Swenson v. Board of Education for Chicago Public School District 299

CourtDistrict Court, N.D. Illinois
DecidedJuly 5, 2023
Docket1:20-cv-06558
StatusUnknown

This text of Swenson v. Board of Education for Chicago Public School District 299 (Swenson v. Board of Education for Chicago Public School District 299) is published on Counsel Stack Legal Research, covering District Court, N.D. Illinois primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Swenson v. Board of Education for Chicago Public School District 299, (N.D. Ill. 2023).

Opinion

IN THE UNITED STATES DISTRICT COURT FOR THE NORTHERN DISTRICT OF ILLINOIS EASTERN DIVISION

JOHN SWENSON,

Plaintiff, Case No. 20-cv-06558 v. Judge Mary M. Rowland BOARD OF EDUCATION OF THE CITY OF CHICAGO, JANICE JACKSON, and DEBRA NIKOKAVOURAS,

Defendants.

MEMORANDUM OPINION AND ORDER

John Swenson, a Chicago Public Schools teacher, filed this employment discrimination action against the Board of Education of the City of Chicago, Dr. Janice Jackson, and Deborah Nikokavouras. Swenson brings a number of discrimination and retaliation claims. Defendants have moved for summary judgment. For the reasons stated below, Defendants’ motion for summary judgment (Dkt. 68) is granted. SUMMARY JUDGMENT STANDARD Summary judgment is proper where “the movant shows that there is no genuine dispute as to any material fact and the movant is entitled to judgment as a matter of law.” Fed. R. Civ. P. 56(a); see also Celotex Corp. v. Catrett, 477 U.S. 317, 322 (1986). A genuine dispute as to any material fact exists if “the evidence is such that a reasonable jury could return a verdict for the nonmoving party.” Anderson v. Liberty Lobby, Inc., 477 U.S. 242, 248 (1986). The substantive law controls which facts are material. Id. After a “properly supported motion for summary judgment is made, the adverse party ‘must set forth specific facts showing that there is a genuine issue for trial.’” Id. at 250 (quoting Fed. R. Civ. P. 56(e)).

The Court “consider[s] all of the evidence in the record in the light most favorable to the non-moving party, and [ ] draw[s] all reasonable inferences from that evidence in favor of the party opposing summary judgment.” Logan v. City of Chicago, 4 F.4th 529, 536 (7th Cir. 2021) (quotation omitted). The Court “must refrain from making credibility determinations or weighing evidence.” Viamedia, Inc. v. Comcast Corp., 951 F.3d 429, 467 (7th Cir. 2020) (citing Anderson, 477 U.S. at 255). In ruling on

summary judgment, the Court gives the non-moving party “the benefit of reasonable inferences from the evidence, but not speculative inferences in [its] favor.” White v. City of Chicago, 829 F.3d 837, 841 (7th Cir. 2016) (internal citations omitted). “The controlling question is whether a reasonable trier of fact could find in favor of the non-moving party on the evidence submitted in support of and opposition to the motion for summary judgment.” Id. BACKGROUND1

I. Swenson’s Employment at McPherson

Swenson began working for the Board of Education of the City of Chicago (“Board”) in 2007. Defs.’ 56.1 ¶ 2. He is a white, gay man over 40 years old. Id. In 2013, Swenson

1 The facts are taken from Defendants’ Rule 56.1 statement (Dkt. 69). The Court agrees with Defendants that some of Swenson’s 56.1 responses do not comply with Local Rule 56.1, as they are unsupported by evidence or offer argument instead of a response in the form required by the rule (Dkts. 79, 84). The facts herein are considered undisputed unless otherwise noted. started working as a music teacher at McPherson Elementary School (“McPherson”) in Chicago, which serves approximately 650 students from pre-kindergarten through eighth grade. Id. ¶¶ 3, 13. Diverse learners are students that require some form of

