Allen v. Whitmer

District Court, E.D. Michigan·Decided September 15, 2025·No. 2:23-cv-12675·Unknown

Opinion

UNITED STATES DISTRICT COURT EASTERN DISTRICT OF MICHIGAN SOUTHERN DIVISION

DEQUAN A., parent and next friend of J.L., a minor,

Plaintiffs, Case No. 23-cv-12675

v. Honorable Robert J. White

GRETCHEN WHITMER, et al.,

Defendants.

OPINION AND ORDER GRANTING IN PART AND DENYING IN PART THE DISTRICT DEFENDANTS’ MOTION TO PARTIALLY DISMISS THE SECOND AMENDED COMPLAINT

I. Introduction Dequan A. commenced this action for judicial review under the Individuals with Disabilities Education Act (“IDEA”) on behalf of his minor son, J.L. The second amended complaint alleges, among other things, that a state administrative law judge erroneously concluded that Dequan A. failed to meet his burden of showing that J.L. is entitled to extended school year services and assistive learning technologies under the IDEA. It also names the Detroit Public Schools Community District, the district’s superintendent, Dr. Nikolai Vitti, and the district’s general counsel, Jenice Mitchell Ford, as party defendants (the “District Defendants”). Before the Court is the District Defendants’ motion to partially dismiss the second amended complaint. (ECF No. 46). Dequan A. responded in opposition.

(ECF No. 49). The District Defendants filed a reply. (ECF No. 51). The Court will decide the motion without a hearing pursuant to E.D. Mich. LR 7.1(f)(2). For the following reasons, the motion is granted in part and denied in part.

II. Background A. Factual History Dequan A. is J.L.’s father, a 13-year-old African-American child enrolled as a student in the Detroit Public Schools Community District. (ECF No. 40,

PageID.1020, ¶ 24). J.L. is a “learning disabled” and “emotionally disturbed” student who already receives special education services.1 (Id.; see also id., PageID.1041, ¶ 73). Dequan A. claims that the district failed to psychiatrically re-

evaluate J.L. in October 2022 as mandated under federal law. (Id., PageID.1042-43, ¶¶ 77-80). He also alleges that the school district never invited him to J.L.’s individualized education program (“IEP”) team meeting that same month.2 (Id., PageID.1045-46, ¶¶ 88-89).

1 The parties do not contest that J.L. suffers from Attention-Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder “for which he is receiving services.” (ECF No. 1-1, PageID.91 n.8).

2 J.L.’s parents are not married. An administrative law judge concluded that the school district might not have known to notify Dequan A. about the IEP team Dequan A. filed an IDEA administrative due process complaint against the district on January 19, 2023. (ECF No. 1-1, PageID.66). The Michigan Department

of Education requested a hearing before the Michigan Office of Administrative Hearings and Rules. (Id.). An administrative law judge (“ALJ”) conducted an evidentiary due process hearing on May 15-18, 2023. (Id., PageID.68).

In an August 18, 2023 decision and order, the ALJ concluded that (1) Dequan A. failed to demonstrate that the district should have psychiatrically re-evaluated J.L. in October 2022, (2) Dequan A.’s absence from the IEP team meeting did not invalidate J.L.’s IEP, and (3) the evidence failed to show that J.L. is entitled to

extended school year services and assistive learning technologies. (ECF No. 1-1, PageID.92, 95-96, 100). Dequan A. contests all three findings. B. Procedural History Dequan A. filed this lawsuit under the IDEA seeking judicial review of the

ALJ’s decision and order. (ECF No. 1). Aside from challenging the ALJ’s findings, the second amended complaint alleges that the District Defendants violated J.L.’s

meeting since J.L.’s mother never provided Dequan A.’s contact information to school officials when she enrolled J.L. for classes. (ECF No. 1-1, PageID.91). An IEP is a document that “state[s] the student’s educational status, the annual goals for the student’s education, the special-educational services and aides to be provided to meet those goals, and the extent the student will be ‘mainstreamed,’ i.e., spend time in school environments with non-disabled students.” L.H. v. Hamilton Cty. Dep’t of Educ., 900 F.3d 779, 788 (6th Cir. 2018); see also 20 U.S.C. § 1414(d)(1)(A). The IEP team meeting is a conference between school officials and the student’s parents where the IEP is formulated. 20 U.S.C. § 1414(d)(1)(B). rights under the IDEA, the Americans with Disabilities Act of 1990, the Rehabilitation Act of 1973, the Fourteenth Amendment to the United States

Constitution, and Article VIII, § 2 of the Michigan Constitution. (ECF No. 40, PageID.1041-80, 1082-97 ¶¶ 72-168, 173-94). It also asserts a state law claim for ordinary negligence. (Id., PageID.1080-81, 1087-88, ¶¶ 169-72, 195-98). The

District Defendants now move to dismiss the causes of action asserted against them in the second amended complaint. (ECF No. 46). III. Legal Standards When reviewing a motion to dismiss the complaint for failing to state a claim,

the Court must “construe the complaint in the light most favorable to the plaintiff and accept all factual allegations as true.” Daunt v. Benson, 999 F.3d 299, 308 (6th Cir. 2021) (cleaned up); see also Fed. R. Civ. P. 12(b)(6). “The factual allegations

in the complaint need to be sufficient to give notice to the defendant as to what claims are alleged, and the plaintiff must plead sufficient factual matter to render the legal claim plausible.” Fritz v. Charter Twp. of Comstock, 592 F.3d 718, 722 (6th Cir. 2010) (quotation omitted). The Court may consider “exhibits attached to the

complaint” to decide the motion. Amini v. Oberlin College, 259 F.3d 493, 502 (6th Cir. 2001). IV. Analysis

A. Individuals with Disabilities Education Act The IDEA mandates that children with disabilities receive special-education services and establishes administrative remedies to achieve that aim. Forest Grove

Sch. Dist. v. T.A., 557 U.S. 230, 245 (2009); Covington v. Knox Cty. Sch. Sys., 205 F.3d 912, 915 (6th Cir. 2000). The IDEA authorizes states to receive federal funding so they can provide a “free appropriate public education” (“FAPE”) to children with

certain physical or intellectual disabilities. 20 U.S.C. §§ 1412(a)(1)(A), 1401(3)(A)(i). FAPE requires “special education and related services,” which includes (1) an “instruction” component tailored to meet a child’s educational needs, and (2) a “supportive services” component that enables the child to receive

instruction. 20 U.S.C. § 1401(9), (26), (29). The IDEA creates a formal administrative process to adjudicate disputes. See 20 U.S.C. § 1415(f)-(g). A child’s parent or guardian may file an administrative

complaint with the local or state educational agency challenging whether the child is receiving a FAPE. 20 U.S.C. §§ 1415(b)(6)(A), (f)(1)(A); see also 29 U.S.C. § 1401

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