Special Education Update: Department of Justice Finds School District Violated Title II of the ADA

Special Education Update: Department of Justice Finds School District Violated Title II of the ADA

The U.S. Department of Justice (DOJ) issued a formal finding on February 26, 2026, concluding that the Special School District of St. Louis County violated Title II of the Americans with Disabilities Act through its use of restraint and seclusion practices. Following a nearly two‑year investigation, the DOJ determined that these practices were routinely used without justification and, in many cases, placed students with disabilities at risk of physical and emotional harm.

The Special School District (SSD) is the largest special education provider in Missouri and is a Local Education Agency with an elected superintendent and a board of education. The SSD is similar to our Educational Service Centers. It partners with twenty-two public school districts, which rely on SSD to provide all special education services. In addition to providing special education services in classrooms in its partner districts’ schools, SSD operates six of its own schools. SSD also operates two technical high schools serving both students with disabilities and general education students.

The investigation found that hundreds of students were subjected to thousands of incidents of restraint and seclusion, often for behaviors that did not pose an imminent safety risk. In some instances, students lost significant instructional time as a result. The DOJ emphasized that restraint and seclusion are intended to be emergency measures only and should never replace appropriate behavioral supports and interventions.

The DOJ has proposed a settlement agreement requiring major reforms, including ending seclusion and supine restraint, improving documentation and oversight, strengthening behavioral supports, ensuring staff training and compliance with the law, and providing compensatory education and counseling services to address physical and mental harm, trauma, and lost educational time. If the SSD and DOJ cannot reach a settlement, the DOJ will likely initiate a lawsuit under Title II.

What does this mean for your district? The DOJ’s findings show how federal civil rights enforcement is actively working on cases in public school districts, something that historically flowed mainly through the Department of Education, Office for Civil Rights. Given the recent changes to the Office for Civil Rights, this action by the DOJ is important to consider regarding oversight of restraint and seclusion in schools.

It should serve to bring to the forefront the requirement of a district or ESC to ensure students with disabilities have the opportunity to participate in or benefit from the aid, benefit, or service officer by the district or ESC, and to reasonably modify its educational program for students with disabilities.

 

 

 

Sunshine Laws for Subcommittees: Court Clarifies Requirements for Advisory Groups

Sunshine Laws for Subcommittees: Court Clarifies Requirements for Advisory Groups

State ex rel. Zimmerman v. Avon Lake, 2026-Ohio-1090 (March 31, 2026)

On March 31, 2026, the Supreme Court of Ohio reaffirmed that committees and subcommittees of a public body are also public bodies under Ohio’s Open Meetings Act, and the City of Avon Lake was required to turn over the meeting minutes of an advisory committee that collected information related to the city’s redevelopment projects. The Court’s full opinion is available at the link provided above.

The city created the Avon Lake Community Improvement Corporation (“Avon Lake CIC”) to oversee economic-development activities within its jurisdiction. Avon Lake CIC then created the Brownfield funding Committee (“Brownfield committee”) to collect and evaluate information related to the CIC’s redevelopment projects.

A public records request was submitted to the city on October 29, 2024 requesting the Brownfield committee’s meeting minutes. The city’s law director denied the original records request, claiming that there were no meeting minutes for the Brownfield committee. The city went on to argue that the Brownfield committee was not a “public body” under Ohio’s Open Meetings Act because it was merely an “advisory group without delegated authority to act” on behalf of the Avon Lake CIC and it lacked decision-making authority.

The Court concluded that the lack of delegated authority by a public body is only one factor considered when evaluating whether a particular entity was a committee of a public body. The Brownfield committee was directly created by Avon Lake CIC, which itself is a public body under O.R.C. 121.22. The Court also noted that O.R.C. 121.22(B)(1)(b) does not require that a committee be a formal decision-making body, and several appellate courts had previously held that advisory committees may be a public body under Ohio’s Open Meetings Act. Citing to State ex rel. Mohr v. Colerain Twp., 2022-Ohio-1109 (1st Dist.); Kanter v. Cleveland Hts., 2021-Ohio-4318 (8th Dist.); Thomas v. White, 85 Ohio App. 3d 410 (9th Dist. 1992).

