{"response":{"docs":[{"id":"bcas_bcmss0837_1057","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":["2004-07"],"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--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/1057"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nAgenda RECEIVED JUL 2. 2004 OFFICE OF DE EGREGATIO l,,ONITORING Little Rock School District Board of Directors' Meeting JULY 2004 :- n-.. .\u0026gt; ::m0 r- rr..-.. 3- : Oz o\u0026gt;\n:o\n:o c-\u0026lt; m..,\n:o C: -z\n:on o-\u0026lt; F~ n\u0026lt;J\u0026gt; \u0026gt; F ..,\n:o g ~m mC r- C: on,.~... ~~ :l m\n:o (I\u0026gt; !:ti\n:o nm =1:1: ~i Z\u0026lt;J\u0026gt; en..,\n:o 0 :I: I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS REGULAR MEETING July 22, 2004 5:30 p.m. PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. President's Welcome to Guests Ill. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Remarks from Citizens (persons who have signed up to speak) C. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Update: Judge Wilson's Ruling and Recommendation for Appeal - Attorney Chris Heller C. Student Assignment Report D. Budget Update E. Construction Report: Proposed Bond Projects F. Internal Auditors Report G. Technology Update H. School Opening Progress Report V. APPROVAL OF ROUTINE MATTERS: A. Action: Eighth Circuit Appeal of Judge Wilson's Ruling of 06-30-04 B. Minutes: Regular Meeting - 06-24-04 C. Personnel Changes o-,:, \u0026gt;\nc ~ ~ ..... 3:: Oz o\u0026gt;\nc\nc c-\u0026lt; m-n\nc c:: -z\nc 0 o--\u0026lt; r-~ r-z 0\"' \u0026gt; F .\n=,, g ~m mC r- c:: 0~ 0 r- ~ ~ ~ m\nc \"' Regular Meeting July 22, 2004 Page2 VI. BUSINESS SERVICES DIVISION: A. Purchase of School Buses B. Memorandum of Understanding: Staffing Issues from June 24, 2004 Board Meeting C. Financial Report VII. CLOSING REMARKS: Superintendent's Report: 1. Presentation of First Draft Superintendent's Entry Plan: The First 100 Days 2. Dates to Remember 3. Special Functions VIII. ADJOURNMENT o-.. . m:n ,,-- ,_... :C Oz o  :n :n C -\u0026lt; m-.. :n C: -z :n n o-\u0026lt; F\noen ,- ,- .\n.=, :n g ~m mC ,- C: n~ 0,- ~~ =I m :n en ?' :n nm =i 31: ,:::\n~ m\n,: Zen en.., :n 0 31: I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME 111. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. REMARKS FROM CITIZENS C. LRCTA LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Date: July 22, 2004 To: From: Re: Board of Education Roy G. Brooks, Ed. D. Superintendent of Schools Decision Regarding Judge's Ruling on Compliance Remedy As discussed in the Board's agenda meeting on July 8, 2004, Attorney Chris Heller will be present to review the recent ruling from Judge Wilson and to make recommendations for the Board's consideration. bjg ~ .... mn :c z 0  -\u0026lt; C:\n!I ~ m fl !!l C: C :,:,m mZ ~\n..,..: ,.\",,' C) z ~ m ~ !=' a, C: g !:!l C: ~ m '\n.411 Individual Approach to a W,,.orld of K11011 1/edge\" July 22, 2004 TO: Board of Directors FROM: Roy G. Brooks, Ed. D., Superintendent of Schools PREPARED BY: Bill Goodman, District Engineer fu SUBJECT: July 2004 Construction Report The Architect/Engineer Selection Committee met recently, and architects were chosen for the following projects: Media Center Addition- Carver: Herron \u0026amp; Horton Two (2) Classroom Addition- Fair Park: Woods-Caradine Addition \u0026amp; Remodel- Forest Heights: Borne Firm 5 Classroom Addition-Gibbs: Roark Perkins Perry \u0026amp; Yellvington Remodel-Meadowcliff: Herron \u0026amp; Horton ew Windows-Oakhurst (Adult Education): Herron \u0026amp; Horton The final construction days for this summer are winding down. Several schools have been undergoing major construction projects and are due to be completed before the return of students in August. Baseline Elementary, Wakefield Elementary, McClellan Magnet High, Pulaski Heights Middle and Pulaski Heights Elementary are nearing completion. The architects and contractors for these projects are in the process of doing their final punch lists. Please call me at 44 7-1146 if you have any questions about construction at any of our schools. 810 \\'\\'. t-.larkham  Little Rock, Arkansas 72201  W\\\\'\\.v.lrsd.org 501-447-1000  fax: 501-447-1001 !I' I: z .C..:. emn Facility Name Baseline B-oo-ker- -- Booker - Brady Central Central - Central -- Chicot Chicot Dodd ----- Dunbar J. A. Fair Henderson r-- Mablevale Elem f- - McClellan McDermott -- Mitchell - Parkview Pulaski Hgts. Elem Pulaski Hgts. M-S-- Southwest Wakefield_ __ - Washington Western Hills Western Hills CONSTRUCTION REPORT TO THE BOARD JULY 22, 2004 BOND PROJECTS UNDER CONSTRUCTION I Proiect Description I Cost I t:st. 1,.\nompletion Date Renovation --- $953,520 Aug-04 ADA Rest rooms $25,000 Aug-04 -- - $48,52_5_ _ G m Roof Sep-04 Addition/renovation $973,62_1_ _ Sep-04 Renovation - Interior $10,200,~ ~ -05 HVAC Renovation - Band Area $225,000 Dec-04 Reflecting Pond $50,000 Sep-04 Drainage $64,700 ~ g-04 Sound Attenuation $43,134 Jul-04 --Fire Alarm Upgrade --- -- $9,200 Aug-04 Renovation/addition $6,149~ __Se p-04 6 classroom addition \u0026amp; cafeteria/music_ __ room addition $3,155,640 Jul-04 --Lockers ---- - - $80,~ Aug-04 Fire Alarm Upgrade - - --- $12,000 Aug-04 ~ - Classroom Addition $2,155,622 Jul-04 Fire Alarm Upgrade $7,700 ~ Sep-04 Building Remediation - $165,000 Jul-04 Addition $2,121 ,226 ~ ep-04 Renovation -- $1 ,193,25_9_ _ Aug-04 Renovation $3,755,041 Aug-04 Addition $2,000,000-- ~ g-04 Rebuild $5,300 .~~p-04 Fire Alarm Upgrade $11 :600 Sep-04 ADA Rest rooms $25,000 Aug-Qi Fire Alarm Upgrade $8,400 Sep-04 BOND PROJECTS CONSTRUCTION - SUMMER/ FALL 2004 Facility Name I Project Description I Cost 1 1::st. c..\nompletIon Date Mitchell Renovation $2,212,493 Auo-05 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED Facility Name I Project Description I Cost I t:st. 1,.\nompIeuon Date Booker Electrical Upgrade Unknown Unknown Carver Media Center Expansion I $167,490 Unknown Chicot Electrical Upgrade I Unknown Unknown Cloverdale Elementary Addition I $520,750 Aug-05 Fair Park I Addition I $799,ooo I Unknown Forest Heights I Remodel I $1 ,547,000 Unknown Garland ____._ Remodel I Unknown Unknown Gibbs !Addition I $705,670 Unknown Meadowcliff Remodel - I $164,150 Unknown Oakhurst (Adult Education) 1 New Windows I $215,000 Unknown Pulaski Hgts. MS  Energy monitoring system installation I 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 CONSTRUCTIONREPORTTOTHEBOARD JULY 22, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost I 1::st. L\nompIetIon 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 _I_ $82,000 ' Dec-01 Badgett Partial asbestosabatement --1- $237,2~---Jul=O'f Badgett Fire alarm --- $18,250 Aug-02 Bale , Classroom addition/renovation $2,244,524 Dec-02 Bale Energy monitoring system --I Mar-02 Bale Partial roof replacement $269,587 Dec-01 Bale HVAC ~ -- $664,587 Aug-01 Booker __E.nergy efficient lighting I $170,295 - Apr-01 Booker Energy monitoring system installation $23,710 Oct-01 - -- - Booker Asbestos abatement $10,900 Feb-02 Booker --~ealarm -- $34,501 Mar-02 Brady ~ Energy efficient lighting $80,593 Sep-02 Brady Asbestos abatement $345,072 Aug-02 Carver Energy monitoring ~s~m installation $14,480 Ma_y-_Q_1 Carver , Parking lot $111,742 Aug-03 Central Parking Student parking - $174,000 - Aug-03 Central/Quigley 1Stadium light repair \u0026amp; electrical repair $265,000 --Aug-03 Central/Quigley Athletic Field Improvement-- $38,000 Aug-03 Central/Quigle Irrigation System - -~I- $14,500 Aug-03 - Central Purchase land for school Unknown Dec-02 Central ~of \u0026amp; exterior renovations $2,000,000 I Dec-02 Central Ceiling and wall repair I $24,000 Oct-01 Central I Fire Alarm System Design/Installation I $80,876 Aug-01 Central I Front landing tile repair $22,470 Aug-01 -- IE nergy efficient lighting $132,678 Jul-01 Cloverdale Elem. Cloverdale MS I Energy efficient lighting $189,743 I Jul-01 Cloverdale MS M ajor renovation \u0026amp; addition $1,393,822 Nov--02 Dodd Energy efficient lighting $90,665 . Aug-01 Dodd I Asbestos abatement-ceiling tile I $156,299 Jul-01 Dodd Replace roof top HVAC I $215,570 I Aug~ Facilities Service Interior renovation I $84,672 Mar--01 Facility Services ,Fire alarm $12,000 Aug-03 Fair Park HVAC renovation/fire alarm $315,956 I Apr-02 Fair Park I Energy efficient lighting I $90,162 Aug-01 Fair Park , Asbestos abatement-ceiling I $59,310 I Aug:Q!_ J. A. Fair i Energy efficient lighting $277,594 Apr-01 J. A. Fair Press box $10,784  Nov-00 J. A. Fair Security cameras $12,500 I Jun-01 J. A. Fair Athletic Field Improvement $38,000 Jul-03 J. A. Fair Irrigation System $14,000 I Jul-03 J. A. Fair Roof repairs $391,871 I Aug-03 Forest Park Replace window units w/central HVAC $485,258 I Nov-03 Forest Park Diagonal parking $111,742 I Aug-03 Forest Park Energy efficient lighting $119,788 I May-01 Fulbright Energy efficient lighting $134,463  Jun-01 Fulbright Energy monitoring system installation I $11,950 Aug-Ql_ Fulbright Replace roof top HVAC units $107,835 I Aug-02 Fulbright Parking lot $140,000 I Sep-02 Fulbright Roof repairs I $200,000  Oct-02 2 ~ .... ~ ::c z 0 8 -\u0026lt; C: ~ m !D\ni: z .C..:. m CJ\u0026gt; CONSTRUCTION REPORT TO THE BOARD JULY 22, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Descriotion I Cost I Est. Completion Date Franklin Renovation $2,511 ,736 Mar-03 Geyer Springs - Roof Repair __$ 161 ,752 ----Jun-04 Gibbs Energy efficient lighting $76,447 Apr-01 Gibbs -- Energy monitoring system installation ... .. $11,770 Jul-01 Hall Major renovation \u0026amp; addition --- - $8,637,709 ~ 03 Hall Asbestos abatement $168,222 Aug-01 --- - - -- - Hall Energy efficient lighting $42,931 Jul-01 Energy efficient lighting -+ Hall ------- -- $296~ Apr-01 Hall ~ astructure improvements $93,657 _Aug-01 Hall -- - - -- Intercom T Feb-01 - Security cameras - - - $10,600 -- Hall Jun-01 --- - 4 -- -- Henderson _ Energy efficient lighting $193,679 Jul-01 Henderson Roof replacement gym --T $107.