The student-specific provisions of the agreement will be in place as long as the student is enrolled in the district. Although ISBE denied violating the EEOA, it agreed to revise its administrative rules and guidance to make clear that ELLs must receive services until they achieve English proficiency on the State's mandated test. The term case brief is often confusing to lay people because the ordinary meaning of the word brief refers to a written argument submitted to a court (such as an “appellate brief”). Under the Agreement, the District will take a number of steps to improve its ability to prevent and appropriately respond to peer-on-peer harassment based on sex. In conducting an investigatory stop, the officers inflicted multiple injuries on Graham. A case summary should be a concise but complete overview of the whole case. In December of 2009, the Section received a complaint from the Asian American Legal Defense Fund (AALDEF) on behalf of community advocates and Asian students at South Philadelphia High School (SPHS) in Philadelphia, PA that alleged numerous instances of national origin discrimination. To ensure these programmatic changes are effective, the agreement further requires BPS to evaluate the effect of these changes on student achievement over time through robust, disaggregated data analyses. n. reported decisions of appeals courts and other courts which make new interpretations of the law and, therefore, can be cited as precedents. The stipulation also established monitoring and reporting requirements to promote District compliance with the Consent Order. The court also approved the parties’ stipulation regarding faculty and staff recruitment, hiring, and promotion, and student discipline and will retain jurisdiction over these areas. On January 23, 2017, the court granted the parties’ motion, declaring that the school district had achieved partial unitary status with respect to student assignment between schools, transportation, facilities, and extracurricular activities. It also serves as a handy and quick reference for class recitations. Having fulfilled these obligations, the district was declared unitary on August 26, 2005. EIP I, which primarily involved a magnet school program, desegregated the district with respect to student and faculty assignment. The Court entered a Consent Order shortly thereafter on February 8, 1980. In this matter involving the Robertson County Schools in Tennessee, the United States reviewed the status of the District's compliance with its desegregation obligations as a former de jure segregated public school system. The district filed two separate plans. As it pertains to transportation, the Superseding Consent Order restates the February 2016 consent order regarding transportation that required the District to desegregate one-race buses to the extent practicable. On June 30, 2008, the court approved a consent decree declaring the school district partially unitary in the areas of student assignment, transportation, extracurricular activities, and facilities. The name or party that has initiated the legal action should always come first followed by the defendant. On June 24, 2015, the parties jointly filed a motion and supporting memo seeking court approval of the MCD. In this matter involving the Pennsylvania Department of Education’s (PDE) system of alternative education programs, known as Alternative Education for Disruptive Youth (AEDY), the Section conducted an investigation into complaints that Pennsylvania’s statewide system of alternative education discriminated against students with disabilities in violation of Title II of the Americans with Disabilities Act, as well as English Language Learners (EL) students in violation of Section 1703(f) of the Equal Educational Opportunities Act of 1974. These procedures had the effect of establishing separate elections for black and white candidates. On April 1, 2014, following the United States' appeal of the court's remedial order, the U.S. Court of Appeals for the Fifth Circuit issued an opinion reversing and remanding for further proceedings. Today, the exclusionary rule and the "fruit of the poisonous tree" doctrine are seen as fundamental principles of criminal law. For more details about the settlement, please see the press release linked here. trapezium shaped area around Taj Mahal covering five districts in the region of Agra. ISBE further agreed that it will issue guidance identifying educationally sound ELL services that could be provided in lieu of TBE and TPI services after year three. After receiving a complaint about the enforcement of Tri-Creek’s policy, the United States intervened in the case on behalf of Ruth Scheidt and her son, M.S., both adherents to the religious tenets of the United Church of God. In this matter involving the Lewiston, Maine school district, the United States reviewed whether the district was providing appropriate instruction and services to English Language Learners (ELLs)–particularly among the district’s large population of Somalian refugees–as required by the Equal Educational Opportunities Act of 1974 (EEOA). However, despite how the court has decided on the case, you must try test the court’s version of the issue against other information in the case. In 1999, the Section intervened in this lawsuit alleging the Denver Public Schools (DPS) violated Title VI and the EEOA by failing to take appropriate actions to overcome language barriers of its English Language Learner (ELL) students. The SDHSAA submitted a detailed plan which was subsequently agreed to by the plaintiff-parties and approved by the