IEP Team Obligated to Address Reported Peer Bullying of a Student with Disabilities

In a recent special education due process hearing decision, the Office of Administrative  Hearings held that a school district denied a student a free appropriate public education (“FAPE”) by failing to address allegations of bullying in an IEP meeting. Colton Unified School District (OAH No. 2017060750).

In this case, the parents complained multiple times to the school that their kindergartner with autism and a speech and language impairment was being bullied. The parents had reportedly observed other children taunting their son and excluding him from activities and had witnessed him coming home with unexplained injuries. Parents raised these concerns at an IEP meeting and suggested that the bullying may be the result of the student’s lack of social skills for which a behavioral aide might be warranted. In response, the school district informed the parents that there was a district bullying complaint form they could fill out. No further discussion occurred at the IEP meeting regarding the alleged bullying.

The hearing officer determined that the district denied the student FAPE by failing to address the reported bullying. The hearing officer explained that formal procedures for investigating bullying are separate from the IEP team’s obligations to address the impact of bullying on FAPE. Moreover, it did not matter that the reports of bullying were disbelieved or that the team felt the claims were better handled by the school’s discipline process. Instead, the IEP team should have at least discussed the parents’ concerns, documented the conversation, and determined the impact, if any, on a student’s receipt of FAPE.

IEP teams need to know that bullying of a student with a disability on any basis can result in a denial of FAPE. When investigating whether a student with disabilities who was bullied was denied FAPE, the Office of Civil Rights considers several factors, including, but not limited to:

1. Did the school know or should it have known that the effects of the bullying may have affected the student’s receipt of IDEA or Section 504 services? For example, did the school know, or should it have known, about adverse changes in the student’s academic performance or behavior indicating that the student may not be receiving FAPE?

2. Did the school meet its ongoing obligation to ensure FAPE by promptly determining whether the student’s educational needs were still being met, and if not, make changes, as necessary, to his or her IEP or Section 504 plan?

Ensuring that IEP and Section 504 teams adequately address bullying or harassment of a student with a disability will minimize potential liability under a variety of federal statutes, including the IDEA, Section 504, the ADA, and Section 1983, as well as under state law.

New Year, New Laws Affecting Schools

As always, with the turn of the calendar year comes the arrival of new laws taking effect in California. Legal guidance should be sought, and the specific statute consulted, before action is taken regarding any of these new bills. Several of these new laws will affect schools, including:


Employee Rights / Application Processes

AB 1008 – “Ban the Box” / No inquiry into criminal records on application forms

AB 1008 prohibits employers from inquiring about or considering a job applicant’s criminal record prior to a conditional offer of employment.

Under AB 1008, it is an unlawful employment practice under FEHA for an employer with 5 or more employees to include on any application for employment any question that seeks the disclosure of an applicant’s conviction history.

An employer also cannot inquire into or consider the conviction history of an applicant until that applicant has received a conditional offer.


AB 168 – Use of prior salary information

AB 168 prohibits employers from asking ask about an individual’s salary history during the job application process.

AB 168 also requires an employer, upon reasonable request, to provide the pay scale for a position to an applicant.

However, if an applicant “voluntarily and without prompting disclos[es] salary history information,” an employer may still “consider[] or rely[] on that voluntarily disclosed salary history information in determining the salary for that applicant.”


Student Services

SB 250 – Provision of school lunches to students with unpaid school meal fees

SB 250 ensures that school officials do not “shame,” delay or deny food to hungry students as punishment for unpaid school meal fees.

SB 250 also requires schools to direct all efforts to collect unpaid school meal fees towards parents—not students—and forbids the use of a debt collector to recover unpaid school meal fees.

AB 10 – Free Feminine Hygiene Products

AB 10 requires public schools that serve students in grades 6 through 12 to provide free pads and tampons in half of its bathrooms if at least 40 percent of the school’s students fall below the poverty line.


Firearms on School Grounds

AB 424 – No Concealed Carry on School Grounds

AB 424 removed language in an earlier statute that let school superintendents provide written authorization for employees with concealed weapons permits to bring guns onto school campuses.


Charter Petitions

AB 1360 – Changes to Charter Petition Requirements

AB 1360 permits charter schools to include siblings of current charter school students and children of the charter school’s teachers, staff, and founders as categories given “enrollment preferences” in a charter school’s lottery process.

AB 1360 also requires charter petitions to specify what specific acts can result in a suspension or expulsion, and set forth due process procedures for suspensions/expulsions.