~ May-01 Henderson --- -- Asbestos abatement Phase I $500,0~ ~ g-01 Asbestos abatement Phase 2 --- Henderson -- - $250,000 Aug-02 IRC Energy efficient lighting $109,~ - Jul-02 --- Asbestos abatement -- 4 Jefferson -- - -- $43,6~ Oct-01 T --$1 ,630,000 --- Jefferson ---- Renovation \u0026amp; fire alarm Nov-02 Laidlaw Parking lo_t _  - $269,588 Jul-01 Mabelvale Elem. - Energy monitoring system installation $12:150 Aug-01 Mabelvale Elem. - Replace HVAC units -- $300:000 ~ g-02 Asbestos Abatement - - Mabelvale Elem. $107,0~ - Aug-02 Mabe-lva-le E-lem. --Energy efficient lighting-- $106,598 --i5ec-02 Renovate bleachers -- ---T Mabelvale MS $134,793 --Aug-01 Mabelvale MS - -- -- Renovati~ $6,851T21 - Mar-04 --+----- Mann Partial Replacement $11 ,500,000 Apr-04 Mann Asphalt walks -=-h he total $1 .8 mi~ ---Dec-0 0 1 -Ma-nn Walkway canopies -- is what has been Dec- 1 Mann Boiler replacement used so far on the Oct-01 - --- -- Mann __ _fencing projects listed ~ p-01 Mann -- _Partial demolition/portable classrooms completed for Mann..:._,_ ~-01 McClellan Athletic Field Improvement ------ $38,000 Jul-03 $14,7~ - McClellan Irrigation System I Jul-03 McClellan Security cameras I $36,300 Jun-01 McClellan  Energy efficient lighting I $303,~ May-01 McClellan Stadium stands repair $235,000 Aug-01 McClellan Intercom I $46,000 Feb-02 McDermott 1 Energy efficient lighting I $79,411 I Feb-01 McDermott I Replace roof top HVAC units I $476,000 Aug-02 Meadowcliff Fire alarm i $16,175 Jul-01 Meadowcliff Asbestos abatement I $253,412 Aug-02 Meadowcliff 1 Engergy efficient lighting I $88,297 Dec-02 Metropolitan I Replace cooling tower I $37,203 I Dec-00 Metropolitan Replace shop vent system I $20,000 May-01 Metropolitan I Energy monitoring system installation I $17,145 I Aug-01 Mitchell !Energy efficient lighting $103,642 Apr-01 Mitchell , Energy monitoring system installation I $16,695 I Jul-01 Mitchell !Asbestos abatement i $13,000 Jul-01 Oakhurst IHVAC renovation I $237,237 Aug-01 Otter Creek Energy monitoring system installation I $10,695 May-01 Otter Creek I Energy efficient lighting I $81 ,828 Apr-01 Otter Creek ,Asbestos abatement I $10,000 ! Aug-02 Otter Creek Parking lot I $138,029 I Aug-02 Otter Creek 6 classroom addition $888,778 I Oci=02 Otter Creek Parking Improvements $142,541 I Aug-03 3 CONSTRUCTIONREPORTTOTHEBOARD JULY 22, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Descriotion I Cost I Est. Completion Date Parkview HVAC controls $210,000 -- Jun-02 Parkview Roof replacement -~ $273,877 Sep-01 Parkview Exterior lights $10,784 Nov-00 Parkview HVAC renovation \u0026amp; 700 area controls -- $301 ,938-- Aug-01 -- - -- Parkview Locker replacement $120,000 I ~ ug-01 Parkview Energy efficient lighting I $315,000 Jun-01 Procurement Energy monitoring system installation $5,290 Jun-02 Procurement ~ alarm-- I - $25,000 I Aug-03 Pulaski Hgts. Elem Move playground $17,000 Dec-02 Rightsell Energy efficient lighting --- $84,898 __Ap r-01 Rockefeller _Jnergyefficient lighting $137,004 Mar-01 Rockefeller Replace roof top HVAC $539,175 Aug-01 Rockefeller Parking addition $111,742 Aug-02 Romine Asbestos abatement $10,000 Apr-02 Romine Major renovation \u0026amp; addition $3,534,675 Mar-03 Security!Transportation Bus cameras ---- - I $22,500- Jun-01 Southwest - Asbestos abatement i $28,138 Aug-00 Southwest New roof $690,000 --Oct-03 Southwest Energy efficient lighting $168,719 Jan-02 Southwest 1 Drainage I street widening I ~50,000 Aug-03 Student Assignment Energy monitoring system installation I $4,830 Aug-02 Student Assignment Fire alarm I $9,000 Aug-0~ Tech Center Phase 1 Renovation $275,000 Dec-01 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II I $3,679,000 I ---- Jun-04 Technologi.!Jpg_!ad_e ____ Upgrade phone system \u0026amp; data : Nov-02 Terry Energy efficient lighting I - --$73,850 Feb-01 - Terry Driveway \u0026amp; Parking I - $83,484 Aug-02 Terry Media Center addition I $704,932 Sep~02 Wakefield -- Security cameras I $8,000 Jun-01 Wakefield Energy efficient lighting I $74,776 , Feb-01 Wakefield i Demolition/Asbestos Abatement I $200,000 I Nov-02 Washington Security cameras I $7,900 Jun-01 Washington I Energy efficient lighting I $165,281 Apr-01 -Watson Energy monitoring system installation $8,530 Jul-01 Watson Asbestos abatement I $182,241 Aug-01 Watson I Energy efficient lighting I $106,868 I Aug-01 Watson jAsbestos abatement $10,000 Aug-02 Watson Major renovation \u0026amp; addition I $800,000 I Aug-02 Western Hills !Asbestos abatement i $191,946 Aug-02 Western Hills !Intercom i $7,100 Dec-01 Western Hills I Energy efficient lighting I $106,ooo I Jul-01 Williams I Renovation I $2,106,492 . Mar-04 Williams Parking expansions I $183,717 I Dec-03 Williams I Energy efficient lighting $122,719 I Jun-01 Wilson I Renovation/expansion I $1 ,263,876 Feb-04 Wilson Parking Expansion I $110,000 I Aug-03 Woodruff I Renovation I $246,419 Aua-02 4 :\" z m-\u0026lt; :x,~ m\u0026gt; \"llr- ~~ -\u0026lt; 0 =I 0 :x, CJ) p m-\u0026lt; C') :c z 0  -\u0026lt; C:\ng ~ m \"ll :c :x,' gl!l :x, :c ~8 :x, rm O c3~ :x,z -\u0026lt; z C)\n,,, :\u0026lt; \u0026gt;\na no -\u0026lt; C: i5 =:! .z. zm ?\n~ \"ll::::1 ~m r- :x, CJ) !%' !I:: z C: m-\u0026lt; CJ) Date: June 24, 2004 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR.KA SAS To: Board of Directors ~ From: Sandy Becker, Internal Auditor Re: Audit Report - July This is the fifty-seventh communication regarding status of the current year projects and reviews. Activity Funds a) Working with 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. .f,l, m\n,\n, ~ z z m,.... n ::,: ~ C) m V) p ... m n ::,: z 0  -\u0026lt; C: ~ m .,, ::,:\n,\n, . 2!{l\n,\n,::,:\ng\n,\n,,mo c3 ~\n,\n,Z ... z C) -,-,:\u0026lt; \u0026gt;\n,\n, no ..... C: 5::::! z. . zm .~,, i...:.. ~ ..... ,-m\n,\n, V) !l' 3: z .C...:. m V) Audit Report - July 2004 Page 2 of2 Training a) Served as a trainer for financial portion of uts \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. 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, ARKA SAS 72201 Date: July 22, 2004 TO: Little Rock School District Board of Directors FROM: Lucy Neal, Director Technology and Media Services John Ruffins, Director Computer Information Services THROUGH: Dr. Roy Brooks, Superintendent Title/Subject Summary Objectives Expected Outcomes Population/Location Budget Amount Managers Duration Long Range/Continuation Technology Report  Staff from Instructional Technology and Computer Information Technology have moved to the new Technology Center on the campus of Metropolitan Career and Technical Center.  Technology training for teachers will be held every day the last two weeks in July in the training rooms at the new Technology Center. These classes are funded through the EETT (Enhancing Education Through Technology) grant. All classes are full.  We have received notification from the organization that administers the E-rate program that $1.1 million in program funds have been released to Alltel for our telecommunications costs for 2002-2003. Alltel will then reimburse us this amount. These are funds we applied for in January 2002.  Technicians are spending every day in the schools getting machines ready for the return of teachers and students. All district computers are being checked for the lasted virus protection and system updates. 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 June 25, 2004 - July 22, 2004 Technology Plan is approved from 2003-2006. f..l, m\n,, V, 0 z z mrn ~ z C) m V, '?\" ...,s c \n,, a, nc ::c VJ \u0026gt;z Vim mv,  V, ~ V, 5 !B 0~ r-m a, VJ C V, m V,\ng~ g~ ~::c V, 0 V, 0\n,, rm O\n-gril\n,,Z -\u0026lt;z C) !D :I: z .C.. . m V, To: From: LITILE ROCK SCHOOL DISTRICT OFFICE OF SCHOOL SERVICES 810 WEST MARKHAM STREET LITILE ROCK, ARKANSAS Little Rock School District Board of Directors Roy G. Brooks, Ed.D~ Superintendent of Schools Prepared by:'{sadie Mitchell, Ed. D. Associate Superintendent - School Services Subject: Date: School Opening/Closing Committee School Opening Progress Report Thursday, July 22, 2004 The School Services Division, along with all other departments in the district, is working collaboratively to ensure that the schools are prepared to open their doors for our children on Thursday, August 19. A School Opening/Closing Committee comprised of a representative from each department meets every Wednesday at 1 :30 P.M. in the boardroom to discuss critical issues and make decisions regarding school opening. An oral report will be presented so that board members will be well informed about activities being implemented prior to the first day of school. The appropriate staff will be available to answer questions. The following topics will be shared: a) Start-Up Dates and Times b) Summer School c) Student Assignment and Registration d) StaffDevelopment e) Staffing for Certified and Non-Certified Employees t) Status Report on Assistant Principals g) Status of Facilities h) New Four Year Old Classrooms i) Supplies, Materials, Equipment, Books If you have additional questions, please contact Sadie Mitchell at 447-1133. \u0026gt; r\u0026gt; \"0 m\n,\n:, ~ zz ,m... n $\nz C\u0026gt; m u, :.,,s C: .\n,\n, a, n c: :z: U\u0026gt; 1:\nz m~ ' U\u0026gt; ii: u, 5~ o\u0026lt; .... ~ a, u, C: gi u, ?' I: 0 C: !!l ..\u0026gt;..,, z C\u0026gt; ?' I: z .C..:. m u, School Opening Progress Report 2004-2005 Thursday, July 22, 2004 5:30 P.M. Start-Up Dates and Times All building principals are back on contract Assistant principals will return Monday, July 26 Teachers return on August 11 (EYE -August 2) Students return on August 19 (EYE -August 9) Summer School Summer school ends July 22. Summer school for middle school students is held at Forest Heights Middle School. Ms. Regina Ezell is principal. Forest Heights Middle School has an enrollment of 369 students. 285 students received tuition waiver 84 students paid Summer school for high school students is held at Hall High school. Mr. Jerome Farmer is principal. Hall High School had an enrollment of 396 students the first session and 564 the second session. 549 students received tuition waiver 347 students paid Student Assignment and Registration 1. \"Check-In\" dates are scheduled at each school site August 5 th from 10:00 A.M.- 7:00 P.M .. and August 6th from 8:00 A.M. - 5:00 P.M. School starts Thursday, August 19th. 2004. 