College Prep: What To Do To Ensure Success For Students With Disability Accommodations

With college application season in full swing, high school students with disability accommodations may be wondering how they can set themselves up for success in college. Firstly, it is important to know that students with IEP or 504 Plan accommodations can apply to college without disclosing their status, as colleges are  prohibited from asking about disabilities during their application processes. But once a student achieves admission into their college of choice, what should they do next? The IEP process ends after high school and so do special education programs, so colleges do not provide IEP’s. However, if a student had an IEP in high school, they could provide that IEP to their college and use it as a starting point to work out appropriate accommodations in college. The Americans with Disabilities Act and Section 504 of the Rehabilitation Act do continue to protect the rights of college students with disabilities and do not end with high school. A student who had a 504 Plan in high school can similarly use that plan as a starting point for potential college accommodations. There are several other steps that, if taken early on, can make all the difference for a student’s success.

Perhaps the most important thing for college-bound students with disabilities to know is that there is no Child Find requirement in college. In K-12 education, the responsibility to assess the needs of children with disabilities and provide appropriate accommodations falls on the school. In college, the student carries the responsibility of self-disclosure and must formally request accommodations in order to receive any. In order to receive disability accommodations in college, students must first meet with the Disability Services Coordinator at their college.

Disability Services will conduct an individual evaluation of each student that seeks accommodations. No two students’ accommodations are required to be the same. For this reason, it is important for students to be prepared and to engage in self-advocacy when dealing with Disability Services. The sooner a student meets with Disability Services for their college, the better. We recommend setting up a meeting as soon as a student commits to their college to ensure that they have time to gather and provide any paperwork or records Disability Services may need in order to determine accommodations. 

A student’s relationship with Disability Services can influence their college experience and determine which accommodations are appropriate for the student. It is critical that students meeting with Disability Services advocate for themselves, understand what is being discussed, and feel empowered to ask questions and make requests during the process. At these meetings, students can expect to discuss their disabilities and how they impacts them, including how they impacts their experience in the classroom; accommodations they have had in the past and if they did or did not work for them; and any medical documentation of their disabilities including prior evaluations or assessments.

The more prepared a student is to request specific accommodations, the more likely it is that they will receive the accommodations they want. We recommend making a list of desired accommodations prior to meeting with Disability Services in order to ensure that Disability Services is aware of what accommodations a student feels they need. Below are three brief examples of common college-level accommodations:

1) Additional Time on Assessments

2) Quiet Testing / Separate Testing Area

3) Preferential Seating

Once a student is given accommodations through Disability Services, the responsibilities of the student do not end there. Students must continue to engage in self-advocacy and communicate with their professors in order to ensure their academic success. If an accommodation is not working, needs to be implemented differently or changed altogether, students should feel empowered to communicate that to their professors and Disability Services. Remember – self-advocacy is key, and engaging in these steps early on can set students up for success in their college careers!

 Written by attorney Megan Mitchell at Abdnour Weiker, LLP

http://www.Lawyers4Students.com

Toward A Consistent Approach to School Threat Assessments

It’s been over 25 years since the school shooting at Columbine High School, an event that shocked the conscience of the nation and sparked the national debate on gun violence in schools. But what have we learned in those 25+ years? Since the Columbine massacre in April 1999, there have been an estimated 2,311 school shootings. (1)

Around the nation, school threat assessment protocols have been put in place to evaluate risks and prevent the next tragedy. A threat assessment involves evaluation and classification of the threat (i.e., transient versus substantive) and following up with an appropriate response and intervention, including notifying parents and creating a written safety plan.

But even with the directives aimed at calculating and measuring the level of risk posed by a given statement or incident, in the first 3 months of 2024 alone, there were 77 incidents of school shootings in the United States. (2) “Prevention is the missing piece after every attack,” said Ohio Attorney General Dave Yost. “And the safety of children across our state depends on us plugging that gap.” To address that gap, Yost’s team created the Ohio School Threat Assessment Training, a combination of best practices from leading school-safety experts, including the U.S. Secret Service National Threat Assessment Center. The training envisions a team approach, engaging community members, such as police officers and mental-health advocates, to prevent targeted violence and get help for troubled students.

Ohio House Bill 123 went into effect in March 2023, establishing the Safety and Violence Education Students (SAVE Students) Act, providing directives and protections for school safety and youth suicide awareness education and training. Every Ohio school district must now assemble a threat assessment team for each school serving grades 6 – 12, in the district. The SAVE Students Act also require school threat assessment teams to complete, upon appointment to a threat assessment team and once every three years thereafter, one of several approved training programs. These programs are offered free or of no cost to schools. These programs adhere to evidence-based standards and curriculum requirements, providing instruction in (1) identifying behaviors, signs, and threats that may lead to a violent act; (2) determining the seriousness of a threat; and (3) developing intervention plans that protect the potential victims and address the underlying problem or conflict that initiated the behavior and assessments of plan results.

When faced with a threat of violence against a school, staff or students, the team should follow some basic guiding principles:

• Treat all threats seriously.

• Investigate the incident promptly and efficiently.

• Use support staff and external resources as a part of a multidisciplinary threat assessment team to evaluate threats.

• Take appropriate disciplinary and criminal enforcement steps.

• Document the threats and actions taken.

• Enhance security measures, as appropriate, to ensure the safety of all students, staff, and facilities.

Following the SAVE Students Act directives ensures consistency and thoroughness in evaluating and responding to threats. Unfortunately, schools in Ohio have different approaches to threat assessments when faced with statements or actions that are perceived as threats. Some Districts follow the mandates of nationally accredited programs, putting many hours into investigating and evaluating every single threat, and creating a thoughtful response aimed at identifying true threats and supporting students. Other schools are less detail oriented in their investigation, and less consistent in their approaches to threat assessments. Such informality leads to more students facing discipline (and potential criminal charges) for threats that may not present the requisite risk of violence or cause for alarm.

Our schools would be safer and our students more supported if every school district undertook a consistent approach, based on the directives outlined in the Ohio School Threat Assessment Training Guide and Reference Manual.

1.        All shootings at schools includes when a gun is brandished, is fired, or a bullet hits school property for any reason, regardless of the number of victims, time, or day of the week. Naval Postgraduate School’s K-12 School Shooting Database, Riedman, David (2023). K-12 School Shooting Database.

2.        The United States government Office of Government Accountability maintains records evaluating the characteristics of school violence, relying on the Naval Postgraduate School’s K-12 School Shooting Database, Riedman, David (2023). K-12 School Shooting Database.

Written by attorney Ruth Pack-Adler at Abdnour Weiker, LLP

http://www.Lawyers4Students.com

Highlights from the 2024 Student Rights Conference

On July 18 and 19, 2024, educators, parents, legal professionals, and advocates joined both online and in-person to participate in AW Law’s First Annual Student Rights Conference. Hosted at The Childhood League campus in Columbus, Ohio, and the Corewell Health Southfield Center in Southfield, Michigan, this two-day event was carefully structured to cover a wide range of topics, with Day 1 focusing on special education rights and Day 2 broadening the scope to general student and parental rights.

Day 1: Special Education Rights

Day 1 of the conference kicked off with a deep dive into special education, offering invaluable insights for attendees navigating the complexities of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Presentations by AW Law attorneys and advocates, as well as local related service providers, equipped attendees with strategies to effectively collaborate with school districts to ensure their children receive the support they need. Sessions like “Walkthrough Sections of the IEP” and “Negotiation Tips & IEP Team Building” offered practical guidance on understanding Individual Education Programs (IEPs) and negotiating the best possible outcomes for students with disabilities.

A highlight of Day 1 was the panel discussion featuring representatives from various special education-focused organizations. This session not only provided a platform for these organizations to share their services but also offered parents a chance to ask questions and build connections that could support their advocacy efforts in the future. The day concluded with a networking reception, where attendees made valuable connections.

Day 2: Student and Parental Education Rights

Day 2 expanded the conversation to encompass broader issues of student and parental rights. AW Law Managing Partner Mark Weiker, Esq., opened the day with a compelling session on the challenges students face in navigating school discipline. This was followed by discussions on the evolving legal landscape of parental speech, the complexities of education record laws, and strategies for addressing bullying and harassment. Each session was designed to provide attendees with the knowledge and tools necessary to effectively for their students.

