Posts tagged with "child"

Special Education Law – Relevant Terms

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Within the realm of Special Education Law there are several relative terms one should be familiar with. Below are some of these key terms.

Applied Behavior Analysis (“ABA”):

An intensive, structured teaching program in which behaviors to be taught are broken down into simple elements. Each element is taught using repeated trials where the child is presented with a stimulus; correct responses and behaviors are rewarded with positive reinforcement, while when incorrect responses occur, they are ignored and appropriate responses are prompted and rewarded.

Alternative Assessment:

The use of assessment strategies, such as performance assessment and portfolios, to replace (or supplement) the assessment of a special education student by standard machine-scored multiple-choice tests.

Assistive Technology:

Refers to any piece of equipment, product, system, or other item that is used to increase, maintain or improve the functional capabilities of an individual with a disability.

Behavior Intervention Plan (“BIP”):

Refers to a plan, strategies, program or curricular modifications, and supplementary aids and supports, which are positive in nature (not punitive) and are developed by the PPT to teach a child appropriate behaviors and minimize behaviors that impede learning.

Extended School Year (“ESY”):

This refers to special education and related services that a school provides to a student beyond the normal school year and/or the normal school day, at no additional cost to parents, in accordance with the child’s IEP.

Free Appropriate Public Education (“FAPE”):

Each special education student is entitled to a free, appropriate public education. It is defined as special education and related services that are provided at public expense and under public supervision and direction, without charge to the student. “Related services” include, but are not limited to, transportation, physical therapy, occupational therapy, speech pathology, and psychological services, among others.

A special education student’s FAPE must meet state and federal requirements, and be provided in accordance with the child’s IEP. In Connecticut, children must be provided a FAPE from age three through the end of the school year in which the child reaches the age of twenty-one (or until the child has graduated from high school with a regular diploma, whichever is first to occur).

Functional Behavior Assessment (“FBA”):

Refers to an assessment of the reasons why a child behaves the way he or she does, given the nature of the child and what is happening in the environment. It describes a process for collecting data to determine the possible causes behind certain behaviors in order to identify strategies to address those behaviors.

Identification:

Refers to the decision that a child is eligible for special education services.

Independent Educational Evaluation (“IEE”):

Refers to an evaluation of a special education student performed by a professional who is not employed by the school district. If you disagree with the PPT’s evaluation of your child, you may request an independent educational evaluation. The school district must either pay for the cost of the IEE, or prove to a due process hearing officer that its own PPT evaluation is in fact appropriate. Of course, parents may obtain an IEE for their child at their own expense at any time. When presented with the results of the IEE, the PPT must consider the findings, but is not bound to adopt them.

Individualized Education Plan (“IEP”):

This refers to a written education program developed for an individual child with a disability. It is developed by a multi-disciplinary team of school professionals and the child’s parents and is reviewed and updated at least once per school year. The IEP describes the child’s present performance and learning needs, as well as detailing which services will be necessary at what time, for how long, and by whom those services will be provided.

Least Restrictive Environment (“LRE”):

A child with a disability must, to the maximum appropriate extent, be educated with children who are not disabled, in a general education class in the school that the child would attend if he or she did not have a disability requiring special education services. A child with a disability should not be removed from the general educational setting unless the nature and severity of that child’s disability is such that education in the general class with the use of supplemental aids and services cannot be satisfactorily achieved.

Manifestation Determination:

If a school seeks to change the placement of a child with a disability because that child behaved in a way that violated the school’s code of conduct, then a “manifest determination” must be made, to determine whether the behavior complained of is caused by the child’s disability.

Positive Behavior Supports (“PBS”):

Refers to an approach to addressing challenging behaviors, and includes: functional assessment of the behavior; organizing the environment; teaching skills; rewarding positive behaviors; anticipating situations; and redesigning interventions as necessary.

