Lemus v. Shaffner

CourtDistrict Court, District of Columbia
DecidedFebruary 10, 2022
DocketCivil Action No. 2020-3839
StatusPublished

This text of Lemus v. Shaffner (Lemus v. Shaffner) 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
Lemus v. Shaffner, (D.D.C. 2022).

Opinion

UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA

ANA LEMUS, on behalf of her minor son,

O.C.L., and on her own behalf, Plaintiff,

v.

DISTRICT OF COLUMBIA

INTERNATIONAL CHARTER

SCHOOL,

Defendant.

DISTRICT OF COLUMBIA INTERNATIONAL CHARTER SCHOOL,

Plaintiff, v.

ANA LEMUS,

Case No. 20-cv-3839 (RCL)

Case No. 21-cv-0223 (RCL)

MEMORANDUM OPINION

Ana Lemus is the mother of O.C.L., her school-age son who suffers from learning disabilities and is not a native English speaker. O.C.L. attended the District of Columbia International Charter School (“DCI”) from sixth grade until his expulsion in the eighth grade for threatening a teacher. While at DCI, O.C.L.’s academics suffered and his test scores ultimately fell below his pre-DCI scores. After his expulsion, Lemus administratively appealed to the Office of

the State Superintendent of Education. Lemus sought both (1) a reversal of the expulsion and (2)

compensatory education based on the denial of a free appropriate public education. These two actions involve appeals from the results of that administrative appeal. In Lemus v. District of Columbia International Charter School (“Lemus v. DCI” or “the expulsion action”), No. 20-cv-3839-RCL, Lemus appeals the administrative determination that O.C.L.’s expulsion was proper and alleges that DCI violated Title VI of the Civil Rights Act. In the related case District of Columbia International Charter School v. Lemus (“DCI v. Lemus” or “the FAPE action”), No. 21-cv-223-RCL, DCI appeals the administrative determination that O.C.L. was denied a free adequate public education (“the FAPE action”).

I, BACKGROUND A. Individuals With Disabilities Education Act

“Under the Individuals with Disabilities Education Act (known as ‘IDEA’), states and territories, including the District of Columbia, that receive federal educational assistance must establish ‘policies and procedures to ensure,’ among other things, that ‘free appropriate public education,’ or ‘FAPE,’ is available to disabled children.” Reid ex rel. Reid v. District of Columbia, 401 F.3d 516, 518 (D.C. Cir. 2005) (quoting 20 U.S.C. § 1412(a)(1)(A)). Under the IDEA, school districts “must ensure that ‘[a]ll children with disabilities residing in the State . . . regardless of the severity of their disabilities, and who are in need of special education and related services, are identified, located, and evaluated.”” Jd. at 518-19 (quoting 20 U.S.C. § 1412(a)(3)(A)). When a child with a disability is identified, an Individualized Education Program Team (“IEP Team”)—a group including the child’s teachers and parents—creates an Individualized Education Program (“IEP”) to provide “personalized instruction with sufficient support services to permit the child to benefit educationally from that instruction.” Jd. at 519 (quoting Bd. of Educ. of the Hendrick Hudson Cent. Sch. Dist., Westchester Cnty. v. Rowley, 458 U.S. 176, 690 (1982)); 20 U.S.C.

§§ 1412(a)(4), 1414(d). For those who believe their disabled child’s rights have been violated, the IDEA also provides a right to appeal to a local educational agency. 20 U.S.C. § 1415. An IEP can be changed one of two ways: either during the student’s annual IEP team meeting or via a “written document to amend or modify” agreed upon by the school and the student’s parent. 34 C.F.R. § 300.324(a)(4), (6).

B. O.C.L.’s Educational History

Lemus is a D.C. resident and the mother of O.C.L., her minor son. Lemus Am. Compl. 2, Lemus v. DCI, No. 21-cv-223-RCL, ECF No. 13. O.C.L. is a teenager and qualifies as a “child with a disability” under the IDEA, 20 U.S.C. § 1415. Jd. Lemus and her son were both born in Honduras and are both native Spanish speakers. Jd. Lemus attests that she has “little ability to speak or understand English.” Jd. 4 6.

After a traumatic three-month journey to the United States, O.C.L. arrived in D.C. and enrolled as a third grader at Tubman Elementary School (“Tubman”). /d. 9 8. When he began at Tubman, O.C.L. did not speak or understand English. Jd. By his fifth-grade year, Tubman determined that O.C.L. was “eligible for special education services” and had an intellectual disability. Jd. §§] 9-11. The Tubman IEP team determined that O.C.L. required 19 hours of supplemental special education each week, to be provided “outside the general education classroom.” /d. J 11. These 19 hours constituted O.C.L.’s IEP.

After graduating Tubman, O.C.L. enrolled in DCI as a sixth grader in August 2017.! Id. 4 3; DCI Compl. 7 10, DCI v. Lemus, 21-cv-223-RCL, ECF No. 1. DCI is a “school of choice,” which means parents voluntarily enroll their children each year. DCI Compl. 3. Immediately upon O.C.L.’s enrollment, DCI reduced both his specialized instruction hours and his hours outside

of the general education setting. Lemus Am. Compl. ff 14-15. On September 27, 2017, DCI

' While Lemus’s complaint originally refers to O.C.L. enrolling in August 2016, this appears to be a typographic error inconsistent with the rest of the dates in her narrative.

3 proposed changing O.C.L.’s special education hours outside the general education setting from 19 hours a week to “60 hours per month” and introducing “daily inclusion support.” DCI Compl. { 12. DCI proposed this change by issuing an IEP Amendment Proposed Change Form and later a Standard IEP Amendment Form, each of which Lemus signed. Jd. 13. DCI issued an Amended IEP on December 4, 2017. Jd. § 14.

During his time at DCI, O.C.L.’s IEP was amended five more times. DCI Compl. {J 16— 45. Lemus signed the Standard IEP Amendment Form each time. /d. By eighth grade, Lemus alleges O.C.L. was receiving only five hours of specialized instruction each week, solely within the regular, general education setting. Lemus Am. Compl. {J 16-17. DCI, on the other hand, alleges that O.C.L.’s final IEP recommended (and that O.C.L. therefore received) 38.5 hours a month of specialized instruction inside the general education setting, 23 hours a month of specialized instruction outside the general education setting, and 120 minutes a month of “behavior support services.” DCI Compl. § 41. Regardless of the exact number, by the eighth grade, O.C.L.’s test scores on annual district-wide testing had “declined below the levels he had achieved [three] years earlier at Tubman.” Lemus Am. Compl. {J 16-17 (emphasis added). In other words, after attending DCI and following the IEP that DCI staff developed, O.C.L.’s test scores got worse.

DCI “first attempted to expel” O.C.L. when he was in the seventh grade. Lemus Am. Compl. § 22. But a Manifestation Determination Review (“MDR”)* determined that O.C.L.’s objectionable conduct was caused by his disabilities and recommended a Functional Behavioral Assessment (“FBA”) and a Behavioral Intervention Plan (“BIP”). Jd. 23. The IEP team also identified three suspected disabilities: an intellectual disability, a history of multiple head injuries,

and a history of behavioral issues. fd.

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