The conference also tackled contemporary issues such as the impact of social media on student lives and the legal challenges that can arise from its misuse. Sessions on topics like “Swipe Right: Legal Insights for Parents in the World of Sexting + Social Media” and “Title IX Sex-Based Harassment; School Obligations” were particularly relevant given the increasing role of social media in students’ lives. The conference closed with a discussion on school choice and special education scholarships, providing attendees with information on the various educational options available in Ohio and Michigan.

Overall, the Student Rights Conference 2024 was a success, bringing together a diverse group of stakeholders to discuss issues affecting students today. Attendees left equipped with knowledge and resources to help them navigate the educational landscape and advocate effectively for their children’s rights. We look forward to the Conference’s continued growth in 2025!

This summary was written by Ohio education attorney, Renee Stromski, with Abdnour Weiker, LLP. If you need assistance with an education law issue, please contact us at www.Lawyers4Students.com

Ohio Homeschooling Law Changes: What Parents Need to Know

The number of homeschooled students in the United States dramatically rose during the COVID-19 pandemic. This growth largely sustained itself through the 2022-2023 academic school year, cementing homeschooling as America's fastest growing form of education. In 2019, the National Center for Education Statistics reported that there were 1.5 million homeschooled children in the United States. The Washington Post recently estimated that number has risen to somewhere between 1.9 million to 2.7 million children, but there has not been an official federal estimate since 2019 [1].

In October 2023, homeschool law in Ohio experienced a major overhaul due to the signing of House Bill (H.B.) 33 which greatly reduced regulatory hurdles for homeschooling families. [2] So, what does this mean for Ohio students?

Under the new law, “home education” is defined as the “education of a child between the ages of six and eighteen years of age, that is directed by the child’s parent.” Under the previous law, parents/guardians were required to send an initial notification within one week from the child’s withdrawal from school, or no later than the first week of the school year. Now, parents/guardians must notify their superintendent within five calendar days after initially withdrawing from school and on the thirteenth day of August each additional year they chose to homeschool.

The notification must include…

• The student’s name

• The student’s address

• A signature from a parent/guardian

• An assurance that the home education with include instruction in the following: English language arts, mathematics, science, history, government, and social studies

Once the notification is received, the district superintendent must release the student from compulsory school attendance, and districts cannot request any additional information from the family. In addition, parents/guardians who chose to home educate their students are fully responsible for selecting curriculum and course materials for their children; there is no financial assistance from the state for these families.

Previously, when issuing a notification, parents/guardians were required to also include a syllabus outline as well as course materials. In addition, they were required to assure that their student would be provided with a minimum of 900 hours of home education each school year as well that the home teacher had a high school diploma or other equivalent accreditation. Each year, parents/guardians were also required to submit an assessment or evaluation of an education portfolio to show their students proficiency. These requirements were removed with the passing of H.B. 33.

Parents should also be sure to keep in mind that if they choose to enroll their student in a public school after being homeschooled, they shall be placed in the appropriate grade level, without prejudice and based on the district’s policies [3].

Sources

[1]https://www.washingtonpost.com/education/interactive/2023/homeschooling-growth-data-by-district/

[2]https://www.wfmj.com/story/49600360/new-law-changes-homeschooling-requirements-in-ohio

[3]Am. H. B. No. 33 (135th G.A.)

If you have questions or concerns about homeschooling, please reach out to Abdnour Weiker, LLP at www.Lawyers4Students.com or (614) 475-2001.

New DOE Regulations: Can Your College Withhold Your Transcript?

On July 1, 2024, several new federal regulations went into effect in a bid by Department of Education officials to “oversee predatory and low-quality institutions of post-secondary education”.

Perhaps the most prominent change is that federal regulations no longer permit colleges that receive federal financial aid to withhold transcripts for course credits paid for with federal money. As it would be extremely difficult for institutions to determine which credits in a student’s transcript were paid for with federal funds, and subsequently to solely release transcripts with those courses, it is likely that this change to the federal regulation will amount to a national ban on the practice of withholding student transcripts when there is a balance owed by the student.

Students throughout the United States have struggled to get their higher education institution to release their transcript because they owe a balance to the institution. This phenomenon creates stranded credits, or academic credits that a student has earned but which cannot be verified due to the institution’s refusal to release the transcript. If a student cannot get their transcript, they cannot prove the credits they have earned to any other institution and have to start over if they wish to continue their education elsewhere. According to the 2024 Transcript Regulation Impact Survey (TRIS) by the American Association of Collegiate Registrars and Admissions Officers, there are 6.5 million people in the United States with stranded credits with roughly $15 billion in debt owed to higher education institutions.

This practice of withholding transcripts is utilized by higher education institutions to force students to pay the debts owed on their balance in order to have access to the formal record of their academic progress. This practice disproportionately impacts low-income students and students of color, and further bolsters inequities in the education system. Encouraging institutions to stop engaging in this predatory practice is one thing the Department of Education can do to help students that are struggling under the burden of student debt.

Students aren’t out of the woods yet, though: several of the new regulations are already facing legal challenges, and whether this particular regulation remains in place will likely depend on how federal courts interpret the recent Supreme Court ruling in Loper Bright Enterprises v. Raimondo, which curtailed Chevron[1] deference and substantially limited the regulatory power of federal agencies.

If you are a student struggling to get your higher education institution to release your transcript due to a balance owed, we recommend you consult with an attorney to see if you can use these new regulations to your advantage and get your transcript released to you.

Written by education attorney, Megan Mitchell at Abdnour Weiker, LLP

www.Lawyers4Students.com

[1] In Chevron v. Natural Resources Defense Council,  the Supreme Court held that when a legislative delegation to an administrative/regulatory agency was not explicit but was implicit, the court could not substitute their own interpretation of the statute for a reasonable interpretation by the agency. This case created what is known as Chevron deference, wherein courts deferred to federal agencies on their reasonable interpretations of the regulatory statutes. In the recent decision in Loper, the Supreme Court has effectively put an end to the practice of Chevron deference.

Preparing Adolescents with Disabilities for “Real Life”

The world can inevitably be cruel and dangerous. In a perfect world, everyone would be kind, every place would be safe, and opportunities wouldn't depend on our financial circumstances. This is not the case. As unfortunate as it may be, the world can be even more challenging for our children with disabilities. 

It is an instinct to want to shield them from a world where they may be mistreated and discriminated against or to keep them close so that you can protect them from any danger that may surround them. This instinct undoubtedly increases as you find your child struggling with safety, social cues, and independence.

However, our children want to live fulfilling lives filled with work, love, and friends, just like any other person.

Love on the Spectrum is a docuseries on Netflix that follows individuals of all ages on the spectrum on their quest to find love. Throughout the show, here are some impactful quotes from individuals on the show: 

“I have so much love to give” —Journey, 18

“I really would like to have someone special with whom I can share the best moments of my life.” —James, 35

“I don't want to spend the rest of my life alone” —Connor, 24

“It would be nice for me to live on my own” —Dani, 28

In this unpredictable world, how can we support our children with disabilities in creating fulfilling lives while also preparing them for “real life”? Here is how:

1. Modeling: As you complete everyday tasks, walk your child through each step. Talk to them about what you are doing and why. Try to explicitly explain even the “small stuff,” such as volume/tone of voice, how to be appropriate in the given setting, etc. If you are at the grocery store with your child, for example, here are some things you can explain and discuss:

• Refrigerated vs non-refrigerated items

• Making a list of ingredients to buy

• Appropriately standing in line

• Greeting a cashier

• Who to ask if you can't find something

• How to pay for your items

2. Help them foster friendships and relationships: If we are honest, almost everyone has had difficulty in social situations. As we get older, we start to understand how to handle and thrive in social situations. Making small talk, building healthy relationships, and making friends becomes more manageable. For our children with disabilities, this instinct may not come naturally and often needs to be explicitly taught. Here are some things you can help your child work through:

• Personal space during conversations

• What qualities make a good friend and a bad friend

• What different facial expressions mean

• When hugging is appropriate

• What to do when you have a crush on someone

3. Talk about “What If” Scenarios: We can all agree that if the world were more black and white, life would make much more sense. Unfortunately, life seems to be a grey area, where preparing for some of the cards we are dealt is almost impossible. However, once we handle something new for the first time, it gets much easier each time. This is the same for our children with disabilities. Each time we intentionally expose them to “what-if” scenarios, we help them become equipped and prepared to handle similar situations the next time. Over time, this can lead to them being able to handle the problem independently. Here are some suggestions on “what-if” scenarios that you can help your child prepare for:

• What to do if someone sends a mean text

• What to do if your friend wants you to steal

• What to do if you can`t pay for something

• What to do if you get lost

• What if someone asks for your personal information

Whatever disability your child may face, our job is to foster independence and support them in creating happy lives—whatever that may look like to them.  

