the 2000-2001 school year is persuasive. (T471-478). His pervasive unhappiness and depression, particularly after October 2000 when he ceased taking his Prozac, is documented in the teacher response forms, Dr. Richardson’s testimony (T 479-483), A.A.’s writings, Ms. Kaczmarek’s reports and testimony, the Freer report, and Dr. Conway’s report. A.A. was a child with a disability, an emotional disturbance, under the IDEA. The District reasonably should have suspected that A.A. was a “child with a disability.” The District clearly knew - since it created the §504 plan for him - that A.A. not only “may,” but did indeed “have a disability [at least in the §504 sense of the term] that has an adverse impact on [his] educational performance.” Had it conducted any evaluation of A.A., even one complying with the minimal §504 requirements, it would, more likely than not, have ascertained his status as a child with a disability. And, the District clearly suspected, or had reason to suspect, that A.A. “may need special education services as a result of the disability.” 34 CFR §300.26 provides, in relevant part: (a) General. (1) as used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including- (i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and . (b) Individual terms defined. The terms in this definition are defined as follows: . (3) Specially-designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction - (i) To address the unique needs of the child that result from the child’s disability; and (ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children.” - See, also, OAR 581-015-0005(28). The term “related services” is defined in 34 CFR §300.24 to include “counseling services” for the child with a disability, “parent counseling and training” for the child’s parents, medical and psychological diagnostic and counseling services for the child and his parents, and social work services for the child and his parents. See, also, OAR 581-015-005(24). The District provided “special education” to A.A. under the §504 plan. It provided for, upon his reasonable request, the adaptation of the delivery and content of his instruction to meet In the Matter of A.A v Lincoln County School District, Page 17 of 26 his needs. In his computer class, Ms. Brucha made significant adaptations of the methodology and content of his instruction on her own initiative. Thus, the District knew, or should have known, that A.A. was both a child who may have a named disability that has an adverse impact on the child's educational performance and also a child who may need special education services as a result of the disability. The District was required by OAR 581-015-0071, above, to evaluate A.A. to determine if he was eligible for special education under the IDEA. That evaluation was required to be significantly more comprehensive and detailed than the SST’s review of A.A.’s case in December 2000. As noted above, OAR 581-015-0071 mandates that the required initial evaluation for IDEA eligibility conform with OAR 581-015-0051. Subsection (4) of that rule provides, in relevant part: “Criteria for Evaluation and Eligibility Determination For the disability categories below, subsection (a) sets forth the evaluation that shall be conducted, subsection (b) sets forth the minimum criteria the child shall meet and subsection (c) sets forth the requirement that the team shall determine whether a child needs special education or ECSE services. . (4) Emotional Disturbance: (a) If a child is suspected of having an emotional disturbance, the following evaluation shall be conducted: (A) An evaluation of the child's emotional and behavioral status, including a developmental or social history, when appropriate; (B) A medical statement or a health assessment statement indicating whether there are any physical factors that may be affecting the child's educational performance; (C) The completion of at least two behavior rating scales, at least one of which is a standardized behavior measurement instrument; (D) An observation in the classroom and in at least one other setting by someone other than the child's regular teacher; (E) Assessments to determine the impact of the suspected disability: (i) On the child's educational performance for a school-age child; or (ii) On the child's developmental progress for a preschool child; and (F) Additional evaluations or assessments that are necessary to identify the child's educational needs. (b) For a child suspected of having an emotional disturbance, the child shall meet the following minimum criteria: (A) The child's emotional or behavioral problems shall have existed over an extended period of time; and (B) The child exhibits one or more of the following: In the Matter of A.A v Lincoln County School District, Page 18 of 26 (i) An inability to learn at a rate commensurate with the child's intellectual, sensory- motor, and physical development; (ii) An inability to establish or maintain satisfactory interpersonal relationships with peers, parents, or teachers; (iii) A variety of excessive behaviors ranging from hyperactive and impulsive responses to depression and withdrawal; (iv) Inappropriate types of behavior or feelings under normal circumstances; or (v) A tendency to develop physical symptoms, pains, or fears associated with personal, social, or school problems. (c) For a child to be eligible for special education services as a child with an emotional disturbance, the child's team shall determine that: (A) The child's disability has an adverse impact: (i) On the child's educational performance for a school-age child; or (ii) On the child's developmental progress for a preschool child; and (B) The child needs special education, or for a preschool child, ECSE services, as a result of the disability; (d) A child who is socially maladjusted may not be identified as having an emotional disturbance unless the child also meets the minimum criteria under subsection (4)(b) of this rule.” OAR 581-015-0053 provides, in relevant part: “Eligibility Determination Procedures (1) Upon completing the administration of tests and other evaluation materials, a team shall determine whether the child is a child with a disability under OAR 581-015-0051 (2) The team shall include two or more professionals, at least one of whom is knowledgeable and experienced in the