{"response":{"docs":[{"id":"auu_auc-167_auc-167-0066-01","title":"Sharon Durban, circa 2009","collection_id":"auu_auc-167","collection_title":"The Spelman Independent Scholars Oral History Project","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Louisiana, Orleans County, New Orleans, 29.433, -89.73438"],"dcterms_creator":null,"dc_date":["2009"],"dcterms_description":null,"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Spelman Independent Scholars Oral History Project||http://hdl.handle.net/20.500.12322/fa:167"],"dcterms_subject":["African American women","Oral history","African Americans--Civil rights"],"dcterms_title":["Sharon Durban, circa 2009"],"dcterms_type":["Sound"],"dcterms_provenance":["Spelman College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/20.500.12322/auc.167:0066_01"],"dcterms_temporal":["2000/2009"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"auu_auc-167_auc-167-0073-01","title":"Viola Smith, circa 2009","collection_id":"auu_auc-167","collection_title":"The Spelman Independent Scholars Oral History Project","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Louisiana, Orleans County, New Orleans, 29.433, -89.73438"],"dcterms_creator":null,"dc_date":["2009"],"dcterms_description":null,"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Spelman Independent Scholars Oral History Project||http://hdl.handle.net/20.500.12322/fa:167"],"dcterms_subject":["African American women","Oral history","African Americans--Civil rights"],"dcterms_title":["Viola Smith, circa 2009"],"dcterms_type":["Sound"],"dcterms_provenance":["Spelman College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/20.500.12322/auc.167:0073_01"],"dcterms_temporal":["2000/2009"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rogp_060","title":"Harold Murphy, 15 December 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Murphy, Harold Lloyd, 1927","Short, Bob, 1932"],"dc_date":["2008-12-15"],"dcterms_description":["Related materials available in the following collections of this repository: Reflections on Georgia Politics Oral History Collection 092 McCracken Poston.","Harold Lloyd Murphy was born in Felton, Georgia, in 1927. He served in the U.S. Navy and attended the University of West Georgia, earning his law degree from the University of Georgia. He first practiced law in Buchanon, Georgia, and then in Tallapoosa, Georgia. In 1950, he was elected to the Georgia House of Representatives, and served until 1961. He also served as an assistant state solicitor general of the Tallapoosa Judicial Circuit in 1956. From 1971 to 1977, he served as a superior court judge for the Tallapoosa Judicial Circuit. In 1977, President Jimmy Carter nominated him as a federal judge on the U.S. District Court for the Northern District of Georgia. He has presided over numerous high-profile cases and rulings, including Knight v. Alabama (regarding segregation in Alabama's historically black colleges and universities), Georgia Voter ID cases, and the Tri-State Crematory case.","Finding aid available in repository.","Harold Murphy discusses growing up in Haralson County, Georgia, and his education at West Georgia and University of Georgia Law School. Murphy recalls being elected to the Georgia House of Representatives from Haralson County in 1950. He discusses his service in the legislature from 1950 to 1960. Murphy recalls serving under Governors Talmadge, Griffin, and Vandiver. Murphy discusses his cousin Tom Murphy, the Speaker of the Georgia House of Representatives from 1973 to 2002. Harold Murphy explains that he never intended to be a judge and discusses his appointment by Jimmy Carter. Murphy discusses several famous cases he was involved with, including Knight v. Alabama (regarding discrimination in all the public universities in Alabama), the Georgia Voter ID case, U.S. v. Thevis (regarding racketeering), and the Tri-State Crematory case. Murphy discusses the United States federal sentencing guidelines, Georgia's indigent defense system, striking jurors, and challenges of being a judge.","Interviewed by Bob Short."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["Georgia--General Assembly--House of Representatives","University of West Georgia","University of Georgia--School of Law","Judges--Georgia--Interviews","Judges--Selection and appointment--United States","Segregation in higher education--Law and legislation--Alabama","Crematoriums--Georgia","Sentences (Criminal procedure)--United States","Crematoriums","Judges","Judges--Selection and appointment","Politics and government","Segregation in higher education--Law and legislation","Sentences (Criminal procedure)","Universities and colleges--Alumni and alumnae","Georgia--Politics and government","Alabama","Georgia","United States"],"dcterms_title":["Harold Murphy, 15 December 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-060/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 060, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (64 min.) : sd., col."],"dlg_subject_personal":["Murphy, Harold Lloyd, 1927-","Talmadge, Herman E. (Herman Eugene), 1913-2002","Vandiver, S. Ernest (Samuel Ernest), 1918-2005","Carter, Jimmy, 1924-","Griffin, Marvin, 1907-1982","Murphy, Thomas Bailey, 1924-2007"],"dcterms_subject_fast":null,"fulltext":"Harold Murphy interviewed by Bob Short \r\n2008 December 15 \r\nRome, GA \r\nReflections on Georgia Politics \r\nROGP-060 \r\nOriginal: video, 65 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\n \r\nDate of Transcription:  September 27, 2009 \r\n \r\nBOB SHORT:  Im Bob Short, and this is Reflections on Georgia Politics, sponsored by the Richard Russell Library at the University of Georgia.  Our guest today is Judge Harold Murphy, who has been a Georgia legislator, a super court judge, and was appointed federal judge by Jimmy Carter in 1977.  Welcome, Judge Murphy. \r\n \r\nHAROLD MURPHY:  Well, thank you very much.  Im honored to be participating in this program. \r\n \r\nSHORT:  You come from a well-known family in Haralson County of distinguished lawyers and political leaders.  Please tell us about your early life growing up in Haralson County, Georgia.  \r\n \r\nMURPHY:  Well, I was born in a small community of about 200 people in Haralson County called Felton.  It was an unincorporated community.  My father was a rural mail carrier and a farmer and a businessman.  My mother was a schoolteacher and a school principal.  And I went to a little country school.  And there was a time when I was in the primary school that the schools were so poorly financed we had five months of school.  And my parents then sent me to school over in Polk County, which had nine months of school, and went there for a couple of years.  And the little community we were in still only had school seven months at the most, so they sent my brother and me to Buchanan School, where they had nine months of school.  So I finished grammar school at Buchanan and then went through high school at Buchanan.  \r\nSo my father put my brother and me to growing cotton when we got about 13 or 14.  He thought boys ought to be busy, and he sure kept us busy.  And then I worked in a grocery store as a bag boy in a small grocery store in Cedartown beginning when I was 14 or 15, and did that all the way through high school on the weekends.  And then I went to West Georgia College when I finished high school at Buchanan, Georgia.  Went to West Georgia for four quarters and took extra courses. \r\nJoined the Navy when I was nearly 18.  The Navy called me in the spring of 45.  I was in boot camp when Japan surrendered.  And I went through boot camp that summer, and then the Navy sent me back to college and sent me to the University of Mississippi for a year in the Naval ROTC program in 1946.  The spring of 46, the Navy discharged me.  And Id been out of high school two years and had three years of college credit.  So I applied for law school at Emory and the University of Georgia and was accepted at both.  And I went to the University of Georgia, finished law school there.  And at the time, you could finish in eight quarters if you went straight through without a break.  I took a break the second summer, which required nine quarters for me to finish law school.  So I finished law school in March of 1949.  My cousin Tom Murphy and I were in every class in law school together all the way through law school.   \r\nAnd I began then practicing law in Buchanan, Georgia, on April 4, 1949.  Id been admitted to the bar.  I was 21.  In March of 1949 I became 22, and I started practicing law on April 4, 1949.  Practiced in Buchanan with a man named Don Howe.  And we then moved our office to Tallapoosa some years later.  I practiced there a while with him, and then with his son also practicing with us.  And then I was appointed to the Superior Court bench by Governor Carter.  And President Carter was in office when I was appointed to the federal bench in 1977.   \r\n \r\nSHORT:  You were elected to the Georgia House of Representatives from Haralson County in 1950.  \r\n \r\nMURPHY:  Thats correct.   \r\n \r\nSHORT:  And served five consecutive terms.  \r\n \r\nMURPHY:  Thats correct.  \r\n \r\nSHORT:  And if Im not wrong, there was only two years in a 40-year period that a Murphy was not in the State House of Representatives representing Haralson County.  \r\n \r\nMURPHY:  Even longer than that.  James Murphy, Toms brother, went into the legislature while Ellis Arnall was governor.  I dont remember what particular year that occurred.  But then James Murphy was there when we had the three governor contest.  I dont remember if he ran for reelection after that contest or if he just did not run.  But a young man named Charles Smith ran, and he served for two years.  I qualified to run for election in 1950.  Charles Smith did not qualify to run, but another man, a lawyer, older than I, named Claude Driver, qualified to run.  And, fortunately, I won.  And I never had opposition again.  \r\n \r\nSHORT:  Mm-hm.  Before we get too far away, lets talk a little bit about your cousin, Tom.  What was he like as a young man?  \r\n \r\nMURPHY:  Well, as a young man he was gangly fellow.  We were not particularly close while he was growing up.  He lived in Bremen, and I lived on the north side of the county in the little community of Felton.  I did visit with him some and knew him some when we would have maybe a family gathering of some kind, which were really infrequent for the entire family.  And Tom is my fathers first cousin.  I remember smoking rabbit tobacco at my uncles farm with Tom and my brother and my great-uncles sons, and a few other mischievous things.  But then we were in law school together, and Tom got married while we were in law school.  We studied a little bit together while we were in law school.  Participated in the moot court together while we were in law school.  \r\n \r\nSHORT:  Tell us, if you will, a little bit about your service in the legislature.  What was happening during that period from 1950 to 1960?  \r\n \r\nMURPHY:  Well, it was an interesting time for Georgia.  When I was in law school at the University of Georgia, and when I was in the legislature, the first few years I was in the legislature, it was kind of like a Petri dish of youngsters who were ambitious and people who ultimately became leaders of the state, politically, in the judiciary, and even the business world.  I was there when we passed the sales tax and Governor Talmadge was the governor.  We passed the sales tax and substantially increased funding for the schools.  Governor Talmadge was a rather progressive governor, without appearing to be as progressive as he was.  But he was very much attuned to the views of the people and what the public wanted.  And he had these strong supporters who would have done anything for him. I heard him comment one time that there was one particular fellow who was such a strong supporter , he said, I believe if I asked him to burn down the State Capitol, hed do so. \r\nBut then, after Senator Talmadge, we had Marvin Griffin as governor.  And there was a sense of things not being absolutely the way they should be during Marvin Griffins term of office.  That appearance did not come from him. He was a very charming rascal.  But some of his cronies, and particularly his brother, Cheney, gave kind of a smelly reputation to his administration.  And then there was a young man married to a Russell, Governor Vandiver, who was very well-loved by the Georgia people.  Hed been a lieutenant governor, and then he became governor. And he was a handsome young man.  And people in Georgia seemed to want to elect and support leaders who were young.  If you think about it, Governor Talmadge was young.  Richard Russell was young when he went to the United States Senate.  Carl Sanders was young when he became governor. George Busbee was young when he became governor.  So Vandiver was a popular man when he went into office.  \r\n \r\nSHORT:  Had a lot of problems, though, during his term.  \r\n \r\nMURPHY:  Had bad problems.  He was governor at a time when it was very difficult for state leader in the South with the ending of segregation and the difficulties that were rife with all the civil problems and community problems occurring at that time.  \r\n \r\nSHORT:  Why did you not seek reelection to the House?  \r\n \r\nMURPHY:  Well, I got married.  I needed to make a living.  Its very difficult to be a lawyer and be in the legislature unless you have somebody looking after your business while youre gone. And while I was practicing law with another man, nobody looked after what my responsibility was while I was gone.  In addition to that, I had observed enough until I saw either you better make politics a career and be big in it, or you better get out of it.  I met these people for whom I had a lot of respect who would come to Atlanta with one administration and hold a job running a department.  Another governor would get elected and hed fire that person, and hed go back to south Georgia, stay there four years, eight years.  And his friend would get elected, and hed come back to Atlanta for a while.  And they just spent their life like a yoyo, back and forth, from their communities back to Atlanta.  And I did not see that as a career for me.  And, frankly, I dont know how people who did, why they wanted to do it.  \r\n \r\nSHORT:  So you never thought about running for a higher office?  \r\n \r\nMURPHY:  Well, I was asked to run for higher office.  I was courted by people who came to see me and ask me to run for Congress years ago, and they told me, You will not have to get out and raise a penny.  Well raise it for you.  And Ill tell you a story nobody much knows.  When I decided not to run, about two weeks after everybody had qualified, I had a telephone call from Phil Campbell, who was Commissioner of Agriculture at the time.  And he said, Weve seen that you did not qualify to run.  And I said, No, I didnt run for reelection.  I said, I told the Speaker at the end of the last session I was not going to run for reelection.  And he said, Well, he didnt realize that.  The Speaker did not.  He didnt know that.  It must not have gotten through to him, because I called you to tell you we had decided over here that we were going to elect you Speaker Pro Tem of the House.  I says, Well, its too late now.  He said, Well, can you get your cousin Tom to withdraw?  And I said, No, I wouldnt even approach him about it.  So thats made a lot of difference in my career.  \r\n \r\nSHORT:  Mm-hm.  How early in life did you decide youd like to be a judge?  \r\n \r\nMURPHY:  I never intended to be a judge when I was in law school.  When I went to law school, I thought Id be an FBI agent.  Because to be an FBI agent, you had to be either an accountant or a lawyer.  And I had read these books as I grew up about the FBI and whatnot, and I thought thatd be a good career.  But I was too young to get in the FBI when I finished law school, so I started practicing law.  And I never intended to seek a job as a judge.  After my law practice became successful, I was making a lot more money as a lawyer than a judge is paid.  But ultimately, as time passed, I needed to make some changes in my career.  And I had the telephone call that said, Come over here next Friday to the Capitol.  The Governor wants to swear you in as judge.  So I went and took the oath of office.  I never asked for it.  I had sought an appointment to the federal bench prior to that occurrence.  But the Republicans were in power, so I didnt get anywhere with my efforts at that time.  \r\n \r\nSHORT:  But youd served as a solicitor.  \r\n \r\nMURPHY:  I did work as the assistant to solicitor general in our circuit for about a year.  \r\n \r\nSHORT:  So you had some good experience.  \r\n \r\nMURPHY:  I tried a lot of cases.  I tried the cases that year.  But my partner and I, we had a broad practice.  I tried dozens and dozens of major homicide cases when I was practicing law as a lawyer.  And tried a lot of civil cases.  And by the time I went on the bench, I guess 40% of the work I did was helping other lawyers with their cases.  \r\n \r\nSHORT:  So then you got the call from President Carter . . .  \r\n \r\nMURPHY:  Yes, sir.  \r\n \r\nSHORT:  . . . asking you would you like to be on the bench, the federal bench.  \r\n \r\nMURPHY:  Well, no, he didnt call me.  When Carter became president, there was a vacancy for a judicial seat in the Northern District of Georgia.  And I spoke to Senator Nunn about it and I spoke to Senator Talmadge about it.  And those are senatorial appointments, really.  They call them presidential appointments, but its a patronage position of the party of the president.  And the President was a Democrat, and we had Democratic senators.  And they recommended me to the President, and the President submitted my name for confirmation by the Senate and I was confirmed.  \r\n \r\nSHORT:  How does that process of confirmation work?  Does the president do the heavy loading, or do you have to do it?  \r\n \r\nMURPHY:  No.  The people who  you have to do it if its for a district court position, now.  And you have to do through the political process.  That is, if the senators or one senator or both senators of your state belong to the party of the president, then that senator or those senators have the right to nominate  or send the name to the president for selection.  If the president happens to be one party, and theres no senator who belongs to that particular party in office in Washington, then the decisions are made by the political patronage people in the state, who might be a congressman; it might be several congressmen; it might be political chairman of the party of the president.  Thats something that differs from state to state when the president is of one party and the senators are of another party. \r\nNow, when it comes to circuit judges, those are strictly presidential appointments.  \r\n \r\nSHORT:  Well, before we get too far away, lets talk a minute about how the federal court system works in Georgia.  Im afraid too many people dont really understand the federal courts as they do their local superior and state courts.  \r\n \r\nMURPHY:  Youre exactly right.  The federal courts try cases that involve federal law, cases that involve issues on the Constitution of the United States, and cases that involve claims or issues between diverse parties where the amount in controversy is $75,000 or more.  The federal courts are courts of limited jurisdiction.  The states courts are courts of general jurisdiction.  They can try anything, basically.  But the federal courts try cases, and Im repeating myself, such as patents, antitrust, civil rights, copyright cases, securities cases, automobile wrecks where, for instance, a person from Alabama is involved in a wreck here in Georgia with a Georgia citizen and the claim is over $75,000.  They can come into federal court on what you call diversity of citizenship.  And thats true with business transactions and contracts, those type things.  \r\n \r\nSHORT:  Lets talk about some of your more visible cases.  I remember Knight v. Alabama.  \r\n \r\nMURPHY:  Well, that case is a big part of my career on the federal bench.  Paul Roney was the chief judge of the 11th Circuit in 1989, I believe.  And he called me and asked me to preside in a case in Alabama in which they disqualified one judge who had heard the case, and then disqualified most of the other judges, if not all the other judges, in Alabama from handling the case.  And it involved the vestiges of discrimination in all the public universities in Alabama.  And he asked me to preside in the case, and I did.  And ultimately we had try it.  It took six months to try it.  The order I wrote was 1,000 pages long.  The 11th Circuit reversed  well, it didnt reverse, but they remanded a portion of it.  So I had to go back six more weeks and tried that portion of the case for six more weeks.  And then I presided over the case for about 15 years, and I terminated that case two years ago this month.  It is interesting to note that the University of Alabama has the reputation of being a most segregated school as a result of Governor Wallace standing in the schoolhouse door, so to speak, at the University of Alabama when they attempted to integrate the school.  The University of Alabama is one of the most integrated universities in the South.  And they have two traditionally black universities, one at Huntsville and one in Montgomery.  I had to do a lot of work to bring those universities up to par, so to speak, in facilities and in payment of professors salaries and in getting white people into those traditionally black schools.  \r\n \r\nSHORT:  You heard the Georgia Voter ID case.  \r\n \r\nMURPHY:  Yes, I did.  \r\n \r\nSHORT:  How did that get in your court?  \r\n \r\nMURPHY:  Well, I guess one of the reasons is, a defendant in the case was the lady here in Floyd County who runs the election here.  She was one of the defendants.  And there were other defendants over the state that were named, but that gave them jurisdiction here.  I enjoined the effectiveness of the law, because it required people to pay $20 for a voter ID if they did not have a valid drivers license or some other government identification.  And we ruled that was akin to a poll tax and enjoined the operation of the law.  Then the legislature amended the law, removed that provision and requirement.  And they also ultimately adequately advertised the change in the law.  So then I denied the request for a further injunctive relief.  Thats on appeal now to the 11th Circuit Court of Appeals and was argued in the circuit about two weeks ago.  \r\n \r\nSHORT:  U.S. versus Thevis.  \r\n \r\nMURPHY:  That was a classic case.  I tried it here in 1979.  It was indicted as an Atlanta case and publicity was very high, and I moved it here.  And surprisingly, here, very few people had ever heard about that case, even though people take Atlanta papers here and listen to the Atlanta news.  I realize how diverse this state is.  So many people from this area and north of here watch the Chattanooga news rather than the Atlanta news.  So we had no problem getting a jury.  It was estimated itd take 16 weeks to try the case.  We tried it in nine weeks.  Mr. Thevis was a pornographer, and he was indicted with other people for racketeering.  And the racketeering acts involved five murders, bribery, arson.  And there were fine lawyers in the case.  And so we tried it in this courtroom, and it was a most interesting case.  Mr. Thevis had been in the penitentiary.  He escaped the penitentiary and was a fugitive for some period of time.  While he was a fugitive, there were two witnesses whose testimony the government wanted to preserve.  And I was in Atlanta taking the testimony of those witnesses and doing it in the Fulton County Courthouse, where they had the TV facilities and recording facilities, the day they found Mr. Thevis up in the northeast United States.  And by the time that word got to all the lawyers, my lawyers were deserting me that afternoon to go make sure whether or not they were hired by Mr. Thevis.   \r\n \r\nSHORT:  He got a rather long sentence for that.  \r\n \r\nMURPHY:  Yeah, he had got life plus 20 years.  \r\n \r\nSHORT:  And I imagine hes still in the . . . \r\n \r\nMURPHY:  Hes still in the penitentiary.  \r\n \r\nSHORT:  . . . federal penitentiary.  \r\n \r\nMURPHY:  Yes, he is.   \r\n \r\nSHORT:  I know that you had mentioned that you had a very interesting murder case as a private lawyer.  \r\n \r\nMURPHY:  Yes, I did.  \r\n \r\nSHORT:  And that was the Ledford case.  \r\n \r\nMURPHY:  Yes, it was.  I wont go into great detail about it, but Mr. Ledford had been in the penitentiary at Reidsville and was released.  And when he was released, he took up with a woman of the evening.  And from there, they robbed a man who was one of her customers and beat him over the head and whatnot, and put him in the trunk of the car that they had and started out West with him.  And they got over into the Dallas, Georgia, area and were pulled over by a local police officer who told the lady, Your taillights out.  And she said, Well, well go down the way here and Ill get it repaired.  So they did go down the way, but they went out in the country to a secluded area, and went back, opened the trunk.  And, of course, this gentleman had pulled the wires loose on the taillight.  But they opened the trunk, and Mr. Ledford, Hoyt Ledford, took his pistol and he was going to shoot him, and his pistol wouldnt work.  Hed bent it beating around on the poor fellows head.  And so the woman said, Well, here, use my pistol.  So she gave him her pistol, and he shot him in the ear and killed him.  And they closed the trunk door and took him out and dumped him off the mountainside near Fort Smith, Arkansas.  Some squirrel hunters found the body shortly afterwards, notified the law about that.  But in the meantime, the undertaker who owned the vehicle that they were in from Lawrenceville had notified the law his car was gone.  So a couple of Indians named Longacre, who were bounty hunters in Norman, Oklahoma, on Route 66, stopped the car and arrested them.  So our client, Hoyt, he gave about four confessions.  Anybody who would talk to him, hed confess about what hed done.  And we were defending him in Polk County down at Cedartown: Jimmy Parker, the lawyer from Cedartown, Don Howe, my partner, and I.  And our defense was insanity, which is a tough defense, incidentally.  And the only people we could find to testify about him were people who were in the penitentiary with him and his relatives.  So he had a brother who was a barber up in Chatsworth, and we called him as a witness.  And I had his brother on the stand, and I said, Mr. Ledford, in your opinion, is your brother Hoyt sane or insane.  And he says, I've thought he was crazy ever since he killed that other man. \r\n \r\n[laughter] \r\n \r\nMURPHY:  I think thats the worst  I know thats the worst answer I ever had in court.  \r\n \r\nSHORT:  Its hard to overcome that.  \r\n \r\nMURPHY:  Oh, it was bad.  \r\n \r\nSHORT:  The crematory case.  \r\n \r\nMURPHY:  That was a novel case, a most interesting case, that involved a crematory up here in Walker County, where the crematory did not cremate bodies, but stored them around over the properties.  And there were hundreds of them, and we had a class action.  Ultimately got it all resolved, but it was a very sad situation, a very strange situation.  The fellow running the crematory has been prosecuted in state court and is serving some time in the penitentiary, but we had the civil case here.  And I thought we were going to have to try it, but ultimately we got it all settled and worked out without having to try it.  But it was a very sad thing for people, very tragic thing for members of the family.  It brought back a lot of grief.  \r\n \r\nSHORT:  Has your caseload increased very much over the years?  \r\n \r\nMURPHY:  Its decreased, really.  When I first came here, my caseload  Im the first and only district judge ever signed to Rome in the federal court system.  Judges would just come and visit here for a week or two in the spring and a week or two in the fall and handle the business.  When I came, about 40% of the caseload was here, and about 60% of my caseload was in Atlanta.  And the civil caseload was running around 500 cases a year, plus the criminal caseload.  We ultimately got additional judges for the Northern District of Georgia, so my case load went down.  And for the last year or so the civil caseload has been less.  People are arbitrating their cases more, mediating their cases much more than they were.  \r\n \r\nSHORT:  Ive been curious about the impact of the demise of the federal sentencing guidelines.  Has that had an effect on . . . \r\n \r\nMURPHY:  Theyve really not been terminated.  For about 20 years, 18 to 20 years, they were mandatory.  The Supreme Court that they were not absolutely mandatory.  They are advisory, but theyre highly advisory.  And anybody whose sentenced, I have to appropriately consider the United States sentencing guidelines and determine correctly what is the sentence that the guidelines would mandate.  That is, the sentencing range that would be required.  And then Im required to give consideration to another provision of the law that speaks protection of the public, respect for the law, matters of that kind, and then impose what the court believes to be a reasonable sentence and a proper sentence.  Generally those sentences comport with the advisory of the United States sentencing guidelines.  But there are also many statues that have been passed by the Congress which require minimum mandatory sentences at least.  Some drug cases you have to sentence people to at least 10 years.  Some at least five years.  If they are subsequent or second offenders, and proper notices are given, you may have to sentence them to 20 years as a minimum.  So the discretion of a federal judge is not what people might think it is.  \r\n \r\nSHORT:  Who determines which judge hears what case?  \r\n \r\nMURPHY:  Thats an automatic thing, and its not a discretionary matter.  The clerk of the court maintains a docket system in places such as Atlanta where there are multiple judges.  And its supposed to be a blind system, and that system determines which judge gets which case.  For instance, if its a patent case, they have a system whereby each judge gets his or her share of the patent cases.  They rotate down the list.  If its an antitrust case, they have a system whereby a list is maintained.  