{"response":{"docs":[{"id":"tws_oid16_31293","title":"Frederick Knight, 2004","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":["2004-09-24"],"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/279730089"],"dcterms_subject":["Interviews","Oral history","Music","Memphis (Tenn.)","Stax Records"],"dcterms_title":["Frederick Knight, 2004"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/31293"],"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":"geh_vhpohr_280","title":"Oral history interview of William B. Paul","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Montgomery County, Maxwell-Gunter Air Force Base, 32.38266, -86.35502","United States, Florida, Hillsborough County, MacDill Air Force Base, 27.8472, -82.50338","United States, Florida, Miami-Dade County, Miami Beach, 25.79065, -80.13005","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Chattahoochee County, Fort Benning, 32.35237, -84.96882","United States, Louisiana, Rapides Parish, Alexandria, 31.31129, -92.44514","United States, Maryland, Prince George's County, Andrews AFB, 38.80531, -76.8746","United States, North Carolina, Richmond County, Mackall Army Airfield, 35.03097, -79.50276","United States, South Carolina, Sumter County, Shaw Air Force Base, 33.97473, -80.46786","United States, Texas, Howard County, Big Spring, 32.2504, -101.47874","United States, Texas, Tarrant County, Arlington, 32.73569, -97.10807"],"dcterms_creator":["Gardner, Robert D.","Paul, William B., 1925-2015"],"dc_date":["2004-09-16"],"dcterms_description":["In this interview, William Paul recalls his career in the U.S. Air Force during World War II and Korea. He describes his childhood and the effect of the war on his high school. He was sent to be part of a college training detachment until he was chosen for flight training. He became a bombardier and describes his training in detail. He discusses the Norden bombsight. He describes working with Chinese and Free French pilots, and being served by German POWs in the mess hall. He describes his post-war education and career until he was recalled as a reservist. He recounts his work for the OSI and his marriage to an Air Force nurse as well as his own career. He displays a book he has written entitled \"The Road he Chose.\" He discusses patriotism and the importance of service.","William Paul was in the United States Army Air Forces in World War II and the United States Air Force in Korea.","Bill Paul Veterans History Project Atlanta History Center Interviewer: Bob Gardner September 16, 2004 [Tape 1, Side A] Interviewer: [Asks veteran to tell about his experiences in World War II.] Paul: Actually, I was in two wars. I was an aviation cadet in the Army Air Corps, that's what it was called in World War II. And then later on, about five years after I got out of World War II, the Korean War started and I was recalled to active duty with the Air Force during the Korean War. Interviewer: Were you drafted or did you enlist, sir? Paul: No, I enlisted. I enlisted in the Air Corps during World War II and, of course, I was an officer in the Reserves when I was recalled during the Korean War. Interviewer: Where were you living at the time, sir? Paul: Well, the time I, at the time I went into World War II, I was living over in the community called Lakewood, just one of those little neighborhoods outside of Atlanta here at that time. Interviewer: Why did you join, sir? Paul: Well, I joined . . . my high school class was the class of 1942, the first graduating class after Pearl Harbor was attacked. And most of my classmates, my buddies and so forth, went right into the service. They were eighteen, seventeen, eighteen years old. But I was only sixteen. And to use the expression of the time, it pissed me off no end that they could go and I couldn't. So, I wanted to go, too. Out of the seven kids that played on the line of our football team for Fulton High here in Atlanta, not Fulton County, five of us went into the Army Air Corps. So some of those birds were writing me, a lot of talking about flying, which kind of made me mad. But anyhow, I had to wait. But I got in as early as they would take me. Interviewer: Why did you pick the service branch you joined, sir? Paul: Well, I guess part of it was I had a brother six years older than I and he was in the Army Air Corps, too, at the same time. And then…that was what most of the kids in my group wanted to do. They wanted to fly. And so that's where most of us went. Interviewer: Do you recall your first days in service? Paul: Yeah, I do. As I say, I was all eager to go. I thought I was. And they finally activated me about a month after my eighteenth birthday. I'd been in the Reserve, the inactive Reserve until then. And we got on a train and the train was headed down to Miami Beach, Florida. And about halfway down there, I started getting to be the most homesick little kid you'd ever seen. So that's the main thing I remember about my first days. I got over it in about two or three weeks, but I'll never forget that. Never wanted to go back to Miami Beach. Interviewer: Can you tell me about any of your boot camp or training experiences, sir? Paul: Well, actually, most people laugh when I tell them Miami Beach because they think that was a luxury affair. But at that time, that was a basic training camp for Air Force people. And most of us were pre-aviation cadets in that program. And we did a little close-order drill and things of that sort, but nothing of any real magnitude. They just taught how us to wear a uniform and worked us out every day, calisthenics and that sort of thing. There wasn't any great deal to it, frankly. Interviewer: Do you remember any of your instructors? Paul: Not from that area, no. Interviewer: How did you get through it? Paul: How did I do what? Interviewer: How did you get through the basic training? Paul: Well, it wasn't . . . like I say, it was pretty easy for us. Now they had all the hotels stripped on Collins Avenue. They had multitudes of hotels that had been taken over by the Air Force, Army Air Force and we had bunks and such as that. But I didn't find it very difficult. I was in pretty good physical shape for a kid in those days. Interviewer: Which wars did you actually serve in, sir? Paul: Well, I served in World War II and then I served in the Korean War later on. Interviewer: Where exactly did you go? Paul: Well, during World War II I went to Miami, as I said, on basic and then we left there and we were assigned. Air Force had a program at that time that if you were a kid like many of us were, just out of high school, they would send you first to various college training detachments around the country. They were at universities and colleges and you went there to take some physics courses and mathematics and so forth. And in my case, I was sent to Wofford College in Spartanburg, South Carolina. The . . . do you want me to go forward with the various places? I spent about four and a half months there. That would be . . . I would have gone there in early . . . about December of '43, cause I'd gone in in '43. I think it was January. But anyhow, I spent about four and a half months there. And that was just a . . . really a college life but run by the military. I'll tell you one interesting experience there I think would be interesting. I was selected at eighteen years old to be the cadet commandant, cadet commander, in the group. I tell people I had more responsibility when I eighteen years old that I've ever had since. And it's not far from the truth. But in any event, I was sort of in charge of the group. They had about four hundred cadets there at the time. And one night, it would have been about April, '44. The Air Force captain, who was the Air Force officer in charge, who lived on the base, he called me and told me to get everybody up to the chapel. So I did, in the middle of the night about two o'clock. And we got there and they said that, “We're gonna call off some names and the names we call I want you to fall out outside the chapel and get prepared to go get your belongings. We're gonna ship you out.” And after about twenty names were called, I recognized what it was. They were . . . it was the cadets in the cadet program who had been in the ground forces prior to that, infantry, artillery, and so forth. And they told them they were going to Camp McCall. I believe it was in South Carolina, which is where they trained hangar, not hangar but glider, glider troops. And you want to see a sad looking bunch of folks. They really were sad. So they shipped out and left. We didn't know it at the time, but of course, that was about two months before D-Day. And we learned later that they were getting ready for D-Day and they needed people to train to be glider troops. So anyhow, we spent about four and a half months at Wofford College and then we went out to Shaw Field, South Carolina, which was just a . . . sort of a holding pool for us cause they didn't have many at that time. At that time the Air Force had more cadets than they knew what to do with. So they sent us there and we spent maybe six weeks there. We were actually there when D-Day happened because I remember we woke up in the middle of the night and sirens were blowing and whistles were blowing, a big celebration and it was because the troops had landed on D-Day on Normandy. So then we went from there to pre-flight school. I went to pre-flight school in Maxwell Field, Alabama. That was the major flight, pre-flight school. That was primarily a school for ground training and also to determine who was gonna be classified as either pilots, bombardiers or navigators. Now the routine was pretty rigid. And they had a—one thing I like to mention is we had a very strict honor code in the aviation cadet program. And if you breach that honor code, you're gone. And not only gone, but you were gone in a very dramatic and embarrassing way. When someone had violated the honor code, they would wake us up in the middle of the night, start beating drums slowly, slowly, slowly and then up. That was a signal to get up and get dressed, including your socks and garters, and get in formation. And they would typically get everyone in formation, do an inspection, flashlight. Make sure you were dressed properly. It sounds corny, but it's part of the discipline. Then they would announce the name of the person who had violated the honor code and said they were gonna—it was pretty dramatic—they said they were gonna be eliminated from the aviation cadet program. His name would never again be mentioned in the Corps. And it sort of got to you, that you'd better obey the darned honor code if you wanted to continue the cadet program. So then we went, we spent about two months there. We left pre-flight. I was classified originally to be a pilot, which excited me no end, cause everybody wanted to be a pilot. I went to primary flight school. Here's a picture of us, of my group of aviation cadets at the primary flight school. It may be hard to see, but in the background there's a famous Steerman PT-17 trainer. It's a biplane, open-air cockpit plane. Now as I said, by that time the Army had more cadets than they knew what to do with, particularly for pilot training. Everybody wanted to be a pilot. And you had to be pretty much of a natural if you were gonna survive the training program. And I wasn't. I was just not a natural flyer. I learned that pretty soon. So they took me aside one day, said “Look. We're gonna reclassify you, if you're willing to do it.” Cause all of these were volunteer jobs, volunteer-only jobs. He said, “We can either send you to gunnery school to be a gunner or we'll reclassify you to be a bombardier.” So I said, “Well, I want to be a bombardier.” Cause bombardiers were officers and the gunners weren't. That was the main reason, I guess. So they needed bombardiers because they were really losing bombardiers real rapidly, more so than probably any other crew member of the airplane. I didn't know it at the time, but even if I did I was eighteen years old, so I didn't think it'd be me, you know. So anyhow, we went from there later on to bombardier school. We had a couple of pools. We'd just stay and wait till the openings came up in bomb school before we went because they had so many people in the program. And I think I could say I was a natural bombardier. I did great in bomb school. But before we went to bomb school, we were required to be qualified as an aerial gunner. Because in combat, a bombardier served two purposes. He was a gunner before and after he went on the bomb run and then on the bomb run he would settle down over the Norton bomb sight, do the bomb run, then he jumped back in the turret and became a gunner again. So we went to gunnery school in Harlingen, Texas. Right down on the Mexican border. What's called the Rio Grande Valley. The, it was a pretty interesting program. We started out with, I remember we started out with shotguns from the ground shooting skeet, just like you would, skeet shooters would. Then from there they mounted a shotgun on a pickup truck. You went around an oval and other cadets would flip the pigeons out and you'd try to hit it on the fly so you could get used to leading an aircraft, a fighter plane. And then after the shotgun phase, we went to, at one point we learned to fire Thompson submachine guns. I don't know why, but we did. I was pretty good with that. I couldn't hit anything with a .45 pistol, but I was pretty good with a Thompson sub. But we went, then we went on ground training with machine guns and then we finally got in the air. Now we trained in the air part of the program as gunners on the B-24. That's the reason I brought my little B-24 this morning because that's to, just my souvenir for that part of the, of my life. In the B-24, the bombardier was primarily trained in the Emerson nose turret. It was a great turret. It was a twin fifty caliber machine gun, electrically operated. You could swing it around in a flash, split second. Whereas some of the other turrets were much slower, particularly the tail turrets. We trained in all stations. In the waist gun, in the tail, in the top turret. But your primary duty was to learn to be very proficient in the Emerson nose turret. And I remember when we were in the air and I would be in that turret. Now here I was, I guess nineteen by that time, and I'd be up in the turret, and when you're in the turret of a B-24, you're so far ahead of the engines and the cockpit, that all you see is air. And every once in a while I'd swing the turret around, make damn sure I was up there [laughs] with somebody with me, because you were just by yourself. But it was kind of a thrill, you know, for a nineteen-year-old kid. And we did firing at sleeve targets. The aircraft would bring a, carry a sleeve target along and if you and I were there, I'd be, my shells would be tipped with red paint, yours blue, so you could tell who hit the sleeve and who didn't. Every once in a while we'd hit the lead plane. I never did that, thank God. But it did occur. We, then we did actual firing on fighter planes and made simulated passes on the B-24, but those were photo, of course. We didn't fire real bullets. They were photos. They could tell where you hit by the photo after you're on the ground. So that was some of the training we had and we probably, my group was probably the best trained gunners in the Air Force because they still didn't have room for us in bomb school or navigation school. Navigators had to go through this, too, by the way. And we took about four refresher courses just to give us something to do, I guess. But finally we finished that and we went on up to bomb school. One funny story; you indicated you might like some of these. It turned out, it could have been tragic, but it turned out to be funny, kind of funny. We were told when we landed and they parked the B-24 that you're supposed to elevate your weapons just in case there's a hot round in there that might go off. Most people did that. But one day we'd been up on a firing mission and we came back and we had our backpacks on and walked off the tarmac, and this kid, who was a real big-mouthed kid from up around Boston. He just talked all the damn time. Yak, yak, yak, yak. And we had our cloth caps on, cause you wore those so you could put your earphones on in the air. I don't remember his name now, but all of a sudden blam! Here comes this bullet and it hit his cap. It went right through his cap and knocked it off on the tarmac. Didn't touch him. And he was that far from being a dead duck. And I don't think he spoke another word during the entire training period. [laughs] But thank God it turned out to be funny instead of a fraction of a inch one side or the other cause it could've killed him. We went on to bomb school at Big Springs, Texas. That's out in northwest Texas. A lot of oil fields and mesquite bushes mostly. And one thing I'd like to mention is that in World War II if you were a bombardier, you had to take an oath. I brought it with me. I just printed this out from the Internet not long ago. You had to take a bombardier's oath because the Norton bomb sight was probably considered to be the most secret and probably the most, the best advantage that the Americans had in high level bombing. The bombardier's oath reads like this. It said [reading]: “Mindful of the secret trust about to be placed in me by my Commander-in-Chief, the President of the United States, by whose direction I have been chosen for bombardier training, and mindful of the fact that I am to become guardian of one of my country's most precious military assets, the American bomb sight, I do here in the presence of almighty God swear by the bombardier's code of honor to keep inviolate the secret of any and all confidential information revealed to me and further to uphold the honor and integrity of the Army Air Force if need be with my life itself.” That was an oath that I think most of us took petty seriously. We had, they gave us a .45 pistol. In training school it wasn't loaded, of course, but we wore the .45 pistol and we took the bomb sight to and from the airplane when it was [going to be] in the air. And when it was on the ground, we took the bomb sight away from it, away from the airplane. And we were instructed that if in combat, if we ever went down, our first duty—or if the plane was shot up and was going down—was to stick the .45 in the lens and pull the trigger so that the Norton sight would not be captured by the enemy. I don't know how many times that ever happened or whether it was captured, but that was what we were instructed to do. By the way, here's a little picture, too, of me when I was in bombardier school wearing a flight jacket. I think, yeah, I was nineteen at the time. Interviewer: Oh, that's wonderful. Paul: Okay. In bomb school, we bombed from a little AT-11 aircraft. It was a two-engine aircraft designed for training bombardiers. We used 100-pound bombs. Usually had about ten bombs, five on each side of the catwalk that went over the bomb bay. And we, it had an explosive charge in it where you could photograph and tell when you hit the target or not. They had targets that were sort of circular on the ground and you would, I've forgotten the term now. But based on how far you were from the center of the target. Every once in a while we had some problems over that because there were—well, when we bombed at night. Because the oil derricks out there for some ungodly reason were lighted almost like the target areas were. And on the Norton bomb sight, I don't know if you're familiar with it or not, but when you're quite a distance from your target, you went into what we called extended vision. So you could pick up roughly the target as you approached it and then you would gradually wind it in, because you'd have left it, if you didn't wind it in, when you dropped the bombs you're gonna be twenty degrees off on your target. And that can be, depending on your altitude, that can be a long way. Apparently on one or two occasions, a cadet forgot to wind in the extended vision tube, and every once in a while they'd clobber one of those oil derricks, which of course, as you might realize, didn't make the oil derrick people too happy. But there wasn't much of that. But we went through that, and I don't remember the exact times now, but I do remember this. I was number two in my class in bomb school. I was a lousy pilot but I became a good bombardier. And then we'd just finished with all the bombing we were gonna do. We were just sort of fiddling around there with loading. Go out and load a ramp, load the bombs for the new crop of cadets. So the cadets come in following you, you know, there was some new ones there and some old ones leaving when the war ended. When we came out, I'll never forget that day. We came out and were gonna do something with the airplane. We had to put some practice bombs on it for some of the new cadets. And they told us, “Take them off. They just dropped a bomb on Japan and wiped out half the island.” A slight exaggeration, but the A-bomb had been dropped. So that ended the war. Now in bombardier school, we did something that might be interesting to people to see this later on. Like all aviation cadets did, we had already gotten our caps. You wore, they wore, officers had a cap that had a grommet in it. Well, in the Air Force, air crews only, we didn't let, tried not to let what we call “ground pounders” do this. But Air Force only people, air crews, would take the grommet out of their hat. That was our mark. And the pretense was so that your earphones could fit over. But it really was a point of honor to the air crewman. So we would get, it was a tradition that about a month before graduation, whether you were gonna be a pilot, navigator or bombardier, you took, you bought a hat, kept it under your mattress so you'd get the 50-mission crush. [laughs] So this is one of the things that I thought was kind of funny. Isn't that funny how you remember those things? But I remember that. Am I going too fast? In any event, I got something else I was gonna say. Oh, I might mention this, too. I remember when that happened, V-J Day. Of course, in the cadet corps we were really on strict provisions all the time about wearing the uniform properly and all that sort of thing. And, of course, during World War II, you had to wear your uniform off base as well as on base. Twenty-four hours a day, you wore it. But I remember that night, there was a celebration going on and some idiot had gone out and found him a civilian costume and a pair of roller skates. And he was roller skating all over the cadet mess hall. And one of the more interesting things I thought there too, this is what I was trying to remember, is in our cadet mess hall then, we had, well, in the training program in bomb school, we had not only American cadets, we had Brazilian cadets training there, we had three of Chiang Kai-shek's Chinese there and we had three French cadets. Now this was after the war in Europe was over. But the French were still training to be bombardiers against Japan. And then we had German POWs serving the food in the mess hall. They were still, they were Africa Corps guys. We'd captured a bunch of them. They still were allowed to wear their white caps, white hats symbolic of their Africa Corps, and they were serving the food. And I can still remember going through behind one of the little French guys, and you could just read his mind almost. He wanted to jump over that counter and cut that German's throat. Of course, nothing happened. If it did, he'd have been gone. In fact, one of the French kids did get washed out right away in bomb school because he went up on a bomb run, on a bomb training run, and he came back down, and typically the instructor would take you up to the nose when you got on the ground and tell you what you'd done wrong and so forth. And he was, maybe he got a little overzealous and castigated this young Frenchman, and the Frenchman grabbed a wrench and just tore the bomb sight all to pieces. Now that wasn't typical of the French cadets. Most of them were very cool, calm, and dedicated soldiers. But nobody ever knew what happened to him, but I'm sure it wasn't too good. So anyhow, bombardier school ended and they called us together within a week of that and said, “Look. We'll give you a choice. You can go ahead and graduate, but if you do you're gonna have a reserve commitment for at least four years. Or you can get out as aviation cadets.” I chose the latter cause I wanted to go to school. So that was my World War II career in a nutshell. I didn't get any great ribbons. That's the reason I wear my souvenirs on today to remind me of my experience. I didn't get any of that because I never saw combat. So after that, I got out. I went to Emory Law School here in Atlanta and got a law degree. I went on the G.I. Bill. And that's why I've often said World War II is the best thing that ever happened to this man because it gave me an opportunity to know what I could do competing with other people and it gave me the G.I. Bill. So I went to Emory and got a law degree. Practiced law about two years. I was in the Air Force Reserve and I was recalled to the Korean War. Now, I was a Air National Guardsman, 116, 154, AC and W group based at Dobbins Air Base here in Atlanta. And I went on active duty with that group. We were recalled for twenty-one months. That was the, what we expected to be kept on, how long we expected to be kept, with the understanding it could be extended depending upon the war, progress of the war. My first work on active duty during that—I was a second lieutenant at the time—was to be, I was squadron adjutant to one of the squadrons. But then I heard about OSI. This time the Air Force was a separate group, separate military, arm of the military service. I went on active duty and I heard about OSI. And that's an interesting story in itself. I'll try to be brief but tell it. After World War II, some of the inevitable, in some of the inevitable Congressional investigations, they learned that there was a procurement general, I don't recall his name now, but it was in the Army, that had been stealing the Army blind. And they also learned that, in the Army during World War II they had a division called Criminal Investigation Division and Counter Intelligence Corps people. And the CID guys knew he was doing it, but they were under his command. So every time they would try to get a report through, zap! He would block it and I'm sure most of them wound up being transferred to another station. But, so the Congress basically told the Air Force, “We're gonna make you a separate service. We don't want this happening. And we want you to set up an independent, relatively independent organization that is not under the command of any of the field officers, that's simply under the command of an OSI director who'll be based at . . . .” I think it was Bolling Field or Andrews, one of those just outside of Washington. So that's what they did. Now they brought over to organize it and to run it, made a brigadier general out of one of J. Edgar Hoover's most trusted confidants or assistants, and he organized it. And they had the same similar divisions in it. They had the CID. They didn't call it CID, but some people did criminal investigations mostly. Some did counter intelligence work. And I got interested in that, so I requested a transfer into OSI and I was given a transfer as a special agent in the OSI. We did not wear uniforms. We never wore uniforms. I've got a couple pictures here to show, I guess. This is before I went into OSI, when we were out on a field maneuver before I was an OSI agent. And this is a picture after I went into OSI, the day before I was married, as a matter of fact, to an Air Force nurse. So you see I'm wearing civvies. Now this is a picture of my wife and I. Again, before OSI. After we were married. Taken at Lookout Mountain. She was a second lieutenant in the Army, I mean Air Force Nurse Corps. This is a picture of my wife the day before we were married. She's in the nurse's sort of fatigue clothes in Alexandria, Louisiana. Oh, excuse me. Okay? Interviewer: [inaudible] It's fine. Okay. Thank you. Paul: Let's see. Where was I? Oh. In OSI. I liked that. I really enjoyed being in OSI. In fact, I'm still in the Association of Former Special Agents OSI. That's this little button I have on my lapel today. And I guess one thing I liked about it is we didn't have to wear uniforms all the time. Our rank was classified and we had civilian agents. We had noncoms who were agents, sergeants. We had officers, commissioned officers who were agents. But we all carried the same credentials. It just showed, “Mr. Paul” and whoever you were. [Did not show] whether you were colonel or whether you were buck private. And it was a great group of people. I really enjoyed it. Again, I didn't do anything that's particularly exciting in that. A lot of time doing background investigations for top secret and for crypto clearances. But other than that, I really didn't do anything particularly exciting. But I really enjoyed the experience. It was a great experience. Every once in a while, you would get challenged on whether your rank was classified or not. I remember once I had the obligation, at the time I was a first lieutenant, to take a lieutenant colonel over to Fort Benning for a polygraph test. And he wasn't too happy about going, and kept demanding my rank, and, of course, I kept telling him, “Sorry, sir. It's classified. I can't let you have it.” [laughs] But you ran into things like that. But by and all, it was a very effective group. Now in OSI, if we did have some, what they refer to as—I've forgotten the term now, but anyhow, indicating some violation of the law or security—we sent reports to the field commander. We sent him a copy. But we sent the original report direct to Washington, so it couldn't be intercepted and anything and any hanky panky dealt with it. One of the things that was an OSI responsibility occasionally was to do a, to try to break the security clearance of an air base. And they did one while I was in OSI at MacDill Field where I was stationed at the time. The idea was to try to penetrate the security and get on base as would an espionage agent. The evening we chose to do it was Christmas Eve. Well you can imagine how much resistance there was because it wasn't like today, when you had the terrorist threat or anything like that. But it was just like taking candy from a baby. And these were the kind of projects that every once in a while you went on. Now some of the agents, the CIC agents in particularly, did some good work during the war. As a matter of fact, generally credit has been given to an OSI agent for having been the first to contact MacArthur's headquarters when the Koreans came into South Korea from the north, which started, of course, the Korean War. When that was just a baby organization. It'd only been, OSI had only been in existence maybe a year at that time. So anyhow, I met my wife. We were married. We were married on Alexandria Air Force Base where she was based at the time. And we were married in a portable chapel, and when my wife went back down to take a picture of our wedding church two weeks later, it'd already been dismantled and shipped overseas. Anyhow, she and I came home. She got out of the service, too. She got pregnant with my son and she was released from the Air Force. Now I came back home and went back into law practice. Actually, I didn't go right in at the beginning cause I was broke, my wife was pregnant, and I needed to make some money right away. And I was always sort of maverick at law practice. I didn't want to be in big firms. But I ran into Jimmy Grizzard, who had been my group commander in active duty, a lawyer in Atlanta, and he demanded to know what I was doing and of course, I told him. He said, “Come on up to my office. You're gonna practice law.” So he put me in an office. No charge, no nothing. He got me back into law practice. So, that's basically what I've done in my life. I practiced law for forty-six years. I think I was a good lawyer. The, I'll brag a little bit. I was one of only two lawyers in my specialty to be listed in the first two editions of a book called Best Lawyers in America, which has become the one every lawyer would like to be in. [laughs] And so I'm happy with the career. We've had three children. My son is a rheumatologist in Alabama, and my two daughters are—one lives in Roswell, one lives in New York. And we have six grandkids. Have I missed anything? [laughs] Interviewer: No, sir. Did you make any close friendships while you were in the service? Paul: Yeah, I did make some. Unfortunately, most of them I've been out of touch with. There's one Italian-American kid. He and I became close friends and we went through bomb school together and he and I stay in touch pretty much. But the people in this picture, I wish to God I'd kept in better touch. The picture, the people in this group picture, in my primary flying school, I don't recall a single name. I don't recall who they were and where they were. You might want to note here, I'm in the right of the center there, right in the middle of that picture. Third from the left on second row. Okay? Interviewer: It's out of focus again. Paul: My nerves. What's left of them. Interviewer: Did you join any kind of a veterans organization, sir? Paul: Yeah. After World War Two I joined a American Legion and I stayed active in it for a while. And then I'm currently in a veterans organization, the Association of Former Special Agents of the OSI, as I mentioned earlier. Interviewer: What kind of activities does your post or association have, sir? Paul: Well, they do a convention every year. They do a lot of, they have a web site they use. In fact, they try to keep in touch to some degree with each other. In fact, I'd like to mention here something that's in connection with that. I wrote a, about four years ago, I wrote a World War Two, I mean I wrote a historical novel. And here's a copy of the book. It's called The Road He Chose. I wrote it primarily in memory of five of my boyhood friends who were killed in World War Two. But the reason I mention the connection with OSI Association, they asked me to write a story about the experience of doing a novel and I did. And just last week, for example, I got an email from one of the OSI agents who had kept that story and was now preparing to do a novel and is using the information I gave him, which helped, I think. I think it was one of the things that made it worthwhile. I'd like to also just mention one thing before I get off the record here. I'm now engaged, almost at the end of it, in a project very similar to the one you're doing and it's done, we're doing oral history projects for the alumni of Emory Law School, my law school, who were also World War Two veterans. And I've been doing all the interviewing, except for my own interview, of course. I've done, we've only done about twenty-five, cause most of our people are gone really, in ill health, too. But I really enjoyed doing that. I think it was one of the most satisfying things I've done. But I haven't been to any of the conventions of OSI because, as I said, I was one of the babies of the OSI program, and those fellas had so much more experiences, so much greater experience than I did. I sort of feel like the unwanted child at the family reunion maybe. [laughs] Probably not, but that's the way I feel. Interviewer: Did your military experience influence your thinking about war or about the military in general, sir? Paul: Well, yeah. Of course, it, I was, we had ROTC and junior ROTC in high school here at that time. But I didn't know much about the military and I think I learned a great deal about it. I think it did wonders for me. As I say, I think it's the best thing to happen to me, going into the military service. Taught me a little discipline. It also taught me, I went in with what really I think that could honestly be called the cream of the crop of American youth in those days. And I learned that I could compete with any of them. I grew up in a family which, you know, blue collar family. We didn't have much money. All of a sudden, I realized I could probably do as well as they could. It gave me confidence. Plus, I think it was a duty that should be done. Interviewer: How did your service and experiences affect your life, sir? Paul: Well, the callback in 1951 interrupted my career. But again, probably did the best day of work I ever did in my life when I met my wife, so that made it worth it. I think it [changed me] for the better. I think it made me a better patriot. I think it made me a better person. And I wouldn't change a bit if I had the opportunity. Interviewer: Is there anything you'd like to add that we haven't covered in this interview, sir? Paul: You don't want me to get on my political bandwagon. [laughs] Well, no. I don't really think so. But I might. Have I got any time left? Interviewer: Yeah. Paul: Yeah. I really don't think there's much more to add. I'm concerned at today's world, about whether we still have the wherewithal to face serious threats like we're in today. I hope I'm wrong about that because in my case, I remember in World War Two, everybody was ready to rally to the flag. In fact, I saw a little difference in the Korean War because, as you may know, it's often called the forgotten war, because as compared to my experience of World War Two, very few people seemed interested in it except people who were in the service and those who had family in the service. And I see a little of that now and it bothers me. But hopefully I'm wrong about it. But I think the, I think personally this country would be much better off if we had some kind of requirement for young men, at least. I'm still in the old Victorian age, I don't include women in this, but the young men, it would be very helpful, not only for the country but for them, if they could spend at least a year or something in military service. It really would be good for them. But whether that'll ever happen or not, who knows. But I want to thank you for letting me do this interview today. I appreciate it. [end of tape]"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["World War, 1939-1945--Personal narratives, American","Stearman airplanes","B-24 (Bomber)","Paul, Janice Lee Osborne","Wofford College (Spartanburg, S.C.)","Georgia. Air National Guard. Tactical Fighter Wing, 54th","United States. National Guard Bureau. Fighter Group. 116th","United States. Air Force. Office of Special Investigations","United States. Army. Criminal Investigation Division","Big Springs (Tex.)","Consolidated B-24 Liberator (Bomber)"],"dcterms_title":["Oral history interview of William B. Paul"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/280"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","mini-dv"],"dcterms_extent":["45:58"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_974","title":"Report: ''Student Achievement,'' North Little Rock School District","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":["2004-09-16"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School improvement programs"],"dcterms_title":["Report: ''Student Achievement,'' North Little Rock School District"],"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/974"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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   \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":"nge_ngen_civil-rights-movement","title":"Civil Rights Movement","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Tuck, Stephen"],"dc_date":["2004-09-09"],"dcterms_description":["Encyclopedia article about the civil rights movement in the American South, one of the most significant and successful social movements in the modern world. Black Georgians formed part of this southern movement for full civil rights and the wider national struggle for racial equality. From Atlanta to the most rural counties in Georgia's southwest Cotton Belt, black activists protested white supremacy in a myriad of ways--from legal challenges and mass demonstrations to strikes and self-defense. In many ways, the results were remarkable. As late as World War II (1941-45) black Georgians were effectively denied the vote, segregated in most areas of daily life, and subject to persistent discrimination and often violence. But by 1965, sweeping federal civil rights legislation prohibited segregation and discrimination, and this new phase of race relations was first officially welcomed into Georgia by Governor Jimmy Carter in 1971.