Parent Perspective: Parent Perspective: How Effective Engagement & Collaboration How Effective Engagement & Collaboration

Can Improve Educational Outcomes for Can Improve Educational Outcomes for ChildrenChildren

EmpoweringEmpowering thethe IDEAIDEA Parent As PartnerParent As Partner

Maura McInerney, Esq.Maura McInerney, Esq.Education Law CenterEducation Law Center

November 9, 2012November 9, 2012

Essential Role of the ParentEssential Role of the Parent Special Education process cannot function Special Education process cannot function

without a “parent” -- an active, involved without a “parent” -- an active, involved decisionmaker who is needed to “consent” decisionmaker who is needed to “consent” to evaluations, services, placement, etc.to evaluations, services, placement, etc.

The IDEA confers very specific rights and The IDEA confers very specific rights and obligations on the IDEA Parent including obligations on the IDEA Parent including right to consent, object & the right to due right to consent, object & the right to due process.process.

Understanding these rights and Understanding these rights and responsibilities is critical to effective responsibilities is critical to effective advocacy, collaboration and ensuring a advocacy, collaboration and ensuring a child’s ultimate success in school.child’s ultimate success in school.

Barriers to Effective Barriers to Effective Participation by IDEA ParentParticipation by IDEA Parent This is emotional for the ParentThis is emotional for the Parent

– It is their childIt is their child– Feelings of denial, embarrassment or guiltFeelings of denial, embarrassment or guilt

Lack of understanding of the process, Lack of understanding of the process, meaning of assessments, IEP goals, etc.meaning of assessments, IEP goals, etc.

Lack of knowledge and expertise Lack of knowledge and expertise Difficulty following complex, long IEPs Difficulty following complex, long IEPs Outnumbered and intimidated at Outnumbered and intimidated at

meetingsmeetings

Parent’s Bill of RightsParent’s Bill of Rights As a parent you have the As a parent you have the

right ….right …. To have your child receive a free,

appropriate public education (FAPE) To be a member of the team that develops

your child’s education program To understand every document you sign To pursue other options if you disagree

with your school To know and understand your rights in the

language you understand best.

A Parent’s Bill of RightsA Parent’s Bill of RightsYou have the right ….You have the right ….

To request and consent to an initial evaluation, re-eval and independent evaluation or to refuse to consent.

To request, attend and participate in IEP meetings. To receive written notice (Notice of Recommended

Educational Placement/Prior Written Notice or NOREP/PWN) when a school decides your child is eligible for special education, and at any time before your school district changes your child’s program or refuses to change it.

To receive all procedural safeguard notices. To disagree with and to dispute decisions. To fully participate in Due Process and to appeal. To obtain copies of all of your child’s education

records. To remove your child from special education.

OverviewOverview Who is the IDEA parent?Who is the IDEA parent? A Parent’s Rights: A Walk Through A Parent’s Rights: A Walk Through

the Special Education Process the Special Education Process A Parent’s ResponsibilitiesA Parent’s Responsibilities Role of a Parent in Engaging the Youth Role of a Parent in Engaging the Youth

Dispute Resolution & Due Process Dispute Resolution & Due Process

SystemSystem Effective Advocacy and CollaborationEffective Advocacy and Collaboration

Who can make special Who can make special education decisions?education decisions?

A “parent” is needed to make special education A “parent” is needed to make special education decisions for childdecisions for child

The Individuals with Disabilities Education Act The Individuals with Disabilities Education Act (IDEA) defines a “(IDEA) defines a “parentparent” as” as– A A natural or adoptive parentnatural or adoptive parent– A A foster parentfoster parent– A A guardianguardian but not the State (thus no but not the State (thus no

caseworkers)caseworkers)– A A person acting in the place of a parentperson acting in the place of a parent

Such as a grandparent or stepparent with whom the Such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child lives, or a person who is legally responsible for the child’s welfare; child’s welfare; oror

– A A surrogatesurrogate parentparent

Who can make special Who can make special education decisions?education decisions?

