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Analysis | New lawsuit exposes troubling issues, possible criminal acts at LEAD Academy

Josh Moon



The administration at LEAD Academy tried to prevent students with learning disabilities from enrolling. LEAD board president Charlotte Meadows and another board member controlled a private bank account. Meadows used the school to run her campaign for the Alabama House and directed school funds to her campaign manager and her niece. Teachers and other employees at the school haven’t been paid money they were promised, and LEAD officials attempted to alter contracts several weeks, even months, after the employees began working. 

Those are just some of the allegations made in a fraud and breach of contract lawsuit filed on Thursday by former LEAD principal Nicole Ivey. 

Those allegations were largely confirmed by current and former LEAD teachers, who spoke to APR in recent days, and who presented even more issues that they’ve encountered at Montgomery’s first charter school. 

I wrote about many of Ivey’s allegations several weeks ago, following her departure from the school. But some of the most damning revelations in her lawsuit were simply unconfirmed rumors at the time. 

Now, however, they are laid bare in a court filing, and they are being discussed openly among the staff members of LEAD, including several who are no longer at the school (APR has learned that six teachers and one nurse have left the school since the school year began in August).

Ivey’s position was filled by Ibrahim Lee, and that hire possibly violates Alabama ethics laws. Lee was a member of the Alabama Charter School Commission, which has oversight of all charter schools, including LEAD. On several occasions, Lee voted on matters involving LEAD and played a role in the school being allowed to open. 

According to the applicable ethics laws, which are part of the state’s “revolving door” ban, that level of oversight should disqualify Lee from being hired by LEAD, or any other charter school in the state, for two years. The reason for such a ban is that it prevents elected or appointed officials, who are in a position of oversight, from providing favorable decisions or votes in the hopes of being offered a lucrative job by an entity or business that person is regulating.

If he is allowed to hang around, Lee will inherit a mess, according to Ivey, who said she was constantly overruled in that job by Meadows and Soner Tarim, who operates the company, Unity School Services, which was hired to serve as a sort of central office for LEAD. Despite a clear provision in LEAD’s application to the commission which prohibits board members from being involved in the daily functions of the school, Ivey said Meadows was there every day, making decisions and usurping Ivey’s power.     


But while all of that was bad enough, the most startling allegations from Ivey — and supported by at least two other teachers — are that Meadows and other LEAD administrators have actively worked to deter students with special needs from enrolling at LEAD, and that they’ve also attempted to push special needs students out. 

Why? For money, of course. 

Ivey claims in her lawsuit that eliminating as many special needs students as possible increases revenue for the school tremendously, because LEAD won’t have to spend dollars on hiring personnel required by federal laws to educate those students. So, Ivey says, Meadows and Tarim have attempted to deter or push out all special needs students. 

The school has done this, according to Ivey, by simply not attempting to follow federal laws and by not providing the special needs students with a proper education. 

“Tell them they can’t come here,” Meadows is alleged to have said about special needs students, according to Ivey’s lawsuit. That comment was made prior to enrollment opening and was, according to the lawsuit, made in front of several staff members. 

The awfulness doesn’t end there. 

Ivey also accuses Meadows and another board member, Lori White, of mishandling school funds, including a $200,000 donation from the Montgomery County Association of Realtors. Ivey said half of that money went into a “foundation account,” which is controlled exclusively by Meadows and White. 

Ivey said she didn’t know what happened to that half of the money, but that it had not been expended to aid students at LEAD. 

But Ivey does know where some other LEAD money went — into the pockets of people close to Meadows. 

Ivey said Meadows’ father, Charles Borden, was a constant presence at the school, and that school faculty were forced to attend a training session at his lake house. (A lake house where several Confederate flags were prominently displayed.) Ivey hinted that Borden could have been paid from the “foundation” account. 