“Disability is natural. We must stop believing that disabilities keep a person from doing something. Because that's not true. Having a disability doesn't stop me from doing anything”.

-Benjamin Snow, 8th grade

Written by intern McKayla Crayton at Abdnour Weiker, LLP

http://www.Lawyers4Students.com

Ensuring Access: Parental Rights for Private School Transit in Ohio

There is a strong emphasis on school choice in Ohio, which provides families with the
opportunity to select the most appropriate schooling path for their children. In some cases, families opt for private or nonpublic schools that best align with their values and educational preferences. A critical aspect that often arises in this decision-making process is the challenge of transportation. Luckily, Ohio state law outlines specific parental rights related to private school transportation coordinated by their local school district of residence.

Right to Private School Transportation

Under Ohio Revised Code (ORC) 3327.01, Ohio has outlined specific rights related to transportation for students to attend the private school of their choice from their public school district of residence. This statute states that if a student is attending a private school, parents have the right to request transportation services from their local district if the private school is located 30 minutes or less from the school building within the school district of residence that the child would attend had they been enrolled within the district.

The request for transportation services is typically made to the local district’s board of education. Families should be sure to adhere to any deadlines or requirements for submitting transportation requests. Once the request is received, the board must review it and determine whether or not they can practically provide transportation.

Understanding Impracticality and Initiating the Appeals Process

The concept of impracticality is a critical factor in determining whether a local district must provide transportation to a nearby private school. Districts have the right to declare transportation “impractical” for a student to a private school based on the consideration of all six of ORC 3327.02(A)’s statutory factors:

1. The time and distance required to provide the transportation;

2. The number of students requesting to be transported to the same or nearby schools;

3. The cost of providing transportation in terms of equipment, maintenance, personnel, and administration;

4. Whether similar or equivalent service is provided to other students eligible for transportation both within and outside the district;

5. Whether and to what extent the additional transportation service would unavoidably disrupt current transportation schedules; and

6. Whether other reimbursable types of transportation are available.
   

   If the district determines that providing transportation is impractical, they must notify the family in writing along with a specific offer of a payment-in-lieu of transportation and the opportunity to reject this offer and pursue mediation procedures with the Ohio Department of Education and Workforce (“ODE”). If mediation fails to resolve the dispute, ODE will then conduct a formal appeal hearing.
   
   Importantly, once a parent initiates mediation procedures with ODE, the district becomes obligated to provide transportation for the student to the private school until an agreement or decision on the case has been reached.

Approaches to the Appeals Process

There are various strategies and evidence that families may use to help show to the assigned hearing officer that the district's decision was erroneous, and that transportation is practical. One key aspect to challenge is the district's determination of impracticality based on distance. The parent can provide evidence such as maps or official travel time estimates demonstrating that the private school is within a reasonable distance for transportation. This can include documentation showing typical commuting routes, traffic patterns, and actual travel times during school hours.

Gathering testimonials from other parents or community members facing similar transportation challenges can provide additional support. Additionally, seeking expert opinions from transportation specialists can bolster the argument for the practicality of transportation to the private school. It is also important to highlight any precedents or comparable cases where transportation was deemed practical for similarly-situated private schools and/or students, which can underscore the reasonableness of the district’s decision.

Implications of Hearing Outcomes

Initiating an appeal under ORC 3327.02 is not just about advocating for one student’s transportation needs; it can have broader implications for other families within the district. If the appeal is successful and transportation is mandated, the district must continue to provide transportation services. This sets a precedent that benefits not only the appealing family but other families facing similar challenges.

However, if the appeal is denied and transportation is deemed impractical, this decision becomes binding. This means that neither the appealing family nor any other family in the district attending the same private school can appeal the district's decision regarding transportation so long as the facts remain comparable. It will be important for a family to seek legal counsel to assist with presenting a strong case, navigating procedural challenges, and safeguarding the overall rights and education of the student during this process.

Written by attorney Renee Stromski at Abdnour Weiker, LLP

http://www.Lawyers4Students.com

Special Education Basics: The Difference Between IEPs and 504s

Most parents of children with disabilities do not have extensive experience advocating for accommodations within their school system. In an ideal world, a school would promptly and properly identify the needs of students with disabilities and work to ensure parents understand their options. Since this ideal is not always upheld, it is important to understand the core tenets of special education law. One of the most common issues parents run into is understanding the difference between an Individualized Education Program (IEP) and a 504 Plan. Both IEPs and 504 Plans offer formal assistance and accommodations for K-12 students who are struggling in school. However, there are some key differences between the two.

An IEP is a written program that provides with specificity what, if any, free special education resources, services and supports will be put into place to meet your child’s unique needs. This includes any specialized instruction your child may engage in. The written IEP will also set specific learning goals for your child. The underlying law that applies with an IEP is the Individuals with Disabilities in Education Act (IDEA). This is a federal law focused on special education for children with disabilities.

A 504 Plan is a plan established by the school to determine what free supports and accommodations the school will put into place to ensure your child can learn alongside their peers in the classroom. Unlike an IEP, there is no standard 504 Plan and a 504 Plan need not necessarily be a written document - although most schools do produce written plans. A 504 Plan does not typically set specific learning goals like an IEP does. The underlying law that applies with a 504 Plan is Section 504 of the Rehabilitation Act of 1973. This is a federal civil rights law that focuses on stopping discrimination against people with disabilities.

Under the IDEA, a parent or guardian must give written consent before a child is evaluated for IEP eligibility and give written consent before the school can begin implementing the services described in the IEP. Under Section 504, a parent must consent to an evaluation but it does not have to be in writing. An IEP must be reviewed at least once a year, and a child on an IEP must be re-evaluated every three years in order to determine if services are still needed. For a 504 Plan, the rules vary by state although most schools loosely follow the same timeline as an IEP.

So, how do you determine which of these two options would best suit your child? In order to qualify for an IEP, a student’s school performance must be adversely affected by one of thirteen qualifying disability categories under the IDEA. The child must need specialized instruction in order to progress in school. Conversely, to qualify for a 504 a child need only have any disability that interferes with the ability to learn and progress in a general education classroom setting. The disability must substantially limit one or more basic life activities for the student. Because the requirements to qualify for an IEP are stricter than those for a 504 Plan, a child who does not qualify for an IEP may still qualify for a 504 Plan.

If you think your child might need an IEP or a 504 Plan, reach out to your school administrators and request an evaluation for your child. If you have questions about your child’s IEP or 504 Plan, contact an education advocate or attorney.

Written by education attorney, Megan Mitchell at Abdnour Weiker, LLP

www.Lawyers4Students.com

Understanding the Basics of Open Enrollment in Ohio: FAQs for Parents and Guardians

In this article, we address the frequently asked questions (FAQs) that parents and guardians commonly inquire when contemplating open enrollment for their children in Ohio. Whether you're exploring educational alternatives or seeking to understand the implications of such a decision, these FAQ responses aim to provide clarity and insight into the open enrollment process.

What is open enrollment?

Created in 1989, open enrollment, also known as inter-district enrollment or intradistrict transfer, allows students to enroll into another school district by following that district’s open enrollment policies and procedures. Students enrolled under an open enrollment policy must be allowed to attend tuition free.

Who is eligible for open enrollment in Ohio?

Eligibility criteria vary by district, but generally, students who reside within Ohio and meet specific residency and enrollment requirements can apply. For example, a student must be enrolled in their resident home district to participate in open enrollment.

What is the application process for open enrollment?

School districts are responsible for creating their own applications and procedures for open enrollment, which should be adopted by the district’s Board of Education and included in Board policy. The Ohio Department of Education annually updates their listing of open enrollment policies in Ohio school districts, which can be found here.

Parents and guardians typically need to complete an application form provided by both the home and receiving districts. The application may require supporting documents such as proof of residency. Further, students must apply for open enrollment on an annual basis. Though the receiving district may limit enrollment due to capacity or eliminate open enrollment in following years, students enrolled in the previous year when open enrollment is continued must be given priority.