2. Extended Year Elementary Schools (Cloverdale, Mabelvale, Mitchell, Stephens, and Woodruff) will hold \"Check-In\" from 10:00 a.m. - 7:00 p.m. on July 28 th and 29th . EYE schools' first day of class will be August 9 th  3. New P4 Classes Additional P4 classes have been created as a result of increased state funding for early childhood education. Classes were added at Brady, Chicot, Dodd, Forest Park, Fulbright, Jefferson, Mabelvale, McDermott, Otter Creek, and Terry. Head start Four Year Old classes were converted to LRSD P4 classes at Meadowcliff, Wakefield, and Washington. Approximately 1100 Four Year Olds have been assigned to classes as ofJuly 15th with 150 district-wide vacancies now available. Families with Four Year Olds may continue to register in the Student Registration Office at 501 Sherman. 4. LRSD Student Assignment Committee Three (3) Community Forums are scheduled: Tuesday. July 20th Little Rock Neighborhood Resource Center 3805 W. 12th Street Little Rock, AR 72204 6:00- 7:30 Thursday, July 29h Dee Brown Library 6325 Baseline Road Little Rock, AR 72209 6:00- 7:30 Tuesday, August 10th LRSD Board Room 810 West Markham Street Little Rock, AR 72201 6:00- 7:30 r..\u0026gt;, m\n,o en 0 z z m,... n :::c ~ C) m en .,. ..,s C: .\n,o a, nc: :::c en ~mrzn ' en ~en ::cm 8~ r-m a, en C: en m en ?' ii: 0 C: ~ ..\u0026gt;..,, z C) .,. :c \u0026gt;\n,o no .... C: oz::z:! .. m ~.., ~=l ~,... m\n,o en ?' ii: z C...:. rn Staff Development {Attachment A \u0026amp; B) Training for Principals - July 26-29 Quality Foods \u0026amp; Greater Second Baptist Church August 9 - Orientation for new elementary teachers August 10 - Orientation for new secondary teachers Training for Teachers - Building-level staff development on August 11 Special sessions on August 12 - 13 Staffing for Certified and Non-Certified Employees (Attachment C) Assistant Principals Central High School - recommendation coming to the board Fulbright Elementary School - pending Otter Creek Elementary School - pending McClellan High School- interviewing Status Report on Assistant Principals (Attachment D) ( see attachment) Status of Facilities {Attachment E) Trailers to be moved in preparation for additional classrooms: Two doublewide trailers to support adding a PreK, Kindergarten and third grade classroom to Fulbright completed Two doublewide trailers to support adding one second, third and PreK classroom to Terry completed One doublewide trailer to support adding a second and PreK classroom to Chicot One doublewide trailer to support adding a third and PreK classroom to Forest Park One trailer to support eliminating a split class at Dodd completed Wakefield will be moving into the new facility on Friday, July 23. Mitchell will be moving to Badgett Elementary School after Wakefield has vacated the building. New Four Year Old Classrooms (Attachment F) ( see attachment) Supplies, Materials, Equipment, Books Fifth, sixth and ninth-twelfth grade \"health\" books Sixth-twelfth grade \"Family and Consumer Science\" books Computers are being ordered from the technology bond money by Lucy Neal for schools adding teachers. f) .,, m\n,c (J\u0026gt; 0 z z ,m.... n :,: ~ c\n, m (J\u0026gt; .,,. ..,s c:\n'\n,ca, nc:: :,:V\u0026gt; ~% m~ ' (J\u0026gt; ~(J\u0026gt; 5!ll 0~ r-m a, (J) c:: (J\u0026gt; m (J\u0026gt; !I' I: 0 c:: ~ ..\u0026gt;..,, z c\n, !I' I: z c..:.:. m (J\u0026gt; Attachment A Teachers' Professional Development Schedule August 2 through August 14, 2004 On April 15, 2004, a district-wide planning meeting was held with representatives from the School Services Division and the Curriculum and Instruction Division to plan and coordinate efforts for our teachers' professional development opportunities for the pre-school professional development days and for the school year. The representatives diligently worked all day to coordinate a teacher professional development calendar that would maximize the designated professional development days for district and building use, and that would address the needs of teachers in this district. After much discussion, it was decided that the primary emphasis for the preschool professional development would be on strategies and techniques that would facilitate improved student achievement and teaching in the areas of math, literacy, and science. Attached is a calendar that outlines the specific days when professional development will be observed by our teachers in this district for both regular schools and the extended year schools. Little Rock School District 2004-05 Pro/essional Development Dates Type of Professional Development August 2, 2004 A.M.-Campus Level P.M-District Level-Division of Exceptional Children Issues August 3, 2004 Literacy Summit (EY) August 4, 2004 Campus Level (EY) August 9, 2004 New Teacher Orientation (Elementary Teacllers) /RC August 10, 2004 New Teacher Orientation (Secondary Teacl,ers) /RC August 11, 2004 A.M.-Campus Level P.M.-District Level-Teleconference August 12, 2004 District Level * see attacl,ment August 13, 2004 District Level * see attacllment AUf!USt 16, 2004 Campus Level August 17, 2004 Campus Level September 24, 2004 District Level (EYE) Content Specific October 1, 2004 Elementary-District Level Secondary-Campus Level October 11, 2004 Parental Involvement (EYE) Campus Level October 22, 2004 Parental Involvement Campus Level November 4, 2004 AEA/Joint Conference/ District Level \u0026gt; fl \"'0 m\no ~ z z .m.... (\") ~ C') m (J) :..,s C: \no a, (\") C: :r (J) ~z m~ ' (J) ~(J) 5!ll o\u0026lt; ..... ~ a, (J) C: (J) m (J) !Ji :I: 0 C: .~., z C') !Ji :I: z .C..:. m (J) November 5, 2004 AEA/Joint Conference/ District Level March 25, 2005 Campus Level April 15, 2005 Campus Level {EYE) June 29, 2005 Campus Level (EYE)  EYE - Extended Year Schools.  District Level-Professional Development will be provided by the dislrict.  Campus Level-Professional Development will be provided by the local campuses. Principals' Leadership Institute July 26-29, 2004 Attachrent B As the district focuses on six primary standards for effective leadership this year, every effort will be made to connect the district's professional development for principals and assistant principals to the six standards as listed. 1) Instructional Leadership 2) Organizational Leadership 3) Management Leadership 4) Community Leadership 5) Ethical Leadership 6) Environmental Context Leadership The topics that will be addressed at the July Institute were determined at a district-wide planning meeting held on April 15, 2004, where personnel from the Curriculum and Instruction Division and the School Services Division met all day to identify critical topics and needs for both teachers and administrators. The needs for principals were captured in a survey that was administered to principals in order to ascertain their input. The topics that will be addressed throughout the year have been identified by the building leaders as critical to their professional development, instructional competency, and professional growth. Other topics that will be addressed this year are as follows: Motivating the Staff/Faculty to Maximize Performance Using the Palm Pilot to Monitor the Classroom Walk-through Dealing with Difficult People: Leadership Skills and Interoffice Difficulties Data Analysis and Review: A Closer Look at 2004 Benchmark Results Managing and Dealing with the Difficult Parent (Dr. Todd Whitaker) Instructional Strategies Follow-up Session with Dr. Marcia Tate De-escalating Incidents and Difficult Situations Assessing the Professional Growth Plans: Year II Managing and Investigating Incidents and Allegations with Confidence Preparing for the Arbitration and Grievance Hearing What Every Leader Needs to Know: Student Due Process and IDEA No Child Left Behind Update Using the PTAS Rubrics to Score Teaching Performance Understanding the Context for Leadership: My Leadership Style First Things First: Time and Stress Management Leading, Supporting, and Assessing Reading and Writing Practices Managing the High-Dollar School Budget and Financial Resources \u0026gt; .f.\u0026gt;, m :a is zz ,m... n I C) m u, :.,,s c ::a tD nc ::c UJ 1\nz mrn . u, ~ u, :cm 8~ r-m tD UJ C u, m u, !J' I: 0 C .~,, z C) !J' I: z C.. . rn Tentative Principals' Leadership Institute 2004-05 Calendar DATE SESSION CATEGORY FACULTY LOCATION TIME July 23 , 2004 Safety \u0026amp; Management Robert Jones Washington Security and Margo Magnet 8:30- 10: 15 Health Issues Bushmiaer Discussion 10:30- 3:30 on-Title I Instructional Leon Adams Washington (pre-registered Schools and Leadership Lionel Ward Magnet slots of time) ACSIP Computer Labs Training Management July 26, 2004 A Discipline Instructional Dr. Linda Quality Foods Model: Leadership Watson 8:00-4:00 Aggression Replacement Organizational Dr. Sara Training Leadership Salmon, Trainer \u0026amp; Management Consultant Breakfast Served Leadership (7:30 - 8:00 A.M.) July 27, 2004 What Every Instructional Dr. L. Watson GSBC Leader Needs Leadership Barbara 8:30- 12:00 to Know: Due Barnes Process of Organizational Students \u0026amp; Leadership IDEA 1:00-4:00 Latest Changes Environmental GSBC and State Context Updates with Leadership Janinne NCLB Riggs, Breakfast served Arkansas (7:45 - 8:20 A.M.) Dept. of Education July 28, 2004 Understanding Instructional the LRSD Leadership 8:30 - 4:00 Curriculum and Test-Data Breakfast served Review (7:45 - 8:20) July 29, 2004 PN Instructional Agreement: Leadership 8:30 -12:00 Teacher Policy Review and PTAS Organizational Leadership 1:00-4:00 Strategically Management Planning for Leadership the Year with Breakfast served Your School (7 :45 - 8:20) Team Dennis GSBC Glasgow Dr. Ed Williams Beverly GSBC Williams Dr. L. Sain Dr. Sain GSBC Dr. Mitchell Dr. Price Dr. Lacey Mrs. Jones \u0026gt; !\"\u0026gt; \"ti m\n:o ~ zz ,m... n i\nz C'l m V, :.,s c\n:o a, nc ::c V, l'\n2 mm ' V, V, V, nm ::C\n:o 0\u0026lt; oc5 r-m a, V, C V, m V, !JO I: 0 C V, --\u0026lt; ..\u0026gt;,,,, z C'l .,,.