Planning and Placement Team (“PPT”):

Refers to a group of professionals who represent each of the teaching, administrative and pupil personnel staffs at a special education student’s school, and who, with the student’s parents, are equal participants in the decision-making process to determine the specific educational needs of the student. The PPT, along with the parents, develops, reviews and revises a student’s IEP; the PPT also reviews referrals to special education, determines if the child needs to be evaluated, decides what evaluations the child will have, and determines whether the child is eligible for special education services.

Stay Put:

Refers to the requirement that a special education student must stay in his or her current program or placement during the course of a due process hearing. This provision may be modified upon agreement by both the parent and the school district.

The attorneys of Maya Murphy P.C. are well practiced in the realm of Special Education Law. Should you have questions regarding Special Education Law matters, contact managing partner Joseph C. Maya at 203-221-3100 or at JMaya@Mayalaw.com for a free initial consultation.

My Child Has Been Moved Out-of-State and May Be Suffering from Abuse, What Should I Do?

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If you believe that your child is the victim of abuse you should contact the Department of Children and Families (DCF) and the authorities immediately to report the abuse.  If your child is no longer living in Connecticut DCF may not be able to assist because they are a Connecticut resource.  It would be beneficial to contact a similar resource in whatever state your child is currently residing in.

Further, if your child has been moved out of Connecticut, their residency has been affected.  Jurisdiction will depend on where your child is currently residing.  Regardless of where your child has been relocated to, your divorce decree will still be valid in Connecticut and should be recognized in every state.  You may need to register your Connecticut divorce decree in the new state as an out-of-state judgment in order to have it enforced.

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This is a complex issue as you are now possibly dealing with court systems in two different states.  A family attorney will be able to educate you on your rights and options in this situation.  If you have any questions related to family law in Connecticut, please contact Joseph C. Maya, Esq. at (203) 221-3100 or e-mail him directly at JMaya@Mayalaw.com.

Court Considers Economy in Relocation Case

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Relocation of a Custodial Parent

When a custodial parent would like to relocate, and that relocation would have a significant impact on an existing parenting plan, the moving party must show that the relocation is for a legitimate purpose, the proposed location is reasonable in light of that purpose, and the relocation is in the best interests of the child(ren). C.G.S. Sec. 46b-56d(a).

Further, the court should consider, but is not limited to, the following factors: a) each parent’s reasons for seeking or opposing the move; b) the quality of the relationship between the child and the custodial and noncustodial parents; c) the impact of the move on the quantity and quality of the child’s future contact with the noncustodial parent; d) the degree to which the custodial parent’s and child’s life may be enhanced economically, emotionally and educationally by the move; and e) the feasibility of preserving the relationship between the noncustodial parent and child  through suitable visitation arrangements. C.G.S. Sec. 46b-56d(a).

Considering Economic Circumstances

In light of the current state of our economy, it appears as though judges may be assigning greater weight to parties’ economic circumstances, recognizing that it is becoming increasingly  necessary for parties to move considerable distances to obtain (or retain) employment.  Just recently, the Superior Court of New Haven (Gould, J.) permitted a mother to relocate with the parties’ three minor children from Connecticut to Pennsylvania on the basis that, among other things, the move would allow her to transition back into the work force, which the mother claimed would be necessary for her to adequately support her children, and herself.

After considering the statutory criteria set forth above, the Court explained,  “Our society is an increasingly mobile one.  Largely because of the instability and unpredictability of the employment market . . . repeated, separate moves by each parent are coming to represent the norm.” (internal quotations omitted)  J. Wallerstein & T. Tanke [‘To Move or Not to Move: Psychological and Legal Considerations in the Relocation of Children Following Divorce,’ 30 Fam. L.Q. 305, 310 (1996)].

The Court continued, “Our family law should recognize that reality. Therefore, to serve the best interests of a child in a single-parent family unit, the custodial parent should be permitted to pursue, within reasonable limits, opportunities that could lead to a better life for the parent as well as the child.” (internal citations omitted).

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Should you have any questions regarding this posting, please feel free to contact Maya Murphy, P.C. at JMaya@mayalaw.com or by telephone at (203) 221-3100.