Is there a deadline for applying for open enrollment?

Deadlines vary by district, so it is important to check with both the resident and receiving districts for specific dates. However, the Ohio Department of Education has suggested the following timelines:

• May 1 - Open enrollment applications are due in the superintendent’s office of the district considering open enrollment students.

• June 15 - School districts inform parents/guardians whether the student has been accepted through open enrollment. 

• June 30 - Parents/guardians notify the school district whether or not their child will attend the district under open enrollment.

Will transportation be provided for open enrollment students?

The receiving district is required to provide transportation to the student, but only from an existing bus stop within the district and only for the same grade levels that they transport their resident students. Transportation from outside the district is the responsibility of the parents or guardians.

Will my child be guaranteed enrollment in the receiving district?

Admission is typically subject to space availability and other factors determined by the receiving district's policies. There may be instances where applications are denied due to capacity constraints. A student can also be refused in order to maintain racial balance in a particular school building, and the district must specify criteria used to determine racial balance in its Board policy. However, a school district may not discriminate against any student because of a disability condition; nonetheless, special education students may still be refused admission if the district does not have the available services necessary to meet the needs of the student’s Individualized Education Plan (IEP).

Can my child participate in sports or extracurricular activities at the receiving district?

Policies regarding participation in extracurricular activities vary by district. Further, if a student wishes to change schools through open enrollment, the student should consult with the school administration and follow the guidelines for athletic eligibility as established by the Ohio High School Athletic Association (OHSAA).

What are the benefits of open enrollment for my child's education?

The decision to open enroll in another school district should be carefully considered based on your child's individual needs, interests, and educational goals. Parents and guardians should consider how the curriculum, extracurricular activities, and other aspects of the educational experience may differ between districts. It is also essential to be aware of any potential impacts on graduation requirements or transfer credits.

Parents and guardians considering open enrollment should contact both their resident and receiving districts for additional information and guidance tailored to their specific circumstances.

Renee Stromski is a Student Rights Attorney in Ohio with Abdnour Weiker, LLP

Title IX Requires Parity in Athletic Programs (k12)

Background

Title IX is a federal civil rights law that states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” Therefore, if your school receives federal funding, all programs and activities operated or sponsored by the school, including its athletic program, are covered by Title IX.

Evaluating your school’s athletic program

If your school is covered by Title IX, it must provide equal opportunity based on sex. This requirement includes your school’s athletic program and extends to club, intramural, and/or interscholastic teams. Equal opportunity in K-12 athletic programs is measured in two ways which are explained in the evaluation below.

MEASURE 1: Benefits, opportunities, and treatment

The first step in evaluating your school’s athletic program is determining whether your school offers equivalent benefits, opportunities, and treatment, which apply to the following categories:

Equipment and Supplies

Does your school provide athletic gear of equivalent quality, quantity, suitability, condition, and availability for athletes on boys and girls teams?

Scheduling Games and Practice Times

Do boys’ and girls’ teams both have a reasonable opportunity to compete before an audience? For example, if all girls’ games are scheduled for Sunday mornings when all boys’ games are scheduled for Friday nights, the girls’ teams likely do not have the same opportunity to compete before an audience.

Do boys’ and girls’ teams play an adequate number of regular season games or other competitions? Further, are the number and length of practice sessions equivalent for teams in the same or similar sport?

Finally, are practice times equally convenient for both boys’ and girls’ teams? For example, always scheduling practice for the girls’ swim team at 5:00am when the boys’ swim team is always scheduled for practice at 7:00am would not likely provide equally convenient practice times.

Travel and Daily Allowance

Do boys’ and girls’ teams use equivalent modes of transportation when traveling to away games? Do they have equivalent accommodations when traveling overnight? Finally, do they receive equivalent meals or meal allowances (if offered)?

Coaching

Do boys’ and girls’ teams have equivalent coaches with equivalent qualifications, and are the coaches available for equivalent amounts of time?

Do coaches of boys’ and girls’ teams receive equivalent compensation? If not, can your school justify the difference in pay using factors that are nondiscriminatory?

Finally, do coaches of boys’ and girls’ teams have equivalent “other duties” such as teaching vs. full-time coaching?

Locker Rooms, Fields, Courts, Other Facilities

Are the boys’ and girls’ locker rooms equivalent in quality and size? Additionally, are the conditions of playing fields, courts, pools, and other athletic facilities equivalent? For example, is there equivalent maintenance, access to restrooms, availability of spectator seating, scoreboards, lighting, and other amenities?

Medical and Training Facilities and Services

Are training and conditioning facilities equivalent for boys’ and girls’ teams, and is there equal access to these facilities? Similarly, is there equivalent access to medical and training personnel/services?

Publicity

Does your school provide equivalent coverage of boys’ and girls’ teams and/or athletes on its website, social media, or other publicity? Further, are cheerleaders, pep bands, and drill teams are provided equivalently?

Finally, it is important to note that if your school receives unequal support for either boys’ or girls’ teams through booster clubs and/or parents, it is your school’s responsibility to ensure boys’ and girls’ teams remain equal despite the difference in outside financial support. If your school does not take steps to remedy the inequality, this may indicate a potential Title IX violation. Moreover, if throughout the evaluation you answered “no” to any of the questions regarding benefits, opportunities, and treatment, this may indicate a potential Title IX violation as well.

MEASURE 2: Meeting students’ athletic interests and abilities

The second step in evaluating your school’s athletic program is determining whether your school is fulfilling its duty to meet students’ athletic interests and abilities. Your school can choose one of three options to demonstrate that it fulfils that duty.

Substantial Proportionality (Option 1)

This option looks at whether the percentage of girl and boy participants on athletic teams are about the same or “substantially proportionate” to the percentage of girls and boys enrolled at the school. If this is the case, your school can likely use option one to show its athletic program provides equal opportunity under Title IX. However, if there is disproportionality, your school must show that there is not enough interest and/or ability among students to form a viable new team for the sport in question. If there are enough students to form a viable new team, then Option 1 would not be available to your school.

History and Continuing Practice (Option 2)

This option looks at whether your school can show it has a history and continuing practice of expanding its athletic program to respond to the interests and abilities of underrepresented students. Historically, girls were underrepresented in schools’ athletic programs, and schools used this option as they expanded their girls’ programs. However, when either girls or boys have been, and remain underrepresented in your school’s athletic program, if your school has a history and continuing practice of adding or expanding teams to accommodate expressed interest, your school can likely use Option 2.

Interests and Abilities of Students (Option 3)

The third and final option looks directly at interests and abilities of students. This option asks whether your school can show that it otherwise meets the athletic interests and abilities of the underrepresented sex, despite disproportionality existing within its athletic program? For example, is there is an unmet interest in a particular sport that is not offered at your school? Is there enough talent and skill among the underrepresented students to sustain a team in that sport? Finally, are there other schools in the area currently competing in the sport? If so, your school probably cannot use Option 3. However, if there is not enough interest or ability to sustain a viable team in the sport, your school can likely use Option 3 to show that it provides equal opportunity despite the apparent disproportionality.

What to do if you think your school’s athletic program violates Title IX

Students, parents and guardians, employees, or other members of the school community who believe their school may be providing unequal athletic opportunities based on sex may file a complaint through their school’s grievance procedures. Every school district covered by Title IX is required to prominently display contact information for the Title IX Coordinator, who can provide information about the school’s grievance procedures. The Title IX Coordinator is responsible for overseeing all Title IX complaints in your school or district, including for unequal athletic opportunities. You should be able to find their contact information on the school or district website as well as in student and employee handbooks and catalogs.

Additionally, anyone can file a complaint with the OCR on their own or with the help of an attorney. This includes students, parents and guardians, employees, coaches, athletic directors, community members, and others who experience or suspect discrimination in education programs or activities, including in a school’s athletic program. The OCR will then investigate the complaint and perform an evaluation similar to the one covered throughout this article. If a violation exists, the OCR will step in to remedy the issue and enforce Title IX.

Josh Sollenberger is a Student Rights Attorney at Abdnour Weiker, LLP

www.Lawyers4Students.com

Student Privacy Rights Under FERPA: What To Do If Your Student’s Privacy Is Violated

Most parents are aware that their students have some privacy rights that schools must take appropriate action to protect. However, many parents are not aware of what establishes those privacy rights and, perhaps more important to parents, what can be done to protect them.

