Bartlett School Dist. V. Lindsay R.

CourtDistrict Court, D. New Hampshire
DecidedJuly 29, 1999
DocketCV-98-88
StatusPublished

This text of Bartlett School Dist. V. Lindsay R. (Bartlett School Dist. V. Lindsay R.) is published on Counsel Stack Legal Research, covering District Court, D. New Hampshire primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Bartlett School Dist. V. Lindsay R., (D.N.H. 1999).

Opinion

Bartlett School Dist. V . Lindsay R. CV-98-88 07/29/99

UNITED STATES DISTRICT COURT FOR THE DISTRICT OF NEW HAMPSHIRE

Bartlett School District, et a l . , Plaintiff

v. Civil N o . 98-88-B

Lindsay R., et a l . , Defendants

O R D E R

The parties are before me on the Defendants’ motion for

attorneys’ fees and costs pursuant to 20 U.S.C. § 1415

(i)(3)(B)(West Supp. 1998). Plaintiff objects, arguing that the

amount Defendants seek is unreasonable. For the reasons set

forth below, I grant Defendants’ motion in part and deny it in

part, and award Defendants fees and costs totaling $29,872.75. FACTS

The underlying dispute in this case involved the education

of Lindsay R., who suffered a permanent brain injury at birth and

is now 21 years old. Lindsay and her parents are the Defendants

in this action. Lindsay has difficulty integrating information,

she has short-term memory problems, and she can become confused

in unfamiliar situations. Lindsay’s disability entitled her to receive special education through her local public school system. See 20 U.S.C. §§ 1400-1485, the Individuals with Disabilities Education Act (“IDEA”)(West 1990 & Supp. 1998). Lindsay attended public school in the Bartlett (New Hampshire) School District from first through eighth grade. Although the District provided her with a full-time aide during those years, Lindsay had difficulty with social interaction. Her mother, testifying before a Department of Education hearing officer, stated that Lindsay had no friends and students would often play tricks on her. In the ninth grade, Lindsay transferred to Riverview, a private residential school in Massachusetts with programs designed to address both Lindsay’s academic and social needs. As required by law, the District paid for Lindsay’s education at Riverview.

Lindsay participated in graduation exercises at Riverview in June 1997, receiving a “certificate of completion” rather than a diploma. Around the same time, the District informed Lindsay and her parents that it intended to terminate her from special education. In a letter to Superintendent of Schools Harry Benson dated June 2 6 , 1997, Lindsay’s parents objected and sought a due process hearing. Among other things, Lindsay’s parents requested

-2- that the District provide special education services until she reached the age of 2 1 . Lindsay and her parents subsequently retained counsel, who filed an amended due process hearing request on their behalf on July 3 1 , 1997. The family no longer sought services until the age of 2 1 , but instead requested relief in the form of placement at Riverview’s “G.R.O.W.” program, a 10-month residential program designed to transition students like Lindsay from school to the adult world. At the same time, counsel for the family submitted a motion to enforce the “stay put” requirements of the IDEA by ordering Lindsay’s placement in G.R.O.W..1 They also sought to enjoin Riverview from issuing Lindsay’s diploma pending a decision.

The G.R.O.W. program required a deposit by August 8 , 1997, in order to hold Lindsay’s place. The family, therefore, requested that the Department of Education rule on their stay put motion no later than that date. Hearing Officer S . David Siff denied the “stay put” motion in an order dated August 7 , stating

1 The IDEA provides that “during the pendency of any proceeding conducted pursuant to this section, unless the State or local educational agency and the parents otherwise agree, the child shall remain in the then-current educational placement of such child . . ..” 20 U.S.C. § 1415(j). New Hampshire’s applicable regulation essentially mirrors the IDEA language. See N.H. Code Admin. R. Ed 1128.14 (eff. 10/30/96).

-3- that the parents “failed to reasonably prove that the Riverview

G.R.O.W. Program would be the ‘current education placement’ as

contemplated by the New Hampshire Standards after this Student’s

graduation and award of a diploma from Riverview High School.”

In r e : Lindsay R./Bartlett School District, IDPH #97-36, Order at

4 (August 7 , 1997)(hereinafter “Stay Put Order”).

Hearing Officer Siff presided over a four-day due process

hearing later that month, continuing into September. Lindsay’s

post-hearing memorandum noted that the G.R.O.W. program was not a

viable option, as the school would no longer hold a place for

her. The memorandum stated that: the parents and student no longer request placement at the Riverview School’s GROW program. Instead, they request that the hearing officer order that Lindsay is entitled to one year of education to make up for the school district’s failure to provide appropriate transition planning for her. The purpose of the compensatory education would be to provide for the development of an appropriate transition plan, and for services pursuant to that plan, including a situational assessment(s) in the child care and/or teaching field, the development of labels and scripts, and provision of qualified personnel to carry it out.

Aff. of Sheila Zakre (Counsel for Defendants), attachment 6.2 In

2 Although the portion of the memorandum quoted above and provided by Defendants’ counsel to the Court is undated, it is reasonable to assume that it was written and submitted prior to the Hearing Officer’s October decision, as his decision references and quotes the memorandum.

-4- the meantime, the District had agreed to provide interim services for Lindsay. She received 10 hours of “mentoring” each week beginning in September. In an order dated October 1 6 , 1997, Hearing Officer Siff directed the District to convene a team to address Lindsay’s

transitional needs. He found that Lindsay was not entitled to

“`compensatory education’ in the traditional sense of the phrase,” but that she was entitled to appropriate transition services.3 He further found that:

The Parents are not found to be the “prevailing party” for the most part because of the unreasonable first demand that Student should be continued in schooling, at District expense, in the G.R.O.W. Program, in Massachusetts. To the extent that the Parents’ demand was for appropriate transition services, they are the “prevailing party.”

3 In some circumstances, a student may be entitled to compensatory education to make up for violations of the IDEA. See, e.g., Murphy v . Timberlane Regional School Dist., 22 F.3d 1186, 1187 (1st Cir. 1994)(affirming district court judgment granting student two years of compensatory education); Pihl v . Massachusetts Dept. of Educ., 9 F.3d 1 8 4 , 188-89 (1st Cir. 1993). This is so even where the student is beyond the eligible age for free education under state law. See Murphy, 22 F.3d at 1187 (student was 25 years o l d ) ; Pihl, 9 F.3d at 189-90 (student was 27 years o l d ) . Transition services, by contrast, are designed to promote “movement from school to post-school activities.” 20 U.S.C. § 1401(30)(A). Such services may include “instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.” 20 U.S.C.

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