Family Awarded $13 Million for Tragic Day at the Pool

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Across the US, all year round, millions of people swim for fun and recreation in backyard pools, public pools, private clubs, and beaches, ponds, and lakes. It’s not all fun and games, though. About 10 people drown each day. Usually, two of the victims are 14 years old or younger. In fact, drowning is the second leading cause of death for children between 1 and 14 years old.

Case Background

Take Soo Hyeon Park, for example. At 13 years old, he and his family (a sister and his parents) were visiting from South Korea in July 2008; they were staying with friends in Ridgewood, New Jersey. The family, together with their friends and their teenage children, visited Graydon Pool, a popular local “swimming hole” that’s owned and operated by the Village of Ridgewood.  It’s spring-fed, about three acres big, has beach areas and a “deep water” area that’s at least 12 feet deep. Even the water, though clean, looks like water you’d see at the beach, not the crystal clear water you see at the local YMCA, for example.

Park and the other teenaged boys went swimming in the deep area. For some reason, Park began struggling to stay afloat and eventually went underwater. One of his friends tried to rescue him but couldn’t. Park drowned.

Wrongful Death Lawsuit

In the parents’ wrongful death lawsuit against the Village, they claimed it provided negligent supervision at the pool and that the lifeguards were negligent in their response to Park’s situation. The Village didn’t stand still, either. It filed a lawsuit against Park’s parents, as well as his teenaged friends and their parents, claiming they were negligent and responsible for Park’s death.

Ultimately, the Village’s claims were thrown out of court and, after nearly two years of legal wrangling and a month-long trial, a jury awarded $10 million to Park’s family. The jurors agreed that there was inadequate supervision at the pool. None of the nine or more lifeguards saw Park while he was struggling to stay above water. After Park’s mother alerted the lifeguards and the pool manager, the manager ordered the lifeguards to search for Park around the pool, not inside the pool. Lifeguards searched the parking lot for Park. Park was not removed from the water until 40 minutes after the manager and lifeguards were alerted

Wrongful death lawsuits have nothing to do with money. People who lose loved ones certainly know that no amount of money can bring their loved ones back. These suits are about making sure the people responsible for the deaths are held accountable. They’re also about making sure the same tragedy doesn’t happen again.

By David Baarlaer

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At Maya Murphy, P.C., our experienced team of personal injury attorneys is dedicated to achieving the best results for individuals and their families and loved ones whose daily lives have been disrupted by injury.  Our personal injury attorneys assist clients in New York, Bridgeport, Darien, Fairfield, Greenwich, New Canaan, Norwalk, Stamford, Westport, and throughout Fairfield County. If you have any questions relating a personal injury claim or would like to schedule a free consultation, please contact our Westport office by phone at (203) 221-3100 or via e-mail at JMaya@Mayalaw.com

Decision Suggests Educational Support Orders May Not Be Applied Retroactively

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A case decided by the Connecticut Appellate Court, suggests Educational Support orders entered pursuant to Connecticut General Statutes § 46b-56c may not be entered retroactively.  In Kleinman v. Chapnick, 131 Conn. App. 812 (2011), the parties had two children who were over the age of eighteen and enrolled as full-time college students.  During the divorce proceedings, the parties’ older daughter was a senior and their younger daughter was a freshman.  In February 2010, after the parties entered into a final agreement on custody and visitation, a two-day trial ensued regarding financial issues.

As part of its decision, the Court ordered the husband to pay 100 percent of the statutory expenses for the education of the parties’ younger daughter beginning with the 2010-2011 school year.  As the Court did not enter an order with respect to the 2009-2010 school year, the wife filed a Motion to Clarify, Correct and/or Reargue.  The Court subsequently heard the wife’s motion, but declined to change its position.

On appeal, the Connecticut Appellate Court found that the husband made voluntary payments for the 2009-2010 school year that exceeded his statutory obligation under Conn. Gen. Stat. § 46b-56c.  More importantly, however, the Court held that Section 46b-56c contains no language authorizing retroactive application, pointing out that various provisions contained within the statute suggest that it is intended to apply prospectively only.  In a footnote, the Court further explained that child support orders cannot be retroactive, and an order for post-majority educational support is in fact an order for child support for college education.