The Family Educational Rights and Privacy Act (FERPA) was adopted in 1974 as a Congressional response to the abuse of student records nationwide. FERPA serves two main functions: 1) guarantee access to students records for both students and parents; 2) limit third-party access to student records.

When processing a records request, a school must determine whether the materials requested qualify as education record materials. An “education record” includes records, files, documents and other materials, which: (1) contain information related to a student; and (2) are maintained by an educational institution. This includes things like a student’s academic work, test scores, psychological records, and family background. An education record does not include things like personal notes of a teacher or counselor, personnel records or law enforcement records.

So what happens when a student’s school releases part of their education record to a third party in violation of FERPA? One of the most common questions we receive is how parents can sue their child’s school for violating FERPA. Unfortunately, they cannot. FERPA creates no private right of action in the event of a school violation, meaning individuals cannot sue for a violation in court. Instead, in the event of a FERPA violation, a parent or student may file a Complaint with the Student Privacy Policy Office (SPPO) of the Department of Education alleging a violation.

A Complaint must be filed within six months of the violation, or within six months of when parents first knew or should have known of the violation. In this process, timeliness is key. Following a complaint, the SPPO will determine whether the school violated FERPA, and whether the school has a practice or policy of violating FERPA.

If the SPPO finds that a school has a practice or policy of violating FERPA, SPPO will then provide steps that the school must take to comply and provide a reasonable period to comply. If a school still does not comply, SPPO may withhold further payments made under any federal program and either issue a cease-and-desist letter or terminate federal funding.

Although there is no private cause of action guaranteed under FERPA it is still important that parents make their voices heard through the SPPO Complaint process. When facing the restriction or elimination of federal funding, schools will typically clean up their act with regard to maintaining FERPA-protected information. If you believe your child’s private, FERPA-protected information has been wrongfully distributed by their school, we encourage you to file a complaint with the SPPO and make your voice heard.

For more information about FERPA, check out the Special Education Legal Clinic’s FERPA video: SELC Understanding FERPA. Further SELC Workshops on other topics are also available.

Megan Mitchell is an education attorney in Michigan at Abdnour Weiker, LLP

www.Lawyers4Students.com

Michigan must extend right of child sex assault survivors to sue

In recent years, Michigan has become a poster child for shocking examples of large-scale sexual abuse of children and young adults, as the horrific crimes of Larry Nassar at Michigan State University and Robert Anderson at the University of Michigan have come to light. Countless other survivors, whose abusers are not public figures, have gone unrecognized in the media.

While the Michigan Legislature made a temporary exception for Nassar’s victims, the state’s current statute of limitations for survivors of childhood sexual assault is frustratingly narrow. Survivors can only file civil lawsuits until they are 28 years old — one of the most restrictive policies in the country. That means that too many survivors are denied access to justice and the opportunity to hold their abusers accountable. 

As an attorney who has dealt with many cases of childhood sexual assault — and as a long-time board member of The Firecracker Foundation in Lansing, which provides holistic healing services for children who have experienced sexual trauma — I’ve seen firsthand how this restriction prevents valid claims from going forward. 

Many victims of sexual assault can take years to process their abuse. In fact, the average victim of child sex abuse is 52 years of age by the time they report what happened to them, according to Child USA, a national nonprofit that fights to prevent child abuse and neglect. Tragically, the Department of Justice estimates that 86 percent of child sexual abuse goes unreported, due to trauma, power dynamics and institutions that protect abusers. 

Thankfully, the Michigan Legislature is finally on the cusp of taking consequential action. A new set of bills, introduced by State Rep. Julie Brixie of Meridian Township in 2023, would have extended the civil statute of limitations, allowing victims of childhood sexual abuse to file claims until they are 52 years old. The bill also included a two-year amnesty period, effective after the law is enacted, that would have allow anyone to file lawsuits against their abusers, no matter how long ago the abuse took place.

Similar bills have been introduced in past sessions of the state legislature, only to languish due to fierce opposition from the very institutions that protected and enabled abusers, such as universities, churches and other organizations concerned with their financial liability, according to reporting from the Associated Press. Unfortunately, the bills did not make it through the legislative process in 2023.

That’s shameful. We can’t let it happen again. 

Childhood sexual abuse has a deep and long-lasting effect on survivors. Survivors are frequently diagnosed with depression, anxiety and post-traumatic stress disorder. Many have difficulty forming healthy romantic relationships. Self-harm and suicide attempts can result. The economic impact of this type of abuse can be devastating as survivors find themselves unable to maintain steady employment. Our state has a responsibility and an obligation to give survivors the tools they need to heal and to provide an avenue for authentic and meaningful justice. 

For too long, Michigan has failed survivors of child sexual abuse. These bills are expected to be reintroduced in the 2024 legislative session.  They represent a huge first step toward bringing Michigan in line with numerous other states that protect the rights of abuse survivors. It’s the least we can do for those who have had so much taken from them. 

Liz Abdnour is a partner at Abdnour Weiker, LLP

www.Lawyers4Students.com

Do I Need an Attorney, an Advocate, Both or Neither?

When do you need a special education attorney versus a parent advocate?

Federal and state laws require school districts to find and identify children with disabilities. Parents can request that their child be evaluated, and schools must respond appropriately. Once children have been identified, the schools are required to determine if they are eligible for special education services, and if they are, to provide those services in an appropriate manner.

In many cases, and with the right information, parents can advocate effectively for their child in the special education setting. The special education process was set up to be relatively non-adversarial and to allow parents to be members of the IEP team and collaborate with schools. However, some school districts push back when parents question their decisions, fail to truly inform parents of their rights under IDEA and Section 504, and fail to identify, evaluate or provide appropriate services to children with disabilities. If you are experiencing push back, you suspect something is wrong but cannot get your school to listen, or you believe your child is not getting services that allow him or her to progress appropriately, it may be time to call for help.

Your next decision is whether to call a special education attorney or parent advocate.

Abdnour Weiker, LLP has both advocates and special education attorneys to handle cases. Our advocates are many times more financially affordable to families, typically billing at 50% of the attorney hourly rate. Another benefit to hiring Abdnour Weiker, LLP is that you can start with an advocate but if the situation ever progresses to needing an attorney, our attorneys are already up to speed and familiar with your case. That means less time transitioning from an advocate to an attorney, and less money spent by the family.

Both advocates and attorneys should have a solid understanding of the IDEA and 504 frameworks at the state level, disabilities, educational theories and practices, and school environments. They should be aware of appropriate interventions for children with disabilities, be able to connect you with resources and services outside the school, and be adept at effectively communicating with school districts.

Here are some tasks that BOTH special education attorneys and advocates should be able to do well:

• Evaluate initial and triennial Evaluation Team Reports

• Advocate for and help draft appropriate and effective IEPs

• Advocate for Section 504 eligibility and help draft appropriate and effective 504 plans

• Advocate for Independent Educational Evaluations

• Evaluate and advocate for Functional Behavior Assessments & Behavior Intervention Plans

• Advocate for students with behavioral disabilities and protect those students when schools want to discipline them

• Understand and advocate for effective progress monitoring

So, when should you consider a special education attorney?

Advocates and attorneys should be able to evaluate your case to determine if you need legal or advocate assistance. However, the following may be red flags to alert you that an attorney may be needed:

• Your child’s needs concern specific areas of law such as placement outside of the school, your legal rights of confidentiality, etc.;

• Your child faces expulsion and/or criminal charges for conduct within the school;

• The school has brought in an attorney to help them, or you need to answer a letter written by an attorney; or

• You need to move beyond advocacy to file a formal complaint or due process with the Ohio Department of Education, or a complaint with the Office of Civil Rights.

The best way to determine if you need an advocate or attorney is to call one and ask. A responsible advocate will tell you when you need an attorney, just as a responsible attorney will tell you when you can use an advocate. Make sure they listen more than they talk – the hallmark of effective advocacy is in their listening skills!

Questions? Call us at 614.745.2001 or visit www.Lawyers4Students.com

Board of Education Candidates in Ohio Can Be Surprised by State Law Disqualifying Some Candidates from Serving

School board elections are incredibly important to voters because of the direct impact that these elected officials could have on a family. Given the importance of these elections, it is surprising that one Ohio law disqualifying board of education candidates from serving on the board is not more known and understood.