AB 1360 also allows charter schools to encourage parental involvement—whether through volunteer hours or donations—but prohibits charter schools from requiring parental involvement as a condition to acceptance or continuing enrollment in the school.

Need to Fix a Typo in an IEP? Not So Fast!

Author: Eric Stevens


In the case of M.C. v. Antelope Valley Union High Sch. Dist. (2017) 858 F.3d 1189, the Ninth Circuit Court of Appeals considered parents’ complaint that their student was denied a FAPE when a school district unilaterally changed  the provision of vision services in an IEP from 240 minutes per month to 240 minutes per week.  The school district claimed that the district and parents had verbally agreed to 240 minutes per week at the IEP meeting, but the signed IEP agreement contained a typo.


While providing more minutes of vision services did not substantively harm student, the Ninth Circuit Court of Appeals agreed with parents, ruling that the school district’s unilateral revision to student’s IEP was a procedural violation of the IDEA that denied student a FAPE.


A procedural violation of the IDEA can deny a student a FAPE when it seriously infringes on a parent or legal guardian’s opportunity to participate in the IEP formation process.  Here, the Ninth Circuit found that parents were denied this opportunity and student was denied a FAPE.


An IEP is like any other written contract and cannot be unilaterally changed.  If any party believes that the IEP needs to be changed, it must notify the other party and seek consent to an amendment.  It does not matter if a local educational agency (LEA) believes that it is merely correcting a typo to reflect what was agreed upon at a meeting or to provide more services to a student.  As a practical matter, the parents may disagree that the issue is a typo and seeking consent to the “correction” can help protect the LEA from a later due process complaint.  As a legal matter, any unilateral change to an IEP is a procedural violation of the IDEA that may be the basis for a denial of FAPE claim as it was in this case.


The Ninth Circuit also observed that an IEP provides notice to both sides of what services will be provided to a student during the term of the IEP.  The IDEA is just as concerned with parental participation in the formation of an IEP as it is in the enforcement of an IEP.  When an LEA provides services that are different from what is in a signed IEP, it undermines parents’ ability to enforce the IEP.  As the Ninth Circuit found in this case, it can lead to the necessity for parents to retain an attorney to clarify what services (or the amount of services) that are being provided.

District Has Discretion in Special Education Program So Long As Students’ Individual Needs are Met

Author: Michael Tucker, Attorney at Law


On July 19, 2017, a California Administrative Law Judge (ALJ) found for the Rialto Unified School District (District) in that the program offered by the District provided FAPE despite failing to identify a specify dyslexia methodology or program.  (Rialto Unified School District, 2017, 70 IDELR 267.)  The ALJ found that the student’s dyslexia diagnosis and needs were being satisfied through services identified to address other identified goals.


Student was a 17-year old diagnosed with dyslexia, SLD, ADHD and a mood disorder.  Based on this information, the District placed Student in a special day class with two periods spent in general education classes.  No goal was specifically designed to address Student’s dyslexia.  Instead, the District implemented goals for reading comprehension and written expression, which according to the District, were “designed to work on Student’s deficits caused by the dyslexia.”

Despite this, the Student’s parents filed for due process based on the District’s failure to include a specific program or methodology specifically addressing Student’s dyslexia.


The ALJ ruled consistent with the 9th Circuit Court of Appeals which held that “it is not necessary for a school district to specify a methodology for each student with an IEP if specificity is not necessary to enable the student to receive an appropriate education.”

The ALJ found that the Student made sufficient academic progress on the goals implemented by the District.  Moreover, the ALJ found that as long as the student’s individualized needs are met, the specific program or methodology offered is secondary to the Student’s progress.

Therefore, Local Educational Agencies (LEAs) should remain focused on programs, services, and methodologies that offer the greatest opportunity for student progress based on the student’s needs.  LEAs should offer evidence of a student’s progress to a parent if the parent is concerned about the LEA’s specific program.  Showing such progress may help the LEA avoid a due process filing in the event of a dispute regarding a specific program.

New Guidance Issued from U.S. Department of Education About FAPE Standard Set Forth in Endrew F. Decision

Author: Heather Edwards, Attorney at Law  

On December 7, 2017, the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) released a Question and Answer (Q&A) document addressing the U.S. Supreme Court decision in Endrew F. v. Douglas County School District Re-1 (2017), which clarified the scope of the free appropriate public education (FAPE) requirements in the Individuals with Disabilities Education Act (IDEA).