Judge so-and-so gets the first case, Judge so-and-so gets the second case, and Judge so-and-so gets the third case, all different judges until it goes through the system.  And then it comes back and rotates over again.  \r\n \r\nSHORT:  How often do federal judges communicate with each other? \r\n  \r\nMURPHY:  Well, frequently if they have lunch together.  I dont get to visit with my colleagues nearly as much as I would if I were in Atlanta.  But when I would be in Atlanta, I would have lunch with some of them every day.  \r\n \r\nSHORT:  I mentioned to you earlier the new sentencing of life without parole and its effect on the death penalty.  \r\n \r\nMURPHY:  Yeah, we mentioned that briefly.  Particularly its a matter for talk now and thoughts now in view of the Nichols case, which has just been completed in Atlanta on the trial level.  Sentencing of life without parole, I think, is tending to do away with death penalty cases.  And I think itll do more of that in the future.  \r\n \r\nSHORT:  There seems to be a feeling among some Georgians that the wheels of justice in Georgia turn rather slowly.  \r\n \r\nMURPHY:  People may have that opinion, but if they turn slowly or they turn fast, they grind exceedingly fine.  In the federal system, things move fast.  \r\n \r\nSHORT:  What is your opinion of Georgias indigent defense system?  \r\n \r\nMURPHY:  I think its very nice and very fine that we have such a system.  Its been needed a long time.  When I began the practice of law, lawyers were appointed to represent indigent people and were not compensated.  That didnt ever both me, because I enjoyed representing the people I was appointed to represent.  And I found, for some strange reason, that in these criminal cases where you were appointed to represent indigent defendants, it seemed easier to me to win their cases than the cases of people who hired lawyers.  It may have been, for some reason, the prosecution just didnt prepare as much in those type cases.  But then they began to pay some fees on occasion.  The State legislature passed a law years ago that the counties could be required to pay up to $500 in a capital case.  I never got paid in a capital case in which I was appointed but once by a county.  And another lawyer and I were appointed to represent a man for murder.  And we tried the case, and the county paid us $200, $100 apiece.  And then I was never, ever paid any other fee by a county or the state of Georgia for representing an indigent defendant.  I was paid on a few occasions before I went on the bench for representing people by appointment in federal court.  And its a very basic thing now for people to be paid by the federal government for representing indigent defendants in this court.  Georgias long needed it.  Its not adequately funded, but it is an improvement over what did exist.  Unfortunately, cases such as the Nichols case are so expensive that it weakens the financial ability of the state with reference to other defendants across the state which have lesser cases, smaller cases, but important to them.  \r\n \r\nSHORT:  Have you enjoyed being a federal judge?  \r\n \r\nMURPHY:  Yes, I have.  Ive enjoyed being a federal judge.  I enjoyed being a state judge.  I tremendously enjoyed practicing law.  I missed the practice of law.  A lawyer can do a lot of good for people.  You can certainly help many, many people who need help badly if youre a conscientious lawyer and youre representing people rather than corporations or what you might all legal entities. \r\n \r\nSHORT:  What is the most enjoyable part of being a judge?  \r\n \r\nMURPHY:  The mental requirements, the mental exercise you get.  \r\n \r\nSHORT:  Well, whats the worst part?  \r\n \r\nMURPHY:  The worst part is piles of paper that you have to go through sometimes.  But there are things worse than that.  The difficulty of sentencing people.  Being as fair as you can and as responsible as you can.  It also results in a lonely life if youre a judge, particularly if youre a federal judge.  There is a loneliness to the job that is different from that of a lawyer.  \r\n \r\nSHORT:  What makes a good judge?  \r\n \r\nMURPHY:  A reasonable knowledge of the law, an excellent knowledge of the rules of evidence.  But more important than those two things is that you need to respect every individual with whom you deal, whether that person is a lawyer, or a party to the litigation in a civil case, or a defendant whos before you for sentencing.  And be patient and be courteous.  Those are just basic important requirements.  \r\n \r\nSHORT:  You deal with a lot of trial lawyers.  What makes a good trial lawyer?  \r\n \r\nMURPHY:  Preparation, preparation, preparation, and then ability.  A sharp mind and experience, experience and experience.   \r\n \r\nSHORT:  Well, I appreciate that.  Because if I ever need a trial lawyer, Ill know now what to look for.  \r\n \r\n[laughter] \r\n \r\nSHORT:  Times change and people change.  Has the nature of the cases you hear changed much over the years?  \r\n \r\nMURPHY:  Yes.  Yes.  When you say the nature of the cases, maybe not so much the kinds of cases, but cases themselves.  When I began the practice of law, I have seen judges in the federal court try two cases a day, criminal cases.  For instance, interstate transportation of an automobile across the state line and maybe a liquor case, try one before lunch and one after lunch.  Now, that may sound extreme, but it is not.  Ive tried cases myself that way in federal court and in state court.  I have tried as a lawyer conspiracy cases in federal court thatd take three days.  Now a conspiracy case, if you try it in a week, youre doing quite well. Most of the time itll take two weeks, 10 days.  The rules now require absolute discovery, in so far as criminal cases are concerned, so the defense lawyers know what the evidence is going to be against their client.  Also, even the defense has to disclose certain information so the government knows that information.  And so it just takes much longer to try a criminal case than it did.  Civil cases have become more complex because lawyers take more depositions and more discovery before trial and then spend more time trying the cases before a jury or before the court.  \r\n \r\nSHORT:  How is the jury selection process?  Does it differ in federal court from a superior court?  \r\n \r\nMURPHY:  It differs, yes, some.  Both are supposed to be a cross-section of the community.  The jury box for the federal system is gathered by going to the voters list for the Northern District of Georgia, the Rome Division, all the counties in the Rome Division.  And they also look at drivers license and other sources to get names of people who may not be voting.  And then theyre all by lot put into the system by computer, and then theyre drawn by computer.  In the state system, they originally came from the tax rolls.  But they come from the tax rolls and the voters rolls and otherwise.  And theyre put into what was a jury box when I was practicing the law and a superior court judge.  And then the judge would go to the county courthouse and, by lot, pull out names.  And I dont know how they do it now, but its supposed to be a cross-section also.  \r\n \r\nSHORT:  What about striking jurors?  \r\n \r\nMURPHY:  Well, all lawyers will tell you thats an art.  And the striking of jurors differs somewhat from state to state.  Here in the federal court system, each side is required to take so many strikes.  In a civil case, each side has three strikes.  And what that means is you remove three names.  People call it picking the jury.  You dont pick the jury.  What you do is eliminate people from the jury.  So we can try civil cases in this court with six people or more.  And usually I try them with eight people.  So I put 14 people in the jury box vior dire, and then have the lawyers each remove three names.  And they alternate in removing the names. And that leaves eight people left to try the case.   \r\n \r\nSHORT:  Thirty-one years on the bench.  \r\n \r\nMURPHY:  Thirty-one years on the federal bench, six-and-a-half years on the state bench.  \r\n \r\nSHORT:  Whats ahead for Judge Harold L. Murphy, retirement or more years on the bench or run for Congress?  \r\n \r\nMURPHY:  Well, Im delighted not to be running for any office.  And one of the benefits of the office I have is that, after youre ultimately appointed and confirmed, you dont have to run for office.  Im aware that one of these days Ill have to retire, take senior status.  Ive not done so because I didnt take my job looking forward to retirement.  If I werent here, Id still be practicing law, if anybody wanted to hire me.  \r\n \r\nSHORT:  Well, its preparation, preparation, preparation.  \r\n \r\nMURPHY:  Thats true.  \r\n \r\nSHORT:  If youre willing to do that, youll get hired.  \r\n \r\nMURPHY:  Yeah.  \r\n \r\nSHORT:  Well, finally, looking back over your life and your career, is there anything you would have done differently?  \r\n \r\nMURPHY:  Well, of course, there is.  I would have tried to be a better lawyer.  I would have tried to be a better person.  I enjoyed practicing law.  I enjoyed being in the public office because public service is a  part of my family history.  My parents were very public-spirited, and my familys been very public-spirited.  And so I dont know that theres really anything I would have done differently.  Probably I would have married earlier, not waited as long to marry my beautiful wife.  And I might have wound up practicing law in a larger community.  Theres more opportunity in larger communities, professionally.  \r\nAnd that Thevis case I talked about, theres a lawyer from Nashville, Tennessee, named James Neal.  I severed out one county in the Thevis case involving a lawyer from Atlanta in which they were claiming bribery.  And I tried it separately.  Took a week to try it.  Hes one of the best lawyers I've ever seen in my life.  I had a hearing here in the courtroom, took an hour or so, before the trial.  I walked back in my office and I said, I can tell you whos going to win this case, this particular facet of the case.  Mr. Neal.  And so we got through with the hearing and I said, When will you be available to try this case?  And he said, Im available anytime you want to set it down, Judge.  He said, I only take one case at a time.  Of course, he charged this fellow $100,000 for representing him.   \r\n \r\n[laughter] \r\n \r\nMURPHY:  And we tried it, and he got him acquitted.  Hes the same lawyer that represented Ford Motor Company when they indicted them for  I believe it was indicted Ford for murder in connection with a Pinto that caught fire and burned up in Kentucky.  And he defended them in that case.  Charged a million dollars for that.  But hes also the lawyer who prosecuted this big labor boss that was head of the Teamsters that somebody did away with and they never found his body.  \r\n \r\nSHORT:  Jimmy Hoffa.  \r\n \r\nMURPHY:  Yeah, Jimmy Hoffa.  He prosecuted him for jury tampering up in Tennessee.  So its a pleasure to see some of those great lawyers occasionally.  \r\n \r\nSHORT:  Yeah, Ill bet.  Why cant we use that?  \r\n \r\nMURPHY:  Well, you can.  Yeah.   \r\n \r\nSHORT:  We got it on tape, dont you? \r\n \r\nMALE SPEAKER:  If it's okay to use it I'll leave it in the show. \r\n \r\nSHORT:  Yeah.   \r\n \r\nMURPHY:  Sure.   \r\n \r\nSHORT:  Nothing wrong with that.  I mean, thats not Georgia lawyers.  \r\n \r\nMURPHY:  Its an example of a fine lawyer.  \r\n \r\nSHORT:  I meant to ask you about staff.  Im sure that you need a professional, adequate staff.  \r\n \r\nMURPHY:  I do have.  I have two law clerks.  I keep a law clerk for two years usually.  And that one leaves and another one comes for two years.  And theyve rotated through the years.  I now have a career law clerk, a young woman, whos been with me 10 or 12 years now.  A brilliant young woman.  And I have a young man whos been here now since September.  His predecessor was a young woman who was here for three years.  So basically I have two law clerks.  I have a secretary.  And I have a courtroom deputy assigned to me that handles the scheduling.  And of course, theres a court reporter who is assigned to me who takes down and the reporting of all the trials and all the conferences in my office.  \r\n \r\nSHORT:  Normally, how many trials would you have, say, in a week?  \r\n \r\nMURPHY:  Oh, in a week?  Seldom will I have more than one jury trial in a week.  But I will have a lot of guilty pleas, hearings, sentencings, conferences, in a week.  For a number of years, I was in the courtroom between 750 and 850 hours a year.  Thereve been years when I was in the courtroom a thousand hours a year.  That is a long time and a lot of time in the courtroom.  And in doing that, Im not counting any time in recess, any time for lunch.  Im talking about actual trial time.  In recent years, 200 or 300 hours a year is as much as I will spend in the courtroom, because, as Ive indicated, litigations seems to have lessened.  There are more mediations and more arbitrations.  \r\n \r\nSHORT:  How do you deal with those cases?  \r\n \r\nMURPHY:  Well, they are handled just as a regular case.  And then when the parties reach the point where they know what each sides evidence is and what each sides position is, they will agree to mediate.  And theyll meet with a lawyer whos gifted and trained as a mediator.  And the parties will be there as well as the lawyers, and they will speak separately with the mediator and some time together with the mediator and see if they cannot resolve the case by settlement.  Frequently, quite frequently, theyre successful in resolving them.  \r\n \r\nSHORT:  And those decisions stand?  Does that come back to you?  \r\n \r\nMURPHY:  It doesnt have to come back to me.  They just make the agreement and they settle the case.  And they agree on it, and they file a dismissal.  Now, if there are minors, of course, they have to come back to me and I have to approve the settlement.  If theyre minors, that is, incompetent people involved.  \r\n \r\nSHORT:  Sounds like a pretty good way to deal with a lot of cases.  \r\n \r\nMURPHY:  It is.  And lawyers have found that to be very effective. Trials are very expensive.  Preparation for trial is expensive and very time-consuming.  And then the trials are very stressful for the parties and the lawyers.  \r\n \r\nMALE SPEAKER:  Do you ever hear from the people youve sentenced?  \r\n \r\nMURPHY:  Yes.  I have letters of admiration from some people Ive sentenced.  I have people who write me and thank me for saving their life.  I have some of those Im going to give to the library, some of those letters.  Some I get a Christmas card from every year that Ive sentenced.  And some, of course  Im smart enough to know that some of them who are in the penitentiary are writing me trying to soften me up for some reason.  But some are really serious about it.  You do not have to be a snarling individual when you send somebody to penitentiary.  Its not pleasant for them.  At least you can treat them like a decent human being when you sentence them, and you dont need to call them bad names and say bad things about them.  My gosh, sentencing to serve times enough without you telling them how sorry they are and all their relatives and what a heel he is or she is.  And Ive known of judges who do that.   \r\n \r\nSHORT:  The old expression is throw the book at them. \r\n \r\nMURPHY:  Yeah.  Yes.  There are people who want everybody to be in the penitentiary except themselves and their families.   \r\n \r\nSHORT:  Yeah.  Not a nice place, is it?  \r\n \r\nMURPHY:  No.  Frankly, the people with whom you associate may be one of the worst things about being in prison.  \r\n \r\nSHORT:  Yeah, Im sure thats true.  \r\n \r\nMURPHY:  Yeah.  \r\n \r\nSHORT:  Come out worse than you went in.  \r\n \r\nMURPHY:  Yeah.  Oh, yes.  \r\n \r\nSHORT:  Im concerned about all these drug cases among young people.  \r\n \r\nMURPHY:  Well, my son is a juvenile court judge, my older son, and he agrees with what Ive said.  The problem in this country is the parents.  Its not the children.  Thats where our problems are coming from, poor parenting and no parenting and sorry parenting.  And thats the sad thing about it.  \r\n \r\nSHORT:  Do you get many drug cases?  \r\n \r\nMURPHY:  A lot of drug cases, yes.  The ones we get are big drug cases.  The United States Attorneys Office wont take minor drug cases.  But there are occasions when state people will go right to the federal authorities to get them to prosecute a case so that the person will get a lot of time in a federal prison.  And theres no parole in the federal system.  People serve about 85% of their time.   \r\n \r\nSHORT:  Is the federal attorney for this Rome Division in Atlanta?  \r\n \r\nMURPHY:  Yes.  Yes, sir.  The Northern District of Georgia sits in four places for holding court: Gainesville, Rome, Newnan and Atlanta.  The grand juries meet in Atlanta.  The United States Attorneys Office is in Atlanta, and his assistants are all in Atlanta.  And they come out and prosecute cases out in the district in the divisions.  And each court is called a division: the Atlanta Division, Newnan Division, Rome Division and Gainesville Division.   \r\n \r\nSHORT:  Does the system have,, for lack of a better word or from ignorance, an administrator?  \r\n \r\nMURPHY:  Yes, we do.  Theres a clerk of court in Atlanta, and he has deputies in Rome and Newnan and Gainesville and deputies working for him in Atlanta.  In addition to that, we have in the Northern District of Georgia what you call a court executive, district executive, and that person looks after a lot of the management matters for the court, such as renovations to courtrooms, courthouses, acquiring of certain facilities for the courts. \r\n  \r\nSHORT:  Well, youve certainly been a good person, a good lawyer, a good judge.  And I want to thank you on behalf of the Richard B. Russell Library, the University of Georgia and myself for being with us.  \r\n \r\nMURPHY:  Well, thank you.  Im honored to participate in this program.  \r\n \r\n[END OF RECORDING] \r\n \r\n \r\n "},{"id":"bcas_bcmss0837_1438","title":"\"2008-09 Enrollment and Racial Composition of the Pulaski County Special School District,\" Office of Desegregation and Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2008-12-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School integration","School management and organization"],"dcterms_title":["\"2008-09 Enrollment and Racial Composition of the Pulaski County Special School District,\" Office of Desegregation and Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1438"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["27 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_122","title":"Arkansas Department of Education's (ADE's) Project Management Tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2008-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/122"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["project management"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nDr. T. Kenneth James Commissioner State Board of Education Randy Lawson Bentonville Chair Dr. Naccaman Williams Springdale Vice Chair Sherry Burrow Jonesboro Jim Cooper Melbourne Brenda Gullett Fayetteville Sam Lerlbetter Little Rock Alice Mahony El Dorado Dr. Ben Mays Clinton Diane Tatum Pine Bluff ..r Capitol Mall Little Rock. AR 72201-1019 (501 ) 682-4475 ArkansasEd.org An Equal Opportunity Employer ARKANSAS DEPARTMENT OF EDUCATION December 29, 2008 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1 723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon . P. 0. Box 1510 Little Rock, AR 72203-1510 RECEIVED JAN OFFICE OF DESEGREGATION MONITORING Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1610 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol A venue, Suite 1800 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al., U.S. District Court No. 4:82-CV-866 WRW Everyone: By way of this letter, I am advising you that I am filing the Arkansas Department of Education's Project Management Tool for the month of December 2008 in the above-referenced case. Thank you for your attention to this matter. Please do not hesitate to contact me at (501) 682-4227 should you require additional information. Sincerely, ~c-~~ Jeremy Lasiter General Counsel cc: Mr. Scott Richardson, Assistant Attorney General UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education (Department) hereby gives notice of the filing of the Department's Project Management Tool for December, 2008. Respectfully submitted, JyC.Lasiter, Bar No. 2001-2005 General Counsel Arkansas Department of Education Four Capitol Mall, Room 404-A Little Rock, AR 72201 (501) 682-4227 jeremy.lasiter@arkansas.gov CERTIFICATE OF SERVICE I, Jeremy Lasiter, certify that on December 29, 2008, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1610 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones, III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol, Suite 1800 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENOR$ KATHERINE W. KNIGHT, ET AL INTERVENOR$ ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31 , 2008 B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of December 31, 2008 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31 , 2008 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31, 2008 E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date  Ongoing, as ordered by the Court. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued) 2. Actual as of December 31 , 2008 tila . D It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31 , 2008 G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31 , 2008 H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31 , 2008 Auditor revis ion payments for FY 07/08 at September 3, 2008 were: LRSD - $342,160 NLRSD - $185,648 PCSSD - $590,858 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of December 31 , 2008 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of December 31 , 2008 In September 2007, the Magnet and M-to-M transportation budgets for FY 07/08 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of December 31 , 2008 In April 2008, General Finance was notified to pay the second one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the third one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the first one-third payment for FY 08/09 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of December 31, 2008 In April 2008, General Finance made the second one-third payment to the Districts for their FY 07/08 transportation budget. The budget is now paid out in three equal installments. At April 30, 2008, the following had been paid for FY 07/08: LRSD - $2,802,393.34 NLRSD - $819,833.10 PCSSD - $2,255,969.00 In September 2008, General Finance made the last one-third payment to the Districts for their FY 07/08 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 07/08: LRSD - $4,460,451.00 NLRSD - $1,232,311 .77 PCSSD - $2,948,764.22 In September 2008, General Finance made the first one-third payment to the Districts for their FY 08/09 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 08/09: LRSD - $1 ,428,235.67 NLRSD - $419,360.19 PCSSD - $1 ,114,952.61 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of December 31 , 2008 5 I. FINANCIAL OBLIGATIONS (Continued) M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of December 31 , 2008 (Continued) In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. School districts should receive payment by October 1, 1998 In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program. In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001, paperwork was generated for the first payment in the 01/02 school year for the Magnet and M-to-M transportation program. In September 2002, paperwork was generated for the first payment in the 02/03 school year for the Magnet and M-to-M transportation program. In September 2003, paperwork was generated for the first payment in the 03/04 school year for the Magnet and M-to-M transportation program . In September 2004, paperwork was generated for the first payment in the 04/05 school year for the Magnet and M-to-M transportation program . In October 2005, paperwork was generated for the first payment in the 05/06 school year for the Magnet and M-to-M transportation program. In September 2006, paperwork was generated for the first payment in the 06/07 school year for the Magnet and M-to-M transportation program. In September 2007, paperwork was generated for the first payment in the 07/08 school year for the Magnet and M-to-M transportation program. In September 2008, paperwork was generated for the first payment in the 08/09 school year for the Magnet and M-to-M transportation program. 6 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of December 31 , 2008 (Continued) In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD -14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD-6. Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD-6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD- 6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001. The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two 47 passenger buses for $43,426.00 each and fourteen 65 passenger buses for $44,289.00 each. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001 , the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898. 7 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of December 31 , 2008 (Continued) In June 2002, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include five 47 passenger buses for $42,155.00 each, ten 65 passenger buses for $43,850.00 each, and one 47 passenger bus with a wheelchair lift for $46,952.00. The total amount was $696,227. In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the 65 passenger buses. In June 2004, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The price for the buses was $49,380 each for a total cost of $790,080. The buses will be distributed accordingly: LRSD - 8, NLRSD - 2, and PCSSD - 6. In June 2005, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses for the LRSD include 8 - 65 passenger buses for $53,150.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $52,135.00, and 1 - 65 passenger bus for $53,150.00. The buses for the PCSSD include 6 - 65 passenger buses for $53,150.00 each. The total amount was $849,385.00. In March 2006, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $56,810.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $54,990.00, and 1 - 65 passenger bus for $56,810.00. The buses for the PCSSD include 6 - 65 passenger buses for $56,810.00 each. The total amount was $907,140.00. In March 2007, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 4 - 47 passenger buses for $63,465.00 each, and 4 - 65 passenger buses for $66,390.00 each. The buses for the NLRSD include 2 - 47 passenger buses for $63,465.00 each. The buses for the PCSSD include 1 - 65 passenger bus with a lift for $72,440.00 and 5 - 47 passenger buses for $63,465.00 each. The total amount was $1,036,115.00. 8 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of December 31 , 2008 (Continued) In July 2007, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1 ,036,115. In March 2008, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $66,405.00 each. The buses for the NLRSD include 1 - 65 passenger bus with a wheelchair lift for $72,850.00 and 1 - 47 passenger bus with a wheelchair lift for $70,620.00. The buses for the PCSSD include 2 - 65 passenger buses for $66,405.00 each, 2 - 47 passenger buses for $65,470.00 each and 2 - 47 passenger buses with wheelchair lifts for $70,620.00 each. The total amount was $1 ,079,700.00. In July 2008, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1 ,079,700. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of December 31 , 2008 Obligation fulfilled iri FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of December 31 , 2008 Obligation fulfilled in FY 95/96. Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 9 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of December 31, 2008 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. 2. Projected Ending Date Payment due date and ending July 1, 1995. Actual as of December 31 , 2008 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of December 31 , 2008 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 10 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. (Continued) 2. Actual as of December 31, 2008 (Continued) Distribution in July 1997 for FY 97 /98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01. Distribution in August 2001 for FY 01/02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. Distribution in July 2004 for FY 04/05 was $92,500. This was the total amount due to the Magnet Review Committee for FY 04/05. Distribution in July 2005 for FY 05/06 was $92,500. This was the total amount due to the Magnet Review Committee for FY 05/06. Distribution in July 2006 for FY 06/07 was $92,500. This was the total amount due to the Magnet Review Committee for FY 06/07. Distribution in July 2007 for FY 07/08 was $92,500. This was the total amount due to the Magnet Review Committee for FY 07/08. Distribution in July 2008 for FY 08/09 was $92,500. This was the total amount due to the Magnet Review Committee for FY 08/09. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of December 31 , 2008 11 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring. (Continued) 2. Actual as of December 31, 2008 (Continued) Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. . Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01. Distribution in August 2001 for FY 01 /02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. Distribution in July 2004 for FY 04/05 was $200,000. This was the total amount due to the ODM for FY 04/05. Distribution in July 2005 for FY 05/06 was $200,000. This was the total amount due to the ODM for FY 05/06. Distribution in July 2006 for FY 06/07 was $200,000. This was the total amount due to the ODM for FY 06/07. Distribution in July 2007 for FY 07/08 was $200,000. This was the total amount due to the ODM for FY 07/08. Distribution in July 2008 for FY 08/09 was $200,000. This was the total amount due to the ODM for FY 08/09. 12 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of December 31, 2008 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 13 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31 , 2008 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31, 2008 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. 