Two caveats to “parent” definition:Two caveats to “parent” definition:– Presumption in favor of Biological or Presumption in favor of Biological or

Adoptive Parent ifAdoptive Parent if Bio./adoptive parent still has legal authorityBio./adoptive parent still has legal authority Bio./adoptive parent is “Bio./adoptive parent is “attempting to act as the attempting to act as the

parentparent””

– Unless a court orders someone else to act Unless a court orders someone else to act as the “parent” as the “parent”

– So if no bio parent, but there is a foster So if no bio parent, but there is a foster parent, foster parent is the “parent”parent, foster parent is the “parent”

See 34 C.F.R. § 300.30(b)See 34 C.F.R. § 300.30(b)

Protecting Our At-Risk Protecting Our At-Risk ChildrenChildren

Some children may be living with a Some children may be living with a grandparent or other person acting grandparent or other person acting in the role of a parentin the role of a parent

Many of our most vulnerable children Many of our most vulnerable children may NOT have an active, involved may NOT have an active, involved parent….parent….– Children in the child welfare systemChildren in the child welfare system– Unaccompanied homeless youthUnaccompanied homeless youth

And may need a “surrogate parent” …..And may need a “surrogate parent” …..

Who can make special Who can make special education decisions?education decisions?

When is bio./adoptive parent When is bio./adoptive parent “ “attempting to actattempting to act” as a parent?” as a parent?– Rights of a bio parent: Rights of a bio parent:

School should notify bio parent and document School should notify bio parent and document efforts to engage parent & accommodate their efforts to engage parent & accommodate their schedule for IEP meetings, etc. schedule for IEP meetings, etc.

School may appoint a surrogate “parent” to act School may appoint a surrogate “parent” to act on the child’s behalf only in limited on the child’s behalf only in limited circumstancescircumstances

Judge may appoint a surrogate parent in the Judge may appoint a surrogate parent in the child’s best interest – court proceeding gives child’s best interest – court proceeding gives bio parent an opportunity to oppose bio parent an opportunity to oppose appointmentappointment

When Does a Child Need a When Does a Child Need a Surrogate Parent?Surrogate Parent?

School district must appoint a surrogate if :School district must appoint a surrogate if : No “parent” can be identified No “parent” can be identified School, after reasonable efforts, can’t locate parentSchool, after reasonable efforts, can’t locate parent Child is a ward of the state Child is a ward of the state under laws of that stateunder laws of that state Child is unaccompanied homeless youthChild is unaccompanied homeless youth

– School can’t appoint a surrogate just because School can’t appoint a surrogate just because the bio./adoptive parent is “uncooperative” or the bio./adoptive parent is “uncooperative” or won’t attend a meeting won’t attend a meeting (71 FR 46689)(71 FR 46689)

– School must have methods to decide if a child School must have methods to decide if a child needs a surrogate and for assigning surrogateneeds a surrogate and for assigning surrogate Must make reasonable efforts to appoint in Must make reasonable efforts to appoint in 30 days30 days

Who can you ask to appoint a Who can you ask to appoint a surrogate parent?surrogate parent?

From: 20 U.S.C. § 1415(b)(2)From: 20 U.S.C. § 1415(b)(2)

Ask the Ask the school districtschool district – ShouldShould appoint within 30 days appoint within 30 days– Can suggest someone (for example: an aunt, Can suggest someone (for example: an aunt,

the foster parent, or a CASA)the foster parent, or a CASA) If child is in custody of a child welfare If child is in custody of a child welfare

agency, can also ask the agency, can also ask the judgejudge– Unless a foster parent is available Unless a foster parent is available

But judge can appoint an alternative-decision maker But judge can appoint an alternative-decision maker instead (but it cannot be a caseworker)instead (but it cannot be a caseworker)

– Ask for orderAsk for order The school must honor the judge’s selectionThe school must honor the judge’s selection

Surrogate Parents Surrogate Parents (continued) (continued)

Who may Who may notnot be a surrogate parent? be a surrogate parent?– Employees of school district or Pa Dept. of Ed.Employees of school district or Pa Dept. of Ed.– Employees of “any agency that is involved in the Employees of “any agency that is involved in the

education or care of the child” education or care of the child” DHS, Children &Youth or Private Agency workersDHS, Children &Youth or Private Agency workers

Other rules for School-appointed surrogates:Other rules for School-appointed surrogates:– Can’t have a conflict of interestCan’t have a conflict of interest

Rule does not apply to judge-appointed surrogatesRule does not apply to judge-appointed surrogates““Conflict” is defined by U.S. Dept. of Ed as coming from the Conflict” is defined by U.S. Dept. of Ed as coming from the

employer relationship (e.g., can’t be teacher in another employer relationship (e.g., can’t be teacher in another school district, or in the group home where child is living)school district, or in the group home where child is living)