In Endrew F., the U.S. Supreme Court held that an IEP must be reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances and enable the child to have the chance to meet challenging objectives. However, the court did not define the phrase “progress appropriate in light of the child’s circumstances.” This new Q&A document provides a discussion of the FAPE requirements and includes questions addressing implementation considerations including, “Is there anything IEP Teams should do differently as a result of the Endrew F. decision?”

The answer to that question appears to be that IEP teams must implement policies, procedures, and practices relating to (1) identifying present levels of academic achievement and functional performance; 2) the setting of measurable annual goals, including academic and functional goals; and 3) how a child’s progress toward meeting annual goals will be measured and reported, so that the Endrew F. standard is met for each individual child with a disability.

Governor Brown Signs AB 1360 into Law, Authorizing Additional Categories of Enrollment Preferences and Requiring Increased Detail for Suspension/Expulsion Procedures Contained in Charter Petitions

On October 13, 2017, the Governor Brown signed Assembly Bill (AB) 1360 into law to take effect January 1, 2018.  AB 1360 makes several small changes to the 15 “reasonably comprehensive descriptions” a charter petition is required to contain under the Charter Schools Act (Education Code § 47605(b)(5)).  Notably, AB 1360 received support from both the California Charter Schools Association and the California Teachers Association.

First, AB 1360 permits charter schools to include two additional “enrollment preferences” categories when setting forth a charter school’s lottery process to be used when applications exceed a school’s capacity.  Charter schools are now specifically authorized to use two previously popular (but not codified into statute) preference categories:

  1. Children of the charter school’s teachers, staff, and founders; and
  2. Siblings of current charter school students.

Charter schools may still specify additional preferences, such as residents of the authorizing school district, but all preferences must be consistent with federal and state law, and may not result in limiting enrollment access for pupils with disabilities or other disadvantaged students.

Second, AB 1360 now requires charter petitions to specify what acts can result in a suspension or expulsion and set forth due process procedures for suspensions/expulsions.  Depending on the length of the suspension, or if expulsion is sought, a student must be provided “oral or written notice of the charges against the pupil,”  “an explanation of the evidence that supports the charges and an opportunity for the pupil to present his or her side of the story,” and/or “a hearing adjudicated by a neutral officer within a reasonable number of days at which the pupil has a fair opportunity to present testimony, evidence, and witnesses and confront and cross-examine adverse witnesses, and at which the pupil has the right to bring legal counsel or an advocate.”

Moreover, for any non-voluntary removal, the student’s parent or guardian must be given written notice of intent to remove the pupil no less than 5 school days in advance, and the parent/guardian must be given the right to challenge the non-voluntary removal under the same procedures as an expulsion.

Additionally, AB 1360 allows charter schools to encourage parental involvement—whether through volunteer hours or donations—but prohibits charter schools from requiring parental involvement as a condition to acceptance or continuing enrollment in the school.

Prompt Action Prevents Child Find Violation

Author: Michael Tucker, Attorney at Law


On October 31, 2017, the U.S. District Court of the Western District of Pennsylvania upheld a decision finding that a local education agency (LEA) did not violate Child Find requirements when the LEA acted promptly by assessing and providing services to the student.


As a preschool student, Student received some special education services even though the preschool determined that Student’s delays did not impede Student’s learning.  Upon entering kindergarten with the District, the District evaluated Student to determine if continued services were necessary.  The District determined that while not disabled, Student suffered from “behavioral and focus issues.”  The District’s IEP team concluded that the kindergarten classroom’s “repetitive and consistent methodology” would address Student’s issues.

However, after Student began attending classes, his classroom teacher became concerned regarding his “extreme response to frustration, expressed fear of the classroom toilet…[his] difficulty staying on task and expressing himself, and [he] would ‘meltdown’ by crying loudly.”  Within a few months, District had completed several assessments and convened an IEP meeting. As the assessments were being completed, Student received ongoing counseling from the school psychologist and behavioral specialist.  As a result of the IEP meeting, Student received monthly therapy sessions, counseling, weekly behavioral interventions and other services.  Student progressed with these interventions and the behavioral interventions were concluded prior to Student’s admission into first grade.

Student’s progress seemingly continued until midway through his first grade year when many of his behavioral issues returned.  Parents filed a due process complaint alleging that Student was denied a free appropriate public education (FAPE) when the District failed to meet its Child Find obligations.  Parents alleged that the District failed to identify the Student as disabled and waited too long to implement appropriate accommodations.


