UPDATE to FAQ for Skyer Law Clients

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Skyer Law’s FAQ on the COVID-19 Health Emergency continues to be regularly updated.

Below are new or updated items only. To read the full FAQ, please visit our website.

Does temporarily staying somewhere outside New York City impact my NYC residency for school enrollment purposes?

We know that many families have temporarily left New York City during the coronavirus pandemic, whether to shelter in a vacation home, rent another home, or to stay with family outside the city. Some of our clients have asked us whether this could impact their New York City residency for school enrollment purposes.

This is an individualized question best taken up with your attorney. But, generally speaking, you must maintain your permanent home in New York City if you intend to bring a legal action for special education services here, such as challenging your child’s IEP and seeking tuition reimbursement.  If you are staying outside New York City right now, you must intend to return here once the stay-at-home order has been lifted (your usual summer vacation plans are fine, of course), and you should maintain your tax filing, banking, voting records, car registration, etc., at your home address in New York City, and not establish permanent ties in a different place. And, of course, you cannot request services as a resident of any other school district. 

Am I required to take my child for an annual well visit to their pediatrician in order to update their school health form? Does my child still need to receive scheduled vaccinations? 

Your school health forms expire after one year from the date on the form. In New York State, your child’s school must have forms on-file that are current in order for that child to enroll in and attend school. This has not changed. These health forms require an in-person visit and cannot be completed via a telehealth appointment in most circumstances. Age-appropriate vaccinations also continue to be required for enrollment in New York State schools.

Due to the severity and complexity of my child’s disability, they cannot learn through remote instruction. Can I choose in-person instruction for my child if we have a willing provider or if we are working with an agency that is open for in-person treatment? 

Recently, the DOE has begun to evaluate requests for in-person services for students with “exceptional needs” on a case-by-case basis. We understand this to be a very narrow exception right now and clinical justification is required. However, we have had several positive responses for families with children who meet these narrow requirements. If you are in this situation, contact your attorney case manager for guidance.

When are schools going to re-open, and how will that affect when I must provide notice to the DOE if I decide to unilaterally place my child in an independent school for 2020-21?

Governor Cuomo mandated that remote learning continue throughout New York State for the remainder of the 2019-20 school year in an Executive Order. On May 21, the Governor also announced that New York schools must operate all school programs this summer through distance learning. 

We continue to operate under the assumption that school buildings will physically re-open in September, 2020. The Governor has made clear that this decision will not be made until later this summer.  

The date that schools (public or private) physically re-open their doors does not affect the legal requirement for our clients to provide a 10-day statutory notice if you will be enrolling your child in a non-public school or program; For 12-month students the 2020-21 school year begins in early July, and for 10-month students it begins in September. All of our attorneys are busy drafting these notices now and they will be filed by the appropriate date.  

I received a 2020-21 school placement for my child from the DOE. How do I fairly assess and consider this offer when I can’t tour it?

Parents must make a determination as to whether the program and placement offered to their child will be appropriate based on the information available to them at the time that decision is made. Going to the school (when it is open) is usually the best way to learn about the placement site, but any research you do is helpful.  

In recent weeks, many of our clients have received placement packages via email from the DOE that include this language in the email: You may visit the school, with the attached documents, when NYC public schools reopen.

Within a placement package (which may arrive via email or mail) there is a document titled “SCHOOL LOCATION LETTER.” This document contains the name, address, and telephone number of the specific school placement for your child.  

Generally, we advise that any parent’s first step is to reach out to the school. If your DOE placement is a 12-month program, you might inquire about reviewing a copy of the individual remote learning plan for your child, since we now know that summer 2020 services will be conducted through distance learning only.  As your attorney case manager for guidance here.

Have a list of prepared questions ready when you call. This Skyer Law blog post from a few years ago about touring placements has some ideas of what you might ask, but in general you want to know if your child’s needs be met at this school and if the program on your child’s IEP can be implemented at this placement site. Your child’s current health care providers, therapists, and teachers, (and, if you are our client, your attorney case manager), can help you develop a list of questions that are most appropriate for your child’s situation.  

