Councilmember Grosso Introduces Legislation to Protect the Education Rights of Older Court-Involved Students with Disabilities  

Washington, D.C.—On October 16, 2018, Councilmember David Grosso introduced the Special Education Rights for Youth Defendants Amendment Act of 2018 to establish a panel of special education attorneys at the DC Superior Court to represent students with special education needs who are involved in the criminal justice system. This is a critical step to improve access to education for older court-involved students with disabilities. 

In Washington, DC, students with special education needs have the right to a free appropriate public education through the semester in which they turn 22. Unfortunately, there are often significant systemic barriers to enforcing those rights for students ages 18-22. School Justice Project (SJP) has been advocating for the expansion of the use of court-appointed attorneys from family court to criminal court because students ages 18-22 are often unable to receive free special education legal services. SJP brought this issue to the attention of agency and advocacy colleagues during a cross-sector working group on improving education for students in DC care, convened by Councilmember Grosso earlier this year. At the end of the working group sessions, Councilmember Grosso’s office published a report outlining both legislative and policy recommendations with the goal of improving access to education for all young people in DC.

This fall, Councilmember Grosso introduced two of these key legislative recommendations. In September 2018, he introduced the Students in the Care of D.C. Coordinating Committee Act of 2018 to establish a standing coordinating committee focused on improving education for young people involved in the juvenile justice, criminal justice, and foster care systems in DC. This week, Councilmember Grosso introduced the Special Education Rights for Youth Defendants Amendment Act of 2018 as the most recent effort to put the recommendations of the working group into practice. This legislation would ensure that older, court-involved students with disabilities have access to free special education legal services—a key component to ensuring that all students in DC can access a quality education.  

SJP supports this legislation and commends Councilmember Grosso for his leadership on improving education for court-involved students with disabilities. We look forward to working with our colleagues and clients to advance the education rights and opportunities of court-involved students with special education needs. 

 School Justice Project (SJP) is a special education legal services and advocacy organization serving older, court-involved students with disabilities in Washington, D.C. 

 For more info, visit or send us an email at

Federal Court Holds that DC Must Provide IDEA Services to DC Residents in Federal Prisons

Our client brought a federal complaint against BOP and DC for failing to provide special education and a path to a high school diploma. On Friday, Judge Randolph Moss of the District Court for the District of Columbia issued a Memorandum Opinion and Order holding that DC is required to provide special education and related services to eligible District residents convicted of DC Code Offenses and serving a term of incarceration in a Federal Bureau of Prisons (BOP) facility. This is the first time that a federal court has held that DC remains responsible for providing special education under the Individuals with Disabilities Education Act (IDEA) to its residents who are in federal facilities. 


Interagency Working Group Releases Report on Education for Court-Involved Students in DC

For Immediate Release 

July 18, 2018

Contact: Claire Nilsen Blumenson, (202) 656-9136, 

Interagency Working Group Releases Report & Recommendations for Improving Education for Court-Involved Students in DC

Washington, D.C.—On July 18, 2018, Councilmember David Grosso’s office released a Report and Recommendations from the Education for Students in DC Care Working Group. The report proposes three legislative recommendations and 40 policy recommendations to improve education access and outcomes for court-involved students. 

Legislative recommendations include creating an interagency commission on education for court-involved youth, addressing the credits issue, and ensuring access to free special education lawyers for students ages 18-22 by expanding the use of court-appointed special education lawyers. 

School Justice Project (SJP) participated in the Working Group and supports the Report’s recommendations. As a special education legal services and advocacy organization for students in DC’s juvenile and criminal justice systems, SJP is grateful to Councilmember Grosso for prioritizing education for court-involved students. Claire Blumenson, SJP’s Executive Director & Co-Founder, stated that “Students in the justice systems are often left out of the education reform conversation entirely. Councilmember Grosso and his team’s work convening stakeholders and empowering court-involved students is already expanding the conversation around education access, quality, and equity.”

The Working Group met monthly from February 2018 through June 2018, and stakeholders included government education and justice agencies, advocates and attorneys, students, and DC Council staff. “In my time on the Council, I have consistently raised concerns about the school-to-prison pipeline. However, the educational needs of our students who are involved with the justice or foster care systems have not received the attention they deserve,” said Councilmember Grosso in a press release from his office.