~ \u0026gt;\n:o no --\u0026lt;c 5z::z:! .. m ~i \"0::1 ~,... m\n:o V, !JO I: z C -m-\u0026lt; V, AttachrEnt C '54..n Individual Approach to a World if Knowledge\" July 15, 2004 To: Sadie Mitchell, Associate Superintendent for School Services Frnm~everly Williams, Di,ectm ofHuman Resources RE: Vacancies The table below reflects all vacancies in the schools that the Human Resources Department is aware of as of 11 :00 a.m. today. Obviously with most elementary principals just returning from vacation this week, job offers / recommendations are just now being made. The positions below reflect openings that the HR staff has not received recommendations for hire and thus cannot declare the position as filled. I hope this information is of assistance to you. Areas Number of Vacancies Elementary Art 2 Counselor Music 2 Classroom 1-5 20 Kindergarten 2 GIT 1 Literacy Coach 2 Reading 2 Total Elementary 32 Secondary Physical Education English 7 Science 2 Physics Spanish 5 Total Secondary 23 Special Education 23 Nurse 1.5 Security Officer 5 Aide (Instructional/Special Educ.) 24 District Total 53.5 GRAND TOTAL FOR DISTRICT 108.5 There are other positions open as well as for administrators, secretaries, custodians, and maintenance workers. C: HR Staff 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.org 501-447-1000  fax: 501-447-1001 Attachrent D Assignment of Assistant Principals In an effort to examine how other neighboring or large school districts determine the employment of assistant principals to schools, we conducted research efforts via phone interviews. District representatives were asked to discuss to what extent they comply with state and orth Central Accreditation (NCA) standards in hiring and placing assistant principals in their elementary and secondary schools. Attached are the results of what we learned about how schools determine the employment of assistant principals. You will also find below the state, NCA, and LRSD guidelines for the employment and placement of assistant principals in schools. State Standard  A school with an enrollment exceeding 500 students will employ a full-time principal and at least one of the following: 1)  time assistant principal or 2) instructional supervisor or 3) curriculum specialist North Central Association (NCA)  An elementary or secondary school with over 250 students will employ a full-time principal.  An elementary school with over 800 students shall employ a  time assistant principal.  Middle schools that have over 500 students shall employ a  time assistant principal.  A secondary school that has over 1,000 students shall employ a full-time assistant principal. Little Rock School District  An elementary school with over 500 students will receive a full-time assistant principal. However, some consideration is given to schools with special program needs (i.e., CBI, TAP).  Middle schools traditionally have received two assistant principals regardless of their enrollment size. A middle school that has a population exceeding 700 students will receive an additional half-time assistant principal who is a part-time teacher in the building. However, some consideration is given to schools with environmental or special programming needs in placing additional assistant principals.  For every 350 students, a high school receives an assistant principal. However, some consideration is given to schools with environmental or special programming needs in placing additional assistant principals. \u0026gt; !.,\",' m ~ z z ~ C') ::,: ~ C') m \"' :..,s c  ::ca, nc :,:en \u0026gt;z mm m. u\",' ~\"' :,:m 8~ r-m a,\"' C \"m' \"' !JI I: 0 C ~....,, z C') .,,.~ \u0026gt;::C no -\u0026lt;c oz::z:! .. m ~.,, ~.... !I:! .... ,-m ~ !JI I: z C... . m \"' School Contact Person Standard Current Additional District Compliance Practice on Information on Hiring APs Hirin!:! APs Rogers Dr. Jane Wesson, Used to Present Twelve of School HR Director employ the accountability their 13 District state standard, and demands elementary but the on school schools have a expanding role principals full-time of the principal forced the principal. The caused the district to middle district to place full- schools have 2 abandon. time assistant assistant principals in principals. the buildings. Van Buren Mr. Lonnie Complies with K-6-The The district School Myers, Assistant the state district has basically District Superintendent regulation embraces the hired only. The Teacher additional elementary Advancement personnel that schools only Program and support have a full- encourages teaching and time principal. more faculty learning. support employment At the two than middle schools administrator (500 students), employment. they do have an assistant Junior High - principal. Curriculum Design At the two Coaches were junior high employed to schools (700 support the students), they curriculum have an and assistant instruction principal. efforts. High schools (1,150 students)- The district employs three APs. Fort Smith Dr. Johnny Complies with Of the 19 School Owens, Deputy the state elementary District Superintendent standard but schools, only looks at other 6 schools factors/formula have an AP. (i.e., socio- At the junior economic high (600- factors, ESL 800 students, enrollment), enrollment, \u0026amp; two assistant mobility). We principals. use a formula At the two to determine high schools, the assignment they have of additional three assistant assistant principals. principals. Springdale Mr. Hartzell Uses the state Currently, all School Jones, Deputy standard as a of their District Superintendent .. mm1mum elementary guideline in schools (500- assigning 700 students) assistant have an AP. principals. The two middle schools (close to 1,000 students) have two APs. The three junior highs (700-800 enrollment) have two APs. The one high school (2, 800) has one AP. Each year, the district examines the needs of schools, enrollment, and the resources to determine the assignment of an AP. Other factors such as teacher evaluation, school accountability, safety, special education monitoring and compliance, and NCLB demands warranted an AP in most of their schools regardless of the enrollment. \u0026gt; f) .,, m :a is zz m,.... n ~ C) m en :.,,s c::: \nt,a:J nc::: :z: en \u0026gt;z enm men  en ~ en 6 !B 0~ r-m a, en c::: en m en !I' E 0 c::: e..n.. ..\u0026gt;..,, z C) ~~ \u0026gt;\nic no -\u0026lt;c::: oz:z:! .. m t.,~,~ ~m r-\n,c en !I' E z c..:.::. emn Benton Mr. Dan Jordan, Complies with This year, the one School Assistant state district will District Superintendent of regulations but hire an AP Personnel/Student this past year, for the 4 Services two APs were elementary hired to work schools who half day in two will serve as assigned AP half day elementary and as a schools. The curriculum secondary coordinator schools have 2 for a half day. APs. Pulaski Mrs. Susan Does not At the The district County Alford, comply with elementary believes it Special Administrative the state level, a does better School Assistant regulations school with than the state District because of the an enrollment standard. small between 325- enrollment. 600 gets an AP. Regardless of enrollment, the If it exceeds secondary 600, the schools will school gets an have an AP. additional AP. At the secondary level, they all have one AP. Schools with 500-899 enrollment will have an additional AP. A school that exceeds 900 will get an additional AP. North Mr. Danny Reed, Uses the state No specific Little Rock Administrative andNCA rubric or School Director of standards as written District Personnel/Special the minimum guidelines are Services requirement\nestablished. however, some The district of your smaller places APs schools under based on 500 enrollment special do have AP. program needs, size, and school improvement status. Special program needs and school improvement status may affect the placing of additional assistant principals in some schools. \u0026gt; r, \"0 m\n,c Cl) 0 z z I!! n ::c ~ C) m Cl) :.,s c \n,c CD nc :CC/) \u0026gt;z \"m'm\"'  Cl) ~Cl) :cm 8~ r-m CD Cl) C ~ Cl) !XI\nI: 0 C C_l,) ..\u0026gt;,,,, z C) !XI\nI: z C_ , m Cl) School HIGH SCHOOLS Central Fair Hall McClellan Metro Parkview MIDDLE SCHOOLS Cloverdale Dunbar Forest Heiqhts Henderson Mabelvale Mann Pulaski Heiqhts Southwest ELEMENTARY Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Sprinqs Gibbs Jefferson Assistant Principals Little Rock School District Enrollment Present October 1, 2003 2111 2424 1023 1149 1327 1392 1006 1046 1131 1132 791 708 757 799 781 711 663 661 654 647 868 882 725 705 519 529 325 328 298 281 606 633 338 327 501 512 485 477 382 351 205 216 206 181 347 387 384 376 503 560 314 290 314 311 403 423 FTE's 6 3 4 4 0 4 1 3 2.5 2.5 2 2 3 2.5 2 1 1 1 School Enrollment October 1, 2003 King 584 Mabelvale 249 McDermott 371 Meadowcliff 327 Mitchell 255 Otter Creek 452 Pulaski HeiQhts 285 Rightsell 292 Rockefeller 393 Romine 277 Stephens 547 Terry 514 Wakefield 347 Washington 466 Watson 497 Western Hills 296 Williams 461 Wilson 283 Woodruff 257 Present FTE's 611 1 235 385 312 181 524 290 217 462 1 333 475 1 583 1 395 574 1 469 263 465 1 270 202 \u0026gt; r..,, m\n,o Cl) 0z z m r(\") :z: ~ G') m Cl) :.is C: .\n,o CD (\") C: %Cl\u0026gt; \u0026gt;z cnm mcn  Cl) \"\u0026lt;\"'\u0026gt;\"m' :Z:\n,o 0\u0026lt; 0\u0026lt;'5 r- m CDCI\u0026gt; C: Cl) m Cl) ?\u0026gt; :\u0026lt; \u0026gt;::O \u0026lt;\"\u0026gt;0 ... C: 5z::z::! .. m .~., I..:. ! ... .... ~ Cl) !D 31: z .C..: m Cl) Attachrent E Directorate of Facility Services, 3601 S Bryant, Little Rock, AR 72204 To: Dr. Sadie Mitchell, Ed. D. Associate Superintendent, School Services From: Douglas Eaton Director, Facility Services Subject: School Update Date: 7/15/04 Attached is an update of significant activities in preparation for the 04-05 SY. For clarification, notes: stating \"no work\" refers to schools with no capital projects, \"general cleaning\" refers to normal custodial preparation, \"gym\" refers to floor refinishing. If you have any questions, please let me know. ls/Doug SENIOR HIGH SCHOOLS SITE SCHOOL 1 CENTRAL Construction ongoing, 2/3 cent flr, gym complete late summer, start 1st flr S 8 J.A FAIR Construction complete, finishing details, gym flr refinish\n7/15-7/18 2 HALL No construction, general cleaning , gym refinish 7/9-7/10 12 MCCLELLAN Construction onaoing, complete late summer, resurface park lot, early fall, gym floor done 5 PARKVIEW Construction onQoina, comp fall, gym refinish 7/18-7/22, paint bid late fall, resurface park lot 4 METROPOLITAN Construction complete. Doino details, general cleaning MIDDLE SCHOOLS 15 CLOVERDALE No construction, Qeneral cleaninQ 7 DUNBAR Construction ongoinQ, media center comp. late summer, gym done 9 FOREST HEIGHTS No construction, general cleaning, gym refinish 7n-7!8 13 HENDERSON No construction, install lockers early fall, gym done, general cleaning 16 MABELVALE No construction, gym done, general cleaning, movinQ portables, resurface parking lot summer 3 MANN No construction, minor details finish up, general cleaninQ. 