Meadows also skirted state bid laws, according to Ivey’s lawsuit, by hiring her niece to provide professional development and website creation. If that wasn’t bad enough, Meadows also directed staff, according to Ivey’s lawsuit, to purchase all supplies through Imperial Dade company, whose sales rep for that area is Megan Rhea Lewis — Meadows’ campaign manager. 

It’s worth pointing out, again, that numerous people attempted to stop this debacle of a school from opening, including the National Association of Charter School Authorizers. The NACSA essentially flunked LEAD’s application in all three of the major areas of function that it reviews. In doing so, the NACSA noted LEAD’s lack of proper special education instructors and questioned oversight of the school’s financials. 

Ivey and the other teachers who spoke to APR have called the school and its management team a “nightmare.” In addition to the stated problems, they also talked about constant issues with paychecks. For example, multiple teachers said they received significantly less pay than originally promised. 

Teachers have not received promised compensation for training just prior to the school year, several teachers said. And promised benefits still haven’t shown up, two months into the school year. 

The results are what you’d expect: nearly one-third of LEAD’s faculty has resigned since the start of the school year and several students have disenrolled as well. One parent who wrote to APR said that when she finally had enough of the dysfunction and went to LEAD to remove her son, the front office workers admitted to her that they never received her child’s transcripts or birth certificate. 

“They hadn’t even verified that he was in the right grade or what his name was,” the parent wrote. “When we withdrew, not a single question was asked — not why, or can we have a discussion. Nothing. I signed a single piece of paper and we left. The one thought I had leaving there was: this place needs to be shut down.”


Josh Moon is an investigative reporter and featured columnist at the Alabama Political Reporter with years of political reporting experience in Alabama. You can email him at [email protected] or follow him on Twitter.



Alabama treasurer’s office to host annual college savings giveaway





CollegeCounts, Alabama’s 529 Fund, will celebrate 5/29 day (May 29) with a sixth annual statewide giveaway focused on babies born in Alabama between May 29, 2019, and May 29, 2020.  CollegeCounts will randomly select 29 winners to receive $529 in contributions to an existing or newly opened CollegeCounts account.

Beginning May 29, 2020, parents, grandparents and legal guardians can visit register by entering their contact information and the child’s name and date of birth.

“It’s never too early – or too late – to start saving for future education expenses,” said Alabama State Treasurer John McMillan. “The 5/29 Day promotion gives us a fun way to remind people of this important message each year. The goal is to ease parents’ minds about this important future expense and educate them on the benefits that CollegeCounts provides.”

CollegeCounts has no minimum contribution requirement, making it simple for families and friends to invest a little at a time. The plan utilizes quality investments from Vanguard, T. Rowe Price, Fidelity, PIMCO, Dodge and Cox, PGIM and DFA.

Funds may be withdrawn and used at colleges, universities, trade schools and graduate schools at one, two and four-year schools in Alabama and across the U.S. – including vocational, technical, community, public and private colleges and universities – for qualified expenses like tuition, fees, room and board (if enrolled at least half-time), books, supplies, and equipment required for enrollment, including computers.

“Despite these uncertain times, the Alabama CollegeCounts program remains committed to helping families save in whatever way works best for their budgets and goals,” added McMillan. “Eighteen years will pass by more quickly than most of us expect, so do not let temporary economic turbulence interrupt your college savings plan.”

Under Section 529 of the IRS tax code, special tax benefits are provided to families saving for future college expenses. In addition, Alabama taxpayers may receive a state income tax deduction of up to $10,000 for married couples filing jointly ($5,000 for single filers)1 on contributions to CollegeCounts each year.

To enter an Alabama child born between May 29, 2019, and May 29, 2020, in the 5/29 Day Giveaway, please visit No purchase is necessary to enter or win a prize. All entries must be submitted by July 13.  The 29 winners will be contacted by July 24. Selected winners must provide a birth certificate or commemorative birth announcement to receive the prize contribution of $529 into the new or existing CollegeCounts account for the newborn they register.