Councilmember Grosso convened this Working Group in response to a Roundtable he held in October 2017 on Education for Students During and After Detention, Commitment, and Incarceration. During this Roundtable, community advocates, attorneys, and students testified about the education barriers facing students in DC’s juvenile and criminal justice systems. Primary barriers included accessing special education, receiving academic credit for courses taken in facilities, and transferring student records. Complete testimonies from one of SJP’s former clients and Sarah Comeau, SJP’s Director of Programs & Co-Founder, are available here.  

SJP has repeatedly testified about the need for policy and legislative solutions to longstanding education issues facing court-involved young people. Today’s Report is a big step toward achieving educational equity in DC. SJP is grateful to Councilmember Grosso for his leadership, and we look forward to continuing our work together to ensure students in the care of DC are not left behind.

School Justice Project (SJP) is a special education legal services and advocacy organization serving older, court-involved students with disabilities in Washington, D.C. For more info, visit or email

Why Special Education Matters.

Why Special Education Laws Matter

By Shannon Simone | Guest Blogger

October 16, 2017

In the wake of Donald Trump’s election, many Americans find themselves confused, afraid, and angry. Though Trump was fiercely supported by lower-income white Americans, his administration has expressed little, if any, commitment to the uplift of Americans marginalized by class since the election, and has directly contributed to the exacerbation of challenges faced by Americans of color and immigrants. The policies being enacted by the current administration, along with rising political and social tensions, leave many wondering where we are headed as a nation and whether or not we will make progress for America’s most marginalized, especially children.

If we are to understand the complex challenges facing Americans of all stripes and colors, we must first acknowledge that systemic racism is a primary fixture of this country’s structural foundation. Racism, and its self-replicating cycles of oppression, continue to affect us all in profound, terrifying ways, even though we live in the 21st century. Racism never went anywhere. Donald Trump just reminded us that it never left. If we agree that systemic racism significantly informs the structural composition of American society, we must also accept that our social, political, and economic institutions interlock with it. America’s education system, for instance, is mired in a history of racial discrimination, negligence, and denial. Most of us are aware of the Brown v. Board supreme court decision, the factors behind the case, and the effects of overturning the legal segregation of American public schools. Many of us, however, do not understand how racism affects disadvantaged students beyond the matter of integration. Take a longer look at the issues and one will find many complex, hidden negligences, such as the fact that special education laws are not enforced. When it comes to this particular issue, the victims are, unsurprisingly, predominately black and male. 

I can almost hear a collective sigh; one of frustration from black readers tired of the seemingly endless cycles of oppression and the other from white readers tired of reading about the unending problem of racism.  This collective frustration will not dissipate until and unless our country recognizes that racism belongs to all of us, and can only be undone with all of us committing to fight for equal and fair treatment for people of color and immigrants.   

Place yourself in the shoes of a young black man named Demetri, if you can.  Demetri grew up in and out of group homes and juvenile detention centers all of his young life.  In addition to a lack of stability, support, and homelessness, Demetri struggles with learning disabilities as a student with special education needs. One might think that Demetri would receive more support because of his needs and circumstances, but students like Demetri are routinely left behind or pushed out of the education system. You may be thinking: Why should I care? What makes Demetri’s struggle so significant?  You should care because Demetri is entitled to an education.  He is entitled to complete his high school education regardless of court-involvement or his actions. Yet, he was not provided one. 

What the majority of us don’t know or even think about – unless it impacts us directly - is that a child with learning disabilities that receives special education has a right to a quality education and should matriculate from kindergarten through high school like every other child.  However, we know that children living in high-poverty neighborhoods are less likely to receive a quality education, especially those students in the justice systems.  How can that be possible when a federal law mandates that all students, like Demetri, with special education needs are entitled to a free appropriate public education?  We know the answer to this question lies in systemic racism and in our infrastructure built on slavery, followed by Jim Crow segregation, urban ghettoization, and mass incarceration.