Court. Pursuant to the parties' stipulation, the Court entered a Consent Order on December 5, 2000, requiring the SDHSAA to schedule girls' high school volleyball during the traditional fall season and girls' high school basketball during the traditional winter season beginning with the 2002-03 school year. As oppo The lower courts … Case law, also known as precedent or common law, is the body of prior judicial decisions that guide judges deciding issues before them. In this matter involving the Martin Luther King, Jr. Charter School of Excellence (“the School”), the Section and the United States Attorney’s Office for the District of Massachusetts examined whether the School was adequately serving its English Learner (EL) students, including EL students with disabilities, as required by Section 1703(f) of the Equal Educational Opportunities Act of 1974 (“EEOA”). A summary of the complaint (in a civil case) or the indictment (in a criminal case). On October 8, 2014, the court issued an order directing the parties to participate in mediation on all unresolved issues, and on May 21, 2015 approved a negotiated consent order that requires the district to implement a new student assignment and transfer policy; adopt new outreach and admission procedures at the district's charter and magnet schools; and implement a new student discipline policy. The United States also found that the disciplinary measures the district did take had not been effective in ending the harassment, and that the student feared continued harassment. The Section argued that the regulation was consistent with the plain meaning of the statutory provision and that the statutory provision was a valid exercise of the Spending Clause power. The United States' consultant and members of the BCC completed visits to twenty-four schools on May 18, 2007. The search yielded the discovery of material classified as “obscene” under Ohio state law. On April 16, 2013 the district court in Denver approved a comprehensive consent decree between the Department of Justice, CHE, and DPS that requires DPS to provide language services to the more than 28,000 ELL students enrolled in the district’s 170 schools. § 1681 et seq. On June 17, 2003, the Court approved a Consent Order governing the school district’s remaining areas of obligation (student assignment, staff desegregation, and quality of education). At the summary judgment stage, the Section filed an amicus brief in support of the plaintiffs, arguing that Title VI prohibits retaliation against individuals who complain of racially discriminatory treatment, and that this prohibition is necessary to protect the victims of racial discrimination and concerned third parties who come forward with their complaints. The parties reached an interim agreement on these lingering issues, which culminated in a consent order entered on June 24, 2005. Under the consent order, which was approved by the Court on October 16, 2002, the school system agreed to retain an expert to develop a comprehensive plan to prevent, identify, and remedy harassment and discrimination; provide an education and training program for teachers, staff, and students about the school district's policies prohibiting harassment and discrimination; and maintain written records of each harassment allegation received, investigation conducted and corrective action taken by the district to ensure a consistent and effective review of allegations. For more on this settlement, please see the press release linked here. He exhibited feminine mannerisms, dyed his hair wore makeup and nail polish, and maintained predominantly female friendships. The Board moved to dismiss all of plaintiffs’ claims in their Amended Complaint. Along with the proposed consent decree, the parties jointly filed a motion to approve the decree, and the United States separately filed a memorandum of law. ISBE released this guidance in March 2011. The settlement required the State of Alabama to undertake initiatives in providing teacher training, to establish a program to improve reading achievement, and to make changes to Alabama administrative law in the areas of pre-referral, referral, evaluation procedures, and eligibility criteria. The United States filed a brief in support of plaintiffs' preliminary injunction. Additionally, the district will take a number of steps to treat the student like all other male students in the education programs and activities offered by the district. MHSAA appealed the district court's rulings on liability and the remedial plan to the U.S. Court of Appeals to the Sixth Circuit. -, The reasoning is where you summarize how and why the court reached its decision. For more information, please see this press release. The court granted the Section's intervention on November 28, 2000. The Court granted the United States’ motion. In its opinion, the court held that the school’s censorship of “Awesome God” constituted unlawful viewpoint discrimination because the song conformed to the talent show guidelines and the school permitted other acts with religious and “proselytizing” content. This school and all others in the district are now subject to the 2013 agreement, which requires the district to report to the Section on the agreement's implementation through 2016. The Section continues to monitor the SPLS’s compliance with a 1999 Agreement that set forth requirements to ameliorate the effects of segregation through voluntary interdistrict transfers, remedial programs, school improvement and accountability, and the provision of funds from the state to the SLPS. The holding section of the case brief is for the final decision the court has reached. On January 30, 2017, the District Court for the Eastern District of Louisiana approved a consent order that addresses the remaining issues in the desegregation case and when fully implemented will lead to its closing. On July 6, 1992, the Court declared the District unitary with respect to facilities, extracurricular activities, and “the hiring and retention of black teachers and administrators.”  