For information on how to open an account, please visit To learn more about CollegeCounts, the investment objectives, risks and costs, read the Program Disclosure Statement available online here.

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Governor announces Secretary Jeana Ross to retire





Gov. Kay Ivey on Thursday announced that Jeana Ross is retiring as secretary of the Alabama Department of Early Childhood Education. She has served in this position since 2012.

“I am extremely grateful for Secretary Ross’ tireless efforts and dedication to our children,” Ivey said. “On behalf of our state, she deserves a ‘job well done’ for her work in expanding voluntary, high-quality pre-K to all 67 counties. She is leaving the Department of Early Childhood Education with a great legacy, and we thank her for her service.”

Under Ross’s leadership, the department has received national recognition for their work. For the 14th consecutive year, Alabama leads the nation in providing the highest quality early learning experiences for four-year-old children.

Ross and her team have grown the nation’s highest quality pre-K program by more than 470 percent: from 217 classrooms in 2012 to 1,250 classrooms located in all 67 counties of the state in 2020.

“It has been an honor and a privilege to serve as Alabama’s secretary of Early Childhood Education for the past eight years,” Ross said. “I appreciate Governor Ivey’s leadership and commitment to our efforts in ensuring as many children possible have access to a strong education foundation. For 14 years, Alabama’s program has ranked No.1 and serves as a model of excellence in early learning, and I am grateful to be a part of this achievement.”

In retirement, Ross will remain in Alabama and plans to consult for the Harvard Graduate School of Education and the Saul Zaentz Charitable Foundation as part of their efforts to promote the importance of early learning throughout the United States.

Ivey is appointing Dr. Trellis Smith to serve as acting secretary until Ross’ replacement is named. Smith has been employed with ADECE for 19 years, currently serving as the Alabama Head Start collaboration director.

She holds a bachelor’s and master’s degree in Family and Child Development from Auburn University and a doctorate in Child and Family Development from the University of Georgia.


Her appointment is effective June 1, 2020.


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ASU’s Ross: Coronavirus has exposed longstanding inequities in college funding

Josh Moon



Traditionally underfunded and serving an economically challenged student population, America’s historically black colleges are particularly vulnerable to the challenges of COVID-19 and many are facing bankruptcy, Alabama State University President Quinton Ross told CNN on Monday evening. 

Ross was interviewed by CNN as part of the network’s coverage of how coronavirus shutdowns of college campuses are disproportionately affecting HBCUs. 

“It exposed a number of inequities that were already present prior to this virus,” Ross said during the piece. 

HBCUs typically lack large endowments and hefty budgets, making it harder for them to adjust to shifting courses online. Also, serving a more economically disadvantaged student body often means that the students don’t have the necessary Internet or computers at their homes to participate in online courses. 

Ross said that some HBCUs needed more substantial technological infrastructure to transition to online and other alternative learning methods to ensure the continuity of education for entire student bodies; many of whom were returning to homes without connectivity or computers.

“We had to rush to try to provide and undergird ourselves with technology, and many of the infrastructures were not prepared,” he said.

Ross has said that federal emphasis on access to technology is not just an HBCU issue, “it is a nationwide issue that must be addressed.”

The underlying inequities Ross mentioned stem, in part, from states, such as Alabama, implementing racist funding practices, leaving HBCUs funded at significantly lower levels than white colleges. That made it impossible for HBCUs to keep pace on matters such as technology infrastructure.  


Former ASU vice president John Knight, a longtime former state representative, in the 1980s filed a lawsuit on behalf of ASU and other black colleges in the state, challenging the funding policies of the state. The state lost and was forced to pay millions of dollars to at least partially rectify decades of improper funding that denied thousands of black Alabamians a college education.


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Jones calls for more federal aid to students, schools and teachers amid COVID-19 crisis

Eddie Burkhalter



U.S. Sen. Doug Jones, D-Alabama, on Thursday asked Senate leadership to include money for public schools and students in the next round of COVID-19 relief funding. 

