Wanham v. Everett Public Schools

550 F. Supp. 2d 152, 2008 U.S. Dist. LEXIS 35449, 2008 WL 1904395
CourtDistrict Court, D. Massachusetts
DecidedMarch 13, 2008
DocketCivil Action 06-11899-NMG
StatusPublished
Cited by2 cases

This text of 550 F. Supp. 2d 152 (Wanham v. Everett Public Schools) is published on Counsel Stack Legal Research, covering District Court, D. Massachusetts primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Wanham v. Everett Public Schools, 550 F. Supp. 2d 152, 2008 U.S. Dist. LEXIS 35449, 2008 WL 1904395 (D. Mass. 2008).

Opinion

MEMORANDUM & ORDER

GORTON, District Judge.

On October 16, 2006, plaintiff Lorraine Wanham (“Wanham”), as parent and next friend of Q.W., her minor child, filed a pro se complaint against Everett Public Schools (“Everett”) and the Bureau of Special Education Appeals, Massachusetts Department of Education (“BSEA”) ap *154 pealing an adverse BSEA decision and alleging a number of other pendent state law claims. Numerous motions have been filed including motions for summary judgment by all three parties.

I. Background

A. Factual Background 1

Wanham is the mother of minor child Q.W., whose name is kept confidential for the purpose of these proceedings. Wan-ham claims that Q.W. has specific learning disabilities that are not being properly addressed by the Everett public school system.

Beginning in his third grade year (i.e., 1999) and continuing through the eighth grade, Q.W. received services pursuant to fully-accepted Individualized Education Programs (“IEPs”). Q.W. entered Everett High School in ninth grade for the 2004-2005 school year while his 2003-2004 IEP was still in effect. He was assigned a special education inclusion teacher, Ms. Theodoridis (“Theodoridis”), to act as liaison to his regular teachers. Theodoridis and another special education teacher, Mr. Ruiz (“Ruiz”), were supposed to check in with Q.W. and his teachers to monitor his progress. Wanham disputes the extent to which Theodoridis and Ruiz actually provided services. Although Q.W.’s IEP expired in December, 2004, Everett did not convene a meeting of “the TEAM” (meaning the parent, representative teachers and administrators and, when appropriate, Q.W.) to develop a new IEP until March 21, 2005. Everett contends that Wanham agreed to postpone the TEAM meeting but Wanham disputes that. At the March meeting, Everett TEAM members decided to extend QW.’s special education eligibility and to conduct his three-year reevaluation but the parties did not develop a new plan or amend the existing IEP at that meeting.

After the evaluations, at TEAM meetings on May 9, 2005 and June 16, 2005, the Everett members of the TEAM concluded that Q.W. no longer met the criteria for continued special education services. Wanham argued that Q.W. had a lan-g-uage-based disability, so the TEAM agreed to an extended evaluation. When that evaluation period expired on August 12, 2005, the parties agreed to extend it again so that Wanham could have an independent evaluation conducted. In the meantime, Q.W. received academic support that conformed with his preceding IEP.

Wanham had Q.W. evaluated by Dr. Joseph Moldover, a neuropsychologist, in September and October, 2005. Dr. Mold-over recommended that Q.W. continue to have an IEP due to difficulties he had with written expression. At an extended meeting on November 18, 2005, the TEAM failed to reach agreement as to whether Q.W. remained eligible for special education services.

The following week Everett issued a finding of no eligibility and shortly thereafter filed a hearing request with BSEA to determine whether Q.W. remained eligible for special education services. A hearing was scheduled for January 5, 2006 and Everett subsequently requested and was granted postponement of the hearing on two occasions. A prehearing conference was held on March 31, 2006, at which Everett asked to be able to reconvene the TEAM to consider the evaluation of Jody Gray, an educational consultant Wanham *155 had retained. Over the objections of Wan-ham, Everett also sought postponement of the hearings scheduled for April 11 and 12, 2006 to allow the TEAM to consider Gray’s report and to develop an IEP if appropriate. Those requests were allowed.

Gray’s report, sent to Everett on April 20, 2006, stated that the TEAM’S decision finding that Q.W. was ineligible for special education services was incorrect. A TEAM meeting was convened on April 25, 2006 and lasted six hours. The TEAM ultimately determined that Q.W. remained eligible for special education and developed an IEP to address his difficulties (“the Proposed IEP”). Everett offered additional compensatory education services but Wanham rejected them, choosing instead to refer the extent of compensatory services to the BSEA.

Supportive services were provided to Q.W. beginning in April, 2006 despite the absence of a new accepted IEP. On May 5, 2006, Wanham rejected the entire Proposed IEP and requested that Everett place Q.W. at the Landmark School during the 2006 summer program and for the 2006-2007 academic year.

A hearing on Wanham’s claims was conducted by BSEA hearing officer Joan Ber-on (“Beron”) on May 25, May 26 and June 8, 2006. Beron issued her ruling on July 20, 2006. In it, she found that although Everett’s failure to implement inclusion support during Q.W.’s ninth grade did not deny Q.W. a free and appropriate public education (“FAPE”), the failure to provide the supportive services set forth in Q.W.’s IEP impacted Q.W.’s ability to make meaningful education progress and denied him FAPE. Accordingly, Beron found that Q.W. was entitled to two, 50-minute periods per week or 67 sessions of compensatory education for missed services in the ninth grade and 11 additional “pull-out” sessions from those missed at the beginning of tenth grade.

Beron also found that, based on the information provided to it in November 2005, the TEAM should have concluded that Q.W. required services and accommodations. Consequently, Beron found Q.W. entitled to two sessions of instruction in written expression from the time the IEP should have been implemented (i.e., December 1, 2005) until the date Everett began providing services in April 2006. Beron also found that the Proposed IEP rejected by Wanham on May 5, 2006 could, with some minor adjustments, be made appropriate and be implemented by Everett. With respect to the other alleged procedural defects, Beron found that any errors did not constitute a denial of FAPE or were not outcome determinative.

Wanham now appeals that ruling in accordance with the federal Individuals with Disabilities Education Act (“IDEA”), 20 U.S.C. § 1400 et seq., and Chapter 71B of Massachusetts General Laws and the regulations promulgated thereunder. In addition to the appeal of the BSEA ruling, Wanham contends that the BSEA hearing officer did not follow proper procedures when conducting the hearing, that she was not impartial and that her ruling was unreasonable as a matter of law.

B. Procedural History

In April, 2007, six months after the complaint was filed, both Everett and the BSEA filed motions to dismiss the complaint in its entirety or, in the alternative, to dismiss the pendant state law claims. On August 14, 2007, 515 F.Supp.2d 175, this Court allowed the motions to dismiss the state law claims but denied the motions with respect to the appeal of the BSEA decision pursuant to the IDEA (“the August 14 M & O”). The Court took under advisement Q.W.’s Motion to Supplement Record, Everett’s Motion to Strike and BSEA’s Motion for a Protective *156 Order.

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550 F. Supp. 2d 152, 2008 U.S. Dist. LEXIS 35449, 2008 WL 1904395, Counsel Stack Legal Research, https://law.counselstack.com/opinion/wanham-v-everett-public-schools-mad-2008.