15 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31 , 2008 (Continued) In May 1998, unannounced monitoring visits were completed, and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monitoring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed, b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SAT-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement. While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request. 16 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31 , 2008 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21 , 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001. The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 17 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31, 2008 (Continued) On July 26, 2001, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11 , 2001 in room 201-A at the ADE. On October 11 , 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11 , 2002 in room 201-A at the ADE. On April 11 , 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Will ie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant . desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11 , 2002 in room 201-A at the ADE. 18 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31, 2008 (Continued) On July 18, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Dr. Charity Smith, Assistant Director for Accountability, talked about section XV in the Project Management Tool (PMT) on Standardized Test Selection to Determine Loan Forgiveness. She said that the goal has been completed, and no additional reporting is required for section XV. Mr. Morris discussed the court case involving the LRSD seeking unitary status. He handed out a Court Order from May 9, 2002, which contained comments from U.S. District Judge Bill Wilson Jr., about hearings on the LRSD request for unitary status. Mr. Morris also handed out a document from the Secretary of Education about the No Child Left Behind Act. There was discussion about how this could have an affect on Desegregation issues. The next Implementation Phase Working Group Meeting is scheduled for October 10, 2002 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from October 10. It will take place on October 29, 2002 in room 201-A at 1 :30 p.m. at the ADE. On October 29, 2002, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings with the parties to discuss possible revisions to the ADE's monitoring plan will be postponed by request of the school districts in Pulaski County. Additional meetings could be scheduled after the Desegregation ruling is finalized. The next Implementation Phase Working Group Meeting is scheduled for January 9, 2003 at 1 :30 p.m. in room 201-A at the ADE. On January 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. No Child Left Behind and the Desegregation ruling on unitary status for LRSD were discussed. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from April 10. It will take place on April 24, 2003 in room 201-A at 1 :30 p.m. at the ADE. 19 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31, 2008 (Continued) On April 24, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Laws passed by the legislature need to be checked to make sure none of them impede desegregation. Ray Lumpkin was chairman of the last committee to check legislation. Since he left, we will discuss the legislation with Clearence Lovell. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. On August 28, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The Desegregation ruling on unitary status for LRSD was discussed. The LRSD has been instructed to submit evidence showing progress in reducing disparities in academic achievement for black students and white students. This is supposed to be done by March of 2004, so that the LRSD can achieve unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2003 at the ADE. On October 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mark Hagemeier, Assistant Attorney General, discussed the Desegregation ruling on unitary status for LRSD. The next Implementation Phase Working Group Meeting is scheduled for January 8, 2004 at the ADE. On October 16, 2003, ADE staff met with the Desegregation Litigation Oversight Subcommittee at the State Capitol. Mr. Willie Morris, ADE Lead Planner for Desegregation, and Dr. Charity Smith, Assistant Director for Accountability, presented the Chronology of activity by the ADE in complying with provisions of the Implementation Plan for the Desegregation Settlement Agreement. They also discussed the role of the ADE Desegregation Monitoring Section. Mr. Mark Hagemeier, Assistant Attorney General, and Scott Smith, ADE Staff Attorney, reported on legal issues relating to the Pulaski County Desegregation Case. Ann Marshall shared a history of activities by ODM, and their view of the activity of the school districts in Pulaski County. John Kunkel discussed Desegregation funding by the ADE. 20 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31 , 2008 (Continued) On November 4, 2004, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The ADE is required to check laws that the legislature passes to make sure none of them impede desegregation. Clearence Lovell was chairman of the last committee to check legislation. Since he has retired, the ADE attorney will find out who will be checking the next legislation. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for January 6, 2005 at 1 :30 p.m. in room 201-A at the ADE. On May 3, 2005, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The PCSSD has petitioned to be released from some desegregation monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasability study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1 :30 p.m. in room 201-A at the ADE. On June 20, 2006, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. ADE staff from the Office of Public School Academic Accountability updated the group on all relevant desegregation issues. The purpose, content, and due date for information going into the Project Management Tool and its Executive Summary were reported. There was discussion about the three districts in Pulaski County seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 17, 2006 at 1:30 p.m. in room 201-A at the ADE. 21 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31, 2008 (Continued) On March 16, 2007, the ADE Implementation Phase Working Group met to review previous Implementation Phase activities. Mr. Willie Morris, ADE Lead Planner for Desegregation, reported that U.S. District Judge Bill Wilson Jr. declared the LRSD unitary and released the district from federal court supervision. It was stated that the ADE should continue desegregation reporting until the deadline for an appeal filing has past, or until an appeal has been denied. House Bill 1829 passed the House and Senate. This says the ADE should hire consultants to determine whether and in what respects any of the Pulaski County districts are unitary. It authorizes the ADE and the Attorney General to seek proper federal court review and determination of the current unitary status and allows the State of Arkansas to continue payments under a post-unitary agreement to the three Pulaski County districts for a time period not to exceed seven years. The three Pulaski County districts may be reimbursed for legal fees incurred for seeking unitary or partial unitary status if their motions seeking unitary.status or partial unitary status are filed no later than October 30, 2007, and the school districts are declared unitary or at least partially unitary by the federal district court no later than June 14, 2008. Matt McCoy and Scott Richardson from the Attorney General's Office updated the group on legal [ssues related to desegregation. The next Implementation Phase Working Group Meeting is scheduled for July 5, 2007 at 1 :30 p.m. in room 201-A at the ADE. On July 12, 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out the syllabus of the U.S. Supreme Court ruling from June 28, 2007 about the Seattle School District. The court ruled that the district could no longer use race as the only criteria for making certain elementary school assignments and to rule on transfer requests. Mr. Scott Richardson from the Attorney General's Office said that an expert was going to study the Pulaski County school districts and see what they need to do to become unitary. The next Implementation Phase Working Group Meeting is scheduled for October 4, 2007 at 1 :30'p.m. in room 201-A at the ADE. 22 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31 , 2008 (Continued) On October 11 , 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the LRSD being declared unitary and the Joshua intervenors filing a notice of appeal to the 8th Circuit Court. The LRSD and the Joshua intervenors have asked that the appeal be put on hold while they pursue a mediated settlement. Mr. Scott Richardson from the Attorney General's Office said that the LRSD had until October 31 to respond to the appeal filed by the Joshua intervenors. He said that the NLRSD was trying to get total unitary status and the PCSSD was working on getting unitary status in their student assignment. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On January 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the districts in Pulaski County seeking unitary status. The Joshua lntervenors filed a motion with the 8th U.S. Circuit Court of Appeals to overturn the ruling that gave the Little Rock School District unitary status. The Little Rock School District filed its response to the motion by the Joshua lntervenors. After the Pulaski County Special School District sought unitary status, the Joshua lntervenors requested that school desegregation monitors do a study on the quality of facilities in the district, or on the district's compliance with its desegregation plan. Judge Wilson denied the requests by Joshua lntervenors. The North Little Rock School District asked for unitary status and Joshua lntervenors objected and asked for a hearing. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2008 at 1:30 p.m. in room 201-A at the ADE. 23 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31 , 2008 (Continued) On April 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. House Bill 1829 that passed in 2007, allowed Pulaski County districts to be reimbursed for legal fees incurred for seeking unitary or partial unitary status if they are declared unitary or at least partially unitary by the federal district court no later than June 14 of 2008. Act 2 was passed in the special legislative session that started March 31 , 2008. This extends the deadline for unitary status to be reimbursed for legal fees from June 14 to December 31. Also discussed in the Implementation Phase meeting was the push by Jacksonville residents to establish a Jacksonville School District. On April 15, 2008, the PCSSD School Board voted 4-2 against letting Jacksonville leave the district. In 2003, U. S. District Judge Bill Wilson Jr., stopped an election in Jacksonville on forming an independent district. He said that taking Jacksonville out of the PCSSD would hinder efforts to comply with the court approved desegregation plan. A request by the PCSSD for unitary status is pending in federal district court. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On July 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out a news article that talked about an evaluation of the North Little Rock School District's compliance with its desegregation plan. The evaluation was done by the Office of Desegregation Monitoring (ODM), a federal desegregation monitoring office. ODM said \"NLRSD has almost no compliance issues that would hinder its bid for unitary status\". Another article said that ODM has proposed a 2008-09 budget that would allow for closing at the end of December 2008 if the school districts in Pulaski County are declared unitary before then. Each of the districts has petitioned U.S. District Judge Bill Wilson Jr. for unitary status. Another article was handed out stating that legislators, attorneys from the Attorney General's Office and representatives of the three school districts in Pulaski County have been conducting meetings to discuss ways to phase out desegregation payments. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2008 at 1 :30 p.m. in room 201-A at the ADE. 24 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of December 31 , 2008 (Continued) On October 9, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings have been taking place to prepare for the possibility that the 8th U.S. Circuit Court of Appeals upholds the ruling that gave the Little Rock School District unitary status. The LRSD has requested that for the next seven years, the three school districts in Pulaski County continue to receive the same amount of desegregation funding that they will receive this year. The LRSD also asked for restrictions on new charter schools in Pulaski County, protection from sanctions if they are in fiscal or academic distress, and a new state-funded education service cooperative in Pulaski County. In a September 17 update on the status of the PCSSD implementation of its desegregation plan, the Office of Desegregation Monitoring (ODM) stated that in some PCSSD schools, black males have suspension rates above 50%. ODM stated that \"districtwide, discipline rates continue to climb\" and black males \"have discipline rates far out of proportion to their presence in the student body.\" Issues listed in the ODM report lead them to \"suggest that PCSSD is not presently in the posture to either seek or be awarded unitary status by the district court.\" The next Implementation Phase Working Group Meeting is scheduled for January 8, 2009 at 1 :30 p.m. in room 201-A at the ADE. 25 111. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of December 31 , 2008 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of December 31 , 2008 To date, no action has been taken by the LRSD. 26 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of December 31, 2008 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of December 31, 2008 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of December 31, 2008 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of December 31, 2008 The information for this item is detailed under Section IV.E. of this report. 27 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of December 31, 2008 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 28 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of December 31, 2008 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed. 29 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of December 31, 2008 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent lettersto the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school -proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11, 2001 at 9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 30 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of December 31 , 2008 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11 , in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 31 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of December 31 , 2008 (Continued) On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 1748 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the NLRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. On October 27, 2003, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies. In July 2007, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 86th Legislative Session, and any new ADE rules or regulations. 32 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of December 31, 2008 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of December 31, 2008 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of December 31, 2008 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31, 2008 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfill ing their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 35 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31, 2008 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 36 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31, 2008 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in ADE's Monitoring Plan. In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process. The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement. The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 37 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31, 2008 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions: (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement. In February, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied. The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also schedul~d to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would: (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 38 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project ManagementTool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21 , 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January, On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 39 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11 , 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 40 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) On July 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 10, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 12, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. 41 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) On September 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 18, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 14, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 11 , 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 8, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. 42 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) On January 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 10, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 14, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 11 , 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 11 , 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 43 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31, 2008 (Continued) On May 9, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 13, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 11 , 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 8, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 12, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executi~e summary for the month of April. On June 12, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. 44 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) On August 14, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 17, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11 , 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. 45 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of December 31 , 2008 (Continued) On November 5, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 15, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 21 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 14, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 11, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 8, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 3, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. 46 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of December 31 , 2008 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase 11 - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31, 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. 47 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of December 31 , 2008 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. 48 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of December 31 , 2008 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97/98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted. 49 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of December 31, 2008 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of December 31 , 2008 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 50 VI. REMEDIATION (Continued) C. D. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of December 31 , 2008 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of December 31 , 2008 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of December 31 , 2008 The information for this item is detailed under Section VI.F. of this report. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of December 31 , 2008 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31 , 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black chi ldren. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of December 31, 2008 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu ,Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. . On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of December 31, 2008 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21 , 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff development program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of December 31 , 2008 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing , Assessment and Accountability Program (ACTAAP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD personnel through a staff development training class. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACTAAP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of December 31 , 2008 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACTAAP program , and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action ,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding , \"The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of December 31, 2008 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training, Dr. Reynolds addressed the following : 1) how to use and interpret information obtained on the direct observation form , 2) how to use this information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (i.e. , parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACT AAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing. Experts from the Data Recognition Corporation provided the training . Representatives from each district were invited to attend. On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum. This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled \"Things you can do at home to support your child's learning.\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of December 31, 2008 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training. There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September?, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, P.E. Teacher\nLisa Poteet, Speech Language Pathologist\nJane Harkey, Principal\nKathy Penn-Norman, Special Education Coordinator\nAlice Phillips, Occupation\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcri_bcri-ohpc_77","title":"Johnnie Cunningham","collection_id":"bcri_bcri-ohpc","collection_title":"Birmingham Civil Rights Institute Oral History Project Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249"],"dcterms_creator":null,"dc_date":["2008-11-19"],"dcterms_description":["Johnnie Cunningham describes growing up in Bessemer before getting involved with the Movement. She was firmly committed to selective buying and raising her children to be active as well."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-NC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Voter registration","UAB Medical Center","Civil rights movements--Alabama--Birmingham"],"dcterms_title":["Johnnie Cunningham"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Birmingham Civil Rights Institute (Birmingham, Ala.)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://bcriohp.org/items/show/77"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tws_oid16_33673","title":"Herman Seymour, 2008","collection_id":"tws_oid16","collection_title":"Crossroads interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2008-11-18"],"dcterms_description":null,"dc_format":["video/mp4","application/pdf","image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/278574660"],"dcterms_subject":["Interviews","Oral history","Memphis (Tenn.)","Civil rights","Segregation","Education","Race relations","African Americans"],"dcterms_title":["Herman Seymour, 2008"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/33673"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"kai_chm-oh_124","title":"I WAS THERE: Stephen Zucker","collection_id":"kai_chm-oh","collection_title":"Oral History Collection (Chicago History Museum)","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, Illinois, Cook County, Chicago, Grant Park, 41.87948, -87.61894","United States, Illinois, Cook County, Chicago, Lincoln Park, 41.9217, -87.64783"],"dcterms_creator":["Zucker, Stephen","Alter, Peter"],"dc_date":["2008-11-04"],"dcterms_description":["In 1968, Mr. Zucker worked for the City of Chicago as an assistant corporation counsel, a lawyer. He was involved in arrests and litigation surrounding the riots after Martin Luther King Jr.'s death, the Chicago peace march on April 27, 1968, the Democratic National Convention, and the Days of Rage in 1969. He negotiated between demonstrators and the police to avoid confrontation during the convention in Lincoln and Grant Parks."],"dc_format":["audio/mpeg","image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Chicago, Ill. : Studs Terkel Center for Oral History, Chicago History Museum","Chicago, Ill. : Chicago History Museum"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Oral History Collection (Chicago History Museum)","I WAS THERE: The 1968 Democratic National Convention Oral History Project"],"dcterms_subject":["Democratic National Convention (1968 : Chicago, Ill.)","Oral history","Interviews","Riots","Elections","Political science"],"dcterms_title":["I WAS THERE: Stephen Zucker"],"dcterms_type":["Sound","Text","StillImage"],"dcterms_provenance":["Chicago History Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://collections.carli.illinois.edu/cdm/ref/collection/chm_oh/id/124"],"dcterms_temporal":["1968"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["© 2015 Chicago Historical Society, all rights reserved","For permission to reproduce, distribute, or otherwise use this image, please visit https://images.chicagohistory.org or contact rightsrepro@chicagohistory.org."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio file: 48:49 minutes"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rogp_055","title":"Louise McBee, 03 November 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["McBee, Mary Louise","Short, Bob, 1932"],"dc_date":["2008-11-03"],"dcterms_description":["Related materials available in the following collections of this repository: M. Louise McBee Papers; M. Louise McBee Papers, Series VIII. Audiovisual Materials.","Mary Louise McBee was born on June 15, 1924, in Strawberry Plains, Tennessee. She holds degrees from East Tennessee State University, Columbia University, and Ohio State University. Prior to joining the University of Georgia, Dr. McBee taught English in the Netherlands as a part of the Fulbright Scholarship Program. McBee also taught physical education in Virginia for three years, and served as the Dean of Women at East Tennessee State University for two years before joining UGA in 1963. At UGA, Dr. McBee served as the Dean of Women, the Dean of Students, the Assistant Vice President for Instruction, and the Vice President for Academic Affairs. In 1968, she served as the Dean of Women for Chapman University's World Floating Campus program. In 1988, Dr. McBee retired from the University of Georgia and participated on an expedition to Mt. Everest. In 1991, McBee ran for a seat in the Georgia House of Representatives representing Athens-Clarke County. Representative McBee served on and chaired several committees, including the Appropriations Committee, the Retirement Committee, the World Congress Center Overview Committee, and the Women's Legislative Caucus. She was elected Head of the Education Committee and contributed to the beginnings of the HOPE Scholarship in addition to working on several House Bills related to higher education. McBee was also instrumental in supporting pension plans including the Teachers' Retirement System as well as advocating against the development of a landfill in Arcade, Georgia. After serving five unopposed terms, Representative McBee retired from the General Assembly in 2004. She has continued to serve the Athens-Clarke County community through her membership on several local organizations including the Athens League of Women Voters, the Athens-Clarke County Chamber of Commerce, the Athens-Clarke County Hospital Authority, the Salvation Army Board, the Youth Empowerment System of Athens, the Arch Foundation, and the Red Cross. She has been recognized and awarded for her services and accomplishments, such as the Outstanding Alumnae Award from Eastern Tennessee State University, the University of Georgia Blue Key Award, Athens Woman of the Year, and the Second Annual Eldridge McMillan Lifetime Achievement Award.","McBee describes her life before she moved to Athens, Georgia, when she lived in Strawberry Plains, Tennessee. McBee discusses being an educator at the University of Georgia during desegregation. She also recalls climbing Mount Everest. McBee discusses the development of her interest in politics, her election to the Georgia General Assembly, and the various committees on which she served. She specifically mentions topics such as the HOPE scholarship, vouchers, the Equal Rights Amendment, and No Child Left Behind. McBee discusses the education legislation she introduced in the General Assembly as well as her work on retirement legislation. She also discusses the importance of education in the home. She also talks about party politics, campaign finance, term limits, and female politicians in Georgia. McBee recalls interactions with Phyllis Barrow, Barbara Dooley, Tom Murphy, Zell Miller, Roy Barnes, and Cathy Cox.","Finding aid available in repository.","Interviewed by Bob Short."