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Should you have any questions regarding educational support in the context of divorce proceedings, please feel free to contact Attorney Michael D. DeMeola.  He practices out of the firm’s Westport office and can be reached by telephone at (203) 221-3100 or email at mdemeola@maylaw.com.

How to File a Personal Injury Claim Against a School in Connecticut

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If you have a personal injury claim against a school, a school employee, or a similar government entity or employee, you probably already know that it’s more complicated than just suing a private homeowner for a slip-and-fall. But what makes it so complicated, and what is the process?

Schools and their employees are often immune from liability for actions they undertake within the course and scope of their duties. That immunity is not unlimited, however, and particularly where a child’s injury is caused by gross negligence, malice, or wantonness, you can be compensated with monetary damages. CGS § 4-141, et seq. But, before you take your case to court, your case must be reviewed by the Commissioner of Claims.

Depending on the value of your case, the Commissioner of Claims will review your case, and may conduct a fact finding investigation, including witness interviews, document inspections, and other types of inquiries. The parties may engage in discovery in some cases, and the Attorney General may also be permitted to file a dispositive motion that asks the Commissioner to decide the issues in the case just on the known facts and law, but without a full hearing or trial. Once the Commissioner of Claims’ investigation (if applicable) is complete, s/he may issue a decision, or if there are unresolved legal issues, they may authorize you to file suit in
court.

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Navigating an administrative process with an administrative authority requires expert guidance. Small mistakes such as misunderstanding a statute or missing a deadline can impact or even eliminate your ability to seek relief. If you have a personal injury claim against a school, school employee, or a similar government entity, the attorneys at Maya Murphy, P.C. can assist you. Managing Partner Joseph C. Maya may be reached directly by telephone at (203) 221-3100, ext. 110 or by email at JMaya@mayalaw.com.

The above is not intended to constitute legal advice, and you should consult with an attorney as soon as possible if you believe you have this, or any other type of claim.

Identifying Acts of School Bullying

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October is the National Anti-Bullying month, yet the issue of bullying in schools remains headline news on a routine basis. Just today, I read about an incident where “two girls beat [the victim’s] head into the wall and floor when the teacher was out of the room,” causing “permanent hearing loss in her right ear.”[1] Worse still are the stories where the victim took his or her own life as an escape from the daily torment inflicted by bullies.

Without a doubt, parents are scared for the safety of their children. In her on-the-air speech addressing an email she received from a viewer critical of her weight, Jennifer Livingston of WKBT News 8 in Wisconsin admitted that “as the mother of three young girls [the growing prevalence of school bullying] scares me to death.”[2] Ms. Livingston further emphasized, “The internet has become a weapon. Our schools have become a battleground.”[3] Therefore, it is imperative that you, as a parent, are able to recognize acts of bullying and report incidents to your child’s school. The former is the focus of this article.

Recognizing Bullying Behaviors

Under Connecticut law for over a year now, bullying is defined as “the repeated use of a written, oral or electronic communication or physical act by one or more students directed at another student within the same school district which:

  1. Physically or emotionally harms the student or damages that student’s property;
  2. Places such student in reasonable fear of harm to himself or herself, or of damage to his or her property;
  3. Creates a hostile school environment for the student;
  4. Infringes on that student’s rights at school; or
  5. Substantially disrupts the educational process or the orderly operation of the school.”[4]

Bullying on the basis of the following actual or perceived traits also qualifies: race or color; religion; ancestry; national origin; gender; sexual orientation; gender identity or expression; socioeconomic status; academic status; physical appearance; and mental, physical, developmental, or sensory disabilities.[5]

The Connecticut legislature has also taken aim at cyber-bullying, defined as “any act of bullying through the use of Internet, interactive and digital technologies, cellular mobile telephone or other mobile electronic devices or any electronic communications.”[6] Various forms of communication fall within this broad definition, including Facebook posts and messages, emails, text messages, live webcam sessions meant to ridicule or humiliate another student.