special education services, and the typical Chicago Public School student population is between 5 and 10% diverse learners. Id. ¶ 14. McPherson’s student population has 33% diverse learners and is much larger than typical. Id. ¶ 14. The Illinois State Board of Education (ISBE) requires that education is provided to diverse learners and any failure to provide students with specialized education services can result in legal consequences. Id. ¶ 15. Therefore, it is important to fill a

special education teaching vacancy quickly. Id. Even though there are more special education job openings than other teacher jobs, there is a shortage of special education teachers. Id. ¶ 16. Special education teachers must have an LBS 1 endorsement, which consists of four college courses and a four-hour test at the teacher’s expense. Id. ¶ 18. II. Reassignment to Special Education

On August 9, 2019, Principal Nikokavouras learned that Pat Williams, a special education teacher at McPherson, was seeking to transfer to another school. Id. ¶ 29. Ms. Williams’ transfer was approved effective August 18 and created a vacancy for a special education teacher at McPherson. Id. There was urgency to fill the vacancy, with students returning to school on September 3. Id. ¶ 30. Principal Nikokavouras spoke to her human resource business partner (HRBP), Jennifer Gore, who suggested that she determine whether any teachers in her building had a LBS 1 endorsement. Id. ¶ 33. Nikokavouras determined that Swenson and one other teacher had an LBS 1. Id. ¶ 34. In September 2019, Swenson was reassigned as a special education teacher and remains in that position. Id. ¶ 3.

III. OIG Complaint, Grievance, and Warnings

Before his reassignment, Swenson filed a complaint with the Office of Inspector General (OIG) against Principal Nikokavouras. Id. ¶ 50. The OIG closed the investigation, however, because the “[c]ase had marginal value or no cost benefit.” Id.; Defs.’ Ex. 27. After his reassignment, Swenson received two warnings from Principal Nikokavouras. Id. ¶¶ 59, 67. In November 2019, Swenson received the first warning after he told McPherson’s new music teacher that she would lose her job. Id. ¶¶ 57, 59; Defs.’ Ex. 35. In March 2020, Swenson received a second warning that resulted from intimidating other coworkers and outbursts during the disciplinary process. Defs.’ 56.1 ¶¶ 62–67; Defs.’ Ex. 44. HRBP Gore reviewed both warnings before they were finalized to ensure they were supported by evidence, objective, and consistent with all collective bargaining agreements, Board policies, and guidelines. Id. ¶ 60, 68. Swenson also filed a grievance and complained to the Board’s Equal

Opportunity Compliance Office (“EOCO”) regarding his reassignment as well as comments made by Principal Nikokavouras. Id. ¶ 48. ANALYSIS Swenson brings discrimination and retaliation claims under the Illinois Whistleblower Act (“IWA”) (Count I), Age Discrimination and Employment Act (“ADEA”) and Illinois Human Rights Act (“IHRA”) (Count III), Illinois Civil Rights Act (“ICRA”) (Count V), and Title IX (Count IV).2 Swenson may prove each of his claims under Ortiz or the McDonnell Douglas

burden-shifting framework. Under Ortiz, the question is “whether the evidence would permit a reasonable factfinder to conclude that the plaintiff ’s race, ethnicity, sex religion, or other proscribed factor caused the . . . adverse employment action.” Ortiz v. Werner Enterprises, Inc., 834 F.3d 760, 765 (7th Cir. 2016). Under the McDonnell Douglas burden-shifting framework, Swenson must show that “(1) he belongs to a protected class; (2) he met his employer's legitimate expectations; (3) he suffered an

adverse employment action; and (4) another similarly situated employee outside of his protected class received better treatment from his employer.” Igasaki v. Ill. Dep't of Fin. & Pro. Regul., 988 F.3d 948, 957 (7th Cir. 2021).

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Swenson v. Board of Education for Chicago Public School District 299, Counsel Stack Legal Research, https://law.counselstack.com/opinion/swenson-v-board-of-education-for-chicago-public-school-district-299-ilnd-2023.