– Must have knowledge and skills to represent childMust have knowledge and skills to represent childRule does not apply to judge-appointed surrogates, so Rule does not apply to judge-appointed surrogates, so

school can’t force them to them to attend the school’s school can’t force them to them to attend the school’s surrogate classsurrogate class

Rights of a Surrogate Parent Rights of a Surrogate Parent

Surrogate parent rights:Surrogate parent rights:– Review education recordsReview education records– Receive notice of school district proposed actionsReceive notice of school district proposed actions– Participate in IEP meetingsParticipate in IEP meetings– Accept or reject a proposed IEP and placementAccept or reject a proposed IEP and placement– Dispute school district decisions by filing a Dispute school district decisions by filing a

complaint or requesting mediation or a hearingcomplaint or requesting mediation or a hearing

Surrogate parents do Surrogate parents do notnot have any rights have any rights outside of the special education systemoutside of the special education system

The Rights of A Parent:The Rights of A Parent:

A Walk ThroughA Walk Through The The Special Education Special Education Process Process (34 C.F.R. Part 300)(34 C.F.R. Part 300)

A Parent’s Right To AskA Parent’s Right To Ask(from 34 C.F.R. Part 300)(from 34 C.F.R. Part 300)

Parents have the right to ask a school district/LEA to evaluate the child to see if he has a disability and needs special education services in school.

Parent has the right to fair and accurate evaluation.

The child must be assessed using tests and procedures that do not reach incorrect conclusions because of the child’s disability, language or ethnic background.

A Parent’s Right To AskA Parent’s Right To Ask(from 34 C.F.R. Part 300)(from 34 C.F.R. Part 300)

Right to Request an Initial Right to Request an Initial EvaluationEvaluation– Must be in writing Must be in writing – ““Parent” must sign a Permission to Evaluate Parent” must sign a Permission to Evaluate

Form (PET form)Form (PET form)– Parent may identify areas of suspected Parent may identify areas of suspected

disability and explain concernsdisability and explain concerns– District has District has 60 calendar days**60 calendar days** to complete to complete

the evaluation and issue the Eval. Report the evaluation and issue the Eval. Report (ER) (ER) Count time from the date of the PET formCount time from the date of the PET form

Parent’s Right to Parent’s Right to ConsentConsent

An LEA cannot evaluate a child for the first time without a parent’s written permission unless a special education hearing officer has ordered an evaluation. – If parent does not consent, school can go to a If parent does not consent, school can go to a

hearing to get an order for the evaluationhearing to get an order for the evaluation School must show hearing officer why the parent is School must show hearing officer why the parent is

wrong to block the evaluation – rarely invoked. wrong to block the evaluation – rarely invoked.

Even if the evaluation team decides that the child is eligible for special education services, a parent does not have to accept those services for her child and can refuse to consent.

Exception for “Wards of the Exception for “Wards of the State” State” (children in the custody of a child welfare agency (children in the custody of a child welfare agency

who do who do notnot have a foster parent with the power to make special have a foster parent with the power to make special education decisionseducation decisions))

School districts may conduct initial evaluations School districts may conduct initial evaluations withoutwithout parental consent if:parental consent if:

The school district can’t locate the parents after The school district can’t locate the parents after making reasonable effortsmaking reasonable efforts

The birth parents rights are terminated (TPR)The birth parents rights are terminated (TPR) OrOr a judge removes the birth parents’ educational a judge removes the birth parents’ educational

rights (temporarily or permanently) & consent is rights (temporarily or permanently) & consent is given by an individual the judge appointsgiven by an individual the judge appoints

– School/judge should appoint surrogate in the interimSchool/judge should appoint surrogate in the interim School cannot provide initial special ed services School cannot provide initial special ed services

without consent of “parent”without consent of “parent”

The Right to Ask Again: A The Right to Ask Again: A Parent’s Role in The Parent’s Role in The Evaluation ProcessEvaluation Process

(from 34 C.F.R. Part 300)(from 34 C.F.R. Part 300) Parent is a member of the evaluation Parent is a member of the evaluation

team & must be allowed input in team & must be allowed input in eligibility decisioneligibility decision

Parent may share private evaluations Parent may share private evaluations or evaluations as part of this processor evaluations as part of this process

Parent may request Parent may request Independent Independent Educational Evaluation (IEE)Educational Evaluation (IEE) which which may be at public expense if parent may be at public expense if parent disagrees with school’s evaluation disagrees with school’s evaluation (only one IEE per school evaluation is (only one IEE per school evaluation is permitted). permitted).