Notwithstanding these statutory definitions, you should review your child’s student handbook or school website to determine how your school district defines bullying. If neither source provides the policy, you should ask your school for a copy; this request must be fulfilled immediately.[7]

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If you are the parent of a child who has been bullied or harassed at school, it is imperative that you consult with an experienced and knowledgeable school law practitioner. The lawyers at Maya Murphy, P.C., assist clients in Bridgeport, Darien, Fairfield, Greenwich, New Canaan, Norwalk, Stamford, and Westport. If you have any questions regarding bullying or any other education law matter, please do not hesitate to contact Attorney Joseph C. Maya. He may be reached at Maya Murphy, P.C., 266 Post Road East, Westport, Connecticut (located in Fairfield County), by telephone at (203) 221-3100, or by email at JMaya@mayalaw.com.

 

[1] “Two girls accused of beating, bullying student taken into custody,” by WDRB News. October 16, 2012: http://www.wdrb.com/story/19835044/two-girls?hpt=ju_bn4

[2] “Star brother Ron Livingston defends ‘fat’ anchor sister, Jennifer,” by News Limited Network. October 5, 2012: http://www.news.com.au/entertainment/celebrity/tv-anchor-jennifer-livingston-takes-on-bully-who-criticised-her-weight/story-e6frfmqi-1226488835303

[3] Id.

[4] 2011 Conn. Pub. Acts 11-232, § 1(a)(1).

[5] Id.

[6] Id. at § 1(a)(2).

[7] “Bullying and Harassment in Connecticut: A Guide for Parents and Guardians,” by the Connecticut State Department of Education, on pp.5. http://www.sde.ct.gov/sde/lib/sde/pdf/equity/title_ix/bullying_q_and_a.pdf

What is Special Education, and Is My Child Eligible For Such Services?

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The State Board of Education believes each student is unique and needs an educational environment that provides for, and accommodates, his or her strengths and areas of needed improvement. The Board also believes that a unified and coordinated continuum of educational opportunities and supports serves and benefits all students.

– Excerpted from the State Board of Education’s “Position Statement on the Education of Students with Disabilities”

Every parent who has the best interests of their child at heart would most likely agree with the above statement. Making sure your child receives the best K-12 education they can is certainly the goal. However, this may appear less attainable to parents who are uncertain about the future of their disabled child, or who don’t even realize that their child has special needs.

Special Education Eligibility

Under Connecticut law, which mirrors federal statutes, “special education” is specifically designed instruction tailored to meet the individualized needs of a child identified as having a disability.[1] “A child who is eligible for special education services is entitled by federal law to receive a free appropriate public education (FAPE)… [which] ensures that all students with disabilities receive an appropriate public education at no cost to the family.”[2] FAPE is an “unqualified right” that a school district cannot thwart or undermine due to the accompanying expenses.

However, determining whether your child is eligible may seem intimidating, but the process is more straightforward than you would expect. As a baseline, your child must be between ages 3 and 21, and “Connecticut school districts are obligated to provide special education and related services to children five years of age or older until the earlier of either high school graduation or the end of the school year in which your child turns twenty-one years of age.”[3] Related services include “transportation, and such developmental, corrective, and other supportive services… as may be required to assist a child with a disability to benefit from special education” (except for surgically implanted medical devices).[4]

Disability Classes

Next, you must establish that your child has one or more of the enumerated classes of disabilities, as found directly in the Individuals with Disabilities Education Act:[5]

  • Autism
  • Hearing impairments (including deafness)
  • Mental retardation
  • Orthopedic impairments
  • Serious emotional disturbance
  • Specific  learning disabilities
  • Speech or language impairments
  • Traumatic brain injury
  • Visual impairments (including blindness)
  • Other health impairments – this includes “limited strength, vitality or alertness due to chronic or acute health problems such as lead poisoning, asthma, attention deficit disorder, diabetes, a heart condition, hemophilia, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette Syndrome”[6]

If your child is of the proper age and has one of these disabilities, you must next determine whether or not his or her educational performance is adversely affected. If the answer is yes, “a special education program must be developed to meet their unique educational needs.”[7] This is known as an Individual Education Program, or IEP, which will be the subject of an upcoming post.