School Justice Project (SJP) is a nonprofit special education legal services organization, founded in August 2013 by Claire Nilsen Blumenson and Sarah Comeau; both attorneys, both white women, and both educated at top schools.  These women could have practiced the type of law that help the rich stay rich and get richer or they could fight for justice and equality in education and be a voice for the voiceless.  They chose the latter. They are special education attorneys and their mission is to protect the legal rights of students with disabilities and ensure their access to the education guaranteed them by District and federal law. 

SJP’s client base is unsurprisingly 86% male, 96% Black and 4% Latinx, but the work of SJP goes beyond representing black and brown clients with special needs; what makes their work even more difficult is the fact that their clients are 17-22 years old with special education needs and involved in the District’s juvenile or criminal justice systems.  These are young people that have never had the opportunity to fully utilize the education system and have the system work for them.  By the time these students come of age and are considered adults, reentry into the school system – even though they still have a right to continue their education – can be nearly impossible.

SJP works to address what it has coined “the second pipeline” – the transference of students from the juvenile system into the adult criminal justice system.  The idea is that older students don’t fit into the traditional school-to-prison pipeline movement. Additionally, people often don’t know about the issues facing this older student population, and a wide gap in data doesn’t help. When it comes to different systems collecting different data from multiple agencies, and when you have students that are lost in these systems, keeping accurate data doesn’t seem to be the highest priority, even when it is the law.  While students are shipped to various juvenile detention centers in different states and are taking classes to keep up with their schooling, records are most always muddled and confusion and miscommunication ensues. Claire explains: “The school systems will have one policy, like not taking partial credits.  But then the juvenile justice agency will have a policy where they send students out to facilities that will only give them partial credits.  So there’s this overlap where these students will never be coming back from juvenile justice facilities with full credits, and yet, the education agencies aren’t going to accept them because they’re not full credits.”  The law is supposed to protect these students and it isn’t the students’ responsibility to make sure that the record keeping of all of these various facilities is accurate. 

Ultimately, the education rights of these students are disregarded and deemed unimportant and, in turn, schools deny them the opportunity to reenter the classroom and blame the student.  This impacts the services the students are promised through special education once they’ve left the juvenile system and has negative effects on students if and when they do reenter the classroom. 

Remember Demetri?  Let’s put ourselves back in his shoes. His story seems to encapsulate how counterproductive our systems of care can be when they are more about agencies staying in their lane and completing their designated activities than about collaborating to serve young people and strengthen communities. Having lost his parents and grandparents, he faced his biggest fear: aging out of care as a homeless young person without a quality education or career skills. He was determined to complete his schooling and improve his life conditions, in spite of the agency barriers and personal hardships.

In December 2012, he began working with Claire (and then SJP) to get the special education services he needed and enroll in a school that could meet his needs. Previously, he had been placed in an untenable education environment – a GED program. The juvenile justice system had placed him in GED courses, instead of diploma courses, making it impossible for him to achieve academic success as he needed special education (something not available in GED programs). GED programs are especially difficult for students with special education needs because the programs do not provide special education services. Once with SJP, he began the process of reentering the school system. Yet, each time he attempted to enroll, he was denied – in stark violation of controlling law that guaranteed to him a high school diploma option.

He was told his only option would be 9th grade at a neighborhood DCPS high school.  In Demetri’s own words he says, “To be honest with you, I felt very, very, embarrassed.  Humiliated.”  Fortunately, Demetri was not deterred.  He turned to litigation. Determined to get his high school diploma, he knew he needed to seek out the individualized instruction and services he was owed under law.

After years of legal battles, Demetri is still working towards receiving his diploma and he is also now a youth advocate for education reform. Demetri recently talked about his work with SJP:

We have been seeing great progress within these four years. We have inserted policies in the juvenile system and the education system. Since I met Ms. Claire when I was 20 years old, I have been recognized by other organizations that now want me to better the system through their own organizations. We need more advocates like this doing this work. Ms. Claire has turned me into the advocate I am and I am proud to be a young black African-American youth leader and activist so I can now be a voice for the youth.

His story is one of millions, but hopefully, his story and voice will make a difference for those currently being discarded, funneled through the second pipeline, and unrepresented. Without an education, without options, without support, and with those in power happier when black and brown people are imprisoned, it’s of no surprise that recidivism is an unending cycle. It costs more money to keep prisons running than to actually educate, rehabilitate, and employ. This isn’t an inconsequential issue; this impacts us all.  Access to education leads to gainful employment and positive community engagement. 