A Parent’s Right to an A Parent’s Right to an Independent Evaluation Independent Evaluation

(“IEE”)(“IEE”) Parent may request an independent

educational evaluation if she thinks the school’s evaluation was not done properly.

Parent can ask the school to pay for an educational evaluation of child by an approved evaluator who does not work for the LEA.

However, if the district believes that an independent evaluation is unnecessary and a hearing officer decides that the school’s evaluation is appropriate, parent can still pay for own evaluation.

Parent’s Right to Parent’s Right to Rely on A School DistrictRely on A School District

Each school district has a “child find” Each school district has a “child find” obligation under the IDEAobligation under the IDEA

Parent has a right to rely on information Parent has a right to rely on information provided by school re. child’s progress provided by school re. child’s progress – Example: Statute of limitations under IDEA Example: Statute of limitations under IDEA

runs from time parent “knew or should runs from time parent “knew or should have known” of problem; exception applies have known” of problem; exception applies where school district misled or withheld where school district misled or withheld information information

Parent’s Right To Prior Written Notice

Parent has a right to receive written notice (called the Notice of Recommended Educational Placement (NOREP)/Prior Written Notice) in the language he understands best before the LEA does any of the following:

– Determines child’s eligibility for special education services

– Determines child’s disability – Decides what services child will receive – Decides where child will receive services – Determines child is no longer eligibleDetermines child is no longer eligible

Parent’s Right to ServicesParent’s Right to Services

If a child is eligible for special education services, Parent can:

Enroll/maintain child in the local public school district to get services or

Keep child in a private school and he or she may be able to get some limited services (but not an IEP) from the LEA, based upon the private school agreement regarding the use and availability of equitable participation (EP) funds. When EP funds are depleted, services are no longer required or provided under EP.

Parent’s Right to Participate Parent’s Right to Participate in the IEP Teamin the IEP Team

Parent has the right to participate in developing an education plan (Individualized Education Program or IEP).

Parent is a CRITICAL MEMBER of the team that makes decisions about the child’s education. Parent needs to have the opportunity to share information and express her opinion at any team meeting or anytime it will help the child.

The team decides how much and what kind of services a child needs and where your child’s services will be provided.

Talking with the other members of the team early on can often prevent problems later. Open, mutual communication between Parent and members of the child’s team MUST BE encouraged in order to provide an appropriate program for the child.

The IEPThe IEP(from 34 C.F.R. Part 300)(from 34 C.F.R. Part 300)

Focus on needs and “progress” of childFocus on needs and “progress” of child– Measurable Annual Goals & Objective BenchmarksMeasurable Annual Goals & Objective Benchmarks

– Specially designed instructionSpecially designed instruction in academics Phys in academics Phys Ed, travel & vocational trainingEd, travel & vocational training

– Related Services:Related Services: transportation, speech therapy, transportation, speech therapy, physical therapy, counseling, etc.physical therapy, counseling, etc.

– Transition Services:Transition Services: starting at age 16 (or age 14) starting at age 16 (or age 14)

– Assistive Technology:Assistive Technology: (devices/services): to (devices/services): to increase functional capabilities of the childincrease functional capabilities of the child Ex: wheelchair, communication devices, etc.Ex: wheelchair, communication devices, etc.

Parent’s Role in Parent’s Role in Placement Decision Placement Decision

(from 34 C.F.R. Part 300)(from 34 C.F.R. Part 300)

When is it made? Who decides? When is it made? Who decides? Placement should be decided Placement should be decided afterafter IEP written IEP written The team, including parent decidesThe team, including parent decides

– What is LRE? What is LRE? Children with disabilities should be educated with Children with disabilities should be educated with

their non-disabled peers to the maximum extent their non-disabled peers to the maximum extent appropriateappropriate

Key: Key: least restrictive environmentleast restrictive environment in which IEP can be in which IEP can be implemented successfully using implemented successfully using supplementary supplementary aids/servicesaids/services

– Parents Parents must be given prior written notice of IEP & must be given prior written notice of IEP & Placement before it startsPlacement before it starts NOREP: Notice of Recommended Educational Placement -NOREP: Notice of Recommended Educational Placement -

Parents can disagree with the IEP and/or placementParents can disagree with the IEP and/or placement

Other RightsOther Rights(from 34 C.F.R. Part 300)(from 34 C.F.R. Part 300)

Implementing/Revising IEPsImplementing/Revising IEPs– When and how often? When and how often?