Written by Lindsay E. Raber, Esq.

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If you are a parent with a child that has a disability, it is important that you meet with school officials to create an IEP that maximizes your child’s educational opportunities. Should you have any questions about special education or education law in general, it may prove beneficial to seek the counsel of an experienced school law practitioner. Please do not hesitate to contact Attorney Joseph C. Maya, Esq. He may be reached at Maya Murphy, P.C., 266 Post Road East, Westport, Connecticut (located in Fairfield County), by telephone at (203) 221-3100, or by email at JMaya@mayalaw.com.

 

[1] Connecticut General Statutes § 10-76a(4).

[2] “A Parent’s Guide to Special Education in Connecticut,” by the Connecticut State Department of Education. 2007. Accessed October 5, 2012: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Parents_Guide_SE.pdf

[3] “Advocating on Your Child’s Behalf: A Parent’s Guide to Connecticut School Law,” by Joseph C. Maya, Esq., at pp.8-9.

[4] Individuals with Disabilities Education Act, § 602(26).

[5] Id. at § 602(3)(A)(i).

[6] See Footnote 2.

[7] See Footnote 3.

Scenarios That Commonly Lead to School Residency Disputes

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In a previous post, I discussed what takes place if a parent’s son or daughter has been deemed ineligible for free school accommodations because the school board has determined he or she did not reside in the district. Undoubtedly the headaches and stress that accompany the hearing and appellate processes are nothing to sneeze at, so it is important for parents to do what they can to understand ahead of time the [common] situations that may call into question their child’s residency.

Scenario #1: The child lives with both parents.

When a child lives with both parents, he or she will go to the school district in which the residence is located. Typically, a school district will request proof of residence, typically in the form of driver’s licenses or utility bills.

Scenario #2: You are a divorced parent.

If you are a divorced parent, your child is eligible to attend school in the district in which either you or your ex-spouse resides. It boils down to where your child in fact resides, which will not be defeated simply because the child divides his time between each parents’ location. Legal custody of the child is not a requirement for eligibility.

Scenario #3: Your child lives with another family member or a friend of the family.

Under Connecticut law, if a child resides with relatives or non-relatives, “when it is the intention of such relatives or non-relatives and the children or their parents or guardians that such residence is to be permanent, provided without pay and not for the sole purpose of obtaining school accommodations… shall be entitled to all free school privileges accorded to the resident children of the school district in which they reside.”[1] In this situation, the school district may ask for evidentiary documentation, or even a signed affidavit to pertinent facts, that attest to compliance with statutory requirements.

Permanent residence is established by considering numerous factors, including but not limited to: where most of your child’s possessions and clothing is located; where your child attends church or other religious services; where your child’s immediate family resides; and the town that issued your child’s library card.

You cannot pay a family member or friend in exchange for allowing your child to live with them (thus gaining access to free school accommodations in that district). However, according to guidelines promulgated by the State Department of Education, “pay” does not include support payments pursuant to a court order, claiming the child as an income tax deduction, or maintenance of the child’s health insurance coverage.

Scenario #4: Your house is located on a town boundary line.

In some situations, a family’s single piece of property may span two towns – this does not, however, automatically mean that their child is entitled to attend school in whichever district they choose. Courts will make this determination on the interaction between the house itself and the town line: 1) if the residence is entirely located in one town, this is the only school district for which the child is eligible; or 2) if the town line “cuts through” the residence, the child may attend school in either district.

Scenario #5: Your child is in this country illegally.

The issue of illegal immigration has become a common topic of sparring on the national political stage, but for school districts in Connecticut, a child’s visa status is irrelevant in determining eligibility to attend its schools. According to a longstanding Supreme Court of Connecticut decision, a child is entitled to attend school if he or she is “actually present,” or residing, in the district itself.[2]

Written by Lindsay E. Raber, Esq.