However, the Court declined to declare the District unitary with regard to “teacher and principal assignments, student assignments and transportation.”  On March 30, 2010, the Court ordered the District to “offer the same courses at every high school in the District;” fully implement a medical magnet program at Carroll High School by the fall of the 2011-12 school year (in an attempt to increase the diversity of the student population at Carroll High); encourage each high school student “to attempt to qualify for the Tuition Opportunity Program for Students (TOPS), which provides scholarships for qualified high school students who choose to attend a Louisiana state college or university;” “work with the Equity Assistance Center for the Intercultural Development Research Association (IDRA) in order to ensure that all students have an equitable opportunity to participate in Gifted, Honors, pre-AP, and AP programming at all schools in the District;” and ensure that all principals, other administrators, faculty and certified staff are informed of the terms of the Court’s order. On August 13, 2010, the United States filed a motion seeking leave to participate as amicus curiae in order to provide the court with the proper legal standards governing harassment on the basis of sex under the Equal Protection Clause and Title IX. In 1971, the district court entered a desegregation order that, among other things, prohibited TEA from approving or funding interdistrict student transfers that have the cumulative effect of reducing or impeding desegregation in one of the districts. The two plaintiffs alleged, among other things, that the Sullivan County Board of Education (SCBE) violated Title VI of the Civil Rights Act of 1964 and the Equal Protection Clause of the Fourteenth Amendment by failing to appropriately address known student-on-student harassment on the basis of race. In the statements of interest responding to K-State’s motions to dismiss the plaintiffs’ Title IX claims, the United States advised the court that Title IX imposes an obligation on federally-funded schools to respond to reports of rape that occurred at off-campus school-recognized fraternity houses and events and to determine if a hostile educational environment exists in such school-recognized activities or other education programs or activities. This English Language Learner (“ELL”) case originally arose from a desegregation order entered against the State of Texas and the Texas Education Agency (“TEA”). Revise its Code of Conduct, which currently allows the harshest discipline to be imposed for the most minor offense, to instead strictly limit the use of exclusionary discipline, including prohibiting expulsions or out-of-school suspensions for offenses that do not threaten safety; Stop the use of corporal punishment, which has been disproportionately applied against black students and undermined the creation of a positive school climate; Assess the district’s support services for students with disabilities to ensure that students, particularly students of color, are not disciplined for their disabilities; and. In violation of Title IV of the Civil Rights Act of 1964, the District failed to investigate the alleged harassment and retaliation adequately, address it effectively, and prevent it from recurring. The agreement set forth a plan for the district to take additional steps to desegregate the school system and to eliminate vestiges of discrimination from the former segregated system. The Section's investigation of the complaint revealed that the student had been subjected to significant harassment based on race and retaliation for reporting the harassment of which the District knew or should have known. Shortly thereafter, the parties entered into a consent order. The court held that MHSAA is subject to Title IX and is a state actor for purposes of 42 U.S.C. One year later, the parties entered into a settlement agreement, and the new Navajo Mountain High School opened for classes in 1998. The Section ended its monitoring of the 2010 agreement in 2015. Further, the United States alleged that as a result of the harassment, Mr. Owen was forced to take an extended medical leave and ultimately retire from the school district. Under the agreement, the District will: identify and place EL students appropriately when they enroll in school; ensure that all ELs, including those with disabilities, receive adequate language services so that they can become proficient in English; provide ELs with access to appropriate grade-level content within the District’s Competency Based System; train teachers and administrators who implement the EL program adequately; monitor the academic performance of current, former, and long-term EL students; evaluate the effectiveness of the EL program over time; and ensure meaningful communication with Limited English Proficient parents about District and school programs and activities. On March 28, 2002, the court entered an agreed order of dismissal to which the parents had agreed, thereby dismissing the case. Case law summary does not mean outlining or even compiling these laws randomly. 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