U.S. Department of Education Office for Civil Rights (OCR) - Lexington parents call for investigation into 'seclusion room'
[UPDATE - (abridged)] NOTE THAT WHILE THE INVESTIGATORS LISTED BELOW ARE LIMITED TO LOOKING AT RETALIATION IN LEXINGTON, MA, this email (below) provides a clear and simple way to notify authorities, including the Department of Education Office of Civil Rights in Washington, DC, about retaliation and harassment of parents seeking help for their children in other school districts across the country.
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Dear [Lexington] Special Education Parents Advisory Council:
The US Department of Education Office of Civil Rights is investigating claims of retaliation against parents/students in Lexington Public Schools.
The Attorney who is investigating is:
Philip Catanzano US DOE OCR
Philip.Catanzano@ed.gov Direct Dial #: 617-289-0038
The Investigator partnering with him is:
Patricia Cox US Department of Education Office of Civil Rights
Patricia.Cox@ed.gov Direct Dial #: 617-289-0042
I understand that the results of the survey the SEPAC did should show me that I’m not alone in my fear of retaliation and experience of retaliation from Lexington. It would be a good thing for the Office of Civil Rights to hear parent concerns if you are willing to share.
[UPDATE - (abridged)] NOTE THAT WHILE THE INVESTIGATORS LISTED BELOW ARE LIMITED TO LOOKING AT RETALIATION IN LEXINGTON, MA, this email (below) provides a clear and simple way to notify authorities, including the Department of Education Office of Civil Rights in Washington, DC, about retaliation and harassment of parents seeking help for their children in other school districts across the country.
--------------------------------------------------------------------------------------
Dear [Lexington] Special Education Parents Advisory Council:
The US Department of Education Office of Civil Rights is investigating claims of retaliation against parents/students in Lexington Public Schools.
The Attorney who is investigating is:
Philip Catanzano US DOE OCR
Philip.Catanzano@ed.gov Direct Dial #: 617-289-0038
The Investigator partnering with him is:
Patricia Cox US Department of Education Office of Civil Rights
Patricia.Cox@ed.gov Direct Dial #: 617-289-0042
I understand that the results of the survey the SEPAC did should show me that I’m not alone in my fear of retaliation and experience of retaliation from Lexington. It would be a good thing for the Office of Civil Rights to hear parent concerns if you are willing to share.
Examples of retaliation practices (in layperson terms, to the best of my understanding) look like:
On ___DATE_______, I ___did X________, and ___Name of LPS Staff or title_________ responded by ____doing “Y” (What s/he did)___________________.
Things that might be examples of the “X” action you took could include:
Requested an IEP Team meeting
Expressed concern about an IEP not being implemented
Tried to get more opportunity for inclusion
Called the Director of Student Services
Called the Principal
Called the Superintendent
Requested more services
Requested data
Expressed concern about how someone was interacting with your child
Reported that your child is being bullied
Tried to discuss and get resolution to a problem your child is having with a teacher or staff person
Tried to get change for instruction after noticing that your child wasn’t doing well or was having problems.
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Examples of the types of things that would be an adverse response from a staff person, administrator, or other person:
Being ignored
Being ignored repeatedly
Being given a lot of hoops to jump through
Communication being restricted somehow, such as by not allowing you to talk with certain people, not allowing people to talk or share information with you, restricting your ability to communicate
Refusing to schedule meetings or attend meetings
Refusing to evaluate
Delaying meetings, evaluations, IEP reconvene meetings, especially in combination
Putting unreasonable demands on you
Belittling you
Saying you are a bad parent and expressing concern about your parenting in response to your advocacy
Reducing services
Refusing to include your parent concerns in an IEP
Sending N1 Statements attached to the IEP that have untrue information in them and/or misrepresent the facts
Putting you in a position of feeling afraid to advocate due to threats or suggestions of some kind of action that would cause you to worry about your child at school or that it will result in them taking away needed services, supports.
Saying that ‘if you don’t do X, we are/are not going to do Y’
Please feel free to email me with any questions. My best to all of you.
Barb Visovatti
On ___DATE_______, I ___did X________, and ___Name of LPS Staff or title_________ responded by ____doing “Y” (What s/he did)___________________.