Jones and Sen. Lisa Murkowski, R-Alaska, led a group of other senators in drafting a letter to Senate Majority Leader Mitch McConnell and Minority Leader Chuck Schumer that urges aid to be directed to education during the coronavirus crisis. 

“We continue to see the challenges our states and school districts face on a daily basis and the impact this pandemic will have on education budgets over the next 18 months. Less than 1% of the CARES Act funding was specifically dedicated to supporting public schools,” the letter reads. “This is insufficient to stabilize education through this crisis. We are particularly concerned about how the educator workforce and other school personnel will be impacted by COVID-19.”

“It is not just teachers who will be impacted by these shrinking education budgets. Countless cafeteria workers, school bus drivers, counselors, and other support staff are expected to take a dramatic hit during this pandemic. Our students cannot meet their full potential without the many professionals that make their schools work for them day in and day out,” the letter continues. 

Approximately $13.2 billion through the CARES act Education Stabilization Fund has already been disbursed to governors for distribution to K-12 schools. 

Education organizations recommend $175 billion more for the Education Stabilization Fund to be divided between local education agencies and institutions of higher education, according to a press release from Jones’s office. 

 Full letter below: 

 Dear Majority Leader McConnell and Minority Leader Schumer:


 We write to urge you to include, in any upcoming legislation designed to provide additional relief to Americans during the COVID 19 pandemic, significant additional support for our nation’s schools. While the Coronavirus Aid, Relief, and Economic Security (CARES) Act included an Education Stabilization Fund to provide immediate support, we continue to see the challenges our states and school districts face on a daily basis and the impact this pandemic will have on education budgets over the next 18 months. Less than 1% of the CARES Act funding was specifically dedicated to supporting public schools. This is insufficient to stabilize education through this crisis. We are particularly concerned about how the educator workforce and other school personnel will be impacted by COVID-19.

 School districts rely almost entirely on state and local revenue. Low-wealth districts rely the most heavily on state aid and will be most impacted by the economic implications of this crisis. It is our duty to ensure that children receive the education they are rightfully entitled to. Students cannot learn if their schools are forced to downsize operations, eliminate teaching positions in critical subjects, or lay off other critical support staff such as social workers and counselors, due to depleted budgets.

 The U.S. economy is expected to contract by six percent in 2021,[1] changing the lives of all Americans in dramatic ways that are not yet fully known. One thing is certain however, students will still need to continue learning and progressing through school. Our nation’s teachers are crucial to ensuring that learning can continue, yet current projections expect the reductions in education spending due to the pandemic to be two and a half times worse than the lowest point of the last recession. [2] It is not just teachers who will be impacted by these shrinking education budgets. Countless cafeteria workers, school bus drivers, counselors, and other support staff are expected to take a dramatic hit during this pandemic. Our students cannot meet their full potential without the many professionals that make their schools work for them day in and day out.

 As local communities and school districts see their revenue shrink, they will be forced to look at staffing cuts, as salaries and benefits comprise the majority of school budgets. As a result of this crisis, Learning Policy Institute estimates that if states experience a 20% decline in revenue, without federal intervention, about 460,000 educator positions will be eliminated. [3] Congress must invest now to stabilize the public education sector and fill the current gaps in our education workforce and prevent an even more dire shortage in the years to come.  

 In addition to focusing on our educator workforce in any upcoming economic relief package, we urge you to continue to help schools to address learning loss facing our most disadvantaged students and ensure that all students with disabilities can continue to access the Free Appropriate Public Education to which they are entitled. We therefore urge you to provide substantial, flexible additional investments through Title I of the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act. Finally, if the next funding package includes infrastructure provisions, we urge you to explicitly include K-12 schools as eligible recipients for funds.

 Thank you for your consideration of this important matter.

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