Must be implemented w/in Must be implemented w/in 10 school days10 school days IEP team must meet at least annuallyIEP team must meet at least annually Parents may request IEP meeting at any time Parents may request IEP meeting at any time

ReevaluationsReevaluations– When?When?

Every 3 years (2 years if child with MR); orEvery 3 years (2 years if child with MR); or If parent requests a reevaluation; orIf parent requests a reevaluation; or If school believes “conditions warrant”If school believes “conditions warrant”

BUT school need not agree to > one a yearBUT school need not agree to > one a year

Parent’s Right to Parent’s Right to Education Records Education Records

Parents have a right to see all of the child’s education records.

Parents have the right to retain the privacy of those records.

Parents also have the right to prevent the LEA from sending the records to someone else without your written permission (with some exceptions).

The school must give a Parent a free copy of the child’s IEP.

Parent’s Rights in Parent’s Rights in Discipline ProcessDiscipline Process

The child is expected to follow his or her school’s code of conduct.

However, children receiving special education services have certain rights when it comes to school discipline. Some rules a school must follow are:

The IEP team must decide if the child’s disability caused the misbehavior for which the school wants to discipline the child.

Parent MUST participate in this process.

Parent’s Rights in Parent’s Rights in Discipline Process Discipline Process

The child has a right to a manifestation determination. This decision must be made before the school can: – Suspend a student with an IEP for more than 10 school days in

a row or 15 total school days in a school year – Transfer the student to an alternative school for more than 10

school days in a row – Exclude a child with mental retardation for any amount of time – If the offense involved drugs, weapons, or serious

injury to someone, the school can move the child to a different school for no more than 45 school days without parent permission, even if the behavior was caused by the student’s disability. The district must provide an appropriate special education program for your child, although not necessarily in the same school setting

The rules about discipline of students with disabilities are complicated for parents. Parents can call the State’s Disabilities Rights Network or another organization to learn more information about their rights.

Parent’s Right to DisagreeParent’s Right to Disagree Parent may raise disagreements with the

school district at the IEP meeting, before the IEP meeting and at anytime.

Parent may request an IEP meeting to address these concerns.

LEAs must document a parent’s disagreements with the school on the NOREP where applicable.

Parents should be actively encouraged to communicate disagreements and need to understand what a school is willing or not willing to do.

Disagreements are inevitable and an important part of providing effective services.

Right To Keep The Child In the Right To Keep The Child In the Same Program During A Same Program During A

DisputeDispute Right To Keep Child in the Same Program While Awaiting Mediation or a Hearing to be Completed – If Parent or school requests mediation or a hearing, the

child must “stay put” in his or her current program until the disagreement is resolved. That means that the school can’t change the program until the mediation, hearing, and any court actions have ended.

To make sure the child “stays put,” Parent must: – Check the box on the Notice of Recommended Educational

Placement (NOREP)/Prior Written Notice form that indicates that Parent requests either mediation or a hearing; AND

– Ask school for a Due Process Complaint Notice form. Fill it out and send it to the Administrative Office & send a copy to LEA

Parent’s Right to File an Parent’s Right to File an Administrative Complaint Administrative Complaint

Administrative Complaint:Administrative Complaint: – WhenWhen: School isn’t following the IEP or a clear : School isn’t following the IEP or a clear

legal rule (ex: timelines, procedures, etc.)legal rule (ex: timelines, procedures, etc.)