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["Georgia--General Assembly--House of Representatives","United States","Georgia's HOPE Scholarship Program","No Child Left Behind Act of 2001 (United States)","Women legislators--Georgia--Interviews","Women college administrators--Georgia--Athens--Interviews","Women educators--Georgia--Athens--Interviews","College integration--Georgia--Athens--History","Educational vouchers--Georgia","Equal rights amendments--United States","Educational law and legislation--Georgia","Political parties--Georgia","Campaign funds--Georgia","Women politicians--Georgia","Campaign funds","College integration","Educational law and legislation","Educational vouchers","Equal rights amendments","Political parties","Women college administrators","Women educators","Women legislators","Women politicians","Georgia","Georgia--Athens"],"dcterms_title":["Louise McBee, 03 November 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-055/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 055, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (69 min.) : sd., col."],"dlg_subject_personal":["Barnes, Roy E. (Roy Eugene), 1948-","McBee, Mary Louise","Miller, Zell, 1932-2018","Dooley, Barbara","Murphy, Thomas Bailey, 1924-2007"],"dcterms_subject_fast":null,"fulltext":"Louise McBee interviewed by Bob Short \r\n2008 November 3 \r\nAthens, GA \r\nReflections on Georgia Politics \r\nROGP-055 \r\nOriginal: video, 69 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\n \r\nDate of Transcription:  June 26, 2009 \r\n \r\nBOB SHORT:  Im Bob Short and this is Reflections on Georgia Politics sponsored by the Richard Russell Library at the University of Georgia.  Were honored today to have as our guess, Louise McBee, who is a former educator and six term member of the Georgia General Assembly.  Welcome. \r\n \r\nLOUISE MCBEE:  Thank you.  Good to be here. \r\n \r\nSHORT:  Its a long way from Strawberry Plains, Tennessee to Athens, Georgia. \r\n \r\nMCBEE:  Thats right. \r\n \r\nSHORT:  Please tell us how you got here. \r\n \r\nMCBEE:  Well, I had graduated from East Tennessee State University having been born in a little community called Strawberry Plains.  Graduated there, worked a couple years after I graduated and then went to  eventually to Columbia University and got a masters degree and then to Ohio State University and got a doctorate.  Came back to East Tennessee State and served for two years as the Dean of Women and then the Dean of Students from this institution, the Vice President for Student Affairs they were they called, came to Johnson City and wanted me to come to Georgia.  I finally agreed to do that and have been here ever since.  That would have been in 1963 and it was the best move I ever made and its been a happy life here. \r\nI was born in a little community, as I said, Strawberry Plains unincorporated.  My grandparents owned a farm there.  My father worked for American Zinc Company and I had two brothers.  As little children starting seven, eight, and nine years, we were close together.  We carried the paper for nine years in Strawberry Plains.   My dad insisted that we go up on the porch, put the paper behind the door.  We had our routes divided.  But we learned a lot of lessons.  We learned about people who pay you or people who would try to not pay you, learned to save our money.  We made 20 cents a week by carrying the paper every day to people, and in Strawberry Plains the houses were not in blocks.  You walked distances sometimes between a house for 20 cents a week.  It was in some ways, we did it for nine years, the best experience as a child you could have.  You learned to take care of your money, to save enough money to pay for the paper for the next week, thats what we had to do.  And then we would divide the  keep us a little kitty, we called it, to take care of things, but divided the money so that we could use the 10 or 15 cents a piece that we would make during the week a piece for ourselves.  We learned the people that would pay, the people who would try to avoid paying you, so on.  So it was a good experience.  We learned to take care of money and we did that, as I said, for nine years.   \r\nWe all went to school there. It was a country school.  There were 15 or 16 in my graduating class.  Only two of us went on to college out of that class.  It was not a thing that you just did then.  You elected and made preparation to do it.  I worked during the summer in Gatlinburg as a waitress in a hotel and then the next three summers I worked at Oak Ridge.  That was during the war.  You had to have college experience to work in the job.  I was with Carbine Carbon, worked all summer, lived out in Oak Ridge, and was there the nigh the atom bomb was dropped.  Having no knowledge of what an atom bomb was really, but they were selling papers as we came out of the midnight shift, saying that the atom bomb had been dropped. \r\n \r\nSHORT:  Did you know when you left for college that you wanted to be an educator? \r\n \r\nMCBEE:  Yes.  I got two degrees  I mean two certifications by my work.  I was certified to teach in elementary school.  They used to separate it.  They may do that now; I dont know, but I was certified to teach by law in the elementary school and in high school and ended up one year  I worked one year in a high school in Virginia and then came back to East Tennessee State.  They brought me back to the institution there to teach, and I stayed there three years and then went on to my masters and my doctorate.   \r\n \r\nSHORT:  What did you teach? \r\n \r\nMCBEE:  Physical education. \r\n \r\nSHORT:  Physical education.  Youre a prime example of what a good physical education  \r\n \r\nMCBEE:  Thats right.  Thats right.  \r\n \r\nSHORT:  -- major should look like. \r\n \r\nMCBEE:  Thats right.   \r\n \r\nSHORT:   You came to the University of Georgia after the crisis they had whether or not...  \r\n \r\nMCBEE:  To admit Charlene and  \r\n \r\nSHORT:  Yes. \r\n \r\nMCBEE:  Yes, that was all over and they had graduated, but the problems were not over by any stretch.  There was still some anger.  There were not many blacks on the campus, practically none.  The day I went to work I was in -- my office was in academic building that looked down on the Varsity, which at that time was a restaurant. The day I went to work the blacks, the African-Americans were marching around the Varsity because they were not allowed to go into eat, and I know being bothered by that.  And we continued to have demonstrations, small demonstrations on the campus and students on the campus  black students. \r\n \r\nSHORT:  Youve seen a lot of change here. \r\n \r\nMCBEE:  Lot of change.  Lot of change.  It was under my administration as vice-president I had put one of my assistant vice-presidents -- associate vice-presidents to work.  That was his job to try to bring more African-American students to the campus and he did. Not only the students but principally faculty, to find African-American faculty that could do the job on a college campus and try to  and I know we hired several under my administration.   \r\n \r\nSHORT:  You climbed the academic ladder here all the way to Vice-President of Academic Affairs.  \r\n \r\nMCBEE:  I did. \r\n \r\nSHORT:  That was before your campaign for the Georgia election. \r\n \r\nMCBEE:  Yeah.  Well I started  I came here as Dean of Women and then I was made Dean of Students, which is the top position in Student Affairs and has the other offices under it. I stayed in that a while and then the Vice-President for Academic Affairs asked me if I would like to come and work in his office.  We had just gotten through some of the demonstrations, the Vietnam War, Kent State killings, and I was ready to try something else having gone through that. So, having the opportunity open to me to move into Academic Affairs, I did it and stayed as an assistant and then an Associate Vice-President for Academic Affairs and then eventually Vice-President for Academic Affairs.   \r\n \r\nSHORT:  Well the academic ladder is not the only thing youve climbed.  Tell us about Mount Everest. \r\n \r\nMCBEE:  The year I retired, 1988, I had a student come to  that previous summer come to work with me in my yard to help me sod my yard and he said \"Will you help me get permission from the Chinese government to go to Mount Everest.\"  I knew he was a climber, a young guy who did a lot of climbing.  I said, Well, sure I will.  And he said, \"Well take you with us.\" I considered it just a light moment. But I did get permission for them to go to China.  It got in the paper that Dr. Sanford, who was the president, and I were going to go with them. So, without much thought  more thought about what it would be than that, we did indeed go. At that point, after we finished the climb, according to the records, I was the oldest woman who had ever gone to the base camp at Mount Everest, which was 18,000  about 18,000 feet.  It was a dangerous journey, one I never would have dreamed would be as difficult as it was, but I did okay and Dr. Sanford who was 20 years older than I was  or Im not sure of that  but much older than I was, he made it as well.   \r\n \r\nSHORT:  How did you get interested in politics? \r\n \r\nMCBEE:  My parents always voted; one was a Democrat and one was Republican and we used to  they talked about canceling out each others vote and we always knew voting  or was told it was important and that it was your public responsibility to do it and as soon as I was old enough I registered to vote   but you take on a new interest in it when you get into academic settings where the quality of legislators you get has a lot to do with the support for education. So, I had never had any intention of running but Lawton Stephens, who was in  well, was a legislator and lived here in Athens, was called to  what do you call it?  A judge. \r\n \r\nSHORT:  Superior court  \r\n \r\nMCBEE:  A judge.  And his sister called me that afternoon and told me  just she was calling about something else, that Judge Lawton had just been made a judge.  He was in the legislature and it had just happened. So I turned around, went to  as soon as I finished that conversation went to the telephone and called the paper and the radio station and said I was going to run for his office.  Some people had encouraged me to run for mayor of Athens.  They called it something else then.  City Manager or something.  But I was not interested in that. I had been out of my job at the university for a year or so. So, I just, on a whim, almost without really giving it much thought went and called and said I was going to run.   \r\nAnd then I called Phyllis Barra, who was a Democratic delegate to several of the conventions and so on, and was a friend of mine, and I called her and I said, \"Ive done this, what in the world do I do next?\"  She told me what to do.  She said \"Sit down now and call everybody you call this weekend and ask them to support you.\" It was going to be a nonpartisan election, which was good.   So, I did that.  I did exactly what she said and asked them to support me. So, I had a whole list and I set me up a committee.  Well, during the next week  to make things interesting, during the next week Barbara Dooley called me and said, \"Would you come over here and talk with me.\"  I knew just as well as anything that she was getting ready to run against me, but I went over there and she said that she had thought about it and she wanted to do that.  And she said, What do you think?  And I said, \"Well, of course Id rather you didnt but its your right and well have a good race.\" So, she got in it and so did Chester Sosbee, who was a well known, popular pharmacist at Hodgson's Pharmacy.  And so there were three of us in the race and I didnt think I had a clue -- the possibility of winning it, certainly not outright, maybe on a runoff with three people.  But I won the race with  won it without a runoff.  I got 60% of the votes, 61% of the votes. \r\n \r\nSHORT:  Thats the only time you had opposition. \r\n \r\nMCBEE:  I didnt have any opposition any time else.  And I served for 13 years. \r\n \r\nSHORT:  Thats a compliment to your service.  \r\n \r\nMCBEE:  Well, I hope so.  I really did  I gave it my all.  I enjoyed it thoroughly.  Speaker Murphy, I had heard about him and knew about him.  He was a wonderful man.  Unfortunately, not until he died did the papers and all the people who knew and admired him secretly and privately come forth.  He got criticized probably more than any politician I ever saw in the paper.  But he was a good, kind, honest man, and he was particularly sensitive to women being in the legislature and tried to help them. So, I went to see him when I first got over there.  I knew my main interest was going to be education.  He put me on the Higher Education Committee. So, I had 13 years of good service under Tom Murphy.  Well, not the last year I didnt, because he got beat.  He was defeated in his last run, the same time at my last run. \r\n \r\nSHORT:  I imagine with your background and education and your work here at the University of Georgia made you very important to the Speaker and to the leaders and the governor. \r\n \r\nMCBEE:  Well, I was only one of two at that  when I got there.  I think there may have been others later who were tied to higher education and just three or four who were actually teachers that came out of that background.  So, I was made eventually chair of higher education and certainly worked at a crucial period in higher education because it was when the HOPE Scholarship came along and we had to work with the provisions along with president  I mean Governor  who had been responsible for bringing it to bear.  You know, I cant think of the governor  \r\n \r\nSHORT:  Governor Miller? \r\n \r\nMCBEE:   Miller.  Governor Miller.  And so, it was a wonderful opportunity to work with him and later with Roy Barnes in developing and expanding and testing after each year the amount of money we spent and what we could continue to do to give students more assistance and so on.  The Hope Scholarship, in my opinion, was the best thing that happened to this state in that century.  Why?  It kept the better students in the state.  Because when they had good grades parents said \"No need for you to go to wherever, go here and go to the university, go to some college in the state.\" Secondly, it gave hope and promise to students who would have never seen it as an opportunity until -- they could make good grades but school was too expensive for them and they never saw it as an opportunity.  Once that opened up they and their parents saw it.  And so, higher education became a part of their aspiration.   \r\n \r\nSHORT:  Well since weve passed the lottery and since the people have approved it, weve spent a lot more funds on public schools  \r\n \r\nMCBEE:  Thats right.  \r\n \r\nSHORT:  -- than ever. \r\n \r\nMCBEE:  Thats right.  \r\n \r\nSHORT:  Are we getting our monies worth?   \r\n \r\nMCBEE:  Well, we still have a long way to go.  Theres some data that is really interesting to me.  It was Roy Barnes data but I expect its still accurate.  He says for every ten boys and girls that go to college  I mean that go to school, public schools, six of them finish the eighth  lets see, no  nine of them, ten of them finish the eighth grade, three of them go on to college  no, three of them go on to high school  I mean to college, and two of them finally get a degree.  \r\n \r\nSHORT:  Uh-huh. \r\n \r\nMCBEE:  So we still dont have a high percentage of  I mean they need to correct that data on it.  Ill look to be sure that Im right on that, but its one out  it amounts to about one out of ten.   \r\n \r\nSHORT:  We hear suggestions from time to time that the state should provide vouchers for students in order to attend the school of their choice.  Is that a good idea? \r\n \r\nMCBEE:  Well, in effect, they have a voucher, if they come out with a B average in high school they can go to any college in the state.  It costs more in some of them and some of the schools done admit them, but they can go somewhere in the state because private schools get it as well.  So theres no reason why if they have done the work in high school they cant go wherever they want to go and where the college will admit them. \r\n \r\nSHORT:  Ive been asked to ask you your position on ERA, Equal Rights Amendment.   \r\n \r\nMCBEE:  Well, I dont have any problem with it.  Georgia hadnt passed it yet.  Why not?  Why shouldnt there be?  Why?  Why not?   \r\n \r\nSHORT:  Lets go back for a minute to the composition of the Georgia Legislature when you were there.  According to my calculations, only 10% for the House of Representatives was female.   \r\n \r\nMCBEE:  Uh-huh.  Its a little higher now.  I think its maybe up 15, maybe  seemed like there were about 45 of us.   \r\n \r\nSHORT:  Uh-huh. \r\n \r\nMCBEE:  Forty or forty-five when I was there.   There are a few more now.  But not nearly enough.  But country wide I think its what?  About 23%.  So, aside from Arizona, we do about as well as anybody.  But its not high enough anywhere.  That was one of the things that I admired about Speaker Murphy.  He gave women leadership positions. He saw that they were listened to on bills, he put them on committees that they requested and had some expertise in, like children's and education and so on and tried to support them in their  and help them with bills.  He was a great help to women.   \r\n \r\nSHORT:  Tell us, if you will, your role in educational legislation while you were down in Atlanta. \r\n \r\nMCBEE:  Well I had four bills that are my picks for what I have  what I did while I was there.  Im going to get them so I can give you  even give you the numbers of them.  There are four that I take great pride in.  One was House Bill 202, which gave teachers credit toward retirement for unused sick leave.  No teacher in the state, man or woman, whatever, had got credit for unused sick leave when every other state employee did.  It took us two years to fund it, but Roy Barnes, Governor Barnes helped me get it funded by splitting it into two years.  But now teachers get retirement just like other state employees.  And that was something that I was really pleased to be able to do.   \r\nAnother bill was House Bill 424 which established a college saving plan.  Parents or grandparents can deposit monies, tax free, in a saving plan thats managed by the State Treasurers Office and when the student starts to college the money can come out interest free.  Theyve made interest on it but its theirs to use for that childs education. We encouraged parents and grandparents at the birth of a child, as we  as I worked for the bill, to do that, to put a little bit of money in each  into the childs plan that would be tax free so that they would be ready to go to college.   \r\nThe third bill was the one that  the work that I did with the Hope Scholarship after it had been in practice, we had used it for a while in the years that I was there, we thought it needed a study and I led the study commission bill on that.  And then a fourth bill that I worked on that not many people even knew about but probably did more for Athens than anything in terms of the environment of Athens, and it was one that  there was a person who tried to set up a landfill in Arcade.  The way it would have been there would have been a truck every three minutes coming from all over the country, brining in garbage to put in Arcade, 15 miles from Athens. I was able to work on it in the House, and with help in the Senate to stop that bill.  The bill that I wanted that  for which there was  I had the greatest disappointment was a bill that I had put in that would have put up dollar tax on every pack of cigarettes.  Why?  Because theres all kinds of data that show that the cost of the cigarette is a deterrent especially to young people.  The bill that beat it was one that the current governor had in that put a 25 or 50 cent  25 cents, I think, tax on it.  My bill would have produced over $600 million each year and could have been used for so many things, and in addition, kept young people  would have reduced teenage smoking.  So those were the things that I was  that I did in the legislature that I was most pleased with.  And I was on the Retirement Committee and on the Budget Committee and on Higher Education, and those were three that gave me an opportunity to work for the things that I knew the best and to try to bring funds into the thing that I knew the best.  \r\nThe Speaker was good in that he would try, if possible, to put you into committees where you could be the best advocate and the best sponsor and know the most about it.  And so, that was what he did for me and I feel like I did a lot for education when I was over there, and particularly for the teachers in terms of getting the same retirement that other state employees had always had, and that none of us who had worked for it got.   \r\n \r\nSHORT:  We hear a lot about our students average on the SAT scores and what is considered to be an awful dropout rate.  \r\n \r\nMCBEE:  Yeah. \r\n \r\nSHORT:  What can we do to improve those two and maybe bring them up to the national average? \r\n \r\nMCBEE:  Well, of course we all know that the best education the child gets is what he gets home starting at three years old when parents read to them, encourage them to read and start with books and keep them away from TVs and so on. So, a part of the job is to educate parents. We have particular difficulty I think with that where the parents both work and thats the situation generally in the poorest families.  Both parents work, mother has to come in, get supper, get the clothes ready for the next day and all the chores of a housewife, and not much time left to work with the children. Unless children are encouraged to read from the time  or are read to by the time theyre three years old, they say they never catch up.  Ive seen data on that.  I dont know it to be a fact but I assume since they put out as a fact that it is, that unless a child is read to starting at least by the third grade that theres a lapse there that never allows them to catch.  And when both parents work and particularly in the homes where theres not help and homes where the financial situation is not as good, thats the place where they dont get read to and they put them down in front of the TV set and they eat too much and get too much weight on them and dont learn the things that they need to learn to get through. \r\n \r\nSHORT:  How effective has Governor Millers pre-kindergarten program been? \r\n \r\nMCBEE:  Well I think great.  We know from all kinds of data that the better the student the earlier the start.  And unfortunately, at this point anyway, there are not enough of them.  Theres students in this state who are eligible for it who cant get to it, they dont have enough programs.  But the lottery money is there for it.  I dont know what the hold up on that is, but they say that there are still places that they dont have adequate pre-kindergarten. \r\n \r\nSHORT:  Going all the way back to Governor Herman Talmadge in 1948, every governor has called themselves the education governor.  Which one has come closest to being a true educational governor?   \r\n \r\nMCBEE:  Well, in my opinion, I was not here until in the 60s and I didnt know as much about it, but in my opinion, Zell Miller, because of the HOPE Scholarship.  I dont think there was anything in that century that did for this state what that did.  As I said a little earlier, it did two things.  One, it kept good students in the state.  They were going to Chapel Hill and Vanderbilt and places, but the HOPE Scholarship, when they were eligible for it, parents would say, well, you just stay here; you got that, you need to just stay here and then you can put the  money on your masters degree  and so on.   So it kept the better students in the state  good students in the state.  And secondly, it provided an emphasis and a feeling among the children who had not seen a higher education as a possibility.  It gave them hope that that was a possibility and opened the doors to more people. Theres no question about it.  Weve had  what is it now?  Over 900,000  maybe its over a million now whove gone to college on the Hope Scholarship.  And then it also encouraged students to make better grades.  The students who saw that as a way to get into college, to have help to get into college, to do well while they were in high school. \r\n \r\nSHORT:   Besides education, what were some of the other issues you were interested in when you were in the legislature? \r\n \r\nMCBEE:  Well I asked to be on the Retirement Committee because, as I said, teachers  I was the first one to get  I left the university without a retirement committee.  I was able to put that in and work for other benefits for people  teachers who were retiring.  Theres a thing going on right now that the governors behind that  its a terrible thing.  Hes trying to take that one and a half percentage that teachers get each six months, make it optional for them to get it.  Maybe you get it if theres money available.  Well, there is money in that fund.  Theres $50 billion in that fund right now.  Plenty in it but hes wanting to look at it for other things.  When its teachers money who have gone into that with that idea.  We have teachers now all over this state whove made $25,000 and $30,000; that was their salary.  Without that one and a half percent that comes in addition to their salary that comes now every six months they cant make it.  And I have  I just came here out of a meeting where we are encouraging them to write the committee thats making a decision on that, to keep them in that where they dont have  where that cant be taken away from them by the governor.   We have not had an education governor this time, unfortunately.  He has not  hes a Georgia graduate, and Im sorry I cant  I have to say that, but I must say it, that his greatest interest has not been in education. \r\n \r\nSHORT:  Getting back to your service in the House, who are some of the most effective members with whom you worked? \r\n \r\nMCBEE:  Dubose Porter, whos chair of  or he was chair of the  some of the large committees.  Bill Cummings, who himself was a teacher, the current Secretary of State -- right now his name slips me  who was in the house then and was Governor Millers floor leader.  Kathy Ash, who is still there.  Shes into her probably 18th to 20th year, Nan Orrock, those are some of the ones.  Now most of those are Democrats because I was there when the House was predominantly  House and Senate predominantly Democratic and certainly the leadership was Democratic.  Its not the case now and I dont  so I've had no opportunity to observe them in the same way that I did when I was there.   \r\n \r\nSHORT:  Did you have a mentor in the House? \r\n \r\nMCBEE:  I guess Bill Cummings.  He had been there 20 years.  He was a teacher.  He was chair of the Education Committee and I served as vice-chair of it with him.  He  and he particularly knew public education more than higher education. There were only  there were just two of us that were from higher education in the whole Senate, the whole House  the whole Senate and House.  There were just two people from higher education.  I was one and an African- American from Atlanta, who was at one of the black colleges. We were the only two that represented higher education.   \r\n \r\nSHORT: You were also on the Appropriations Committee. \r\n \r\nMCBEE:  Yep.  And I fought in that for education.  That was first and foremost my whole time over there was to do what I could for education.  And unfortunately, thats  that has slowed down some in recent years, and not to our credit.  Not to the credit of the  of the leadership.  Education is job one for  if were going to have a good state.  Its job one.  Were just not putting the money and the interest and the time on it that it deserves. \r\n \r\nSHORT:  The local school boards seem to be concerned about the governors order to spend 65%, at least, of the state appropriations in the classroom.  Is that a good idea? \r\n \r\nMCBEE:  Well, I would want to see the  I have not seen the details of it.  Im pleased that hes interested in putting more money and emphasis on education.  I have not been pleased thus far with what has been done under the current Secretary of Education, Cathy Cox.  I think  I dont know much  I dont know how much of it is interference from other areas but it doesnt seem to me that she has had the freedom and the energy, the direction or whatever is needed to move us forward in education.  We dont  were not graduating enough of the people who start in the first grade. Until we keep them through and graduated from high school, students  students who dont graduate from high school cant get jobs. We can never raise the level of this state without working with those people and more deliberately and putting enough emphasis on it that during their  around the 7th and 8th grade and freshmen is when we lose them. Theyll stay that long and then they pull out. We just cant  the state cant move up with its about  what?  Arent we about 45% black? A lot of that happens in the black community.  They drop out and go to work.  Ive just been in a meeting where weve been talking about that and where if we could keep them in the technical colleges where they could learn a trade or some way to make a good living.  Plumbers, electricians, those people make as much  make more than teachers. If we could keep those students in until they were eligible to get into the technical schools, they could go even though there are college  there are college level courses they can take now in the technical college, which I thought was a mistake.  But its done so its there.  But there are also the technical roots they can then take where they can learn to be plumbers and electricians in areas that dont demand high academic skills but where theres a good wage that goes with it when they get trained in those areas. \r\n \r\nSHORT:  Has the Federal No Child Left Behind pact been effective? \r\n \r\nMCBEE:  All Ive heard about it, it sounds good, but I dont know anything its done.  I have not seen any data that show its been effective.  \r\n \r\nSHORT:  Talking about the Appropriations Committee, are you familiar with The Green Door? \r\n \r\nMCBEE:  Well, I always heard about it but it was not one I was every behind or even knew where it was.   \r\n \r\nSHORT:  Really. \r\n \r\nMCBEE:  I heard Paul Broun was supposed to be on it and he was from Athens.  I dont know that I ever asked him about it.  I guess if I had he would have certainly told me.  I thought it was more kind of a charm and mystique or something than it was  I knew that there was a meeting after we did appropriations and so on and there was always one up in one of the large meeting rooms and anybody could go and sit around the edge and try to hear what they were talking about and what they were saying, and I use to do that, just to show them that I was there and that I was interested in what they were putting on higher education.   