Under the IDEA, Child Find requires that students in “need of special education and related services are identified, located and evaluated.” 20 U.S.C. § 1412(a)(3).  Thus, LEAs maintain a continuing obligation…to identify and evaluate all students who are reasonably suspected of having a disability.”  P.P. ex rel. Michael P. v. West Chester Area School Dist., (2009) 585 F.3d 727, 738.

However, LEAs are not required to identify a student as disabled at the “earliest possible moment,” especially in very young children.  Board of Educ. Of Fayette Cnty., Ky. v. L.M., (2007) 478 F.3d 307, 313 as cited by D.K. v. Abington School Dist., (2012) 696 F.3d 233, 251.

Here, the court found no Child Find violation because the District acted within weeks of Student’s enrollment and Student’s young age.


This case illustrates the difficulty in satisfying an LEA’s Child Find obligations with very young students.  The court noted that the less structured environment of early grades combined with a student’s relative immaturity may make it difficult for LEAs to differentiate between traditional students and those with disabilities.  However, once a suspected disability and potential need for special education arises, an LEA is required to act promptly in order to satisfy its requirements under Child Find.  The District in this case did just that, acting within weeks of Student’s initial enrollment in kindergarten.  The court concluded that this prompt action satisfied the District’s Child Find obligations.

Virtual Inclusion: Have You Considered Use of Robots Rather than Providing Home Instruction?

Author: Heather Edwards, Attorney at Law

In California, when a special education student experiences an acute health problem which results in non-attendance at school for more than five (5) consecutive days, the local educational agency is required to inform the parent of the availability of individual instruction to be delivered in the pupil’s home, hospital, or other residential health facility (except a state hospital).  Then the LEA must convene an IEP team meeting to determine appropriate educational services for the student. 5 C.C.R. § 3051.17.  What happens if instead of home instruction, the parents request that a robot be included in the IEP which would allow their child to virtually attend school?

As new technology of this kind emerges, IEP teams need to know how to properly address parent requests for robots for homebound students.

For example, in Warren Hills Reg’l High Bd. of Educ., 70 IDELR 57 (SEA NJ 2017), a ninth grade student with Marfan syndrome endured multiple heart surgeries that required hospitalizations and at-home recovery. Additionally, physical challenges often prevented his attendance at school. The student reported having bouts of sadness and feelings of isolation from not being able to discuss information in class with his teachers and classmates. His parents requested that a robot be included in the IEP which would permit their son’s virtual attendance at school. The robot would allow the student to see from home what is happening in the classroom and interact with people at school through video communication. The district had concerns that the student would miss instruction in case of a breakdown in the technology or on days when he was unable to use the device due to his physical issues. It determined that home instruction was sufficient.

The parents filed a due process complaint. The hearing officer explained that determining whether a district has complied with the IDEA’s least restrictive environment (“LRE”) mandate requires deciding: 1) whether education in the regular classroom with use of supplementary aids and services can be achieved satisfactorily; and 2) if placement outside of the regular classroom is necessary for the child’s educational benefit, whether the district has included the child in school programs with children without disabilities to the maximum extent appropriate.

The hearing officer found that the district was predisposed to be against the inclusion or “even consideration” of the robot. The staff did “little to make inquiries, conduct its own due diligence, or generally explore how to make it work.” More specifically, no one from the district “made any real attempt to obtain information from other districts … [that] have successfully deployed this technology.”

As a result, the hearing officer determined that the district did not provide FAPE in the LRE because it declined to use or consider available technological modifications to allow the student access to direct instruction as it is delivered in the regular education setting.

What This Means for You:  Extended absence from the classroom can have negative educational and social consequences as students may fall behind in instruction, feel isolated from their peers, and experience loneliness and depression. Telepresence robots are now helping students with significant health conditions participate in class virtually. There are a variety of devices available (e.g.,  tablets on wheels that can be controlled remotely by a student, or stationary devices which sit on a desk and can be remotely controlled for panning and rotating the screen) which allow students a presence in the classroom again who would otherwise have little or no interaction with classmates or teachers.