10 PULASKI HEIGHTS Construction onaoina, media center comp. late summer, gym done 11 SOUTHWEST Construction onaoina, complete late summer, gym 7/11-7/14 ELEMENTARY SCHOOLS 19 BADGETT Moving Wakefield staff out/Mitchell in 17 BALE No work general cleaninQ 22 BASELINE Construction ongoing, complete late summer 6 BOOKER Construction replacing gym roof, complete July 04 18 BRADY Construction ongoing, new add complete late summer, room hvac/ceilings ongoing to early fall 21 CARVER no work aeneral cleaning 28 CHICOT Exterior construction complete, insulation complete late summer. Ins portable, fire alarm uDQrade 31 CLOVERDALE No work Qeneral cleanina 32 DODD No work Qeneral cleanina. Install portable, uDQrading fire alarm 23 FAIR PARK No work general cleaning, start design for bond projects 24 FOREST PARK No work general cleaning, installing portable 25 FRANKLIN No work general cleaning 48 FULBRIGHT No work aeneral cleanina, installina portables 26 GARLAND No work aeneral cleanina 37 GEYER SPRINGS No work Qeneral cleaninQ 27 GIBBS No work general cleaning , start design bond project 30 JEFFERSON No work general cleaning 35 KING No work general cleanina 46 MABELVALE No work aeneral cleanina, uparadinQ fire alarm 20 MCDERMOTT No work Qeneral cleaninQ, uDQrading fire alarm 33 MEADOWCLIFF No work Qeneral cleaning, start design bond project 34 MITCHELL Construction ongoing for remediation, complete late summer 50 OTTERCREEK No work general cleaning 38 PULASKI HEIGHTS Construction ongoing, complete late summer, except parking lot. 39 RIGHTSELL No work aeneral cleanina 36 ROCKEFELLER No work aeneral cleanina 40 ROMINE No work Qeneral cleaninQ 47 TERRY No work general cleaning, installing portables 51 WAKEFIELD Construction ongoing, to be open early August 42 WASHINGTON No work general cleaning, upgradina fire alarm 52 WATSON No work aeneral cleanina 29 WESTERN HILLS No work aeneral cleaning, upQrading fire alarm 43 WILLIAMS Finishing construction detail list. Resurface park lot. 44 WILSON No work general cleaning 45 WOODRUFF No work general cleaning 14 ALT LEARNING CTR. No work general cleaning 7/17/2004 SCHOOLS \u0026gt; r, \"ti m\na :g z z m r n $\nz C) m en :.,,s c\na a, n c: ::c en ~z mUl ' en !!l en 5!:l o\u0026lt; rhi a, en C: en m en !Jl !I: 0 C: !!l ..\u0026gt;..,,,, z C) !Jl :i::: z .C...:. m en ATTACHMENT F July 15, 2004 TO: Sadie Mitchell, Ed. D. Associate Superintendent - School Services FR: Krista Underwood - Director - Early Childhood RE: Report on Expansion of the Pre-K Program Please see attached chart for additional information. Schools Approved for Funding by ABCSS (First group of schools shown on the chart) In the seventeen schools which were approved for funding, the district had hoped to open twelve (12) new Pre-K classrooms in the following schools: Baseline (1 new classroom) Brady (1) Chicot (2) Cloverdale (1) Dodd (1) Mabel vale( 1) Stephens (1) Wakefield (1) Washington (2) Wilson (1) On the chart, the number of potential classrooms to be added is shown in column E: # added classrooms. After working with student registration and trying to project the level of interest in the community, of the twelve potentially new classrooms, the district decided to open seven (7) new classrooms in the following schools: Brady, Chicot (1 classroom only), Dodd, Mabelvale, Stephens, Wakefield, Washington (1 only) On the chart, these numbers are shown in column H: # classrooms adding. The district also decided to \"hold\" or delay opening new classrooms in the following schools until there was more assurance we would have students to fill the classrooms: Baseline, Cloverdale, Chicot (1), Washington (1) and Wilson On the chart, these numbers are shown in column I:# classrooms holding. Schools Eligible but Not Approved for ABCSS Funding (Second group of schools on the chart) The district decided to hold opening new classrooms in the non-funded schools except for Meadowcliff and Otter Creek. See justification for Otter Creek below. Schools Not Eligible for ABCSS Funding (Third group of schools on the chart) Because of the level of demand for Pre-K classrooms in these schools (Fulbright, Jefferson, Terry, Otter Creek, McDermott, and Forest Park), the district decided to open one additional classroom ( 6 total) in each of those schools. These schools are shown in the last group of schools listed on the chart. Even though these schools were not eligible for funding, it was the decision of the district to divert district funding that would be the source of funds for the seventeen funded schools to expansion of the Pre-K classrooms in these schools. All of the procedures and activities for opening the 12 new classrooms are currently in motion. \u0026gt; .f.l, m\na en 0 z z ,m.... C'l ::c ~ C\u0026gt; m en :..,:s c \na a, nc ::c en l\nz mUl ' en !!l en :cm 0~ 0\u0026lt;\"5 r-m a, en C gi en !\"' I: 0 C ~ ..\u0026gt;..,, z C\u0026gt; !\"' 3r:: z .C.. . m en School # #Pre # PreK Funding # Kinder K Clsrm added 2004-05 Status clsrms clsrms classes now classrooms adding holding 1 Bale 3 2 0 2 ApproYed 0 0 2 Baseline 2 2 l 3 ApproYed 0 l 3 Brach- 3 1 1 2 AooroYed i 0 4 Chicot 5 2 2 4 ApproYed 1 l 5 CloYerdale 4 2 1 3 AooroYed 0 1 6 Dodd 2 l 1 2 ApproYed 1 0 7 Fair Park 2 2 0 2 AoorO\\ed 0 0 8 Franklin 3 ., 0 3 ApprO\\ed 0 0 9 King 5 4 0 4 ApprO\\ed 0 0 10 MableYale 2 l l 2 ApproYed l 0 11 Mitchell i -t- G G ApproYed G 0 12 Rockefeller 3 4 0 2 AooroYed 0 0 13 Stephens 4 3 1 4 ApprO\\ed l 0 14 Wakefield 3 l 1 2 AooroYed l 0 15 Washington 5 3 2 5 Approyed l 1 16 Watson 4 2 0 2 ApproYed 0 0 17 Wilson 2 l 1 2 AoproYed 0 l 18 Woodmff (ABC) 2 2 0 2 Appro,ed-Renewal 0 0 TOTAL 54 35 12 44 7 5 19 Can-er 4 0 l l Not AooroYed 0 l 20 Gever Sorine:s 3 2 1 3 Not Approved 0 1 21 Meadowcliff 3 l 1 2 Not Appro\\'ed l 0 22 Otter Creek 4 l l 2 Not AooroYed l 0 23 Riuhtsell (ABC) 2 2 0 2 Not AooroYed 0 0 24 Romine (ABC) 3 2 1 3 Not Aooroved 0 1 25 Western Hills 2 1 l 2 Not ApprO\\ed 0 1 TOTAL 21 9 6 15 2 4 26 Booker 5 0 0 0 Non-elig 0 0 27 Forest Park 3 l 1 2 Non-elie: l 0 28 Fulbright 4 l l 2 Non-elig l 0 29 Gibbs 2 0 0 0 Non-elie: 0 0 30 Jefferson 2 l 1 2 Non-elig 1 0 31 McDermott 3 1 1 2 Non-elig 1 0 32 Pulaski Heights 2 1 0 1 Non-elig 0 0 33 Tem 5 1 1 2 Non-elig 1 0 34 Williams 3 0 0 0 Non-elig 0 0 TOTAL 29 6 5 11 5 0 TOTAL 104 50 23 70 14 9 DATE: TO: FROM: THROUGH: Re: LITTLE ROCK SCHOOL DISTRJCT 810 WEST MARKHAM LITTLE ROCK, ARKA SAS July 22, 2004 Board of Education ~ Beverly Williams, Director, Human Resources Dr. Roy Brooks, Superintendent of Schools Perso1U1el Changes It is recommended that the following perso1mel changes be approved at the indicated positions, salaries and classifications. In accordance with A.C.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 are considered intern teachers. \u0026gt; :.,,s c  ::a to nc :z: V, i'\nZ m~  V, ~ V, :z:m g~ r-m to u, C V, m V, !:D 31: 0 C ~ ..\u0026gt;..,, z Cl .r.\u0026gt;, z \u0026gt;z n ~ V, ~~ ~p co \u0026lt;- V, ocZ\na Cl z::a\ncm .~.... ~::a\n:,,\nu, -~~----------- Personnel Changes Page 2 July 22 , 2004 NAME Alexander, Reba Reason: Contract Ended Andrews, Ashley Reason: Contract Ended Bartholorne\\\\, Roseleta Reason: Contract Ended Beggs, Melinda Reason: Contract Ended Birtcher, James Reason: Contract Ended Berry, Laura Reason: None Given Blalock, Kellie Reason: Leaving City Bledsoe, Fred Reason: Contract Ended Botner, Janice Reason: Retired Brandt, Nancy Reason: Retired POSITION SCHOOL START DATE END DATE SALARY CLASS Resignations/Terminations Certified Emplovees Cosmetology 9-29-03 1-05 METRO. 6-1-04 TCH950 Elem. Tutor 2-16-04 1-01 BALE 5-28-04 TCH925 Alt. Skills 10-8-03 1-04 ACC 5-28-04 TCH925 English 1-20-04 4- 19 CE TRAL 5-28-04 TCH925 Law Enforcement 9-8-03 1-13 METRO. 5-28-04 TCH925 Special Ed. 8-7-02 5- 15 FRANKLIN 7-2-04 SPE925 Elem II 8-7-03 1-02 GEYER SPRINGS 7-1-04 TCH925 Art 1-20-04 1-01 MCCLELLAN 5-28-04 TCH925 ElemV 8-18-80 4- 19 MCDERMOTT 5-28-04 TCH925 Librarian 8-24-78 6-2 1 WESTERN HILLS 5-28-04 C L950 ANNUAL SALARY 33506.00 30040.00 32350.00 54561.00 42729.00 51154.00 30617.00 30040.00 49737.00 54700.00 Personnel Changes Page 3 July 22 , 2004 NAME Brown, Carleton Reason: Contract Ended Brown, Verlyn Reason: Contract Ended Brown, William Reason: Contract Ended Burgess, Karen Reason: Retired Cain, Mruy Reason: Contract Ended Carter, Arre! Reason: Contract Ended Cherepski, Donald Reason: Contract Ended Christensen, Kevin Reason: Contract Ended Crossley, Demetria Reason: Contract Ended Davis, Lavera Reason: Retired Delozier, Mary Gail Reason: Retired POSITION SCHOOL English CE TRAL Elem. Tutor FAIR.PARK Math CE TRAL Elem Il MEADOW CLIFF ElemV GEYER SPRINGS Special Ed. ALC Leaming Skills MCCLELLAN Economics CE TRAL Math START DATE END DATE 1-20-04 5-28-04 2-23-04 5-28-04 9-10-03 5-28-04 8-21-78 5-28-04 1-20-04 5-28-04 2-9-04 5-28-04 9-24-03 5-28-04 9-29-03 5-28-04 2-13-04 CLOVERDALE MID. 5-28-04 Voe. Bus. 7-30-98 HALL 6-16-04 Elem I 8-21-73 FAIR.PARK 5-28-04 SALARY CLASS 4-01 TCH925 1-10 TCH925 2-12 TCH925 3-18 TCH925 1-04 TCH925 1-06 SPE925 6-11 TCHl0 1-02 TCH925 1-04 TCH925 5-20 TCH10 4-19 TCH925 ANNUAL SALARY 34575.00 35711.00 43095.00 47294.00 32350.00 34661.00 48121.00 30617.00 32350.00 52205.00 49737.00 \u0026gt; :..,s c \no CD C'\u0026gt;C ::c VJ l\nZ mm  VJ !': VJ s~ 0,-m~ CD VJ C VJ m VJ !Jl 31: 0 !:: VJ -\u0026lt; \u0026gt;-n -n z C\u0026gt; 0 -n z \u0026gt;z C'\u0026gt; \u0026gt; r- VJ ~~ :i,_p co o\u0026lt;-\"-' cZ\no C\u0026gt; ~~ ~!f: -\u0026lt;\no\n,,\n\"' Personnel Changes Page 4 July 22, 2004 NAME Dyer, Julie Reason: Contract Ended Fall, Libasse Reason: Contract Ended Farrar, eoma Reason: Contract Ended Ford, Tom Reason: Retired Fornero, Dan Reason: Retired Frasier, Coreen Reason: Retired Gilliam, Jacqueline Reason: Personal Glassco, Belinda Reason: Retired Green, Michelle Reason: Contract Ended Griffin, Kelli Reason: Accepted Another Position Griffin, Valarie Reason: Personal POSITION SCHOOL Elem IV STEPHE s Spanish I CENTRAL Elem Tutor CHICOT ElemV WAKEFIELD Yoe. Data Proc. DUNBAR Elem PE ROCKEFELLER Kindergarten DODD Special Ed. FAIR Elem Tutor BALE Elem I WASHINGTON Elem III MITCHELL START DATE END DATE 1-22-04 6-29-04 1-29-03 5-28-04 2-16-04 5-28-04 8-7-03 