But if there is indeed any kind of a room  a green room where the final decisions are made I never saw it.   But it could be  I think its maybe another room  maybe has a different color now but they  still call it green because in the time I was over there I dont remember seeing any green door.  \r\n \r\nSHORT:  It seems that the General Assembly spends a lot of time on appropriations considerations. \r\n \r\nMCBEE:  They do. \r\n \r\nSHORT:  And you were on that committee.  Tell us how the State Legislature appropriates our money. \r\n \r\nMCBEE:  Well there are subcommittees that look at  you know, at different parts of it, that look at county governments and city governments and universities and public schools and different committees handle those and then it all comes back -- funnels back in later to a full committee. A lot of attention is paid to that because no one can  no one can know the full budget.  You have to put people  the chairs of those committees who know about it and can make wise decisions. Then they appear before the full committee and make their case and I dont have any particular problem with how those things are done.  I think sometimes its changed after its been put together.  I mean when you think its been put together it gets changed that I object to  or objected to the green door, glass door, green door, whatever kind of door it was that have final say.  And I remember the one who had a lot on that is now in prison. The guy from Augusta. \r\n \r\nSHORT:  Charles Walker. \r\n \r\nMCBEE:  Charles Walker.  He was the chair in the Senate and very powerful. What he said went and I remember that last year he was there and I was on the committee and how he would roar into the room and make pronouncements.  As it turned out, you know, he was not completely ethical in his own private life and he appealed to be let out early not too long ago but it was denied.  I think we have three in prison right now from the legislature.  Hes one of them.  The other guy was  I had his name in some of my notes  was from the same town. \r\n \r\nSHORT:  Robin Williams. \r\n \r\nMCBEE:  Robin Williams, thats one.  And then there was one that was put in this past year just as an  African-American from there in Atlanta. \r\n \r\nSHORT:  Ron Sailor. \r\n \r\nMCBEE:  Right. I knew all three of those. When things like that happen its  it puts a distrust in the larger population for the legislature whole when it mostly theyre good, honest people who want to do whats right. So, Im for locking them up and keeping them there.  Im angry enough at what they do to disillusion the public about it.  Because a lot of people who are on those committees work long and hard and are honest and want to do whats right.   \r\n \r\nSHORT:  How did you look at lobbyists? \r\n \r\nMCBEE:  Well, I knew a lot of good people were over there and gave  were able to give you good information and I went to some of them when I didnt understand things. They stayed  most of them anyway -- well informed about different bills and so on.  I didnt ever have one influence me.  Ive had some talk to me but not in an effort to persuade me to vote a certain way.  Theyve asked me why I took certain stands on it and would I consider doing something else and  but they were always  most of them were past students at the university. Thats what I found when I was in the legislature that most of them, they knew me and I knew them.  A lot of them called me Dean McBee because they had been students here when I was a dean.  It made it easier to work with them having known them as a student and there having known me and we respected each other and it was a large percentage of Georgia graduates in the legislature.   \r\n \r\nSHORT:  The university has been very fortunate over the years to have some strong representation -- \r\n \r\nMCBEE:  Thats true. \r\n \r\nSHORT:  -- over there, including you.   \r\n \r\nMCBEE:  Starting way  starting way back with  \r\n \r\nSHORT:  Chapel  \r\n \r\nMCBEE:  Chapel Matthews, and then of course with Paul Brown, who was there thirty  what?  33 years? Part of that was while I was there.  The one who now has certainly, in terms of years, a status is Keith Heard.  He doesnt live in Athens which limits his influence.  I thought you were supposed to live in the town where you serve but maybe thats not the rule.  I dont know.   \r\n \r\nSHORT:  In the district. \r\n \r\nMCBEE:  Or in the district.  Well  \r\n \r\nSHORT:  That brings up an interesting thing that to me at least is reapportionment. \r\n \r\nMCBEE:  Yeah. \r\n \r\nSHORT:  Weve had several reapportionments and each time theres always some sort of confusion and opposition. \r\n \r\nMCBEE:  Its the most political, in my book, degrading, dishonest thing that goes on.  What does it do?  For example, the smallest town in Georgia is Athens and it split it.  Ralph Hudgens did it.  Why did he do it?  I dont know.  Hes never given me a good explanation.  He said he thought it strengthened the city.  Well how do you strengthen it? He took the reapportionment away from Madison County, said it was not best for them, but then he divided Athens.  I thought it was so he could get tickets to the football game.   \r\n \r\nSHORT:  Is it fair to say that our legislative districts have been drawn to protect parties... \r\n \r\nMCBEE:  Thats right.  No question. \r\n \r\nSHORT:  ...and for racial reasons rather than binding communities together -- \r\n \r\nMCBEE:  No question.  \r\n \r\nSHORT:  -- that seem to be falling apart.  \r\n \r\nMCBEE:  Why would you split Athens for any reason other than to afford you a seat in it so it would give you leverage?  No reason at all.  A lot of the -- some states do it different.  Iowa is one state I believe that does it different.  I dont know whether I put in a bill  I think I maybe did put in a bill.  I wanted it so much to be some kind of a citizens committee that would work with the legislature.  I dont know -- I dont think the committee  Im pretty sure I had the bill drawn. Whether it ever got  it didnt get out of committee if I did.  But to stop that kind of unfair, unjust, wrong kind of things like splitting Athens, the smallest town in the state for no reason, for no reason other than political reasons. So, and Im sure there would be some that go on even if you had Citizens Committee, but I believe it would be limited.   \r\n \r\nSHORT:  Uh-huh.  Getting back to Louis McBee, you decided in 1994 not to run again. \r\n \r\nMCBEE:  Right.  Two reasons.  I had family problems in Tennessee where I needed to be free to go back there and see about them.  Then I saw that it was going Republican; I knew I would lose my chair, my position on higher education, and so, those were the two things that entered into it.   \r\n \r\nSHORT:  Now, speaking of going Republican, Id like to ask you a question or two about party politics.   \r\n \r\nMCBEE:  Okay. \r\n \r\nSHORT:  As we all know, the Republican party has now taken control of the legislature.   \r\n \r\nMCBEE:  Right. \r\n \r\nSHORT:  And the governors office.   \r\n \r\nMCBEE:  Right. \r\n \r\nSHORT:  What happened?   \r\n \r\nMCBEE:  Well, I really dont know.  But thats when I left dodge, as they say, because I knew that things were going to  going to turn and that I would lose my chair and not be able to do as much.  And as I said, and because of personal problems.  But I think were going to see a shift back to a more balanced party this next year.  I dont think the Democrats will take over but I think there will be more of them there.  I may be wrong.  Well know day after tomorrow.  But what interested me this year, and Ive asked several people and they have no explanation, why so few had opposition.  Not a one of ours had opposition.  Well I guess  I know Keith didnt and the other one didnt.  Well I dont think any of them did.  Yeah, Kauser, a womans running against him.  Thats right.  Kauser, you know, the senator had opposition, not formidable opposition I dont think, but opposition.  But why dont they run?   One, its costly.  When I ran the first time in 19-- was it 91 or whatever? I put up $15,000  well when Barbara Dooley got in it I knew she would raise a lot more money and I finally raised 35,000 but I didnt spend it all.  Now they tell you up front you got to raise a $100,000, got to have that to start with and it will take more than that.  Well a lot of people  and that means you got to ask people for money or put your own money up.  I know one senator over there, a woman, who put $500 -- $5,000 of her own money up.  Well, you got to want it a lot to do that kind of thing. So, that was one of the reasons I backed off.  Then I saw it was going Republican and I'd lose my chair and then I had some problems in Tennessee, so all of that together, I decided to back out.   \r\n \r\nSHORT:  Some people, Democrats, believe that Tom Murphy in the House of Representatives was the key to Democratic politics in Georgia.  Do you agree with that? \r\n \r\nMCBEE:  Thats probably  thats probably true, yeah. \r\n \r\nSHORT:  With Murphy as Speaker?  \r\n \r\nMCBEE: Yeah.  But also, a difference in population trends.  Atlanta grew rapidly. Whered they come from? They didnt come from south Georgia; they came from all over the country.  I think that new mass that moved into Athens  I mean into Atlanta and Georgia, and particularly Atlanta, came with Republican leanings, and its going to be interesting.  Some people are predicting Obama will take Georgia this time.  I dont much believe he will but I think it will be closer than it would have been a few years ago.    \r\n \r\nSHORT:  Now speaking of that, politics in Georgia certainly have changed, but perhaps not as much as politics in other areas.  What do you think the Democrats need to do to regain their majority in Georgia state government? \r\n \r\nMCBEE:  Well, I dont know.  They say  Ive talked to several of them.  They think theyll take back a few seats this time.  But if youve got a Republican contingency, I mean population around you, and youve got a governor who pours money into it and other people who support people in their races.  I noticed in yesterdays paper the man who owns the Falcons had given $65,000 and it listed a whole bunch of other people.  He just happened to be the name I recognized.  Did you see that?  Where theyd given $65,000 to candidates?  \r\n \r\nSHORT:  Yes. \r\n \r\nMCBEE:  When it gets that expensive it causes people to back off on running.  And Im sorry to see that happen because it restricts people who would be good legislators.  And it tends to turn it to the wealthy or the people who have influence and tend to leave out the  more moderate and the poorer people.  \r\n \r\nSHORT:  Some disenchanted Democrats believe the state Democratic party is too urban and too dependent on minority and labor support.  Do you agree with that? \r\n \r\nMCBEE:  Well, its probably pretty accurate. A lot of people are concerned about what Obama will do if hes elected in terms of the people who will have elected him and what the expectations there are from those people.  Some people, particularly Republicans, are very concerned about what will happen to the country with  Im  hoping he will have a proper perspective on it and wont be  try to make too many changes too rapidly.  But there are some people that thing that hell be -- that hes a risk because of that, because of his promises to make life better for people who are poorer and many of those, or in this state anyway, are the black, but well just have to wait and see on that.  \r\n \r\nSHORT:  Now many states require party registration to prevent cross over voting.  \r\n \r\nMCBEE:  Uh-huh. \r\n \r\nSHORT:  Should we do that in Georgia? \r\n \r\nMCBEE:  I dont have any problem with that.  I believe you ought to vote on  for what you consider to be the best person and make party less of an issue than it is.  I know that that doesnt sound like somebody whos run as a party person, because you have to, but I wouldnt have any problem with  and I vote  I cross party lines to vote.  I vote for Republicans as often as I do Democrats.  I voted for Republican presidents.  I try to vote for the person that I think is the best for the country and I know that thats not strong political ties but thats the way  thats the way I do it anyway. \r\n \r\nSHORT:  Do you believe in term limits? \r\n \r\nMCBEE:  Im torn on that.  Generally I do.  I think they should be lengthened maybe to  not just ten years.  You know, we got people  that guy thats been stealing us blind in  Washington that they just sent home, you know, has been up there 27 years or something.  Thats too long I think.  If you had a procedure where you didnt rotate them all out at the same time, I mean, youd have to get some kind of  pattern to keep the people with experience  some experience in, but I think that some limit on it might be good. \r\n \r\nSHORT:  But you agree theres power in incumbency? \r\n \r\nMCBEE:  Yeah.  Yeah, theirs is.  Theres no question.  No question.   \r\n \r\nSHORT:  Some people think that one reason the Republican party in Georgia has been successful is the quality of candidates.   \r\n \r\nMCBEE:  Well, maybe I look too hard but I dont have to look very far to find a few Republicans that I dont think were good choices.  I think our  of course, and hes the first Republican weve had in  the current governor is the first  Republican weve had.  I believe people will  there will be a Democrat the next time.   \r\n \r\nSHORT:  Uh-huh.  Well, back to Louise McBee.  Very wonderful, academic and political life.   \r\n \r\nMCBEE:  Well thank you. \r\n \r\nSHORT:  Did you ever think of seeking higher office? \r\n \r\nMCBEE:  No.  No.  No, I didnt.  No.  One, the cost of it, the  I look at Jim Martin whos a good friend of mine.  I sat in front of him for 13 years and on vote and policies that I was not sure on I discussed them with him.  Hes a good man.  He is really a good man.  I see the punishment hes had to take to be  have his life criticized when hes been so good.  Of course hes criticizing his opponent at the same time.  I never did have to do any of that when I was running and I dont think I would do it if I were running, but I dont like that part of it where they tell things about the other person that if theyre not untrue theyre certainly bordering on untruth, and where theyre so unkind to the other person.  Women do that less than the men I think.  I think women are going to be increasing their running for public office.  They make good candidates because theyre conscientious, theyre generally more honest.  If theres been any dishonest woman put out I dont know about it.  Has there been?  For taking money?   \r\n \r\nSHORT:  Not to my knowledge. \r\n \r\nMCBEE:  Not to my knowledge.  They certainly are more dedicated and theyre interested in things that we need to look at, like family, and home, and children, and strengthening the American fabric, and I think were going to increasingly see  its about 23% now across the country, about the same here in Georgia, of women in public office, but I think were going to see more than that going into public office and I think it will put a better quality on the total body for having them there.  Dont you? \r\n \r\nSHORT:  Yes, I do.  Yes.  If a young lady came to you today and asked your advice on getting into politics what would you tell her? \r\n \r\nMCBEE:  Well I would tell her that its a very challenging thing to do, its a costly thing to do.  It takes a lot of your time.  It sets you up for criticism that sometimes hurts.  But its a wonderful way to serve and that I hope they will consider it and do it, knowing that those things are part of the  a part of it.  Because I think where women have been elected they serve well and they perform well.  I dont think -- theres one exception to it right now that Im concerned about.  The Secretary of State, I think she has not  been as accommodating as she could have been in trying to help people get the vote.  I think its important for people that they want to vote and need to be able to vote.  And to wait 12 hours seems unnecessary to me.  She has, either because of the regulations in her office, but apparently just because of her own unwillingness to make any changes, has kept people who want to vote at very difficult circumstances, where they have to stand hours and hours and hours in trying to get other hours  the hours extended or an additional voting places.  It looks like to me that we could do that when people are wanting to vote.  \r\n \r\nSHORT:  Uh-huh.  Well, as you look back on you career, what has been your greatest accomplishment?   \r\n \r\nMCBEE:  Well I think probably in terms of public service, and all of it has been public service, whether its higher education or the legislature, in terms of the legislature, I think it was the three bills  four bills that, really three that I mentioned to you in the beginning, that I was most proud of.  Then in terms of higher education, I think it has been to have been in a position in a  primarily in a wonderful university where I had the opportunity to make it better, which I think I did in my 25 years and that I have been able to work with some of the leaders of this state and some of the best, finest young people in this state who now themselves have taken leadership positions in the state and its a source of great pride to me when I see students like Cathy Cox whos now the president of Young Harris and who was a very fine Secretary of State and then others who are over there now who  that I had an opportunity in their young life to have some influence.   \r\n \r\nSHORT: Your biggest disappointment? \r\n \r\nMCBEE:  Well, I dont know.  I think probably it was a piece of legislation that I failed to get through that I thought would have brought money into this state that could have been used in so many ways and would have stopped people from smoking.  That bill that I had put a dollar on a pack of cigarettes for tax.  I forget how much, just the 25 cent tax, how much money it made, but I think it was 600,000 a year maybe in tax money. Would one, stop students from smoking, young particularly who another dollar would just be too much for them, and so protect health but also provide money that could be used for education purposes, not be able to get that bill through. \r\n \r\nSHORT:  How would you like to be remembered? \r\n \r\nMCBEE:  As somebody who was honest, open, cared about people, and tried as best I could to do what was right. \r\n \r\nSHORT:  Well, thank you very much, Louise McBee, for being our guest today. \r\n \r\nMCBEE:  Well, thank you.  Ive enjoyed talking with you. \r\n \r\nSHORT: Good, thanks.  Anything we missed? \r\n \r\nMCBEE:  No, I dont think  \r\n \r\nSHORT:  Oh, theres one thing that I didnt ask you to do which I would like to ask you now if you will is tell us about some of your extracurricular activities that has resulted in your winning all kinds of awards.  Some are education, some are community. \r\n \r\nMCBEE:  Well I won the first Regents Award for Excellence where they take you to Atlanta and its called the Eldridge McMillan trophy, but I got the first one.  That was for my work in higher education.   \r\n \r\nSHORT: You were also a Fulbright Scholar. \r\n \r\nMCBEE:  I was a Fulbright Scholar in Holland for a year.   \r\n \r\nSHORT:  What happened over there? \r\n \r\nMCBEE:  Well I taught in a [Indiscernible] a high school  a higher school. Its a higher level student  women students who were going on to university.  I taught for a year there and then went to the Holy Land during the end of the year and then traveled in a car that I bought while I was there.  A friend came over and we traveled all over Europe that next summer.  So that has to be one of the highlights to have lived a year in Europe and taught in a wonderful school.  I lived in the home of the master  of the  he was the harbor master of Rotterdam, which is the largest  was then, I guess it still is the largest port in the world.  Then climbing to 18,000 on Everest is something that at least the data that I have seen, theres no woman beyond that high on Everest yet.   \r\n \r\nSHORT:  You still do a lot of physical activity. \r\n \r\nMCBEE:  Yeah, I do.  I do.  I was  I played tennis  I was still playing tennis on a team until when that car hit me and knocked me down in the shopping center.  It messed up my rotator cuff and I cant  I cant do it any more.  The doctor said it was too bad shape.  I cant raise my arm enough to hit a ball down.  But  \r\n \r\nSHORT:  But you do like  you do  \r\n \r\nMCBEE:  But I walk two miles every day and work in my yard. \r\n \r\nSHORT:  You like water canoeing. \r\n \r\nMCBEE: Yeah, well I  yeah, Ive gone several times down the Chattooga.  You ever done that? \r\n \r\nSHORT:  You know thats my home area. \r\n \r\nMCBEE:  Well, Ill tell you its exciting. \r\n \r\nSHORT:  Yes, it is. \r\n \r\nMCBEE:  Yeah, Ive gone down that half a dozen times.  Then I went down the Colorado River on a raft.  Ive traveled all over the world.  Really the only place I have not been is in the Middle East where they fight so much over there you cant find the time to go.  You know.  But other that that, Ive traveled all over the world.   \r\n \r\nSHORT:  Do you still maintain an interest in politics and -- \r\n \r\nMCBEE:  Oh yeah. Oh boy, you better believe. \r\n \r\nSHORT:  -- campaigning? \r\n \r\nMCBEE:  You ought to see how many times I contribute to their campaigns.  Thats one of the problems.  I try to help local people but the people that are running for office in Atlanta and for the legislature, they know that I was there and theyre still there so they want you to give money.  Well you can just give so much.  But yeah, oh, I stay interested in politics for sure.  I was going to look on this page that I was trying to think of things.  I think I mostly told you.  Ive had a good life. \r\n \r\nSHORT:  Well, youve certainly been successful.   \r\n \r\nMCBEE:  Had a good life.  Had a good life.  \r\n \r\nSHORT:  Youve done great things for the state of Georgia. \r\n \r\nMCBEE:  Had good parents and two good brothers and I got a lot more Im going to do.   \r\n \r\nSHORT:  Bless you. \r\n \r\nMCBEE:  Im not through.  You may want me back in five years. \r\n \r\nSHORT:  Yeah, of course.  Well youre very well respected and have done great things for the state of Georgia. \r\n \r\nMCBEE:  Well I appreciate it.  But the states been good to me.  When they wanted me to come to the University of Georgia I said no, and the guy that -- Dr. Sorrells came up there and he said well at least let us bring you down there one day.  You know why I got this on dont you? \r\n \r\nSHORT:  Yeah, you told us. \r\n \r\nMCBEE:  Yeah. \r\n \r\nSHORT:  Yeah.   \r\n \r\nMCBEE:  I said, \"Well I will come down there.\"  So I came and met all the staff and so on and  but when I went back I said I dont know, but I agreed to take it.  Well, after I got back I thought Im just not going to do it, I dont want to leave here. So, I had been meaning to call the paper and I mean say Im going to write up a reason why Im not, and it came out that I had been appointed and so I got to  and I cried all the way down here but the minute I got unpacked, from then on it was pure sunshine. \r\n \r\nSHORT:  Well that's wonderful.   \r\n \r\n[END] \r\n \r\n "},{"id":"bcas_bcmss0837_99","title":"Arkansas Department of Education's (ADE's) Project Management Tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2008-11"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/99"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["project management"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nDr. T. Kenneth James Commissioner State Board of Education Randy Lawson Bentonville Chair Dr. Naccaman Will iams Springdale Vice Chair Sherry Burrow Jonesboro Jim Cooper Melbourne Brenda Gullett Fayetteville Sam Lerlbetter Little Rock Alice Mahony El Dorado Dr. Ben Mays Clinton Diane Tatum Pine Bluff - ur Capitol Mall ttle Rock, AR 72201 -1019 (501 ) 682-4475 ArkansasEd.org An Equal Opportunity Employer ARKANSAS DEPARTMENT OF EDUCATION November 26, 2008 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0 . Box 1510 LittleRock, AR 72203-1510 9NIH011NOW NOl1V93H93S30 ~O 33H~O 800Z T -- J.::: J 031\\13~31:1 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al., U.S. District Court No. 4:82-CV-866 WRW Everyone: By way of this letter, I am advising you that I am filing the Arkansas Department of Education's Project Management Tool for the month of November 2008 in the above-referenced case. Thank you for your attention to this matter. Please do not hesitate to contact me at (501) 682-4227 should you require additional information. Sincerely, ~C-~~ Jeremy Lasiter General Counsel cc: Mr. Scott Richardson, Assistant Attorney General ECEIVED [:: - 1 2008 OFFICE OF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. LR-C-82-866 WR\\V PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education (Department) hereby gives notice of the filing of the Department's Project Management Tool for November, 2008. Respectfully submitted, C. Lasiter, Bar No. 2001-2005 General Counsel Arkansas Department of Education Four Capitol Mall, Room 404-A Little Rock, AR 72201 (501) 682-4227 jeremy.lasiter@arkansas.gov CERTIFICATE OF SERVICE I, Jeremy Lasiter, certify that on November 26, 2008, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 LittleRock,AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones, III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol, Suite 1800 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of November 30, 2008 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued) 2. Actual as of November 30, 2008 - eafG lated:a ,f),cto.b~fj*2~fgij It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 ,_a~e\u0026lt;lontn~j r:i ,. [FY o uby. '~ ~ ~~~J~:11.!ELIB\u0026gt;:J G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 Auditor revision payments for FY 07/08 at September 3, 2008 were: LRSD - $342, 160 NLRSD - $185,648 PCSSD - $590,858 .e5Lcm)~J~nL(?rl1}a_tJ_~!JAVa~a_ 08/0%_ subject to c.adi 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of November 30, 2008 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of November 30, 2008 In September 2007, the Magnet and M-to-M transportation budgets for FY 07/08 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of November 30, 2008 In April 2008, General Finance was notified to pay the second one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the third one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the first one-third payment for FY 08/09 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of November 30, 2008 In April 2008, General Finance made the second one-third payment to the Districts for their FY 07/08 transportation budget. The budget is now paid out in three equal installments. At April 30, 2008, the following had been paid for FY 07/08: LRSD - $2,802,393.34 NLRSD- $819,833.10 PCSSD - $2,255,969.00 In September 2008, General Finance made the last one-third payment to the Districts for their FY 07 /08 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 07/08: LRSD - $4,460,451.00 NLRSD - $1 ,232,311.77 PCSSD - $2,948,764.22 In September 2008, General Finance made the first one-third payment to the Districts for their FY 08/09 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 08/09: LRSD - $1 ,428,235.67 NLRSD - $419,360.19 PCSSD - $1 ,114,952.61 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of November 30, 2008 5 I. FINANCIAL OBLIGATIONS (Continued) M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of November 30, 2008 (Continued) In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. School districts should receive payment by October 1, 1998 In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program. In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001 , paperwork was generated for the first payment in the 01/02 school year for the Magnet and M-to-M transportation program. In September 2002, paperwork was generated for the first payment in the 02/03 school year for the Magnet and M-to-M transportation program. In September 2003, paperwork was generated for the first payment in the 03/04 school year for the Magnet and M-to-M transportation program. In September 2004, paperwork was generated for the first payment in the 04/05 school year for the Magnet and M-to-M transportation program. In October 2005, paperwork was generated for the first payment in the 05/06 school year for the Magnet and M-to-M transportation program. In September 2006, paperwork was generated for the first payment in the 06/07 school year for the Magnet and M-to-M transportation program. In September 2007, paperwork was generated for the first payment in the 07/08 school year for the Magnet and M-to-M transportation program. In September 2008, paperwork was generated for the first payment in the 08/09 school year for the Magnet and M-to-M transportation program. 6 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of November 30, 2008 (Continued) In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD -14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD-6. Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD- 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD-6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001. The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two 47 passenger buses for $43,426.00 each and fourteen 65 passenger buses for $44,289.00 each. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001, the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898.  7 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of November 30, 2008 (Continued) In June 2002, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include five 47 passenger buses for $42,155.00 each, ten 65 passenger buses for $43,850.00 each, and one 47 passenger bus with a wheelchair lift for $46,952.00. The total amount was $696,227. In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the 65 passenger buses. In June 2004, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The price for the buses was $49,380 each for a total cost of $790,080. The buses will be distributed accordingly: LRSD - 8, NLRSD - 2, and PCSSD - 6. In June 2005, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses for the LRSD include 8 - 65 passenger buses for $53,150.