How can you help?  Supporting SJP is a start. 

SJP's Legal Team Grows With Two New Attorneys Hired in September 2017

Two New Attorneys Join School Justice Project



School Justice Project (SJP) is pleased to welcome two attorneys to its team. In September 2017, seasoned special education attorney Kimberly Glassman joined SJP as Special Projects Attorney. Over the next six months, Kim will work with the SJP team to provide direct representation to clients, tackle systemic advocacy projects surrounding education for incarcerated youth, and conduct special education legal trainings for practitioners and community members.  School Justice Project also welcomed Claire Chevrier, a 2017 graduate of Georgetown University Law School. Claire joins SJP as a 2017 Equal Justice Works Fellow, sponsored by Arnold & Porter Kaye Scholer LLP. Claire’s project is to establish, pilot, and launch education legal clinics in partnership with D.C. community-based organizations and agencies to bring legal services to court-involved students with special education needs.

About Kim Glassman

Kim has extensive experience advocating for the rights of children with disabilities.  Her practice centers on special education, suspension and expulsion cases.  She has represented over 200 parents and guardians in all phases of special education matters, including IEP meetings, manifestation determinations, disciplinary hearings, mediations and due process hearings.  Kim currently serves as a co-chair of the Special Education Attorney Roundtable and as a Special Education and Parent Attorney on the Counsel for Child Abuse and Neglect (CCAN) for the District of Columbia Superior Court. Before entering private practice, Kim was a Staff Attorney for the Legal Aid Bureau in Riverdale, Maryland, where she represented indigent clients in a wide range of civil matters and a Skadden Fellow at the National Women’s Law Center, working on issues related to Family Economic Security.  She is admitted to the bars of Maryland, the District of Columbia, and the United States District Court, District of Maryland and District of Columbia.  She earned her J.D. from the Catholic University of America, Columbus School of Law, in May 2003, magna cum laude, and earned a B.A., cum laude, in History and Political Science from SUNY Geneseo in May 2000. 

 About Claire Chevrier

Claire graduated cum laude from Georgetown University Law Center, where she focused on education and civil rights law. While there, Claire interned for the Children’s Law Center’s Special Education Project, the Department of Education’s Office for Civil Rights, the Department of Justice’s Civil Rights Division’s Educational Opportunities Section, and the Lawyers’ Committee for Civil Rights’ Educational Opportunities Project. Claire also represented low-income tenants in the Landlord and Tenant Branch of DC Superior Court through the DC Law Students in Court Clinic, for which she won the Nathan A. Neal Award for Outstanding Advocacy. In 2016, Claire had the privilege of interning for Professor Brian Wolfman, which put her on the petitioner’s team for the landmark special education case, Endrew F. v. Douglas County School District.

About School Justice Project

School Justice Project (“SJP”) is a special education legal services and advocacy organization in the District of Columbia dedicated to ensuring that older (ages 17-22), court-involved youth with disabilities receive a quality education, during incarceration and throughout reintegration. By using special education advocacy in the juvenile and criminal contexts, SJP aims to increase access to education, decrease future court contact, and reshape the education and justice landscapes for older court-involved students with disabilities. 

To contact SJP, please email or visit us online at

SJP Testifies at D.C. Council during Councilmember David Grosso's Roundtable on Education for students during detention, commitment, and incarceration.

Excerpt from Statement of School Justice Project to Councilmember David Grosso Education for Students During and After Detention, Commitment, or Incarceration

Sarah Comeau, SJP's Director of Programs & Co-Founder, testified on October 4, 2017.