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata.","GSE identifier: SS2H1"],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of the New Georgia Encyclopedia."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Forms part of the New Georgia Encyclopedia."],"dcterms_subject":["Civil rights movements--Georgia"],"dcterms_title":["Civil Rights Movement"],"dcterms_type":["Text"],"dcterms_provenance":["New Georgia Encyclopedia (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.georgiaencyclopedia.org/articles/history-archaeology/civil-rights-movement/"],"dcterms_temporal":null,"dcterms_rights_holder":["If you wish to use content from the NGE site for commercial use, publication, or any purpose other than fair use as defined by law, you must request and receive written permission from the NGE. Such requests may be directed to: Permissions/NGE, University of Georgia Press, 330 Research Drive, Athens, GA 30602."],"dcterms_bibliographic_citation":["Cite as: \"Civil Rights Movement,\" New Georgia Encyclopedia. Retrieved [date]: http://www.georgiaencyclopedia.org."],"dlg_local_right":null,"dcterms_medium":["articles"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_112","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":["2004-09"],"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":["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/112"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"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\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant\nArkansas DEPARTMENT OF EDUCATION ~ STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201 -1071  (501) 682-H75  http://arkedu.s1a1e.ar.us Dr. Kenneth James, Director of Education September 30, 2004 Mr.M. SamuelJones,ill Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Rf Friday, Eldredge \u0026amp; Clark Cf fVfO 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 02\n1 - 200\nMr. Stephen W. Jones DESE OFFICEpF Jack, Lyon \u0026amp; Jones GREGAT/ON i,tONITORJNG 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 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 Dear Gentlemen: Per ail agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of September 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier .A TE BOARD OF EDUCATION, Ch,\n, - JoNoll Coldw,11, Ulllo R0\u0026lt;k  Vie, C .. 1'. Jmn, Wo,tmo,..Jaod, Mkaddphlo Members: Sherry Burrow, Jonesboro  Shelby Hillman, Carlisle  Calvin King, Marianna  Randy Lawson, Bentonville MaryJane Rebick, Little Rock  Diane Tatum, Pine Bluff  Naccaman Williams, Johnson An Equal Opportunity Employer .\nUNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 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 hereby gives notice of the filing of the ADE's Project Management Tool for September 2004. Respectfully Submitted, '--s'cott Smilli, Bar # 92251 General Counsel, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on September 30, 2004, 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. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. l 723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 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 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENOR$ KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL RECEIVED O'\"'T 1 - 2004 OFFICE OF DESEGREGATION l,1ONITORING 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 September 30, 2004 Based on the information available at AuQust 31, 2004, the ADE calculated the Equalization Funding for FY 04/05, subject to periodic adjustments. 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 September 30, 2004 Basedo-n theinforrriation available at August 31', 2004, the ADE calculated for FY 04/05, subject to periodic adjustments. C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2004 On AuQust 31, 2004, distributions of State Equalization Funding for FY 04/05 were as follows: LRSD - $5,916,608 NLRSD - $3,027,651 PCSSD - $5,432,019 The allotments of State Equalization FundinQ calculated for FY 04/05 at August 31, 2004, subject to periodic adjustments, were as follows: LRSD - $59, 166,086 NLRSD - $30,276,517 PCSSD - $54,320,195 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 September 30, 2004 Based on the information available, the ADE calculated at August 31, 2004 for FY 04/05, subject to periodic adjustments. 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 September 30, 2004 Basedonthe.fnformairon available, the ADE calculated at August 31, 2004 for.FY 04/05, subjept to periodic adjustments. 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 September 30, 2004 Based on the information available, the ADE calculated at August 31, 2004 for FY 04/05, subject to periodic adjustments. 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 September 30, 2004 Distributions for FY 04/05 at August 31, 2004, totaled $1,118,660. Allotment calculated for FY 04/05 was $12,305,260 subject to periodic adjustments. 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 September 30, 2004 Calculated for FY 02/03, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. (Continued) 2. Actual as of September 30, 2004 Distributions forJ:Y 03/04 atAugust31, 2004,_were: LRSD - $4, 149, 129 NLRSD - $3,771,548 PCSSD - $11,589,336 The allotments calculated for FY 03/04 at August 31, 2004, subject to periodic adjustments, were: LRSD - $4, 149, 129 NLRSD - $3,771,548 PCSSD - $11,589,336 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date 2. Ongoing, December of each year. Actual as of September 30, 2004 In September 2002, the Magnet and M-to-M transportation budgets for FY 02/03 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 September 30, 2004 In January 2004, General Finance was notified to pay the second one-third payment for FY 03/04 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. L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. (Continued) 2. Actual as of September 30, 2004 In September 2003, General Finance made the last one-third payment to the Districts for their FY 02/03 transportation budget. The budget is now paid out in three equal installments. At September 2003, the following had been paid for FY 02/03: LRSD - $3,835,562.00 NLRSD - $742,399.62 PCSSD - $2,252,050.92 In September 2003, General Finance made the first one-third payment to the Districts for their FY 03/04 transportation budget. The budget is now paid out in three equal installments. At September 2003, the following had been paid for FY 03/04: LRSD - $1,243,841.33 NLRSD - $263,000.00 PCSSD - $727,406.63 In February 2004, General Finance made the second one-third payment to the Districts for their FY 03/04 transportation budget. The budget is now paid out in three equal installments. At February 2004, the following had been paid for FY 03/04: LRSD - $2,487,682.66 NLRSD - $526,000.00 PCSSD - $1,454,813.26 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 September 30, 2004 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. 5 I. FINANCIAL OBLIGATIONS (Continued) M. N. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of September 30, 2004 (Continued) 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 July 1999, each district submitted an estimated budget for the 99/00 school year. 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. 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 September 30, 2004 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. 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. (Continued) 2. Actual as of September 30, 2004 (Continued) 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. The ADE accepted a bid on 16 buses for the Magnet and M/M transportation program. The buses will be delivered after July 1, 1999 and before August 1, 1999. The buses will be distributed accordingly: LRSD - 8\nNLRSD - 2\nPCSSD - 6. 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 type C 47 passenger buses and fourteen type C 65 passenger buses. Prices on these units are $43,426.00 each on the 47 passenger buses, and $44,289.00 each on the 65 passenger buses. 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. 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. 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 September 30, 2004 (Continued) In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. Specifications for 16 new Magnet and M-to-M school buses have been forwarded to State Purchasing for bidding. Bids will be opened on May 12, 2003. The buses will have a required delivery date after July 1, 2003 and before August 8, 2003. 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. 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 September 30, 2004 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 September 30, 2004 Obligation fulfilled in FY 95/96. 8 I. FINANCIAL OBLIGATIONS (Continued) 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. 2. Actual as of September 30, 2004 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 September 30, 2004 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. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2004 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 September 30, 2004 Obligation fulfilled in FY 95/96. 9 I. FINANCIAL OBLIGATIONS (Continued) u. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2004 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. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of September 30, 2004 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. 10 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring.(Continued) 2. Actual as of September 30, 2004 (Continued} 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. 11 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 September 30, 2004 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. 12 11. 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 September 30, 2004 (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. 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 September 30, 2004 (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. 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 September 30, 2004 (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 Ass.istant 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. 15 11. 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 September 30, 2004 (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. 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 September 30, 2004 (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. 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 September 30, 2004 (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. 18 11. 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 September 30, 2004 (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. 19 111. 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 September 30, 2004 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 September 30, 2004 To date, no action has been taken by the LRSD. 20 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 September 30, 2004 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 September 30, 2004 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 September 30, 2004 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 September 30, 2004 The information for this item is detailed under Section IV.E. of this report. 21 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 September 30, 2004 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. 22 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 September 30, 2004 (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. 23 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 September 30, 2004 (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. 24 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 September 30, 2004 (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-B 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. 25 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 September 30, 2004 (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. 26 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 September 30, 2004 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 September 30, 2004 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 September 30, 2004 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 27 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 September 30, 2004 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. 28 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2004 (Continued) During the months of February 1996 thmugh 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. 29 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 September 30, 2004 (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. 30 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 September 30, 2004 (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 arid 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. 31 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 September 30, 2004 (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. 32 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 September 30: 2004 (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. 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 September 30, 2004 (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. 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 September 30, 2004 (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, 2oo'1, 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. 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 September 30, 2004 (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. 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 September 30, 2004 (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. 37 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 September 30, 2004 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 seNice 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 II - 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 seNice 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 seNice specialists prepared for the spring NCA/COE peer team visits. 38 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 September 30, 2004 (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. 39 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 September 30, 2004 (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. 40 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 September 30, 2004 (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 September 30, 2004 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 41 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of September 30, 2004 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. D. 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 September 30, 2004 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 September 30, 2004 The information for this item is detailed under Section VI.F. of this report. 42 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2004 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 children. 43 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (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. 44 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (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. 45 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (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 ACTAAP 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. 46 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (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. 47 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (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. 48 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (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\nLisa Poteet, Speech Language Pathologist\nJane Harkey, Principal\nKathy Penn-Norman, Special Education Coordinator\nAlice Phillips, Occupational Therapist. On September 15, 2000, the Governor's Developmental Disability Coalition Conference presented Assistive Technology Devices \u0026amp; Services. This was held at the Arlington Hotel in Hot Springs. Bryan Ayres was the presenter. On September 19, 2000, Autism and Classroom Accommodations for the LRSD at Jefferson Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Melissa Chaney, Special Education Teacher\nBarbara Barnes, Special Education Coordinator\na Principal, a Counselor, a Librarian, and a Paraprofessional. On October 6, 2000, Integrating Assistive Technology Into Curriculum was presented at a conference in the Hot Springs Convention Center. Presenters were: Bryan Ayers and Aleecia Starkey. Speech Language Pathologists from LRSD and NLRSD attended. On October 24, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On October 25 and 26, 2000, Alternate Assessment for Students with Severe Disabilities for the LRSD at J. A. Fair High School was presented. Bryan Ayres was the presenter. The participants were: Susan Chapman, Special Education Coordinator\nMary Steele, Special Education Teacher\nDenise Nesbit, Speech Language Pathologist\nand three Paraprofessionals. On November 14, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On November 17, 2000, training was conducted on Autism for the LRSD at the Instructional Resource Center. Bryan Ayres and Shelley Weir were presenters. 49 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) On December 5, 2000, Access to the Curriculum Via the use of Assistive Technology Computer Lab was presented. Bryan Ayres was the presenter of this teleconference. The participants were: Tim Fisk, Speech Language Pathologist from Arch Ford Education Service Cooperative at Plumerville and Patsy Lewis, Special Education Teacher from Mabelvale Middle School in the LRSD. On January 9, 2001, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. Kathy Brown, a vision consultant from the LRSD, was a participant. On January 23, 2001, Autism and Classroom Modifications for the LRSD at Brady Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Beverly Cook, Special Education Teacher\nAmy Littrell, Speech Language Pathologist\nJan Feurig, Occupational Therapist\nCarolyn James, Paraprofessional\nCindy Kackly, Paraprofessional\nand Rita Deloney, Paraprofessional. The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcast on February 5, 2001. Presenters were: Charlotte Marvel, ADE\nDr. Gayle Potter, ADE\nMarcia Harding, ADE\nLynn Springfield, ASERC\nMary Steele, J. A. Fair High School, LRSD\nBryan Ayres, Easter Seals Outreach. This was provided for Special Education teachers and supervisors in the morning, and Limited English Proficient teachers and supervisors in the afternoon. The Special Education session was attended by 29 teachers/administrators and provided answers to specific questions about the alternate assessment portfolio system and the scoring rubric and points on the rubric to be used to score the portfolios. The LEP session was attended by 16 teachers/administrators and disseminated the common tasks to be included in the portfolios: one each in mathematics, writing and reading. On February 12-23, 2001, the ADE and Data Recognition Corporation personnel trained Test Coordinators in the administration of the spring Criterion-Referenced Test. This was provided in 20 sessions at 10 regional sites. Testing protocol, released items, and other testing materials were presented and discussed. The sessions provided training for Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Pilot Tests. The LRSD had 2 in attendance for the End of Course session and 2 for the Benchmark session. The NLRSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. The PCSSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. 50 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) On March 15, 2001, there was a meeting at the ADE to plan professional development for staff who work with Limited English Proficiency (LEP) students. A $30,000 grant has been created to provide LEP training at Chicot Elementary for a year, starting in April 2001. A $40,000 grant was created to provide a Summer English as Second Language (ESL) Academy for the LRSD from June 18 through 29, 2001. Andre Guerrero from the ADE Accountability section met with Karen Broadnax, ESL Coordinator at LRSD, Pat Price, Early Childhood Curriculum Supervisor at LRSD, and Jane Harkey, Principal of Chicot Elementary. On March 1-2 and 8-29, 2001, ADE staff performed the following activities: processed registration for April 2 and 3 Alternate Portfolio Assessment video conference quarterly meeting\nanswered questions about Individualized Educational Plan (IEP) and LEP Alternate Portfolio Assessment by phone from schools and Education Service Cooperatives\nand signed up students for alternate portfolio assessment from school districts. On March 6, 2001, ADE staff attended a Smart Step Technology Leadership Conference at the State House Convention Center. On March 7, 2001, ADE staff attended a National Assessment of Educational Progress (NAEP) Regional Math Framework Meeting about the Consensus Project 2004. On March 8, 2001, there was a one-on-one conference with Carole Villarreal from Pulaski County at the ADE about the LEP students with portfolios. She was given pertinent data, including all the materials that have been given out at the video conferences. The conference lasted for at least an hour. On March 14, 2001, a Test Administrator's Training Session was presented specifically to LRSD Test Coordinators and Principals. About 60 LRSD personnel attended. The following meetings have been conducted with educators in the three districts in Pulaski County since July 2000. On July 10-13, 2000 the ADE provided Smart Step training. The sessions covered Standards-based classroom practices. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) On July 19-21, 2000 the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were 200 teachers from across the state in attendance. On August 14-31, 2000 the ADE presented Science Smart Start Lessons and worked with teachers to produce curriculum. This will provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. On September 5, 2000 the ADE held an Eisenhower Informational meeting with Teacher Center Coordinators. The purpose of the Eisenhower Professional Development Program is to prepare teachers, school staff, and administrators to help all students meet challenging standards in the core academic subjects. A summary of the program was presented at the meeting. On November 2-3, 2000 the ADE held the Arkansas Conference on Teaching. This presented curriculum and activity workshops. More than 1200 attended the conference. On November 6, 2000 there was a review of Science Benchmarks and sample model curriculum. A committee of 6 reviewed and revised a drafted document. The committee was made up of ADE and K-8 teachers. On November 7-10, 2000 the ADE held a meeting of the Benchmark and End of Course Mathematics Content Area Committee. Classroom teachers reviewed items for grades 4, 6, 8 and EOC mathematics assessment. There were 60 participants. On December 4-8, 2000 the ADE conducted grades 4 and 8 Benchmark Scoring for Writing Assessment. This professional development was attended by approximately 750 teachers. On December 8, 2000 the ADE conducted Rubric development for Special Education Portfolio scoring. This was a meeting with special education supervisors to revise rubric and plan for scoring in June. On December 8, 2000 the ADE presented the Transition Mathematics Pilot Training Workshop. This provided follow-up training and activities for fourth-year mathematics professional development. On December 12, 2000 the ADE presented test administrators training for midyear End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcasts on April 2-3, 2001. Administration of the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy took place on April 23-27, 2001. Administration of the End of Course Algebra and Geometry Exams took place on May 2-3, 2001. Over 1,100 Arkansas educators attended the Smart Step Growing Smarter Conference on July 10 and 11, 2001, at the Little Rock Statehouse Convention Center. Smart Step focuses on improving student achievement for Grades 5-8. The Smart Step effort seeks to provide intense professional development for teachers and administrators at the middle school level, as well as additional materials and assistance to the state's middle school teachers. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the first keynote address on \"The Character-Centered Teacher''. Debra Pickering, an education consultant from Denver, Colorado, presented the second keynote address on \"Characteristics of Middle Level Education\". Throughout the Smart Step conference, educators attended breakout sessions that were grade-specific and curriculum area-specific. Pat Davenport, an education consultant from Houston, Texas, delivered two addresses. She spoke on \"A Blueprint for Raising Student Achievement\". Representatives from all three districts in Pulaski County attended. Over 1,200 Arkansas teachers and administrators attended the Smart Start Conference on July 12, 2001, at the Little Rock Statehouse Convention Center. 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. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the keynote address. The day featured a series of 15 breakout sessions on best classroom practices. Representatives from all three districts in Pulaski County attended. On July 18-20, 2001, the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were approximately 300 teachers from across the state in attendance. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) The ADE and Harcourt Educational Measurement conducted Stanford 9 test administrator training from August 1-9, 2001. The training was held at Little Rock, Jonesboro, Fort Smith, Forrest City, Springdale, Mountain Home, Prescott, and Monticello. Another session was held at the ADE on August 30, for those who were unable to attend August 1-9. The ADE conducted the Smart Start quarterly meeting by video conference at the Education SeNice Cooperatives and at the ADE from 9:00 a.m. until 11 :30 a.m. on September 5, 2001. The ADE released the performance of all schools on the Primary and Middle Level Benchmark Exams on September 5, 2001. The ADE conducted Transition Core Teacher ln-SeNice training for Central in the LRSD on September 6, 2001. The ADE conducted Transition Checklist training for Hall in the LRSD on September 7, 2001. The ADE conducted Transition Checklist training for McClellan in the LRSD on September 13, 2001. The ADE conducted Basic Co-teaching training for the LRSD on October 9, 2001. The ADE conducted training on autism spectrum disorder for the PCSSD on October 15, 2001. Professional Development workshops (1 day in length) in scoring End of Course assessments in algebra, geometry and reading were provided for all districts in the state. Each school was invited to send three representatives (one for each of the sessions). LRSD, NLRSD, and PCSSD participated. Information and training materials pertaining to the Alternate Portfolio Assessment were provided to all districts in the state and were supplied as requested to LRSD, PCSSD and David 0. Dodd Elementary. On November 1-2, 2001 the ADE held the Arkansas Conference on Teaching at the Excelsior Hotel \u0026amp; Statehouse Convention Center. This presented sessions, workshops and short courses to promote exceptional teaching and learning. Educators could become involved in integrated math, science, English \u0026amp; language arts and social studies learning. The ADE received from the schools selected to participate in the National Assessment of Educational Progress (NAEP), a list of students who will take the test. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) On December 3-7, 2001 the ADE conducted grade 6 Benchmark scoring training for reading and math. Each school district was invited to send a math and a reading specialist. The training was held at the Holiday Inn Airport in Little Rock. On December 4 and 6, 2001 the ADE conducted Mid-Year Test Administrator Training for Algebra and Geometry. This was held at the Arkansas Activities Association's conference room in North Little Rock. On January 24, 2002, the ADE conducted the Smart Start quarterly meeting by ADE compressed video with Fred Jones presenting. On January 31, 2002, the ADE conducted the Smart Step quarterly meeting by NSCI satellite with Fred Jones presenting. On February 7, 2002, the ADE Smart Step co-sponsored the AR Association of Middle Level Principal's/ADE curriculum, assessment and instruction workshop with Bena Kallick presenting. On February 11-21, 2002, the ADE provided training for Test Administrators on the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Exams. The sessions took place at Forrest City, Jonesboro, Mountain Home, Springdale, Fort Smith, Monticello, Prescott, Arkadelphia and Little Rock. A make-up training broadcast was given at 15 Educational Cooperative Video sites on February 22. During February 2002, the LRSD had two attendees for the Benchmark Exam training and one attendee for the End of Course Exam training. The NLRSD and PCSSD each had one attendee at the Benchmark Exam training and one attendee for the End of Course Exam training. The ADE conducted the Smart Start quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9:30 a.m. until 11 :30 a.m. on May 2, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan. The principal's role in the process was explained. The ADE conducted the Smart Step quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9:30 a.m. until 11 :30 a.m. on May 9, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan. The principal's role in the process was explained. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) The Twenty-First Annual Curriculum and Instruction Conference, co-sponsored by the Arkansas Association for Supervision and Curriculum Development and the Arkansas Department of Education, will be held June 24-26, 2002, at the Arlington Hotel in Hot Springs, Arkansas. \"Ignite Your Enthusiasm for Learning\" is the theme for this year's conference, which will feature educational consultant, Dr. Debbie Silver, as well as other very knowledgeable presenters. Additionally, there will be small group sessions on Curriculum Alignment, North Central Accreditation, Section 504, Building Level Assessment, Administrator Standards, Data Disaggregation, and National Board. The Educational Accountability Unit of the ADE hosted a workshop entitled \"Strategies for Increasing Achievement on the ACTAAP Benchmark Examination\" on June 13-14, 2002 at the Agora Center in Conway. The workshop was presented for schools in which 100% of students scored below the proficient level on one or more parts of the most recent Benchmark Examination. The agenda included presentations on ''The Plan-Do-Check-Act Instructional Cycle\" by the nationally known speaker Pat Davenport. ADE personnel provided an explanation of the MPH point program. Presentations were made by Math and Literacy Specialists. Dr. Charity Smith, Assistant Director for Accountability, gave a presentation about ACTAAP. Break out sessions were held, in which school districts with high scores on the MPH point program offered strategies and insights into increasing student achievement. The NLRSD, LRSD, and PCSSD were invited to attend. The NLRSD attended the workshop. The Smart Start Summer Conference took place on July 8-9, 2002, at the Little Rock Statehouse Convention Center and Peabody Hotel. The Smart Start Initiative focuses on improving reading and mathematics achievement for all students in Grades K-4. The event included remarks by Ray Simon, Director of the ADE. After comments by the Director, Bena Kallick presented the keynote address \"Beyond Mapping: Essential Questions, Assessment, Higher Order Thinking\". This was followed by a series of breakout sessions on best classroom practices. On the second day, Vivian Moore gave the keynote address \"Overcoming Obstacles: Avenues for Student Success\". Krista Underwood gave the presentation \"Put Reading First in Arkansas\". This was followed by a series of breakout sessions on best classroom practices. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) The Smart Step Summer Conference took place on July 10-11, 2002, at the Little Rock Statehouse Convention Center and Peabody Hotel. Smart Step focuses on improving student achievement for Grades 5-8. The event included remarks by Ray Simon, Director of the ADE. After comments by the Director, Vivian Moore presented the keynote address \"Overcoming Obstacles: Avenues for Student Success\". This was followed by a series of breakout sessions on best classroom practices. On the second day, Bena Kallick presented \"Beyond Mapping: Essential Questions, Assessment, Higher Order Thinking\". Ken Stamatis presented \"Smart Steps to Creating a School Culture That Supports Adolescent Comprehension\". This was followed by a series of breakout sessions on best classroom practices. On August 8, 2002, Steven Weber held a workshop at Booker T. Washington Elementary on \"Best Practices in Social Studies\". It was presented to the 4th grade teachers in the Little Rock School District. The workshop focused around the five themes of geography and the social studies (fourth grade) framework/standards. Several Internet web sites were shared with the teachers, and the teachers were shown methods for incorporating writing into fourth grade social studies. One of the topics was using primary source photos and technology to stimulate the students to write about diverse regions. A theme of the workshop included identifying web sites which apply to fourth grade social studies teachers and interactive web sites for fourth grade students. This was a Back-to-School In-service workshop. The teachers were actively involved in the workshop. On August 13 Steven Weber conducted a workshop at Parkview High School in the LRSD. Topics of the workshop included: 1. Incorporating Writing in the Social Studies Classroom 2. Document Based (open-ended) Questioning Techniques 3. How to practice writing on a weekly basis without assigning a lengthy research report 4. Developing Higher Level Thinking Skills in order to produce active citizens, rather than passive, uninformed citizens 5. Using the Social Studies F\namework 6. Identifying state and national Web Sites which contain Primary Sources for use in the classroom The 8:30 - 11 :30 session was for the 6 - 8 grade social studies teachers. The 12:30 - 3:00 session was for the 9 - 12 grade social studies teachers. Several handouts were used, also PowerPoint, primary source photos and documents, and Internet web sites (i.e., Library of Congress, Butler Center for Arkansas Studies, National Archives, etc.). This was a Back-to-School In-service workshop. The teachers were actively involved in the workshop. Marie McNeal is the Social Studies Specialist for the Little Rock School District. She invited Steven Weber to present at the workshop, and was in attendance. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2004 (Continued) On September 30 through October 11, 2002, the ADE provided Professional Development for Test Administrators on the End of Course Literacy, Algebra and Geometry Exams. The training was held at the Holiday Inn Airport. All three districts in Pulaski County sent representatives to the training. On October 3, 2002, Charlotte Marvel provided in-service training for LEP teachers in the Little Rock School District. On December 6, 2002,\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_1774","title":"Court filings regarding Arkansas Department of Education (ADE) project management tools, Office of Desegregation Management (ODM) report, and plaintiff's notice of filing quarterly update to ODM.","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2004-09/2004-12"],"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.)--History--21st century","Arkansas. Department of Education","Office of Desegregation Monitoring (Little Rock, Ark.)","School districts","Little Rock School District","Project management","Education--Finance","Magnet schools","School integration"],"dcterms_title":["Court filings regarding Arkansas Department of Education (ADE) project management tools, Office of Desegregation Management (ODM) report, and plaintiff's notice of filing quarterly update to ODM."],"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/1774"],"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":["43 page scan, typed"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\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  \n\n   \n\n\n   \n\n \n\n\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eCourt filings: District Court, two notices of filing, Arkansas Department of Education (ADE) project management tools; District Court, notice of filing, Office of Desegregation Management report, ''2004-05 Enrollment and Racial Composition of the Pulaski County Special School District (PCSSD)''; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool; District Court, plaintiff's notice of filing quarterly update to Office of Desegregation Management and Joshua; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    Arkansas DEPARTMENT OF EDUCATION 4 ST.-\\TE C.-\\P!TOL MALL  Lfrrt.E ROCK, ARKANSAS 72201 -1071  (S01) 682--1475  http://arkedu.sta te.ar.us Dr. Kenneth James, Director of Education September 30, 2004 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller R ~ C ~ Friday, Eldredge \u0026amp; Clark I;; ~ f V f D 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 G~T l - 2004 Mr. Stephen W. Jones DESE ,. OFFICE.OF Jack, Lyon \u0026amp; Jones GREuAf/ONi, 10NITDRJNG 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 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 Dear Gentlemen: Per ail agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of September 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier BOARD OF EDUCATION: Chair - JoNell Caldwell, Little Rock  Vice Chair - Jeanna Westmoreland, Arkadelphia Members: Sherry Burrow, Jonesboro  Shelby Hillman, Carlisle  Calvin King, Marianna  Randy Lawson, Bentonville MaryJane Rebick, Little Rock  Diane Tatum, Pine Bluff  Naccaman Williams, Johnson An Equal Opportunity Employer UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 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 hereby gives notice of the filing of the ADE's Project Management Tool for September 2004. Respectfully Submitted, cott Smit , Bar# 92251 General Counsel, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on September 30, 2004, 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. M. Samuel Jones, Ill Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 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 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 RECEiVED o:T 1 - 2004 OFFICE Of DESEGREGATION ;,iONITORING 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 September 30, 2004 Based on the information available at AuQust,31, 2004, the ADE calculated the Equalization Funding for FY 04/05, subject to periodic adjustments. 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 September 30, 2004 Based-ordfie-information available afAugust 31,' 2004, the ADE calculated for -FY 04/05, subject to periodic adjustments. C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2004 On AuQust 31, 2004, distributions of State Equalization Funding for FY 04/05 were as follows: LRSD - $5,916,608 NLRSD - $3,027,651 PCSSD - $5,432,019 The allotments of State Equalization FundinQ calculated for FY 04/05 at August 31, 2004, subject to periodic adjustments, were as follows: LRSD -$59,166,086 NLRSD - $30,276,517 PCSSD - $54,320,195 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 September 30, 2004 Based on the information available, the ADE calculated at August 31, 2004 for FY 04/05, subject to periodic adjustments. 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 Arkansas DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL  UITLE ROCK, ARKANSAS 72201 -1071  (501) 682-4475  http:/ / arkedu.state.ar.us Dr. Kenneth James, Director of Education September 27, 2004 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 0 c-, -l t\\:) Oo ~ c:::\u0026gt; c:::\u0026gt; -- RE: Little Rock School District v. Pulaski County Special School District, et al. US. District Court No. 4:82-CV-866 Dear Gentlemen: Per an agreement with the Attorney General's Office, I am filing the Arkansas /JC.JDepartment of Education's Project Management Tool for the month of fuwternber 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sir::~, ~fL -a~~' General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier :c m -m0 m\u0026lt; C S E BOARD OF EDUCATION: Chair - JoNell Caldwell, Little Rock  Vice Chair - Jeanna Westmoreland, Arkadelphia Members: Sherry Burrow, Jonesboro  Shelby Hillman, Carlisle  Calvin King, Marianna  Randy Lawson, Bentonville MaryJane Rebick, Little Rock  Diane Tatum, Pine Bluff  Naccaman Williams, Johnson An Equal Opportunity Employer UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 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 hereby gives notice of the filing of the ADE's Project Management Tool for October 2004. Respectfully Submitted, General Counsel, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on October '2'1'~004, 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. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1 723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 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 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS AD~SPROJECTMANAGEMENTTOOL 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 October 31, 2004 Based on the information available at September 30, 2004, the ADE calculated the Equalization Funding for FY 04/05, subject to periodic adjustments. 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. 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 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 October 31 , 2004 Based on the information available at September 30, 2004, the ADE calculated the Equalization Funding for FY 04/05, subject to periodic adjustments. 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. II 11. Ii II 11 II II II II ll II II I I I I  2004-05 ENROLLMENT AND RACIAL COMPOSITION OF THE PULASKI COUNTY SPECIAL SCHOOL DISTRICT Horace R Smith Monitor November 23, 2004 Office of Desegregation Monitoring United States District Court Little Rock, Arkansas NOV 2 3 2004 ~;:MES W. McCORMACK, CLERK Polly Ramer Office Manager Arkansas DEPARTMENT OF EDUCATION 4 STATE CAPITOL MALL  UITLE ROCK, ARKANSAS 72201-1071  (501) 682-4475  http://arkedu.state.ar.us Dr. Kenneth James, Director of Education November 30, 2004 Mr.M. SrunuelJones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 RECEIVED DEC 1 - 2004 DN, OFFICE OF t,.EGREGATIGN friON/TORING RE: Little Rock School District v. Pulaski County Special School District, et al. U.S. District Court No. 4:82-CV-866 Dear Gentlemen: Per an agreement with the Attorney General's Office, I run filing the Arkansas Department of Education's Project Management Tool for the month of November 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, ~~ General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier .E BOARD OF EDUCATION: Chair - JoNell Caldwell, Little Rock  Vice Chair - Jeanna Westmoreland, Arkadelphia Members: Sherry Burrow, Jonesboro  Shelby Hillman, Carlisle  Calvin King, Marianna  Randy Lawson, Bentonville MaryJane Rebick, Little Rock  Diane Tatum, Pine Bluff  Naccaman Williams, Johnson An Equal Opportunity Employer UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS . WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 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 hereby gives notice of the filing of the ADE's Project Management Tool for November 2004. Respectfully Submitted, General Counsel, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on November 30, 2004, 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. M. SamuelJones,m Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 INTHE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 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. e, 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, 2004 Based on the information available at October 31, 2004, the ADE calculated the State Foundation Funding for FY 04/05, subject to periodic adjustments. 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. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL RECF,\"\"\" ~~ ,eo Ci 'ti' DEC 2 - 2004 OFFICE OF DESEGREGATION 1,JONITORING PLAINTIFF'S NOTICE OF FILING OUARTERL Y UPDATE TO OFFICE OF DESEGREGATION MONITORING AND JOSHUA PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS Plaintiff Little Rock School District (\"LRSD\") for its Notice of Filing Quarterly Update to Office of Desegregation Monitoring and Joshua dated December 1, 2004 states: 1. The attached document is the first quarterly written update by the Little Rock School District and its Planning, Research, and Evaluation Department. It has been provided to the Joshua Intervenors and the Office ofDesegregation Monitoring in accordance with the District Court's 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004). 2. LRSD is filing this Quarterly Update so that the Court may be aware of the compliance work done by LRSD to comply with the Court's Memorandum Opinion of June 30, 2004. WHEREFORE, the LRSD submits its Quarterly Update to Office of Desegregation Monitoring and Joshua as required by the Court. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 I / ~ 6 -~ B~ - 1/( ChristopherHelr CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on the 1st day of December, 2004: Mr. John W. Walker JOHNW. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 7220 I 2 Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Tim Gauger Mr. Mark A. Hagemeier Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 c--- ~ -,-=;;;.-:z~:;,c:;Christopherl er Attachment furnished November 30, 2004 separately December 27, 2004 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark REC-f~~v7ED 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 OEC ?. ~ 2004 Mr. John W. Walker Mr. Stephen W. Jones OFFICE OF DESEGREGATION;1 iONITORING I I John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0 . Box 1510 Little Rock, AR 72203-1510 Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al. US. District Court No. 4:82-CV-866 WRW Dear Gentlemen: Per an agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of December 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier ATE BOARD OF EDUCATION: Chair - JoNell Caldwell, Uttle Rock  Vice Chair - Jeanna Westmoreland, Arkadelphia Memben: Sherry Burrow, Jonesboro  Shelby Hillman, Carlille  Calvin Kina, Marianna  Randy I.anon, Beaton.me MaryJane Rebick, Uttle Rock  Diane Tatum, Pine Bluff  Naccaman Williams, Johmon A Equl Opportalty Employer UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. 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 hereby gives notice of the filing of the ADE's Project Management Tool for December 2004. Respectfully Submitted, Scott Sm1 , ar # 2 51 General Counsel, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on December 27, 2004, 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. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. .1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0 . Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 ~m1th . 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 December 31, 2004 Based on the information available at November 30, 2004, the ADE calculated the State Foundation Funding for FY 04/05, subject to periodic adjustments. 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.    This 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 Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\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\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\u003c/item\u003e\n\u003c/items\u003e"},{"id":"bcas_bcmss0837_1062","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2004-09"],"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--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1062"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"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\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nRJ~9~VED SEP 2 2004 OFFICE OF DESEGREGATION f,iONITORlNG Agenda Little Rock School District Board of Directors' Meeting WATCH FOR CHILDREN September 2004 o-,:, \u0026gt; ::mO ~c: .... 3: Oz o\u0026gt; el~ m.., ::0 C: -z\n:o:,O o-\u0026lt; F\nOCI\u0026gt; \u0026gt; r-r-\ng ~ =Em mO r- C: 0~ 0,- iliJ ~ ::0 Cl) ?= \u0026gt;~ i,,~ C.,,: :..:.0. ~ lG ,=.l .mo :::!8 Oz z =l Cl) \u0026lt;5 z Cl) !D ~ ::0 ' im! ~ ::c '6  Cl) I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERSHIPS C. CITIZENS REMARKS 0. I RCTA To: From: Through: Subject: Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 September 23, 2004 Board of Education Debbie Milam, Director, ViPS/Partners in Education ~ Roy G. Brooks, Superintendent of Schools Partners in Education Program: New partnerships The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. We recommend that the Board approve the following partnerships: Otter Creek Elementary School and Cingular Wireless Otter Creek Elementary School and Metropolitan National Bank McClellan High School and Metropolitan National Bank Partnership Proposal Cingular Wireless and Otter Creek Elementary Cingular Wireless commits to the following partnership activities:  Send readers on ViPS Reading Day  Collect school supplies for students in need  Provide premiums to be used for student incentives  Participate in the 5th grade job shadowing on Ground Hog Day  Help families in need at Christmas and upon request by counselor/principal  Invite employees to volunteer to mentor students Otter Creek Elementary commits to the following partnership activities:  Provide artwork for display in lobby  Provide choir to perform at special occasions  Acknowledge Cingular as a Partner in Education  Invite Cingular employees to school events and volunteer recognition events Partnership Proposal Metropolitan National Bank and Otter Creek Elementary Metropolitan National Bank commits to the following partnership activities:  Send readers on ViPS Reading Day  Invite classes to take field trips to the branch to look at operations  Provide premiums to be used for student incentives  Participate in the 5th grade job shadowing on Ground Hog Day  Sponsor events such as Morning Muffins  Invite employees to volunteer to mentor students Otter Creek Elementary commits to the following partnership activities:  Provide artwork for display in bank lobby  Provide choir to perform on holidays and/or special occasions  Acknowledge Metropolitan National Bank as a Partner in Education  Invite the bank to school events and volunteer recognition events !=' CD C 8 !:!l C \"ti ~ m r\u0026gt; n =l !='mN r-z\no en ,~,.R~l ~ en Partnership Outline McClellan High School and Metropolitan National Bank Metropolitan National Bank's responsibilities: 1. Support Money Smarts Curriculum - This has already been implemented and the bank provided the in-service and the materials to teach this curriculum. 2. Serve on Business Finance Advisory Board 3. Provide guest Speakers 4. Establish/ provide consultation for the operations of mock bank on campus 5. Provide equipment for mock bank 6. In-service teachers concerning operations of mock bank 7. Participate in internship program (Tobe determined) McClellan's responsibilities: 1. Recognize Metropolitan National Bank as a Partner in Education 2. Provide instructor for Money Smarts 3. Conduct advisory board meeting 4. Schedule guest speakers on pertinent finance/banking topics 5. Lead teacher of BFA will coordinate the operations of mock bank 6. Provide facility for mock bank 7. Provide meeting place and teachers for in-service 8. Provide interns (To be determined) I. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS REGULAR MEETING September 23, 2004 5:30 p.m. PRELIMINARY FUNCTIONS A. Administration of the Oath of Office B. Call to Order C. Roll Call 11. PROCEDURAL MATTERS A. President's Welcome to Guests Ill. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners In Education - New Partnerships Otter Creek Elementary School - Janis Tucker Cingular Wireless - Carola Clayton and Metropolitan National Bank - Virgil Miller \u0026amp; Debbie Knight McClellan High School - Steve Geurin \u0026amp; Nancy Leslie Metropolitan National Bank - Virgil Miller \u0026amp; Debbie Knight C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report - Committee Presentation: Jodie Carreiro C. Organizational Audit Leadership Team Presentation: Bob Klempen and Dennis Smith D. Budget Update E. Construction Report: Proposed Bond Projects F. Internal Auditors Report G. Technology Update ,f\u0026gt;.. C: 0 =I ~ ~ \"Cl ~ m E 6 % !=' ID C: 8 !!l C: ~ m Regular Board Meeting September 23, 2004 Page2 V. APPROVAL OF ROUTINE MATTERS: A. Election of Officers B. Minutes: Regular Board Meeting - 08-26-04 VI. CURRICULUM \u0026amp; INSTRUCTION A. LRSD - LRCTA Partnership Agreement: National Board Certification Program B. Distance Learning Equipment Grant VII. SCHOOL SERVICES A. Report: Performance Evaluation for School Administrators B. First Reading: Policy JIH - Student Searches* VIII. HUMAN RESOURCES A. Personnel Changes IX. ADMINISTRATIVE SERVICES DIVISION: A. Approval of Student Assignment Committee Recommendations X. BUSINESS SERVICES DIVISION: A. Board Disbursing Officers B. Authorization: Contract for Professional Services C. Donations of Property D. Financial Report XI. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions XII. EMPLOYEE HEARING XIII. ADJOURNMENT * For consideration of a suspension of the rules. !=' ID C 8 !!l C ~ m ~n Individual Approach to a World of Knowledge\" TO: FROM: PREPARED BY: SUBJECT: September 23, 2004 Board of Directors 1 ~ Mark D. Milhollen, Manager \\~ Financial Services Roy G. Brooks, Ed. D. Superintendent of Schools Bill Goodman, District Engineer~ September 2004 Construction Report-Bond Projects The new media center serving both Pulaski Heights Middle and Elementary Schools and the new media center at Dunbar Magnet Middle have been completed and are being used by the staff and students even though the shelving for the books has not been installed. I think you will agree with me that the exterior appearance at both locations is much better as well. I have had several patrons call me to tell me this. The latter phases of renovation of Central High are well under way. The project will be completed the summer of 2005. The project has gone very smoothly due to the good working relationship between the school staff, LRSD Facility Services personnel and the contractor. The reflecting pond at Central High School will be completed this month. The National Park Service will hold a dedication ceremony in the near future. Please call me at 447-1146 if you have any questions. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 ' p 1ii :z:c 0  -\u0026lt; C: \"D ~ m fl! !I: z m~ en s -  o r- C: ill~ !20 oc: \u0026gt;~ ~~\noz -\u0026lt; en mz-\n\u0026lt;o\no C: enO -::co::! ~ Facility Name Administration Booker Brady Central Central Central Dodd Dunbar Henderson Mablevale Elem Parkview Pulaski Hgts. Elem Pulaski Hgts. MS Wakefield Washington Western Hills CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 23, 2004 BOND PROJECTS UNDER CONSTRUCTION Project Description Cost HVAC $70,000 Gym Roof $48,525 Addition/renovation $973,621 Renovation - Interior $10,200,266 HVAC Renovation - Band Area $225,000 Reflecting Pond $57,561 Fire Alarm Upgrade $9,200 Renovation/addition $6,149,023 Lockers $80,876 Fire Alarm Upgrade $12,000 Addition $2,121,226 Renovation $1 ,193,259 Renovation $3,755,041 Rebuild $5,300,000 Fire Alarm Upgrade $11,600 Fire Alarm Upgrade $8,400 t:st. compIetIon Date Oct-04 Sep-04 Sep-04 Aug-05 Dec-04 Sep-04 Sep-04 Nov-04 Dec-04 Sep-04 Sep-04 Sep-04 Sep-04 Sep-04 Sep-04 Oct-04 BOND PROJECTS CONSTRUCTION - FALL/ WINTER 2004-05 Est. Completion Facility Name Project Description Cost Date Carver Media Center Expansion $167,490 Unknown Gibbs Addition $705,670 Jun-05 Meadowcliff Remodel $164,150 Mar-05 Mitchell Renovation $2,212,493 Aug-05 Oakhurst (Adult Education) New Windows $215,000 Jun-05 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED t::st. (.\nOmpIeuon Facility Name Project Description Cost Date Booker Electrical Upgrade Unknown Unknown Chicot Electrical Upgrade Unknown Unknown Cloverdale Elementary Addition $520,750 Aug-05 Fair Park Addition $799,000 Unknown Forest Heights Remodel $1 ,547,000 Unknown Garland Remodel Unknown Unknown Pulaski Hgts. MS Energy monitoring system installation Unknown Unknown Rightsell Renovation $2,494,000 Aug-06 Scott Field Renovate Track $200,000 Unknown Western Hills Electrical Upgrade \u0026amp; HVAC $640,000 Aug-05 Woodruff Parking addition $193,777 Unknown BOND PROJECTS THAT HAVE BEEN COMPLETED Est. Completion Facility Name Project Description Cost Date Administration Asbestos abatement $380,495 Mar-03 Administration Fresh air system $55,000 Aug-03 Administration Fire alarm $32,350 Aug-03 Administration Annex Energy monitoring system installation May-02 Alternative Learning Ctr. Energy monitoring system installation $15,160 Oct-01 Alternative Learning Ctr. Energy efficient lighting $82,000 Dec-01 Badgett Partial asbestos abatement $237,237 Jul-01 Badgett Fire alarm $18,250 Aug-02 Bale Classroom addition/renovation $2,244,524 Dec-02 Bale Energy monitoring system Mar-02 Bale Partial roof replacement $269,587 Dec-01 Bale HVAC $664,587 Aug-01 Facility Name Baseline Booker Booker Booker Booker Booker Brady Brady Carver Carver Central Parking Central/Quigley Central/Quiqlev Central/Quigley Central Central Central Central Central Chicot Chicot Cloverdale Elem. Cloverdale MS Cloverdale MS Dodd Dodd Dodd Facilities Service Facility Services Fair Park Fair Park Fair Park J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair Forest Park Forest Park Forest Park Fulbright Fulbright Fulbright Fulbright Fulbright Franklin Geyer Springs Gibbs Gibbs CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 23, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Project Description Cost Renovation $953,520 ADA Rest rooms $25,000 Energy efficient lighting $170,295 Energy monitoring system installation $23,710 Asbestos abatement $10,900 Fire alarm $34,501 Energy efficient lighting $80,593 Asbestos abatement $345,072 Energy monitoring system installation $14,480 Parking lot $111 ,742 Student parking $174,000 Stadium light repair \u0026amp; electrical repair $265,000 Athletic Field Improvement $38,000 Irrigation System $14,500 Purchase land for school Unknown Roof \u0026amp; exterior renovations $2,000,000 Ceiling and wall repair $24,000 Fire Alarm System Design/Installation $80,876 Front landing tile repair $22,470 Drainage $64,700 Sound Attenuation $43,134 Energy efficient lighting $132,678 Energy efficient lighting $189,743 Major renovation \u0026amp; addition $1 ,393,822 Energy efficient lighting $90,665 Asbestos abatement-ceiling tile $156,299 Replace roof top HVAC $215,570 Interior renovation $84,672 Fire alarm $12,000 HVAC renovation/fire alarm $315,956 Energy efficient lighting $90,162 Asbestos abatement-ceiling $59,310 6 classroom addition \u0026amp; cafeteria/music room addition $3,155,640 Energy efficient lighting $277,594 Press box $10,784 Security cameras $12,500 Athletic Field Improvement $38,000 Irrigation System $14,000 Roof repairs $391,871 Replace window units w/central HVAC $485,258 Diagonal parking $111,742 Energy efficient lighting $119,788 Energy efficient lighting $134,463 Energy monitoring system installation $11,950 Replace roof top HVAC units $107,835 Parking lot $140,000 Roof repairs $200,000 Renovation $2,511,736 Roof Repair $161,752 Energy efficient lighting $76,447 Enerov monitorina svstem installation $11 ,770 Est. Completion Date Aug-04 Aug-04 Apr-01 Oct-01 Feb-02 Mar-02 Sep-02 Auq-02 May-01 Aug-03 Aug-03 Aug-03 Aug-03 Aug-03 Dec-02 Dec-02 Oct-01 Aug-01 Aug-01 Aug-04 Jul-04 Jul-01 Jul-01 Nov-02 Aug-01 Jul-01 Aug-02 Mar-01 Aug-03 Apr-02 Aug-01 Aug-01 Aug-04 Apr-01 Nov-00 Jun-01 Jul-03 Jul-03 Aug-03 Nov-03 Aug-03 May-01 Jun-01 Aug-01 Aug-02 Sep-02 Oct-02 Mar-03 Jun-04 Apr-01 Jul-01 2 !JI !I: z m~ (J) s . -(\") r- C:\n:o\n:o u,\n:o !20 (\") C: ~ ~~\n:oz _. (J) z _. m\n:o\n:o C: (J) (\") :-r::o::! ti. Facility Name Hall Hall Hall Hall Hall Hall Hall Henderson Henderson Henderson Henderson IRC Jefferson Jefferson Laidlaw Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale MS Mabelvale MS Mann Mann Mann Mann Mann Mann McClellan McClellan McClellan McClellan McClellan McClellan McClellan McDermott McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell Mitchell Mitchell Mitchell Oakhurst Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 23, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Project Description Cost Major renovation \u0026amp; addition $8,637,709 Asbestos abatement $168,222 Energy efficient lighting $42,931 Energy efficient lighting $296,707 Infrastructure improvements $93,657 Intercom Security cameras $10,600 Energy efficient lighting $193,679 Roof replacement gym $107,835 Asbestos abatement Phase I $500,000 Asbestos abatement Phase 2 $250,000 Energy efficient lighting $109,136 Asbestos abatement $43,639 Renovation \u0026amp; fire alarm $1,630,000 Parking lot $269,588 Energy monitoring system installation $12,150 Replace HVAC units $300,000 Asbestos Abatement $107,000 Energy efficient lighting $106,598 Renovate bleachers $134,793 Renovation $6,851,621 Partial Replacement $11,500,000 Asphalt walks The total $1 .8 million Walkway canopies is what has been Boiler replacement used so far on the Fencing projects listed Partial demolition/portable classrooms completed for Mann. Athletic Field Improvement $38,000 Irrigation System $14,750 Security cameras $36,300 Energy efficient lighting $303,614 Stadium stands repair $235,000 Intercom $46,000 Classroom Addition $2,155,622 Fire Alarm Upgrade $7,700 Energy efficient lighting $79,411 Replace roof top HVAC units $476,000 Fire alarm $16,175 Asbestos abatement $253,412 Engergy efficient lighting $88,297 Replace cooling tower $37,203 Replace shop vent system $20,000 Energy monitoring system installation $17,145 Building Remediation $165,000 Energy efficient lighting $103,642 Energy monitoring system installation $16,695 Asbestos abatement $13,000 HVAC renovation $237,237 Energy monitoring system installation $10,695 Energy efficient lighting $81,828 Asbestos abatement $10,000 Parking lot $138,029 6 classroom addition $888,778 Parkinq Improvements $142,541 Est. Completion Date Sep-03 Aug-01 Jul-01 Apr-01 Aug-01 Feb-01 Jun-01 Jul-01 May-01 Aug-01 Aug-02 Jul-02 Oct-01 Nov-02 Jul-01 Aug-01 Aug-02 Aug-02 Dec-02 Aug-01 Mar-04 Apr-04 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Jul-04 Sep-04 Feb-01 Aug-02 Jul-01 Aug-02 Dec-02 Dec-00 May-01 Aug-01 Jul-04 Apr-01 Jul-01 Jul-01 Aug-01 May-01 Apr-01 Aug-02 Aug-02 Oct-02 Aug-03 3 CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 23, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost Parkview HV AC controls $210,000 Parkview Roof replacement $273,877 Parkview Exterior lights $10,784 Parkview HVAC renovation \u0026amp; 700 area controls $301,938 Parkview Locker replacement $120,000 Parkview Energy efficient lighting $315,000 Procurement Energy monitoring system installation $5,290 Procurement Fire alarm $25,000 Pulaski Hgts. Elem Move playground $17,000 Rightsell Energy efficient lighting $84,898 Rockefeller Energy efficient lighting $137,004 Rockefeller Replace roof top HVAC $539,175 Rockefeller Parking addition $111,742 Romine Asbestos abatement $10,000 Romine Major renovation \u0026amp; addition $3,534,675 Securityrrransportation Bus cameras $22,500 Southwest Addition $2,000,000 Southwest Asbestos abatement $28,138 Southwest New roof $690,000 Southwest Energy efficient lighting $168,719 Southwest Drainage / street widening $250,000 Student Assignment Energy monitoring system installation $4,830 Student Assignment Fire alarm $9,000 Tech Center Phase 1 Renovation $275,000 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II $3,679,000 Technology Upgrade Upgrade phone system \u0026amp; data Terry Energy efficient lighting $73,850 Terry Driveway \u0026amp; Parking $83,484 Terry Media Center addition $704,932 Wakefield Security cameras $8,000 Wakefield Energy efficient lighting $74,776 Wakefield Demolition/Asbestos Abatement $200,000 Washington Security cameras $7,900 Washington Energy efficient lighting $165,281 Watson Energy monitoring system installation $8,530 Watson Asbestos abatement $182,241 Watson Energy efficient lighting $106,868 Watson Asbestos abatement $10,000 Watson Major renovation \u0026amp; addition $800,000 Western Hills ADA Rest rooms $25,000 Western Hills Asbestos abatement $191,946 Western Hills Intercom $7,100 Western Hills Energy efficient lighting $106,000 Williams Renovation $2,106,492 Williams Parking expansions $183,717 Williams Energy efficient lighting $122,719 Wilson Renovation/expansion $1,263,876 Wilson Parking Expansion $110,000 Woodruff Renovation $246,419 Est. Completion Date Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Aug-03 Dec-02 Apr-01 Mar-01 Aug-01 Aug-02 Apr-02 Mar-03 Jun-01 Sep-04 Aug-00 Oct-03 Jan-02 Aug-03 Aug-02 Aug-03 Dec-01 Jun-04 Nov-02 Feb-01 Aug-02 Sep-02 Jun-01 Feb-01 Nov-02 Jun-01 Apr-01 Jul-01 Aug-01 Aug-01 Aug-02 Aug-02 Auo-04 Aug-02 Dec-01 Jul-01 Mar-04 Dec-03 Jun-01 Feb-04 Aug-03 Auq-02 4 \u0026gt; p .... ~ :c z  -\u0026lt; C..,: ~ m\n,, :\u0026lt; ~~ .... C: o::! zz om -n~ !\nl=1 :!!m m\n:o\n:o Ch Ch !JI 31:: z =i m Ch LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS Date: September 23, 2004 To: Board of Directors  From: Sandy Becker, Internal Auditor Re: Audit Report - September This is the fifty-ninth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two high schools, two middle schools and three elementary schools to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Working with the new Activities Advisory Board to develop plans for the new school year and beyond. b) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. c) Working with the Activities Advisory Board to provide ways to assist the different Booster groups in our schools. Board Policy and Regulation a) Coordinating development of payroll guidelines with Financial Services as part of Financial Services Section of the District Operations Manual. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for.staff persons. b) Facilitating technology upgrade in cooperation with the English Department for Yearbook and Newspaper production staff in LRSD high schools to improve access to tools needed for students and staff. !I\u0026gt; :!: z .C... . m (J) s \u0026gt;o\" r-C\n,:,\n,:, u,\n,:, ~g \u0026gt;E ~~\n,:,Z --tU\u0026gt; z--t m\n,:,\n,:,C u,O :::c:::!\no Audit Report - September 2004 Page 2 of2 Training a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. c) Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. d) Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. e) Working with Information Services on streamlining of data processes regarding SIS reporting. f) Monitoring cost reduction efforts in the District. g) Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. h) Reviewing leave accountability system. a) Provided technical assistance to school staff on grant writing. b) Served as co-chair of Strategic Team One - Financial Resources. c) Served as District coordinator of United Way's Day of Caring (April 17, 2004) and on planning committee for 2005. d) Have advertised for assistant auditor position and hope to have filled soon. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: September 23, 2004 TO: Little Rock School District Board of Directors FROM: Lucy Neal, Director Technology and Media Services John Ruffins, Director Computer Information Services THROUGH: Dennis Glasgow, Interim Associate Superintendent Title/Subject Summary Objectives Expected Outcomes Population/Location Budget Amount Managers Duration Long Range/Continuation Technology Report  Students in Mann Magnet EAST lab have been recognized in EDTech Magazine for their work on the Life Interrupted Project. They also presented to the Rotary Club on September 1 ih presenting their film Arkansas Forgotten, the Japanese Internment Camps. The film will be entered in the Hot Springs Documentary Film Festival and has already won praise for its professionalism and content.  Most of September activities by technology staff have been routine school start up: making changes for new staff and those who have moved, supporting GradeQuick, and supporting schools with technical and instructional assistance.  Labs and rooms at the new Technology Center have been booked often by a variety of groups in the District. Principals, librarians, preK teachers, paraprofessionals and teachers coming for technology training have all made use of the rooms. To provide an update to the Board of Directors on the status of technology projects To continue to implement the approved technology plan NIA NIA Lucy Neal - Instructional John Ruffins - Technical August 26, 2004 - September 23, 2004 Technology Plan is approved from 2003-2006. !l' az: ~ Ch ,...s n r c:\n,:,\n,:, Ch\n,:, En nc: ~E ~~\n,:,Z ~ Ch z~ m\n,:,\n,:, C: cnn :c:::! '6 0 DATE: TO: FROM: PREPARED BY: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 September 23, 2004 Board of Directors Roy G. Brooks, Ed.D., Superintendent of Schools Dennis Glasgow, Interim Associate Superintendent-Curriculum and Instruction LRSD-LRCTA Partnership Agreement-National Board Certification Program to assist schools on School Improvement Status I am happy to announce that the District and the Classroom Teachers Association are collaborating on an initiative to support two teachers from each of the schools on School Improvement Status to seek certification by the National Board for Professional Teaching Standards. National Board Certification measures a teacher's practice against high and rigorous research-based standards. The process is an extensive series of performance-based assessments that includes teaching portfolios, student work samples, videotapes and thorough analyses of the teacher's classroom teaching and student learning. In addition, teachers must successfully complete a series of written exercises that probe the depth of their subject-matter knowledge. As a result, National Board Certified Teachers have demonstrated that they know their content area, how to teach it, and how to reach all children. The District has 28 schools that are projected to be on School Improvement List for the 2004- 05 school term, although nine of those schools did meet standards last year and can be removed from that list if they again meet standards this year. The Partnership was formed to assist these 28 schools. The Partnership between the District and the Classroom Teachers Association has three goals directed at the schools on School Improvement Status: 1) To improve teacher quality 2) To strengthen the instructional leadership team 3) To improve student achievement in mathematics and literacy We think that this Partnership will be a strong step to assist the lowest performing schools. In addition, the collaboration with the Classroom Teachers Association is a statement that we are all in this together, that responsibility and accountability for student achievement belongs with all employees of the district and, indeed, our community as a whole. A copy of the Partnership Agreement is attached. We ask that you endorse the Partnership. -- LITTLE ROCK SCHOOL DISTRICT-LITTLE ROCK CLASSROOM TEACHERS' ASSOCIATION PARTNERSHIP AGREEMENT NATIONAL BOARD CERTIFICATION PROGRAM SUPPORT FOR LOW PERFORMING SCHOOLS Brief Description: The District is undertaking a joint initiative with the Classroom Teachers Association to assist two teachers in each of the schools on school improvement status to gain National Board Certification. The District recognizes that the National Board for Professional Teaching Standards (NBPTS) certification process can improve teacher quality through intensive professional development. An expansive study funded by the U. S. Department of Education shows that students make greater gains when taught by National Board Certified Teachers. A large number of teachers have expressed preliminary interest in this program. Goals: 1. Teacher Quality: To improve teacher quality through participation in a rigorous professional development program that is centered on standards for teaching that represent a consensus among accomplished teachers and other education experts about what accomplished teachers should know and be able to do. 2. Leadership Development: To strengthen the instructional leadership of key teachers in schools on School Improvement Status through service as a trainer of other teachers and parents. 3. Student Achievement: Process: To improve student achievement in math and literacy on the ACTAAP Exams in schools on School Improvement Status. All teachers meeting the NBPTS criteria at each of the schools on School Improvement Status will have an opportunity to apply for the program. Each teacher must complete a form provided by the district to indicate their interest in the program. The \"show of interest\" will require the teacher to respond to a writing prompt about why they want to engage in National Board Certification (limit 125-150 words). The partners will jointly conduct a lottery to select two teachers-one African-American or other minority and one Caucasian-from each school for participation in the program. Each applicant selected will receive a grant of $2300.00 to fund the cost of enrolling in the NBPTS program. If a school does not have two qualified applicants, the slots may be given to a school that is NOT on school improvement. The selected teachers must sign a contract with the LRSD agreeing to remain employed in the same school or another school that is currently on School Improvement Status in LRSD for three years after certification. (The removal of a school from School Improvement Status does not mean that a participating teacher must move to another school that is still on School Improvement Status.) Additionally, the teacher would serve on a professional development committee of the District as a trainer of other teachers and parents. The teacher would agree to offer 6 hours of professional development, consistent with state requirements under the Elementary and Secondary Education Act (NCLB), once each semester. The participating teachers will be required to attend support group meetings offered by the District and/or Association during their year(s) of effort to certify and must agree to follow through on the process and offer at minimum two (2) three (3) hour workshops for teachers organized at the Association level per year. One such meeting could occur at the ABA Fall Convention. Other service options for those attempting to certify could include the following: a) Service on a LRSD/LRCT A Ad Hoc Committee appointed by Director of Staff Development or Little Rock School District b) Participation in a summer program ( 4 hours a week) involving at-risk children c) Offering of service as a supplemental provider under federal and state law to Children in their schools for 2 hours a week as a tutor Funding: The total cost of the program depends on how many schools are on Year 1, Year 2, or Year 3 School Improvement Status. The District projects that 28 schools will be on school improvement for 2004-05. If each school enrolls two teachers in the NBPTS Program, the total cost would be $128,800. This District agrees to provide up to $94,300 for the program. The Association will assist with the remaining $34,500 by aiding teachers to secure funding from other sources, such as the federal candidate subsidy funding available through the Arkansas Department of Education, the National Education Association, or the Targeted High Needs Initiative (THINI) grant. Evaluation: The evaluation of the partnership will be based on:  the number of participating teachers who receive their National Board Certification from the 2004-05 list of schools on School Improvement Status\n the improvement in student achievement at each the schools on School Improvement Status that have teachers participating in the NBPTS Program\n the teacher and parent training provided by the participating teachers by number of hours of training provided and the evaluation of the training by those being trained. ---- ~\n,:,,\n,, ..,o m::c .\n.. o.,O,.o.. \u0026gt;~ men .... ~ -\u0026gt;om ~ en - Accepted for the Little Rock Classroom Teachers Association Mrs. Katherine Wright Knight, President Little Rock Classroom Teachers Association Accepted for the Little Rock School District Dr. Roy Brooks, Superintendent Little Rock School District Date Date DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 23, 2004 Board of Education Lucy Neal, Director Technology and Media Services THROUGH: Dr. Roy Brooks, Superintendent RE: Distance Learning Equipment Grant Background The Arkansas Department of Education (ADE) released the Distance Learning Equipment (OLE) Grant competition for proposals. The purpose of this grant is to provide each public school district with the opportunity to make distance learning available to every student in the state. Grant Focus Area The focus of this grant is to purchase equipment and software necessary to implement distance learning or upgrade existing equipment for more efficient operation of distance learning to assist schools in receiving advanced high school courses, advanced placement courses, enriched course content or academic courses not otherwise available in the school district. The District will partner with the North Little Rock and Pulaski County Special School Districts in order to meet eligibility requirements. The District recommends that the equipment be placed at McClellan High School. Deadline for submission is October 1, 2004. Fiscal Impact The total one-year award request will be $45,000 which is the maximum amount allowed. Local match is not required. Recommendation The staff requests approval for the submission of this grant. DATE: TO: FROM: Prepared by: SUBJECT: '.54.n IndividualApproach to a World of Knowledge\" September 23, 2004 LRSD Board of Directors Dr. Roy G. Brooks, Superintendent Dr. Sadie Mitchell~sociate Superintendent A Report on the Principals' Evaluation Handbook for School Administrators You were provided a copy of the revised evaluation handbook that will be implemented for assessing the performance of principals and assistant principals for 2004-05 and sequent years. After a long and intensive year of research, discussion, revising , and collaboration, we are happy to introduce to you this evaluation handbook that focuses on six standards in accordance to the Arkansas Department of Education Administrators Licensure Standards and the Educational Leadership Consortium Council Standards. We truly believe this document represents the best thinking, research , standards, and indicators for evaluating the performance of school administrators. Two changes were made to the principals' evaluation document since the agenda meeting on September 9. The document will reflect the following revisions (see attachments): 1) Insert the words \"clean and attractive\" in the expectation for school facilities, Standard 3, Indicator 3, page 29. 2) Insert an expectation that addresses student recruitment as a vehicle for increasing school/district enrollment and diversity in Standard 5, . Indicator 2, page 32. We look forward to sharing with you in a forthcoming report about the revised appraisal system for building administrators. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 !JI (') 0 ~ ~... \u0026gt; !:i\n:c Performance Indicator . The principal demonstrates communication skills with nternal stakeholders (staf and students) in the peration of the school and understands his/her nfluence on this process. . The principal manages he school facility and equipment to ensure a afe, efficient, operation of he school. Below Basic Basic demonstrates little or no demonstrates evidence vidence of informing f informing internal internal stakeholders of takeholders of progress rogress made towards ade towards achieving chieving the vision and e vision and mission o ssion of the school e school lacks ability to discover, displays inconsistent nderstand, and verbalize ctions to discover, ccurately and respond nderstand, and mpathetically to erbalize accurately and erspectives, thoughts, espond empathetically ideas and feelings of o perspectives, thoughts, internal stakeholders ideas and feelings of internal stakeholders little or no evidence exists evidence exists that the at the needs of the school eeds of the school !ant are reported to proper facility are reported to uthorities roper authorities and ecognizes that the  mportance of aintaining a clean, ttractive, safe, and roper conditions of the chool facility is evident 29 Proficient Distinguished demonstrates evidence of evidence exists for maintaining informing internal d managing consistent and takeholders of progress made ollaborative communication owards achieving the vision ith internal stakeholders on d mission of the school and e progress toward chievement of the school's oals, vision, and mission displays actions to discover, displays positive interpersonal derstand, and verbalize ehavior, appropriately ccurately and respond esponds to internal mpathetically to takeholders, and changes erspectives, thoughts, ideas ehavior as needed nd feelings of internal takeholders evidence exists that the needsevidence exists that the needs fthe school facility are fthe school facility are eported to proper authorities eported to proper authorities, d that consistent efforts to onsistent efforts to maintain a aintain a clean, attractive, lean, attractive, safe, and afe, and proper condition of roper condition of the school e school facility are evident. facility are evident, innovative trategies are used to provide a afe and healthy physical nvironment Possible Indicators taff/Student Handbook\nnterim/Conference Records\newsletters\nBulletins\ngendas\nCalendars\nCampus eadership Records\nlassroom Observations\nonors\nReceptions\necision Making\nConsensus uilding\nSchool Climate\nTA\nStudent Council\nommunication summaries uty/Responsibility Schedule\nFire Drill Reports\nornado Drill Reports\nmergency Plans\nClean rounds\nSafe Equipment\nlean Building STANDARD 5.0: ETHICAL LEADERSHIP The principal is an educational leader who has the knowledge and ability to promote the success of all students by acting with integrity, fairness, and in an ethical manner. Performance Indicator 1. The principal strives to ensure equity among rograms and learning pportunities for staff, tudents, and parents. . The principal demonstrates appreciation or and sensitivity to the iversity among \"ndividuals and specific opulations. Below Basic Basic Proficient Distinguished no or little evidence exists at supports that the evidence exists that the evidence exists that the evidence exists that the leader eader displays a plan but eader has implemented a plan onsistently implements a plan eader has proactive plan ith respect to equity and  consistent with the o provide equity with respect ith input from stakeholders llocation of resources to o resources, allocations, at ensures equity with respect iversity upport the plan taffing, and program o resources and allocations, evelopment taffing, and program little or no evidence exists evidence exists that the evidence exists that the hat the leader has set eader lacks leader has set and models ehavioral standards that inconsistency in setting elate to fairness, mutual e standards that relate espect, treatment of o fairness, mutual  dividuals and seldom espect, and treatment of cknowledges the value of individuals and \"fferent perspectives and ometimes acknowledge pproaches he value of different erspectives and pproaches ehavioral standards that elate to fairness, mutual espect, and treatment of thers and acknowledges ften the value of different erspectives and approaches little or no evidence exists evidence exists that the evidence exists that the at the principal has eader has inconsistently eader has actively recruited ctively recruited to ecruited to maintain a  order to maintain a diverse aintain a diverse iverse school/district chool/district student chool/district student tudent population opulation opulation 32 evelopment, as well as strives o reduce any academic isparity that exists based on ace, gender, and ocioeconomic status evidence exists that the leader as set and modeled behavioral tandards for students and staff nd acknowledges the value of ifferent perspectives and pproaches while offering ppropriate training to those ersons when needed evidence exists that the leader as actively recruited and  creased enrollment in order to aintain a diverse chool/district student opulation Possible Indicators uilding Administrator's elephone Log\norrespondence and E-mail ummaries\nAnecdotal Logs\nesponses to BCC Concerns\nchool Improvement Plan\nlimate surveys\nvisits to lassrooms limate survey\nBuilding dministrator's Telephone og\nCorrespondence and Eail summaries\nAnecdotal ogs\nResponses to BCC oncems\ncentral office eferrals\nrecruitment plan 13NNOSH3d y ')HnOS3H NVWnH \"IIIJ\\ Hlr A~10d :oNIOV3H ... ~ e \"H.UW J.:l'IHJ.NO:\u0026gt; e SH3:ll.:1.:10 ONISHnBSIO v S3:\u0026gt;IAH3S SS3NISOB \"X Date: To: From: For consideration of a Suspension of the Rules LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 23, 2004 Board of Education Roy G. Brooks, Ed. D. Superintendent of Schools Prepared by: Sadie Mitchell, Ed.D., Associate Superintendent, School Services Chris Heller, Attorney, Friday, Eldredge \u0026amp; Clark Re: First Reading: Policy JIH - Student Searches Background: As you will recall, Attorney Chris Heller provided a report at the September agenda meeting regarding the recent ruling from the Eighth Circuit Court of appeals on our student search procedures. We have an obligation to provide a safe and secure learning environment and we therefore have an obligation to conduct constitutionally lawful searches when necessary and appropriate. Based on your discussion, Mr. Heller has recommended implementing a Board policy that will provide for those searches to be conducted for administrative rather than for law enforcement purposes. Recommendation: I recommend first reading approval of policy JIH, Student Searches. We will return for second reading at the October board meeting. !D n 0 .z.. . ~ .n.. . \u0026gt; !:i\n:c fl 8 z ~ 0z Ch LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JIH STUDENT SEARCHES It is the policy of the Little Rock School District Board of Education to conduct administrative searches of students for the purpose of detecting and deterring the presence of weapons and drugs in schools. In order for the District to implement an effective search policy in accordance with the U.S. Constitution, student searches will be conducted for administrative, rather than law enforcement purposes. Accordingly, to the extent this policy does not conflict with state or federal law, any contraband discovered during an administrative search of a student will subject that student to appropriate Little Rock School District administrative sanctions but will not be reported to law enforcement authorities. Any student found in possession of drugs or any contraband will be given an administrative sanction as outlined in the Little Rock Students Rights and Responsibilities Handbook. ,.,,...,,.. DATE: TO: FROM: THROUGH: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS September 23, 2004 Board ofEducatio~, i\"i Beverly Williams,~ctor, Human Resources Roy G. Brooks, Superintendent of Schools Personnel Changes It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with AC.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) years. Teachers with an effective date of employment after August 19, 2004 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 9, 2004 for EYE schools are considered intern teachers. r, 0 0 z ?\n0 z en Personnel Changes Page 2 September 23, 2004 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignations/ferminations Certified Employees Briggs, Mona English 7-22-94 6-01 Reason: Personal MCCLELLAN 8-19-04 TCH925 Sinor, Harley Elem II 8-11-04 1-01 Reason: None Given BOOKER 9-10-04 TCH925 Woodley, Clarice 4 YR Old 9-1-89 2-17 Reason: Deceased RIGHTSELL 9-13-04 4YR925 Y earber, Susan Elem IV 8-1-02 1-13 Reason: Health TERRY 7-1-04 TCH925 New Certified Employees Allen, Ann Marie Speech 8-11-04 62-12 FOREST HGTS. TCH925 Ashley, Allan ElemV 8-16-04 6-18 FRANKLIN TCH925 Beggs, Melinda English 8-11-04 4-19 CENTRAL TCH925 Bledsoe, Fred Art 8-11-04 1-02 MCCLELLAN TCH925 ANNUAL SALARY 60020.00 30040.00 49217.00 42749.00 50928.00 56209.00 annual 55330.73 prorated 28021.51 30617.00 Personnel Changes Page 3 ?- ?\u0026lt; September 23, 2004 cm -enc :e:n: cm:::Z-\nom en en - en POSITION START DATE SALARY ANNUAL z en C\u0026gt;m NAME SCHOOL END DATE CLASS SALARY ~~ :!!O om men ::0 en Brainard, Anne Oral Com 8-11-04 4-01 17287.50 CENTRAL TCH925 Brandon, Eric English 8-11-04 4-07 40351.00 !II 0 ALC TCH925 0 ~ ~ 0 Brown, Stephen Special Ed. 8-30-04 4-01 34575.00 ... \u0026gt; MABELV ALE EL. SPE925 annual !:i\nr 30973.44 prorated Brzezinski, April ElemV 8-11-04 1-06 34661.00 MEADOW CLIFF TCH925 f) C 0 z Cain,Mary Elem Il 8-23-04 1-04 32350.00 ~ 0z WAKEFIELD TCH925 annual en 31002.08 prorated Carter, Arrel Special Ed 8-11-04 1-06 34661.00 ALC SPE925 Casto, Mary English 8-11-04 1-13 42749.00 !=' FOREST HGTS. TCH925 .., z \u0026gt;z 0 Cleek, Phillip English 8-11-04 4-18 53061.00 ,\u0026gt;- MCCELLAN TCH925 ::0 m \"0 0 ~ Cox, Suzette Math 8-11-04 4-08 41507.00 CENTRAL TCH925 Crossley, Demetria Math 8-11-04 1-04 32350.00 CLOVERDALE MID. TCH925 ?- ~x c::: Daniel, Anita Mathll 8-11-04 1-06 34661.00 0  \u0026gt;C MCCLELLAN TCH925 gp:: c-,e mn Z\no 3:s mo ~~ 0 ~ !\"\" Personnel Changes Page 4 September 23, 2004 NAME Dorer, Christopher Duerr, Donna Farris, Alice Finger, Alex Ford, Joy Forehand, Shirley Gangluff, Tracey Gilbert, Kimberly Goodloe, Graham Gordon, Barbara Griffith, Christopher POSITION SCHOOL START DATE SALARY END DATE CLASS Social Studies 8-11-04 1-01 CENTRAL TCH925 Asst. Prin. 8-17-04 66-20 MCCLELLAN ADC105 Spanish 8-11-04 1-12 MCCLELLAN TCH925 Social Studies 8-11-04 1-01 MANN TCH925 English 8-11-04 1-01 CLOVERDALE MID. TCH925 Math 8-11-04 1-09 MABELV ALE MID. TCH925 Speech 8-11-04 62-12 CHICOT SPE925 Algebra I 8-11-04 2-10 CENTRAL TCH925 Special Ed 8-11-04 4-01 MABELV ALE MID. SPE925 Algebra I 8-11-04 4-13 CENTRAL TCH925 Special Ed 8-11-04 4-01 SOUTHWEST SPE925 ANNUAL SALARY 30040.00 72864.00 annual 67312.46 prorated 41593 .00 30040.00 30040.00 38127.00 50928.00 40785.00 34575.00 47284.00 34575.00 Personnel Changes Page 5 ?- ?\u0026lt; September 23, 2004 oCII e-nc en: a,-\nCo: mz e-ne enn POSITION START DATE SALARY ANNUAL Zen G'lm NAME SCHOOL END DATE o\n:o CLASS SALARY -..s :!!n nm\nm:o en en Harrison, Brenda Special Ed 9-2-04 2-16 47717.00 WlLSON SPE925 annual 43740.58 prorated ?I (\") 0 z -I Harrison, Randalyn Special Ed 8-11-04 4-09 42662.00 ~ (\") FOREST HGTS. SPE925 -I \n~z: Heatherly, Karen Math 8-11-04 4-01 34575.00 PHM TCH925 Howse, Marion Counselor 8-11-04 6-21 60020.00 ACC TCH925 f\u0026gt; 0 0 z Hunt,Henry Special Ed. 8-11-04 4-06 39196.00 ?\ni5 MABELV ALE MID. SPE925 z en Jackson, Marlo Special Ed 8-12-04 4-08 41507.00 BASELJNE SPE925 annual 41290.32 prorated Jordan, Carolyn Special Ed. 8-11-04 4-06 39196.00 FAIR SPE925 ~.., z  z Kallhoff, Tammy Spanish 8-11-04 1-01 30040.00 (\") ,\u0026gt;- CLOVERDALE MID. TCH925 ~ \"0 0 ~ Kidd, Harriett Elem IV 8-11-04 1-01 30040.00 BRADY TCH925 King, Carmelita English 8-11-04 4-06 39196.00 FAIR TCH925 .,,. ~\u0026gt;\u0026lt; Lawrence, Ryan Spanish 8-11-04 1-01 C:. 30040.00 0   0 MCCLELLAN TCH925 eenn .3 : c-\ne,mn Z\n:o 3: s mn Zm\n:: en r~r Personnel Changes Page 6 September 23, 2004 NAME Lee, Canaa Linn, Amanda Lockhart, Kelly Logan, Jacob Lowry, Joany Maher, Donna Mays, Romonda McQueen, Kay Miller, Qwyla Mitchell, A vis Nwanne, Grace POSITION SCHOOL Math CENTRAL Art PARK.VIEW Pre-Algebra PHM Am History START DATE SALARY END DATE CLASS 8-11-04 2-04 TCH925 8-11-04 4-13 TCH925 8-11-04 1-01 TCH925 8-11-04 1-02 MABELV ALE MID. TCH925 Elem I 8-18-04 1-01 CHICOT TCH925 Band 8-11-04 6-05 MABELV ALE MID. TCH925 HomeEc. 8-11-04 1-04 CLOVERDALE MID. TCHl0 Biology 8-11-04 6-01 CENTRAL TCH925 Special Ed. 8-11-04 1-02 MANN SPE925 Elem I 8-23-04 1-01 STEPHENS TCH925 Math 8-11-04 4-07 CENTRAL TCH295 ANNUAL SALARY 33582.00 47284.00 30040.00 30617.00 30040.00 41189.00 32350.00 37723.00 30617.00 30040.00 annual 27693.13 prorated 40351.00 Personnel Changes Page 7 September 23, 2004 ii\u0026gt;?\u0026lt; cDJ en~ DJ-c: Z\nom C_l)aCI,) POSITION START DATE SALARY ANNUAL Za, C\u0026gt;m NAME SCHOOL END DATE CLASS SALARY -o.\n,\nso :!lo om ma,\no Cl) Parr, Patricia Librarian 8-23-04 4-18 53061.00 STEPHENS LIB950 annual 48915.61 prorated ?I 0 0z Parson, Mary Biology 8-11-04 5-02 36712.00 -t ~ CENTRAL TCH925 -t \u0026gt;\n~r Pearson, William Algebra I 8-11-04 6-20 58520.00 MCCLELLAN TCH925 Phelps, Jeannine Science Specialist 8-16-04 4-19 54561.00 ROCKEFELLER TCH925 annl:lal r\u0026gt; 53708.48 C 0z prorated ~ 0z Cl) Pierce, Lizette Spanish 8-11-04 1-03 31195.00 CENTRAL TCH925 Pride, Cheryl Asst. Prin. 8-16-04 64-18 64668.00 FULBRIGHT ADC105 annual 60048.86 prorated .~,, Richardson, Keith Social Studies 8-11-04 1-05 33506.00 z \u0026gt;z CENTRAL TCH925 0 \u0026gt;,....\no .m,, Robinson, Kenya Elem IV 8-16-04 1-01 30040.00 0 ~ BASELINE TCH925 annual 29570.63 prorated Scheffer, Casey Elem III 8-25-04 1-01 30040.00 ii\u0026gt; CARVER TCH295 annual !!lx 28475.42 C:. 0  \u0026gt;C prorated a,3: Cl) -a, C\u0026gt;m Z\no 3: s mo ~~ 0 r!Sr Personnel Changes Page 8 September 23, 2004 NAME Scroggins, Tami Shertzer, Jerri Shockley, Diana Simmons, Kelly Sierra, Amber Smith, James Snow, Evelyn Stein, Karen Stogner, Alicia Teeling, Margaret POSITION SCHOOL ElemV WASHINGTON Math CENTRAL Consumer KING Special Ed. FORESTS HGTS. Science PARK.VIEW Art CENTRAL Alt. Lm. MABELV ALE MID. Music TERRY German CENTRAL Band START DATE END DATE 8-20-04 8-11-04 8-18-04 8-11-04 8-11-04 8-11-04 8-11-04 8-17-04 8-11-04 8-11-04 CLOVERDALE MID. SALARY CLASS 1-12 TCH925 1-15 TCH925 2-15 TCH925 1-01 SPE925 4-01 TCH925 1-16 TCH925 1-09 TCH925 4-16 TCH925 1-01 TCH295 1-02 TCH925 ANNUAL SALARY 41593.00 annual 40076.59 prorated 45059.00 46561.00 annual 45348.47 prorated 30040.00 34575.00 46215.00 38127.00 53898.00 annual 52775.12 prorated 30040.00 30617.00 Personnel Changes Page 9 September 23, 2004 POSITION NAME SCHOOL START DATE END DATE Thomas, Shauna Music 8-11 -04 FOREST HGTS. Tippen, Latonya PE 8-11-04 CLOVERDALE MID. Wagster, Gregory Special Ed. 8-11-04 MCCLELLAN Walker, Charles Life Science 8-11-04 ALC Washington, Jamie Civics 8-11-04 CLOVERDALE MID. Watkins, Cindy Spanish 8-11-04 DUNBAR Certified Promotion SALARY CLASS 1-11 TCH925 1-04 TCH925 1-08 SPE925 4-07 TCH925 1-15 TCH925 1-17 TCH925 ANNUAL SALARY 40438.00 32350.00 36972.00 40351.00 45059.00 47715.00 Bennett, Renee Promoted to .50 Teacher/.50 Asst. Principal at Pulaski Heights Middle Powell, Darryl Promoted to .50 Teacher/.50 Asst. Principal at Dunbar Middle School Scalici, Brenda Promoted from 9.50 mo. teacher to 11 mo. teacher position at Stephens Elementary Certified Transfer NONE f\u0026gt; 8 z ~ 0 z en Personnel Changes Page 10 September 23, 2004 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsfferminations Non-Certified Employees Blake, William Instr. Aide 8-19-98 33-15 Reason: Personal BASELINE 9-3-04 INA925 Blevins, Kirk Labor/Driver 9-6-00 40-08 Reason: None Given FACILITY SERV. 8-27-04 MAINT. Boyd, Misty Care 4-19-04 1-02 Reason: None Given CARE 8-19-04 CARE Brown, Derrick Custodian 3-6-01 31-06 Reason: Resigned CARVER 5-29-04 CUS925 Clegg, Earslean Instr. Aide 3-3-00 1-08 Reason: Health OTTERCREEK 8-18-04 INA185 Coats, Wanda Care 4-29-04 4-01 Reason: None Given CARE 8-18-04 CARE Dove, Phyllis Care 8-23-01 1-06 Reason: None Given CARE 8-18-04 CARE Doyne, Pamela Instr. Aide 8-28-91 33-17 Reason: Personal DODD 9-24-04 INA925 Ervin, Christin Instr. Aide 2-3-04 33-08 Reason: Resigned GIBBS 8-10-04 INA925 Farner, Rita Child Nutrition 8-13-92 10-16 Reason: Retired FAIR 10-29-04 FSMGRS Ghant, Natlyn Care 2-13-04 3-05 Reason: None Given CARE 8-18-04 CARE ANNUAL SALARY 15637.00 23436.00 7.13  per hr. 13204.00 13875.00 6.25 per hr. 7.74 per hr. 16595.00 12682.00 21350.00 8.38 per hr. Personnel Changes Page 11 ?- ?\u0026lt; September 23, 2004 0 a, -en cen a,-\nc,oZm e-\u0026lt;n\"n' POSITION START DATE SALARY ANNUAL cZ,emn NAME SCHOOL END DATE CLASS SALARY ~~ :!!n nm\nm,o en en Gray, Cleola Bus Driver 2-2-04 3-05 13466.00 Reason: Personal TRANS. 9-8-04 BUSDRV Hall, Michelle Child Nutrition 10-31-03 3-02 9401.00 !II (\") Reason: None Given CHICOT 8-16-04 FSH550 0 z -I ~ Jackson, Felecia Care 9-3-02 3-05 8.38 -I  Reason: None Given CARE 8-18-04 CARE per hr. ~\nr Jones, Valerie Care 1-29-01 1-06 7.74 Reason: None Given CARE 8-18-04 CARE per hr. Jordan, Christene Care 11-3-03 2-03 7.85 r, 0 Reason: None Given CARE 8-18-04 CARE per hr. 0 z ~ 0 MaJ eed, Nairn Care 8-26-02 1-05 7.56 z en Reason: None Given CARE 8-19-04 CARE per hr. McClendon, Marcus Care 10-25-03 2-03 7.85 Reason: None Given CARE 8-19-04 CARE per hr. Mohammed, Abdullah Custodian 8-5-03 1-01 10626.00 Reason: Leaving City MANN 5-29-04 CUS928 !.=.,' z Moland, Marvin Custodian 8-25-03 1-01 10626.00  z (\") Reason\nHealth BALE 8-31-04 CUS925 ,s.\n..\n.\n,o .m., Moore, Rosa Care 8-27-01 3-05 8.38 0 ~ Reason: None Given CARE 8-18-04 CARE per hr. Palmer, Tarlisa Care 1-11-99 1-17 9.43 Reason: None Given CARE 8-18-04 CARE per hr. .,,. Scott, Ronnie Instr. Aide 10-1-03 33-13 14735.00 ~\u0026gt;\u0026lt; c Reason: Position Eliminated KING 8-10-04 INA925 0   0 gp:: c-e,mn Z\n,o 3: :S mn Zm\n::en r~r Personnel Changes Page 12 September 23, 2004 NAME Tatum, Frenchie Reason: None Given Terry, Sharmeaka Reason: None Given Tribulak, Ashley Reason: None Given Woods, Norma Reason: None Given Aaron, Adriadne Allen, Natasla Bennett, Valerie Berg, Elizabeth POSITION SCHOOL Care CARE Care CARE Care CARE Care CARE START DATE END DATE 9-25-00 8-18-04 8-14-02 8-18-04 2-9-04 8-1-04 2-5-02 8-18-04 New Non-Certified Employees Instr. Aide 8-17-04 FOREST PARK Custodian 8-31-04 CARVER Child Nutrition 8-25-04 SOUTHWEST Care 8-19-04 CARE SALARY CLASS 1-06 CARE 1-04 CARE 2-02 CARE 3-05 CARE 33-03 INA925 31-01 CUS925 3-01 FSH550 3-17 CARE ANNUAL SALARY 7.74 per hr. 7.41 per hr. 7.70 per hr. 8.38 per hr. 10934.00 annual 10697.59 prorated 5689.50 annual 5318.45 prorated 9350.00 annual 9048.39 prorated 10.36 per hr. Personnel Changes Page 13\nt\u0026gt; ?\u0026lt; September 23, 2004 oD:J - C: 13 ~ :C:,:: ,zm en en -CJ\u0026gt; Zen POSITION START DATE SALARY ANNUAL C'\u0026gt;m ~~ NAME SCHOOL END DATE CLASS SALARY nm:!me!nn\n,:, en Brown, Dewayne Custodian 8-23-04 31-01 5689.50 BALE CUS925 annual 5503.97 !II prorated n 0 .z.. . Brown, Dorothy Instr. Aide 9-7-04 33-13 14735.00 .~... STEPHENS INA925 annual \u0026gt; ~ 12823.43\nr prorated Brown, Shari Child Nutrition 8-26-04 3-01 9350.00 DUNBAR FSH550 annual ~ 8998.12 0 0 prorated z ?\n5z Burns, Lenette Clerical 8-11-04 en 31-12 20184.00 CENTRAL CLK925 Campbell, Paul Instr. Aide 8-11-04 33-13 14735.00 DODD INA925 Carbo, Haywood Custodian 8-23-04 31-01 14532.00 CIITCOT CUS12 annual !=' 12243.98 ..., z \u0026gt; prorated z n \u0026gt; r-\n,:, Deadmon, Capresha Trainee 8-16-04 2-01 13330.00 m.., 0 CIITLD NUTRITION FSMEAL annual ~ 13118.41 prorated DeJ arnette, Karen Administrator 9-20-04 75-15 82116.00 PR\u0026amp;E ADMN12 annual\nt\u0026gt; CJ)_ 63722.02 -tX C:. 0\u0026gt; prorated ),,0 eenn\n.\n: -u, CZ'\n\u0026gt;,m:,\n: s mo Zm\n:\nen ~ !\" Personnel Changes Page 14 September 23, 2004 NAME Dillard-McCray, Jacqueline Dobbins, Malinda Eichelberger, Rita Gem1any, Lisa Randie, Dennis Harris, Vivian Harvell, Lola Hawkins, Tonya Hohnes, Antjonne Jackson, Mary POSITION SCHOOL Trainee START DATE END DATE 8-3-04 CHILD NUTRITION Instr. Aide 8-16-04 FOREST HGTS. Instr. Aide 9-8-04 BOOKER Child Nutrition 8-17-04 CLOVERDALE MID. Security Officer 8-16-04 ROMINE Care 8-30-04 CARE Care 8-19-04 CARE Clerical 8-23-04 FOREST HGTS. Care 8-19-04 CARE Child Nutrition 8-17-04 FAIR SALARY CLASS 2-01 FSMEAL 33-03 INA925 33-08 INA925 3-01 FSH550 36-14 SOFR9 1-07 CARE 3-08 CARE 39-11 CLKlO 2-10 CARE 3-01 FSH550 ANNUAL SALARY 13330.00 10934.00 annual 10756.96 prorated 12682.00 annual 11379.52 prorated 9350.00 17414.00 7.89 per hr. 8.85 per hr. 24876.00 annual 23160.41 prorated 8.95 per hr. 9350.00 Personnel Changes Page 15\n,- ?\u0026lt; September 23, 2004 olll (-1)(C1): ID-C: z\n:om (1)(1) _Cl) z(I) POSITION START DATE SALARY ANNUAL Cl m ~~ NAME SCHOOL END DATE CLASS SALARY :!!O mom(I)\n:o Cl) Johnson, Dorothy Child Nutrition 8-25-04 3-01 9350.00 STEPHENS FSH550 annual 9048.39 !\" prorated 0 0 .z. . Jones, Deborah Care 8-30-04 1-06 7.74 ~ .0. . CARE CARE per hr. \u0026gt; !:i\n,: Jones, Taneadra Care 8-30-04 2-02 7.70 CARE CARE per hr. Kriz, Lori Instr. Aide 8-11-04 33-04 11253.00 f\u0026gt; FULBRIGHT INA925 0 0 z ~ Lynch, Christine Child Nutrition 8-17-04 3-01 9350.00 5 z BALE FSH550 Cl) Lynch, Mary Care 8-30-04 1-07 7.89 CARE CARE per hr. McReynolds, Ashley Care 8-19-04 2-05 8.18 CARE CARE per hr. !::l Meaderds, Catherine Child Nutrition 8-17-04 3-01 9350.00 ..., z \u0026gt; BRADY FSH550 z 0 ,\u0026gt;-\n:o Mitchell, Tolice Care 8-30-04 1-03 7.28 .m., 0 CARE CARE per hr. ~ Mullins, Michael Meal Tech 8-23-04 42-01 20184.00 CHILD NUTRITION AN12 annual 17177.87 prorated\n,- Cl)_ --.x C:  Murphy, Demetria Custodian o:,,. 8-13-04 31-01 11379.00 :,,.o Cl)\n: MCCLELLAN CUS928 Cl) - (I) Clm ~~ mo Zm ~(I) ~ tr Personnel Changes Page 16 September 23, 2004 NAME Nanduri, Venna Perry, Tarsha Poole, Gregory Porchia, Kasey Privett, Reanetta Reed, Kelly Senter, Amelia Shavers, Patricia Sims, Katina POSITION SCHOOL Instr. Aide FOREST HGTS. Instr. Aide HENDERSON Instr. Aide BRADY Instr. Aide SOUTHWEST Instr. Aide CIDCOT Care CARE Care CARE Care CARE Child Nutrition DUNBAR START DATE END DATE 8-12-04 8-12-04 8-18-04 8-11-04 8-11-04 8-30-04 8-19-04 8-30-04 8-26-04 SALARY CLASS 33-13 INA925 33-13 INA925 33-13 INA925 33-13 INA925 33-03 INA925 3-17 CARE 1-05 CARE 1-05 CARE 3-01 FSH550 ANNUAL SALARY 14735.00 14735.00 annual 14655.35 prorated 14735.00 annual 14336.76 prorated 14735.00 10934.00 10.36 per hr 7.56 per hr 7.56 per hr. 9350.00 annual 8998.12 prorated Personnel Changes Page 17 September 23, 2004 POSITION NAME SCHOOL START DATE END DATE SALARY CLASS ANNUAL SALARY Smith, Shaun Sobba, Earle Thomas, Tasha Thompson, Leasha Tyler, Linda Zapata, Angelica Black, Donald Jackson-Ayers, Lenora Sanders, Chestine Trainee 8-17-04 CHILD NUTRITION Child Nutrition FAIR Instr. Aide MEADOW CLIFF Bus Driver TRANS. Child Nutrition FOREST HGTS. Child Nutrition CHICOT 8-17-04 8-31-04 8-17-04 8-17-04 8-19-04 Non-Certified Promotion 2-01 FSMEAL 3-01 FSH550 33-13 INA925 3-05 BUSDRV 3-01 FSH550 3-01 FSH550 13330.00 annual 13118.41 prorated 9350.00 14735.00 annual 13619.92 prorated 13466.00 9350.00 9350.00 annual 9249.46 prorated Promoted from Building Engineer to HV AC Trade Specialist at Facility Services Promoted from Instr. Aide to Parent Coor. at Geyer Springs Elementary Promoted from Building Engineer to Custodial Supervisor at Facility Services !l' n .0z.. . ~ \u0026gt; ~\nr ~ C 0z ?\ni5 z Cl) TO: FROM: PREPARED BY: SUBJECT: DATE: Background LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 Board of Directors Dr. Roy Brooks, Superintendent Junious Babbs, Associate Superintendent Administrative Services Student Assignment Committee Assignment Plan Recommendation September 23, 2004 On September 13, 2002, the District Court granted LRSD partial unitary status, finding that the District had substantially complied with the Revised Desegregation and Education Plan (\"Revised Plan\") in all areas except  2. 7 .1. The Revised Plan incorporated a number of race-based student assignment policies as a part of the District's effort to eliminate the vestiges of its past discrimination. LRSD's being declared unitary changes the analysis with regard to the constitutionality of the LRSD's intra-district race-based student assignment policies and requires a change in the student assignment plan. On December 18, 2003, a student assignment plan was approved for one year (2004-05). It included a weighted random assignment process, utilizing the characteristics of race ( as a factor), achievement test performance and economic status (free-and-reduced lunch). The adopted 2004-05 Little Rock School District Student Assignment Plan recognizes attendance zone school precedence\nhowever, additional attention and focus were developed with the intent to provide both an educational choice option and maintain student diversity (to the extent practicable). Providing students and their families with school choice is a key component of the student assignment plan. School Choice is viewed as a healthy method of encouraging students to take advantage of unique curriculum offerings, special emphasis and program activities. fl C 0z ~ 0 z \"' ~ 0 5 \"z' C)\n:u m I The Board also appointed a school district-wide committee, whose charge was to:  Hold community-wide (LRSD) meetings to obtain additional parent, staff and community input.  Seek additional expert consultation and study.  Advise the Board regarding citizen's views and opinions pertaining to a longrange student assignment plan.  Observe and examine the 2004-05 student assignment process, the new applicant pool and resultant findings. Recommendation It is recommended that the Board of Education adopt the attached Student Assignment Committee recommendation. (Attachment) Final Report Little Rock School District Student Assignment Plan Committee Each member of the Board of Directors of the Little Rock School District appointed two individuals to serve on the Little Rock School District Student Assignment Plan Committee for Specialty Magnet Schools (Central, Fair, Hall, McClellan, Cloverdale Middle, Dunbar, Henderson, Mabelvale Middle, King, Rockefeller Early Childhood, Romine, Washington). The specific \"charge\" given the committee was to:  Observe and examine the 2004-05 student assignment process, new applicant pool and resultant findings\n Seek additional expert consultation and study\n Hold community-wide (LRSD) meetings to obtain additional parent, staff and community input\nand  Advise the LRSD Board of Directors regarding citizen's views and opinions pertaining to a long-range student assignment plan. The Committee members were: Co-Chairs Michael Daugherty, LRSD Board Member Junious Babbs, Associate Superintendent - Administrative Services 1. Patty Barker 2. Lisa Black 3. Tom Brock 4. Jody Carreiro 5. Tommy Hodges 6. Duane Jackson 7. Mallory Jewell 8. Freeman McKindra 9. Juan Vasques 10. Alma Viscarra 11. Diane Vibhakar 12. Connie Whitfield 13. Carol Young The Committee met on three occasions (6-2-04 / 6-08-04 / 8-31-04) to discuss the committee charge, review resource material and determine the best process to accomplish the charge. It was determined that three community-wide forums would be held to obtain parent, staff and community input. The dates, locations and attendance, including staff and commit.tee members were as follows: 1. July 20, 2004 - Neighborhood Resource Center - 28 attendees 2. July 29, 2004 - Dee Brown Library- 21 attendees 3. August 10, 04 - LRSD Board Room - 32 attendees !D 0 .0z.. . .~... \u0026gt; ~ ?= fl 0 0z ~ i5 z en ?:S 0 5 en z C\u0026gt;\n:o m ~ ~ en Student Assignment Committee Report Page 2 A similar format was used at each community forum. A brief background of the issue was presented followed by a two-part discussion. Participants were asked to share with the group their experiences with the current student assignment plan. Was it a positive experience and if so what worked best? If the experience was not positive, what did not work? The discussion then focused on the criteria of the current plan and whether or not changes needed to be made. A list of criteria being considered in other school districts was provided. A compilation of these comments can be found in the Community Forum Summary of this report. The Committee met at the conclusion of the community forums to consider the discussions and prepare a recommendation for the board members. That recommendation can be found in the Committee Recommendation section of this report. Community Forum Summa!)' Patron experience with the 2004-2005 plan was generally positive in regard to satisfaction with student placement. Individual instances of dissatisfaction occurred due to the inverse criteria at a particular school working to the detriment of an applicant. It was pointed out that the inverse criteria will vary from school to school and staff explained how those criteria are determined. Overall there was a positive expression of intent to keep both choice and diversity for the specialty magnets and that the current plan provides the best opportunity for both. During each forum there was discussion concerning the reason for the magnet programs. This discussion was generally followed by expressions that every school be desirable. If all neighborhood schools operated at a proficient level of excellence, parents would be more inclined to support their neighborhood school. One of the most impassioned topics of discussion was patron information, understanding and navigation of the placement system. This communication issue, along with several other topics, was not within the charge to the committee. These topics are covered in the Suggestions for Future Consideration part of this report. In each forum, criteria for placement were discussed along with additional attributes that could be considered. It was generally thought that the current system was as fair as possible. Committee Discussion The committee discussed using academic achievement as a direct basis instead of as an inverse basis and giving it heavier weight. It was not adopted and determined to be detrimental to less advantaged students. Incorporating any of the additional academic attributes [GPA, 35% percentile in math and literacy, top 20% of class, 30% (outside zone) by overall score rank order] would only further complicate an already complicated system. Citizenship criteria (attendance criteria, no more than X number of absences, or no more than X number of tardies) were also considered. The inclusion of any would also further complicate the system as well as work to the detriment of a specific group. Student Assignment Committee Report Page 3 English proficiency status, longevity within LRSD, gender and geographic diversity were discussed but not recommended for inclusion in any change. Committee Recommendation After considering the discussions of LRSD parents, staff and the community, the Committee recommends that the current 2004-2005 student assignment plan be retained with no changes at this time, with the exception of attendance zone students retaining priority and Rockefeller Early Childhood program. At Rockefeller, a numbered waiting list will be utilized for Rockefeller Early Childhood program as opposed to a weighted pool providing parents with more definite information on child care placement. Suggestions for Future Consideration ___ _ The recommendation of the Committee responds to the charge given in May of 2004. However, during the community forums and subsequent committee discussions, a pattern emerged regarding some issues related to student placement but which were outside the charge to the Committee. These are presented to the Board with the strongest encouragement for action from this Committee. These concerns and suggestions for consideration/action are: 1. In order to better attract and keep patrons in the District, the assignment process must be easy to navigate.  Make the system more user friendly  Improve communication channels regarding assignment policies  Add/improve sources of assistance when seeking information  Develop a brochure explaining the student assignment process and choice options 2. Study the purpose and effects of specialty magnet programs, including resource allocation and program assessment. 3. Continue to strengthen neighborhood schools. 4. Establish a system for tracking students who do not get their preferred placement. Determine if they remain in the District. 5. Since data and choice demands will vary each year, the Student Assignment process for Specialty Magnet Schools should be reviewed annually to report outcomes. f\u0026gt; 8 z !i iz5 \"' ?:S n 5 \"z' C)\na m I \"' ~n Individual Approach to a World ef Knowledge\" September 23, 2004 TO: Board of Directors FROM: ~ Mark D. Milhollen, Manager Financial Services THROUGH: Roy G. Brooks, Ed. D. Superintendent of Schools SUBJECT: Board Disbursing Officers Act 671 of2003 amended Arkansas Code 6-13-618 and requires the Board of Directors to designate, by resolution adopted by majority vote, one (1) of its members to serve as the primary board disbursing officer of the District and may designate one (1) member as an alternate Board disbursing officer in the absence of the primary Board disbursing officer. It is recommended that the Board of Directors approve the attached Resolution designating the Board President as the primary disbursing officer for the Board and the Board Vice-President as the alternate disbursing officer for the Board. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 ' !II 0 0 ~ ! 0 -4 \u0026gt; =i :l: r, C 0\n0z en !.=.,' z \u0026gt;z n ~\na m c3 ~ ~ 0 5 ezn G)\na m I en RESOLUTION DESIGNATING DISBURSING OFFICERS FOR THE LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS FOR 2004-2005 WHEREAS, the Board of Directors shall designate at the first regular meeting following the annual school election one (1) of its members who shall serve as the primary Board disbursing officer as required by Ark. Code Ann. 6-13-618\nand WHEREAS, the Board of Directors may designate one (1) or more Board members as an alternate Board disbursing officer in the absence of the designated primary Board disbursing officer as provided by Ark. Code Ann. 6- 13-618\nNOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Little Rock School District of Pulaski County designates the President of the Board as the primary disbursing officer of the District and the Vice-President of the Board as the alternate disbursing officer of the District in the absence of the President of the Board. President Vice-President Adopted: Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 23, 2004 Board of Education Roy G. Brooks, Ed. D. Superintendent of Schools Agreement for Contracted Services Background: The Board previously agreed by consensus to move forward with the Superintendent's Entry Plan and the recommended audit of the District's organizational structure. Mr. Robert Klempen and Dr. Dennis Smith will present the preliminary findings of their document review and make recommendations for the Board's consideration. Recommendation: It is recommended that the Board authorize the Superintendent to enter into a contract for the services described in the attached contract. f\u0026gt; 0 0z ~ iz5 Ch AGREEMENT FOR CONTRACTED SERVICES THIS AGREEMENT FOR CONTRACTED SERVICES (this \"Agreement\") is made and entered into as of the 23rd day of September, by and between the LITTLE ROCK SCHOOL DISTRICT (the \"District\") and Robert Klempen and Dennis Smith, (\"Contractors\"). A. The District desires for Contractors to provide the services described in the Statement of Work to be Performed section of this Agreement for the cost set forth in this Agreement and subject to the other terms and provisions of this Agreement. B. Contractors have represented to the District that they have the knowledge and expertise to perform the Services for the price specified in this Agreement. C. The District and Contractors desire to enter into this Agreement to set forth their agreements with respect to the services to be provided by Contractors as well as the compensation to be paid Contractors by the District. NOW, THEREFORE, in consideration of the foregoing, the District and Contractors hereby agree as follows: 1. Statement of Work to be Performed - Purpose: To provide the Superintendent with an independent and objective audit of the school district organization and staffing. The audit will focus on the organization's effectiveness and efficiency by identifying and clarifying problem areas and making recommendations for improving structure and staffing. This work is intended to guide the district in addressing the following issues:  Increasing academic achievement for all students  Achieving compliance with the final court order to gain full unitary status  Improving efficiency and effectiveness withirl the organization  Reducing unnecessary bureaucracy and redundancy  Assessing facility and maintenance \u0026amp; operation needs  Determining opportunities for enhancing community support for the schools 1 Project Services and Deliverable: The services include:  Independent interviews conducted with key district and community leaders, staff and selected student leadership gaining strategic, technical and political insights  Consolidation and analysis of all gathered data  Preparation of written executive report and supporting exhibits  Face-to-face debriefing with Superintendent and other leaders as determined by the Superintendent The deliverable will be:  An executive report will highlight and emphasize organizational strengths, areas of need and recommendations for improvement of the organization's structure and staffing. Project Timing:  On September 23, 2004 the audit team leadership will meet with the Superintendent and School Board\n Data gathering will commence immediately and will be completed by the end of January, 2005\n Data analyzed and draft recommendations prepared by the end of February, 2005\n Executive Report presented to the Superintendent and School Board in March, 2005. Project Personnel: Bob Klempen  President ofK.lempen \u0026amp; Associates, LLC, a Southern California based organization working nationally to improve school organizations through the successful resolution of the most challenging issues facing school leaders today  Has worked as a school administrator in Wisconsin, Florida and California and, in addition, served as an executive in the private sector  Served as the Deputy Superintendent for the Orange County Public Schools-Orlando, Florida and, along with Dennis Smith, led a restructuring effort that transformed a slowmoving bureaucracy into a dynamic, responsive decentralized organization 2 f\u0026gt; C 0\n0z en ?::S 0 5 en z C\u0026gt;\n:o m ~ ~ en Dennis Smith  An educator for 30 years serving as superintendent for the past 18 years in five uniquely different school districts in Florida (Orange County Public Schools in Orlando) and California ... currently as superintendent of the Placentia-Yorba Linda School District  Has established a reputation of focusing on student learning and achievement and has a history of consistent academic gain for students  A leader known to mobilize vast resources available to school districts in reaching board goals and successfully increasing public support and confidence in education ... evidenced by successful school bond measures and Redevelopment Agency engagement  Named one of the top 100 educators in North America Roles \u0026amp; Responsibilities: Bob Klempen will provide leadership to an audit team of independent consultants. fu this capacity, he will cooperate and work with other outside consultants under independent contract with the District, including Dennis Smith. As such, he will work directly with and report to Roy Brooks, Superintendent. Other district leaders may be engaged in a variety of support activities with the knowledge and approval of the Superintendent. Dennis Smith will provide leadership to an audit team of independent consultants. fu this capacity, he will cooperate and work with other outside consultants under independent contract with the District, including Robert Klempen. As such, he will work directly with and report to Roy Brooks, Superintendent. Other district leaders may be engaged in a variety of support activities with the knowledge and approval of the Superintendent. 2. Nature and Scope of Engagement - The District hereby retains Contractors to perform the Services and the District agrees to pay for the Services as provided in Section 4. The Contractors accept the engagement to perform the Services and agree to provide such services to the District, all as set forth herein. Contractors will not subcontract or otherwise engage subcontractors to perform the Services without prior written approval from the District. 3. 31, 2005. Term - The term of this Agreement shall be September 23, 2004 through March 4. Compensation. The total fee for the consultant transitional team Services will be $50,000 payable $27,500 to Robert Klempen and $22,500 to Dennis Smith. Each consultant will invoice the school district separately according to the following schedule: 20% of the their respective fee at the end of October and December, 2004 and February, 2005 with the remaining balance of 40% invoiced at the completion of the project in March, 2005. Travel, lodging, meals and other reasonable out-of-pocket expenses will be billed separately as incurred by each consultant. The total project Services fee will not exceed $50,000 unless the scope of the project is changed in writing by Roy Brooks. When travel expenses are paid by Little Rock School District, the consultants will work exclusively on the LRSD required Services. 3 5. Independent Contractor - Contractors agree that they are independent Contractors in performing the Services. As independent Contractors, Contractor's duties are limited as provided in this Agreement, and they do not have, and agree they will not hold themselves out as having, any authority to represent or obligate the District as an officer, employee or agent. 6. Indemnification and Legal Compliance - The Contractors shall at all times observe and fully comply with any and all Federal, State and local laws, statutes, orders, ordinances and regulations. Contractors agrees to save, hold harmless and to indemnify the District, its agents, employees, officers and board members against any and all liability, losses, claims or costs of whatsoever kind or nature relative to the performance of this Agreement or any occurrence or accident in connection with inadequate design, breach of contract, material failure, default or the performance of any work, services or products supplied pursuant to this Agreement. Further, Contractors shall indemnify, hold harmless and defend the District, its agents, employees, officers and board members from any lawsuits, causes of action, claims, liabilities and damages, of any kind and nature, including but not limited to, attorneys' fees and costs, arising out of the performance of this Agreement whether attributable in whole or in part to any act, omission or negligence of the District, its agents or employees, including, but not limited to, any and all lawsuits, causes of action, claims, liabilities, and damages which the District, its agents or employees may sustain by reason of any failure of Contractors to indemnify as provided herein\nor any failure by Contractors to otherwise perform its obligations pursuant to this Agreement, or by reason of the injury to or death of any person or persons or the damage to, loss of use of or destruction of any property resulting from the work undertaken herein. 7. Conflict oflnterest - Contractors represent and warrant that no director or employee of the District is in any manner interested directly or indirectly in this Agreement or in any of the expected profits which might arise from this Agreement. Contractors further represent and warrant that no attempt has been made to influence or gain favorable advantage by communicating directly or indirectly with any official of the District. 8. Civil Rights Act Compliance\nNo Discrimination- Contractors agree that they will comply with Title VI of the Civil Rights Act of 1964 (P.L. 88-352) and all requirements imposed by or pursuant to the regulations of the Department of Education (34 C.F .R. Part 100) issued pursuant to that title. Contractors further agree that they shall not discriminate against, or segregate, a person or group of persons on account ofrace, color, creed, religion, sex, sexual orientation, marital status, familial status, national origin, ancestry, disability or condition of acquired immune deficiency syndrome (AIDS) or AIDS-related complex in carrying out their duties and obligations pursuant to this Agreement nor shall Contractors or any person claiming under or through Contractors establish or permit any such practice or practices of discrimination or segregation. In the event the District permits subcontracting under this Agreement, Contractors agree to include provisions similar to the foregoing in any subcontracts entered into 4 f' 0 0 ~ 6z Cl) i':S n 5 Cl) z C) RI 51: ~ Cl) between Contractors and any Subcontractor. Contractors assure the District that they will immediately take any measures necessary to effectuate the foregoing provisions of this Agreement. Contractors further agree to comply with all other applicable requirements of federal, state and local laws, ordinances or regulations regarding nondiscrimination in employment. 9. Termination - This Agreement may be terminated for cause by either party in the event a representation or warranty set forth herein is untrue in any material respect. This Agreement may also be terminated in the event there is any breach of a material provision of this Agreement which is not cured within ten (10) days following written notice to the defaulting party. Contractor's representations and warranties shall survive any termination of this Agreement. In the event of termination for cause, either party shall have all rights and remedies available under Arkansas law or applicable federal law. The District may also terminate without cause with 30 days written notice to the Contractors. In this case, the District will only be liable for pro-rata amounts and incurred travel due the Contractors through the date of termination. 10. Examination of Contractors Records - The District shall have access to and the right to examine any directly pertinent books, documents, papers and records of Contractors involving transactions relating to this Agreement at any reasonable time during the term of this Agreement as well as for a period of three (3) years following the termination of this Agreement. 11. Miscellaneous - 11.1 Severability - If a court holds any part, term or provision of this Agreement to be unenforceable, the validity of the remaining portions shall not be affected, and the rights and obligations of the parties shall be construed and enforced as if this Agreement did not contain the objectionable part, term or provision. 11.2 Headings - The headings which appear in this Agreement have been inserted for the purpose of convenience and ready reference. They are not intended to, and shall not be deemed to define, limit or extend the scope or intent of any provision hereof. 11.3 Entire Agreement - This Agreement has been negotiated and prepared by the parties equally and shall not be construed as having been drafted by one party. When fully executed, it shall supercede any and all prior and existing Agreements, either oral or in writing. This Agreement (including any exhibits) contains the entire agreement between the parties with respect to the subject matter hereof. 11.4 Request for Qualifications/Request for Proposals - In the event there is a Request for Qualifications or Request for Proposals attached to this Agreement, such document shall be incorporated into this Agreement by reference. 5 11.5 Amendments - Any amendment or modification of this Agreement must be made in writing and signed by the parties to this Agreement. 11.6 Assignment - This Agreement is not assignable by either party without the prior consent of the other party. 11.7 Governing Law and Jurisdiction - The laws of the State of Arkansas shall govern the parties' rights and obligations under this Agreement. The parties agree that this Agreement was negotiated in the State of Arkansas and agree that any litigation arising out of this Agreement shall be brought in the State of Arkansas. 11.8 Attorneys' Fees and Costs - If any suit or other proceeding is instituted by either party pertaining to this Agreement or the obligations hereunder, the prevailing party, in addition to any other relief the court may award, shall be entitled to its costs, expenses and reasonable attorneys' fees. 11.9 Notice - Any notice, consent, request or other communication required or permitted hereunder shall be in writing and shall be deemed given when either (i) personally delivered to the intended recipient, or (ii) sent, by certified or registered mail, return-receipt requested, addressed to the intended recipient at the addresses specified below their signatures on the signature page of this Agreement. 6 fl C 0 ! 6z en i!S 0 5 en z C\u0026gt; ::0 m ~ i'\ni IN WITNESS WHEREOF, the parties have executed this Agreement effective as of the date set forth above. THE DISTRICT: Little Rock School District By: (print) Name: --------- Title: Superintendent Signature: Address for Notice: 810 West Markham Little Rock, Arkansas 72201 7 CONTRACTORS: By: (print) Name: _______ _ Title: ---------- Signature: Address for Notice: By: (print) Name: ---------- Title: ---------- Signature: ________ _ Address for Notice: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 DATE: TO: September 23, 2004 Board of Education FROM: ~arral Paradis, Director of Procurement and Materials Mgmt. THROUGH: Roy G. Brooks, Ed. D., Superintendent of Schools SUBJECT: Donations of Property Attached are requests to donate property to the Little Rock School District as follows: School/Department Central High School Cloverdale Middle School Cloverdale Middle School Dodd Elementary School Forest Heights Middle School $200.00 cash to be applied toward the completion of the reflecting pool Framed abstract painting, valued at approximately $500.00, to enhance the Parent Resource Center Crystal lamp, valued at approximately $50.00, to enhance the Parent Resource Center Services, valued at approximately $200.00, for designing school stage $750.00 cash to the athletic department to sponsor five (5) students to the U of A Football Camp Donor Mr. Michael J. Porter Mrs. Dorothy Davis Mrs. Yadhira Maglione Mr. Earnest L. Duckery, Architect, Woods-Carradine Firm Convenience Stores Plus, Inc dba Big Ben Truck Stop Board of Education September 23, 2004 Page 2 School/Department Item Donor Forest Park $1,368.81 cash for Forest Park Elementary PT A Elementary School Staff Appreciation Forest Park $1,000.00 cash for Forest Park Elementary PT A Elementary School Principal's Discretionary Fund Forest Park $11,894.34 cash for Forest Park Elementary PT A Elementary School art instruction and materials Forest Park $1,668.46 cash for Forest Park Elementary PT A Elementary School computer maintenance Forest Park $1,976.93 cash for Forest Park Elementary PT A Elementary School grounds expense Forest Park $2,000.00 cash for Forest Park Elementary PTA Elementary School Space Camp Forest Park $14,169.18 cash for Forest Park Elementary PTA Elementary School Spanish instruction and materials Forest Park $1,942.07 cash for Forest Park Elementary PT A Elementary School Student Recognition/ Accelerated Reader Program Forest Park $937.58 cash for Parent Forest Park Elementary PT A Elementary School Involvement/Field Day Forest Park $539.50 cash for Parent Forest Park Elementary PT A Elementary School Involvement/Fifth Grade Graduation Forest Park $1,189.57 cash for Forest Park Elementary PT A Elementary School Parent Involvement/ Student Recruitment Metropolitan Career 2004 GMC/Chevrolet General Motors Corporation and Technical Center 271 Off-Road Pickup, valued at $15,951.89, for instructional use in the Auto Tech Program Board of Education September 23, 2004 Page 3 School/Department Parkview Arts/Science Magnet High School Item $500.00 cash for use in furnishing the new Parkview Field House Donor Pat Carlton It is recommended that these donation requests be approved in accordance with the policies of the Board. Little Rock Central High School 1500 South Park Street Little Rock, Arkansas 72202 Phone 501-44 7-1400 DATE: TO: FROM: Fax 501-447-1401 8/30/2004 DARRAL PARADIS, DIRECTOR OF PROCUREMENT A CY ROUS EAU, PRI CIPAL 1)~ SUBJECT: DO A TIO \\ Mr. Michael J. Porter of 813 Moss Road, Memphis, TN \\ 38117-5204, graciously donated $200.00 to Central High School. His request is the money go toward the completion of the reflecting pool. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. CLOVERDALE MAGNET MIDDLE SCHOOL August 20, 2004 To: Mr. Darral Paradis Director of Procurement From: Angela Munns RE: Donation Please accept one 3 'x 4' Framed Abstract Painting and one Crystal Lamp donated to Cloverdale Magnet Middle School to enhance our Parent Resource Center. Mrs. Dorothy Davis 46 Maryton Park Cove Little Rock, AR 72204 Mrs. Yadhira Maglione 4419 Old Oak Drive Little Rock, AR 72223 Framed Abstract Painting Approximate Value $500.00 Crystal Lamp $50.00 RECEIVED AUG 2 3 2004 6300 Hinkson Road  Phone (501) 44 7-2500  Fax (501) 447-2501  Little Rock, Arkansas 72209 DODD ELEMENTARY SCHOOL \"Together - building a better tomorrow, one child at a time\" Date: August 25, 2004 To: Darral Paradis, Director, Procurement and Materials Management From: Faith McLaughlin, principal ~ Subject: Donation Mr. Earnest L. Duckery, an architect with the Woods - Carradine Firm has generously donated his expertise for the design of a school stage to David 0. Dodd Elementary School. His services were estimated at $200.00. It is recommended that this donation be accepted in accordanc3e with the policies of the Board of Education of the Little Rock School District. RECEIVED AUG 2 6 200, PROCURENrt:.'~l 6423 Stagecoach Road  Phone 455-7 430 Little Rock, Arkansas 72204 FOREST HEIGHTS MIDDLE SCHOOL To: Mr. Darral Paradis Director of Procurement From: Elouise J. Hudson Principal Date: July 22, 2004 RE: Donation Convenience Stores Plus, INC. DBA Big Ben Truck Stop, 3102 W. 34th St., Suite 3, Pine Bluff, AR 71601, wishes to donate $750.00 to Forest Heights Athletic Department to sponsor 5 students to the University of Arkansas Football Camp. It is recommended this donation be approved in accordance with the policies of the Little Rock School District. Thank you for your consideration. RECEIVED JUL 2 6 2004 PROCUREf,,ENT 5901 Evergreen Street  Phone (501) 447-2700  Fax (501) 447-2701  Little Rock, Arkansas 72205 ~ :!S\n,,\n= 3: \u0026gt; \"II E!5 o-\u0026lt; c:m\nom z::c 3:~ m\n:o z--\u0026lt; Z C\u0026gt; ~ 0 5 \"z' C\u0026gt;\n:o m ~ ~ \"' FOREST PARK ELEMENTARY SCHOOL TO. FROM: DATE: SUBJECT: DARRAIDLPARADIS DIRECTOR OF PROCUREMENT THERESA KETCHER, PRINCIPAL OF FOREST PARK SCHOOL AUGUST 17, 2004 DONATI ONS The Forest Park Elementary PTA has donated $38,686.44 to the school for the following: Staff Appreciation 1,368.81 Principal's Discretionary Fund 1,000.00 Classroom Supplies, Instruction \u0026amp; Maintenance Art Instruction \u0026amp; Materials 11 ,894.34 Computer Maintenance 1,668.46 Grounds Expenses 1976.93 Space Camp 2,000.00 Spanish Instruction \u0026amp; Materials 14,169.18 Student Recognition Accelerated Reader Program 1942.07 Parental Involvement Field Day Fifth Grade Graduation Student Recruitment 937.58 539.50 1,189.57 It is recommended that these donations be approved in accordance with the policies of the Little Rock School District. /pl 1600 Nortr Tyler Street  (501) Phone 447-4500  Fax (501) 447-4501 \" Littie Rock, Arkansas 72207 TO: FROM: Darral Paradis, Director of Procurement Michael Peter~ncipal Metropolitan Career \u0026amp; Technical Center DATE: August 17, 2004 SUBJECT: DONATIONS Please accept the following vehicles donated to Metropolitans Auto Technical Program. The vehicles will be used as instructional items and will not be licensed or driven: A 2004GMC Chev Pick-Up 271 OffRoad Ext. 4X4 Color-Red Valued: $15,951.89 Donator: General Motor Donations VIN: IGTEK19T34E272070 We recommend that this donation be accepted in accordance with the policies, and procedures of the Little Rock School District. REC\\VED AUG 1 S 2~M PROCURE.W'it\\\\ll Metropolitan Career-Technical Center 7701ScottHamiltonDrive  LitUeRock,Arkansas 72209  (501)447-1200  Fax(501)447-1201 Parkview Arts/Science Magnet High School LITTLE ROCK SCHOOL DISTRICT 2501 BARROW ROAD Date: To: From: Subject: PHONE (501) 447-2300 FAX (501) 447-2301 August 26, 2004 Darral Paradis, Director LRSD Procurement Department Dr. Linda Brown, Principal --le_ Parkview Arts/Science Magnet High School Donation for Parkview Field House Needs LI'ITLE ROCK, ARKANSAS 72204 Pat Carlton recently donated $500 for use in furnishing the new Parkview Field House. We, at Parkview, would like to say a very hearty Thank You! Your support is appreciated more than we can express. It is recommended that this donation be approved in accordance with the policies of the Little Rock School District. RECEIVED AUG 2 7 2004 PROCUfJ1f }\\{ ,_i ff' b .... \"'' .,....J f DATE: TO: THROUGH: Little Rock School District Financial Services 810 West Markham Street Little Rock, AR 72201 Phone: (501) 447-1086 Fax: (501) 447-1158 September 23, 2004 Little Rock School District Board of Directors Roy G. Brooks, ED. D., Superintendent of Schools PREPARED BY: Mark D. Milhollen, Manager, Financial Services~ , Subject , Summary , Objectives , Expected Outcomes , Population/Location , Budget Amount/Source , Manager , Duration Financial Reports District funds are reported for the period ending August 31, 2004. To report the District's financial status monthly to the Board of Directors. The Board members will be informed of the District's current financial condition. NIA NIA Mark Milhollen, Manager of Financial Services NIA , Long Range/Continuation Financial reports will be submitted monthly to the Board. , Other Agencies Involved None . Expectations of District NI A . Needed Staff NIA , Comments None , Recommendation Approval of the August 2004 financial reports. We recommend that the Board approve the financial reports as submitted. j LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED AUGUST 31, 2003 AND 2004 APPROVED RECEIPTS % APPROVED RECEIPTS % 2003/04 08/31 /03 COLLECTED 2004/05 08/31/04 COLLECTED REVENUE-LOCAL SOURCES CURRENT TAXES 57,547,800 10,520,580 18.28% 61,436,691 11 ,348,516 18.47% DELINQUENT TAXES 10,100,000 527,648 5.22% 12,135,000 677,843 5.59% 40% PULLBACK 29,600,000 31,250,000 EXCESS TREASURER'S FEE 210,000 205,000 DEPOSITORY INTEREST 180,000 155,000 REVENUE IN LIEU OF TAXES 150,000 185,000 MISCELLANEOUS AND RENTS 380,000 28,873 7.60% 485,000 4,443 0.92% INTEREST ON INVESTMENTS 200,000 36,679 18.34% 245,000 62,030 25.32% ATHLETIC RECEIPTS 240,000 215,000 1,255 0.58% TOTAL 98,607,800 11,113,781 11.27% 106,311,691 12,094,087 11.38% REVENUE - COUNTY SOURCES COUNTY GENERAL 21 ,000 5,420 25.81% 22,000 5,644 25.65% TOTAL 21,000 5,420 25.81% 22,000 5,644 25.65% REVENUE- STATE SOURCES EQUALIZATION FUNDING 53,226,139 4,838,739 9.09% 65,082,694 5,916,608 9.09% ALTERNATIVE LEARNING 1,927,250 481,812 25.00% ENGLISH LANGUAGE LEARNERS 193,739 NATL SCHL LUNCH STUDENT FUNDING 6,498,240 590,749 9.09% PROFESSIONAL DEVELOPMENT 1,141,165 REIMBURSEMENT STRS/HEAL TH 8,300,000 8,275,000 693,763 8.38% VOCATIONAL 1,400,000 114,835 8.20% 1,350,000 105,026 7.78% HANDICAPPED CHILDREN 1,675,000 2,100,000 EARLY CHILDHOOD 273,358 5,542,510 98,127 1.77% TRANSPORTATION 3,875,562 4,125,000 INCENTIVE FUNDS - M TO M 3,900,000 4,575,000 ADULT EDUCATION 920,337 934,380 POVERTY INDEX FUNDS 560,545 267,486 47.72% TAP PROGRAM 285,245 382,903 7,645 2.00% AT RISK FUNDING 360,000 395,000 TOTAL 74,776,187 5,221,060 6.98% 102,522,882 7,893,730 7.70% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 770,000 770,000 TRANSFER FROM OTHER FUNDS 1,350,000 1,295,000 TRANSFER FROM MAGNET FUND 1,632,430 1,849,008 TOTAL 3,752.430 0 0.00% 3,914,008 0 0.00% TOTAL REVENUE OPERATING ' 177,157,418 16,340,262 9.22% 212,770,581 19,993,461 9.40% REVENUE - OTHER FEDERAL GRANTS 24,075,790 797,161 3.31% 21 ,531,929 1,786,067 8.29% DEDICATED M \u0026amp; 0 4,000,000 15,800 0.40% 4,500,000 17,299 0.38% MAGNET SCHOOLS 24,689,351 27,964,934 1,062,586 3.80% TOTAL 52,765,141 812,961 . - 1.54% 53,996,863 2,865,951 5.31% TOTAL REVENUE 229,922,559 17,153,222 7.46% 266,767,444 22,859,412 8.57% I ..---- LITTLE ROCK SCHOOL DISTRICT - COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED AUGUST 31, 2003 AND 2004 ~ APPROVED EXPENDED % APPROVED EXPENDED % 2003/04 08/31/03 EXPENDED 2004/05 08/31/04 EXPENDED E)(PENSES \"sAlARIES 100,684,982 4,497,431 4.47% 117,324,912 5,074,084 4.32% ~FITS 26,483,772 1,407,317 5.31% 36, 185,811 1,642,991 4.54% \"pURCHASED SERVICES 19,719,297 1,809,458 9.18% 20,959,918 1,628,868 7.77% \"MAfERIALS \u0026amp; SUPPLIES 8,185,459 866,525 10.59% 8,725,914 1,211,841 13.89% CAPITAL OUTLAY 1,575,580 3,435 0.22% 2,760,600 197,315 7.15% QTHER OBJECTS 8,384,567 47,886 0.57% 10,770,418 48,474 0.45% DEBT SERVICE 12,098,342 4,705,779 38.90% 12,474,809 4,590,834 36.80% TOTAL EXPENSES OPERATING 177,131,999 13,337,831 7.53% 209,202,382 14,394,406 6.88% -EXPENSES-OTHER FEDERAL GRANTS 26,056,193 1,131 ,685 4.34% 23,853,134 1,525,088 6.39% DEDICATED M \u0026amp; 0 4,000,000 582,601 14.57% 5,007,809 403,090 8.05% MAGNET SCHOOLS 24,689,351 709,338 2.87% 27,964,934 873,540 3.12% - TOTAL 54,745,544 2,423,624 4.43% 56,825,877 2,801,718 4.93% - TOTAL EXPENSES 231,877,543 15,761,455 6.80% 266,028,259 17,196,124 6.46% - INCREASE (DECREASE) IN FUND BALANCE (1,954,984) 1,391,766 739,184 5,663,287 - BEGINNING FUND BALANCE FEDERAL, MAGNET \u0026amp; DED M \u0026amp; 0 3,558,580 3,558,580 4,005,957 4,005,957 OPERATING 9,026,855 9,026,855 6,531,706 6,531,706 ENDING FUND BALANCE FEDERAL, MAGNET \u0026amp; DED M \u0026amp; 0 1,578,177 1,947,916 1,176,943 4,070,190 OPERATING 9,052,274 12,029,286 10,099,905 12,130,761 TOTAL 10,630,451 13,977,202 11,276,848 16,200,951 LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED AUGUST 31, 2004 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES END BALANCE 07-01-04 2004-05 2004-05 2004-05 2004-05 08-31-04 $6,200,000 BOND ISSUE FAIR 17,956.90 2,900.00 15,056.90 MCCLELLAN 77,219.02 77,219.02 CLOVERDALE MIDDLE 396.12 396.12 CONTINGENCY 0.00 o.oo SUBTOTAL 95,572.04 0.00 0.00 2,900.00 0.00 92,672.04 $136,268,560 BOND ISSUES ADMINISTRATION 4,906.21 80,000.00 14,937.21 69,969.00 NEW WORK PROJECTS 6,088,520.49 1,499,657.55 1,333,279.66 3,255,583.28 SECURITY PROJECTS 14,541.25 14,541.25 LIGHTING PROJECTS 20,856.80 20,856.80 MAINTENANCE \u0026amp; REPAIR 7,567,591.92 305,914.50 313,896.02 6,947,781 .40 RENOVATION PROJECTS 13,366,715.04 2,208,884.56 3,422,127.48 7,735,703.00 TECHNOLOGY UPGRADES 1,569,424.27 1,143,377.19 83,872.80 349,178.27 2,279,750.39 SUBTOTAL 28,632,555.98 1,143,377.19 80,000.00 4,113,266.62 5,418,481.43 20,324,185.12 REVENUES PROCEEDS-PROPERTY SALE 445,618.31 445,618.31 DUNBAR PROJECT 5,266.71 5,266.71 PROCEEDS-BOND SALES 14,143,144.75 (80,000.00) 14,063,144.75 PROCEEDS-QZAB SALE 1,293,820.97 1,293,820.97 INTEREST 5,037,437.95 279,752.73 5,317,190.68 SUBTOTAL 20,925,288.69 279,752.73 (80,000.00) 0.00 0.00 21,125,041.42 GRAND TOTAL !191i5HWZJ l :123 129 92 2.22 :11Hi l!i!i ~ ~1 5~111911 511 LITTLE ROCK SCHOOL DISTRICT BOND ISSUE PROJECT HISTORY THRU THE PERIOD ENDED AUGUST 31, 2004 PROJECT ENDING ALLOCATIONS EXPENSE EXPENSE EXPENSE EXPENSE EXPENSE ENCUMBERED ALLOCATION PROJECT CATEGORIES THRU 08-31-04 2000-01 2001-02 2002-03 2003-04 THRU 08-31-04 THRU 08-31-04 SUBTOTAL 08-31-04 ADMINISTRATION 753,846.55 889,772.32 (485,325.77) 149,597.63 114,896.16 14,937.21 0.00 683,877.55 69,969.00 NEW WORK PROJECTS 38,786,097.95 443,467.00 4,589,606.29 11,671,442.11 15,993,062.06 1,499,657.55 1,333,279.66 35,530,514.67 3,255,583.28 SECURITY PROJECTS 265,814.17 113,930.47 109,609.73 27,732.73 0.00 0.00 251,272.93 14,541.25 LIGHTING PROJECTS 4,883,405.13 2,641,482.13 1,832,392.06 379,661.38 9,012.76 0.00 0.00 4,862,548.33 20,856.80 MAINTENANCE \u0026amp; REPAIR . 18,920,386.34 791,385.63 4,218,294.40 3,455,350.67 2,887,763.72 305,914.50 313,896.02 11,972,604.94 6,947,781.40 RENOVATION PROJECTS 51,641,607.54 397,615.34 4,119,045.21 15,666,239.90 18,091,992.05 2,208,884.56 3,422,127.48 43,905,904.54 7,735,703.00 TECHNOLOGY UPGRADES 12,878,988.97 575,016.53 4,325,201.40 4,500,374.61 765,594.97 83,872.80 349,178.27 10,599,238.58 2,279,750.39 UNALLOCATED PROCEEDS 15,356,965.72 15,356,965.72 TOTAL 143,487,112.37 5,852,669.42 18,708,823.32 35,822,666.30 37,890,054.45 4,113,266.62 5,418,481.43 107,805,961.54 35,681,150.84 1N3 Nl:lnOrmt 'IIIX LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED AUGUST 31, 2004 - - - Fund Purchase Maturity Institution Interest Rate Type Principal Date Date - Operating 08-27-04 TFN Bank of America 1.300% Repo _ ~ 8,65~ 0_90.00 Operating 08-30-04 09-15-04 Bank of America 1.380% Treasury Bills 6,400,072.21 Operating 08-02-04 09-01-04 Twin City Bank 2.110% CD 4,632,323.25 Total 19,687,395.46 Food Service 08-16-04 TFN Bank of America 1.290% Repo 1,140,000.00 1,140,000.00 - Activity Fund 08-27-04 TFN Bank of America 1.210% Repo 825,000.00 - Total 825,000.00 Bond Account 03-08-04 09-06-04 Regions 1.050% CD - - 400,000.00 Capital Projects Fund 07-14-04 01-10-05 Metropolitan 1.930% CD 1,000,934.31 Capital Projects Fund 01-30-04 01-31-05 Bancorp South 1.850% CD 2,100,244.72 Capital Projects Fund 08-17-04 08-16-05 Twin City Bank 2.610% CD 11 ,000,000.00 Capital Projects Fund 06-10-04 01-10-05 Bank of America 1.670% Treasurv Bills 5,385,005.84 Capital Projects Fund 08-02-04 02-05-05 Twin City Bank 2.580% CD 4,500,000.00 Capital Projects Fund 08-02-04 08-02-05 Twin City Bank 3.030% CD 4,500,000.00 Capital Projects Fund 05-03-04 11-05-04 Bank of the Ozarks 1.350% CD 3,076,650.06 Capital Projects Fund 03-15-04 09-15-04 Bank of the Ozarks 1.400% CD 10,293,800.80 Capital Projects Fund 08-23-04 TFN Bank of America 1.270% Repo 3,365,000.00 Total 45,621,635.73 Deseg Plan Scholarship 06-22-04 12-08-04 Bank of America 1.600% Treasury Bills 779,103.78 Total 779,103.78 - Rockefeller Scholarship 06-10-04 01-10-05 Bank of America 1.670% Treasury Bills 252,468.56 Total 252,468.56\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   \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":"tws_oid16_31280","title":"The Temprees, 2004","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":["2004-09-01"],"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/279728144"],"dcterms_subject":["Interviews","Oral history","Music","Memphis (Tenn.)","Stax Records","Temprees (Musical group)"],"dcterms_title":["The Temprees, 2004"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/31280"],"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_31294","title":"Harold Scott, 2004","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":["2004-08-27"],"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/279725762"],"dcterms_subject":["Interviews","Oral history","Music","Memphis (Tenn.)","Stax Records"],"dcterms_title":["Harold Scott, 2004"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/31294"],"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_31285","title":"Charles \"Skip\" Pitts, 2004","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":["2004-08-26"],"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/280244362"],"dcterms_subject":["Interviews","Oral history","Music","Memphis (Tenn.)","Stax Records"],"dcterms_title":["Charles \"Skip\" Pitts, 2004"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/31285"],"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":"geh_vhpohr_263","title":"Oral history interview of Sebastian G. Miller","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Japan, Tokyo, 35.709026, 139.731992","Japan, Yokosuka-shi, 35.2730564, 139.6653829","Micronesia, Ulithi, 9.9613889, 139.6036111","United States, Alaska, Aleutian Islands, 54.7208948, -164.040866211618","United States, Arkansas, Sebastian County, Fort Smith, 35.38592, -94.39855","United States, District of Columbia, Washington, Joint Base Anacostia–Bolling Heliport, 38.84289, -77.01553","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Hawaii, Honolulu County, Pearl Harbor, 21.34475, -157.97739","United States, Kentucky, Bell County, Middlesboro, 36.60842, -83.71658"],"dcterms_creator":["Lacy, Margaret","Miller, Sebastian G., 1918-"],"dc_date":["2004-08-18"],"dcterms_description":["In this interview, Sebastian Miller recalls his history in the Navy in the Pacific during World War II. He recalls his family's history in Atlanta. He describes his education and how it led to his entry into the Photographic Interpretive Services. He describes his training and recalls several incidences while serving during the war in the Pacific. He describes his post-war education and career.","Sebastian Miller was in the U.S. Navy in the Pacific during World War II.","Sebastian G. Miller Veterans History Project Atlanta History Center With Margaret Lacy August 18, 2004 [Tape 1, Side A] Interviewer: This is August the eighteenth and we are at the Atlanta History Center interviewing Sebastian G. Miller, who was a lieutenant in World War Two. And I'm Margaret Lacy and we're recording the video. Thank you for coming, Mr. Miller. Miller: My pleasure. Interviewer: Where do we want to start this morning? Miller: Well, actually, I grew up in Atlanta, and my grandfather on my father's side was stationed here in the Civil War. He was in the cavalry with Morgan's men stationed in Decatur. And he was in the Civil War. He joined when he was fifteen years old and he had to furnish his own horse. He was from Millersburg, Kentucky. And he brought his horse down and joined Morgan's men and was in the cavalry during the Civil War. Interviewer: So you grew up in Atlanta, didn't you? Miller: Yes, and my father grew up in Atlanta and all my roots are here since the Civil War. My mother grew up in Pine Bluff, Arkansas. Her father was Sebastian Geisreiter [spelling confirmed with veteran] and he was in the cavalry for the Union people. He had come over from Germany when he was thirteen years old and he didn't want the Union disbanded, so he joined the Union cavalry. And the Southern people forgave him because all he did was chase the Sioux Indians up into Canada. And he was stationed at Fort Smith, Arkansas. And he married Mary Merrill from Pine Bluff and her father had five thousand acres in cotton. And she died from eating strawberries shortly after they married. And he, my grandfather, Sebastian Geisreiter, lived with his father-in-law, Mr. Merrill. Interviewer: Can we go back to why the strawberries hurt her? Miller: I have no idea. And my mother couldn't understand it either. But she was named after Mary Merrill. My mother's name was Mary Merrill Geisreiter. And the Merrills were quite prominent in Pine Bluff, Arkansas. Had all this land on the Arkansas River, the levy, they grew cotton and rice and that sort of thing. Interviewer: So you were a pioneer in farming and the military. Miller: Actually, my mother decided that farming was not what I should do. She wanted my brother, I have a twin brother John Alexander Miller, she wanted us to go into architecture. Interviewer: [referring to picture] This is Mr. Miller and this is Mr. John. Miller: We're identical twins. Interviewer: [pointing out for video] This is our speaker this morning, Sebastian G. Miller. Miller: That's right. Interviewer: What's the “G” for? Miller: Geisreiter. My grandfather was named Sebastian Geisreiter. He was from Munich, Germany. And he came over here when he was thirteen years old and he joined the Union cavalry in the Civil War. And he was a captain in the cavalry. But as I say, the Southern people forgave him because all he did was drive the Sioux Indians up into Canada. He didn't fight any of the Southern people. Interviewer: When the war started, were you grown up already or were you still in school? Miller: Actually, I got two degrees from Georgia Tech. I got a Bachelor of Science in my graduating year, 1941. All my graduating class went either in the Army or the Navy. And I went back another year to Tech to get another degree, a Bachelor of Architecture, which I have here. Interviewer: Oh my. These are hard earned, aren't they? Miller: And I was deferred twice by the draft board in order to graduate. But the Navy had sent a letter to us in the fall of '41, before Pearl Harbor, that if we graduated we could get a commission in the Navy on the strength of our degree from Tech. Interviewer: I'm reading this, ninth day of June, '41. Your Bachelor of Science and then in '42, architecture. Miller: Right. Got two degrees. And when I graduated in 1942 in June, they sent me to Harvard indoctrination school and this is the little album they put out from just—the indoctrination school was two months at Harvard and in that short time, they put out that album, which is fantastic. Interviewer: [refers to album name, the Scuttlebutt] That's a good word, Scuttlebutt. Started with that first cruise. Miller: Yeah. Interviewer: That's quite a manual. Are you in it? Miller: Yes. I'm in it. Interviewer: Great. I've got to look for the M. Miller: End of company five there and I'm also written up. I was head of a crack drill platoon and I was the leader of the crack drill platoon. They've got a picture of me and my commanding officer. What happened was that they took part of the graduating class at Annapolis and had them come to Harvard and be in charge of us and they have those pictures. You see. That's the Annapolis man, and that's me with the company commander. Interviewer: Really? That's you. Miller: [laughs] You can't tell it. Interviewer: Oh, but you're standing so trim. Miller: This picture…is that me, Miller? Sebastian. It's probably on the next page. Next page. Interviewer: I don't know if the video'll be able to pick this up or not. Miller: Well, it's in there. Interviewer: Yeah, it's here. Miller: Well, you got it? Anyway, that… Interviewer: They're already at war and you're in the Navy. Miller: They taught us all about the Navy in two months. And then they actually were sending us to photographic interpretation school at Anacostia Field in Washington, D.C. But they had a flood on the Potomac and the building was not finished, so they didn't know what to do with us. So they sent us to City College, CCNY in New York. We had no commanding officers. There were four brand new ensigns and we got an apartment there. And we went out every night on the town for two months [laughs] and just had a ball. They had a—the Commodore Hotel, the one that Donald Trump redid after the war, this was the officers club during World War Two. And you could go to the officers club and get passes so you wouldn't have to pay cover charge at the Stork Club and El Morocco and Café Society and [inaudible word] all the night clubs. So we knew that we'd never be in a situation like that again, four brand new ensigns. So we just made a point of going out on the town every night, because we had no commanding officer and we had no duties. We didn't have to stand watch. That was in—I stayed two months in New York. Then they finally sent us to Washington Photographic Interpretation School and I've got pictures here of our class. This is when I was in New York. This is the Photographic Interpretation School in Anacostia. Interviewer: We might want a photo copy of these. I don't know. Miller: That's our class there. Actually, what happened was this fella here, Commander Quackenbush, Bob Quackenbush. This is Admiral [William] Halsey here and that's Bob Quackenbush there. This is a picture of Admiral [Chester] Nimitz and Admiral Fitch and Admiral Halsey and one of the photographic interpreters. That's at Espiritu Santos in the South Pacific. Interviewer: We might want a photo copy of those. Miller: Okay. Well actually, I've got…I was in photographic interpretation, so I came out with a lot of pictures. That's Pearl Harbor. A lot of little things of interest. This is…I showed…I got some Japanese money when I was in Tokyo at the end of the war. As a matter of fact, they had printed up some occupation money for Tokyo and Japan, but they never used it. They had regular currency with Hawaii written on it. And they never used it. They used the Japanese money instead and we got some of it. Then that little sidelight is interesting…this is a little package I picked up at Guadalcanal. The Japs had some vitamin pills or something. I happened to just hang onto that. This is a picture… Interviewer: You know, the only thing I heard about the Japanese was when they did those kamikazes. Is that you? Miller: Yeah. That's me. I got hit twice. I was on three different aircraft carriers, the Essex class. That's the biggest carrier we had at the time. And I was on the Intrepid. This is the ship that I was on first. And I was on her until she got hit so badly that we had to send her back to Pearl. And I transferred to… Interviewer: You've had so many adventures, maybe we better start at the beginning. Miller: Well, I will try. I was giving you some of the…just rough pictures. But actually, what happened was… Interviewer: Is that Hawaii? Miller: That's…I was…no. That's Guadalcanal. I was on the beach, and that's Savo Island and this is where all those ships were sunk. This is Iron Bottom Bay. And the Atlanta was sunk there, the Quincy, Vincennes, Canberra and Astoria were sunk. In the first six months of World War Two, we were not doing too well until the Battle of Coral Sea, which Admiral Fitch was on the Lexington. The Lexington was sunk at the Battle of Coral Sea. We were fortunate. Being in air intelligence, we were on a lot of admirals' staffs. I was on four admiral staffs and secretary to General Twitty, who was number two on intelligence for Admiral Nimitz and Pearl Harbor. You may remember the incident of Commander Rochefort [who] broke the Japanese code, and he was there in this building [photograph] when he did it. Interviewer: How did he do it? I've never heard that. Miller: The Battle of Midway, we knew that they were coming. But it was super top secret and Commander Rochefort, who was code man there in Pearl Harbor, had said that the Japanese were coming to Midway. In Washington, they insisted that the Japanese were coming to San Francisco on the West Coast. Interviewer: Why? Miller: Well, they had already hit Pearl Harbor and they had been so successful at Pearl Harbor and they had this tremendous fleet and we did not have any fleet except the aircraft carriers that were left over. We had three aircraft carriers that were not in Pearl Harbor when they hit. So they were real nervous in Washington. This was early in the war. And they thought that…as a matter of fact, some of the submarines did shell San Francisco and some of the other West Coast cities. And so they were real nervous about it and they thought they were going to try and invade California. But Admiral Nimitz, through Commander Rochefort, who was his code man there in Pearl Harbor, knew that they were coming to Midway. So his sent his carriers out to intercept them. And they sank four of the Japanese carriers at Midway and the Japs turned back. They had the whole fleet coming in and they were going to invade Midway and probably come on to Pearl Harbor and invade the Hawaiian Islands. But the Battle of Midway was the turning point of the whole war really. It wasn't the end of anything, but it was the start of the end. Interviewer: Because they lost four of the aircraft carriers. Miller: Four aircraft carriers [the Akagi, Kaga, Sorya and Hiryu] were sunk at the Battle of Midway. Interviewer: And then they turned the whole thing around. Miller: Well, they had five fleets coming in from different directions. They had the invasion fleet. They had Admiral Yamamoto, who was head of the navy, with all the battleships and cruisers. They had a feint, they went into the Aleutians and hit Dutch Harbor in the Aleutians the same time as a feint. And then they had another group and the group that we hit was the aircraft, the ones…the Jap aircraft had bombarded…had a strike against Midway. And they were coming back and they were reloading and they had all the planes gassed up on the deck and so forth. Torpedo planes went in and they shot down all our torpedo planes [35 out of the first group of 41]. We had one man that survived, Ensign Gay. He was on the cover of Life [Magazine], because he was one of the torpedo bomber pilots. And he was shot down and he watched…he was in the ocean. He put a cushion over his head so they wouldn't pick him up. But he watched all those aircraft carriers burn and sink. And then a PBY patrol plane came out and picked him up and he was a big hero first part of the war because he'd been in the Battle of Midway. The dive bombers were the ones that actually sank the Japanese carriers and the reason they did was because the torpedo bombers had already gone in and all the Jap fighter planes protecting had come down to shoot the torpedo planes. So when the dive bombers came in, there was nobody up there. And they dove on the…and dropped bombs on those aircraft carriers and won the Battle of Midway. But I was not…I was actually still at Tech. I was just graduating. This was in May of…well, the Battle of Coral Sea was in May of '42 and Midway was in June of '42. Interviewer: Six months after Pearl Harbor. Miller: Yeah. Just about. But up until that time, the Japs had taken over New Guinea. They had gone and bombarded Ceylon and India. They had invaded Burma. Of course, they'd already been into China and they had all the islands. They conquered Wake Island, Guam. Everything except Numea and Australia. They were worried…Australians were worried they were coming in. Australians had sent all their men to fight with the British in Africa. And the Australians didn't have too many soldiers to help, but they did. We fought alongside the Australians, the coast watchers and so forth in the Solomons. One thing leads to another, as you can tell. I'll get back to what I was doing though. When I went to Anacostia Field, I graduated in photographic interpretation. And they sent me…well, this was just before Christmas of 1942. So I went home for Christmas. I was home…I was in the Navy four years, but I was home every Christmas, which was unusual. But it's just because of unusual circumstances. Most people went overseas and stayed a year or two and it was very boring. Whereas, I mean, “Mr. Roberts”, that story was written about the supply ships that went back and forth. He said from tedium to monotony and back again. Anyway, I was in such a position that I was either on an admiral's staff or in the photo interpretation department. Of course, my commanding officer, Mr. Bob Quackenbush, of whom I've got a picture there, he went to England when England started fighting Germany and they were well advanced in radar and photographic interpretation. Now there was a lot to interpret in Europe. A lot of cities. A lot of things like that. And the British were well advanced in this art of photograph interpretation and also radar. And Bob Quackenbush went over and studied with them and came back and offered commissions in the Navy to all graduate architects and graduate geologists. And that's how the photographic interpretation unit was formed with graduating architects and graduating geologists. All the same age. And at Tech, we had studied under the Beaux Arts School, and the Beaux Arts School had about ten different colleges. The University of Pennsylvania, all the big schools used the Beaux Arts system. And we would do projects and send it to New York to be judged by the Beaux Arts Institute. So when we got in the Navy, we knew a lot of these people that were in photo interpretation because they had been architects in other schools. So we were a very compatible group. And it was interesting to have young fellas, same age, same background, all of us brand new ensigns and so forth. Interviewer: Is photographic interpretation…that must have been a very new field. Was it real difficult to learn? Miller: All the admirals had never heard of photograph interpretation. They didn't know anything about it. As a matter of fact, when I got on Admiral Sprague's staff, after the Intrepid was hit, they sent me back to Pearl Harbor and I joined Admiral Sprague. Admiral Sprague was the man in charge of the baby carriers at Leyte Gulf when the Japanese fleet caught the baby carriers at the Battle of Leyte Gulf and chased them for two hours. Battleships, cruisers, destroyers shooting at these baby carriers. Admiral Sprague, my, the fella I reported to, was the admiral of that group. And he had three destroyers sunk and one small baby carrier sunk. Anyway, I went on his staff after the Intrepid was hit. I went back to Pearl, joined Admiral Sprague's staff there and he went out on the Ticonderoga, which was the sister ship of the Essex class carriers, all the same big carriers. And the pilots were new on this particular sortie. He sent his planes out to bomb a bypassed island, a little island in the Quadjalean group, Miloalap [phonetic]. And they, just on a practice run, would go out and bomb it and come back. And they went through the routine of a normal strike. What they did, they sent the photo planes in first. Then they sent the strikes in all day long. Then they sent the photo planes in last to see what had been done. Interviewer: Before and after. Miller: And then they sent the pictures to the photo interpreters. Interviewer: That was you. Miller: That was me. And the photo interpreters would tell the ACI officer, which is air combat information. They briefed the pilots. So the photo interpreters worked right in the same office with the ACI people on the ship. And as a matter of fact, we… Interviewer: It sounds very efficient. Miller: Well, it worked real good. As a matter of fact, these are some of the maps we drew for the pilots so they would know what they were hitting. And I just happened to hold onto some of those. Anyway, to get back to Mr., Admiral Sprague, we bombed Miloalap, which was just a small island, and the photo officer happened to be a commander on the Ticonderoga. And I told him to send the pictures, you know, as soon as they got developed, send the pictures to me and I'd take them to the admiral. Well, he took them directly to the admiral. The admiral, Admiral Sprague, who'd been through all this battle of Layte Gulf, had made orders to wake him up if even a fishing boat was sighted. So he got no sleep. He looked like a bloodhound. He was just groggy. So this was practically the first week we were on board. They sent the photos up to…he had a little sea cabin up in the island on the carrier, had an island, and the captain is up on the bridge and the flagplot, which is the admiral's quarters right below that. He had a little sea cabin so he didn't have to go down. And they had sent these pictures us to his sea cabin. I went in there. It was about two o'clock in the morning. “Ensign Miller, lay up the flagplot on the double.” And I went up there and here's Admiral Sprague, like this. Got a little bitty desk and a little bitty flashlight with a magnifying glass. Big roll of film like these all rolled up, still wet with hypo. He had them pulled out, one thing. And he says—he'd never met me. I'd never met him. He was the admiral. And he says, “What are all those teepees down there?” And I said, “Admiral, those are bomb craters.” He said, “God damn it, look at it.” He says, “Those are teepees.” You see that. Do those look like teepees to you. Interviewer: No. Miller: Those are bomb craters. Interviewer: They look like bubbles but they're sunk in places. Miller: Yeah and that's what he…see, he was looking at it, but he had this dim little light. And I said, “Admiral, let me go get some scissors and I'll cut ‘em and we'll put ‘em in stereo.” Everything we looked at was in stereo, three dimensional. He says, “Don't cut ‘em.” I said, “Well, that's the only way I can show you that those are bomb craters.” And he said, “Well, never mind.” So he never looked me in the eye after that. [laughs] But we got along great. But it just shows you that the admirals, they knew nothing about photo interpretation. They didn't know what a photo interpretation officer was. They knew just, you know, the line officers, gunnery officers. Interviewer: That's why you were there. Miller: Yeah. Right. I was on his staff for photo interpretation. Interviewer: Did you put in long hours like he did? That sounds heavy. Miller: Well, actually, this [picture] is the Joint Intelligence Center out at Pearl Harbor. What that is, they had Army, Navy and Marines, all in one outfit in intelligence and that was called the building they built right after Pearl Harbor. And Admiral Nimitz was there. And they called it JICPOA, which meant Joint Intelligence Center Pacific Ocean Areas. But everybody…and then they had FRUPAC, which was Commander Rochefort's code breaking building, just like that right next to it. The history of the Navy in World War Two, we were right in there with them. Being photo interpreters, we were in air intelligence and we knew what was going on. Whereas a lot of people had no idea what was going on. As a matter of fact, we had to censor the mail when we would sit down. We had tablecloths, mess attendants, best food in the world. We had all the food that they didn't have like eggs and steaks and bacon. Everything that was restricted in the United States, we had it. And we had refrigeration on the ship, so we had real good food. And they would put these letters, so many to an officer, and we would have to censor them. And one man was just having a hell of a time. Another guy's having a ball. [laughs] And you just didn't know, you know, depending on the personality of the person or what was going on during the war. But I guess maybe you saw “Jaws”, the movie “Jaws”? Interviewer: I don't believe I could hack “Jaws”. Miller: Well, they showed a fella and he was explaining when the cruiser Indianapolis was sunk by a Japanese submarine at the end of the war. The Indianapolis had taken the atomic bomb from San Francisco out to Tinian, Saipan, Tinian, where the B-29s were loaded up with the bomb. And that's where the Enola Gay took off and dropped the atomic bomb on Hiroshima and also on Nagasaki, which ended the war really. But the war, they figure, was coming to an end anyway. But the first test of the atomic bomb was July of 1945 and they dropped it on Hiroshima on August the ninth and then they dropped…August the sixth, rather, and August the ninth they dropped it on Nagasaki. And August the fifteenth, the Japs surrendered. And then we went in and I have pictures of the prisoner of war camps. We told them to paint PW on the roofs and to open the gates so that they would…so the prisoners would…let's see if I can find some of those. Interviewer: You had a lot of those? Did the Japanese have a lot of those? Miller: Quite a few. They had them all around. This was on the main island of Honshu. We were with Admiral Halsey with the Third Fleet and we were protecting…we were actually bombing the homeland at the time, when the, they had sent a notice out, “Don't hit certain target.” They had ten targets. And they told Halsey to stay away from those. Interviewer: Because of the prisoners? Miller: No, because of the atomic bomb. That's where they were going to drop the atomic bomb. And they had warned the Japs that they were gonna do that. But they didn't pay any attention to it. So they dropped the bomb on Hiroshima. Three days later, they hadn't made any signs of surrender. They dropped in on Nagasaki. And then, August the fifteenth, Hirohito, the emperor, made a recording and surrendered. And all the Japanese surrendered. I went into Tokyo right after the war. Went on a train from Yokuska, which was the naval base, all the way up through Yokihama to Tokyo with all the Japs. This was two, three weeks after the war was over. Everybody's peaceful. And we said, “Good Lord.” You know those Japs were so radical in all their other battles. Fight to the death, you know. Interviewer: Yeah. How was that change achieved? Miller: The emperor said…the emperor told them to behave and they did. And then MacArthur moved in and was in charge of Japan during the, before Korea. Actually, I had some friends that were in World War Two and Korea. They went back in. Bill Finch, who was one of the prominent architects here in Atlanta, was a Marine. Went back and he was in on the Iwojima invasion. He was in the Marines. And he went back to Korea. Then he came back after that and formed the architectural firm of FABRAP, which was Finch, Alexander, Bonds and Pascal…Rothschild and Pascal. And they did the stadium and a lot of things in Atlanta. Very prominent. John Portman was an architect. He graduated ten years after I did and he's done things all over the world. Just amazing, the number of buildings that he's done. And he's a prominent architect. I'm a founding member of the Sea Island Club and John Portman had built a house down there and he spent twelve million dollars building his house and I spent a quarter of a million building mine. [laughs] And I'm having probably more fun that he is, because everybody got upset. He built a super modern house and it was not in keeping with the Sea Island homes down there. So they kind of ostracized him a little bit. But he's a nice guy. He just…and he's done a fabulous amount of architectural work. Of course, it all ties in with the history of Atlanta. He did the… Interviewer: I see the name in the paper every so often. Back to the ending, where were you when the war was declared over? Miller: I was with Admiral Halsey on the Ticonderoga. Admiral Halsey was in charge of the Third Fleet. Actually, what they had…we had basically one fleet. When I first went overseas, we didn't have any fleet. They were all at the bottom. All those battleships. We did have—when I got to Espiritu Santos, we had two aircraft carriers, the Saratoga and the Enterprise. Both had been hit and had to be sent back to the States. And we had some cruisers and destroyers, but that was about it. But the Japs had their whole fleet. So the first six months, even when we went into Guadalcanal, which was in August, August the seventh, 1942. The Japs won practically every battle we fought for six months. Interviewer: Do you think the Japanese thought that they had won? Miller: They thought that they could get…they didn't think the people of the United States had the stomach to fight a war. And they thought they could compromise. They never thought they would conquer the United States. But they thought they could form an agreement and settle and keep all their…it was the…what was it? Co-prosperity sphere… Interviewer: Never heard of that. Miller: They wanted all of the countries they conquered, they wanted to be… Interviewer: Wanted to keep them? Miller: Wanted to keep them, yeah, and form Greater East Asia Co-Prosperity Sphere. That's what their theory was and they did. They conquered Burma and they even went into India. Admiral [Chuichi] Nagumo, who had just come from Pearl Harbor, went over to India and bombarded Ceylon, a little island off of India, called Sri Lanka now. But actually, it was such a contrast being overseas the first time with no navy to speak of, and the second time I went overseas, we had the biggest Navy that's ever been or ever will be probably. We had twenty aircraft carriers of the large [sic]. We had ten converted cruiser carriers. They called them light carriers, but they oughta call ‘em fast carriers cause they could go thirty knots. We had all the cruisers and we had the new battleships. We had eight new battleships. We had… Interviewer: In just four years. Miller: And it's just amazing the production. That's what really won the war for us. Interviewer: Around the clock. Miller: Oh, the production was fantastic. And we were fighting two wars at once. We were fighting Europe and the Pacific. And we did them both at the same time. Actually, Roosevelt wanted to concentrate on Europe. But Admiral King wanted to concentrate on the Pacific. And the people of the United States wanted to concentrate on the Pacific because of Pearl Harbor. In other words, Hitler declared war on the United States after Pearl Harbor. We didn't declare was on Hitler. But we did help the British. Interviewer: Which would you say was the…you were there…the biggest threat to the U.S. of A.? Miller: Biggest threat? Interviewer: The war between, the European or the Japanese? Miller: Oh, the European. Much bigger. Yeah. The Japanese were unbelievable. We thought they had nothing. But they had everything. Now, Europe, if Hitler had concentrated on atomic energy and come up with the atomic bomb, we would have lost. Interviewer: He tried, didn't he? Miller: Yes, he did. But as a matter of fact, we bombed some of his plants that were developing the atomic bomb. That's one thing I studied in the Pentagon in bomb damage assessment school was some of the bases, the Fenamonday [phonetic] and where they had the buzz bomb and the V-2 rockets that they were bombarding England with. We were studying those bases and so forth and how to bomb those. The Eighth Air Force of the United States used the B-17 bomber. They bombed in the afternoons and the British bombed at night. The British did not believe in daylight bombing. They did their bombing at night and we did our bombing in the daytime. And of course, we lost a lot and they lost a lot in the first part of the war. And the United States wanted to invade Europe in 1943, but Churchill said, “No, we don't have the power. We've got to go in the Mediterranean and fight in Africa and then come into Italy and go in the soft underbelly,” he called it. Interviewer: That's where that expression originated. Miller: Churchill. What happened… Interviewer: When he said, “We don't have the power,” did that mean materials or territory or personnel? Churchill said they wouldn't go in in '43. Miller: That's right. The British didn't have…they were…the German submarines were sinking all the ships and the British depended on their freighters for survival. And during…actually, before we actually got in the war, the Germans were winning the battle of the Atlantic, sinking all those freighters. And the British, if we hadn't come in, would've lost to Hitler. Interviewer: Didn't the Germans send word to the USA not to send ships because the Germans were going to sink them? Miller: The reason we actually got into the war, World War One, was because the German submarine sank the Lusitania. That was World War One. And Woodrow Wilson didn't go in until 1917. Actually, I think he declared…we were in the last two years of…seventeen and eighteen. And when the Americans got over to Europe, the Germans decided to surrender. They weren't completely defeated in World War One, but they decided that the Americans had come over and they had…they were gonna lose, so they surrendered. The eleventh of November, 1918, Germany surrendered. I was born three weeks later, December the seventh, which was Pearl Harbor Day, 1918. I was the perfect war baby, because I graduated from Tech in 1941 and if I hadn't gone for my second degree, I would have gone in before Pearl Harbor. Interviewer: Well, you needed that second degree to do what you did. Miller: Well, Georgia Tech had decided that to be a real good architect you ought to go five years and to do that you get a degree, a bachelor of science, at the end of four years and a bachelor of architecture at the end of five years. And this Commander Quackenbush sent out these letters to all the class of 1942 people. The class of 1941 was not in photo interpretation because they had not gotten the letter from Quackenbush. If I hadn't been in the fifth year, I wouldn't have gone into photo interpretation. But I joined in the fall of '41. I applied for commission in the Navy and they sent it back in the spring of '42, and as soon as I graduated, they sent me immediately to indoctrination school in the Navy. I hadn't taken Navy. Georgia Tech had a great Navy unit, students. And a lot of… Interviewer: I think they called it V-5. Is that correct? Miller: V-5 was aviation. I did join V -5. I got…I thought there wasn't enough going on in the South Pacific and I volunteered to go into flight training. And that's one reason I was home for that Christmas. If you had been overseas a year, they would let you go through flight training and keep your commission. But if you hadn't been, you had to give up your commission and go in as a V-5 cadet, aviation cadet. V-12 was a system where they took people that were in college and let them graduate and called it the V-12 program. But it was a Navy program and as soon as they graduated they went in the Navy. So the V-5 was flight training. The V-12 was college graduates. And that was very prominent. A lot of people did that during World War Two. Shall I go into all my ramifications of flight training? Interviewer: I don't know. What stands out, what do you remember? [discussion of time left on tape] Miller: Well, I learned how to fly in the Navy and naturally that sticks with you. But the reason I didn't get my wings was because I had been overseas six months and they sent me back here to Atlanta to go into flight training, but it took three months. They sent me to the University of South Carolina for pre pre-flight . . . [Tape 1, Side B] Miller: and the University of Miami for actual flight training and flying “Y.P.s.” I got fifty hours in a “Yellow Peril,” a bi-plane, but we were able to do stalls and spins and loops and rolls and touch-and-go landings and all that. So I learned how to fly in this “Yellow Peril,” but actually, when I got to pre-flight at the University of Georgia, I had signed up to stay in the Navy, after I got my wings, for four years. Because they had taught me how to fly. But Eisenhower had said the war's gonna be over by Christmas. This was in August of '45, I mean ‘44. So I thought, “Well, I don't want to stay in the Navy after the war's over for four years.” So I asked them to give me my commission back. They said, “We don't need any more pilots.” They gave me my commission back and I was sent to Washington where my brother had an apartment and we went to bomb damage assessment school there at the Pentagon. But then the Battle of the Bulge came in December of 1944 and the war wasn't over. So here I am in Washington and they're having the Battle of the Bulge in Europe. So they sent me back overseas again. And I got on the Intrepid with a friend of mine that was in bomb damage assessment school. And we went aboard the Intrepid as shoremen in the ship's company, no admiral involved. No admiral involved. But this was when Admiral Stewart had the fleet, the 6th Fleet. When Halsey had it, it was the same group, they just called it the Third Fleet. When I went aboard the Intrepid, the experience on an aircraft carrier was fantastic because we were photo interpreters. We were intelligence officers. So they wouldn't let us fly over Japanese territory because if you got caught and they started interrogating us, we knew too much. So we would go up on the flight deck—we had no battle station during an engagement—and watched the guns and the Jap planes getting shot at. And over here's a battleship and over here's another aircraft carrier. See, we had four groups at that time. Four groups. Each fifty miles apart. Each group had four aircraft carriers, two battleships, eight cruisers and about fifty destroyers. And they all stayed together in one big ring. Task force thirty-eight one, thirty-eight two, thirty-eight three, thirty-eight four. Fifty miles across the Pacific. And that was the biggest fleet that's ever been. And then even toward the end of the war the British sent another fleet ‘cause they wanted to get in on the action because they wanted to reclaim all their foreign territories. They wanted to say that they had helped defeat the Japs. Admiral King didn't want them. He told them that. He said, “Don't want you over there.” But Churchill insisted. He said, “We've offered you the fleet. Do you accept it?” And Roosevelt said, “Yes, we accept it.” So they came over. So instead of having four groups, we had five. But the British aircraft carriers had an armored flight deck, three inches of steel. If a kamikaze hit the flight deck of a British carrier, it'd just bounce off. When they hit our ship, they'd go right through the flight deck. And the hangar deck was armored with two inches of steel. But that's where they had…it was like a big garage where they repaired the planes and put the planes in bad weather, called the hangar deck. When the kamikaze went through the flight deck and exploded on the hangar deck, it'd start a tremendous fire because they had, you know, all the aviation gas on the plane plus there was a big 500-pound bomb would explode. And not only that, but our ammunition would start exploding and catch fire. And we, they kept it a secret from the public, but we had some awful problems with the kamikazes. They caused a tremendous amount of damage. And as a matter of fact, I think half of our carriers were hit by kamikazes. Interviewer: Half? Miller: And the destroyers, what we would do in the Battle of Okinawa, we would send destroyers out and draw a picket line and our planes would go and strike the…say Okinawa, and come back to the picket and they would send us in so that the Japanese planes wouldn't hit the carriers. The Japanese planes hit these picket destroyers and they'd . . . One destroyer was hit by five kamikazes at one time. Most people don't know what damage that these kamikazes caused. But what they would do, for instance in the Battle of Okinawa, every third or fourth day they would have a fleet. Half of the planes would be kamikazes and the other half would just be regular fighter planes. They would come up, they would start out as a group. You'd see them on the radar screen. And then they would divide and they would come on down and they would divide. And pretty soon they circled our fleet with kamikazes. Some of them would be high in the sky and come out of the sun. Some of them would be low on the water. It was coordinated. And they all came in at one time. And you might shoot down two or three kamikazes, but the fourth one would probably hit the ship. And when they hit the Intrepid, it knocked a hole in the flight deck and knocked out the number three elevator. So they had to send it back to Pearl. The first time I got in action, the first time I was on an aircraft carrier, we had rendezvoused at Ulithee with the whole fleet and we were going out to hit the homeland. This was at the time of the invasion of Iwojima, February, 1945. And I was on the Intrepid. We had come down from Pearl Harbor. The Intrepid and the Franklin had been hit and had to go back and be repaired. They were coming back from Pearl to go down to Ulithee to join the fleet to hit the homeland. On the way, the Franklin and the Intrepid had the new…what they called Tiny Tim rockets. These were rocket-fired projectiles, brand new, that they were gonna use. And they also had the napalm bomb, which was a bomb with a big tank of gas, jellied gas, that would drop and when it hit it would be an instant fire. Interviewer: I heard of the other but I never heard of Tiny Tim. Miller: You didn't hear of the Tiny Tim? Interviewer: No. Miller: Well, they were brand new and the Franklin and the Intrepid were the only carriers that had it. They joined the fleet and as soon as we joined the fleet, we were out past Iwo to hit the homeland. And that morning, the Franklin, it wasn't a kamikaze, it was a plane that came in low on the water, dropped his bomb and went on back and escaped. The Franklin started burning. And all day long, our pilots were coming back and, “The Franklin is still burning. The Franklin is still burning.” And it was the worst hit ship. It didn't sink. But it was just awful. You may have seen pictures with it completely burned out. They still had the engines and they took it all the way back to New York and they just used it for scrap. The Franklin and the Intrepid were together and I was on the Intrepid rather than the Franklin. So I was lucky there. And I had some friends killed on the Franklin. But at supper that night, somebody said, “You know, we were hit by a kamikaze this afternoon.” And I said, “I didn't know that.” And the reason was the guns, these five-inch guns, on the ship were so loud, it was like being in a garbage can with somebody hitting it with the full force of a baseball bat. That ship was just “blam!” like that and it would shake. Well, the kamikaze, when it hit, it was a twin-engine bomber that hit, and half of it went into the hangar deck and half of it went into the ocean. But it didn't make all that much noise, so I didn't know we'd been hit until suppertime. [laughs] That was the first time… Interviewer: Large ship. Miller: We were…what we did, the way they worked it, the fleet would go up and get outside of the Japanese planes the night before. Then they'd make a fast run in, send our planes in and bomb the target. And while they were bombing, we had to worry about the Japs coming and hitting us. And then we would stay there one day until dark. And then the photo planes would come in, bring the photos back and they would, maybe about two o'clock they'd get the pictures and we would interpret them and then tell the ACI officers so they can tell the pilot. We always had two days for a strike. The first day they would go in and strike, then we would, at night, we would retire. Then we'd go back in and hit them again in the same place because the pictures had shown what damage was done and where to hit and so forth. So that's what we had the biggest ability, you might say, was at night on strike day. Then we would retire on land-based planes, so they couldn't get to them. And we had a…we never went to port. We stayed at sea because they had a supply fleet that met us with all the replacement planes, with the food, the mail and everything. And then we would refuel. We didn't have atomic energy then like they have now. We had to refuel and the destroyers had to be refueled quite often. And they were refueled from the bigger ships, the battleships and the aircraft carriers. While they were doing that, we were, you know, away from harm. We would watch movies on the flight deck, on the hangar deck and sunbathe on the flight deck, things like that. It was the South Pacific so it was beautiful weather. The only time it really got cold is when we went up to bomb the northern island of Hokkaido, and that's up toward the Aleutians. And it really got cold up there. When we came back we were in good weather. I did have one funny experience. This fella was with me on the Intrepid. We went out on the flight deck. It was a beautiful day. The ocean was calm. Beautiful, sunshiny day. All of a sudden the ship turns into the wind and it blows this guy's hat off. Blew it into the ocean. You see, we had the…those ships could go thirty knots, which is about thirty-five miles an hour. And if there was any wind blowing at all, they would head into the wind and that would be added to it. So the planes would have thirty-five or forty knots of wind to help them take off, you see. So now we'd had to turn into the wind. Interviewer: Let's see. After the war, did you continue with the architecture? Miller: Actually, the State of Georgia, the only way you could get your architectural license was to go to an accredited school and serve three years apprentice with an accredited architect. So when I got back, I went to work with Logan [?] and Williams architectural firm in Atlanta. And after serving with them three years, my brother and I started our own architectural firm, Miller and Miller Architects. And we bought a building between Thirteenth and Fourteenth on Peachtree, the old King residence. The [inaudible] family had built it, and the King Hardware people [had owned it], and they had sold that. It had become a boarding house during the war. We bought it and turned it into an office building. We had about ten tenants there. We had the Buckeye Cotton Oil Company, which took the whole second floor of this big, six column mansion on Peachtree. Called it the Miller Building. Interviewer: And do you keep up with veterans organizations? Do you have time to do that? Miller: No, I didn't. I guess I did go with one group right after the war, a veterans group. They met at the Georgia Terrace Hotel. For about a year they had a meeting every month. Interviewer: Looking back, how would you say your service experiences… [video tape runs out] Notable Pages: p. 6—photos identified p. 10—photo interpretation school p. 12—photo interpretation routine p.14—Admiral Sprague anecdote p. 28—USS Intrepid hit p. 29—USS Franklin burns p. 30—explaining the process of a strike"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["World War, 1939-1945--Personal narratives, American","Catalina (Seaplane)","V-2 rocket","PT-13 (Training plane)","Stearman airplanes","Miller, Mary Geisreiter, 1890-1986","Geisreiter, Mary Merrill, 1856-1878","Geisreiter, Sebastian, 1840-1936","Miller, John Alexander, 1918-2007","Quackenbush, Robert Stewart, 1904-1985","Nimitz, Chester W. (Chester William), 1885-1966","Halsey, William F. (William Frederick), 1882-1959","Fitch, Aubrey, 1883-1978","Rochefort, Joseph John, 1900-1975","Gay, George Henry, 1917-1994","Sprague, Thomas L., 1894-1972","Spruance, Raymond Ames, 1886-1969","Georgia Institute of Technology","College of the City of New York (1926-1961). City College","Commodore Hotel (New York, N.Y)","Ticonderoga (Antisubmarine warfare support aircraft carrier)","Indianapolis (Cruiser)","Franklin (Aircraft carrier)","Intrepid (Aircraft carrier)","Buzz bombs","V-2 rockets","Consolidated PBY (Seaplane)","Ticonderoga (Aircraft carrier : CV-14)","Indianapolis (heavy cruiser : CA-35)","N3N Stearman N2S (training plane)","Franklin (aircraft carrier : CV-13)","Intrepid (aircraft carrier : CV-11)"],"dcterms_title":["Oral history interview of Sebastian G. Miller"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/263"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","mini-dv"],"dcterms_extent":["1:02:26"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rbrl1750ohd_009","title":"Carl E. Sanders interviewed by George Justice, 17 August 2004.","collection_id":"gych_rbrl1750ohd","collection_title":"Richard B. Russell Library Oral History Documentary collection, 1986-2006","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Sanders, Carl, 1925-2014","Justice, George"],"dc_date":["2004-08-17"],"dcterms_description":["Carl E. Sanders was born in Augusta, Georgia on May 15, 1925. He attended the University of Georgia, where he accepted a football scholarship. In 1943, before he could finish his college education, he enlisted in the Air Force and trained as a B-17 pilot. After World War II he returned to the University, finishing three years of law school in two years and passing the bar in 1947. That same year he married Betty Foy of Statesboro, Georgia. Sanders entered private practice in Augusta and eventually started the law firm of Sanders, Thurmond, Hester and Jolles. In 1954, he made a successful bid for the Georgia House of Representatives. Two years later, in 1956, he won a seat in the Georgia Senate. At the time, the seat rotated between Richmond, Glascock and Jefferson counties. Sanders was subsequently elected to the same seat by both Jefferson and Glascock counties due to his overwhelming popularity, becoming the only man to serve three consecutive terms in a multi-county district. In 1959, Governor Vandiver named Sanders floor leader of the Senate. He went on to serve as president pro tempore of the Senate from 1960 to 1962. Sanders took the next step in his political career by running for governor in 1962 against Marvin Griffin. With his positive campaign, Sanders emerged victorious, making him at 37 the youngest governor in the country at the time. Sanders could not succeed himself as governor and, therefore, retired back into private life in 1967. Instead of returning to Augusta, he and his family remained in Atlanta where he started a new law firm. On April 25, 1970, Sanders reemerged to announce for what would be his last attempt at public office. His campaign for governor, however, ended in defeat, with Jimmy Carter taking office. Sanders never ran for public office again but worked for many other Democratic candidates such as Zell Miller, Andrew Young, and Sam Nunn. He also went on to serve as Finance Chairman for the Democratic Party of Georgia during George Busbee's term as governor.","Interviewed by George Justice.","Finding aid available in repository.","Related collections held by this repository: Carl Sanders Papers; Reflections on Georgia Politics Oral History Collection, ROGP 000-10 Carl Sanders and Norman Underwood on George Busbee; Reflections on Georgia Politics Oral History Collection, ROGP 005 Carl Sanders.","George Justice interviews Carl E. Sanders about his activities as a Georgia state senator, governor, and business leader. Sanders discusses his early life, his involvement with the YMCA, and the state of youth during the Great Depression. He recalls serving in the ROTC, Army Air Corps, and World War II. Sanders comments on his time in law school at the University of Georgia and his competitive spirit. He reflects on his campaigns the general assembly and for governor. Sanders recalls the integration of the University of Georgia, the establishment of Augusta College (later Georgia Regents University), and the effect of World War II on young politicians. He discusses his relationships with John F. Kennedy, Lyndon B. Johnson, and Richard B. Russell. Sanders discusses his political legacy, Georgia's progress, and the effect of press on the office of governor."],"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":["Richard B. Russell Library Oral History Documentary collection, 1986-2006","http://russelldoc.galib.uga.edu/russell/view?docId=ead/RBRL175OHD-ead.xml"],"dcterms_subject":["College integration","Legislators","Press and politics","Governors","Governors--Georgia--Interviews","World War, 1939-1945","Georgia--Athens","Legislators--Georgia--Interviews","College integration--Georgia--Athens","Universities and colleges--Alumni and alumnae","Political campaigns--Georgia","Press and politics--Georgia","Georgia","Georgia. General Assembly. Senate","Political campaigns","Augusta College (Augusta, Ga.)","University of Georgia. School of Law"],"dcterms_title":["Carl E. Sanders interviewed by George Justice, 17 August 2004."],"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/RBRL175OHD-009/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Richard B. Russell Library Oral History Documentary Collection, OHD 009, 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":["interviews","oral histories (literary works)"],"dcterms_extent":["1 interview (95 min.) : sd., col."],"dlg_subject_personal":["Johnson, Lyndon B. (Lyndon Baines), 1908-1973","Kennedy, John F. (John Fitzgerald), 1917-1963","Russell, Richard B. (Richard Brevard), 1897-1971","Sanders, Carl, 1925-2014"],"dcterms_subject_fast":null,"fulltext":"JUSTICE:  Hello. I'm George Justice. On behalf of the Richard B. Russell Library for Political Research and Studies, the University of Georgia, it's the 17th day of August 2004 and we're at the Van Der Kloot Film Studios in Atlanta. We're here today with former Georgia Governor Carl E. Sanders to discuss the highlights of his most distinguished public service career and to provide an oral history documentation that will accompany his papers at the University. Governor Sanders is a former state Legislator, state Senator, Floor Leader, and President Pro Tempe of the Georgia Senate before being elected to the governor's office in 1962. He was the first Georgia governor to be elected by popular vote and was, at age 37, the youngest governor in the nation. Governor Sanders led the state during a time of tremendous political, social, and economic changes in the 1960s and brought both energy and professionalism to a reform agenda unmatched by many of his predecessors. Currently he is the chair and co-founding partner of Atlanta's prestigious law firm of Troutman Sanders and has been involved in numerous investments, corporate boards, and charities. We appreciate your taking the time to speak with us today Governor. \r\n \r\nSANDERS:  Glad to do it.  \r\n \r\nJUSTICE:  Let's begin with our first question. Governor Sanders, you grew up in Augusta, an old Georgia city with a very colorful history and one of its most interesting and important  legacies is the political leaders the city has provided to the state. This is especially true in the twentieth century; people like Tom Watson, Roy Harris and even yourself rose to political prominence and became indelible figures in Georgia history. But even the local politics of the states second capital has included a very contentious, often contentious, political history with party strife and I was wondering whether or not that during your youth whether you were aware of any of the partisan struggles?  \r\n \r\nSANDERS:  Well Augusta of course politically was dominated and ruled by a party called the Cracker Party for years and in fact it got to the point where if you wanted to hold public office of any sort or you wanted to work for the city or the county you had to go through the Cracker Party in order to achieve employment. I was aware of that as a young man growing up but I was not so concerned about it until I came back after the war and after I went to law school and returned home to practice law. We had a situation where the Safety Commissioner who used to be the head of the fire department, by the way was named John Kennedy, control the Cracker Party. And after I had returned from the Air Force I practiced law in a firm called Hammond and Kennedy, later Hammond, Kennedy, and Sanders and I was approached by some of the local elders who had decided that the Cracker Party needed to be broken up because it was like Taminy Hall in New York. And they prevailed upon me and a few other young veterans to run against the candidates proposed by the Cracker Party. That was my entry into politics; that was in 1954 I believe it was and I ran as a member of the Independent Party and we successfully broke up the Cracker Party's hold on the public offices in Richmond County. \r\n \r\nJUSTICE:  As a youth were you aware of--was politics a topic of household conversation at your home? \r\n \r\nSANDERS:  Politics was not a topic of household conversation in my home. My father was employed by Swift \u0026 Company, the meat packing company. He grew up in Rex, Georgia south of Atlanta. He went to work for the company in Atlanta and then they transferred him to Augusta. He was with them for forty-four years. When I was growing up he didn't indicate any interest in politics and I had no interest in politics. I was more concerned about whether I was going to go to the YMCA and learn how to swim or play basketball of football or all the sports programs were not in the public school but were in the institutions like the Y. My father later, after I came back after the war, did become a County Commissioner and he became a County Commissioner when the Cracker Party was still in its heyday. I learned in short order that that was not a very attractive job. Everybody wanted you to pave their driveway or pick up their trash or build a new road somewhere. So when I went to law school I really had no political ambition. My ambitions were to go through the University law school and come back home and practice law. And when I was in law school there were a lot of students who were already running for Governor, running for Lieutenant Governor and Officers. Most of them, for reasons that I never understood, never really achieved much success politically. But I came back to Augusta. I finished law school in--really in December '47 and I returned in January of '48 and joined the law firm. They worked me to death. I didn't have time to be worried about politics. I was worried about making a living. My wife who I married in September had--actually in August, September was our anniversary--anyway, my wife became seriously ill so I had to try to provide for her. I not only had to practice law during the day but I taught law school at the Augusta Law School three  nights a week so I was fully occupied and employed looking after my wife and practicing law. When I was asked about running for public office, I really didn't know whether I wanted to do that or not. I went home and I talked to my wife about it. She was not too happy about it but she said if you decide to do it fine. I thought about it at length and decided that maybe the time had come for me to try to do something about what the situation was politically in my home town, so I ran. And I luckily won, led the ticket, ran against a boy that I had played YMCA football with, another lawyer-- \r\n \r\nJUSTICE:  Billy Barton? \r\n \r\nSANDERS:  Billy Barton. Later he was the District Attorney in Augusta some years later. But we had a very vigorous race but there were no monumental issues. The issue was, are you going to vote for the Cracker Party candidate or are you going to vote for the Independent Party candidate? And that's how I got started. \r\n \r\nJUSTICE:  So, was your lack of interest then, in politics when you initially came back to Augusta, because of the experience that you'd seen your dad go through? \r\n \r\nSANDERS:  No, my lack of interest really was just what I said. I was so busy trying to make a living. I made $150 a month practicing law. I got a $600 bonus at the end of the year. In 1954, my first year's salary and bonus was $2400. So you can imagine how I was trying to live and in addition to that my wife was sick. I finally took her to John Hopkins Hospital. They diagnosed her condition as Regional Ileitis--she had to have surgery. At one time earlier than that right after we were married, she was in the hospital in Bullock County, her home of Statesboro. The minister told me one night that she'd never live through the night. I got down on my knees with the minister and prayed as I never prayed before. Fortunately she lived through the night. She recovered. We didn't think that we would ever be able to have children. Fortunately we had a daughter and a son and so I was really busy trying to make a living more than trying to determine whether I wanted to get into politics. But I knew that a political job like the County Commissioner was not everything that people thought it was cracked up to be, that it was a tough job. So, when I got into the legislative race it was different--I knew then that I would be going to Atlanta if I was successful and I would be serving in the General Assembly of Georgia.  \r\n \r\nJUSTICE:  You've talked about before a couple of things that had a lot of impact on you in your youth and one of those things was the YMCA.  \r\n \r\nSANDERS:  The YMCA has had a great impact on my life. That's why I'm so interested in supporting the Y today, why I've tried to give back some of the material goods that I've acquired over the years back to the Y because my mother took me down to the YMCA on Broad Street in Augusta, Georgia when I was about seven, eight years old. That's where I learned how to swim, first. Secondly, I learned how to play basketball. Thirdly, I learned how to play football. I went to the YMCA camps in the summer time. They were not very sumptuous camps but I went there and I developed an athletic ability and it was as a result of that athletic ability that when I went to high school at Richmond Academy I played football and I eventually became the most valuable player on the football team, I became a member of the all-state GIAA football team, I earned a football scholarship to the University of Georgia. Had it not been for some of the programs and so forth that I learned from the YMCA I doubt if I'd ever had an opportunity to get an athletic scholarship to go to Georgia. I don't know whether I would have gone to college because my mother and my father neither one of them had ever gone to college   and my father's income working for Swift \u0026 Company was not such that you could just automatically put a kid through college. But I had worked in various and sundry forms before I went to college when I was in the high school and my dad, since he was with Swift \u0026 Company, got me a job with the Big Star supermarket. I worked from 7 o'clock on Saturday morning to sometimes 8 or 9 o'clock at night. I started out sacking groceries. I wound up catching flour sacks in the back of the store and when I was in college I came home, I carried the mail. During the Christmas holidays the postmaster was a friend of my fathers and I knew him. When I was in school, even in grammar school and during the summer time when school was out I had a paper route. I made seventy-five cents a week. I folded the papers in the morning and I gave my mother fifty cents to save and I spent a quarter. But I grew up in a wonderful middle class family but I grew up with a work ethic that I still have today. I grew up realizing that if you really wanted to get something, get ahead, you had to work and things were not going to be handed to me on a silver platter but if I was going to achieve anything in life, education or otherwise, I was going to have to go out and work for it. My mother was a very wonderful woman. She worked before she married my father she was a cashier at S.H. Crest and Company in Augusta and as I told you my father was a salesman with Swift \u0026 Company. So, growing up when I did, I was born shortly before the big stock crash in 1929. I was born in 1925 and of course I grew up in the depression. Now I didn't realize that the depression was a severe as it really was. But what happened is that we had a little brick bungalow house on the corner of Johns and Wrightsboro Road that we were buying, that my family was buying. My father's salary was cut half in two like many other people during the depression. We had to give that house back to the bank or to the insurance company and rent it instead of purchasing it. But I never really realized that I was suffering as a part of that depression. I didn't have wonderful play toys, but I had skates and I had a football and I could play cops and robbers and we had some woods not too far down the street from where I lived and we had wonderful opportunities. We had a nice neighborhood with a lot of kids. We had some football games in the street. We had a basketball rim in somebody's backyard. We just enjoyed a wonderful upbringing in my   early years. I walked to school, to Monta Santa Grammar School. I served as a captain of the state patrol--safety patrol. Get there early in the morning. Make sure that the kids got across the street when they were coming to school and not get run over by an automobile. I, as I said earlier, I was active in the Y. I had a bicycle. I never had an automobile until I came back out of the service and I bought a black Plymouth Coupe; paid $640 for the automobile, brand new automobile by the way. You can imagine how that compares to automobiles today.  \r\n \r\nJUSTICE:  So, these middle-class values, the values that you learned from the Y, do you think any of those values translated over into your political career? \r\n \r\nSANDERS:  Yeah they did, for instance when I went to the paper route, you had to fold the papers in order to throw them so you can hit them on somebody's front porch. I didn't know how to fold the paper into the form that you could throw it. And one fellow that I got to be a good friend was a fellow named Charles Butler who was an African American. He taught me how to fold my papers so that I could put them in my sack and I could ride by bicycle and throw the papers. I learned from him right off the bat that he was a good solid individual and became a good friend of mine. Later when I was Governor I appointed him to the Board of Education. He later became principal of one of the high schools in Augusta and his name was Charles Butler but they called him \"98\" because that was the route, the paper route that he threw. So I learned early on that it really didn't make any difference what the color of your skin was it was what the people--the person that you dealt with, what they stood for and how they felt about you and how you felt about them. So I really learned early on that I didn't have any prejudice, racially, against anybody because of the color of their skin.  \r\n \r\nJUSTICE:  Tell me about the ROTC and what kind of impact that had on you as a youth.  \r\n \r\nSANDERS:  Well, Richmond Academy when I went there was a thousand boys, military ROTC. We wore uniforms every day except Thursday and that's when you supposed to put them in the laundry and you could wear civilian clothes. I didn't fully realize what an impact that would have on my life. It was a fine school. The girls had a school several blocks down the street called Tubman High School but Richmond Academy was fully all male. So I initially started in the military ROTC program. I became a Corporal, a Sergeant, later became an Officer, later became an Officer, later became one of the top officers at the high school. I was elected President of my freshman class in high school and as I said I played athletics. But I learned how to do left face, right face, about face, and all the oblique left, oblique right, and how to march in the parades and how to take an old Springfield rifle and take it apart and put it back together. When I was an officer I wore Saber and had the tassels on your shoulders like a military thing. Well, all that was wonderful and I enjoyed it but what really happened was when I enlisted in the United States Air Force after I'd gone to Georgia for a year and I was seventeen and I had an alternate appointment to West Point that Congressman Paul Broun had awarded me but I thought the principal who was at the Citadel would not take the principal and he took the principal appointment to West Point so that left me out. And so I went over and enlisted in the Naval Air Core in Atlanta and they told me that I had a problem and I said, \"What's my problem?\" They said, \"You're seventeen years old. You've got to go home and get your parents' consent.\" So I went home the next week to get my parents' consent. Thought about trying to land a plane on one of those aircraft carriers somewhere out in the Pacific Ocean and I said, \"You know, I don't believe I want to do that.\" I went out to Daniels Field in Augusta and enlisted in the Army Air Core. Well, a month later they called me up and my first stop was Kessler Field in Biloxi, Mississippi. Well that was just a beginning of a military career. I began to realize, though, that most of the people that were--that I was in the service with had never had any military training whatsoever. They didn't know left face, right face, about face or anything about the military. So when I went into the service the military experience and training that I had in high school stood me very well. I later became the wing commander when I was in primary training, flight training. I had an official officer position all throughout my training to become a pilot and I even had a choice at a time to decide where I wanted to go to take advance training but much of it was because all the military had come so easy to me and so difficult to some of the others that I was miles ahead of the, militarily wise, and that was because of the ROTC program at Richmond Academy which, by the way, was one of the finest schools in the country. Was actually started, originated before the adoption of the United States Constitution. And I went back some years ago to the 200th Anniversary of that school. They had a faculty that was as good as any college faculty and it was a wonderful educational process.  \r\n \r\nJUSTICE:  And this military experience led to your participation in World War II, is that right? \r\n \r\nSANDERS:  Well, that's right. I mean, you know, I was like every other young man at that time. I was anxious to go out and defend my country. I didn't want to stay at home and I certainly didn't want to be classified as some people were back in those days, 4F is the terminology that was used. But I was anxious not only to go to the service and defend the country but I wanted to learn how to fly. I wanted to be a pilot. I didn't know whether I could fly or not. I eventually went to Santa Ana, California where they had preflight school and they classified you bombardier, navigator, or pilot. I took all of the tests of written and the dexterity tests that they gave you and I came back and thought, \"Man, I'll never be a pilot.\" Some of my friends and buddies said, \"Oh, that was easy. We going to get to be pilots.\" Well they wound up becoming bombardiers and navigators and I wound up as a pilot. But, there were a couple--in fact there was one boy from Augusta that was with me at that time named Ben Popkin. Ben Popkin later, I think, became a navigator. Ben's dead now. But Ben was in the military about the same time that I was. I went in at--enlisted at seventeen, went in at eighteen, became a P-17 bomber pilot at 19 years old, first pilot with a ten man crew and of course was in the military almost three years and returned to civilian life and went back to the University of Georgia.  \r\n \r\nJUSTICE:  Did the war itself have any impact on you?  \r\n \r\nSANDERS:  Yeah, the war had a lot of impact on me. The first thing it did, it matured me far beyond my teenage years. I didn't have those sixteen, seventeen, eighteen, nineteen year old experiences that some of these kids have today because I was in the service and we were at war and I was trying to make the best of whatever I could do to help my country. What it did for me was when I was at Richmond Academy and I made reasonably grades, I had some good grades in Chemistry. So I thought, \"Well, someday I'll be a chemist.\" I didn't know what a chemist did other than it was in a lab and had a uniform of some sort on and tried to look at test tubes and things. But I said that because I really didn't know anything else at that time that I wanted to do. While serving in the Air Force and in the military I began to realize that I didn't want to be a chemist and I began to think about what I really wanted to be. I think the war matured me to the extent that it gave me an opportunity to make some judgment calls that I don't believe I would have made if I had not gone to war. When I came out of the war I knew that I did not want to be a chemist but I had decided that I wanted to go to law school. The reason that I decided that I wanted to go to law school was because almost everybody that I heard about that were leaders and movers and shakers in the country at the time, in the world at the time had some type of legal education or legal background. And I thought if that's the kind of education that it takes for you to really become successful in life in what you want to do, that's what I want to do. So when I came back out of the Air Force September '45 I'd only had about one year of academic work in college. But they gave veterans an opportunity to take tests and if you could pass the test in any subject that you took they gave you credit because we had all types of educational courses when I was training for pilot. I passed enough tests to where I needed to take only one quarter to qualify for law school. So that was in '45. I played football that year. I returned to the football dormitory. Went back on the football team; played in the Oil Bowl which later became the Blue Bonnet Bowl. And then I applied to law school. I went into law school in January of '46. It didn't take me but a few weeks to realize that I could not continue to play football and get through law school. Law school was very competitive and I wanted to get in and get through law school as quickly as possible. So I went to Coach Butts and told him I was going to give up my athletic scholarship and I was going to continue to take my GI Bill of Rights and go to law school. That's another thing, before I went into the service I played that year of football under Wally Butts and the University of Georgia football team and I promise you I thought the war was easier than playing football for Wally Butts as a freshman because it was tough. We not only had to play football on the football field but we had rat courts at night, we had belt lines, we had to run through--we had all kinds of obstacles to stay on athletic scholarship. But anyway, I got in law school. Law school normally takes three years. They allowed us to go around the clock, twelve months instead of taking the summer off. So I was able to finish law school in two years rather than three years. And back then, which they do not allow you to do now, you could take the Bar Exam if you felt like you could pass it. I went over at the end of my second year in law school, took the Bar Exam thinking I was taking it for practice with a couple of students who lived in the same house that I lived in out on Springdale Street and I lucked up and passed the Bar Exam after my second GI still had a year to go in law school but I passed the Bar Exam so I knew that I could practice law no matter what. That's when I got serious about marrying my wife who was at Georgia at the time and who was in art school. And so we actually got married about three months before I finished law school and about six or eight months before I picked up my diploma. \r\n \r\nJUSTICE:  You're talking about law school and you're talking about the football at Georgia. You were very competitive, weren't you?  \r\n \r\nSANDERS:  I was very competitive, but I don't think I ever realized how competitive I was. I mean, I was competitive because I enjoyed what I was doing. I enjoyed athletics, I enjoyed flying, I enjoyed responsibility, I enjoyed work but I was never obsessed and never felt like it, you know, I'm a real competitive guy. I never felt that way.  \r\n \r\nJUSTICE:  Did you take that competitive spirit with you into politics? \r\n  \r\nSANDERS:  Well, I think I did. I'm pretty sure I did because I never would have run for Governor if I hadn't taken that into politics with me because when I went to the Legislature in '55 and served two years in the House I sat the first year and listened and kept my mouth shut and tried to find out how the General Assembly operated. Second year I became a little more involved in taking on some issues and then I went to the Senate and of course when I went to the Senate. The Senate back in those days, except for Fulton County, rotated within three counties for each district. Fulton County had the only permanent Senator. My district was the eighteenth Senatorial District. It was Richmond, Glascock, and Jefferson County and I first served the first term in the Senate from Richmond County. After two years in the Senate from Richmond County, Jefferson County allowed me to serve and for the Jefferson County term so I served a second term. The third term that I served in the Senate was for Glascock County. They allowed me to serve as their Senator. I was the only Senator and have been the only Senator in the history of the state that served in the Senate for three different counties representing those counties. If I had not done that I would not have been Governor today. But as a result of that I was Vandiver's Floor Leader in my first term in the Senate. I later became the President Pro Tempe of the Senate. That's when I decided before I was having to practice law and serve in the Senate at the same time so I was going to the political arena when I had to in Atlanta and I was coming home on the weekend and trying to cram in a weeks law practice and I decided that I either had to get in or get out of this political thing because it was taking too much time to try to squeeze in both ventures. So I decided well I think I'll run for Lieutenant Governor. The county unit system was in full bloom. Segregation was still the law of the land. And I decided to run for Lieutenant Governor. Anyway, Ernie Vandiver--Peter Zack Geer had a closer relationship with Vandiver than I did and he was going to run for the same office that I thought I would run for. So I started campaigning for Lieutenant Governor and going around the state and visiting the various counties. And I got to Dublin, Georgia one day and the head of the newspaper down there was a gentleman by the name of Champion and he said, \"Have you heard the news today?\" And I said, \"No, what's the news today?\" He said, \"There's a former policeman in Atlanta who's got a law degree from a night school named Carl F. Sanders. He has announced that he's going to enter the race for Lieutenant Governor.\" Well I knew what had happened. I mean, I knew that Peter Zack Geer and some of his friends had gotten this individual to offer for Lieutenant Governor. That would leave me in the position of having people to go to the poles and decide whether they wanted to vote for Carl E. or Carl F. and that would have been impossible. So I said to Mr. Champion, \"Well, you know, if that's the way they going to play the game I'll just run for governor.\" And that's when I got in the governor's race. Believe it or not it was as a result of that particular incident. At that time when I went back to Atlanta to my office I had phone calls and I had people coming in saying, \"Oh, don't do that. You're making a mistake. We've got the county locked up for you for Lieutenant Governor. We can't carry it for Governor. Don't make that change.\" And I said, \"It's too late. I've decided to make the change.\" So I got in the Governor's race. The county unit system was still in full force and effect. I didn't have any wonderful political machine. I was a bright young man on the white horse but I had a long way to go to get to the Governor's office. But I had made up my mind that I either had to get into the political arena full time and serve the people of Georgia or go back to Augusta and practice law and be satisfied with that.  \r\n \r\nJUSTICE:  That was a very bold move going from Lieutenant Governor-- \r\n \r\nSANDERS:  Well it was a crazy move when I think about it in retrospect because I had no campaign funds of any consequence. I knew that I had friends in my home town that would help raise money but I really didn't have--I was not a Talmadge, member of the Talmadge dynasty. I was not a member of the Russell family. I was from Augusta, which was one of the metropolitan areas in the state. The county unit [End Side 1, Start Side 2] was willing to work hard so I thought, you know, everything else being equal it's just another opportunity to exceed and I got in the race. \r\n  \r\nJUSTICE:  In all fairness, you had made quite a name for yourself in the Legislature, hadn't you?  \r\n \r\nSANDERS:  Well I had and I had gone out on the legislative tour as when I was President Pro Tempe of the Senate the year before I announced and at that time the big question was \"What are we going to do about the public schools in Georgia?\" The Supreme Court Brown v Board of Education had already been decided. No longer were we supposed to have segregated schools but the Separate but Equal doctrine that the Supreme Court for so many years used to keep segregation in the country had been done away with. I realized, thinking about my own life and thinking about the lives of other people, that you could not have a state with nothing but private schools for the people who could afford them and have public schools, if any public schools at all they would be sub par. So I took the position that if I was elected to any public office in this state we were not going to close the public schools. Frank Twitty who was the member of the House that was on the tour with me initially took the position that we had to close the public schools and we had to build private schools and we had to succeed from the Union or whatever we had to do. But by the time we got through traveling around the state and speaking three times a day in various cities and counties, he finally came to the conclusion that I was right and he was wrong and we both wound up advocating that the public schools of this state would stay open no matter what. Now that translated into the situation with Governor Vandiver who was confronted with the problem of whether he was going to allow the two African American students Hamilton Holmes and-- \r\n \r\nJUSTICE:  Charlayne Hunter. \r\n \r\nSANDERS:  Charlayne Hunter was going to allow them to enter the University of Georgia. He called fifty some-odd leaders, legislative leaders, business leaders, political leaders, out to the mansion one night and said, \"I've got to make a decision about closing the University of Georgia and I want to know how ya'll feel about it.\" He went around the room and took the statement from all fifty people. Forty-eight out of the fifty said close the University of Georgia, Frank Twitty and I said, \"Do not close the University of Georgia. You can't do that. We can't wind up with a generation of illiterates in this state.\" Vandiver took our advice and kept the University of Georgia open but it was that close. It was only two of us out of the fifty people that he called in to give him advice and counsel that were willing to stand up and say, \"Let's keep the schools open.\" \r\n \r\nJUSTICE:  Why do you think he listened to the two of you over everyone else? \r\n \r\nSANDERS:  Well, I think inherently, I think, he felt like we felt that you couldn't have these private schools. But he had campaigned and gotten Roy Harris being one of the supporters when he was elected Governor had gotten him and a few other people to make this wonderful speech about \"No Not One\" not ever one will we ever admit to the public schools of Georgia. And I think he was confronted politically with that in mind and he knew that he would be going against what he had said in a political campaign so he had a lot of reservations. But basically and fundamentally, he was a good man, is a good man and I think he understood that education is a centerpiece of anybody's life and that we couldn't have private schools on the one hand for  white students and public schools, if we had any public schools at all, on the other hand for black students. So I think he took our advice. Twitty was well known in South Georgia from Camilla and I was from Augusta and I think he believed that we had analyzed the situation properly and he followed our recommendation.  \r\n \r\nJUSTICE:  Education had been high on your agenda early on in your political career. \r\n \r\nSANDERS:  That's because I had to work for it. That's because if I hadn't had to work for it I wouldn't have gotten where I'd been in life and I realized early on in life that the only free people that I know anything about are people who've had the benefit of an education. When you're educated you're free to make choices; you're free to analyze situations. When you're uneducated you're blocked; you're not free to do very much of anything and you're imprisoned in your own life because of a lack of education.  \r\n \r\nJUSTICE:  In fact you helped get Augusta College established, didn't you? \r\n \r\nSANDERS:  That's right. Augusta College started out as--they had a junior college attached to Richmond Academy, a local junior college. And it, to some of the faculty members there, used to also teach in the high school. When I was in the legislature property that was formerly known as the United States Arsenal Property up on Walton Way in Augusta, beautiful track of land of fifty something acres with buildings on it had been declared surplus. I went to work with the local people there to get that land transferred to the local board of education to move the junior college from the Richmond Academy building up to the arsenal property. I also went to work when I was in the legislature to get that two year junior college into the university system to become a part of the University of Georgia system. I was able to do that. When I was elected governor I made it along with three or four other junior colleges into a four year community college and created another ten or twelve junior colleges throughout the state. When I was in the Senate and serving in the Senate I went to California. I studied the community college system in California. Out there you could go to school free of charge in any community college that you wanted to enter. And I came back and realized that we couldn't educate everybody at the University of Georgia in Athens or Georgia Tech in Atlanta. And so I came up with the idea that we needed to create a series of junior colleges, community colleges where kids could stay at home, could go the first two years and then back in that day and time transfer to a four year college if they wanted to. Many of those junior colleges today are senior colleges and of course that program turned out to be a wonderful educational program for the state of Georgia. At the same time we created these junior colleges. We created these vocational-technical schools which are a different type of educational process where kids could learn a trade, learn how to operate machinery and if they wanted to if they were not going for an academic degree in the junior college or the community college they could go back and forth between the vocational-technical school and the liberal arts junior college or senior college. It was a wonderful educational program. For instance, in Augusta a kid can go to high school, go to college, go to medical school, and get a medical degree without ever leaving home. \r\n \r\nJUSTICE:  Another issue at the top of your agenda early on in was honesty and efficiency in government.  \r\n \r\nSANDERS:  That's right. I was on the Honesty and Efficiency Committee that was set up when Marvin Griffin was governor and Ernie Vandiver was lieutenant governor and I was a member of the Senate. And I saw first-hand what could happen when people decided to become corrupt and use the resources of the government and the offices that they served in for corrupt purposes. So I realized that you couldn't serve in government and if--unless you were going to be totally honest and if you couldn't serve in government and be partially honest you had to be absolutely honest and you had to make sure that whatever decision you made was made with an honest intention and an honest purpose and not to feather somebody else's nest or to try to do something that would benefit you personally for something that you should not be entitled to. \r\n \r\nJUSTICE:  And that was one of the focal points of your platform for governor, wasn't it? \r\n \r\nSANDERS:  That was a big focal point for my platform for governor because the Griffin  administration when Governor Griffin was in there had a very corrupt administration. Readers Digest had written an article, \"Never Have So Few Robbed So Much from So Many,\" and they had rural roads that were built with a little grease on the road and that was about it. They bought gasoline and saving up machines that came off of boats and tried to put them on trucks. They favored some of their cronies and in all kinds of purchasing of equipment and so forth and that was one of the big issues in my campaign along with the racial issue.  \r\n \r\nJUSTICE:  So, how were you able to garner all the support that you did in your campaign for governor, enough to win? How were you able to win that race? \r\n \r\nSANDERS:  Well, I think--well another thing happened too in the meantime. After I got in the race, after we were campaigning the county unit system went out of the window. So this was the first time that we had the popular vote. I just outworked the rest of the people; I outworked Marvin Griffin. I went from morning till noon till night every day. I campaigned in every county in the state. I was supported by many of the people that I had gone to college with. I was able to get the support of Mills B. Lane who headed up the CNS Bank in Atlanta at the time. He had initially was going to support Garland Byrd who was the Lieutenant Governor who had a heart attack and dropped out of the race. He helped me raise financial funds. I later, when Byrd dropped out of the race who Ernie Vandiver was supporting up until then, I got the support of some of the Vandiver people such as Jim Gillis Senior and some of them. But basically and fundamentally I just outworked the Griffin crowd. I knew that if I went every day as hard as I could go to as many places as I could go that they were going to call him up eventually and say, \"You better come down here to this county and talk to some of these people. This young man has been in here shaking hands and garnering votes and if you don't come down here we don't know what's going to happen.\" He had the politicians; I had the people in that race. \r\n \r\nJUSTICE:  When you won that election you were part of a whole generation of young politicians across this country.  \r\n \r\nSANDERS:  Generation of young politicians--young men and women who had returned from World War II who now wanted to do something that they had seen the rest of the world, they had fought for the freedom of the world and they wanted now to make some of these changes in their local communities and they were active and they went to the polls and voted when before the only people that generally went to the polls and voted were the professional politicians who had a hardcore supporters most of whom they gave jobs to after they got elected.  \r\n \r\nJUSTICE:  And you also were part of that generation that had a special connection to John Kennedy.  \r\n \r\nSANDERS:  Well, John Kennedy was a young, handsome, energetic senator who decided to run for President after he had tried to get the nomination several years before. He was a returning World War II veteran. And of course he had a lot of charisma and a lot of people like myself and others of that age and that ilk liked what we saw in John Kennedy and supported him. And he carried Georgia percentage wise with the greatest percentage of any state in the union. But he, of course, his career was eclipsed by the assassination. I knew him well. He did me some great favors; one great favor he did for me was something that I will never forget. After I was elected in August of the primary of 1963 before I took--'62--before I took office in January of '63 Fort Gordon, which was located in Augusta, Richmond County--was the biggest payroll in my county. And the United States Defense Department announced that they were going to close Fort Gordon. Well, I said, \"This can't happen.\" I'd just been elected governor. I can't afford to let the biggest payroll in my home town get shut down. So I went to see Senator Russell who was the Chairman of the Armed Services Committee in the Senate and who was a senior Senator from Georgia. And I said, \"Senator Russell I've just been elected. I can't allow Fort Gordon to be closed. Can you help me try to keep them from closing Fort Gordon?\" Senator Russell said, \"I'm sorry but I've already signed off on the base closings in Georgia. There's nothing I can do about it now.\" I said, \"Thank you very much.\" I decided to go see President John F. Kennedy. I went to see John F. Kennedy in the Oval office at the White  House, explained to him my predicament, told him that I was elected and they were about to shut the fort down, could he help me? He said, \"Let me see what I can do.\" I went back to Atlanta. A week later he called me up and said, \"The order to close Fort Gordon has been rescinded.\" I said, \"Can I make that announcement publicly?\" He said, \"Yes.\" I made the announcement; it made Senator Russell mad because I had gone to the President. But John Kennedy was the one who kept Fort Gordon from being moved from Fort Gordon, Georgia to Fort Monmouth, New Jersey. Later, several years later, Fort Monmouth, New Jersey was moved to Fort Gordon, Georgia and it became the largest military telecommunications center in the world. But had it not been for John F. Kennedy more than forty years ago Fort Gordon, Georgia would have been shut down and would have been moved to Fort Monmouth, New Jersey. \r\n \r\nJUSTICE:  But you actually had a fairly close relationship with him. \r\n \r\nSANDERS:  Oh I had a close relationship with him. I did. I visited him many times before he was assassinated. I had a very close--very close relationship with Lyndon Johnson who later became president. I campaigned for the democratic ticket in 1964 when I was the only state-wide official that was willing to campaign for the ticket. I knew at the time that it was not the popular thing to do but I had been elected by the Democratic Party. I was head of the Democratic Party. Senator Russell went to Spain and spent the summer inspecting military bases, Senator Talmadge went underground and didn't surface for the campaign so I was about the only state-wide candidate when they would come to Georgia that would stand up and appear on a platform and try to help him get elected. Goldwater carried Georgia and there wasn't much I could do about it but that still--I knew that it was my responsibility. I had been elected head of the party, I had been elected by the Democratic Party as governor and I felt like it was my responsibility to continue to lead the party and not abandon the party as a lot of the other public officials did.  \r\n \r\nJUSTICE:  Is it true that John Kennedy had considered putting you on the ticket in '64? \r\n  \r\nSANDERS:  Well I've heard that rumor, I've heard that story. There was always a very bad relationship between Bobby Kennedy who was John Kennedy's brother and who was of course the Attorney General--he and Lyndon Johnson didn't get along at all. And I think Bobby Kennedy would float names every day about who they were going to put into place of Lyndon Johnson when Jack Kennedy ran for reelection. And my name might have been put in there along with others but I never had any serious consideration to my knowledge about being on the ticket. Nobody had come to be and said, \"Now we going to put you on the ticket.