According to Section 3313.33(B) of the Ohio Revised Code, no school board member shall have, “directly or indirectly, any pecuniary interest in any contract of the board.” What is a pecuniary interest?

In a 2014 Opinion, the Ohio Attorney General defined a “pecuniary interest” as simply an interest involving money. This law is certainly triggered when a school board member owns a company that does business in some capacity with the school district in which they serve. This makes sense.

However, this law also prohibits a school board member from being employed at a company that does business with the school district. In a 1999 Opinion, the Ohio Attorney General determined that a mere employment relationship is enough to trigger this rule. This is the case even if the employee’s specific duties and compensation are not directly linked to the contract with the district. The OAG reasoned that the existence, operation, and staffing level of the employer may be affected by the funds that are received from the school district. Even a pecuniary interest that is “small” and “indistinct” is enough to bar these relationships.

So, what happens when a school board member is simultaneously employed by a company that does business with the school district? In the same 2014 Opinion, the OAG explained that whenever a board member takes action in any matter in which he/she has a pecuniary interest, that action is void. Depending on the nature of the matter, this can have a substantial impact on the school district in which the member is serving.

For this reason, it is imperative that board of education candidates know the law and understand whether it disqualifies them from serving on the board of education.

What College Students Should Know About Off-Campus (Mis)Conduct

Most students know that their college or university can impose sanctions for their on-campus misconduct. What students may not know, however, is that their actions off-campus, including at home or on break, could also lead to sanctions.

Colleges and universities have expressed an interest in regulating students’ off-campus behaviors for a variety of reasons. First, universities want to protect their reputations as reputable institutions of higher learning and may discipline students for their off-campus misconduct to deter future behaviors that are contrary to their values and/or breach their codes of professional conduct. Second, certain kinds of off-campus behavior pose risks to other students’ safety and well-being—such as underage drinking, harassment, discrimination, violence, and drug abuse— and universities intervene to protect the campus community at large from these threats. Lastly, as social media use expands, it is increasingly difficult for universities to tell where on-campus behavior ends and off-campus behavior begins, so officials will sanction students more readily overall for uploading offensive content or engaging in cyberbullying.

Although no bright-line standard exists to predict precisely when a university will exercise jurisdiction, it is generally understood that the university disciplinary process can come into play where the student’s off-campus conduct “impacts the mission” of the institution or “causes substantial disruption” to the university community. As long as the school can demonstrate that there is a link between the off-campus behavior and the on-campus environment, it is permissible for the school to apply its code of conduct to these incidents.

However, it is important to know that, as of 2020, Title IX coverage does not extend to non-school-sanctioned activites occurring off-campus. Since its enactment in 1972, Title IX has prohibited sex-based discrimination, including sexual harassment, in educational activities. Under the 2020 regulations, the jurisdictional scope of Title IX has been narrowed, providing that if the alleged conduct occurs beyond the scope of an educational program, the school must dismiss the Title IX complaint. The school may still initiate its own disciplinary investigation, however, based on its own code of conduct.

Alternatively, crimes committed in a student’s hometown, while away on spring or summer break, or almost anywhere else, can follow students back to campus. This is because most schools consider their students to be representatives of their community no matter where they go. In other words, students are expected to always live in adherence to their institution’s values and morals. This is especially true for graduate or professional students. Universities can easily learn of students’ arrests or citations. So, students should err on the side of caution and be prepared for discipline that could arise from off-campus criminal acts.

Overall, university students are often held responsible for conducting themselves appropriately whether they are at home, school, or elsewhere. Whatever they may be facing, students are always encouraged to seek out legal counsel to guide them through the disciplinary process and to make sure their rights are protected at all stages of the proceedings.

Five Reasons That College Students Should Have an Education Attorney on Retainer

Going to college is an exciting time in a young person's life. It's a time of growth, learning, and independence. However, it's also a time when students may encounter legal issues they never anticipated. That's why having an education lawyer on retainer during college can be a wise decision. In this article, we'll explore the top five reasons why college students should consider having a lawyer readily available.

1. Legal Protection for Common Student Issues: College life can bring about various legal challenges, such as housing disputes, cheating allegations, code of conduct hearings, or even minor criminal matters. Having an education lawyer on retainer ensures you have expert advice when these issues arise. An education attorney can help you navigate the complexities of university policies and hearings, landlord-tenant and rommmate disputes, and even represent you in court if necessary.

2. Academic and Disciplinary Matters: College students can sometimes find themselves in situations where they face academic misconduct allegations or disciplinary (or "code of conduct" actions). College is much different than high school and the sanctions for misconduct can be severe. An education lawyer can assist you in understanding your rights, preparing your defense, and ensuring that the university follows its own procedures during disciplinary hearings.

3. Contract Review: Students often enter into agreements while in college, like leases, rental agreements, or employment contracts. A lawyer can review these contracts to ensure they are fair and protect your interests. They can also advise you on your rights and responsibilities under these agreements.

4. Criminal Charges and Offenses: Sometimes, students may find themselves on the wrong side of the law, whether it's underage drinking, drug possession, or another criminal offense. A lawyer can provide essential legal counsel, help you understand the potential consequences, and work on your defense strategy if needed. An education attorney can help you if the criminal matter results in a conduct matter with your college or university.

5. Preventive Legal Advice: Having a lawyer on retainer isn't just about reacting to legal issues; it's also about preventing them. A lawyer can provide guidance on how to stay within the bounds of the law. They can advise you on matters that may carry legal risks. Additionally, a lawyer can educate you on your rights, ensuring you understand how to protect yourself legally in various situations, from new business ventures to hosting parties to employment matters. This knowledge can be invaluable in avoiding legal troubles in the first place.

Your college's office of Student Legal Services may be able to help in certain, limited circumstances, but not when the opposing party is the university itself (like in code of conduct or academic misconduct proceedings) or another student at the university (like in a roommate dispute or Title IX hearing). Student Legal Services offices are operated by the college, and therefore they may have a conflict of interest with matters involving the college itself or other students at the college.

In conclusion, college can be an amazing time for personal and academic growth, but it's also a period when young adults may face unexpected legal challenges with serious implications. Having a private education lawyer on retainer can provide college students with a safety net and peace of mind. Lawyers can help you navigate legal issues, protect your rights, and offer guidance to prevent problems from arising in the first place.

The education lawyers at Abdnour Weiker, LLP are here to help. Our mission is to protect the rights and futures of students and educators. We operate in Ohio, Pennsylvania and Michigan.

www.Lawyers4Students.com

Important Considerations for College Students When Using University Student Legal Services

University student legal services can be a cost-effective option for students seeking guidance and representation for routine legal matters such as traffic tickets, criminal defense, landlord-tenant disputes, employment issues and more. These university-operated services often “pool” the per-semester fees they collect from students broadly to fund the representation for the students they ultimately represent. Therefore it is a great value for students who end up needing the service. These offices are often staffed by attorneys and/or law students supervised by licensed attorneys. This service can be very beneficial, especially to students who do not have the means to hire private attorneys.

However, it is very important for college students to recognize the limitations of student legal services and the potential conflicts of interest that may arise. This happens when the opposing party in your matter is the university itself, an employee of the university, or a fellow student.

1. University legal services cannot assist you when the opposing party is the university itself.

First and foremost, university legal services cannot (and should not) assist you when the matter involves the university. It is very common for students to find themselves involved in proceedings, hearings or other disputes with their own universities. This could be in the form of academic misconduct or code of conduct hearings, university housing issues, in-state residency appeals for out-of-state students, Title IX hearings, grade appeals or even academic dismissals.

A conflict of interest arises when an organization has multiple interests that could potentially compromise its ability to fulfill the obligations impartially. When it comes to student legal services, the potential for a conflict of interest arises from the fact that these services are typically funded and/or operated by the university itself. The university's primary mission is to protect its own interests, which does not align with the interests of a student in a legal dispute against the university. Therefore, a conflict of interest exists in providing representation to a student when the opposing party is the university — or an employee of the university such as a professor or teaching assistant. To be sure, most legal services offices clearly inform students that they cannot represent them when the university or university employee is a party to the dispute. It is better for the student to seek private counsel.

2. University legal services may not be able to assist you when the opposing party is another enrolled student.

Legal matters also occur frequently for students against other students enrolled at the university. These may occur in the form of personal injury matters, car accidents, contract disputes, intellectual property disputes, roommate disputes, sexual assault claims and others.

