Flood Ex Rel. T.F. v. District of Columbia

172 F. Supp. 3d 197, 2016 U.S. Dist. LEXIS 39131
CourtDistrict Court, District of Columbia
DecidedMarch 25, 2016
DocketCivil Action No. 2015-0497
StatusPublished
Cited by26 cases

This text of 172 F. Supp. 3d 197 (Flood Ex Rel. T.F. v. District of Columbia) is published on Counsel Stack Legal Research, covering District Court, District of Columbia primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Flood Ex Rel. T.F. v. District of Columbia, 172 F. Supp. 3d 197, 2016 U.S. Dist. LEXIS 39131 (D.D.C. 2016).

Opinion

MEMORANDUM OPINION

BERYL A. HOWELL, Chief Judge • ■

After prevailing in an administrative 'due process hearing on her claim under the Individuals with Disabilities in Education Act and Individuals, with Disabilities in Education Improvement Act (collectively, the “IDEA”), 20 U.S.C. §. 1400 et seg., the plaintiff, Mabel Flood, who is suing on behalf of herself and her minor child, seeks reimbursement of attorneys’ fees and costs she incurred in pursuing her successful claim. Compl. Deck Judgment & Relief (“Compl.”), ECF No. 1. The plaintiffs request was referred to a Magistrate Judge, See Order Referring Case to Magistrate Judge, ECF No. 3, who issued a Report and Recommendation (“R&R”) recommending reimbursement at a rate equivalent to three-quarters of the hourly rate requested by the plaintiff. ECF No. 15.

The plaintiff timely objected to this recommendation on the ground that the Magistrate Judge erred in recommending reimbursement at a rate that does not reflect the prevailing market rate in the District of Columbia for the services she received in connection with her successful administrative action. Pl.’s Obj. Mag. Judge’s R&R (“PL’s Obj.”), ECF No. 16. Pending before the Court are the parties’ cross-motions for summary judgment, Pl.’s Mot. Summ. J. (“PL’s Mot”), ECF No. 9; Defl’s Opp’n PL’s Mot. Summ. J. & Cross-Mot. Summ. J. (“Def.’s Opp’n”), ECF No. 11, under the IDEA attorneys’ fees provision, 20 U.S.C. § 1415(i)(3)(B)(i)(I). For the reasons set forth below, the plaintiffs objection is sustained, and each party’s motion is granted in part and denied in part.

I. BACKGROUND

The plaintiff is the mother of T.F., a District of Columbia Public School (“DCPS”) student who was diagnosed at an early age with various psychological and behavioral issues, including Attention Deficit-Hyperactivity Disorder and Bipolar Disorder. Compl., Ex. 1 (“Hearing Officer Determination” or “HOD”) at 2-7, ECF No. 1-4. Throughout his elementary education, T.F. experienced serious emotional and behavioral difficulties that have substantially impaired his academic progress. Id. Due to these difficulties, T.F. attended at least three different elementary schools over a period of five years, during which time his frequent outbursts escalated from simple classroom disruptions to threats of physical violence and ¿t least one incident in which T.F. assaulted another student. Id.

Despite the plaintiffs repeated requests over the course of more than two years, DCPS consistently declined to conduct a comprehensive assessment of T.F.’s abilities and needs, as well as his potential eligibility for special education services under the IDEA. Id. Set out below is a summary of the. plaintiffs successful effort to obtain such an assessment by means of an administrative due process proceeding, followed by the relevant procedural history underlying the present dispute.

A. The Underlying Merits Action

T.F. began experiencing serious behavioral and emotional difficulties soon after *201 enrolling in elementary school. He was held back in Kindergarten, and continued to have difficulties during his first- and second-grade years. Id, at 3. By the end of second grade, T.F. demonstrated “pervasive sadness, anger, irritability, paranoia, detachment, temper tantrums, • arguing with adults, defying adult requests and rules, blaming others, and deliberately annoying people.” Id. Unfortunately, after a move to a new school for the 2011-2012 school year, T.F.’s troubling behavior persisted. Consequently, at some point during his third-grade year, school staff informed the plaintiff that T.F. would be asked to leave his new school if he did not receive medication to treat his emotional and behavioral issues. Id. at 3. In response, the plaintiff asked school officials to conduct a complete evaluation to assess T.F.’s emotional challenges and educational needs. Id. School officials apparently declined to conduct such an evaluation. See id. at 2, 9.

Thereafter, when T.F. began attending a third school during the 2012-2013 school year, the plaintiff alerted school administrators of T.F.’s behavioral issues and indicated to a school counselor that T.F. required a full evaluation to determine the extent of his educational and emotional challenges. Id. at 4. While this second request for evaluation prompted the school counselor to work with the plaintiff to address T.F.’s attendance issues, id., school officials again declined to conduct a more comprehensive evaluation of T.F.’s abilities and needs, see id. at 2, 9. The next school year, in September. 2013, T.F.’s behavior continued to impede his academic progress, prompting the plaintiff for the third time to approach school officials to obtain an evaluation of T.F. Id. at 4-5. In response, a school counselor advised the plaintiff that, because T.F.’s problems were primarily behavioral, T.F. was ineligible for an Individualized Education Program (“IEP”) and associated special education services under the IDEA. Id. at 5. As a result, in December 2013, instead of conducting a 'full evaluation of T.F.’s needs, school staff developed a more limited plan to address T.F.’s disruptive classroom behavior. Id. at 5-6. . .

This newly developed plan notwithstanding, T.F. continued to demonstrate significant behavioral issues during the 2013-2014 school year. Id. at 6. Due to T.F.’s disruptive and aggressive behavior — including an incident in which T.F. assaulted another student — T.F. was suspended for more than ten days in the spring of 2014. Id. At some point during this period, both the plaintiff and an outside mental health worker again, for the fourth time, asked school staff to evaluate T.F. more thoroughly to determine how best to address his mounting academic and behavioral issues. Id. Again, however, school staff declined to conduct any such evaluation. See id. at 2, 9.

With DCPS continuing to refuse to evaluate T.F., the plaintiff filéd an IDEA administrative due process complaint on August 6, 2014. Id. at 1. Alleging that DCPS violated the IDEA by failing to respond to her repeated requests for a full evaluation of T.F., the plaintiff sought an order requiring DCPS to evaluate T.F.’s educational needs and potential eligibility for special education services under the IDEA. Id. at 2. Following a prehearing conference on August 21, 2014, the administrative Hearing Officer convened a hearing on September 5, 2014, during which the parties submitted a total of twenty-five exhibits and presented testimony from both the plaintiff and a school counselor from T.F.’s then-current elementary school. Id. at 1-2.

On September 19, 2014, the Hearing Officer issued an HOD concluding that the plaintiffs request for a comprehensive evaluation of T.F. was reasonable. Id. at 14. Given DCPS’s extended failure to address T.F.’s behavioral issues, the Hearing *202

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Cite This Page — Counsel Stack

Bluebook (online)
172 F. Supp. 3d 197, 2016 U.S. Dist. LEXIS 39131, Counsel Stack Legal Research, https://law.counselstack.com/opinion/flood-ex-rel-tf-v-district-of-columbia-dcd-2016.