C.W. Ex Rel. K.S. v. Capistrano Unified School District

784 F.3d 1237, 2015 U.S. App. LEXIS 5752, 2015 WL 1566942
CourtCourt of Appeals for the Ninth Circuit
DecidedMarch 2, 2015
Docket12-57315
StatusPublished
Cited by38 cases

This text of 784 F.3d 1237 (C.W. Ex Rel. K.S. v. Capistrano Unified School District) is published on Counsel Stack Legal Research, covering Court of Appeals for the Ninth Circuit primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
C.W. Ex Rel. K.S. v. Capistrano Unified School District, 784 F.3d 1237, 2015 U.S. App. LEXIS 5752, 2015 WL 1566942 (9th Cir. 2015).

Opinions

Opinion by Judge WARDLAW; Partial Concurrence and Partial Dissent by Judge REINHARDT.

ORDER

The opinion filed on March 2, 2015 [779 F.3d 956] is hereby amended, and an amended opinion is filed concurrently with this order.

With that amendment, Judges Wardlaw and Callahan have voted. to deny, and Judge Reinhardt has voted to grant, appellants’ petition for rehearing. The panel has voted to reject the suggestion for rehearing en banc.

The full court has been advised of the suggestion for rehearing en banc and no active judge has requested a vote on whether to rehear the matter en banc. Fed. R. App. P. 35.

Thus, the petition for rehearing is denied and the suggestion for rehearing en banc is rejected. No further petitions for rehearing or for rehearing en banc will be entertained. The mandate shall issue forthwith.

IT IS SO ORDERED.

OPINION

WARDLAW, Circuit Judge:

C.W. appeals the district court’s award of attorney’s fees and costs to Capistrano Unified School District, (“the District”), as the prevailing defendant in an action alleging violations of the Individuals with Disabilities Education Act (“IDEA”). In addition to the IDEA claims, attorneys for C.W. also claimed violations of the Americans with Disabilities Act (“ADA”), Section 504 of the Rehabilitation Act, and 42 U.S.C. § 1983, based on a claim of retaliation arising from a letter threatening sanctions sent by the District’s counsel should C.W.’s parent (“K.S.”) continue to pursue this appeal. Because we agree with the district court that the ADA and § 1983 claims are frivolous, we affirm the district court to the extent it awarded attorney’s fees and costs for representation relating to those claims. We disagree with the district court, however, that plaintiffs IDEA and Rehabilitation Act claims were frivolous and/or brought for an improper purpose, and we therefore reverse the district court to the extent it awarded attorney’s fees and costs related to the litigation of those claims.

I.

A.

Congress enacted the IDEA “to ensure that all children with disabilities have available to them a free and appropriate public education” and “to ensure that the rights of children with disabilities and parents of such children are protected.” 20 U.S.C. §§ 1400(d)(1)(A) — (B). “The-statute sets forth procedures for resolving disputes in a manner that, in the Act’s express terms, contemplates parents will be the parties bringing the administrative complaints.” Winkelman ex rel. Winkelman v. Parma City Sch. Dist., 550 U.S. 516, 527, 127 S.Ct. 1994, 167 L.Ed.2d 904 (2007). The IDEA relies in numerous ways on the involvement of parents in the process of developing Individualized Education Programs for students with special needs, and provides a detailed scheme for parents to pursue remedies when they believe that their child has been deprived of a free and appropriate education. Since its inception, the IDEA, like most civil rights statutes, has allowed a prevailing plaintiff to seek attorney’s fees and costs. [1241]*1241See 20 U.S.C. § 1415(i)(3)(B)(i)(I); see also Arlington Cent. Sch. Dist. Bd. of Educ. v. Murphy, 548 U.S. 291, 301-02, 126 S.Ct. 2455, 165 L.Ed.2d 526 (2006) (noting the “virtually identical [ ] wording” of § 1415(i)(3)(B). and 42 U.S.C. § 1988). In 2004, Congress amended 20 U.S.C. § 1415(i)(3)(B), to allow a prevailing defendant in an IDEA case to seek fees against the attorneys of a parent or against the parent himself if the claims alleged were frivolous or brought for an improper purpose. See P.L. No. 108-446, December 3, 2004, 118 Stat. 2647.

B.

At the time of the disputed occupational therapy assessment in this case, C.W. was 11-years old. C.W. was and continues to be eligible for special education services under the eligibility category of “Other Health Impairment” because she has cerebral palsy, a ventriculoperitoneal shunt, and a heart murmur. C.W. also has low cognitive ability. C.W. was in a special day class at Crown Valley Elementary School within the District.

The District performed its legally required triennial assessment of C.W. in 2010. The multidisciplinary team recommended that C.W. remain eligible for special education and related services because “she exhibits a severe health disorder which adversely affects educational performance.” Following an initial Individualized Education Program1 meeting in October 2010, K.S. consented to an occupational therapy assessment for C.W. This assessment of C.W. in areas of gross and fine motor development, was conducted by Rebecca Hirchag, a licensed occupational therapist (“OT”). The OT assessment included a review of medical and educational records, a teacher interview, a parent interview, naturalistic observations of performance in an educational setting, and clinical observations, as well as five different standardized assessment tools. The OT report concluded:

Assessment revealed fine motor precision and bilateral integration skills in the average range when compared to typically developing peers her same age. Scores for fine motor integration and upper limb coordination were slightly below average however in alignment with her academic ability. Manual dexterity scores were impacted by time. Please see accommodations in the chart below to assist [C.W.] in the classroom .... In the classroom she is focused and attentive, she is processing sensory information with regards to her access of educational environment.

Hirchag made several recommendations for goals, modifications, or accommodations based on C.W.’s weaknesses in manual dexterity, registration and sensitivity, [1242]*1242remembering content during written language assignments, spelling, and desk organization, but she did not recommend whether any direct OT services were needed. The IEP,- informed by the OT assessment, recommended a one hour-monthly collaboration between an OT therapist and C.W.’s teacher to evaluate strategies for going forward, as well as two 30-minute individual OT consults per year.

Hirchag presented the OT assessment at a January 12, 2011 IEP meeting, and K.S. responded that it was “stupid.” K.S. also expressed shock that the OT assessment concluded that C.W. was able to appropriately cut a shape from paper, and said that at home, C.W. holds scissors incorrectly.

On January 25, 2011, K.S., pursuant to California law, requested an independent educational evaluation for occupational therapy based on her disagreement with the occupational therapy portion of the January 2011 IEP. See Cal.

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784 F.3d 1237, 2015 U.S. App. LEXIS 5752, 2015 WL 1566942, Counsel Stack Legal Research, https://law.counselstack.com/opinion/cw-ex-rel-ks-v-capistrano-unified-school-district-ca9-2015.