In cases such as this, the student legal services office will likely have a conflict of interest, which is especially true if the opposing student has access to the same representation from the student legal services office. If the student legal services office does offer representation to you, be sure to ask your apoointed attorney questions about any existing conflicts — or conflicts that may arise as the matter progresses. Students should proceed very cautiously in using student legal services in these situations, to be sure that no conflict exists with the opposing student.

3. Always seek independent legal advice.

If you are facing a legal issue against your university or against a university employee, you should absolutely consult with a private attorney before taking an action that would jeopardize your rights or ability to challenge a decision later. You should also exercise caution when the matter involves another student at the university. When seeking private counsel, be sure to seek a law firm with experience in education law and student rights, such as Abdnour Weiker, LLP.

Abdnour Weiker, LLP

https://lawyers4students.com/

Five Big Changes Coming to Ohio Education Laws in the 2023-24 School Year that Parents Should Know

On July 1, 2023, the Ohio House and Senate approved a new 2-year state budget, which was signed into law by Ohio Governor Mike DeWine on July 5, 2023. Here are the most important provisions impacting education for Ohio parents and students:

PRIVATE SCHOOL VOUCHERS (aka EdChoice Scholarship): All Ohio school children will be eligible for a school “voucher” to help cover the cost of tuition participating private schools. Children whose families earn up to 450% of the federal poverty level (~$135,000/year for a family of four) will be eligible to receive a full EdChoice Scholarship in the amount of $6,165 (k-8) and $8,407 (high school). Higher earning families are still eligibile, but may receive reduced scholarship amounts. This does not affect families receiving the Autism Scholarship or Jon Peterson Special Needs Scholarship.

SIGNIFICANT FUNDING FOR PHONICS-BASED READING: The reconciled bill includes a significant investment in childhood literacy, particularly for phonics-based reading programs (a.k.a. the “Science of Reading”). The bill moves to eliminate “cueing” reading programs that have been used by school districts and educators for decades, but considered ineffective by many literacy experts. The funding in the new law includes allocations for training of teachers and district implementation over the next two years.

TOP 5% SCHOLARSHIPS FOR GRADUATES: Ohio high school students who graduate in the top 5% of their classes will be eligible for $5,000 scholarships to attend Ohio colleges and universities.

PARENTAL CONSENT FOR SOCIAL MEDIA: Children younger than 16 must get parental consent when they create new social media accounts starting Jan. 15, 2024. While not directly related to education funding, this budget item was initially requested by the Governor in an effort to protect the mental health of Ohio teenagers. It was included in the final bill.

NEW TEACHER PAY: The minimum annual salary for new public school teachers was increased modestly from $30,000 to $35,000. Many districts already have adopted salary schedules above this amount for first-year teachers. A proposal to increase the minimum salary to $40,000 was ultimately rejected.

Read more here: https://apnews.com/article/ohio-state-budget-taxes-education-vouchers-6f3c3abf4db444124d6c7b19090f5cc8

Abdnour Weiker, LLP

www.Lawyers4Students.com

2023 Ohio Summer Camp List

Summer camp is a longstanding tradition that provides a unique opportunity for children to embark on exciting adventures, make lasting memories, and develop crucial life skills. Summer camp serves as a chance for children to step outside their comfort zones and discover their independence. These unique experiences provided by summer camps build resilience and prepare children to face challenges with confidence.

We are pleased to provide a compiled list of various summer camps and programs available to children across Ohio.

* - inclusive of children of all abilities/programs may be modified)
** - requires diagnosis to attend
*** - requires diagnosis but is inclusive to typically-developing siblings and peers

Northeast Ohio (including Cleveland, Akron, Canton, and Youngstown)

1. Akron ArtWorks
   Akron, Ohio
   Type: Art
   Ages: 4-17 years

2. Akron Rotary Camp**
   Akron, Ohio
   Type: Traditional, Specialty (Disability Support)
   Ages: 6-21 years

3. Beck Center for the Arts*
   Lakewood, Ohio
   Type: Art, Dance, Theatre
   Ages: 4-18 years

4. Bellwether Farm Summer Camps
   Wakeman, Ohio
   Grades: 2-12
   Type: Traditional, Religious

5. Bright Futures Preschool Summer Program*
   Cleveland, Ohio
   Type: Traditional, Specialty (Disability Support)
   Ages: 3-5 years

6. Camp Cheerful by Achievement Centers for Children*
   Strongsville, Ohio
   Type: Traditional, Specialty (Disability Support)
   Ages: 5 years through Graduation

7. Camp Cornerstone
   Independence, Ohio
   Type: Specialty (Bereavement)
   Ages: 6-12 years

8. Camp Curiosity at Great Lakes Science Center
   Cleveland, Ohio
   Type: STEM
   Grades: K-2

9. Camp Frederick
   Rogers, Ohio
   Type: Traditional
   Grades: K-12

10. Camp Gilmour at Gilmour Academy
    Gates Mills, Ohio
    Type: Traditional, Academic
    Ages: 3-12 years

11. Camp Happiness by Catholic Charities Diocese of Cleveland**
    Wickliffe, Ohio
    Type: Traditional
    Ages: 5-21 years

12. Camp Ho Mita Koda**
    Newbury Township, Ohio
    Type: Traditional, Specialty (Disability Support)
    Grades: K-11

13. Camp Nuhop**
    Perrysville, Ohio
    Type: Traditional, Specialty (Disability Support)
    Ages: 6-29 years

14. Cedarbrook Camp of Ohio at Stony Glen
    Madison, Ohio
    Type: Traditional, Religious
    Grades: 1-12

15. Common Ground Center Summer Camps
    Oberlin, Ohio
    Type: Traditional, Adventure
    Ages: 6-15 years

16. FACEtime Summer Camp at Cleveland Hearing & Speech Center**

Cleveland, Ohio
Type: Specialty (Disability Support)
Ages: 9-16 years

1. Falcon Camp
   Carrollton, Ohio
   Type: Traditional
   Ages: 6-16 years

2. Kids Summer Camp at LifeCenter Plus Health and Fitness Center
   Hudson, Ohio
   Type: Traditional
   Ages: 5-12 years

3. Red Oak Camp
   Kirtland, Ohio
   Type: Traditional, Horse
   Grades: 1-10

4. SMILE Summer Camp at Peak Potential Therapy
   Northfield, Ohio
   Type: Traditional, Therapeutic, Specialty (Disability Support)**
   Ages: 6-16 years

5. Thrive Summer Camp at Therapy & Wellness Connection*
   Brecksville, Ohio
   Type: Traditional, Therapeutic, Specialty (Disability Support)
   Ages: Children of all ages

Central/Southeast Ohio (including Columbus and Athens)

1. Camp Architecture and Design at Columbus Center for Architecture and Design
   Columbus, Ohio
   Type: STEM
   Grades: 3-8

2. Camp Echoing Hills***
   Warsaw, Ohio
   Type: Traditional, Specialty (Disability Support)
   Ages: 13-Adulthood

3. Camp Hamwi by the Central Ohio Diabetes Association**
   Danville, Ohio
   Type: Traditional, Specialty (Disability Support)
   Ages: 3-17

4. Camp Nuhop**
   Perrysville, Ohio
   Type: Traditional, Specialty (Disability Support)
   Ages: 6-29 years

5. Camp Oty'Okwa
   South Bloomingville, Ohio
   Type: Traditional, Adventure
   Grades: 2-12

6. Camp Wyandot
   Westerville and Hocking Hills, Ohio
   Type: Traditional, Adventure
   Grades: K-12

7. Day Camp and Kindergarten Enrichment at Enchanted Care Learning
   Greater Columbus Area, Ohio (7 locations)
   Type: Traditional
   Ages: K-6

8. Future Pastry Chef Camps at Our Cupcakery
   Dublin, Ohio
   Type: Specialty (Cooking)
   Ages: 8-14 years

9. IDEAS Summer Camps for Boys & Girls

   Columbus, Ohio
   Type: Traditional
   Grades: Preschool-8

10. RAW Camp at Rising Appalachia
    Millfield, Ohio
    Type: Adventure
    Ages: 6-17 years

11. Recreation Unlimited Camps***
    Ashley, Ohio
    Type: Traditional, Specialty (Disability Support)
    Ages: 5-Adulthood