Other tools you can use to do your own research online include the information published for each school on the DOE website and third-party review-based websites like InsideSchools and GreatSchools. Social media forums (mainly private Facebook parenting groups) for parents of children with special education needs may also be good venues for talking to families whose children attend those schools already. If you are worried about how far away a placement is, you might try using the directions feature in Google Maps to get a sense of how long (on the low end) a bus ride could take. If you are safely able to take a walk around the physical perimeter of the school, that may also provide you with useful information. But you can also use Google Maps to get a street view of the school building. Here is a tutorial on how to do that.  

Do what you can—and document your efforts diligently!

A Residential Summer Program for Older Teens and Young Adults at Ramapo

For our clients for whom 2019-20 was their son or daughter’s graduating year, the closures in March were a particularly abrupt end to the school year—with an extra layer of emotional impact.

The final school years are critical transitional years. And for some students, they are replete with special programming that helps to develop the skills young adults need for success outside of a school environment, whether that is college, a job, living more independently, or something else.

Skyer Law Senior Attorney Teri Horowitz is on the board of Ramapo for Children, an organization offering a program that may help recapture some of what has been lost. Ramapo serves special needs children coming from all over the country. It is located in Rhinebeck, NY and is the home of a renowned summer camp. This summer, while no camp for younger kids is being offered, Ramapo is running a wonderful program for young adults. 

Ramapo’s Staff Assistant Experience program is a transition-to-independence program that develops young adults’ social skills, vocational skill, and life skills, including college and employment readiness. The summer program also provides mental health services, individualized fitness and nutritional programming, daily workshops on a variety of topics, and outdoor recreational opportunities. 

Virtual information sessions for interested families are being held the first weeks of June. For more information on the program, you can register for an information session

A Message on this Memorial Day from Regina Skyer

Dear friends,

Like most of you, no doubt, I seem to have settled into my new normal.

Instead of working 10 hours a day in my office in Brooklyn Heights looking out at the New York Harbor and imagining where all the huge ships are sailing as they pass by my windows, I now look at Sarasota Bay. I came to Florida on March 5th  to visit with my 94-year-old mother, who spends the winter here, and the rest is history; I have not left.  

Out the window, I am soothed by the flight of herons, diving of pelicans, calls of egrets, and the swaying of palm trees.

My body feels different, too. I have replaced designer scarves with shorts and t-shirts. Instead of spending hours on subways and buses, I stretch my legs more. My husband and I walk around garden paths and lakes, seven miles each day. We discovered a small park a ten-minute walk away; on the weekends we bring a thermos of tea and a picnic lunch, sit in a little alcove, and watch the flying fish shoot out of the water and glide.

I miss my grandchildren sitting on my lap and reading them stories or watching Peppa Pig and eating Cheerios. But: I am grateful for Facetime chats, Zoom visits, that I can send them gifts from Amazon, and that they send me sweet homemade movies, full of I love yous and I miss yous. 

I miss my friends. But: I no longer have rushed phone calls with them—now we speak more often, longer, and with greater intimacy. 

I haven’t stepped foot in a supermarket, restaurant, coffee shop, department store, or a hair or nail salon in over three months. But: I have become a master vegetarian cook; my Tuscan spinach and bean soup rivals any Italian restaurant, and what I can do with an eggplant is a wonder to behold. My husband has become our personal sommelier. Every evening we earnestly toast L’chaim! with new wines from small American vineyards. 

Our important work continues to give me meaning and purpose. I meet with new clients by phone or video chat and marvel at how despite everything, here they are, still taking on the fight for their children. I schedule regular chats with all of the directors at all the schools. I consult with my incredibly hard-working attorneys on their more difficult cases, and I study the decisions coming out of the Impartial Hearing Office. What else? I am writing a children’s book, catching up on movies I never saw, streaming some TV series I hadn’t known existed, and am reading and listening to so many books. My days are busier, but somehow more productive.

And I pray. I pray twice a day with more sincerity and soulfulness than ever in my life. I pray for those I know and those I do not know. My mind repeatedly wanders to my father who died almost ten years ago. He, like my mother was a Holocaust survivor. In my imaginings, we have long conversations and I am reassured by him that life is still sweet and precious and that our new normal will morph and change for the better.

I am sending you my best wishes on this Memorial Day 2020, as I remember the heroes then and now who have served our nation, our people, and our world. 