– WhoWho: Anyone may file a complaint on behalf of : Anyone may file a complaint on behalf of childchild

– HowHow: : Must send a copy of complaint to the schoolMust send a copy of complaint to the school Certain required information must be in the complaint Certain required information must be in the complaint

(name, address, facts about the problem, proposed (name, address, facts about the problem, proposed resolution)resolution)

Limit: only violations in past calendar yearLimit: only violations in past calendar year

– TimelineTimeline:: 60 days to investigate and issue report60 days to investigate and issue reportSee 34 C.F.R. § § .151-.153See 34 C.F.R. § § .151-.153

Parent’s Right To Parent’s Right To Mediate A DisputeMediate A Dispute

Parent can ask for “mediation” to settle a disagreement with the school about a child’s special education program. Mediation:

• Is overseen by a neutral party (the mediator)

• Is free • Is voluntary on the part of the parents

and the school • Can be used without requesting a

hearing or can be tried after a hearing is requested

• Can help Parent and school staff come to agreement

Parent’s Right to A Parent’s Right to A Due Process HearingDue Process Hearing

Parent may ask for a hearing if: – She believes that the IEP offered

does not meet her child’s needs – He believes that his child should be

educated in a different place – There is any other important point

on which Parent and LEA disagree (related to evaluation, identification, FAPE, or educational placement)

Parent’s Rights Parent’s Rights AtAt the Due Process Hearingthe Due Process Hearing

At a due process hearing, Parent has the right to:– Bring an attorney to the hearing – Understand and participate in the hearing– Have experts provide opinions – Testify at the hearing– Give the hearing officer important records – Ask questions of the school’s witnesses – Have an interpreter present to translate as needed

Challenge the decision on appealChallenge the decision on appeal

Special Education HearingSpecial Education Hearing RulesRules

– ““PARENT” must request a hearingPARENT” must request a hearing– Parent needs to be informed of “how” to Parent needs to be informed of “how” to

request a hearingrequest a hearing Send written “complaint” letter to school and Send written “complaint” letter to school and

statestate WHEN complaint must be filedWHEN complaint must be filed WHO to talk to about the processWHO to talk to about the process Resolution Session or Mediation is required to Resolution Session or Mediation is required to

try to work it out unless the parties waivetry to work it out unless the parties waive Hearing scheduled if no agreement reachedHearing scheduled if no agreement reached Decision within strict time periodDecision within strict time period

Parent’s Right to Remove Parent’s Right to Remove Parent can unilaterally decide to withdraw a child with a disability

from the receipt of special education and related services at any time.

– Parent must request this in writing to LEA – Request includes every aspect of special education

and related services; it is “all or nothing” School district/LEA:

• May not challenge decision by taking Parent to due process

• May not continue to provide special education and related services to the child

• Must provide a NOREP/Prior Written Notice within 10 calendar days after receipt of written revocation before stopping the provision of special education and related services

Inform Parent that LEA will not amend child’s education records or to remove references to receipt of special education services

Parent’s ResponsibilitiesParent’s Responsibilities

To read and review notices, To read and review notices, education records, IEPs etc.education records, IEPs etc.

To participate in meetings, ask To participate in meetings, ask questions, raise concerns, questions, raise concerns, communicate with school district and communicate with school district and notify school of changes notify school of changes

To explain disagreements, comply To explain disagreements, comply with dispute resolution processwith dispute resolution process

To support child in special ed processTo support child in special ed process

Role of Parent in Engaging Role of Parent in Engaging YouthYouth

Parent can bring child’s interests and Parent can bring child’s interests and concerns etc. into the discussionconcerns etc. into the discussion

Communicate with youth about the Communicate with youth about the process etc.process etc.

Support youth’s involvement in IEP Support youth’s involvement in IEP meeting and process.meeting and process.

Ensure that youth is involved in and at Ensure that youth is involved in and at the center of developing transition the center of developing transition plan.plan.

Lessons LearnedLessons Learned Set the tone for partnership and mutual Set the tone for partnership and mutual

respect earlyrespect early Explain the process first Explain the process first Always break down acronyms, test, etc.Always break down acronyms, test, etc. Encourage input and open Encourage input and open

communicationcommunication Support participation in meetings and Support participation in meetings and

continuing dialogue re progresscontinuing dialogue re progress Accept conflict as part of the process Accept conflict as part of the process Emphasize the SAME common goal: The Emphasize the SAME common goal: The

child’s education and “life” outcomechild’s education and “life” outcome

Contact InformationContact Information

Maura McInerney Maura McInerney mmcinerney@elc-pa.org

215-236-6970 Ext. 316215-236-6970 Ext. 316

Education Law CenterEducation Law Center1315 Walnut Street1315 Walnut Street

Philadelphia, PA Philadelphia, PA www.elc-pa.org