12. Summer Camps and Programs at BalletMet
    Columbus, Ohio
    Type: Dance
    Ages: 4-8 years

13. Summer Challenge Day Camp at Central Community House**
    Columbus, Ohio
    Type: Traditional
    Ages: 5-13 years

14. Summer Experience at Columbus Academy
    Gahanna, Ohio
    Type: Traditional, Academic
    Grades: Preschool-12

15. Tennis Ohio at ACEing Autism**
    Columbus, Ohio
    Type: Sports
    Ages: 5-18 years

Southwest Ohio (including Cincinnati and Dayton)

1. Abrakadoodle Art Camps for Kids
   Greater Cincinnati, Ohio
   Type: Art
   Ages: 3-12 years

2. Aullwood Summer Earth Adventure
   Dayton, Ohio
   Type: Traditional, Adventure
   Grades: K-6

3. Camp Ashreinu
   Cincinnati, Ohio
   Type: Traditional
   Ages: 1.5 years-Grade 7

4. Camp Chabad
   Cincinnati, Ohio
   Type: Traditional, Religious
   Ages: 2 years-Grade 9

5. Camp-A-Palooza at Kids First Sports Center
   Cincinnati, Ohio
   Type: Traditional
   Grades: K-7

6. Cincinnati Reds Baseball & Softball Camps
   Various Locations in Central and Southeast, Ohio
   Type: Sports
   Ages: 6-14 years

7. Cincinnati Shakespeare’s Theatre Summer Camp
   Cincinnati, Ohio
   Type: Theatre
   Grades: 1-12

8. Dayton Live Creative Academy Summer Camp
   Dayton, Ohio
   Type: Performing Arts
   Grades: Preschool-12

9. Gorman Heritage Farm’s Summer Day Camp
   Evendale, Ohio
   Type: Specialty (Farm and Animals)
   Ages: 5-13 years

10. Great Parks Day Camps
    Cincinnati, Ohio
    Type: Traditional
    Ages: 3-15 years

11. Images of Afrika Summer Camp at Bi-Okoto
    Cincinnati, Ohio
    Type: Traditional, Culture
    Ages: Children of all ages

12. Museum Camps at the Cincinnati Museum Center
    Cincinnati, Ohio
    Type: Traditional
    Ages: 5-14 years

13. Ohio Sports Academy Summer Camps
    Springboro, Ohio
    Type: Sports
    Ages: 4-12 years

14. Saint Ursula Academy (SAU) Summer Academy
    Cincinnati, Ohio
    Type: Traditional
    Grades: 3-8

15. Summer Art Camp at the Taft Museum of Art
    Cincinnati, Ohio
    Type: Art
    Grades: 1-12

16. Summer Camps at Best Point Education and Behavioral Health*
    Cincinnati, Ohio
    Type: Traditional, Specialty (Disability Support)
    Ages: 4-25 years

17. Summer Camps at Green County Parks and Trails
    Xenia, Ohio
    Type: Traditional
    Ages: 3-13 years

18. Ursuline Academy Summer Camps
    Cincinnati, Ohio
    Type: Traditional
    Grades: 1-9

Northwest Ohio (including Toledo and Sandusky)

1. Bellweather Farm Summer Camps
   Wakeman, Ohio
   Type: Traditional
   Grades: 2-12

2. Brightside Academy Ohio’s Summer Camp Adventures for Kids

3. Capable Kids Summer Program

   Toledo, Ohio
   Type: Traditional, Specialty (Disability Support)
   Ages: 2 years-Grade 5

4. Courageous Community Services’ Courageous Acres*

   Whitehouse, Ohio
   Type: Traditional
   Ages: 5 years-Adulthood

5. Happy Camper Camps at St. Ursula Academy

   Ohio
   Type: Traditional
   Grades: K-8

6. Imagination Station Summer Camp

   Toledo, Ohio
   Type: STEM
   Ages: 6-13 years

7. Path Finders Camp

   Toledo, Ohio
   Type: Therapeutic, Specialty (Bereavement)
   Ages: 6-15 years

8. Scap4Art Summer Camp

   Maumee, Ohio
   Type: Art
   Ages: 6-12

9. Summer Art Camps at the Toledo Museum of Art

   Toledo, Ohio
   Type: Art
   Ages: 6-18 years

10. Summer Camps at the Notre Dame Academy

    Toledo, Ohio
    Type: Traditional
    Grades: K-9

11. SummerTime Camp at Maumee Valley Country Day School

    Toledo, Ohio
    Type: Traditional
    Grades: Preschool-12

12. Wolcott House History Summer Camp

    Maumee, Ohio
    Type: Historical
    Grades: 3-6

Online Summer Camps

1. Brain Chase: Summer Learning Challenge
   Type: Traditional
   Grades: 2-8

2. National Computer Camps Virtual Online Camp
   Type: STEM
   Ages: 8-18 years

3. STEAM Camps at MehtA+ Tutoring
   Type: STEM, Art
   Grades: 5-12

Please note that this list does not capture the endless opportunities for summer programming available to children. For more programs, be sure to check out your local YMCA, Jewish Community Center (JCC), Boys and Girls Club, Brightside Academy Ohio, Salvation Army, Easterseals, Girl Scouts, Boy Scouts, Camp Invention, Code Ninjas, Classroom Antics, Challenge Island, Snapology, college, university, zoo, or recreation center. Have an AWesome summer and stay safe!

Compiled by Renee Stromski, Esq.

Need help with your Special Education matter? Call us: 614-745-2001

Residency: What does it mean to be a resident of a school district for attendance purposes?

In Ohio, all school-age children have the right to attend the public school of the district in which they reside without charge. But what does residence actually mean for a student? This is an important question as the answer determines what public school your child can attend for free.

The general rule is that the residence of a child is the same residence as their parent. While that seems like a simple answer, it is not always that easy to determine residency. Below are a few questions and answers to help provide guidance on what residency means.

Who is considered a “parent”? Because a child’s residence is determined by the residence of their parent, it is important to consider which parent is important here. Generally speaking, a “parent” can be either of the child’s natural or adoptive parents. However, if a child’s parents are divorced or separated, then “parent” means the parent who is the residential parent and legal custodian of the child. If both parents share custody of a child under a shared parenting plan, then both parents could be considered a “parent” for school residency purposes.

Is it possible to have more than one residence? Yes, it is possible for a child to have more than one residence for school attendance purposes. This can happen if a child’s parents reside in more than one school district or when custody is shared under a shared parenting plan. If a child does have more than one residence, the child could attend either school district free of charge.

What does it mean to “reside” somewhere? We know a child’s residency is the same as their parents. But what does it actually mean to reside somewhere? When determining residency, courts look at several factors and a determination is made after considering all of the circumstances. The Court in Kenton Board of Education v. Day stated,

One cannot establish residency merely by purchasing a house or apartment building or even by furnishing such a house or apartment so that it is suitable for the owner’s use. ‘Residence’ involves something more. It must be a place where important family activity takes place during significant parts of each day; a place where the family eats, sleeps, works, relaxes, plays. It must be a place, in short, which can be called a home.

As you can see from the above quote, merely owning property in a district is not enough to establish residency for your child. You must actually live there. 

How will the school district actually know whether I live there or not? If a school district has doubts as to whether you or your child actually reside in the school district, they can:

• follow your child home from school each day to see where they are going;

• make several unannounced home visits;

• request and review copies of the Deed, Lease, utility bills, etc.;

• request to enter your home to determine if your house is lived in; and

• once in the home, they can request to look in various rooms and, in the refrigerator, to determine if the home is “lived in.”

Again, if you reside in a school district, your child has the right to attend school in that district free of charge. However, there are several exceptions where a school may allow a non-resident child to attend school in that district for free as well. Here are the most common exceptions:

• when a child is attending a school through a district’s open enrollment policy;

• a student’s parent is having a house built in the district (subject to a 90-day time limitation and requiring additional supporting documents);

• a student’s parent is purchasing a house in the district (subject to a 90-day time limitation and requiring additional supporting documents);

• a student is admitted as a foreign exchange student;

• when a student is a child of a district employee; and

• through a Superintendent’s Agreement.

If you are having issues with your child’s school or if you have questions regarding residency requirements, you can always contact an education-focused attorney to help you.

Written by Jessica Moore, Esq.

Questions? Call us! 614-745-2001