5-28-04 7-17-03 5-31-04 8-27-74 5-28-04 8-13-01 5-28-04 8-24-92 5-28-04 2-23-04 5-28-04 8-13-01 7-1-04 8-13-01 6-29-04 SALARY CLASS 1-05 TCH925 1-02 TCH925 1-01 TCH925 4-13 TCH925 5-20 TCHl0 4-19 TCH925 1-14 K925 5-20 SPE925 1-01 TCH925 2-08 TCH925 1-03 TCH925 ANNUAL SALARY 33506.00 30617.00 30040.00 42985.00 52205.00 49737.00 39913.00 57276.00 30040.00 38474.00 28359.00 Personnel Changes Page 5 July 22, 2004 NAME Gurley, Tara Reason: Contract Ended Harder, Melanie Reason: Contract Ended HaITison, Kenneth Reason: Contract Ended Hemphill, James Reason: Contract Ended Hines, Thana Reason: Contract Ended Horne, Wanda Reason: Contract Ended Howard-Klein, Risie Reason: Contract Ended Howse, Marion Reason: Contract Ended Jackson, Marlo Reason: Ce1i. Expired James, Charlotte Reason: Retired Jolmson, Marcus Reason: Contract Ended POSITION SCHOOL Kindergarten STEPHE s Phy. Science FAIR Geometry Leaving City Spanish I MCCLELLAN G\u0026amp;T MEADOW CLIFF Special Ed. HENDERSON Chemistry MCCLELAN Alt. Skills ALC ElemV MEADOW CLIFF Elem IV WATSON Instr. Music MANN START DATE END DATE 8-25-03 6-29-04 1-20-04 5-28-04 1-22-04 5-28-04 11-20-03 5-28-04 8-20-03 5-28-04 2-17-04 5-28-04 8-18-95 5-28-04 10-13-03 5-28-04 8-7-03 7-1-04 8-31-70 5-28-04 4-2-04 5-28-04 SALARY CLASS 1-02 K925 2-03 TCH925 4-18 TCH925 1-06 TCH925 2-05 G\u0026amp;T925 1-04 SPE925 4-08 TCH925 6-21 TCH925 4-08 TCH925 6-21 TCH925 1-0 I TCH925 ANNUAL SALARY 30617.00 32697.00 53061.00 34661.00 35008.00 29409.00 37733.00 60020.00 41507.00 54700.00 30040.00 \u0026gt; :,,s c\n,:,a, oc ::c\"' l\n:\n2 mg) ~' \"\"'' :cm 0~ ,0-\u0026lt;'m5 a,\"' C \"m' \"' !I' :I: 0 C\n--\u0026lt; ..\u0026gt;..,, z C) .r.,, z \u0026gt; z 0 ,)\u0026gt;- \"' ~ ~ 0 c\u0026gt;ro- co'-Z\"-'\n,:, C) z\n,:, 3:::m ~~ --\u0026lt;\n,:,\n:,: \"' Personnel Changes Page 6 July 22, 2004 NAME Jones, Katherine Reason: Accepted Another Position Kesler, Martha Reason: Contract Ended King, Can11elita Reason: Contract Ended Kuhn, Scarlett Reason: Contract Ended Lane, Therese Reason: Leaving City Lark, Wilda Reason: Contract Ended Larkowski, Alm Reason: Personal Larry, Betty Reason: Contract Ended Lee, Canaa Reason: Contract Ended Lockhart, Kelly Reason: Contract Ended Logan, Jacob Reason: Contract Ended POSITION SCHOOL Kindergarten MEADOW CLIFF Librarian START DATE END DATE 8-7-03 6-22-04 8-22-03 CLOVERDALE MID.6-7-04 English 2-23-04 FAIR 5-28-04 Elem III 1-26-04 STEPHENS 6-29-04 Elem. IV 8-13-01 GEYER SPRINGS 7-28-04 Math Coach 9-2-03 DODD 5-28-04 Counselor 8-20-90 ROCKEFELLER 5-28-04 Keyboarding 2-5-04 MABELV ALE MID. 5-28-04 Math 10-20-03 CE TRAL 5-28-04 Pre-Algebra 2-16-04 PUL. HGTS. MID. 5-28-04 American History 9-8-03 MABELV ALE MID. 5-28-04 SALARY CLASS 1-01 K925 1-07 LIB950 4-06 TCH925 1-05 TCH925 1-15 TCH925 1-04 TCH925 4-14 CNL925 4-01 TCH925 2-03 TCH925 1-01 TCH925 1-02 TCH925 ANNUAL SALARY 30040.00 35816.00 39196.00 33506.00 45059.00 29409.00 44035.00 34575.00 32697.00 30040.00 30617.00 Personnel Changes Page 7 July 22 , 2004 NAME McCarther, Geraldine Reason: Retired McDaniel, Yv01me Reason: Contract Ended McPeake, Karen Reason: Accepted Another Position Maher, Donna Reason: Contract Ended Miller, Qwyla Reason: Contract Ended Moore, Janice Reason: Retired Muhanmiad, Khaleelah Reason: Contract Ended Neumeier, Cynthia Reason: Contract Ended Ogden, Marolyn Reason: Retired Oshea, Christine Reason: Contract Ended Pan-, Patricia Reason: Contract Ended POSITION SCHOOL ElemV MCDERMOTT Elem. Ill START DATE END DATE 8-21-89 5-28-04 1-14-04 CLOVERDALE EL. 6-29-04 Libra1ian 8-10-98 ROMINE 6-9-04 Inst. Music 8-25-03 MABELVALE MID. 5-28-04 Special Ed. 3-2-04 M 5-28-04 Elem II 8-24-87 MABEL VALE EL. 6-29-04 Elem IV 1-14-04 STEPHE s 6-29-04 Elem II 1-5-04 MCDERMOTT 5-28-04 Elem II 8-22-77 WILSON 8-7-04 Elem Tutor 3-25-04 WAKEFIELD 5-28-04 ElemV 2-9-04 FAIR.PARK 5-28-04 SALARY CLASS 5-20 TCH925 1-01 TCH925 4-13 LIB950 6-05 TCH925 1-03 SPE925 2-17 TCH925 1-02 TCH925 1-07 TCH925 6-21 TCH925 4-01 TCH925 4-14 TCH925 ANNUAL SALARY 52205.00 30040.00 42985.00 41189.00 31195.00 44879.00 30617.00 32560.00 54700.00 31431.00 44035.00 \u0026gt; :.,,s c \nDID n::c c V, ~z mm ' V, l!l V, :cm 0~ O,..\u0026lt;..m\"'i ID v, C V, m V, !I' I: 0 C\n..... ..\u0026gt;..,, z G) 0.., z \u0026gt;z n \u0026gt; r- V, ~~ ~p co L.. V, ocZ-\nD G) ~~ ~ ~ --t\nD :,:: V, Personnel Changes Page 8 July 22, 2004 NAME Pierce, Lizete Reason: Contract Ended Pugh, Linda Reason: Retired Richardson, Shoutell Reason: Leaving City Robinson, Preston Reason: Contract Ended Scrubbs, Verna POSITION SCHOOL Spanish I CE TRAL Kinderga11en WESTERN HILLS Leaming Skills WILSO Civics HALL Elem ill Reason: Not Returning From BOOKER Leave Sherwood,Sherry Elem III Reason: Retired FAIR PARK Smith, Laura Speech Path Reason: Leaving City MABELV ALE EL. Smith, Michelle Elem II Reason: Contract Ended MCDERMOTT Snider, Adrie1me Elem II Reason: Contract Ended MITCHELL Sutton, Wilma Social Studies Reason: Contract Ended MANN Thom, Ellen Elem IV Reason: Contract Ended RIGHTSELL START DATE END DATE 1-6-04 5-28-04 2-1-80 5-28-04 8-14-95 6-30-04 10-6-03 5-28-04 8-21-89 6-1-04 9-21-87 5-28-04 8-12-99 5-28-04 1-5-04 5-28-04 8-18-03 6-29-03 10-13-03 5-28-04 10-20-03 5-28-04 SALARY CLASS 1-03 TCH925 4-19 K925 5-10 TCHII 6-10 TCH925 2-17 TCH925 1-17 TCH925 62-16 SPE925 1-01 TCH925 1-01 TCH925 1-03 TCH925 3-01 TCH925 ANNUAL SALARY 31195.00 49737.00 45377.00 46966.00 44879.00 43513.00 57384.00 27309.00 27309.00 31195.00 30040.00 Personnel Changes Page 9 July 22, 2004 NAME Thomas, Shauna Reason: Contract Ended Treat, Heather Reason: Contract Ended Walker, Charles Reason: Contract Ended Watkins, Cindy Reason: Contract Ended Watson, Charlotte Reason: Contract Ended Watson, Fredonia Reason: Retired West, Angela Reason: Contract Ended White, Susan Reason: Contract Ended Williams, Kay Reason: Retired Wilson, Edna Reason: Retired Wise, Marshalette Reason: Contract Ended POSITION SCHOOL lnst. Music FOREST HEIGHTS Elem I CHICOT Alt. Skills ALC Spanish I DUNBAR Business Ed. ALC 4 Yr. Old ROCKEFELLER Elem I WILSO Economics FAIR Counselor WILSON Gen. Music WAKEFIELD English HENDERSON START DATE END DATE I 0-15-03 5-28-04 2-2-04 5-28-04 1-5-04 5-28-04 1-14-04 5-28-04 3-29-04 5-28-04 8-27-84 5-28-04 10-20-03 5-28-04 9-26-03 5-28-04 1-21-88 5-28-04 8-24-87 8-9-04 1-12-04 5-28-04 SALARY CLASS 1-10 TCH925 1-01 TCH925 4-08 TCH928 1-16 TCH925 6-04 TCH925 5-20 4YROLD 5-11 TCH925 4-05 TCH925 6-21 C L925 4-18 TCH925 4-04 TCH925 ANNUAL SALARY 39283.00 30040.00 41507.00 42013.00 40034.00 52205.00 42302.00 38041.00 54700.00 53061.00 33532.00  :,,s c::\n:ca:, (\")C:: :z: en i\nZ mill ' en !!l en 6~ o\u0026lt; .... ~ a:, en c:: en m en !I\u0026gt; !I: 0 ~ e..n.. ....,, z (\n) .0., z  z (\") \u0026gt;,... en ~~ :,.~ 00 o\u0026lt;- e-n c::Z\n:c(\n) z\n:c\ni:m ~~ --\u0026lt;\n:c\n,: en Personnel Changes Page 10 July 22, 2004 NAME Withers, Aaron Reason: Contract Ended Williams, Frank NONE NONE POSITION SCHOOL Music ROMINE START DATE END DATE 1-5-04 5-28-04 New Certified Employees Music 8-2-04 MABELV ALE MID. Certified Promotion Certified Transfer SALARY CLASS 1-04 TCH925 6-08 TCH925 Resignations/Terminations Non-Certified Employees Anglin, Elizabeth Nurse 10-18-71 2-15 Reason: Retired MITCHELL 6-29-04 NURSES Briggs, Bobby Custodian 3-6-00 2-15 Reason: Retired FOREST HEIGHTS 7-1-04 CUS12 Corbin, Marquitta Instr. Aide 7-1-02 1-02 Reason: Returning To School FOREST HEIGHTS 5-11-04 INA925 ANNUAL SALARY 29409.00 44655.00 42328.00 42328.00 11425.00 Personnel Changes Page 11 July 22 , 2004 NAME Dwyer,Mike Reason: Contract Ended Fortenberry, Carolyn Reason: None Given Golston, Shawn Reason: Position Eliminated Jennings, Phillip Reason: Leaving City Jones, Shirley Reason: Retired Jordan, Patricia Reason: Retired Hartaway, Amiee Reason: Retired Henderson, Bernice Reason: Retired Hughes, Helen Reason: Retired Perkins, Viola Reason: Retired Moore, Eddie Reason: Retired POSITION SCHOOL Social Worker START DATE END DATE 10-2-01 PUPIL PERSONNEL 6-8-04 Bus Driver 1-29-04 TRANSPORT A TIO 5-19-04 Security Officer 8-11-03 SAFETY SECURITY 7-1-04 Custodian 1-26-01 WILLIAMS 6-3-04 Instr. Aide 8-23-89 WASHINGTO 6-30-04 Instr. Aide 8-28-78 ROCKEFELLER 5-28-04 Child uttition 2-4-98 WILLIAMS 5-28-04 Instr. Aide 8-23-76 ROCKEFELLER 6-30-04 Instr. Aide 9-30-80 MEADOW CLIFF 5-28-04 Child Nutrition 2-19-93 MCDERMOTT 4-21-04 Custodian 7-1-92 PUL. HGTS. MID. 7-2-94 SALARY CLASS 37-20 A 10 2-02 BUSDRV 37-20 A 10 1-03 CUS12 l-10 INA925 l-10 INA925 2-06 FSMGRS 1-10 INA12 1-04 INA185 3-11 FSH550 31-61 CUS12 ANNUAL SALARY 30660.00 12108.00 30660.00 14953.00 14472.00 14472.00 14837.00 18683.00 12513.00 8767.00 22752.00 \u0026gt; :.,,~ C:\nc CD 0 C: :t:m \u0026gt;z mmmm ' m !!l m s~ o\u0026lt; r-i:\\ CD m C: mm m !I' 31: 0 ~ m.... ..\u0026gt;..,, z G) .0., z \u0026gt;z (\") ,\u0026gt;... m ~~ ~p co o\u0026lt;- m- c:Z\nc G) z\nc 3:m ~\n....\nc\n,\nm Personnel Changes Page 12 July 22 , 2004 NAME Siepiola, Amanda Reason: Personal Thomas, Jimmie Reason: Retired Thompson, Lee Reason: Personal Thomas, Deborah Reason: Position Eliminated Tinkle, Betty Reason: Retired Weaver, Nellieann Reason: Position Eliminated Williams, Kimberly POSITION SCHOOL Instr. Aide MABEL VALE EL. Child Nutrition OTTERCREEK Maintenance FACILITY SERV. Instr. Aide GEYER SPRINGS Secretary CENTRAL Instr. Aide STEPHENS Instr. Aide Reason: Returning To School CHICOT START DATE END DATE 9-3-03 6-29-04 8-3-99 5-28-04 3-15-01 7-1-04 8-7-02 5-29-03 8-10-92 7-5-04 1-14-04 6-29-04 9-8-87 8-1-04 SALARY CLASS 1-10 INA925 2-10 FSMGRS 49-05 MAINT. 1-08 INSTRC 39-20 CLKl0 1-10 INA925 1-10 INA925 New Non-Certified Employees Bonner, Ashley Instr. Aide 6-14-04 1-10 ROCKEFELLER INA12 Smith, Margaret Instr. Aide 6-7-04 1-06 ROCKEFELLER INA12 ANNUAL SALARY 14472.00 15009.00 28032.00 19520.00 32544.00 14472.00 14472.00 18718.00 14047.00 aimual 1075.94 prorated Personnel Changes Page 13 July 22, 2004 NAME ONE ONE POSITION SCHOOL START DATE END DATE on-Certified Promotion Non-Certified Transfer SALARY CLASS ANNUAL SALARY \u0026gt; :.,,s C: .\nJ:J CD (\") C: :z:u, \u0026gt;z \"m'mu, . \"' ~\"' 5!ll .o--\u0026lt;i:i CD u, C: gi \"' !I' :I: 0 C: .~...,, z Cl f.