"It is clear that educational continuity and access to appropriate special education services is a critical problem for students during detention, commitment, and incarceration. As a result, these students struggle to successfully return to our community and reengage in education. In turn, they struggle to secure employment and create positive futures for themselves and their families. There have been attempts to hold the responsible agencies accountable for these deprivations. Our work has led to the execution of an interagency MOA and the issuance of Letters of Decision instructing the agencies to take corrective action. Yet nothing has changed, and our students continue to pay the price.
We need a law to compel agency action. Students must receive credit for the work they complete. Students must have access to an education and a path to a high school diploma. But first, we must identify the strengths and weaknesses of each agency, understand their capacities, and be thoughtful about who should hold responsibility. We believe that this should be a collaborative process among the agencies, community-based organizations, and youth themselves, and we are ready to work in partnership to reach our common goal. We hope that today’s conversations are the first of many about these critical issues. We ask that as a follow-up to today’s hearing you convene a stakeholder meeting consisting of relevant agencies, students, and local community-based providers and stakeholders where, together, we will set an agenda for continued collaboration to develop a law that will ensure that students during detention, commitment, and incarceration can access a path to a high school diploma and receive credit for the work they complete."
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Alix Partners receives Consulting Magazine's 2017 Excellence in Social Community Investment Award for its work with SJP

Check out the recent press release on our partner, AlixPartners below or on their website, available here:

AlixPartners receives the Excellence in Social Community Investment Award from Consulting Magazine

The global advisory firm will be recognized at the awards gala in New York City on September 14, 2017

New York (Sept. 15, 2017) - Global advisory firm AlixPartners announced today it received the Consulting Magazine 2017 Award for Excellence in Social Community Investment for its longstanding partnership with Washington, D.C.-based educational advocacy organization School Justice Project (SJP).

The firm’s efforts with School Justice Project were recognized yesterday at the University Club in New York during the magazine’s fourth annual Social & Community Investment Gala Awards dinner. The firm will also be featured in the October issue of Consulting Magazine.

“We’re honored to receive such a wonderful recognition for our work with School Justice Project and the impact the organization has had with students in the community,” said Susan Markel, Managing Director and Local Market Leader for the firm’s Washington, DC office. 

“We appreciate the invaluable support AlixPartners continues to give us to protect and enforce special education rights for students in need,” said Claire Blumenson, Executive Director & Co-Founder of School Justice Project.

The Excellence in Social and Community Investments awards are based on the research compiled by the magazine on the client work consulting firms do and investments they make for social and community causes by partnering with non-profits, government entities, and associations for the greater good.

About School Justice Project (SJP)
School Justice Project (SJP) is a legal services and advocacy organization serving older students with special education needs who are involved in DC's justice systems. SJP's special education attorneys work with their clients to protect and enforce special education rights. Through its individual representation and systemic advocacy programs, the organization aims to spark a system-wide overhaul, changing the educational landscape for older court-involved students with special education needs who are involved in DC's juvenile and criminal justice systems.

About AlixPartners
In today’s fast paced global market timing is everything. You want to protect, grow or transform your business. To meet these challenges, we offer clients small teams of highly qualified experts with profound sector and operational insight. Our clients include corporate boards and management, law firms, investment banks, investors and others who appreciate the candour, dedication, and transformative expertise of our teams. We will ensure insight drives action at that exact moment that is critical for success. When it really matters. 

Media Contacts:
Alex J. Stockham, Rubenstein
+1 (646) 251-3736

Introducing the “Blueprint for Change: Education Success for Youth in the Juvenile Justice System”

In May, the Legal Center for Youth Justice and Education (LCYJE) launched a new website that will serve as a dynamic, interactive tool to improve the educational and life outcomes of youth involved with the juvenile justice system. 

On June 27, 2017 at 2pm, SJP Executive Director Claire Blumenson will join LCYJE as a presenter for an introductory webinar on Blueprint for Change: Education Success for Youth in the Juvenile Justice System. This comprehensive resource outlines 10 goals to achieve education success for youth who are in the juvenile justice system. In addition to the goals that are the pillars of this framework, the Blueprint includes benchmarks that help measure progress towards those goals, as well as hundreds of examples of programs, legislation, resources, policies and practices in place across the country that seek to remove barriers and improve youth’s education success. Presenters include: 

  • Kate Burdick, Juvenile Law Center 
  • Whiquitta Tobar, Juvenile Law Center 
  • Maura McInerney, Education Law Center-PA 
  • Claire Nilsen Blumenson, Esq., Executive Director & Co-Founder, School Justice Project

You can also view the Blueprint for Change website here: