Phillips v. Banks

CourtDistrict Court, S.D. New York
DecidedMarch 27, 2025
Docket1:23-cv-02140
StatusUnknown

This text of Phillips v. Banks (Phillips v. Banks) is published on Counsel Stack Legal Research, covering District Court, S.D. New York primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Phillips v. Banks, (S.D.N.Y. 2025).

Opinion

UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF NEW YORK ---------------------------------------------------------------------- X : ANDREA PHILLIPS, et al., : : Plaintiffs, : : -v- : 23 Civ. 2140 (JPC) (JW) : MELISSA AVILES-RAMOS and NEW YORK CITY : OPINION AND ORDER DEPARTMENT OF EDUCATION, : ADOPTING REPORT AND : RECOMMENDATION IN Defendants. : PART : ---------------------------------------------------------------------- X

JOHN P. CRONAN, United States District Judge: Parents of eleven students with disabilities bring this action—individually and on behalf of their children—against the New York City Department of Education (the “DOE”) and its Chancellor in her official capacity1 pursuant to the Individuals with Disabilities Education Act (“IDEA”), 20 U.S.C. §§ 1400 et seq., and 42 U.S.C. § 1983. Plaintiffs seek implementation of administrative orders that require the DOE to fund the costs of tuition and related services for their children to attend a private school called the International Institute for the Brain, more commonly referred to as “iBrain.” Plaintiffs and Defendants have each moved for summary judgment as to disputes concerning the seven students remaining at this stage.2 On February 7, 2025, the Honorable Jennifer E. Willis issued a Report and Recommendation, in which she recommended that each motion be granted in part and denied in

1 Melissa Aviles-Ramos, the current Chancellor of the DOE, is substituted as Defendant for former Chancellor David C. Banks in accordance with Federal Rule of Civil Procedure 25(d). 2 “Since the commencement of this action, DOE has fully paid the outstanding balances of Student-Plaintiffs S.H., L.M., S.J.D., and E.P. Therefore, claims are no longer being asserted on behalf of those Students or their parents.” Dkt. 59 (“Pls. Mot.”) at 5 n.1; see also Dkts. 26 (voluntary dismissal of claims related to E.P.), 30 (voluntary dismissal of claims related to L.M.). part. Plaintiffs and Defendants have both filed objections to the Report and Recommendation. After reviewing those objections, and for the reasons discussed below, the Court overrules in part and sustains in part Plaintiffs’ objections and sustains Defendants’ objections, and therefore adopts the Report and Recommendation in part.

I. Background A. Overview of the IDEA Congress enacted the IDEA with the purpose of “ensur[ing] that all children with disabilities have available to them a free appropriate public education [(‘FAPE’)] that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” 20 U.S.C. § 1400(d)(1)(A). To achieve this end, the IDEA requires state or local education agencies to provide each student with a disability an individualized education program (“IEP”) specifying the student’s educational needs. Doe v. E. Lyme Bd. of Educ., 790 F.3d 440, 448 (2d Cir. 2015) (citing Sch. Comm. of Town of Burlington, Mass. v. Dep’t of Educ. of Mass., 471 U.S. 359, 368 (1985)). New York law charges

local Committees on Special Education (“CSE”) with developing an IEP for a child with a disability. N.Y. Educ. Law § 4402(1)(b)(1); see also R.E. ex rel. J.E. v. N.Y.C. Dep’t of Educ., 694 F.3d 167, 175 (2d Cir. 2012). The CSE must consist of, among others, the student’s parents, the student’s regular or special education teacher, a school psychologist, and a district representative “qualified to provide or administer or supervise special education and . . . knowledgeable about the general curriculum and the availability of resources of the school district.” N.Y. Educ. Law § 4402(1)(b)(1)(a). Although the IEP need not “provide[] everything that might be thought desirable by loving parents,” Walczak v. Fla. Union Free Sch. Dist., 142 F.3d 119, 132 (2d Cir. 1998) (internal quotation marks omitted), it must be “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances,” Endrew F. ex rel. Joseph F. v. Douglas Cnty. Sch. Dist. RE-1, 580 U.S. 386, 399 (2017). “A child’s IEP is based in significant part on the results of statutorily mandated evaluations of the child.” D.S. ex rel. M.S. v. Trumbull Bd. of Educ., 975 F.3d 152, 157 (2d Cir. 2020) (citing

20 U.S.C. § 1414(b)(2)(A)(ii), (c)(1)-(2), (d)(3)(A), (d)(4)(A)). First, a child suspected of having a disability must receive a “full and individual initial evaluation” to determine the existence and extent of any disability and whether the child is, as a result, entitled to special education and related services under the IDEA. 20 U.S.C. § 1414(a)(1). Then, a child is entitled to a reevaluation at least once every three years (referred to as a triennial reevaluation) for the purpose of updating the IEP. Id. § 1414(a)(2)(B)(ii), (d)(4)(A). “Congress repeatedly emphasized throughout the [IDEA] the importance and indeed the necessity of parental participation in both the development of the IEP and any subsequent assessments of its effectiveness.” Honig v. Doe, 484 U.S. 305, 311 (1988) (citing 20 U.S.C. §§ 1400(c), 1401(19), 1412(7), 1415(b)(1)(A), (C), (D), (E), 1415(b)(2)). Accordingly, “the

[IDEA] establishes various procedural safeguards that guarantee parents both an opportunity for meaningful input into all decisions affecting their child’s education and the right to seek review of any decisions they think inappropriate.” Id. at 311-12; see 20 U.S.C. § 1415(a) (requiring state education agencies to “establish and maintain procedures . . . to ensure that children with disabilities and their parents are guaranteed procedural safeguards with respect to the provision of a [FAPE]”). As one such safeguard, the parent of a child with a disability has an absolute right to obtain at their own expense an independent educational evaluation (“IEE”) of the child, 34 C.F.R. § 300.502(a)(1), and the school must consider the results of that IEE “in any decision made with respect to the provision of FAPE to the child,” id. § 300.502(c)(1). An IEE is defined in the IDEA’s implementing regulations as “an evaluation conducted by a qualified examiner who is not employed by the public agency responsible for the education of the child in question.” Id. § 300.502(a)(3)(i).

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716 F. Supp. 2d 336 (S.D. New York, 2010)
K.L. v. Warwick Valley Central School District
584 F. App'x 17 (Second Circuit, 2014)
Doe Ex Rel. Doe v. East Lyme Board of Education
790 F.3d 440 (Second Circuit, 2015)
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Phillips v. Banks, Counsel Stack Legal Research, https://law.counselstack.com/opinion/phillips-v-banks-nysd-2025.