\".), z z\u0026gt; (\") ~ \"' ':54n Individual Approach to a LP'orld of Kno1vledge\" TRANSPORTATIO DEPARTME T July 22, 2004 To: Board of Directors From: ~\\~ It\\ Michael Martello, Director of Transportation Through: ~Mark D. Milhollen, Manager, Financial Services Roy G. Brooks, Ed. D., Superintendent Subject: Purchase of School Buses The District established a ten-year cycle to update the transportation fleet for special needs students. Presently, we have eleven ( 11) buses that have been in service in excess of ten years. In order to stay on cycle we need to purchase eight (8) buses for the 2004- 2005 school year. Enrollment at the Alternative Leaming Centers (ALC and Garland) is projected to increase by 25% next year, as evidenced by the Board-approved expansion at the June 24 Board meeting. Three of the eight new buses will be used to transport these students. The total cost of these eight buses will be approximately $480,000. It is estimated that if financed over a seven-year period, the District would have an annual payment of about $83,000. Funding for these buses has already been included in the 2004-2005 Draft Budget. It is recommended that the Board approve the purchase and financing of eight (8) buses and authorize the administration to proceed with the procurement process. 810 \\YJ. 1arkham  Little Rock, Arkansas 72201  ,vww.lrsd.org 501-447-1000  fax: 501-447-1001 !:D ~ 0 C: !!l ..\u0026gt;..,, z Cl 0.., z \u0026gt;z (\") ,.... \"' Date: To: From: July 22, 2004 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Little Rock School District Board of Directors Dr. Roy G. Brooks, Superintendent of Schools Prepared by: Ms. Beverly Williams, Director of Human Resources RE: Dr. Sadie Mitchell, Associate Superintendent for Schools Mr. Mark Milhollen, Manager of Financial Services Memorandum of understanding regarding the vote of the Board on staffing issues I June 24, 2004 After a thorough review of the minutes of the Board meeting held on Thursday, June 24, 2004, it was determined that the consensus of the Board was to approve the following staffing positions: Elementary Teachers 12.0 Elementary Teachers - split classroom 5.0 Elementary Consulting Teachers 15.0 Secondary Teachers 23.9 ALC - Garland 9.5 ALC - Apperson 6.0 Total New Positions from the 71.4 Operating Budget 2004-05 A more detailed breakdown of positions by school is attached for the Board's information. The Board approved the proposed increase of nineteen (19) new Pre-K classrooms contingent upon receipt of ABCSS grant funds from the Arkansas Department of Education. As with any classroom positions, these teachers will only be hired if the number of students requires these additional positions. Adjustments with regard to specific schools and grades may be warranted as the student population shifts throughout the District. It is the recommendation of the Superintendent that the elementary consulting teachers be employed after all the regular classrooms are staffed. It is also his recommendation that the positions at the ALC (both Garland and Apperson) be staffed only after evidence that the enrollment at these sites is sufficient to justify the positions. We are asking at this time for the Board to take action to reaffirm the intent of their consensus vote on June 24, 2004. , I ALTERNATIVE LEARNING CENTER JUNE 30, 2004 SITE # of TYPES of POSITIONS POSITIONS APPERSON 4.0 Teachers 2.0 Paraprofessionals Sub Total 6.0 - GARLAND 1.0 Assist. Principal/Director 1.0 Secretary 0.5 PE Teacher 1.0 In-School Suspension Teacher 1.0 Special Education Teacher 1.0 Para-professional 1.0 Violence Prevention/ Case Manager Mental Health professional- Provided by Rivendell 1.0 Social Worker (Title II) 1.0 Professional Development Facilitator (Title II) 1.0 Security Guard Sub Total 9.5 Total 15.5 ELEMENTARY POSITIONS 2004-2005 JUNE 30, 2004 SCHOOL CONSULTING NET 16 (11 new TEACHERS and 5 splits) *BALE I +I *BASELINE 1 0 *BRADY 1 -1 *CLOVERDALE I -1 *DODD I +l *FAIR PARK I -1 ** *FRANKLIN 1 0 *KING 1 +1 *MABELVALE 1 +l *MITCHELL 1 -2 ** *WAKEFIELD 1 +2 *WASHINGTON 1 +3 *WATSON 1 +I *WILSON 1 0 ** *WOODRUFF I 0 ** titt.y\n, ~J'.~~.. .~. ~j,:':~~~~~ff'~~,'i~'.~~,~~:f *CHICOT +I FOREST PARK +I FULBRIGHT +2 JEFFERSON +l MCDERMOTT +I MEADOW CLIFF -I OTTERCREEK +I RIGHTSELL 0 ** ROCKEFELLER +2 ROMINE +2 STEPHENS -1 TERRY +2 WESTERN HILLS 0 TOTAL 15 16 *** * Schools designated in School Improvement ** Schools with a new position to un-split classes *** The board approved 17 positions. After reviewing the enrollment, 1 position was not utilized. I SCHOOL CENTRAL I FAIR 1, PARKVIEW MSAP SCHOOLS McClellan Fair Cloverdale MS Mabelvale MS MCCLELLAN .. TOTAL SECONDARY POSITIONS JUNE 30, 2004 # of POSITIONS TYPES of POSITIONS 14 Art, +l Fam. Consumer Science, + l Health, +l English, +2.5 Communications, + 1.5 Languages Spanish, + 1.5 Math, +l Science, +2 Social Studies, +2.5 5 Science, +2 Business Educ. + l Math, +l Social Studies, + l 2.5 Science, +l Art, +l English, +.5 Journalism,+ .5 German, -.5 7.4 Lead Teachers, +2.48 Lead Teachers,+ 1.64 Lead Teachers,+ 1.64 Lead Teachers, + 1.64 -5.0 Business-2.0, Drama-1.0, Spanish.5, Science-LO, Social Studies-.5 23.9 ' ' 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 July 22, 2004 Little Rock School District Board of Directors Roy G. Brooks, ED. D., Superintendent of Schools PREPARED BY:~ark D. Milhollen, Manager, Financial Services  Subject  Summary  Objectives  Expected Outcomes Financial Reports _!)istrict funds are reported for the period ending June 30, 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. _. Population/Location_ _ N/ A  Budget Amount/Source N/ A  Manager  Duration 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 N/ A  Needed Staff NIA -------------- ---  Comments None -------------------------  Recommendation Approval of the June 2Q04_fim_a_nci_al re_p,___orts._ ______ We recommend that the Board approve the financial reports as submitted. I LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED JUNE 30, 2003 AND 2004 UNAUDITED APPROVED RECEIPTS % APPROVED RECEIPTS % 2002/03 06/30/03 COLLECTED 2003/04 06/30/04 COLLECTED REVENUE-LOCAL SOURCES CURRENT TAXES 58,550,000 57,147,781 97.61% 57,547,800 55,681,497 96.76% DELINQUENT TAXES 8,000,000 10, 182,575 127.28% 10,100,000 12,168,056 120.48% 40% PULLBACK 29,400,000 28,783,688 97.90% 29,600,000 30,306,478 102.39% EXCESS TREASURER'S FEE 187,000 209,598 112.08% 210,000 199,031 94.78% DEPOSITORY INTEREST 385,000 174,515 45.33% 180,000 135,184 75.10% REVENUE IN LIEU OF TAXES 135,000 337,232 249.80% 150,000 206,062 137.37% MISCELLANEOUS AND RENTS 340,000 371 ,895 109.38% 380,000 412,550 108.57% INTEREST ON INVESTMENTS 275,000 207,933 75.61% 200,000 202,187 101 .09% ATHLETIC RECEIPTS 160,000 194,094 121.31% 240,000 195,678 81.53% TOTAL 97,432,000 97,609,310 100.18% 98,607,800 99,506,722 100.91% REVENUE - COUNTY SOURCES COUNTY GENERAL 24,000 20,836 86.82% 21 ,000 11 ,594 55.21% TOTAL 24,000 20,836 86.82% 21 ,000 11,594 55.21% REVENUE - STATE SOURCES EQUALIZATION FUNDING 54,867,630 53,029,424 96.65% 53,226,139 53,226,139 100.00% REIMBURSEMENT STRS/HEAL TH 7,590,000 7,940,521 104.62% 8,300,000 7,821 ,385 94.23% VOCATIONAL 1,340,000 1,478,190 110.31% 1,400,000 1,229,030 87.79% HANDICAPPED CHILDREN 1,700,000 1,662,633 97.80% 1,675,000 1,899,809 113.42% EARLY CHILDHOOD 273,358 273,358 100.00% 273,358 273,358 100.00% TRANSPORTATION 3,685,226 3,835,562 104.08% 3,875,562 4,019,063 103.70% INCENTIVE FUNDS - M TO M 3,265,000 3,684,217 112.84% 3,900,000 4,149,129 106.39% ADULT EDUCATION 1,006,014 1,005,814 99.98% 920,337 914,474 99.36% POVERTY INDEX FUNDS 658,607 658,607 100.00% 560,545 534,979 95.44% EARLY LITERACY LEARNING 120,000 32,737 27.28% TAP PROGRAM 285,271 285,271 100.00% 285,245 285,245 100.00% AT RISK FUNDING 650,000 334,672 51 .49% 360,000 711 ,853 197.74% TOTAL 75,441,106 74,221,007 98.38% 74,776,187 75,064,464 100.39% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 620,000 770,000 TRANSFER FROM OTHER FUNDS 1,126,233 985,531 87.51% 1,350,000 1,175,000 87.04% TRANSFER FROM MAGNET FUND 1,664,438 1,600,140 96.14% 1,632,430 1,643,624 100.69% TOTAL 3,410,671 2,585,671 75.81% 3,752,430 2,818,624 75.11% TOTAL REVENUE OPERATING 176,307,777 174,436,826 98.94% 177,157,418 177,401,405 100.14% REVENUE - OTHER FEDERAL GRANTS 25,152,981 21,830,439 86.79% 24,075,790 21,523,290 89.40% DEDICATED M\u0026amp; 0 3,980,000 3,881,457 97.52% 4,000,000 4,390,381 109.76% MAGNET SCHOOLS 25,065,942 24,163,584 96.40% 24,689,351 23,837,815 96.55% TOTAL 54,198,923 49,875,480 92.02% 52,765,141 49,751,486 94.29% TOTAL REVENUE 230,506,700 224,312,305 97.31% 229,922,559 227,152,891 98.80% - LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED JUNE 30, 2003 AND 2004 UNAUDITED - APPROVED EXPENDED % APPROVED EXPENDED % 2002/03 06/30/03 EXPENDED 2003/04 06/30/04 EXPENDED EXPENSES SALARIES 100,865,586 99,232,348 98.38% 100,684,982 102,304,352 101 .61% BENEFITS 24,838,361 25,391,417 102.23% 26,483,772 26,084,319 98.49% PURCHASED SERVICES 19,795,774 20,558,728 103.85% 19,719,297 20,524,209 104.08% MATERIALS \u0026amp; SUPPLIES 8,347,098 7,546,057 90.40% 8,185,459 8,598,890 105.05% CAPITAL OUTLAY 1,616,991 1,248,964 77.24% 1,575,580 1,614,472 102.47% OTHER OBJECTS 8,508,680 7,903,980 92.89% 8,384,567 8,376,496 99.90% DEBT SERVICE 12,217,048 12,086,131 98.93% 12,098,342 12,063,607 99.71% TOTAL EXPENSES OPERATING 176, 189,538 173,967,623 98.74% 177,131,999 179,566,345 101.37% - EXPENSES-OTHER -FEDERAL GRANTS 26,148,726 19,917,300 76.17% 26,056,193 21 ,782,709 83.60% DEDICATED M\u0026amp; 0 3,980,000 3,881,457 97.52% 4,000,000 3,900,916 97.52% MAGNET SCHOOLS 25,065,942 24,163,584 96.40% 24,689,351 23,837,815 96.55% TOTAL 55,194,668 47,962,341 86.90% 54,745,544 49,521,440 90.46% TOTAL EXPENSES 231,384,206 221,929,964 95.91% 231,877,543 229,087,785 98.80% INCREASE (DECREASE) IN FUND BALANCE (877,506) 2,382,340 (1 ,954,984) (1 ,934,895) BEGINNING FUND BALANCE FEDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 1,645,440 1,645,440 3,558,580 3,558,580 OPERATING 8,557,652 8,557,652 9,026,855 9,026,855 ENDING FUND BALANCE FEDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 649,695 3,558,580 1,578,177 3,788,627 OPERATING 8,675,891 9,026,855 9,052,274 6,861 ,915 TOTAL 9,325,586 12,585,435 10,630,451 10,650,541 LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED JUNE 30, 2004 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES END BALANCE 07-01-03 2003-04 2003-04 2003-04 2003-04 06-30-04 $6,200,000 BOND ISSUE FAIR 33,282.90 (15,326.00) 17,956.90 MCCLELLAN 77,219.02 77,219.02 CLOVERDALE MIDDLE 15,326.00 14,929.88 396.12 CONTINGENCY 0.00 0.00 SUBTOTAL 110,501 .92 0.00 0.00 14,929.88 0.00 95,572.04 $136,268,560 BOND ISSUES ADMINISTRATION 32,802.37 87,000.00 114,896.16 4,906.21 NEW WORK PROJECTS 18,614,545.40 3,467,037.15 15,993,062.06 6,088,520.49 SECURITY PROJECTS 42,273.97 27,732.72 14,541 .25 LIGHTING PROJECTS 29,869.56 9,012.76 20,856.80 MAINTENANCE \u0026amp; REPAIR 2,768,579.81 7,686,775.83 2,887,763.72 7,567,591.92 RENOVATION PROJECTS 31 ,306,506.59 152,200.50 19,087,158.22 12,371,548.87 TECHNOLOGY UPGRADES 2,335,019.24 1,007,419.97 1,327,599.27 SUBTOTAL 55,129,596.94 0.00 11 ,393,013.48 39,127,045.61 0.00 27,395,564.81 REVENUES PROCEEDS-PROPERTY SALE 444,618.31 1,000.00 445,618.31 DUNBAR PROJECT 5,266.71 5,266.71 PROCEEDS-BOND SALES 22,074,599.23 (7,931,454.48) 14,143,144.75 PROCEEDS-QZAB SALE 1,293,820.97 1,293,820.97 INTEREST 7,288,776.89 1,210,220.06 (3,461 ,559.00) 5,037,437.95 SUBTOTAL 31,107,082.11 1,211,220.06 (11 ,393,013.48) 0.00 0.00 20,925,288.69 GRAND TOTAL I!