After concluding that the Brownfield committee was a public body subject to Ohio’s Open Meetings Act, the Court ordered the city to prepare and produce the minutes for previously held committee meetings attended by a majority of its members at which public business was discussed.

What does this mean for your district? Any committees or subcommittees of the Board, even if they lack decision-making authority, are still considered “public bodies” under Ohio’s Open Meetings Act. As such, districts must ensure that these smaller committees continue to comply with the requirements of the Open Meetings Act.

Remember that a “public body” is any board or similar decision-making body of any school district, AND any committee or subcommittee of said board. Committee meetings must be open to the public at all times, and the minutes of a regular or special meeting of the committee must be promptly prepared and available for public inspection. These requirements apply to any prearranged discussion of public business by a majority of the committee or subcommittee’s members.

 

 

 

 

Ohio Attorney General Weighs in on School Board Member Eligibility for Service as Juvenile Court Probation Officers

Ohio Attorney General Weighs in on School Board Member Eligibility for Service as Juvenile Court Probation Officers

Opinion No. 2026-02.

The Ohio Attorney General issued its second formal opinion of the year on April 1, 2026, holding that an individual generally cannot serve simultaneously as a member of a school district board of education and a juvenile court probation officer. A link to the full opinion has been provided above.

This opinion came at the request of a County Prosecutor in response to a probation officer expressing a desire to serve on the board of education of a local school district that was within the county that they served. Accordingly, the Attorney General determined that there were sufficient conflicts of interest between the two positions that render them incompatible. A seven-part test is used when determining whether two public offices are compatible with one another, and all seven factors must point to compatibility in order for an individual to serve in both roles simultaneously.

One of these factors is whether there is “an impermissible conflict of interest between the two positions.” A conflict of interest exists “when an individual’s responsibilities in one position are such as to influence the performance of their duties in the other position” which subject them to “influences which may prevent their decisions from being completely objective.” 1989 Ohio Atty. Gen. Ops. No. 89-052.

Juvenile probation officers often have regular communication with school officials. These officers can conduct home and school visits to check on probationers, administer drug tests, and advise and testify in juvenile court when necessary. Chief probation officers are also responsible for procuring grant money from the Ohio Department of Youth Services, which can then be distributed to schools in the county to provide school resources officers and fund counseling service. O.R.C. 5139.34.

A person holding both positions would be subject to overlapping influences, making it difficult for them to exercise independent judgment. The Attorney General highlighted several potential conflicts, including:

  • Access to confidential records: as a probation officer, the individual would have access to a wide variety of records from law-enforcement and children’s services. A school board may seek to obtain those records in order to take disciplinary action against a student. School officials have a duty to protect student information under FERPA, but they must comply with records requests from juvenile probation departments. A person serving in both positions would have access to confidential information from each position that normally would not be available to the other.
  • Competition among schools for grant funds: Chief probation officers are responsible for writing and submitting grant applications to acquire funding for school districts. The Attorney General argues that a person serving both positions may be tempted to influence grant awards to the greater benefit of their own school district.
  • Questions surrounding the individual’s investigative duties and authorities: Juvenile probation officers possess the powers of regular police officers, including the authority to make arrests. O.R.C. 2301.27(A). The capacity in which the probation officer is acting (i.e. as a board member or as an officer) could confuse parents, teachers, or other school board members. And if the officer’s conduct is challenged in court, issues of liability and qualified immunity could result in the district and the probation department on opposite sides of potential litigation.

If conflicts of interest can be appropriately mitigated, an individual may be permitted to serve in both positions simultaneously. Here the potential conflicts relate to the primary responsibilities of both positions. While it is possible for the school board member to recuse themselves from potential conflicts, the Attorney General cautioned that “constant abstentions” would “prevent a board member form competently fulfilling their duties in that position.” Absent a juvenile court judge’s discretion to reassign, alter, or shift the responsibilities of the probation officer at issue, the two positions are incompatible, and an individual should not be serving in both roles at the same time.

What does this mean for your district? A juvenile court probation officer should not be permitted to simultaneously serve as a public-school board member in the county in which they work, because the two positions are generally incompatible with one another.

Although it is unlikely that the exact scenario addressed in this opinion will occur in your district, the opinion is nonetheless important for all public-school districts in Ohio. School board members are public officials, and there are some restrictions against public officials holding multiple positions. If you have an individual that is interested in running for school board, but they hold another public office or position, consider following factors:

  1. Is either position considered classified employment?
  2. Whether the empowering statutes of either position limit employment in another public position?
  3. Whether one position would be subordinate to the other in any way?
  4. Whether it is physically possible for one person to discharge the duties of both positions?
  5. Are there any impermissible conflicts of interest between the two positions?
  6. Are there any local charter provisions, resolutions, or ordinance that are controlling?
  7. Whether a federal, state, or local departmental regulation is applicable?

The attorney general has argued that all seven of these factors must be resolved in favor of compatibility in order for an individual to hold two offices simultaneously. The fact that someone already holds another public position doesn’t automatically disqualify them, but it should trigger some alarm bells. Work with the individual to determine what serving in both roles would look like in practice and whether any potential issues could arise that would justify keeping the two positions separate.

 

 

 

 

CTC Corner: Ohio’s Middle School Career-Technical Education Mandate:  Legal Considerations and Practical Implications

CTC Corner: Ohio’s Middle School Career-Technical Education Mandate: Legal Considerations and Practical Implications

Ohio’s continued expansion of career-technical education reflects a clear shift toward embedding career readiness throughout the K-12 system. Beginning July 1, 2026, all city, local, and exempted village school districts must provide career-technical education exposure to students in grades seven and eight. This requirement is grounded in Ohio Revised Code 3313.90, which requires districts to offer career-technical education to students in grades seven through twelve through an approved delivery model. While the statute has long contained this requirement, recent legislative changes eliminate the ability of the Ohio Department of Education and Workforce to grant waivers for middle school programming. As a result, districts that previously relied on waiver flexibility must now ensure full compliance.

The law does not require districts to create full high school career-technical programs at the middle school level. Instead, the focus is on providing meaningful career awareness and exploration opportunities. In practical terms, this means districts must move beyond one-time presentations and provide structured opportunities for students to learn about career pathways, industry sectors, and future educational options. Districts retain flexibility in how they deliver this exposure. Options include integrating career exploration into existing courses, offering dedicated exploratory classes, or partnering with a joint vocational school district or other providers.

Implementation will require careful planning. Middle school schedules are already tight, and adding new programming may require adjustments to existing coursework. Staffing is another key consideration. Districts must ensure that individuals delivering career-technical content are appropriately credentialed or otherwise qualified. These decisions may also implicate collective bargaining agreements, particularly if new duties are assigned or if outside personnel are used to deliver instruction.

Facilities and logistics should also be considered. While the statute does not require specialized labs at the middle school level, effective programs often include hands-on or experiential components. Districts may choose to utilize existing high school or career center facilities, which raises transportation and supervision considerations. Whenever programming extends beyond the traditional classroom, districts should ensure appropriate safeguards are in place to protect student safety.

From a governance perspective, boards of education should review existing policies to ensure alignment with current law and expectations. Policies addressing curriculum, career advising, and partnerships may need to be updated. Districts should also maintain clear documentation of their middle school career-technical offerings to demonstrate compliance. This includes course descriptions, schedules, and evidence that students have meaningful access to programming.

Ohio’s middle school career-technical education requirement is both a compliance obligation and an opportunity. Districts that take a thoughtful approach can create programs that engage students earlier, support informed decision-making, and better align with local workforce needs. With the elimination of waivers and the continued emphasis on career readiness, districts should begin planning now to ensure they meet both the legal requirements and the practical expectations of this mandate.