\" I think they were--Bobby was using that for leverage to keep Lyndon Johnson in line for the programs that he and his brother were advocating. \r\n \r\nJUSTICE:  But did that ever create any tensions between you and Lyndon Johnson? \r\n \r\nSANDERS:  None whatsoever. In fact, I sat in the family's box when he made his inaugural speech to the Congress. I was the only other outside member of the family with one other exception and that was Mad Dick Daily from Chicago. He and I were the two members--non-members of the family sat there. I hunted at the Johnson ranch. Johnson was good to the state of Georgia. Johnson, later part of our state qualified for the Appalachian Region and we got hundreds and millions of dollars for hospitals, roads, schools, and all sorts of things through the Johnson administration. Dora, I think it was that hit--the hurricane hit the Georgia coast and just about tore up the whole seaboard the whole Georgia coast. He allowed me to put huge amounts of rock along the coastal lines of Georgia. Johnson's administration paid for every dime of it, didn't cost the state a nickel, but it saved the Georgia coast. The people of Georgia benefited from Lyndon Johnson's administration in many ways.  \r\n \r\nJUSTICE:  Your relationship with Johnson, did that affect your relationship with Dick Russell?  \r\n \r\nSANDERS:  No, Dick Russell and Johnson were very close when Johnson was a majority leader of the Senate. And based on some tapes that I've been hearing recently they still, even after Johnson passed the Civil Rights Act, Dick Russell apparently still had a cordial relation with Lyndon Johnson but I think the relationship that they used to have before Johnson advocated the Civil Rights Bill had tempered their relationship to a great degree. But it did not affect my relationship with Johnson and it didn't affect--I didn't have a close relationship with Dick Russell. \r\n \r\nJUSTICE:  You didn't? \r\n \r\nSANDERS:  No, no, and when I was in the Senate another experience that I had, when I was in the state Senate the first time they made me head of the Veterans Affairs Senate Committee which was a do-nothing, know-nothing committee. But anything it had to do with the state military was involved with it. And we lost an Air National Guard pilot flying an old F-84 Dog they called them back them and he died. He crashed. And I went to Washington to see Congressman Carl Vinson who was the head of the Armed Services Committee in the House and who absolutely built the United States Navy as part of his duty as a chairman of the Armed Services Committee and told him about the loss of the pilot. And he asked me what I wanted and I said, \"I want fifty new aircraft for the Air National Guard of Georgia.\" And he said, \"What kind of aircraft are you talking about?\" And the hottest aircraft in the world at that time was the F-100 so I said, \"I want fifty F-100s\" and he laughed and said, \"What'd you say Senator?\" And I said, \"I want fifty F-100s.\" He laughed and he said, \"Well, we'll see what we can do.\" I knew and he knew that I was not going to get fifty F-100s but a few weeks later I got a call from the head of the National Guard Bureau in Washington who I could tell was mad as a wet hen because I'd gone to Congressman Vinson and told me that they were going to send us new aircraft, F-86s, which were much more modern than the F-84s. They were not F-100's but they were going to send those aircraft. Now this was in the 50's. This was still when the schools were segregated in Georgia and everything else was segregated. So, sometime later I got a notification that they were going to deliver the first F-86 aircraft out at Dobbins Air Base in Marietta and so we had a big event. We had bands and we had people and we--here comes this F-86 aircraft in and he rolls--it's a beautiful plane and I thought what a wonderful plane this is our first aircraft. And the band's playing and all that and the airplane taxies up to the ramp. The pilot pulls back the canopy and out steps the blackest pilot you've ever seen and I knew that Air National Guard general said, \"I'm going to deliver the aircraft but I'm going to deliver it with a pilot that they wish we hadn't delivered it with.\" It was funny. And of course he was a good pilot and we were glad to get the airplane. And, of course, subsequently to that point all the racial discord and so forth began to heat up and it was in full bloom when I became governor. \r\n \r\nJUSTICE:  Back to Dick Russell, you considered running against him in '66, is that right? \r\n \r\nSANDERS:  '66, I thought about it. But Senator Russell was suffering from emphysema and I didn't know whether he was going to offer for re-election. He had come to the legislature to make a speech and he used to have to carry one of these oxygen bottles around with him. So I didn't know whether he was going to offer for reelection or not. I thought about it, but he was determined to continue his service to the people of the state and to the nation and I finally decided that that was not what I wanted to do for two reasons. One was, it would have been a very difficult race and the second reason was my wife was not interested in me going to Washington. My children were teenagers, that was '66, that was when the hippie thing had started and I had seen too many families that had left their home states and moved to Washington for a year and then the family would move back and the senator would stay up there, the congressman would stay up there and they'd wind up in the divorce courts or the kids would get in trouble. So I decided that rather than do that I had an opportunity to build a law firm and I decided that I would build a law firm and if I wanted to get back into public life that I'd run for governor again four years later because I had to leave the office for four years under the Constitution at that time.  \r\n \r\nJUSTICE:  When you went into the governor's office--let's talk about goals versus achievements. What did you hope to accomplish when you became governor? \r\n \r\nSANDERS:  Well, I hoped to do as much as I could possibly do within four years that anybody had ever thought about doing. And I hoped to reform the educational system of the state, particularly the higher education system. I hoped to bring more industry in than anybody had ever brought in before. I hoped to elevate the teacher's salaries of the state. I hoped to build airports. I campaigned in a little 250 horsepower Piper Comanche aircraft. The first time anybody in Georgia, a politician had ever campaigned in an aircraft. And we only had thirty paved airports in Georgia; most of them were auxiliary fields from World War II. When I left office we had 100 paved airports in Georgia. We built seventy paved airports. All I ever asked the county commissioner to do was furnish me a strip of land 3,000-3,500 feet long. I'd put up half the money, the state would the federal government would put up half the money and we'd build an airstrip. And so we had the number one airport development in the country for four straight years. That brought more industry into this state than you can ever imagine because people before were not thinking about flying to Atlanta and then driving two hours to look at an industrial site in a rural county but if they could fly to that rural county, land on that 3,000 foot strip of airport they would go out and look at the industrial sites in those counties and many of them built plants that never would have been built in Georgia.  \r\n \r\nJUSTICE:  Was there anything that you had hoped to accomplish that you didn't achieve? \r\n \r\nSANDERS:  No, I accomplished much more than I ever thought I was able to accomplish. I had one disappointment but it was not because I didn't accomplish what I sought out to do. And that was I decided to rewrite the Georgia Constitution which it had not been rewritten in years and there was no place in the state where you could sit down and actually read the Georgia Constitution because it had been amended thousands of times. So I had a special session to rewrite the Constitution and remodel the election laws. And that was in 1965 or 1966 in the summer and of course I rewrote the Constitution which was one of the toughest jobs that you could ever have and I rewrote the election laws. Immediately somebody filed a petition saying the legislature was mal-apportioned. They went to the federal court and the federal court to this day, I'll never understand, it was a fifth circuit court of appeals, they decided that both of those pieces of legislation had been done in the same session that it was all right to rewrite the election laws that they were not going to declare them invalid because of mal-apportionment but it was not permissible to rewrite the Constitution and they were going to declare that unconstitutional because it was mal-apportioned. I appealed that decision from the court but by the time that the Supreme Court of the United States voted upon it which was too late to get it on the general ballot in '66 I was not able to get it on the ballot. That was a big disappointment because that was a big piece of work that I had done and I was unable to get it finished.  \r\n \r\n[End Tape 1] \r\n \r\n[Begin Tape 2] \r\n \r\nJUSTICE:  You were succeeded by Lester Maddox as Governor and the 1966 gubernatorial race was contentious and controversial.  \r\n \r\nSANDERS:  Very much so. \r\n \r\nJUSTICE:  And, with the Republican Party running Bo Callaway as their nominee and with Ellis Arnall and Lester Maddox. James Cook, your biographer, writes that you had some very strong reservations about that election. \r\n \r\nSANDERS:  Well, what happened in that election, the truth of the matter is Bo Callaway, if he had played his political cards correctly, would have been elected Governor. But Bo Callaway ran as a republican candidate and of course Ellis Arnall--I don't know Ellis Arnall and Lester Maddox--but I think Ernie Vandiver at one time was in that race. There were several candidates that were trying to run for governor. Maddox wound up in a run off with Ellis Arnall in the democratic primary. Bo Callaway had no opposition in the republican primary and he was supported by a lot of the business leaders in Atlanta, some of whom are my good friends. And Ellis Arnall had a campaign deficit after the run off. My recollection is something like $50,000 that he still owed for his campaign and his run off against Maddox. Some of Ellis Arnall's friends in Atlanta went to see Bo Callaway and said, \"If you'll help us, when you get elected Governor pay off Governor Arnall's campaign deficit we'll throw our support to you.\" For reasons that I never understood, Bo Callaway declined that opportunity. They said, \"Well if you're not going to help us get rid of Ellis Arnall's campaign deficit if you get elected Governor, we're going to run Ellis Arnall again as a write-in candidate in the November general election.\" That's what they did. Ellis Arnall polled enough write-in votes to keep either Bo Callaway or Lester Maddox from getting more than fifty percent of the vote as required by the Constitution and the election laws. Under those circumstances at that time the Constitution said in that event the election of the governor will then go to the House of Representatives and the governor will be elected by the members of the House of Representatives each of whom will have one vote. The democrats were not very happy about Maddox but they didn't want Callaway as a republican governor. So the democrats sort of held their nose and voted for Maddox and that's how he got appointed Governor and Callaway got defeated for Governor in that particular situation. Subsequently, the Constitution was changed and now today if you have that type of a situation you have a special election, it does not go into the House of Representatives.  \r\n \r\nJUSTICE:  Tell me about Maddox's stint as Governor. How would you rate it? \r\n \r\nSANDERS:  Well, Maddox did pretty well. He did better than I thought he was going to do for one reason:  all these people that had been called Maddox supporters that had been running around with Ax handles and egging him on in his campaign he realized that they were not  qualified to hold the high positions of office in the state government. So he kind of took the position that he was not going to change many people that were already running departments in the state government. In fact, I made up the budget for the two years, his first two years, and he didn't change a bit of that budget so I really had six years of budget to submission for the state. But his position was that he was going over and take the Governor's office and protect the public from those scalawags that he might find in government but he was not going over there and try to change all the offices and change the people. So he left most of the people that had worked with me in office and he didn't meddle too much with--the only thing that he did that I regret was that he allowed the General Assembly of Georgia to take over much of the executive power that the governor previously had. And they created their own budget and they became independent and ever since Lester Maddox, the governor of Georgia has been a lot less politically forceful than he was when I was in office. \r\n \r\nJUSTICE:  You think if Maddox had of been a stronger executive that that would not have happened? \r\n \r\nSANDERS: I think if he had ever held public office, I think if he had ever been in the General Assembly like I had been before I was elected governor, I think even if he had been mayor of Atlanta or something I think he would have been much stronger in controlling the executive power and not allowing it to be taken over by the legislature.  \r\n \r\nJUSTICE:  You think that that--that a strong executive could have survived much longer in Georgia? \r\n \r\nSANDERS:  Yeah I do. I think that's the best form of government. I think the governor goes out and lays his program out in front of all the people of the state. The people vote on that program. And I think the governor ought to have the responsibility of implementing the program that the people had voted on rather than the way it is now. Legislators, they don't represent the entire state; they represent their own county or district. And they now put programs though the legislature that the governor may not want or other people may not necessarily have ever approved. \r\n \r\nJUSTICE:  Well, after Maddox's term as governor you decided to run again.  \r\n \r\nSANDERS:  Yeah. \r\n \r\nJUSTICE:  Talk about that campaign. \r\n \r\nSANDERS:  Well, that was not a very nice campaign. I stayed in Atlanta and built a law firm. I probably should have gone back to Augusta and returned to my law firm in Augusta rather than doing what I did, but I had an opportunity to represent companies and clients in the Atlanta area that were national and they were much more interested in good legal representation than I would have had if I had gone back to Augusta. If I'd just wanted to be a politician the rest of my life I probably should have gone back to Augusta. So I didn't do that. Jimmy Carter, who had been in the Senate when I was governor, had spent--and who had been in the race in '66 with Maddox and that group and who had failed in that race, spent four years traveling around the state, planting seeds to run for governor in 1970. I thought, just like many people think, that the people of the state or the people of the country have a memory of the things that you did when you were in public life and the accomplishments that you were able to achieve for their benefit and that I had such a good administration, no scandals, a lot of progress, a lot of opportunity for people that they never had before, that to run in 1970 that would give me a good edge to be reelected. Jimmy Carter, much to my chagrin, took the position that he was going to play the racial card. He took the position that he was supporter of George Wallace, which I was not, and that I had not allowed George Wallace to come over and take over the Georgia legislature that he would if he was elected. I happened to--while I was in Atlanta--happened to own a part of the Hawks, Atlanta Hawks basketball team. They took pictures when they won the Western Division in the locker room with me and some of the ball players pouring champagne over my head and these were African American ball players. Carter's campaign took those pictures in all spread them all over South Georgia, all over the rural counties of the state and took the position that I was a rich Atlanta lawyer and that I was a--one who favored integration. That he was a southern peanut farmer in south Georgia who supported segregation and who was a big friend of George Wallace and I got positioned as an Atlanta lawyer who supported people regardless of their race and he put himself in the position as a south Georgia farmer who supported the white race and not the black race and that's how that campaign was run. It was a mean, dirty, campaign. But it was politics. And the truth of the matter is everything is fair in love and war in politics. Now the irony of it, if you go to the Carter library today and ask to see the gubernatorial papers of the 1970 campaign they will tell you that those papers are still being processed some thirty, forty years later because immediately when Jimmy was elected governor at his inaugural speech he said, \"Forget about all this racial stuff that I've been running on and all this stuff that I've been telling you to vote for me on. That's not me. The greatest friend that I've got in America today is Martin Luther King Jr. and I believe in integration and I don't believe in segregation and I ran that kind of race to get elected and now I'm going to put that aside and operate in a completely different manner.\" \r\n \r\nJUSTICE:  He used race and class, didn't he?  \r\n \r\nSANDERS:  Yeah. \r\n \r\nJUSTICE:  Because he called you \"Cufflinks Carl.\" \r\n \r\nSANDERS:  Oh yeah, well course he claimed that I was wealthy and finally we disclosed our net worth and he was worth more money than I was. But for the time being I was the rich lawyer living in Atlanta, and the truth of the matter is too nobody up until that point running for state-wide office had ever lived in Atlanta as their permanent home. All the officer holders that ran the state government lived outside of Atlanta in some other section of the state. \r\n \r\nJUSTICE:  So how would you rate Carter's stint as governor? \r\n \r\nSANDERS: Carter didn't have a very good gubernatorial experience but I've gotta say this in his behalf: one of the reasons he didn't have such a good four years was Lester Maddox was his lieutenant governor. And Lester Maddox and Jimmy Carter disliked each other tremendously and they never got along and everyday they'd have a fight over what kind of legislation that they were going to try to entertain. And Maddox would be in one corner and Carter would be in another. And that went on for four years. So he didn't have too much of an opportunity to do too many things without having to run through Maddox and try to stomp him down in order to get something passed.  \r\n \r\nJUSTICE:  What was the source of tension between them?  \r\n \r\nSANDERS:  Well, Maddox believed Carter was hypocritical and dishonest when he ran as a segregationist and then turned into an integrationist and Maddox says you know, \"I'm a segregationist, have been, always will be,\" and Carter has changed his stripes and his colors and I dislike the man because he hadn't been honest. You know Maddox all--for all of his faults one of the things that he believed in and one of the things that I think he tried to do was he tried to be honest no matter how different or how un-political some of his views might have been. He at least said, \"This is my honest viewpoint. I'm not going to change on you if you elect me and I'm not going to be something that I said I was not before I ran for the office.\"  \r\n \r\nJUSTICE:  How do you explain Carter's winning the presidency in '76? \r\n \r\nSANDERS:  He just absolutely outworked the rest of the candidates who thought they were going to sit back and somebody was going to nominate them and put them into the democratic nomination. Carter, I'll say this for he and his family and his friends, he started--that's another reason he didn't have as much opportunity to do as many things as governor as perhaps he would have been if he had not been already looking to run for President. The last couple of years of his office--of his tenure as governor he was out in the country campaigning for President. And of course a lot of these people in Washington who sit in the congress thought they could sit in the Senate and the House and never have to go out into the rural areas or the other parts of the country but they were just going to go to the convention and they'd get nominated. Carter just outworked them. He out politicked them and he got the nomination of some of these states that they never dreamed he'd get and that's how he got the nomination for President. The people never thought he had a chance but he just absolutely outworked and out-campaigned the rest of the people who thought they were going to be President. \r\n \r\nJUSTICE:  And it doesn't seem that the press seized on this characteristic of Carter from switching from one side to the other. \r\n \r\n SANDERS:  Well, they didn't do that in the Presidential race. He had already spent his four years of redeeming his self as a racial George Wallace supporter when he ran in '70 and the press didn't hop on him for that when he ran for President. He--what they did do they gave him the benefit of the doubt that he was an outsider and all these other people who thought they were going to run for President at that time were insiders, inside the beltway in Washington. And Washington was in such a mess that it was time for an outsider to come in and clean it up. And that's what Carter ran on primarily as, \"I'm not one of the insiders in Washington but I'm an outsider. I'm a governor and if you'll elect me I'll go to Washington and I'll straighten out this Washington mess that's created by all these people who spend all their time inside the beltway.\"  \r\n \r\nJUSTICE:  Do you think he was a better President than he was a governor? \r\n \r\nSANDERS:  No, I think he had a tough time being President. I think he tried to be a good President but I think he got caught up in inflation and I think he got caught up in the Iran hostage situation. I  think he had a lot of problems that were not necessarily his making but you know, interest rates during the Carter's Administration for the President got up to be twenty percent. People didn't have jobs. People couldn't afford to borrow money. The hostages got taken over in Iran. He just had a huge--you know in politics, let me tell you something:  you can be smart but you've got to have a little luck along with it. The economy went bad. He couldn't turn the economy around. The hostage situation went bad. They even waited to release the hostages until the day Ronald Reagan was sworn in as a President. They could have released them earlier; they didn't do that. And Jimmy went up to Washington, I think, with the idea that he would straighten out a lot of the old pros that had been around. And he had a terrible relationship with Tipper O'Neal, Speaker of the House and some of the other old Washington pros. He liked to micromanage too much. In my opinion, if he had delegated more authority to more people he probably would have had a better administration. I think he's learned that since he left the presidency and I think he has done some rather remarkable things following his tenure as President. He certainly has continued to campaign and work harder as an ex-President than any ex-President I've ever known. Some people, some of these sitting Presidents have sort of resented maybe some of his meddling, as they would put it. But he's been out here trying to relieve problems in the world. Most ex-Presidents go back to their ranch, they go back to their home and don't do that. He's taken a different approach and I think as a result he'd been elevated; history has elevated him higher as an ex-President than they give him credit for being a president or a governor.  \r\n \r\nJUSTICE:  After 1970 you considered one more office in 1972; briefly you considered a run for the Senate, didn't you? \r\n \r\nSANDERS:  Well, that's when Russell died. \r\n \r\nJUSTICE:  Right. \r\n \r\nSANDERS:  And I thought about it again. But I had a good law firm being built at that time and I was involved with my family as I always am and I decided again that I didn't want to go to Washington. I had talked to too many governors that I had served with when I was governor, some of which went to Washington. And they told me, and just like most people know, that you got to sit in the Senate for about twelve years and vegetate before you get enough influence and power to do anything. And I was helping build a bank and I had some other business ventures that I was involved in. So Sam Nunn who had never run for state-wide office and who was a member of the General Assembly who was Carl Vinson's nephew decided he was going to run and I like Sam Nunn, knew him, and I took Norman Underwood who was one of my law partners and asked him to go over and help Sam Nunn run his campaign which he did. And Sam Nunn got elected to the United States Senate and served twenty-four years in the Senate. Came out with his reputation in tact. And I never regretted making the decision in '72 that I thought about going to the Senate again because most of the people, as I said earlier that I knew that had served as governor and when you serve as governor and you're Chief Executive and you can run the state (it's like running a big business) that's different than being one of one hundred in the Senate where you sit there and hope you can get your name on a bill. And in the mean time you just almost vegetating for years and years and that's not my demeanor. That's not my personality and they told me, most of them said after they served one term they wanted to go back home. Herman Talmadge, when he left the governor's office and served in the Senate for a number of years, every six years when--every four years when the governor's race would come up you'd always see where Talmadge is thinking about coming home and running for governor again. It's much more fun to be governor than it is to be a United States Senator.  \r\n \r\nJUSTICE:  Well why didn't you consider running for governor again? \r\n \r\nSANDERS:  Why didn't I consider running for governor again? \r\n \r\nJUSTICE:  Right. \r\n \r\nSANDERS: Well, I felt like that I had accomplished a great deal as governor the first time. I felt like that the people had decided that they were going to elect somebody else to be governor and I still at that time when I ran in 1970 I still had in my mind a lot of programs that I still wanted to do more about. But by the time that I got an opportunity to run again I had gotten so immersed in my own personal affairs and my family's affairs and building a bank and building a law firm and getting involved in some real estate transactions that I felt like, \"Well, I gave the people the best I could give them for the four years that I was governor. Now the people selected somebody else, rather, when I ran for reelection.\" I'm going to look after my family and look after my personal business and it was one of the best decisions I ever made. Because otherwise I might, I don't know what'd I be doing today but I wouldn't be where I am today with my family, with my business, with my law firm, none of those personal accomplishments I don't think would have taken place if I had continued just to devote my time to the political arena.  \r\n \r\nJUSTICE:  So you weren't really dissuaded by the bitterness of the '70 campaign? \r\n \r\nSANDERS:  No, you know, I--politics--I've been there and done that. And I've got a good record and I put sixty cents out of every dollar into education. Nobody's ever done that before or since. And I accomplished all those things and I thought too, you know, if I go back ten years later I may not be able--the Maddox thing the legislature had taken over the power, I wouldn't be able to accomplish the things that I accomplished when I was governor and instead of having the record that I have I'd probably have a good record back then and a mediocre record later. So I said, \"Look, the people decided that they wanted somebody else to carry the flag in 1970. I'm going to look after my personal business and be happy,\" and I've got no regrets and I got no ill will toward anybody.  \r\n \r\nJUSTICE:  What would you, if you had to put it in a sentence or two, what is your political legacy? What have you left to--? \r\n \r\nSANDERS:  The most progressive administration in the history of Georgia in all aspect of the operation of the state government. If you look at every department in the state government and you look at the accomplishments that were made and the programs that I inaugurated, nobody has come close even when the governor's served eight years have come close to putting into full force and effect what I put into full force and effect in all the areas of government and done so without scandal and done so--I left $140 million in surplus funds when I left the office. Nobody had ever done that before.  \r\n \r\nJUSTICE:  In the end, do you think that you were more affected by Georgia politics or that you affected Georgia politics more? \r\n \r\nSANDERS:  Well, I think I affected Georgia politics more in that a lot of things back before my term as governor was sort of accepted politicians, you know, could do things personal benefits and things that politicians today wouldn't dare do but they could get away with it. Gene Talmadge, when he ran for governor, they said, \"You stole so many bales of cotton when you were the commissioner of Agriculture.\" And he said, \"Yeah I stole them but I stole them for you.\" And the people said fine and voted for him. Well you couldn't get away with any kind of statement like that today and I think that I was at the crossroad at the time in history when the political arena in this state changed. I think, too, because of that particular time with all the Civil Rights and all the changes that took place I took the high road. And some of the other southern states around us, Mississippi and Alabama and Louisiana, they took a different road. But because I took the high road and I accepted the law of the land as being, we being a government of laws and not a government of men, I think Georgia came into the limelight--at that particular time when I was elected governor Birmingham, Alabama was better situated economically to take the leadership of the south in Atlanta, Georgia but because we took the high road when I was elected governor and accepted the law of the land and eliminated all these racial barriers and things. I opened up the National Guard, I opened up the State Patrol, Atlanta and Georgia took the leadership in the south. People living in other parts of America moved to Georgia that never would have moved here before. Educators came into our schools that never would have moved into Georgia and taken jobs in our schools. We captured the leadership of the south and that's what we have today and I think I happened to be at the right time with the right attitude about what we needed to do in the state in order to do that. \r\n \r\nJUSTICE:  Many of the issues that were on the table in the 60's such as the national and state economy, civil rights, international relations, are still at the forefront of controversy today.  \r\n \r\nSANDERS:  Yeah, the racial business is still very much involved. People don't call it racial but it is. It's still involved. And the economic situation is of course very much involved today. The foreign relations is a tremendous problem. \r\n \r\nJUSTICE:  Do you think we've made progress since the 60's? \r\n \r\nSANDERS:  I think we, in the south and particularly in Georgia, I think Georgia has made a lot of progress but I'm not so sure many other places have made as much progress as we have. \r\n \r\nJUSTICE:  Why do you think Georgia has--? \r\n \r\nSANDERS:  Because I think we had more enlightened leadership at the critical time than other parts of the country had. And I think enlightened leadership brought on more enlightened leadership later on and it's just like anything else, you get into the habit of enlightened people seeking public office. They give you a better form of government and a better economic opportunity than if you put people in there who are not enlightened, who still want to live in the past and who still want to fight the Civil War over again and all that sort of stuff, who still want to keep this country isolated from the rest of the world. I think we, fortunately, went down a more enlightened road in this state than most any other state that I know anything about. \r\n \r\nJUSTICE:  What do you think is the most critical issue facing us today, politically speaking? \r\n \r\nSANDERS:  Politically I think the most critical issue is that we are not looked upon today in the world in the same manner that we used to be looked upon. We used to be admired and respected all over the world for our political beliefs, our economic beliefs and everything else. I think we are, today, more isolated economically and more isolated foreign relation wise than we've ever been. I used to take my grandchildren, when I was out of office, at least on a trip once a year somewhere else in some other part of the world and did that so that they would have a benefit later on in life to being better educated about the world. Today I wouldn't do that because I think there are too many places in the world today if you come in there and say you're an American instead of them saying, \"We're glad to see you. We respect you so much and your country,\" they say, \"Well, you're an American. We don't like you. We want to harm you,\" and we've got a long ways to go to regain the credibility that we are a nation of--free nation who believes in freedom for all people and we've got to do something about it or I don't know where we're headed.  \r\n \r\nJUSTICE:  How do we go about fixing that? \r\n \r\nSANDERS:  I think we're going to have to do what we said earlier and that is we're going to have to elect more enlightened leadership in this country in order to do that.  \r\n \r\nJUSTICE:  Philosophically speaking, and the bigger picture, what are the marks of a good governor? What are the benchmarks that make a good governor? \r\n \r\nSANDERS:  Well, I think he first has to understand the government and he has to understand that he's representing all of the people of the state. And secondly I think he's got to lay out in front of him and in front of the people that he's serving a program that they understand. And then thirdly I think he's got to be willing to pay the price to whatever it takes to work as hard as he needs to work to implement the program that he has run on. And most people sometimes get the impression, I think, that they can run on some issues and then once they get elected they can discard those issues and forget about them. I think a good governor has got to stick to his guns and stick to his programs and tell people that he's doing exactly what he told them he would do when he ran and asked them to vote for him. And I think if you abandon that process and you say well I may have said that but I lied, I shouldn't have said what I said you never make a good governor. And you gotta be independent enough where you're willing to accept the fact that you're not going to win every battle and you're not going to be able to accomplish everything that you feel like you would have liked to accomplish but you gotta be willing to say, \"If I lose a battle I'll win another one and I'll keep on until I accomplish what I said I would accomplish  when I went in front of the people and said 'Elect me and I'll do what I said I'd do if you elect me.'\" \r\n \r\nJUSTICE:  Are there any governors since your term in office that have distinguished themselves in meeting these benchmarks that you've laid out? \r\n \r\nSANDERS:  Oh, I think a lot of them have. It depends on what you mean by distinguishing themselves. I don't know of anybody right off the top of my head that I think has not distinguished themselves in the office. I just think that they haven't had the tools or the power to work with that I had. Now Zell Miller when he was governor did something, when he ran for governor, did something that I probably would not have done. He ran on creating a state lottery and of course I thought that was sort of living in the Bible belt and living in this thing. I didn't think that was a [End Side 1]--Good governor's, in my opinion, some of them have been impeded with reluctant Speaker of the House or reluctant lieutenant governor at times and they just maybe haven't been able to accomplish as many things as they would have liked to accomplished.  \r\n \r\nJUSTICE:  How much effect do you think that the press has on the effectiveness of the governor? \r\n \r\nSANDERS:  Oh the press has a lot of influence. The press can take a piece of straight bread every day and twist it into a French roll and if they twist it there's not much you can do about it. You can say something and if they twist it the way they want to twist it won't look anything like what you said. So the press has a great deal of influence on anybody's public chair. \r\n \r\nJUSTICE:  Now has that changed since the 1960s? \r\n \r\nSANDERS:  Well I think it's worse now than it was back then. Now they go after your family and they go after--go into your bedrooms and things like that. Back in my day and time they didn't do that. \r\n \r\nJUSTICE:  The press was fairly kind to you in your day. \r\n \r\nSANDERS:  I thought they were very kind to me.  \r\n \r\nJUSTICE:  Well, thank you for your time and speaking with us today. \r\n \r\nSANDERS:  I enjoyed it. I hope somebody later in history will take the time to listen to it. \r\n \r\nJUSTICE:  Well, thank you very much.  \r\n \r\n[End of Interview] \r\n \r\nBiographical Information \r\nRBRL OHD 009 \r\nCarl Sanders \r\n \r\nb. May 15, 1925 \r\n \r\nOccupation: \r\nU.S. Army Air Force \r\nHammond Kennedy and Sanders Law Firm \r\nGeorgia House of Representatives \r\nGeorgia Senate \r\nTroutman and Sanders LLP Attorneys at Law \r\n \r\nSubject Analysis \r\nRBRL OHD 009 \r\nCarl Sanders \r\no Early political life \r\no Involvement with the YMCA \r\no Youth during the depression \r\no Time in the ROTC \r\no Time in the Army Air Corps \r\no Involvement World War II \r\no Law School \r\no Sander's competitive spirit \r\no Time in the Georgia House of Representatives and the Georgia Senate \r\no 1962 Gubernatorial Race \r\no Sanders role in Segregation \r\no Hunter and Holmes admission to the University of Georgia \r\no Sander's role in the establishment of Augusta College \r\no Honesty and efficacy in politics \r\no The effect of World War II on young politicians \r\no Relationship with John F. Kennedy \r\no Relationship with Lyndon B. Johnson \r\no Relationship with Richard B. Russell \r\no Accomplishments as Governor \r\no Election following Sander's term \r\no Lester Maddox as Governor \r\no 1970 Gubernatorial Race \r\no Jimmy Carter as Governor \r\no Jimmy Carter as President \r\no Sander's Political Legacy \r\no Sander's affect on Georgia politics \r\no Progress in Georgia \r\no America's current position in the world \r\no The affect of the press on the office of governor \r\nAlphabetical Index \r\n \r\n \r\nArnall, Ellis Gibbs, 29, 30 \r\nBarton, Billy, 4 \r\nBroun, Paul C., 9 \r\nBrown v Board of Education, 15 \r\nButler, Charles, 7 \r\nButts, James Wallace (Wally), 12 \r\nCallaway, Bo, 29 \r\nCarter, Jimmy, 33, 35, 49 \r\nCracker Party, 2, 3, 4 \r\nGriffin, Marvin, 19, 20 \r\nHarris, Roy Vincent, 2, 17 \r\nHolmes, Hamilton, 16 \r\nHunter-Gault, Charlayne, 16 \r\nJohnson, Lyndon B. (Lyndon Baines), 23, 24, 25, 49 \r\nKennedy, Bobby, 24 \r\nKennedy, John F. (John Fitzgerald), 2, 21, 23, 24, 48, 49 \r\nMaddox, Lester, 29, 30, 31, 32, 33, 35, 40, 49 \r\nMiller, Zell, 46 \r\nNunn, Samuel Augustus, 39 \r\nReserve Officers' Training Corps, 8, 49 \r\nRussell, Richard Brevard, 22, 23, 25, 26 \r\nTalmadge, Herman Eugene, 23, 39 \r\nThe University of Georgia, 1, 5, 10, 12, 16, 18, 49 \r\nTwitty, Frank S., 16 \r\nVandiver, Ernest, 14, 19, 20, 30 \r\nVinson, Carl, 25, 39 \r\nWallace, George C., 33, 37 \r\nWatson, Thomas Edward, 2 \r\nYMCA, 3, 5, 49 \r\n \r\n \r\n \r\n \r\n \r\n23 \r\n \r\n "}],"pages":{"current_page":314,"next_page":315,"prev_page":313,"total_pages":6797,"limit_value":12,"offset_value":3756,"total_count":81557,"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":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"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. 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