Doe v. Bentonville School District

CourtDistrict Court, W.D. Arkansas
DecidedMarch 16, 2018
Docket5:15-cv-05020
StatusUnknown

This text of Doe v. Bentonville School District (Doe v. Bentonville School District) is published on Counsel Stack Legal Research, covering District Court, W.D. Arkansas primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Doe v. Bentonville School District, (W.D. Ark. 2018).

Opinion

lN THE UN|TED STATES DlSTRlCT COURT WESTERN DlSTRlCT OF ARKANSAS FAYETTEV|LLE DlV|SlON

BR|TTANY 0, as Parent and

Next Friend of L PLA|NT|FF V. CASE NO. 5:15-CV-5020 BENTONV|LLE SCHOOL DlSTRlCT, et al. DEFENDANTS

MEMORANDUM OP|N|ON AND ORDER

Now before the Court is Plaintist l\/lotion For Attorney’s Fees and Costs (Doc. 185). Defendant Bentonvi||e School District (“District”) has filed a Response (Doc. 187), and Plaintiff has filed a Rep|y (Doc. 191). The lVlotion being ripe, and for the reasons stated below, the Court finds that Plaintiff’s Motion should be GRANTED, but not in the full amount requested Plaintiff is awarded a reasonable attorney fee in the sum of $37,372.50, and costs in the sum of $5,465.05

l. BACKGROUND

Plaintiff Brittany O (“Parent”) brought this action on behalf of L (“Student”), her son. Student is a child with a disability as defined in 20 U.S.C. § 1401(3). During the 2012-13 school year, Student was enrolled as a kindergartner in the District. At the time of his enrollment, Student had been diagnosed with attention deficit hyperactivity disorder (“ADHD”). Student’s first six weeks in the regular classroom were marked by numerous outbursts and behavior unfit for a traditional learning environment On September 28, 2012, the District went through the formality of an accommodation conference-the pre-

ordained outcome of Which was a Section 504 plan (the “504 P|an"), which consisted of

progressive interventions to address Student's behavior. But the 504 P|an was never implemented in the actual classroom. lnste`ad, the District, Parent, and Student’s therapist all agreed that Student should immediately transfer out of his traditional kindergarten classroom to Vista Hea|th’s Therapeutic Day Treatment program (“'l'DT”)_which the District had contracted with to provide Student's education.

There was no discussion at the time of transfer regarding the need_much less a formal evaluation-for special education services under the lDEA.1 Consequently, the District did not provide Student with any special education related services. The Hearing Officer also found that the District did a poorjob of monitoring Student's progress while at the TDT, and therefore failed to make on-going assessments as to whether Student's educational needs were being met.2

Testing performed in l\/larch, 2013 by an occupational therapist revealed that Student suffered from multiple sensory processing disorders. A l\/lay 2013 neuropsychological evaluation ruled out cognitive dysfunction and autistic disorder, but identified additional diagnoses including oppositiona| defiant disorder and mood disorder Despite this new information, and despite acknowledging that mere therapeutic interventions had failed to improve Student’s behavior, the TDT’s recommendation forthe 2013-14 school year involved “a higher level of care"-in the form of Vista Hea|th’s

residential treatment program. Doc. 187-2, p.11-15.

‘ This was perhaps because, according to the Hearing Officer's Findings of Fact, ADHD was the only diagnosis identified as precipitating referral to theTDT.

2 “There was no record of any meetings that took place between TDT and District personnel regarding the Student’s status or educational progress." (Doc. 187-2, p. 9).

On June 14, 2013, Parent presented the District with an_lDEA special education referralform, supported by occupational therapy and neuropsychological evaluations The District conducted a referral conference with Parent two weeks later. Despite Parent’s request that Student be placed in a regular classroom for his first grade year,, the District made the decision “to wait until the Student completed his treatment with TDT before attempting a transition back into school.” ld. at 18-19. No decision was made with regard to conducting additional evaluations to determine the need for special education or related services.” ld. at 16. Parent found this outcome unacceptable

On August 19, 2013-the first day of the school year-Parent provided new documentation to the District showing that Student had been formally diagnosed with a Serious Emotional Disturbance (“SED”). That same day, after conferring with its psychological examiner, the District prepared and signed a “referral form" and scheduled a special education referral conference, which was conducted two days later. ld. at 20. The District’s position was that Student should begin first grade with the same 504 P|an as was in place during his kindergarten year, The District said it needed more information, and that further evaluations were necessary, to determine the appropriateness of adding special education services ln the meantime, however, the District proposed to implement a temporary individualized Education P|an (“lEP"), whereby Student would receive special education services in several subject areas, in the general education setting, until such time as the District could conduct a functional behavioral assessment. ld. at 20-21 . Parent

objected to the District’s plan, seeking instead to enforce her right to a due process

hearing.3 The District’s options were limited at that point, but it nevertheless agreed to

make those same special education services available to Student pending a hearing.

The due process complaint, filed on August 19, 2013, named the District, the

Arkansas Department of Education (“ADE”), and the TDT as respondents The complaint

sought seven items of relief, namely:

a declaration of Student's eligibility for special education services; compensatory special education and related services;

evaluation for placement in programming services;

development of an appropriate |EP;

reimbursement of Student’s transportation costs;

assignment of a Parent-approved consultant for programming and behavioral issues; and

a declaration of Section 504 exhaustion.

(Doc. 185-4, p. 7). The Hearing Officer would later view Parent’s filing of the complaint as

a “stumb|ing block” to a settlement that should have been reached during the first week of

schoo|_a|| because the District’s offer contemplated the use of its own personnel to

perform the evaluation, whereas Parent demanded the right to select the examiner herse|f.

(Doc. 187-2, p. 21 ).

This seemingly minor impasse eventually led to five days worth of testimony and

exhibits, spread out over the course of two months. Aftenn/ards, the Hearing Officer

determined that the District had violated the lDEA’s goals and purposes, and thus the

3 Parent had apparently filed her due process complaint and hearing request with the Arkansas Department of Education on August 19"‘, the same day that she met at the school to discuss the new SED diagnosis

denial of Student's right to a free and public education (“FAPE”). But he also found that the District had not done so intentional|y, and that it had offered a significant proposal to correct its failures in fact, the effect of the relief ultimately awarded by Hearing Officer was to require the District to immediately implement the proposal it had offered to Parent in August. Beyond that, the Order required that the District’s designated examiner be someone that Parent found acceptab|e, too. And the District was also ordered to provide certain compensatory educational opportunities during the pendency of the evaluation process (Doc. 185-5, pp. 30-31).

The Hearing Officer’s Order was dated November 25, 2013. The District did not appeal the Hearing Officer’s findings that it had violated the |DEA and/orthat it had failed to provide Student with FAPE.

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