Things that might be examples of the “X” action you took could include:
Requested an IEP Team meeting
Expressed concern about an IEP not being implemented
Tried to get more opportunity for inclusion
Called the Director of Student Services
Called the Principal
Called the Superintendent
Requested more services
Requested data
Expressed concern about how someone was interacting with your child
Reported that your child is being bullied
Tried to discuss and get resolution to a problem your child is having with a teacher or staff person
Tried to get change for instruction after noticing that your child wasn’t doing well or was having problems.
-----------------------------
Examples of the types of things that would be an adverse response from a staff person, administrator, or other person:
Being ignored
Being ignored repeatedly
Being given a lot of hoops to jump through
Communication being restricted somehow, such as by not allowing you to talk with certain people, not allowing people to talk or share information with you, restricting your ability to communicate
Refusing to schedule meetings or attend meetings
Refusing to evaluate
Delaying meetings, evaluations, IEP reconvene meetings, especially in combination
Putting unreasonable demands on you
Belittling you
Saying you are a bad parent and expressing concern about your parenting in response to your advocacy
Reducing services
Refusing to include your parent concerns in an IEP
Sending N1 Statements attached to the IEP that have untrue information in them and/or misrepresent the facts
Putting you in a position of feeling afraid to advocate due to threats or suggestions of some kind of action that would cause you to worry about your child at school or that it will result in them taking away needed services, supports.
Saying that ‘if you don’t do X, we are/are not going to do Y’
Please feel free to email me with any questions. My best to all of you.
Barb Visovatti
Read more: Lexington parents call for investigation into 'seclusion rooms' - Lexington, MA - Lexington Minuteman http://www.wickedlocal.com/lexington/news/x1107518980/Lexington-parents-call-for-investigation-into-use-of-seclusion-rooms#ixzz2McwxIyAK
Read more: Lexington parents call for investigation into 'seclusion rooms' - Lexington, MA - Lexington Minuteman http://www.wickedlocal.com/lexington/news/x1107518980/Lexington-parents-call-for-investigation-into-use-of-seclusion-rooms#ixzz2McvUiuDx
In the wake of allegations that Lexington Public Schools used seclusion rooms to discipline special-needs students, parents and concerned residents called for an independent investigation.
During public comment at a School Committee meeting Tuesday night, Sept. 11, resident Barbara Visovatti said her son had been placed in a “quiet room” on at least three occasions in 2008.
2008.
“There was one chair in it and the window was covered with paper,” she said.
The effects of this treatment, Visovatti said, became apparent in her son’s behavior, starting in May 2008.
“He started putting himself in our dark front hall closet, closing the door and staying with his knees to his chest in the fetal position,” she said.
Visovatti said she e-mailed her son’s teacher who said the quiet room would no longer be used.
Visovatti and her husband told the School Committee they kept their son home from school until they could find a different placement because they felt he was unsafe in Lexington.
Superintendent Paul Ash has stated the school district ceased the use of time-out rooms in 2007.
Jennifer Yaar, co-chairman of the Special Education Parents Advisory Council (SEPAC), said there is a need to restore confidence in the school system.
Read more: Lexington parents call for investigation into 'seclusion rooms' - Lexington, MA - Lexington Minuteman http://www.wickedlocal.com/lexington/news/x1107518980/Lexington-parents-call-for-investigation-into-use-of-seclusion-rooms#ixzz2MctrIedi
"Life on the Autism Spectrum can be ENJOYable."
Restraint and Seclusion: Resource Document ? - The Department of Education has identified 15 principles that we believe states, local school districts, preschool, elementary, and secondary schools, parents, and other stakeholders should consider as the framework for when states, localities, and districts develop and implement policies and procedures which should be in writing related to restraint and seclusion to ensure that any use of restraint or seclusion in schools does not occur except when there is a threat of imminent danger of serious physical harm to the student or others, and occurs in a manner that protects the safety of all children and adults at school.
GAO Report on Restraint and Seclusion: Seclusions And Restraints: Selected Cases of Death and Abuse at Public and Private Schools and Treatment Centers 