When parents request what seems like high-tech assistive technology for their child, an LEA needs to keep an open mind.  The LEA is required to consider that request and explore whether such technology is appropriate to meet a student’s unique needs.  The plain meaning of “consider” is to reflect on or think about with some degree of care or caution. Therefore, IEP teams will want to at least research the technology, consult with the student’s doctors, consider how much training will be required of staff, classmates, and the student, address issues related to confidentiality for other students in the classroom, and discuss Internet connectivity issues.

Fact Checked: Only One Factfinding Hearing Per Negotiation

Author:  Michael Tucker, Attorney at Law

On June 27, 2017, the Public Employment Relations Board ruled that after impasse is declared a party can only proceed to factfinding once.  In the City of Watsonville, the City and its employee unions met in 2015 to negotiate successor agreements.  The following timeline illustrates the events that unfolded during the negotiations:

  • June 1, 2015 – Employees declare impasse but City and Employees continue to negotiate;
  • June 9, 2015 – Mediator appointed;
  • August 5, 2015 – Employees request factfinding regarding the successor agreement with the City;
  • August 12, 2015 – Employees withdraw factfinding request.

The parties continued to negotiate until June 29, 2016 when the Employees again declared impasse.  The City did not impose its last best and final offer.  On July 7, 2016, almost a year after their initial request, Employees again requested factfinding regarding the successor agreement with the City.  The City objected to the request since the Employees had already requested factfinding regarding the same issue and withdrew their request.


PERB ruled that the second factfinding request was untimely under the MMBA’s specific timelines.  However, PERB pointed out that by creating “definite time limits for the availability and initiation of the factfinding process, the Legislature clearly intended that factfinding would begin relatively soon after a dispute had reached impasse.”  (City of Redondo Beach (2014) PERB No. Ad-409 M.)

Under the EERA, (the collective bargaining statutes applying to most local educational agencies) if the mediator is unable to effect settlement within 15 days after appointment, and the mediator declares that factfinding is appropriate, either party may request factfinding.  (Cal. Govt. Code § 3548.1(a).)

While it is unclear if PERB would reach a similar result under the EERA, City of Watsonville provides some valuable insight.  Specifically, PERB noted that bargaining is only completed when agreement is reached or impasse procedures are concluded.  In City of Watsonville, neither had taken place.  Therefore, the parties were still engaged in the same bargaining process from the first bargaining session in 2015 to the Employee’s second factfinding request in July 2016.  As such, factfinding could only be requested once.

Practice Pointer

During any bargaining, it is important to keep in mind that bargaining is not concluded until an agreement is reached or impasse is concluded.  It is also worth noting that City did not impose their last best and final offer and instead continued to negotiate in good faith.  Continuing to bargain obviously increases the opportunities for an agreement, despite the impasse request.

Those wanting to learn more about bargaining best practices, mediation and factifinding may attend our bargaining workshop, From Principles to Practice: Effective Collective Bargaining to Useable Agreements on October 17, 2017.  For more information, please click HERE.


California Superintendent of Public Instruction Releases “The California Dyslexia Guidelines”

On August 14, 2017, the California Superintendent of Public Instruction released “The California Dyslexia Guidelines,” as required by Assembly Bill 1369 (2015) and California Education Code Sections 56334 and 56335.

The California Dyslexia Guidelines (which can be found by clicking the associated link) are intended “to assist regular education teachers, special education teachers, and parents in identifying, assessing, and supporting students with dyslexia.”   The Guidelines “draw on both current research and the collective professional wisdom and experience of the members of the Dyslexia Guidelines Work Group, which met in a series of seven meetings from April 2016 through March 2017.”

The Guidelines state that dyslexia may “be understood as one type of a specific learning disability,” and is “characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.”

The Guidelines address:

  • Screening and assessment for dyslexia;
  • Assessment tools;
  • Special Education and 504 plans;
  • Current understanding of the neuroscience behind dyslexia;
  • Dyslexia’s nature as a languagelearning disability;
  • Symptoms, strengths, weaknesses, and socio-emotional factors of dyslexia;
  • Dyslexia and English-language learners;
  • Preparation of and for Educators;
  • Effective approaches and strategies for teaching students with dyslexia;
  • Assistive technology and dyslexia; and
  • Information for parents and guardians.

It is important to note that the guidelines are not binding on local educational agencies or other entities.  However, the guidelines can help assist educational professionals in serving students with dyslexia.

The Dyslexia Guidelines Work Group webpage ( states that the “the document is exemplary, and compliance with it is not mandatory” “[e]xcept for the statutes, regulations, and court decisions” the Guidelines reference.