-Regina

New Court Decision May Impact Some Future Pendency Orders

A new ruling regarding special education was handed down on Wednesday by the Second Circuit Court of Appeals, which governs the application of federal law in New York. This ruling pertains to one of the major provisions that parents rely on in litigation, the right to pendency. (You can read a longer explanation of pendency here.)   

Most parents will not be impacted by this development, but we wanted to take a moment to explain what happened. 

QUICKLY, WHAT IS PENDENCY? 

In short, pendency, or “stay put,” is a parent’s right to keep the last program that their child was given by the school district or that was ordered by a judge. When a lawsuit is filed, pendency can be triggered and last until that claim is fully resolved, whether by a settlement, a final ruling in a hearing or an appeal, or simply by withdrawing the case.  

For children in private schools or who receive services outside of school, this entitlement often takes the form of tuition payments or payments to service providers. These pendency payments do not have to be paid back to the school district even if the parents eventually lose or withdraw their case. For parents in this position, pendency is a great benefit for reducing financial risk and for funding the status quo during litigation.

SO WHAT CHANGED?

The case decided this week (Ventura de Paulino; Navarro Carrillo v. New York City Dep’t of Educ.) involved the question of what happens when a child leaves the private school where they have the right to pendency and instead enrolls in a “substantially similar” school — can the parents still make the district pay while their case is ongoing? The answer as of this week is: No—but with some big exceptions.

The rule has long been that “pendency is not brick and mortar” – that is, that you have the right to a kind of program or service, not a specific school, classroom, or teacher. Parents have used this flexibility to apply their pendency mandate to the school or provider that made the most sense for a child. However, this ruling now holds that parents do not have the same right (as a school district does) to move a child between schools on pendency, even if the kind of program has remained the same, and especially if it is more expensive. 

If this applies to you, your attorney case manager will be in touch to discuss any possible impact and how to address it. We will continue to monitor this case and any appeals that may come from it. 

In the meantime, here are answers to some general questions you may have:

DOES THIS MEAN I WILL LOSE MY CASE IF I SWITCH SCHOOLS?

No. This decision only impacts the interim funding you have while a case is pending. It has no bearing on the strength of your case for settlement or at hearing.

WHO DOES THIS NOT APPLY TO?

This ruling only applies to parents who invoke pendency funding, which many parents do not. Additionally, if your child is remaining in the same school or program as was provided under the IHO order or IEP recommendation you rely on for pendency, this decision should not impact you.  

WHAT HAPPENS IF THE FIRST SCHOOL OR PROVIDER ISN’T AVAILABLE ANYMORE? 

Perhaps the child has aged out and may not attend anymore, or the school will not enroll the child for some other reason, or perhaps the school has closed or a provider has moved away. A judge can’t force a private school or provider to educate a child and neither can the school district. The law says that pendency must still exist in some form. So where is it?

In its decision, the court took pains to emphasize they were not deciding this question, but noted that other courts have addressed it. 

This is the situation where parents may be allowed to choose a “substantially similar” school or provider where their pendency program can be implemented, but only if the school district has not identified a suitably similar pendency program or provider on its own.

In these situations, whether or not a pendency order will be issued to immediately fund a new school or provider with a substantially similar program will be up to the impartial hearing officer assigned to your case who considers all of these facts.

Turning 5 in 2021 - a free webinar, Thursday, May 14, 6:30pm

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Register on the Brooklyn Conservatory of Music’s website for this free webinar co-presented by Skyer Law partner Abbie Smith and special education consultant Sarah Birnbaum. Neuropsychologist Dr. Laura Tagliareni will join the webinar as a panelist during the Q&A.

Please note: This talk is designed for families of children born in 2016, whose children are transitioning to the CSE in September, 2021.

Webinar description from BCM website:

If your preschool-aged child is currently receiving special education services or therapy, advocating for an appropriate kindergarten program is critical. For parents of children born in 2016, get a head start on the Turning Five process with Sarah Birnbaum, of New York Special Needs Support, and attorney Abbie Smith of Skyer Law. Together, they will provide you with invaluable guidance on:

-Determining Your Public and Private School Options
-Finding an Appropriate Kindergarten Program
-Obtaining Evaluations
-Understanding Your Child’s Legal Rights
-Advocating for Your Child at Your Turning 5 IEP Meeting
-Understanding how the COVID-19 Health Emergency May Impact Your Turning 5 Year