Bridges Public Charter School v. Barrie

Procedural entryThis page is a short order in Bridges Public Charter School v. Barrie. Read the opinion of the Court — 709 F. Supp. 2d 94
District Court, District of Columbia·Decided July 11, 2011·No. Civil Action No. 2010-0108·Published

Opinion

UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA ____________________________________ ) BRIDGES PUBLIC CHARTER SCHOOL, ) ) Plaintiff, ) ) v. ) Civil Action No. 10-cv-00108 (ABJ) ) FATMATA BARRIE, et al., ) ) Defendants. ) ____________________________________)

MEMORANDUM OPINION

Plaintiff Bridges Public Charter School (“Bridges”) brings this action against defendants

Fatmata Barrie, Christopher Anwah, and the Law Offices of Christopher N. Anwah, PLLC

(collectively, “defendants”) seeking $15,994.50 in attorneys’ fees under a fee shifting provision

of the Individuals with Disabilities Education Act (“IDEA”), 20 U.S.C. §§ 1400, et seq. Bridges

claims it is entitled to attorneys’ fees because (1) it was the prevailing party in an administrative

proceeding, and (2) defendants initiated and continued to litigate an action that was frivolous,

unreasonable, and without foundation. The parties filed cross motions for for summary

judgment. The Court will grant plaintiff’s motion for summary judgment [#21] and will deny

defendants’ motions for summary judgment [#22 and #27].

BACKGROUND

I. The IDEA Statutory Framework

The purpose of the IDEA is “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 future education.” 20 U.S.C. § 1400(d)(1)(A). To receive funding under the IDEA, school districts must adopt procedures to

ensure appropriate educational placement of students with disabilities. Id. § 1413. The IDEA’s

free and appropriate public education (“FAPE”) provision entitles each student with a disability

to a comprehensive plan, known as an individualized education program (“IEP”), in order to

meet their specialized educational needs. Id. § 1414(d)(2)(A) (“At the beginning of each school

year, each [state] shall have in effect, for each child with a disability in [its] jurisdiction, an

individualized education program.”). The IEP must be formulated in accordance with the terms

of the IDEA and “should be reasonably calculated to enable the child to achieve passing marks

and advance from grade to grade.” Bd. of Educ. of Hendrick Hudson Cent. Sch. Dist. v. Rowley,

458 U.S. 176, 204 (1982). “If no suitable public school is available, the school system must pay

the costs of sending the child to an appropriate private school.” Reid ex rel. Reid v. District of

Columbia, 401 F.3d 516, 519 (D.C. Cir. 2005) (citations and alterations omitted).

The IDEA requires that students with disabilities be placed in the “least restrictive

setting” appropriate to their needs, allowing them to be educated in an integrated setting with

children who do not have disabilities to the maximum extent possible. 20 U.S.C. §

1412(a)(5)(A). The IDEA provides parents of students with disabilities the opportunity to

participate in the evaluation and placement process. Id. §§ 1414(e), 1415(b)(1). Parents who

object to their child’s “identification, evaluation, or educational placement” are entitled to an

impartial due process hearing, see id. §§ 1415(b)(6), (f)(1), at which they have a “right to be

accompanied and advised by counsel” and a “right to present evidence and confront, cross-

examine, and compel the attendance of witnesses.” Id. § 1415(h). A qualified impartial hearing

officer conducts the due process hearing. Id. § 1415(f).

2 Parents may appeal a hearing officer’s findings and decision by bringing a civil action in

either state or federal court. Id. § 1415(i)(2)(A). The district court has remedial authority under

the IDEA and broad discretion to grant “such relief as the court determines is appropriate.” Id. §

1415(i)(2)(C)(iii). Moreover, the IDEA gives the Court discretion to award reasonable

attorneys’ fees to a prevailing party who is the parent of a child with a disability in an action

under the IDEA. Id. § 1415(i)(3)(B)(i)(I). This includes the authority to award fees to a party

who has prevailed in an administrative due process hearing. See Moore v. District of Columbia,

907 F.2d 165, 166 (D.C. Cir. 1990).

II. Factual Background

Defendants Barrie and Anwah are attorneys licensed to practice in the District of

Columbia and were employed, at relevant times, by defendant The Law Offices of Christopher

N. Anwah, PLLC. Compl. ¶¶ 4–6. In July 2009, Barrie and Anwah represented C.R., a minor

child with a disability, and her mother in an administrative hearing against Bridges, a public

charter school in the District of Columbia. Id. ¶¶ 4–5.

C.R. attended the pre-kindergarten at Bridges during the 2007–2008 and 2008–2009

school years. Administrative Record (“A.R.”) at 750, 753. Bridges identified C.R. as a “student

eligible to receive special education and related services,” which entitled her to receive an IEP

developed by a multidisciplinary team (“MDT”). Id. C.R.’s mother participated in IEP meetings

with the MDT from Bridges on the following dates: January 16, 2008; May 19, 2008; and June

11, 2009. A.R. at 90, 114, 149, 753. C.R.’s mother signed the IEPs that were developed for her

child at these meeting. A.R. at 94, 125, 161.

3 A. The IEP Meetings

At the first IEP meeting on January 16, 2008, the MDT and C.R.’s mother discussed

transitioning C.R. from her current placement in a full-time specialized classroom, where she had

minimal interaction with non-disabled peers, to an “inclusion classroom setting,” which would

allow her to interact with non-disabled peers for part of the day. Plaintiff’s Statement of

Material Facts (“Pl.’s Stmt.”) ¶ 6; A.R. at 90, 754. 1

In March 2008, the MDT re-evaluated C.R. and her progress at Bridges. A.R. at 100–

132, 753. The second IEP meeting took place on May 19, 2008, and was attended by the MDT

and C.R.’s mother. Id. At that meeting, the MDT determined that C.R. should be moved to a

general classroom setting and that she only needed to be “pulled out” for specialized instruction

two hours per week. A.R. at 100–132, 753. Although defendants dispute that C.R.’s mother

disagreed with this determination, the facts in the record (including the notes from the IEP

meeting) show that she did not object to the IEP and that she signed the IEP after it was

complete. A.R. at 125.

A third IEP meeting was held on June 11, 2009, and was attended by C.R.’s mother and

the MDT. A.R. at 149, 167. The notes from the meeting show that the participants again

determined that C.R. only needed to be removed from the general education setting for “periods

of the school day.” A.R. at 149, 167. The participants also developed goals and objectives for

C.R.’s IEP. A.R. at 753-54. C.R.’s mother again signed the IEP. A.R. at 161. The meeting

notes do not indicate that she raised any objection or contacted Bridges after the meeting to

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