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $52,135.00, and 1 - 65 passenger bus for $53,150.00. The buses for the PCSSD include 6 - 65 passenger buses for $53,150.00 each. The total amount was $849,385.00. In March 2006, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $56,810.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $54,990.00, and 1 - 65 passenger bus for $56,810.00. The buses for the PCSSD include 6 - 65 passenger buses for $56,810.00 each. The total amount was $907,140.00. In March 2007, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 4 - 47 passenger buses for $63,465.00 each, and 4 - 65 passenger buses for $66,390.00 each. The buses for the NLRSD include 2 - 47 passenger buses for $63,465.00 each. The buses for the PCSSD include 1 - 65 passenger bus with a lift for $72,440.00 and 5 - 47 passenger buses for $63,465.00 each. The total amount was $1,036,115.00. 8 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of November 30, 2008 (Continued) In July 2007, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1 ,036,115. In March 2008, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $66,405.00 each. The buses for the NLRSD include 1 - 65 passenger bus with a wheelchair lift for $72,850.00 and 1 - 47 passenger bus with a wheelchair lift for $70,620.00. The buses for the PCSSD include 2 - 65 passenger buses for $66,405.00 each, 2 - 47 passenger buses for $65,470.00 each and 2 - 47 passenger buses with wheelchair lifts for $70,620.00 each. The total amount was $1 ,079,700.00. In July 2008, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1,079,700. 0. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of November 30, 2008 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of November 30, 2008 Obligation fulfilled in FY 95/96. Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 9 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of November 30, 2008 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. 2. Projected Ending Date Payment due date and ending July 1, 1995. Actual as of November 30, 2008 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of November 30, 2008 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 10 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. (Continued) 2. Actual as of November 30, 2008 (Continued) Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01 . Distribution in August 2001 for FY 01 /02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. Distribution in July 2004 for FY 04/05 was $92,500. This was the total amount due to the Magnet Review Committee for FY 04/05. Distribution in July 2005 for FY 05/06 was $92,500. This was the total amount due to the Magnet Review Committee for FY 05/06. Distribution in July 2006 for FY 06/07 was $92,500. This was the total amount due to the Magnet Review Committee for FY 06/07. Distribution in July 2007 for FY 07/08 was $92,500. This was the total amount due to the Magnet Review Committee for FY 07/08. Distribution in July 2008 for FY 08/09 was $92,500. This was the total amount due to the Magnet Review Committee for FY 08/09. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of November 30, 2008 11 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring. (Continued) 2. Actual as of November 30, 2008 (Continued) Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01. Distribution in August 2001 for FY 01/02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. Distribution in July 2004 for FY 04/05 was $200,000. This was the total amount due to the ODM for FY 04/05. Distribution in July 2005 for FY 05/06 was $200,000. This was the total amount due to the ODM for FY 05/06. Distribution in July 2006 for FY 06/07 was $200,000. This was the total amount due to the ODM for FY 06/07. Distribution in July 2007 for FY 07/08 was $200,000. This was the total amount due to the ODM for FY 07/08. Distribution in July 2008 for FY 08/09 was $200,000. This was the total amount due to the ODM for FY 08/09. 12 II. MONITORING COMPENSATORY EDUCATION A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of November 30, 2008 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 13 II. MONITORING COMPENSATORY EDUCATION (Continued) ' A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee.  Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. 15 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) In May 1998, unannounced monitoring visits were completed, and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monitoring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed, b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SAT-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement. While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request. 16 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21 , 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001. The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 17 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On July 26, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11, 2001 in room 201-A at the ADE. On October 11, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11 , 2002 in room 201-A at the ADE. On April 11, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11 , 2002 in room 201-A at the ADE. 18 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual' as of November 30, 2008 (Continued) On July 18, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Dr. Charity Smith, Assistant Director for Accountability, talked about section XV in the Project Management Tool (PMT) on Standardized Test Selection to Determine Loan Forgiveness. She said that the goal has been completed, and no additional reporting is required for section XV. Mr. Morris discussed the court case involving the LRSD seeking unitary status. He handed out a Court Order from May 9, 2002, which contained comments from U.S. District Judge Bill Wilson Jr., about hearings on the LRSD request for unitary status. Mr. Morris also handed out a document from the Secretary of Education about the No Child Left Behind Act. There was discussion about how this could have an affect on Desegregation issues. The next Implementation Phase Working Group Meeting is scheduled for October 10, 2002 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from October 10. It will take place on October 29, 2002 in room 201-A at 1:30 p.m. at the ADE. On October 29, 2002, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings with the parties to discuss possible revisions to the ADE's monitoring plan will be postponed by request of the school districts in Pulaski County. Additional meetings could be scheduled after the Desegregation ruling is finalized. The next Implementation Phase Working Group Meeting is scheduled for January 9, 2003 at 1 :30 p.m. in room 201-A at the ADE. On January 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. No Child Left Behind and the Desegregation ruling on unitary status for LRSD were discussed. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from April 10. It will take place on April 24, 2003 in room 201-A at 1 :30 p.m. at the ADE. 19 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On April 24, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Laws passed by the legislature need to be checked to make sure none of them impede desegregation. Ray Lumpkin was chairman of the last committee to check legislation. Since he left, we will discuss the legislation with Clearance Lovell. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. On August 28, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The Desegregation ruling on unitary status for LRSD was discussed. The LRSD has been instructed to submit evidence showing progress in reducing disparities in academic achievement for black students and white students. This is supposed to be done by March of 2004, so that the LRSD can achieve unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2003 at the ADE. On October 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mark Hagemeier, Assistant Attorney General, discussed the Desegregation ruling on unitary status for LRSD. The next Implementation Phase Working Group Meeting is scheduled for January 8, 2004 at the ADE. On October 16, 2003, ADE staff met with the Desegregation Litigation Oversight Subcommittee at the State Capitol. Mr. Willie Morris, ADE Lead Planner for Desegregation, and Dr. Charity Smith, Assistant Director for Accountability, presented the Chronology of activity by the ADE in complying with provisions of the Implementation Plan for the Desegregation Settlement Agreement. They also discussed the role of the ADE Desegregation Monitoring Section. Mr. Mark Hagemeier, Assistant Attorney General, and Scott Smith, ADE Staff Attorney, reported on legal issues relating to the Pulaski County Desegregation Case. Ann Marshall shared a history of activities by ODM, and their view of the activity of the school districts in Pulaski County. John Kunkel discussed Desegregation funding by the ADE. 20 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On November 4, 2004, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The ADE is required to check laws that the legislature passes to make sure none of them impede desegregation. Clearence Lovell was chairman of the last committee to check legislation. Since he has retired, the ADE attorney will find out who will be checking the next legislation. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for January 6, 2005 at 1 :30 p.m. in room 201-A at the ADE. On May 3, 2005, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The PCSSD has petitioned to be released from some desegregation monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasability study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1 :30 p.m. in room 201-A at the ADE. On June 20, 2006, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. ADE staff from the Office of Public School Academic Accountability updated the group on all relevant desegregation issues. The purpose, content, and due date for information going into the Project Management Tool and its Executive Summary were reported. There was discussion about the three districts in Pulaski County seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 17, 2006 at 1 :30 p.m. in room 201-A at the ADE. 21 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On March 16, 2007, the ADE Implementation Phase Working Group met to review previous Implementation Phase activities. Mr. Willie Morris, ADE Lead Planner for Desegregation, reported that U.S. District Judge Bill Wilson Jr. declared the LRSD unitary and released the district from federal court supervision. It was stated that the ADE should continue desegregation reporting until the deadline for an appeal filing has past, or until an appeal has been denied. House Bill 1829 passed the House and Senate. This says the ADE should hire consultants to determine whether and in what respects any of the Pulaski County districts are unitary. It authorizes the ADE and the Attorney General to seek proper federal court review and determination of the current unitary status and allows the State of Arkansas to continue payments under a post-unitary agreement to the three Pulaski County districts for a time period not to exceed seven years. The three Pulaski County districts may be reimbursed for legal fees incurred for seeking unitary or partial unitary status if their motions seeking unitary status or partial unitary status are filed no later than October 30, 2007, and the school districts are declared unitary or at least partially unitary by the federal district court no later than June 14, 2008. Matt McCoy and Scott Richardson from the Attorney General's Office updated the group on legal issues related to desegregation. The next Implementation Phase Working Group Meeting is scheduled for July 5, 2007 at 1 :30 p.m. in room 201-A at the ADE. On July 12, 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out the syllabus of the U.S. Supreme Court ruling from June 28, 2007 about the Seattle School District. The court ruled that the district could no longer use race as the only criteria for making certain elementary school assignments and to rule on transfer requests. Mr. Scott Richardson from the Attorney General's Office said that an expert was going to study the Pulaski County school districts and see what they need to do to become unitary. The next Implementation Phase Working Group Meeting is scheduled for October 4, 2007 at 1 :30 p.m. in room 201-A at the ADE. 22 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On October 11 , 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the LRSD being declared unitary and the Joshua intervenors filing a notice of appeal to the 8th Circuit Court. The LRSD and the Joshua intervenors have asked that the appeal be put on hold while they pursue a mediated settlement. Mr. Scott Richardson from the Attorney General's Office said that the LRSD had until October 31 to respond to the appeal filed by the Joshua intervenors. He said that the NLRSD was trying to get total unitary status and the PCSSD was working on getting unitary status in their student assignment. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On January 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the districts in Pulaski County seeking unitary status. The Joshua lntervenors filed a motion with the 8th U.S. Circuit Court of Appeals to overturn the ruling that gave the Little Rock School District unitary status. The Little Rock School District filed its response to the motion by the Joshua lntervenors. After the Pulaski County Special School District sought unitary status, the Joshua lntervenors requested that school desegregation monitors do a study on the quality of facilities in the district, or on the district's compliance with its desegregation plan. Judge Wilson denied the requests by Joshua lntervenors. The North Little Rock School District asked for unitary status and Joshua lntervenors objected and asked for a hearing. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. 23 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On April 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. House Bill 1829 that passed in 2007, allowed Pulaski County districts to be reimbursed for legal fees incurred for seeking unitary or partial unitary status if they are declared unitary or at least partially unitary by the federal district court no later than June 14 of 2008. Act 2 was passed in the special legislative session that started March 31 , 2008. This extends the deadline for unitary status to be reimbursed for legal fees from June 14 to December 31 . Also discussed in the Implementation Phase meeting was the push by Jacksonville residents to establish a Jacksonville School District. On April 15, 2008, the PCSSD School Board voted 4-2 against letting Jacksonville leave the district. In 2003, U. S. District Judge Bill Wilson Jr., stopped an election in Jacksonville on forming an independent district. He said that taking Jacksonville out of the PCSSD would hinder efforts to comply with the court approved desegregation plan. A request by the PCSSD for unitary status is pending in federal district court. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On July 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out a news article that talked about an evaluation of the North Little Rock School District's compliance with its desegregation plan. The evaluation was done by the Office of Desegregation Monitoring (ODM), a federal desegregation monitoring office. ODM said \"NLRSD has almost no compliance issues that would hinder its bid for unitary status\". Another article said that ODM has proposed a 2008-09 budget that would allow for closing at the end of December 2008 if the school districts in Pulaski County are declared unitary before then. Each of the districts has petitioned U.S. District Judge Bill Wilson Jr. for unitary status. Another article was handed out stating that legislators, attorneys from the Attorney General's Office and representatives of the three school districts in Pulaski County have been conducting meetings to discuss ways to phase out desegregation payments. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2008 at 1 :30 p.m. in room 201-A at the ADE. 24 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On October 9, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings have been taking place to prepare for the possibility that the 8th U.S. Circuit Court of Appeals upholds the ruling that gave the Little Rock School District unitary status. The LRSD has requested that for the next seven years, the three school districts in Pulaski County continue to receive the same amount of desegregation funding that they will receive this year. The LRSD also asked for restrictions on new charter schools in Pulaski County, protection from sanctions if they are in fiscal or academic distress, and a new state-funded education service cooperative in Pulaski County. In a September 17 update on the status of the PCSSD implementation of its desegregation plan, the Office of Desegregation Monitoring (ODM) stated that in some PCSSD schools, black males have suspension rates above 50%. ODM stated that \"districtwide, discipline rates continue to climb\" and black males \"have discipline rates far out of proportion to their presence in the student body.\" Issues listed in the ODM report lead them to \"suggest that PCSSD is not presently in the posture to either seek or be awarded unitary status by the district court.\" The next Implementation Phase Working Group Meeting is scheduled for January 8, 2009 at 1 :30 p.m. in room 201 -A at the ADE. 25 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of November 30, 2008 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 To date, no action has been taken by the LRSD. 26 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. 8. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. 27 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of November 30, 2008 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 28 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation .. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed. 29 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11 , 2001 at 9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 30 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11 , in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 31 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 1748 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the NLRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. On October 27, 2003, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies. In July 2007, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 86th Legislative Session, and any new ADE rules or regulations. 32 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1 . Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 35 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 36 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in ADE's Monitoring Plan. In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process. The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement. The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 37 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions: (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement. In February, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied. The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also scheduled to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would: (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 38 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21 , 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 39 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and. its executive summary for the month of July. On September 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 40 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On July 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 10, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 12, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. 41 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued)  2. Actual as of November 30, 2008 (Continued) On September 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 18, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 14, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 11 , 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 8, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. 42 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On January 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 10, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 14, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 11, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 43 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On May 9, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 13, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 8, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 12, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. 44 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On August 14, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 17, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11 , 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. 45 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On November 5, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 15, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 21 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 14, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 11 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 8, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. QI} Nov~m,ber .3, 20Q8, the Ai'k'pnsas State ~oar of.\u0026amp;. ~he-PMT and ,ts executive suirimary fer themontflof 0 46 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase 11 - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31 , 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NGA/COE peer team visits. 47 VI. REMEDIATION (Continued) A Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of November 30, 2008 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. 48 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of November 30, 2008 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97/98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted. 49 VI. REMEDIATION (Continued) A Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of November 30, 2008 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 50 VI. REMEDIATION (Continued) C. D. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of November 30, 2008 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERi C search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The information for this item is detailed under Section VI.F. of this report. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding train ing for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31 , 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing  achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the MEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21, 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff develo.pment program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACT MP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTMP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACT MP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACT MP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACTMP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACT MP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD personnel through a staff development training class. The workshop also covered the components of the new ACT MP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACT MP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACT AAP program , and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACT AAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding , ''The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training . Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training, Dr. Reynolds addressed the following: 1) how to use and interpret information obtained on the direct observation form, 2) how to use th is information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (i.e., parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACT AAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing . Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend. On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum. This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled \"Things you can do at home to support your child's learning .\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training. There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September 7, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, P.E. Teacher\nLis\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1797","title":"Multiple court filings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":null,"dc_date":["2008-11/2008-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)||History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education","Law","School integration","Race relations","Judicial process","History--Little Rock (Ark.)--2000-2009","School districts--Arkansas--Pulaski County","Crystal Hill Elementary School (North Little Rock, Ark.)","Arkansas. Department of Education"],"dcterms_title":["Multiple court filings"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1797"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rogp_053","title":"Erwin Mitchell, 20 October 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, 39.76, -98.5","United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Mitchell, Erwin, 1924","Short, Bob, 1932"],"dc_date":["2008-10-20"],"dcterms_description":["Mitchell discusses his childhood in Dalton and how he became interested in politics though his father's involvement in Al Smith's campaign in Whitfield County. Mitchell recalls his experiences at the Citadel, the University of Georgia, and in the Army Air Corps as a fighter pilot before returning to UGA for law school. Mitchell discusses working for the solicitor's office, being elected a Superior Court judge, and running for the House of Representatives to represent the 7th district. He talks about his work on the original Committee on Science and Astronautics and discusses his votes regarding Hawaii's statehood, the National Defense Education act, and other bills which set him apart from the rest of the Georgia delegation. Mitchell explains his decision to leave Congress in favor of returning to practice law in Dalton. He recalls the turmoil of the integration issue, the Sibley Commission and his subsequent decision to run for State Senate. Mitchell discusses the Three Governors Controversy, the University System's loss of accreditation during the Talmadge administration, and the River-Arnall and Talmadge factions of the Georgia Democratic Party. Mitchell recalls his work with the Georgia Project and discusses the health of the carpet industry in Georgia. Mitchell mentions working with Phil Landrum, Richard Russell, Carl Vinson, M.E. Thompson, Prince Preston, Bob Shaw, and Prof. Victor Zuniga.","Finding aid available in repository.","Harlan Erwin Mitchell was born in Dalton, Whitfield County, Georgia, on August 17, 1924. He attended public schools in Dalton, Georgia, and attended The Citadel in Charleston, South Carolina. He received a LL. B. from the University of Georgia School of Law in 1948. During college, Mitchell was a member of the Gridiron Honorary Society, the Sigma Alpha Epsilon Fraternity, and Delta Theta Phi Legal Fraternity. During World War II, he served as first lieutenant in the United States Army Air Corps from 1943 to 1946 and again in the United States Air Force in 1951 and 1952. Mitchell received the Air Medal with two stars and Pacific Ribbon with two battle stars. He was admitted to the bar on April 17, 1948, and commenced law practice in Dalton, Georgia. He served as solicitor general for the Cherokee Judicial Circuit from January 1, 1953 to December 31, 1956, and from January 1, 1957 to January 8, 1958, he served as a Superior Court judge in the Cherokee Judicial Circuit. In early 1958, Erwin Mitchell was elected as a Democrat to the 85th Congress to fill the vacancy caused by the death of Henderson L. Lanham (7th District) in November 1957. In 1958, Mitchell was re-elected to the 86th Congress. In total, he served from January 8, 1958 to January 3, 1961. Mitchell served as the Chairman of the House Subcommittee on Patents and Scientific Inventions, with the Committee on Science and Astronautics, and as a member of the Veterans' Affairs Committee. Although Mitchell was not a candidate for renomination to the U.S. House in 1960, he was elected State Senator (Forty-Third District: Whitfield, Gordon, and Murray counties) to the Georgia General Assembly, serving from 1960 to 1961. He did not seek re-election, however, and resumed practicing law in Dalton. In 1996, Mitchell founded the Georgia Project, a teacher exchange program for Spanish-speaking teachers in Mexico and teachers from Dalton, Georgia. In 2001, Mitchell received the National Education Association's George I. Sánchez Memorial Award for his work with the Georgia Project.","Interviewed by Bob Short.","Related materials available in the following collections of this repository: Erwin Mitchell Papers."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["United States--Army--Air Corps","United States--Congress--House","Georgia--General Assembly--Senate","United States","Georgia--General Assembly--Committee on Schools","University of Georgia--School of Law","Citadel, the Military College of South Carolina","University System of Georgia","Democratic Party (Ga.)","Georgia Project","National Defense Education Act of 1958 (United States)","Legislators--Georgia--Interviews","Political campaigns--Georgia--Whitfield County","Race relations--History","Rug and carpet industry--Georgia","Legislators","Political campaigns","Race relations","Rug and carpet industry","Universities and colleges--Alumni and alumnae","Hawaii--History","Dalton (Whitfield County, Ga.)