Virginia Department of Social Services v. Erica Betts

CourtCourt of Appeals of Virginia
DecidedJune 12, 2018
Docket1447171
StatusUnpublished

This text of Virginia Department of Social Services v. Erica Betts (Virginia Department of Social Services v. Erica Betts) is published on Counsel Stack Legal Research, covering Court of Appeals of Virginia primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Virginia Department of Social Services v. Erica Betts, (Va. Ct. App. 2018).

Opinion

COURT OF APPEALS OF VIRGINIA

Present: Judges Beales, Alston and Senior Judge Frank Argued at Norfolk, Virginia UNPUBLISHED

VIRGINIA DEPARTMENT OF SOCIAL SERVICES MEMORANDUM OPINION BY v. Record No. 1447-17-1 JUDGE ROSSIE D. ALSTON, JR. JUNE 12, 2018 ERICA BETTS

FROM THE CIRCUIT COURT OF THE CITY OF NORFOLK Everett A. Martin, Jr., Judge

Michelle A. L’Hommedieu, Assistant Attorney General (Mark R. Herring, Attorney General; Cynthia V. Bailey, Deputy Attorney General; Kim F. Piner, Senior Assistant Attorney General/Section Chief, on brief), for appellant.

No brief or argument for appellee.

The Commonwealth of Virginia (“the Commonwealth”) appeals the decision of the

Circuit Court of the City of Norfolk (“circuit court”), which held that the Virginia Department of

Social Services (“DSS”) improperly rendered a finding of level three abuse against Erica Betts

(“appellee”).

BACKGROUND

This case concerns an altercation that occurred on March 26, 2015 between appellee, a

teacher in the Norfolk school system for the past eight years, and a student named M.C.

Appellee worked as a special education teacher at Norview Middle School in Norfolk, and M.C.

is one of her students. On the date of the incident, M.C. was in appellee’s classroom and had

been actively disrupting the class for almost 25 minutes, repeatedly talking and cursing despite

 Pursuant to Code § 17.1-413, this opinion is not designated for publication. multiple warnings from appellee and her teaching assistant to stop. Appellee asked M.C.

numerous times to improve his behavior, and he responded with various disrespectful and

belligerent retorts to appellee, including “[y]ou’re a beast” and “shut the fuck up.” M.C. then put

his head down on his desk, but soon disrupted class again by repeatedly kicking a chair next to

him. Appellee asked M.C. to leave the classroom, but he refused. At this point M.C. called

appellee a “fat bitch,” and began another stream of cursing before walking in the direction of the

classroom door. Appellee positioned herself near the door and told M.C. to come toward her and

leave. M.C. walked over to appellee and then moved his hand toward her face. The guest

teacher in the classroom, Dara Bergmann-Wexler, told CPS that M.C. “turned and tried to grab

[appellee’s] face or smash [appellee’s] head or something.” Multiple students stated that M.C.

had made contact with appellee’s face, and others stated that M.C. raised his hand toward

appellee’s face and said “talk to the hand.” Appellee pushed M.C.’s hand back toward him

because she did not want him to make contact with her.

M.C. further escalated the confrontation and eventually a physical altercation between

appellee and M.C. ensued. Appellee grabbed M.C.’s hand, wrist, and arm and attempted to

move him toward the classroom door and out into the hallway. Appellee stated that she grabbed

M.C.’s hand and arm when M.C. became physically confrontational and tried holding M.C. to

the door. Appellee further stated that at this point she was trying to get M.C. on the floor and did

not restrain him; but was trying to support him.

Bergmann-Wexler stated that appellee was “standing to let him pass. The doorway will

accommodate two people” and “she was standing sideways for him to go out.”

Bergmann-Wexler stated that she never witnessed appellee do anything to incite or provoke

M.C.

-2- While appellee attempted to move M.C. out of the classroom, he aggressively resisted, so

appellee attempted to get him down onto the floor, wrapping her legs around his legs to restrain

him and lay him down.1 M.C. became so physically antagonistic that he and appellee were

thrashing around the hallway and bumped into the lockers on the wall. Soon thereafter, other

teachers arrived. One stated that M.C. and appellee were in a “Frankenstein position,” meaning

they were facing each other with their arms straight out and locked together. Several individuals

stepped in to separate M.C. and appellee, and it took three people to pull M.C. away from

appellee. Only that portion of the encounter that occurred in the hallway was captured on video

from a hallway camera. The entire altercation lasted approximately 30 seconds.

Prior to the incident with appellee, M.C. had been involved in a separate altercation with

another student after using derogatory and demeaning language. As a result of that fight, M.C.

sustained multiple injuries – he had a severely swollen black eye, scratches on his neck and

around his face, and scratches on his arms. Although M.C. reported that he suffered scratches on

his wrists, arms, and ribs due to appellee’s actions, the DSS investigator did not observe any

injuries to corroborate that statement.

Shana Purvis-Stoker, another teacher at the school, testified that appellee is “awesome

with the kids.” Purvis-Stoker stated that M.C. only appears in class around half of the time,

usually arrives late, often puts his head on his desk, and constantly uses inappropriate language.

Multiple teachers stated that they overheard M.C. boasting about hitting appellee in the face and

getting her fired.

1 Appellee stated that she has used this same technique in the past to deal with aggressive and unruly students, and another teacher at the school testified that they are all trained to use this particular technique to restrain students who approach them in a violent manner. This training highlights the unfortunate reality that too many teachers are confronted on a day-to-day basis with extremely difficult and defiant youths and are often placed in very difficult situations. -3- Sonya Russell is a reading teacher at the school and knows M.C. from the English class

she teaches. She described M.C. as a very disrespectful and volatile student who never cared

about school, and was medicated for his problems. She stated that M.C. boasted to her that he

had gotten appellee fired but he never spoke about any injuries from the altercation. Russell

testified that all teachers are trained to hold or restrain a violent child who approaches them in a

violent way.

Following the initial investigation by DSS, Chermera Smith, the investigator assigned to

the case, concluded that appellee had committed level three abuse and had engaged in willful

misconduct, demonstrated by the scratches on M.C.’s body, and the video footage of the

encounter purportedly establishing that appellee was the aggressor. Notably, however, Smith

never reviewed M.C.’s disciplinary record, which contained five different disciplinary actions

between September 2014 and March 2015. Nor did Smith review the medical reports stemming

from M.C.’s fight with another student, which had occurred two weeks prior to his encounter

with appellee, and from which all independent witnesses testified M.C. had sustained the

scratches and bruises on his arms, and his black eye.

Appellee appealed DSS’ finding of level three abuse, and the case proceeded to an

administrative hearing. On review of the DSS investigation, an administrative hearing officer

considered the testimony of the witnesses and ruled that “[n]either M.C.’s behavior as caught on

camera nor his classroom behavior as described in the record and testimony warrants the totality

of appellee’s response.” The hearing officer further wrote that:

Regarding [M.C.]’s injuries, the evidence showed that [his] eye was injured prior to the incident with [appellee], [and] . . .

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