evaluation and education of children with the suspected disability, and the parent. This team may be the child's IEP team. (4) The team shall prepare a written statement of eligibility that includes: (a) All evaluation data considered in determining the child's eligibility; (b) A determination of whether the child meets the minimum evaluation criteria for one of the disability categories in OAR 581-015-0051 or OAR 581-015-0942; (c) a determination of whether the primary basis for the suspected disability is: (A) A lack of instruction in reading or math; or In the Matter of A.A v Lincoln County School District, Page 19 of 26 (d) A determination of whether the child's disability has an adverse impact on the child's educational performance; (e) A determination of whether, as a result of the disability, the child needs special education services; and (f) The signature of each member of the team indicating agreement or disagreement with the eligibility determination. . (6) The school district shall provide a copy of the evaluation report and the documentation of determination of eligibility to the parent. . (8) The team shall determine a child to be eligible under this rule if the child has a disability and needs special education and related services, even thought [sic] the child is advancing from grade to grade. (9) For a child who may have disabilities in more than one category, the team need only qualify the child under one disability category. However, the child shall be evaluated in all areas related to the suspected disability or disabilities, and the child's IEP shall address all of the child's special education needs.” OAR 581-015-0072 and -0073 provide, in relevant part: “581-015-0072 Evaluation Procedures Each school district shall ensure that: . (2) A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child, including: (a) information provided by the parent, and (b) information related to enabling the child to be involved in and progress in the general curriculum (or for a preschool child, to participate in appropriate activities). (3) The assessment tools and strategies are selected to assist the team in determining: (a) Whether the child is a child with a disability under OAR 581-015-0051; and (4) Any standardized tests that are given to a child: (a) Have been validated for the specific purpose for which they are used; (b) Are administered by trained and knowledgeable personnel in accordance with any instructions provided by the producer of the tests; and (c) If an assessment is not conducted under standard conditions, a description of the extent to which it varied from standard conditions (e.g. the qualifications of the person administering the test, or the method of test administration) must be included in the evaluation report. In the Matter of A.A v Lincoln County School District, Page 20 of 26 (5) Tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient; . (7) No single procedure is used as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child; (8) The educational agency shall designate trained and knowledgeable personnel to conduct the evaluation: (9) The child is assessed in all areas related to the suspected disability or disabilities, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status and motor abilities; and (10) In evaluating each child with a disability under OAR 581-015-0071–0074, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category (or categories) in which the child has been classified; (11)The school district uses technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors; (12)The school district uses assessment tools and strategies that provide releva nt information that directly assists persons in determining the educational needs of the child; (13) The evaluation shall be completed within a reasonable period of time. (a) A "reasonable period of time" means within 60 school days unless special circumstances require a longer period. (b) "Special circumstances" are circumstances outside the school district's control. Lack of availability of qualified staff to conduct the evaluation shall not be considered a special circumstance. School districts shall document any special circumstances. (c) The 60 day period shall begin on the date the parent gives written consent for the evaluation or the date the evaluation is initiated under OAR 581-015-0042(2). (d) The evaluation shall be considered completed on the date of the meeting to determine eligibility or to consider the results in reviewing the child's IEP. 581-015-0073 Interpretation of Evaluation Data In interpreting evaluation data for the purpose of determining if a child is a child with a disability under OAR 581-015-0051, and the educational needs of the child, each team shall: In the Matter of A.A v Lincoln County School District, Page 21 of 26 (1) Draw upon information from a variety of sources, including but not limited to, aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background and adaptive behavior; and (2) Ensure that information obtained from all these sources is documented and carefully considered.” “Review of Existing Data and Evaluation Planning (1) As part of an initial evaluation (if appropriate) and as part of any reevaluation, the child's IEP or IFSP team, and other qualified professionals, as appropriate, shall: (a) Review existing evaluation data on the child, including: (A) Evaluations and information provided by the parents of the child; (B) Current classroom-based assessments and observations; and (C) Observations by teachers and related services providers; and (b) On the basis of that review, and input from the child's parents, Identify what additional data, if any, are needed to determine: (A) Whether the child has a particular category of disability or, in case of a reevaluation of a child, whether the child continues to have such a disability: (i) For a school-age child, under OAR 581-015-0051, or (ii) For a preschool child, under OAR 581-015-0943 or 0946; (B) The present levels of performance and educational or developmental needs of the child; (C) Whether the child needs special education and related services, or in the case of a reevaluation of a child, whether the child continues to need special education and related services; and (D) Whether any additions or modifications to the special education and