Johnson v. Floyd

CourtDistrict Court, E.D. Virginia
DecidedMay 18, 2020
Docket3:19-cv-00521
StatusUnknown

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

Bluebook
Johnson v. Floyd, (E.D. Va. 2020).

Opinion

IN THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF VIRGINIA Richmond Division KIMBERLEY D. JOHNSON, Plaintiff, v. Civil Case No. 3:19-cv-521 LISA FLOYD, et al., Defendants. OPINION Kimberley Johnson worked for the Virginia Department of Juvenile Justice (“DJJ”) as an English language learner (“ELL”) trainer. Johnson had trouble determining the scope of her role and says she often did not receive the support she requested. After the DJJ extended Johnson’s probationary period, Johnson resigned. Johnson, proceeding pro se,has sued fourDJJemployees,1alleging that they discriminated against her based on her race in violation of 42 U.S.C. § 1981and Title VII of the Civil Rights Act of 1964. Because the Court lacks jurisdiction over Johnson’s § 1981 claims against the defendants to the extent she sues them in their official capacities for money damages, and because Johnson has otherwise failed to state a claim, the Court will dismiss this case. I. FACTS ALLEGEDIN THE AMENDED COMPLAINT Johnson, an African-American DJJ employee, became an ELL trainer on September 25, 2017. (Id.) Drewry, the principal at her facility, never sat down with Johnson or provided her with an employee work profile, apparently the equivalent of a job description. In October, 2017, Brooks, the Director of Curriculum and Instruction, began giving Johnson “directives.” (Am.

1 Specifically, Johnson has sued Lisa Floyd, George Drewry, Letha King-Brooks, and Emily Hill. Compl., at 1.) Johnson also served on Brooks’ ELL committee“to improve contributions to ELL students.” (Id.) After Johnson told Brooks about incomplete, outdated, or missing ELL files, Brooks sent Johnson to talk to Ms. Pulley, the intake coordinator, to locate the files. Pulley did not know about various documents that should have been in the files, including limited English proficiency plans (“LEP plans”). Even though Johnson had worked on LEP committees before,

Brooks directed Johnson to attend a training on LEP plans and to provide Brooks with a sample plan. In November, 2017, Johnson arrived late to a staff meeting because the meeting email includedthe wrong location. Johnson attended a training on ELL testingthe following day, after which she recommended to Hill that the DJJ administer the upcoming tests on computers to increase efficiency. At a staff meeting the next day, Floyd and Drewry privately asked Johnson why she was late to the staff meeting two days before. When Johnson explained the error in the email, Floyd responded, “[d]on’t let it happen again.” (Id. at 2.) Floyd then told the entire staff, “[s]orry we are a bit late, we needed to have a coming to Jesus meeting about [some things] here

today with Ms. Johnson.” (Id.) Johnson’s colleagues later asked her what was going on after seeing Johnson visibly upset. InDecember, 2017, Johnson was receiving directions from several people, but she did not know who her supervisor was. Drewry said Brooks was her supervisor, but Brooks said she was not. Johnson contactedhuman resources for clarification. By January, 2018, Johnson was working as an ELL teacher, creating LEPplans and home language surveys, responding to requests from Hillabout testing, and finishing reports for Brooks and Floyd. She was also scheduled for more ELL training. She still did not have a work profile and “began suffering from stress-related exhaustion and physical symptoms” because of her extra work. (Id. at 3.) The day before the ELL training, Johnson’s doctor told her to take time off to rest. Johnson did not attend the ELL training. Floyd latertold theentirestaff that they must attend all scheduled trainings and professional development events. In February, 2018, Johnson administered the paper version of the ELL test. During the testing week,Drewry and Hill told Johnson to switch rooms several times, which required Johnson

to move computers and materials. When Johnsonasked Hill about room assignments and proctors, Hill responded, “try room 7 on Thursday.” (Id.) Although other teachers had proctors to help them administer the test, Johnson only had a proctor for one day and otherwise administered the test without assistance. Some students struggled to finish the test or refused to take the test. When one student called Johnson a “[b]itch,” (Id. at 3), Johnson reported the incident to the assistant principal. Johnson also had to arrange an alternative time for Hill to pick up her students’ tests due to these difficulties. After Johnson told Hill about her students’ difficulties and refusals to complete the exams, Hill told Johnson that this had not happenedthe previous year and asked Johnson what she

was doing differently. Johnson explained that some of the students had a history of refusing the testing and that she would work with her colleagues to complete the testing by the deadline. She also reminded Hill that she did not have a test proctor or security. Hill sent Johnson an email informing Johnson that she “had until March 30th to get the refusals to test or she would have to report this as a testing irregularity to [the Virginia Department of Education (“VDOE”)].” (Id. at 4.) She also told Johnson to create a spreadsheet of the students who had refused to take the test and the reasons for the refusals. Later that day, Johnson went to the emergency room for dizziness and exhaustion. The doctors told Johnson that she was “under [dire] stress” and that her job had caused Johnson’s “severe neck strain, pinched nerves in [her] back[,] and stress[-]related exhaustion.” (Id.) In March, and April, 2018, Brooks told Johnson that she was writing Johnson’s work profile. During that time, Johnson discovered that six new students had not received ELL services

or received the required paperwork. Johnson tested the students and completed their paperwork. Johnson asked Drewry which staff member should have notified her of the new students and filled out theirpaperwork. Drewry did not respond. OnMay21, 2018, Johnson asked to meet with Brooksto discuss Hill. Johnson told Brooks that Hill asked for “lengthy[email]explanations” that interfered with Johnson’s ability to help her students and would not meet with her face-to-face. (Id. at 4.) Johnson also reported that her coworkers had treated her unfairly for months. Brooks told Johnson that she was “taking notes about what [Johnson’s] tasks are,” and explained that she “wouldn’t receive a write-up.” (Id. at 4.) Brooks also saidthat she would arrange a meeting with Hill.

On May 25, 2018, Johnson received a nine-month performance review categorizing her as a “contributor” showing “consistent achievement toward meeting established performance expectations.” (Id. at 5.) Brooks dated the review for March 28, 2018. Brooks and Johnson had met on March 28, 2018, but Johnson did not receive her work profile or performance review at that time. Johnson asked Brooks to correct the date to May 25, 2018. In early June, 2018, Brooks told Johnson that she would conduct an eleven-month evaluation of Johnson, even though evaluations usually only occurred every three, six, nine, and twelve months. A white teacher also told Johnson that Brooks asked her if she was English as a second language (“ESL”) certified. A week later, Johnson met with Brooks. Brooks asked Johnson why testing scores were lower than in prior years and thentore a report up and shredded it. Brooks also gave Johnson a probationary progress review that categorized Johnson as “Below Contributor.” (Id.) Johnson asked Brooks whether she had received this review because she had reported her difficulties with Hill and complained about “the emails and bullying.” (Id. at 5.) When Brooks did not respond, Johnson declined to sign the review. Brooks said, “[w]ell this

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Bluebook (online)
Johnson v. Floyd, Counsel Stack Legal Research, https://law.counselstack.com/opinion/johnson-v-floyd-vaed-2020.