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Ensuring free school accommodations for your child is important, but even more critical is making sure you do not run afoul of residency requirements. The situations in which confusion may occur are rather commonplace, and should you find your child being denied free school accommodations due to residency issues, it is imperative that you seek the counsel of an experienced and knowledgeable school law practitioner.

The attorneys at Maya Murphy, P.C., assist clients in Bridgeport, Darien, Fairfield, Greenwich, New Canaan, Norwalk, Stamford, and Westport. If you have any questions regarding eligibility and residency or any other education law matter, please do not hesitate to contact Attorney Joseph C. Maya. He may be reached at Maya Murphy, P.C., 266 Post Road East, Westport, Connecticut (located in Fairfield County), by telephone at (203) 221-3100, or by email at JMaya@mayalaw.com.

 

[1] Connecticut General Statutes § 10-253(d).

[2] Yale v. West Middle School, 59 Conn. 489, 491 (1890).

What Happens If Your Child is Denied Free School Accommodations Due to Residency Issues?

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Under Connecticut law, school districts must provide free school accommodations, including transportation, to every child from age three to twenty-one (who has not yet graduated from high school) within the district so as to facilitate public school attendance.[1] Typically, the school administration will determine your child’s residency status before he or she first enrolls; this does not always happen, however, because it is not statutorily required. As a result, it is not uncommon for residency issues to arise after your child has already been attending classes at a particular school, and the school district has the right to exclude if it determines that your child really resides in another district.

Denying a Child School Accommodations

If your child is denied school accommodations due to residency issues, the board of education must notify you of your statutory right to a formal hearing, as well as the reasons for concluding ineligibility.[2] If you submit a written request for this hearing, the school board must hold it within ten (10) days after receipt.[3] At this hearing, you will have the opportunity to present any evidence (including that which establishes your child’s residency), cross-examine any witnesses, and present arguments – however, you bear the burden of establishing residency by a preponderance of the evidence.[4] 

A stenographic record or audio recording must be made of this hearing, and the school board must produce its findings within ten (10) days after the hearing takes place. Have the right to request a copy, which must be provided within thirty (30) days.[5] During the duration of the hearing process, your child may still attend school in the district.

Appealing the Board’s Residency Decision 

As a parent, you have the right to appeal to the Connecticut State Board of Education (SBE) the school board’s decision regarding your child’s residency. However, you must do so within twenty (20) days after the school board mails out their finding – failure to do so will make the decision of the initial hearing final.[6] If the SBE elects to consider your appeal, it must return a decision within forty-five (45) days. However, if the SBE determines that your child was not a resident and thus not entitled to free school accommodations your school district may assess and see tuition reimbursement from you.[7] After this avenue of recourse has been exhausted regardless of the outcome, either party may then appeal to the local Superior Court.

Written by Lindsay E. Raber, Esq.

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Ensuring free school accommodations for your child is important, but even more critical is making sure you do not run afoul of residency requirements. The situations in which confusion may occur are rather commonplace, and will be discussed in an upcoming article. However, should you find your child being denied free school accommodations due to residency issues, it is imperative that you seek the counsel of an experienced and knowledgeable school law practitioner.

The attorneys at Maya Murphy, P.C., assist clients in Bridgeport, Darien, Fairfield, Greenwich, New Canaan, Norwalk, Stamford, and Westport. If you have any questions regarding eligibility and residency or any other education law matter, please do not hesitate to contact Attorney Joseph C. Maya. He may be reached at Maya Murphy, P.C., 266 Post Road East, Westport, Connecticut (located in Fairfield County), by telephone at (203) 221-3100, or by email at JMaya@mayalaw.com.

 

[1] Connecticut General Statutes § 10-186(a).

[2] Id.

[3] Connecticut General Statutes § 10-186(b)(1).

[4] Id.

[5] Connecticut General Statutes § 10-186(b)(2).

[6] Id.

[7] Connecticut General Statutes § 10-186(b)(4).