related services or, for a preschool child, EI/ECSE services are needed: (i) To enable the child to meet the measurable annual goals in the child's IEP or IFSP and (ii) To participate, as appropriate, in the general curriculum or, for a preschool child, appropriate activities. (2) The group described in section (1) may conduct this review without a meeting. If a public agency holds a meeting for this purpose, parents shall be invited to participate in conformance with OAR 581-015-0063. (3) The school district shall administer tests and other evaluation materials as may be needed to produce the additional data identified under subsection (1)(b). In the Matter of A.A v Lincoln County School District, Page 22 of 26 (4) If the child's IEP or IFSP team determines that no additional data are needed to determine whether the child is or continues to be a child with a disability, the public agency shall notify the child's parents: (a) Of that determination and the reasons for it: and (b) Of the right of the parents to request an assessment to determine whether, for purposes of services under this part, the child continues to be a child with a disability. (5) The public agency is not required to conduct the assessment described in subsection (4)(b) unless requested to do so by the child's parents. (6) For purposes of Section (1), "other qualified professionals" means individuals who are knowledgeable about the child's disability and, for students with limited English proficiency, knowledgeable about the implications of the child's language proficiency on their special education or EI/ECSE needs.” A school district has extensive, detailed obligations to any child it suspects, or has reason to suspect, may have a disability which adversely impacts his educational performance and may need special education services as a result of that disability. As discussed above, the District had reason to suspect that A. A. had a disability which adversely impacted his educational performance and that he needed special education services as a result of that disability. The District suggests that A.A.’s treating and evaluating medical professionals such as Drs. Thiel and Richardson and Ms. Kaczmarek should have told A.A.’s parents that he needed to be evaluated for possible IDEA eligibility and services as emotionally disturbed. Not only do they not have the legal obligation, as the District does have, to refer A.A. for evaluation, but I can find nothing in the record to indicate that any of A.A.’s treating and evaluating medical professionals had knowledge of the IDEA and its evaluation provisions. The District suggests that the failure of Mr. Bartlow and Dr. Greene to refer A.A. for IDEA evaluation is proof that he did not require an evaluation. Given Mr. Bartlow’s and Dr. Greene’s misconception that extreme behavior such as documented, serious suicidal or assaultive tendencies of significant intensity and duration are necessary before a child might even be suspected of being emotionally disturbed, that suggestion lacks merit. (E.g., T 389.) The District makes many speculations about A.A.’s psychological conditions and implies that Dr. Richardson did not have proper bases for his conclusions. Psychologists in Oregon do not give opinions in litigation lightly. E.g. Loomis v. Board of Psychologist Examiners, CA A90800 (2-11-98), Cochran v. Board of Psychologist Examiners, CA A107069 (12-6-00). The District has school psychologists on staff. The District presented no expert testimony rebutting the testimony and reports of Dr. Richardson or Ms. Kaczmarek. The District suggests that it has no obligation to evaluate a child unless the parent is sophisticated enough to request an “IDEA” evaluation by name and that if a parent approaches the District with concerns about her child’s health and declining grades and asks about a §504 In the Matter of A.A v Lincoln County School District, Page 23 of 26 plan - the only program she has heard of - then the District need only hold a meeting to develop, without conducting an evaluation, a §504 plan. The law clearly requires more. The District was obligated to conduct an evaluation, in accord with all of the above provisions, of A.A. to determine his eligibility under the IDEA. If, after conducting the required evaluation, a child is found eligible under the IDEA, an Individualized Education Program (IEP) team is then formed to develop an IEP. That team must contain, among other persons, at least one of the child’s regular classroom teachers and at least one person knowledgeable about the child’s disability and who can interpret the instructional implications of the evaluation results. OAR 581-105-0066; 34 CFR §300.344. An IEP meeting must be held within 30 days of a District’s determination that a child is eligible for special education under the IDEA. OAR 581-015-0065. Thus, a child must be evaluated and an eligibility determination made within 60 days and, if found eligible, an IEP meeting held within another 30 days. The resulting IEP must meet the many detailed requirements of OAR 581-015-0068 including statements of measurable annual goals and short-term objectives and the criteria and time-table for measuring and reporting progress toward those goals and objectives. And, any IEP must be “reasonably calculated to confer a meaningful educational benefit on the child.” Adams v. State of Oregon, 195 F.3d 1141, 1150 (9th cir. 1999). Generally, if a district failed to follow the procedures required by the Act and state law, it is unnecessary to discuss whether or not any IEP or pseudo-IEP was reasonably calculated to enable the child to receive benefits. W.G. v. Target Range School Dist., 960 F.2d 1479, 1485 (1992). Even if we were to assume in this specific case that the §504 plan of December 2000 could be construed as the substantive equivalent of an IEP reasonably calculated to confer a meaningful education benefit on A.A., it was clear by mid March, as discussed above, that the plan was not working as calculated and that A.A. needed to be evaluated for IDEA eligibility and a properly developed IEP. The district failed to provide a FAPE under the IDEA to A.A.
appropriate education. W.G. v. Target Range School Dist., 960 F.2d 1479, 1484 (1992).
RIGHT TO APPEAL FROM THIS ORDER.

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