--History","College integration--Georgia--History","Georgia","Georgia--Dalton (Whitfield County)","Georgia--Whitfield County","Hawaii"],"dcterms_title":["Erwin Mitchell, 20 October 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-053/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 053, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (82 min.) : sd., col."],"dlg_subject_personal":["Mitchell, Erwin, 1924-","Preston, Prince H. (Prince Hulon), 1908-1961","Vinson, Carl, 1883-1981","Thompson, M. E. (Melvin Ernest), 1903-1980","Landrum, Phil M. (Phil Mitchell), 1907-1990","Russell, Richard B. (Richard Brevard), 1897-1971"],"dcterms_subject_fast":null,"fulltext":"Erwin Mitchell interviewed by Bob Short \r\n2008 October 20 \r\nDalton, GA \r\nReflections on Georgia Politics \r\nROGP-053 \r\nOriginal: video, 87 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\nBOB SHORT:  I'm Bob Short, and this is Reflections on Georgia Politics sponsored by the Richard Russell Library at the University of Georgia. Our guest is Erwin Mitchell, former member of Congress, former member of the Georgia State Senate, solicitor general of the Cherokee judicial circuit, and superior court judge in the circuit. Welcome, Mr. Congressman. We are delighted to have you. \r\n \r\n ERWIN MITCHELL:  I'm delighted to be here with you Bob. I've enjoyed our preliminary memories that we've shared together. \r\n \r\n SHORT:  Good. Well, you had a full and enviable career in Georgia politics, but before we get to that, I would like to start by having you tell us a little bit about Erwin Mitchell and growing up in Dalton, and how you got interested in politics.  \r\n \r\n MITCHELL:  Alright. I was born in Whitfield County. And my father was born in Whitfield County. My grandfather was born in Whitfield County. And my great-grandfather moved here but that was about 1818 and he was a Confederate veteran and is buried at the Mitchell cemetery, which adjoins the Conasauga River, which is the dividing line of Murray and Whitfield counties. So, my roots are all here and I've managed to stay here and love it for 84 years. My father was Dwight Mitchell, a lawyer. And my uncle was John Mitchell, a lawyer. And they both attended the University of Georgia as almost all of the Mitchells that have come along since, including my family. But I say I was born in 1924 and I think most people try to reflect as to what event you an can relate to an age that you were. And you say, \"Well, Bob, you asked me how did you get into politics?\" The first thing that I can remember that relates to my age, was being with my father at the old red brick court house in Whitfield County when they were tabulating the votes between Herbert Hoover and Al Smith.   \r\n And my father was the campaign chairman for Al Smith in Whitfield County. And of course, you know, Al Smith was a Catholic and you know how that was back in those days. But I was 4-years-old at the time, and my father and my Uncle John were active and my father only had one elective office. He was mayor at one period of time and that was back during World War II, and then was asked by Governor Ellis Arnall to come to Atlanta as a part of the attorney general's office, which he did. My Uncle John became solicitor general, district attorney, and also superior court judge. So, that's sort-of the background in which I grew up. I was fortunate that I didn't have to go through the agony that the majority of young people have in determining what they want to do with their lives. I'm getting to go to the court room, with my dad and my uncle, when I was probably 9 or 10-years-old, just absorbed by the atmosphere of the court room.  So, it was all that I ever wanted to do, was to become a lawyer. And that decision was made before I was in double-digits. \r\n And, so I went to the schools in Dalton and I played a little football, played a little basketball. That's the only athletic teams we had back in those days. We had intramural track but we didn't have baseball, we didn't have golf, we didn't have the other things because the high school at that time was probably about 300 to 350. And of course it was only the eighth through the eleventh grade. And, I graduated from Dalton High School in May of 1941. Before that time, from the time I was 9 or 10-years-old, my father had carried me to bulldog football games. We always went back to --- down to Columbus for the Georgia-Auburn game. If you'll remember old Memorial Stadium down there. I think it would seat about 15 to 20,000. But we'd make that trip every year. I remember one trip when I was just a kid! When Huey Long was Governor of Louisiana, and LSU had this huge -- I think maybe it had 300 or 350 member band that they'd brought up. And, LSU just beat the devil out of us that day. But I remember walking out of the stadium and my dad's friend that was with us, his name was Ed Strain, he was right in front of me and somebody back of us yelled, \"To hell with Huey Long!\" And somebody in front of Ed turned around and knocked him flat on his -- [Laughter] -- so that was another taste of strong political feelings -- that was demonstrated very vividly to me at that time.  \r\n My father was an ardent supporter of Dick Russell. My uncle John had been a classmate of his at the University of Georgia Law School. So, you know, Senator Russell had very little opposition when he became Governor and when he went to the United State' Senate. But, we were always strong supporters and admirers of his. Gene Talmadge came along and this was not my dad's and my uncle's and my mother's cup of tea. And so we never supported Eugene Talmadge, nor did we support Herman when he came aboard. So, there were political clashes in northwest Georgia, which my family was one of the leaders on one side and others on the other. Sometimes we won, sometimes we lost. Most times we won, until people started saying, \"Well, you're always supporting the loser!\"  So, we think maybe we better join the other side, because we're not getting a lot of the fruits that come from winning in state politics back in those days.  \r\n But, I digress and move way on to Washington, where I served when Herman Talmadge was the United States Senator and became a friend and very fond of Herman personally. And, I thought much of him personally. We still didn't have a lot of political agreements, but I'm very fond of him. But that's sort of the background of my history and how I got into politics. Because it was just almost preordained by my father's influence and my uncle's influence. I headed to -- I'll say I graduated from high school in May of 1941. Of course the British were already at war, and one of the things that our family always did was, righteously, with my father and my mother we'd listen to the evening news. Always, every one of FDR's fireside chats, I heard. And, I would hear about all of the aircraft being shot down. The British aircraft and the raids over Europe back in World War II. And, of course our ships were being torpedoed by the German submarines and it was clear in my dad's mind and therefore in my mind that we were going to go to war.  \r\n So, I really knew nothing much about the Citadel till Tom came to go off to college. I'd always said, \"I'm going to be a bulldog. I'll be over in Athens as soon as I can be there.\" But, I decided to go to the Citadel and was a freshman there at the time of Pearl Harbor. I was on our intramural basketball team and our covenant commander to the armory Sunday afternoon and told us that the Japanese had bombed Pearl Harbor. Well, I didn't know where Pearl Harbor was. But it was obvious that, you know, that everything changed. We had the old M3 rifles. They came and got our rifles so they could hand them out to the draftees that were going to be coming to parade for the army.  \r\n But as soon as I finished my freshman year, the love of my life who --- we began, I guess, steady dating. You really can't date when you're in seventh grade.  But she was my girlfriend from the seventh grade on and all the way through high school. And, we sort of planned to go to college together, except there weren't any girls at the Citadel. So, she went over to Shorter. But then after my freshman year I transferred to the University of Georgia so she could transfer and we could be at the University of Georgia together. And we were.  \r\n And, those were glorious gridiron days. Frankie Sinkwich, George Poschner, Charlie Trippi. Charley Trippi is still living and I'm sure you won't remember this, but I had an ROTC class with him. And I'd been to the Citadel, and I probably knew as much about the military as our instructor did.  Charley always sat next to me, and we had a lot of conversations. And of course I can very incorrectly claim that I got him through ROTC. But, I do remember him and I remember him very fondly. After Pearl Harbor and war was declared, I applied both to the Naval Air Corps and the Army Air Corps. And that's before we had an Air Force, it was the Army Air Corps. And heard first from the Army. I was accepted and so I went ahead and signed with them. Later heard from the Navy, I don't know what I would have done if it'd been reversed. I'm sure I would've gone with the Navy. \r\n But anyway, I was too young to serve, so they just put me in the --- I don't know what they called it then, but I was just on a waiting list to get old enough so I could go in cadet training. And I did the following February. But in the mean time I'd gotten enough undergraduate credits at the Citadel and the University of Georgia that --- this is before you had to have a graduate degree to enter law school --- so when I finally got out of World War II I could go straight into the University of Georgia Law School. But, I went on into the Army Air Corps. I was first called to, I think, Montgomery, Alabama, and then they sent me down to Biloxi, Mississippi, and then to San Antonio, and then to Fort Worth, and then to Winfield, Kansas, and then to Victoria, Texas, and Mt. Agora, Allen, Texas, where I was classified as a fighter pilot and that's where I transitioned and learned how to fly a very difficult airplane to fly, and that was the old P40.  \r\n Then, I spent a little time in Moody Air Force Base at Valdosta, and mainly just waiting for delivery of latest fighter that we had, and that was the P51D at Sarasota Army Air Base. And when the P51s arrived, and they sent 18 of us down there to transition in those air craft for, as they said, operational training. And we had no idea what they had in mind for us at that time. But I remember that in addition to the 18 of us that went down there, there were 2 Iranian pilots. They were captains of the Iranian air force. What a difference now. I doubt if we would have any Iranian pilots in the air force today. But when we completed that they put us on a Pullman, and for 5 days we were on that Pullman, going from Sarasota to Seattle, Washington. And of course when they said our destination was Seattle we knew we were going to the Pacific. Then, with our air craft loaded on an escort carrier, we headed out to Honolulu with our air craft aboard. And, when we got there, then our air craft went on to Guam, which we had already taken --- acquired Guam. And they flew us to Guam to join our air craft. Then from the there, the battle of Iwo Jima was about to take place. I was not involved in the -- this was a Navy and Marine operation, the battle of Iwo Jima. But we were there waiting for -- for Iwo to be secured so that we could move in as fighter groups to escort B-29s in their rage over Japan. And that's what happened. Now, you know, I just keep going on Bob, and I think your question was, \"How you got into politics? \r\n \r\n SHORT:  Right. \r\n \r\n MITCHELL:  And I'm talking about World War II. \r\n \r\n SHORT:  Well, that's history. That's what we want. But let's talk for a minute now about your --- after service you went to the Law School at the University of Georgia. \r\n \r\n MITCHELL:  Yeah, but one thing I've got to tell you -- because we've got some old bulldogs and other researchers that have an interest in flying, I'm sure, and World War II history. But I've got to tell you about this Georgia boy's first escort mission escorting B-29s over Japan. And it was over Tokyo itself. That was my very first mission. And, what we would do is the bomber's would be in a bomber stream, and we would just fly alongside of them to protect them from any air craft that might be coming. Of course, I looked down below and there was the city of Tokyo. \r\n At that time, in order for us to do these long-range missions, the ingenuity of the air craft mechanics had devised a 163 gallon external wing tank on each of the wings of the P-51. Now the P-51 was designed for only a 75 gallon tank, and that could be operated internally, switching tanks. The 165 gallon tanks, we were told, we had to manually switch. We had to keep time as to when you were going to run out of fuel and make a switch to the other tank. And if you didn't do that, if it ran out, you might fall in vapor lock, and your engine would shut off and never start again. And there I was flying over the city of Tokyo, and all of a sudden all of my other pilots were up here and I was going down there. And everything was quiet. And I realized that my engine had stopped. But I switched over and it caught back up. \r\n But I just couldn't resist telling that story. But that was my first experience. Anyway, I finished the air force and immediately came back after I was separated. And, as a matter of fact I was separated in February of 1946, I guess it was. And the next month I went right onto law school. \r\n \r\n SHORT:  Let's stop for a minute. I want to get your -- get your mouth a little there. \r\n \r\n MITCHELL:  Talking too much! \r\n \r\n SHORT:  No, you're doing good. You're doing good. \r\n \r\n BREADEN:  Great. \r\n \r\n SHORT:  Yeah. This is what we love. Okay, so now, we've got that. Now, I'm trying -- we're trying to get you back into Dalton from the University of Georgia. You did come back to Dalton after you finished the University of Georgia. \r\n \r\n MITCHELL:  I came back to Dalton. \r\n \r\n SHORT:  And practiced law.  \r\n \r\n MITCHELL:  Yeah, after finishing law school I came back and joined my father and uncle in practicing law. The firm Mitchell \u0026 Mitchell was founded the year of my birth, 1924. And, later my older brother, who served in the Navy during World War II -- he had gone to law school before Pearl Harbor, but when the war was over he came back. He had married, and got a job with Judge Jule Felton at the court of appeals. And went to Emory and got his law degree there. And he also joined us. So, that was the foundation I had in starting the practice of law.  \r\n I'd been practicing for about, oh, less than three years when -- when I separated from service. I say separated instead of discharged because I signed on in the inactive reserve. And, you know, all you did was just get something in the mail every now and then. You didn't have any meetings and you didn't have any responsibilities, but a lot of times I wouldn't even open the mail. But this time, this one looks sort of official and I opened it. And they said, \"Lieutenant, we want you to come to Montgomery, Alabama. You're going on active duty during the Korean War.\" And so, I was recalled and --- because I'd gone to law school instead of putting me in the exotic jets that I'd never flown, they said, \"Well, we need a legal officer up in Prescal, Maine. We're just going to make you a legal officer and send you to Prescal where they have two seasons: winter and the 4th of July.  And so that's what happened. They sent me up there and I said, \"My Lord, this is a Georgia boy in this kind of weather?\" And you know, I was married then and had children and I noticed the first thing was that the houses along the roads were all right next to the roads. And I said, \"Why would people do that because of all the traffic noise?\" Of course I realized it was because of the snow. \r\n But anyway, before my family could join me, they transferred me to Wilmington, Delaware, at the New Castle Air Force Base, where I stayed until I was separated from the service in the Korean War. I spent about 16 or 17 months in the Korean War, and during that time a very fine man who became a dear friend of mine was the current solicitor general. But people were unhappy with his service. And some people were prevailing upon me to give it a shot at running. And I was in the military now, keep in mind, and my dad said, \"Well, you know, we'll help, but you've got to come home now on weekends now and do your campaigning,\" and I did that.  \r\n And while I was in JAG at New Castle Air Force Base I ran and was elected solicitor general of the Cherokee circuit, which consisted of Murray County, Whitfield, Gordon County and Bartow. That's Cartersville, Calhoun, Chatsworth and Dalton. And I was released, I guess, probably in November, about a month before my time expired. And that's because my Uncle John contacted Senator Russell, and said, \"Erwin needs a little preparation time. Get him home.\"  And so Senator Russell got me home about a month early. And that's my beginning in politics. \r\n \r\n SHORT:  So then as I recall, Henderson Lanham passed away. He was a congressman. And you decided to run for Congress. \r\n \r\n MITCHELL:  Well, before that I spent 4 years in the district attorney's office, the solicitor's office. And, the presiding judge that I worked with announced that he was not gonna run for reelection. Well, I was only 31-years-old. And, folks would say, \"Well, look, this is time for you to run. And, you've been on the circuit for 4 years.\" And I said, \"Yeah, you think I can get elected?\" \"Oh, we'll help you, we'll help you.\" And so I did run and was elected Superior Court judge at the age of 31.  \r\n And, I enjoyed that service very, very much. But, after I'd only been on the bench for a little over a year, Henderson Lanham, who was the congressman from the seventh congressional district, was killed in an automobile-train collision. And, the seat in Congress came open. And here again -- and Bob, you know, the -- every person's got a right to say no. But, all of my adventures in politics were brought on by someone else encouraging me. Literally, it was not an ambition I had, because I had no thought. I'd gotten to know Judge Lanham real well. Had great admiration for him. We were supporters of him, and I was just saddened about his death and the loss to all of us. But the folks kept coming, including some folks over where he lived, in Rome, saying, \"We want you to run.\" And I did.  And, we really had a short but rather --- rather heated contest.  \r\n A very distinguished criminal attorney named Bobby Lee Cook was one of the candidates and Judge Manning from Cobb County was the other. So we had a 3 man race. At that time the Cherokee -- the 7th District was comprised of 14 counties: Murray, Gordon, Whitfield, Catoosa, Dade, Walker, Floyd, Gordon, Bartow, Douglas, Haralson, Polk, all the way down to the --- actually below Atlanta in Douglas County and Haralson. So, I ran and I was very fortunate in that election. And won 12 out of those 14 counties. This is a time of the county unit system, as you remember.  Of course, that's another story.  \r\n \r\n SHORT:  Yeah. \r\n \r\n MITCHELL:  But anyway, I went to Washington and without -- just as happy as I could be, sitting on the bench. I love the law. Still love the law. It's been my life. But somehow I always seemed to get entangled with the political adventures. And so I began my first term, which was during the Eisenhower administration, and served with people like Lyndon Johnson, who was the majority leader. Jack Kennedy, of course both of them were vying to become the Democratic nominee, you know. Of course Richard Nixon was the vice president. Probably the greatest speaker ever was Sam Rayburn from Texas. He was the speaker of the house at that time. And, Carl Vinson from Milledgeville was the Admiral. He was known as the Admiral of our country's Navy, because he was chairman of the House Armed Services Committee. And Dick Russell, Chairman of the Senate Armed Services Committee. And at that time, Senator Talmadge had been elected. So, those are the notables that I served with, including Phil Landrum, and he may have been your Congressman. \r\n \r\n SHORT:  He was. \r\n \r\n MITCHELL:  Yeah, and he was a dear friend of mine. \r\n \r\n SHORT:  Georgia back then had a Congressional delegation that had built up a lot of seniority. \r\n \r\n MITCHELL:  Oh yes. And that we miss so much today. Because all of the military facilities that we have relate back to the Talmadge/Vinson times. But they were, you know -- they were respected not only within the Congress, but they were respected everywhere for their knowledge and their service.  \r\n \r\n SHORT:  If I remember correctly, you were on the space program. One of your committees. And that was before we went to the moon! \r\n \r\n MITCHELL:  That was when --- if you remember it was announced that, \"We're going to go to the moon.\" And the 7 original astronauts came before the --- this was the House Committee on Science and Astronautics. As a matter of fact, right over your left shoulder is a photograph of that committee and us receiving our Congressional flag. But, we had Senator Glenn and all of the other astronauts came before us. They were just --- of course, I was a kid. I was 32-years-old at the time. But, John Glenn I guess was older than I was. But he and the other 6 came and were just unbelievable. It was a fascinating experience, because I -- Overton Brooks from Louisiana was Chairman of the Committee. And, even though I'd only been there a short time, I was the fourth-ranking majority member on the committee.  \r\n And I know a trip I'll never forget. He asked me to come down to Alabama to register my arsenal. And that was the time, if you remember, we had hypothecated the one who had designed and implemented the -- what were they called? Back in World War II? The unmanned bombers that were coming from Wernher von Braun. \r\n \r\n SHORT:  Right. \r\n \r\n MITCHELL:  Was there, heading the regular arsenal and preparing us for the boosters for the space committee. And, he was really a fascinating man, and if he was anything other than a scientist, I don't think he ever was a --- not saying he was just a scientist, and this was just part of his inner being. But yes, I was on the original space committee, and I still have that interest. But those were quite remarkable days, back in the beginning. \r\n \r\n SHORT:  So you were elected to fill out the term of a former congressman, and then you were reelected for another term.  \r\n \r\n MITCHELL:  I was reelected, you know, I'd had no Democratic opposition, but I did have Republican opposition. I just --- you'll have to explain why, but I always seemed to have opposition. But I was reelected. But now, this is an oral history of, not just me, but what I observed, what was going on in Washington and in Georgia and in the world. My antennas had been really --- although interested in politics --- had been directed toward the law. When I got up there, of course, it was all politics. And, I began quickly to find out that my philosophy was probably not the prevailing philosophy in the state of Georgia. And there were things that were coming up for our vote, that I was having a struggle voting for. But for a year I did that. And I didn't like it one bit, but I did it. After I was reelected I said, you know, one member of our delegation told me the first day I arrived. He said, \"Now Erwin, you just be quiet. Stay away from those damn newspapers. And you can be here as long as you want.\" And just voters and delegation votes.  \r\n But my second year that became harder and harder and I had some votes that were not earth-shaking, but yet --- they stirred a little --- a ripple or two back in Georgia. For example, when the statehood for Hawaii came up for a vote, I couldn't find any reason not to vote for Hawaii to become a state. But I was the only member of the Georgia delegation who did that. When the National Defense Education Act, which was, you know, sort of akin to the --- it was federal aid to education, and course I had benefited immeasurably by the GI Bill, putting me through law school with my dad's help. And I couldn't find no good reason to vote against it. I voted for it, but I was the only member of the Georgia delegation that did.  \r\n And then, my dear friend Phil Landrum sponsored with a Republican Congressman for a while named Griffin. Landrum/Griffin Bill, which was a labor bill, and it was one that never had any committee hearings on it or anything, and I this is probably the vote that bothered me the worst. Not because I voted against the bill, but because it had the name of my friend that I really admired and respected, Phil Landrum. But I voted against that and that caused all kinds of activity by the folks in Georgia who felt like that was a pro-union bill. I did feel like it was a pro-worker --I mean it was an anti-worker bill. It was not in the best interest of workers, but I thought it had nothing to do with unions. But anyway, I told you some of the things that began to cause people to be concerned about me and me be concerned about whether I was, you know, in tune with the people that sent me up there. But after the time passed with the Landrum/Griffin bill, people began to -- those that had not really agreed with me about my vote on that bill, were telling me, \"Well, you know, tomorrow's another day. You'll get seniority. You'll stay.\" But I didn't stay and didn't run for reelection. Whether I could've been reelected or not, I don't know. I think I could, because the friendships that I had built up throughout the district were good, strong friendships. But that's not why I didn't run.  \r\n I didn't run for two reasons. I had three children. Back at that time the Congress didn't stay in session from January till December. Usually broke about Labor Day. What I would do is I'd put my children in school in Virginia -- I mean in Georgia, and then in January move to Virginia and put them in school there. I had a son and 2 daughters. Son was the oldest. He really -- this was really bothering him badly. The girls were alright. My wife was alright. But it was really not a good situation. And besides that, when I ran for the Congress, we decided that I would break completely with my law firm. I thought that any conflict of interest questions wouldn't be possible, so I received absolutely no income from Mitchell \u0026 Mitchell. So there I was with a wife and three children, trying to maintain a home in Virginia, and one in Georgia, with 2 mortgages. This is mortgage time now, and a salary of 22,500 dollars a year. And, because of good friends at First National Bank in Dalton, I was able to borrow the money and I in fact subsidized myself from the time I was in Washington till we decided it was just a frugal thing to come on back and start practicing law. And that's what I did.  \r\n I had no intention of running for the Senate, the State Senate, initially. But, the last year that I was up in Washington, the integration situation was getting worse and worse as far as Georgia's concerned. Of course, the Supreme Court had already ruled. We were making very little headway in Georgia, as you remember. And so I was being very vocal on my feeling that this was the law and we didn't want the University of Georgia or the University system of Georgia or the public schools of Georgia being radically affected by the anti-integration forces that were prevalent in Georgia at that time. And, so I was invited and made speeches all over the state, advocating that we keep the public schools open. That we go ahead and comply with the law where the University was concerned. And, my dad said, \"Well, son, you know, the best platform to keep that going is just go to the State Senate and get elected.\" And I did. And I was elected to represent the senate district in Atlanta for 2 years back during the county unit system.  \r\n \r\n SHORT: Those were very historical times.  \r\n \r\n MITCHELL: Those were historical times, and you know, I look back at that and think about the folks that I joined in the state Senate. And, if you'll remember, and this certainly is your cup of tea, Bob. Of course, Governor Vandiver, who I admired, had great respect for, made that famous, \"No, Not One\" speech. Well, there was one bill in the state Senate that -- I can't remember what it was, but it involved the schools --- and it involved integration. There were only 4 no votes against it, and that was Zell Miller, myself, Ed McWhorter from Athens-Clarke County, and Charlie Brown from Fulton County. And back then Charlie Brown, you know, it was the old county unit, he was the only senator. In those days it was really serious, and you may remember the days of the Sibley Commission. The Sibley Commission had a tremendous amount to do with changing public opinion. And of course the business community said, \"We can't think about, you know, having tuition grants to our public schools. We can't think about the lack of accreditation, maybe, from our colleges and universities.\"  \r\n So almost overnight, Governor Vandiver changed his mind, and all of those wonderful people that I was serving with changed their minds too. And it really was an example that the people that were elected to serve, the majority of the people that were elected to serve in the general assembly of Georgia at that time, their heart was in the right place. They felt like that the constituents didn't really appreciate that. And as a consequence it sort-of put up a barrier to moving forward on the integration-segregation course. But as soon as they made that bill, I don't know of anyone that lost his seat by following the governor's lead, and the lead of Charlie Pannell who was the majority leader, and Carl Sanders. And others of course.  Carl Sanders became governor, and was an outstanding governor, as you know. \r\n And, but those were historic times. And, that stayed around for a while and at that time, because of -- I guess a certain notoriety that I'd achieved because of being the sole vote on a number of national legislative priorities, the news media and some influential individuals were advocating that I run for governor. And I'll tell you that I knew, there's no way that this fellow from Whitfield county, with a track record like mine, at that time in life, was going to be elected Governor. But it was a setting where my views, which I did not think were radical, could be exposed to all of Georgia. And I was invited to Albany, to Valdosta, to Gainesville, to Rome, Atlanta, Athens, where I would voice these views. And I say that they were simple things like, \"Keep our public schools open. Let's have a two-party system. Let's do away with the county unit system. It's absurd, it's ridiculous.\" \r\n And things of that nature, which a lot of people didn't like, but it turns out that all those things happened. And they happened for a reason because that was the right thing. And so I hope that my voicing those things, and the media picking up on those, caused some people to begin to think. You know, maybe it caused us to make those changes a little bit quicker than we normally would, but it was just going to happen. \r\n \r\n SHORT: Do you remember the three governors' fight? \r\n \r\n MITCHELL: Yes. \r\n \r\n SHORT: Tell us your memories of that.  \r\n \r\n MITCHELL: Well, they -- of course we were supporters of M. E. Thompson at that time. And as I remember Herman just took over the office. And M.E. had to find him someplace else. And, of course I think the courts finally ruled and that was accepted, but that was one of the trying times -- another trying time was back during the Gene Talmadge administration, where the university system actually lost its accreditation, because of the governor interfering with the board of regents. And I think that really was what brought Gene Talmadge down to earth, but here again it was the county unit system back in those days and south Georgia was ruling the roost.  \r\n \r\n SHORT: Well, in that year, 1946, Jimmy Carmichael actually outpoled Gene Talmadge, but the county unit system kept Talmadge. \r\n \r\n MITCHELL: Jimmy Carmichael from Cobb County. \r\n \r\n SHORT: Right. Right, he was a heavy choice of the modern thinkers in Georgia at the time. And quite an individual. \r\n \r\n MITCHELL: Yeah. And back at that time we were really laboring, and I say laboring under the illusion, that we only had one party. But we really had two parties back then. And, when I was in Washington, all of us were elected as Democrats, but we certainly didn't think alike, all of us. I felt my thinking to was more akin to Phil Landrum and Prince Preston who was down in Savannah if you remember, and J.L. Pilcher of Meigs, Georgia, and that's just about as south Georgia as you can get, down in Meigs. And he was a wonderful, wonderful man and a very progressive individual and a tremendous asset to Georgia. Yeah, those were interesting times. And with the two-party system, that I was such a strong advocate of, I didn't intend for the republicans to just take over. \r\n \r\n SHORT: Well, you know, it's said, and I believe that we actually had two parties all along.  \r\n \r\n MITCHELL: Oh yeah. \r\n \r\n SHORT: You had the Rivers-Arnall faction, and you had the Talmadge faction. And today, and I hope you'll agree, the Talmadge faction of that day would have been republicans.  \r\n \r\n MITCHELL: Yes. No question about it. No question about it. But I think the delineations between the parties is slowly becoming more defined, but we've got we've got religious issues involved that I don't think we had back in those days. There was no issues concerning, you know, gay marriage or abortion. And now, that seems to play a tremendous role in Georgia. And the evangelicals have a -- churches are so influential in Georgia politics. And the race issue is going to be very interesting in that regard in Georgia as well as nationally. \r\n \r\n SHORT: What do you think caused the, I won't say demise, but the loss of power by the democratic party in Georgia. \r\n \r\n MITCHELL: Well, you know, I don't profess to be an expert in that, but when the schools became integrated, that did not change the depth of feeling in a lot of Georgia. Civil rights movement and, of course, Martin Luther King is one of my heroes. I mean, really, what a wonderful person. But when I was coming along and had this great admiration for Martin Luther King, he was being demonized by a lot of prominent political figures in Georgia. He was a communist. And a man of bad morals. Just, a lot of bad things. So, that feeling has taken some generations to pass. And so, the civil rights activity in Washington with Lyndon Johnson -- and I had tremendous respect, and I think was a wonderful president. And I think he still could have been elected even because of Vietnam. I still think he could have been elected if he'd chosen to run.  \r\n \r\n*Break* \r\n \r\n MITCHELL: I'll tell you one thing that I didn't tell you that I haven't really told a few people in my life. But this is the Richard Russell Library, and --- \r\n \r\n SHORT: Do we want to get this? \r\n \r\n BREADEN: Yeah it's on. \r\n \r\n MITCHELL: The first year I was up there and I was just getting settled, and I say Senator Russell and his family, and the Mitchell family had already a long history. And I was elected, you know, what they termed a landslide, but I went up there. I've been a younger superior court judge in the state. The youngest prosecuting attorney in the state. And Senator Russell had the Georgia delegation in a little place up in the capital where we had a quail supper.  And, which was very enjoyable and I, of course, knew everybody, but I was really still getting to know them and feel my way around.  \r\n And he said to me, just the two of us. He said, \"Erwin, I expect you to succeed me when I retire.\" Now, you talk about a scared young man. I mean, that just absolutely blew the boots off of me. Dick Russell wasn't wrong very often, but he was wrong then.  It just wasn't my destiny to succeed him. I would've had to change a lot of what was within me to have continued to be reelected for the period of time it would've taken to succeed Senator Russell.  \r\n \r\n SHORT: Let's talk about one of your favorite projects of all time, and that is the Georgia Project.  \r\n \r\n MITCHELL: Okay. Now that is -- now we're really getting up to date right now. Back in the --- you know, I guess it was over 15 years ago in the early '90s, this area began to have an increase in the Latino population. My youngest daughter was a paraprofessional at a Roan Street school in the city of Dalton, and about 1993, she started -- literally, tears would come in her eyes, about what was happening. She said, \"We're getting all of these little Latino children who can not speak a word of English, and we have no teachers who can speak Spanish. And everybody's just wringing their hands and the school board's not doing anything. They're just acting like it doesn't exist.\"  \r\n And the truth of the matter, the school board was --- because this was such a strange thing to happen in northwest Georgia, they had no idea how to go about it, nor did anyone else. But they were sending people out to say, \"What do you do in a situation like this?\" Well, they weren't getting any answers. They weren't getting any Spanish-speaking teachers either. Then I would tell Leslie, my daughter, \"Well, this is horrible. Something really needs to be done. I'll talk to some of the school board people.\" But I'd say, \"I'm not an educator.\" \"Well, Daddy you can do something.\" And I know one of the media people asked my daughter, Leslie, \"Say, why did you think your Daddy could do something about it?\" She said, \"Well, he always did.\"  \r\n And, anyway, the next year it really got more pronounced, and she enlisted the aid of the teachers. Then the teachers started coming to me, and saying, \"You know, don't get me in trouble. Don't reveal what I'm telling you, but here it is. We've got a horrible situation. These kids keep coming into our school. They're wonderful little kids. They behave, they are not a problem, except we can't talk with them. And they can't speak with us. And it's just getting worse and worse. We're trying as hard as we can, but we're making no progress.\" And, so with that I just said, \"Well, let me think about it the last day in.\" And the editor of the newspaper, he was a friend who was sort-of a political ally, and I got him and about that time the chamber of commerce asked me to chair a committee that would be a group of us older guys, the mentors. And we would just gather together a group of mentors that could talk with young people about what we had learned through life and all of that and that was to be my project. And I turned it down. And then I was asked again if I would, and I said, \"Well, wait a minute. I'd accept that role if I could chose the project.\"  \r\n And so I told them my project is to try to do something about this influx of non-English speaking children in our public schools. And they said, \"Okay.\" So I got together a committee of just four people. But that gave us an aura of legitimacy, rather than me just getting a group of people and saying, \"Look, we want to go into the school system and find out what you all are doing wrong.\" That doesn't really make you welcome, you know. But since it sort of had the auspices of the chamber of commerce and I contacted them and the folks at Roan Street and they said, \"We're delighted to have you and we'll schedule where you can go in and with whom you can talk.\" And I told my folks. I said, \"We're not going to pay any attention to where they tell us to go or to whom we have the ability to talk. We're going to talk with anyone we want to.  \r\n And now that time, the teachers had told me some folks for us to talk with. And we went in, and our eyes --- I will never forget it. I've lived here all of my life. I had noticed more brown-skinned folks living in the community, in the automobiles and things. But I hadn't no earthly idea what was happening in Dalton, Georgia, in northwest Georgia, where you would see at that time, one out of every three children was brown-skinned. More brown-skinned than black-skinned. And, so this was really shocking. I began to write everyone. I wrote the governor. I wrote the chairman of the board of regents. And all of these people would reply to me. I wrote to the superintendent of schools. I wrote to the -- about that time Zell Miller had appointed Johnny Isaacson to the chair of the state board of education. I wrote and talked with Johnny Isaacson. And, all these folks got interested. Not that they really did anything to help.  But they thought this was a -- finally, and this was when superintendent -- what's her name -- Schrenko was the -- and she just passed it on down, but it got down to a person that really understood what I was talking about and she contacted me. And she sent me material to read and the people to contact throughout this country, which I did.  \r\n And we began to formulate an idea as to how we could do something to help the teachers and students in the public schools of Dalton. And there the enrollment and Latino rate was growing from one out of three to -- it finally got up to nine out of ten! Ninety percent Latino enrollment. And it's just unbelievable. But in the meantime we were making some progress, as that went along. And I was getting a lot of cooperation out of the leaders in the community, the industry, because certainly the industry was the reason these folks were coming -- to fill the jobs that were really critical at that time. Because the carpet industry was just running out of people, and they needed these people. And they were good workers. And with the rare exception were all, you know, model contributing members of the community.  \r\n So, finally, Bob Shaw, who is chairman of Shaw Industries and founded of Joy Industries,  lifelong friend of mine -- he and I would talk, and he was aware of what I was interested in and he asked me one day. He said, \"What are you doing?\" And I said, \"Well, Bob, we've finally reached a determination as to what we had to do. And that is we've got to get some teachers from Mexico or somewhere in Latin America, to come up here and work in our schools. Because these kids -- I mean, you could bring an Anglo-Spanish speaker, but they're not of the same culture. And that cultural aspect is absolutely a dynamite thing.\" And he said, \"Well, you know, I've got a partner down in Monterrey, Mexico, he's connected with some school down there. Would you like for me to contact him?\" I said, \"Go get it!\" And to his everlasting credit, I don't think that Bob's partner was all that enthusiastic about it, but I think Bob was very tenacious and stayed after him.  \r\n And finally, out of the clear blue, I got a letter written by Dr. Victor Zuniga from the University of Monterrey. It told me that he had been designated as the Mexican director of the Georgia Project. Not our name. It was their name. And that he wanted to begin communicating with me. And that started a communication, and that was back in about 1995 -- or '94. Anyway, we kept saying, \"You've got to come up here and see what this situation is.\" He'd say, \"You come down here.\" I said, \"No, it's not down there, it's up here! This is where this has to be addressed.\" \"You come down there. You come down to us.\" And so finally, they prevailed, and I took the superintendent of schools, the chairman of the board of education, a teacher or two, and some of the people that were working with me.  \r\n And we went down and met with people at the University of Monterrey. The first day that we got there, they put us in a little room that'd be just half the size of this office. But we had a good meeting. And so, we got a call the next morning at the hotel to say, \"Okay, we're changing locations. We came about three times as far and about three times as many people. By the third day we were almost a ballroom of folks at the university who were listening to what we had to say. And now, one of the folks that I've continued to work with, who's now a professor at UCLA, and written a number of books about the Georgia Project. I asked him. I said, \"Hernandez, tell me. Why is that you all insisted that we come down here, rather than you all come to Dalton?\" He said, \"We wanted to find out if you were real. We have.\"  \r\n And so, just a couple or three weeks later, they came to Dalton, and the project was well underway. The funniest thing, is the folks down at the University of Monterrey, I think they felt that the carpet industry was going to fund us and pay the bill. Of course, the carpet industry hadn't promised us any money at all. Nobody'd promised us any money. But we had done this elaborate planning, and we had a plan and force that we were going to put into operation, the fall of 1996. And we didn't have one dime to fund it. And this was the spring of '96. Well, you know, this is oral history and you don't need an old man not telling you the truth. Out of the blue, the city of Dalton, composed of five folks. And I kid them, they were all bright and intelligent, and I'd say, \"Here you got five fellows who can't speak good English!\" Say, look here, we're going to give the Georgia Project $750,000 over a three-year period to get you off the ground. And that was just like manna from heaven.  \r\n And believe me, we had kept them informed after everything. We kept the whole community -- and the newspaper. This is why I have such respect for being open with the news media to let people know what's going on. They came to our aid and we got that $750,000 plus we got about half a million dollars from the federal government, plus we were beginning to get, through Max Cleland and Paul Coverdell, federal funding. And we continued to get it, to a lesser degree, through Johnny Isaacson and Saxby Chambliss, till it got to be such a hot issue that I -- and it just ran its course in the money. But, what we had done during the 10 years, over 10 years we had operation -- we had brought 60 some odd teachers. These are graduate teachers, experienced teachers in Mexico to work in Georgia schools. Now, it's not just working with the immigrant non-English speaking kids, but what these teachers did, was to teach Spanish to Georgia teachers. But they taught them the little gimmicks that what only one of the same culture has, to where they could take an Anglo teacher and say, \"Now, in this culture, this is the way kids will react.\"  \r\n So they have been a tremendous help to our -- as much help to our teachers as to both the English-speaking and non-English speaking. And through a connection that we made with the Center for Prime Linguistics in Washington, we've provided staff development for several hundred English-speaking teachers. Teaching them the tricks of the trade to teach immigrant children. And that's a book in itself to tell you how we've made contact with them and how that developed. We took that money and we provided scholarships to Georgia graduates from high school who are bilingual, and gave them two years of full scholarships to Dalton State College.  \r\n And later on, we went to South Georgia, and did the same thing at ABAC. And we had teachers down in Colquitt County, and of course had them in Chatsworth and Dalton and Calhoun,  but it was a very expensive project. And we did get considerable volunteer funding by local businesses and individuals. But it was too big to be funded by the community chancellor, or whatever you call it now. Because it was a million-dollar operation. The local schools that we worked with, would have had to put up half a million dollars a year, and we would get half a million dollars a year to help provide this program. But the beauty of it -- why it's really sort of been the love of my life -- is that although we're, theoretically and in reality, non-functional, we still continue to operate, because we've got at our local school districts, teachers that we've brought from Mexico that are still there, and will be there. They have become citizens, or they have married. And what we've taught the American teachers, has been taught by those American teachers to other American teachers, to other American teachers, to other American teachers. We've got those kids that have got scholarships from us, that have gone through school, and are now becoming graduate teachers. And they've gone into the school system teaching. They've gone into Georgia Tech and become engineers. They've become architects. They've become bankers. They've become contributing members of society.  \r\n So, all of my life, as you know, if you've ever had sort of a prominent role in your community, people are going to call on you to do public service things. Well, public service to me is -- anyone who goes into public service is automatically my hero. Because it is a wonderful undertaking. But anyway, I did a lot of things in the community that I've never, in my eighty-four years, ever had one thing that I saw produce results as quickly as the Georgia Project. When we brought that first teacher into the schools of Dalton, it changed the whole attitude of the school. I told you about the meeting, me taking four folks to go to Roan Street. It was a sour atmosphere. There were no smiles. The children weren't smiling. The teachers weren't smiling. It was just like,  this is sad, this is pathetic, this, you know, it made you feel bad. As soon as we got the first teacher and those brown-skinned kids saw that person of their culture, that told them that my white-skinned teacher, and my white-skinned principal, she respects us. They're going to get somebody here to help us. And it wasn't a couple of months later that you'd go there and see the whole atmosphere in the school had changed. Both the Anglo teachers, Monterrey teachers, the administrators, and, in particular, the kids. \r\n \r\n SHORT: Is the project still alive? \r\n \r\n MITCHELL: The project is alive only in that respect. But we have no funding. I'm sure it's alive in part, in many parts of the country, because we had so many inquiries as to how to do it, you know, and we were happy to share what we did. We won many national awards. And, you know, not that that necessarily means it was that great, but it was because I'm telling you it was. I saw it. And, it just helped so many people. And continues to. \r\n \r\n SHORT: What is the health of the carpet industry today. \r\n \r\n MITCHELL: Carpet industry is having tough times, very tough times. As about all industries are. And it's probably a mature industry now. I think we've seen our growth. I think the carpet industry is going to stay right here in the center of it. Of course, it's diversified solely into all kinds. It's not really the carpet industry anymore, it's a floor covering industry. You've got laminates. You've got woods. You've got acryllic. You've got everything, besides carpet. And all of the majors have gotten into those things. But I say it is a mature industry. It hasn't tended to go overseas, like so many industries. I can't ever say that won't happen. But it's so situated with all these service industries that supply the carpet industry at hand, that it might be difficult, and I think their shipping costs rise and makes it more difficult for the Chinese to, you know, we can still compete because of certain costs.  \r\n \r\n SHORT: As you look back over a very illustrious career, what is your proudest accomplishment?  \r\n \r\n MITCHELL: Oh, my proudest accomplishment! And I'm sure everybody says this, but I can't say it with any more sincerity than me. It's my wife and children. And grand-children. And great-grandchildren. That the wife and I had three children and I'm proud of the fact that they all had some identity at the University of Georgia. My son, he graduated from the University of Georgia. Well, I did have a daughter who lives in Atlanta now, that she went to Queens College in Charlotte. But she's a Bulldog, through and through. And my grandchildren all went to the University of Georgia. Now my great-grandchildren are coming along, and my first one is graduating from Lovett this year, and she's applied. And I'm sure that the rest of them are too young to be thinking about college, but she'd be the first of my great-grandchildren to go to the University.  \r\n \r\n SHORT: What about your biggest disappointment? \r\n \r\n MITCHELL: Looks like I could come up with something like that. I feel like George Bush when they asked him what his greatest failure was and he couldn't think of one. Ah. Gosh, Bob, that's a wonderful question, and I wish I had an answer that I could give you. Honestly, it would take some -- I've had, you know, many disappointments. Last Saturday in Baton Rouge was not one. I loved that!  And I don't want to be disappointed in Jacksonville this Saturday. \r\n But I've been very fortunate with the health of my family, the success of my family. Well, I guess one of the great disappointments of my life was losing my boyhood friend who stayed my very best friend until the time of his death when he was on in his early '40s. You know, this is a man whose son owns this building now. He was a lawyer. His son is. But this Ray Bates, we started school together and, you look at every school picture, from the first grade on, and I didn't realize it till a couple of years ago with people bring out these pictures -- we were always side by side. But we did everything together. And, he is as close to me, I guess, as a brother can be. And I hated losing him so early in life. \r\n \r\n SHORT: If you had your life to do over, would you do anything differently? \r\n \r\n MITCHELL: Oh, heavens yes. I mean, I would have to think of the many things I would do differently. Do I think my philosophical view would be different? No. I think so many of us are a product of our environment and our upbringing. And I'm a product of my mom and my dad. I mean, they involved me and all their children in everything that was going on. And, when you've got kids sitting around listening to the evening news with their parents. When they're listening to Fireside Chats with FDR with their parents. When they're listening to Amos \u0026 Andy on the radio with their parents.  \r\n You know, I feel like I was taught that honor was something that was important and truth was something important. My mother, she was -- and all of us, the whole family, my dad too. We were all Methodists. We were Methodists since John Wesley came, practically, I guess. But, she told me, \"Don't ever call anyone a liar. That's just not the right thing to say.\" And I've remembered that all my life. And I know somebody was talking about McCain on the stump and some things he was having to say about Obama. And I just said, \"You know what, my mama told me never to call anybody a liar, but that fellow is testing my upbringing.\"  \r\n \r\n SHORT: Well, Erwin Mitchell, on behalf of the Russell Library, and the University of Georgia, and Bob Short, I'd like to thank you for being our guest. \r\n \r\n MITCHELL: Well, Bob, thank you. Thank you for having me. I hope there's something in there that can be of some use to scholars as they dig into it in the years to come. because I love the University of Georgia, and it's just getting better and better and better.  \r\n \r\n SHORT: For some reason, I observed that. "}],"pages":{"current_page":237,"next_page":238,"prev_page":236,"total_pages":6766,"limit_value":12,"offset_value":2832,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9441},{"value":"Civil rights","hits":8347},{"value":"African Americans","hits":5895},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5607},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4436},{"value":"Civil rights workers","hits":3530}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1809},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Herrera, John J.","hits":1312},{"value":"Baker, Augusta, 1911-1998","hits":1282},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1909},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":431}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1763},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":965},{"value":"Little Rock Central High School Integration","hits":704},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17820},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5428},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4862},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4610},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4177},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3943},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2579},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2430},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2387}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12843},{"value":"Alabama","hits":11307},{"value":"Mississippi","hits":10219},{"value":"South Carolina","hits":8503},{"value":"Arkansas","hits":4583},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3770},{"value":"Florida","hits":2601},{"value":"Ohio","hits":2391},{"value":"North Carolina","hits":1893},{"value":"New York","hits":1667}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10514},{"value":"1963","hits":10193},{"value":"1965","hits":10119},{"value":"1956","hits":9832},{"value":"1955","hits":9611},{"value":"1964","hits":9268},{"value":"1968","hits":9243},{"value":"1962","hits":9152},{"value":"1967","hits":8771},{"value":"1957","hits":8460},{"value":"1958","hits":8242},{"value":"1961","hits":8241},{"value":"1959","hits":8046},{"value":"1960","hits":7940},{"value":"1954","hits":7239},{"value":"1969","hits":7235},{"value":"1950","hits":7117},{"value":"1953","hits":6968},{"value":"1970","hits":6743},{"value":"1971","hits":6337},{"value":"1977","hits":6280},{"value":"1952","hits":6161},{"value":"1972","hits":6144},{"value":"1951","hits":6045},{"value":"1975","hits":5806},{"value":"1976","hits":5771},{"value":"1974","hits":5729},{"value":"1973","hits":5591},{"value":"1979","hits":5329},{"value":"1978","hits":5318},{"value":"1980","hits":5279},{"value":"1995","hits":4829},{"value":"1981","hits":4724},{"value":"1994","hits":4654},{"value":"1948","hits":4596},{"value":"1949","hits":4571},{"value":"1996","hits":4486},{"value":"1982","hits":4330},{"value":"1947","hits":4316},{"value":"1985","hits":4226},{"value":"1998","hits":4225},{"value":"1997","hits":4202},{"value":"1983","hits":4174},{"value":"1984","hits":4065},{"value":"1946","hits":4046},{"value":"1999","hits":4018},{"value":"1945","hits":4017},{"value":"1990","hits":3937},{"value":"1986","hits":3919},{"value":"1943","hits":3899},{"value":"1944","hits":3895},{"value":"1942","hits":3867},{"value":"2000","hits":3808},{"value":"2001","hits":3790},{"value":"1940","hits":3764},{"value":"1941","hits":3757},{"value":"1987","hits":3657},{"value":"2002","hits":3538},{"value":"1991","hits":3507},{"value":"1936","hits":3506},{"value":"1939","hits":3500},{"value":"1938","hits":3465},{"value":"1937","hits":3449},{"value":"1992","hits":3444},{"value":"1993","hits":3422},{"value":"2003","hits":3403},{"value":"1930","hits":3377},{"value":"1989","hits":3355},{"value":"1935","hits":3306},{"value":"1933","hits":3270},{"value":"1934","hits":3270},{"value":"1988","hits":3269},{"value":"1932","hits":3254},{"value":"1931","hits":3239},{"value":"2005","hits":3057},{"value":"2004","hits":2909},{"value":"1929","hits":2789},{"value":"2006","hits":2774},{"value":"1928","hits":2271},{"value":"1921","hits":2123},{"value":"1925","hits":2039},{"value":"1927","hits":2025},{"value":"1924","hits":2011},{"value":"1926","hits":2009},{"value":"1920","hits":1975},{"value":"1923","hits":1954},{"value":"1922","hits":1928},{"value":"2016","hits":1925},{"value":"2007","hits":1629},{"value":"2008","hits":1578},{"value":"2011","hits":1575},{"value":"2019","hits":1537},{"value":"1919","hits":1532},{"value":"2009","hits":1532},{"value":"1918","hits":1530},{"value":"2015","hits":1527},{"value":"2013","hits":1518},{"value":"2010","hits":1515},{"value":"2014","hits":1481},{"value":"2012","hits":1467}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":500952,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10708},{"value":"correspondence","hits":9437},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2740},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41178},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17554},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8828},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":6864},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":197},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8146},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"South Caroliniana Library","hits":4024},{"value":"University of North Texas. Libraries","hits":3854},{"value":"Hargrett Library","hits":3292},{"value":"University of South Carolina. Libraries","hits":3212},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2633},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":80736},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":80994},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}