\n!!\\Z l l!Q l!Z l m 2~Q!i 2.J!l2\nll!HlllZHll lLl!2 !111:tlH.i:~ ~!\\ PROJECT CATEGORIES ADMINISTRATION NEW WORK PROJECTS SECURITY PROJECTS LIGHTING PROJECTS MAINTENANCE \u0026amp; REPAIR RENOVATION PROJECTS TECHNOLOGY UPGRADES UNALLOCATED PROCEEDS TOTAL I PROJECT ALLOCATIONS THRU 06-30-04 673,846.55 38,786,097.95 265,814.17 4,883,405.13 18,920.386.34 I 51 ,641,607.54 1 11,735,611.78 I 15,436,965.72 142,343,735.18 I LITTLE ROCK SCHOOL DISTRICT BOND ISSUE PROJECT HISTORY THRU THE PERIOD ENDED JUNE 30, 2004 EXPENSE EXPENSE ENCUMBERED 2000-01 EXPENSE 2001-02 EXPENSE 2002-03 THRU 06-30-04 THRU 06-30-04 SUBTOTAL 889,772.32 (485,325.77) 149,597.63 114,896.16 0.00 668,940.34 443,467.00 4,589,606.29 11,671,442.11 15,993,062.06 0.00 32,697,577.46 113,930.47 109,609.73 27,732.72 0.00 251,272.92 2,641,482.13 1 1,832,392.06 379,661.38 9,012.76 0.00 4,862,548.33 791,385.63 4,218,294.40 3,455,350.67 2,887,763.72 I 0.00 11,352,794.42 397,615.34 I 4,119,045.21 15,666,239.90 19,087,158.22 0.00 39,270,058.67 575,016.53 I 4,325,201.40 4,500,374.61 1,007,419.97 10,408,012.51 5,852,669.42 18,708,823.32 35,822,666.30 39,127,045.61 0.00 99,511,204.65 ENDING ALLOCATION 06-30-04 4,906.21 6,088,520.49 14,541 .25 20,856.80 7,567,591 .92 12,371,548.87 1,327,599.27 15,436,965.72 42,832,530.53 LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED JUNE 30, 2004 I I I I I j I Fund Purchase Maturity Institution Interest Rate 1 Type Principal Date Date I I TFN I Operating 06-25-04 Bank of America 0.790% Repo 2,400,000.00 Operating I 06-25-04 07-12-04 Bank of America 1.090% Treasury Bills 9,000,364.93 I I I Operating 06-01-04 07-02-04 Twin City Bank I 1.860% I CD 4,616,785.99 Operating I 06-30-04 I 07-12-04 I Bank of America 1.120% I Treasury Bills 2,099,216.00 Total 18,116,366.92 I I I t I Payroll 05-14-04 I 07-01-04 I Twin City Bank 1.860% CD I 2,400,000.00 Payroll 05-14-04 I 07-15-04 Twin City Bank 1.860% I CD 2,400,000.00 I Payroll 06-07-04 08-02-04 I Twin City Bank 1.640% CD 1,790,000.00 Payroll 06-17-04 08-16-04 Twin City Bank 1.860% CD 1,790,000.00 t I 8,380,000.00 I I Food Service 06-25-04 07-12-04 Bank of America 1.090% Treasury Bills 1,400,278.87 Food Service 06-30-04 07-12-04 Bank of America 1.120% Treasury Bills 499,813.33 I 1,900,092.20 Activity Fund 06-25-04 07-12-04 Bank of America 1.090% Treasury Bills 929,521.31 Total I 929,521 .31 I 03-08-04 09-06-04 I Bond Account Regions 1.050% CD I 400,000.00 Capital Projects Fund 01-16-04 07-14-04 Metropolitan 1.930% CD 1,000,934.31 Capital Projects Fund 01-16-04 07-16-04 Bank of the Ozarks I 1.400% I CD 5,231,393.21 ' I Capital Projects Fund 01-30-04 01-31-05 Bancorp South 1.850% I CD 2,100,244.72 Capital Projects Fund I 05-15-03 08-16-04 USBANK 1.420% CD 11,000,000.00 Capital Projects Fund I 06-10-04 I 01-10-05 Bank of America 1.670% I Treasury Bills 5,385,005.84 Capital Projects Fund 06-18-04 08-02-04 Bank of the Ozarks 2.450% CD 9,000,000.00 I i Capital Projects Fund I 05-03-04 11-05-04 Bank of the Ozarks 1.350% CD 3,076,650.06 Capital Projects Fund I 03-15-04 09-15-04 I Bank of the Ozarks 1.400% CD 10,293,800.80 I Capital Projects Fund I 06-25-04 TFN Bank of America 0.790% I Repo 1,500,000.00 Total 48,988,028.94 I ' Deseg Plan Scholarship I 06-22-04 12-08-04 Bank of America 1.600% I Treasury Bills 779,103.78 Total I ' I I 779,103.78 I I I I Rockefeller Scholarship I 06-10-04 i 01-10-05 Bank of America 1.670% Treasury Bills 252,468.56 Total I I 252,468.56\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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No. 4:82CV00866 WRW/JTR PULASKI COUNlY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. I I'\u0026lt;.A THERINE KNIGHT, ET AL. MEMORANDUM OPINION1 .. ,_ . ------ DEPCLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS I. Warning to the General Reader The general reader, if any there be, should realize that educators, like lawyers, have developed their own language. To the extent that time, patience, and skill would permit, I have tried to Gamerize~ this Memor::andwn Opinion. I have fallen short. but hope the effort will be of some help. II. Background On September 13, 2002, I entered a Memorandum Opinion (the \"September 13 Decision\") holding that the Little Rock Scho\u0026lt;,\u0026gt;I District (\"LRSD\") had substantially complied with all of its 1 I would be seriously remiss ifl did not once again note the tremendous amowit of work United States Magistrate Judge Jb'e Thomas Ray has done on this case. 2Bryan Gamer; of Dallas, Texas, has published several excellent books and articles for the legal profession ori the use of plain, widerstandable En lish. \\072A :Rev.8182) Case 4:82-cv-00866-WRW bocumenr3875 ., Filed 06i30/2004 Page 2 of 74 desegregation obligations set forth in the January 16, 1998 Revised Desegregation and Education Plan (the \"Revised Plan\"),3 except those obligations contained in 2.7.l. LRSD v. Pulaski County Special Sch. Dist., et al., 237 F. Supp. 2d 988 (E.D; Ark. 2002); atrd, 359 F.3d 957 (8th Cir. 2004). Section 2.7 of the Revised Plan obligated LRSD to \"implement programs, policies and/or procedures designed to improve and remediate African-American achievement.\" Section 2. 7. I ensured that the promise made in  2. 7 would have teeth by requiring that: ex 871. LRSD shall assess the academic programs implemented pursuant to  2. 7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. As stated above, in the September 13 Decision, I found that LRSD had substantially complied with its obligations under 2.7 of the Revised Plan; however, I determined there were numerous, substantial deficiencies in LRSD's efforts to comply with its obligations under 2. 7. I. See LRSD, 237 F. Supp. 2d at 1076-1082. The September 13 Decision gave LRSD until March 15, 2004, to demonstrate that it had substantially complied with  2. 7 .1 of the Revised ' Plan, as specified in subparts A, B, and C of the Compliance Remedy. LRSD, 237 F. Supp. 2d at 1087-88. LRSD has been involved continuously in desegregation litigation since l 956. See LRSD, 237 F. Supp. 2d at footnote 18. As far as I can tell from the reported cases, LRSD now has the 3During the 2001-02 unitary status hearings, the Revised Plan was introduced into evidence as CX87 l. -2- f A072A (Rev.8/82)   - ... . Cas-e 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 3 of 74 dubious distinction of having been under federal COl!.rt supervision longer than any other school district in history. Thus, LRSD is well seasoned when it comes to court supervision and monitoring. On November 12, 2002, Joshua Intervenors4 (\"Joshua\") appealed (docket no. 3704) the September t 3 Decision. On March 2, 2004, the Eighth Circuit Court of Appeals affirmed. LRSD v. Joshua, 359 F.3d 957 (8th Cir. 2004). Thus, all aspects of the September 13 Decision are now final and the law of the case. On March 12, 2004, LRSD filed its Compliance Report (docket no. 3837) seeking complete unitary status on the ground that it had substantially complied with the obligations imposed under the Compliance Remedy and 2.7.l of the Revised Plan. On April 15, 2004, Joshua filed an Opposition to LRSD's Request for Release from Court Supervision of Its Desegregation Efforts (docket no. 3856), along with a supporting Memorandum (docket no. 3857). I must now decide whether LRSD has met its obligations under the Compliance Remedy, and whether it should be released from almost five decades of court supervision. III. The September 13, 2002 Compliance Remedy Almost 70% of LRSI?' s students are African-American. Historically, the academic achievement of many of these students, as gauged by standardized test scores, is low and poses a significant long-term challenge to LRSD teachers and administrators. Of course, because this so-called \"achievement gap\" is a nationwide phenomenon, it is a problem that educators must 4The Joshua Intervenors are a group of African-American school children, some of whom are enrolled in.each of the three Pulaski County school districts. Thus, Joshua serves as the class representative for all African-American students enrolled in LRSD, the Pulaski Cowity Special School District, and the North Little Rock School District. -3- .: ... .: f A072A (Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 4 of 74 confront in schools throughout the country. See LRSD, 237 F. Supp. 2d at 1073-74. Importantly,  2.7 of.the Revised Plan promised only that LRSD would \"implement programs, policies and/or proced}Jfes designed to improve and remediate African-American achievement,\" See docket no. 3410 at 51. However,  2. 7 .1 went on to require LRSD to assess the  2. 7 programs annually in order to determine their effectiveness, and to modify or replace any programs that were shown not to be working to improve African-American achievement. Id. at 148. Read together, the obligations set forth in 2.7 and 2.,7.1 of the Revised Plan required LRSD not only to design academi.c programs that were intended to improve the academic achievement of African-American students, but also to make annuaJ assessments of those programs to ensure that they were, in fact, effective in improving African-American achievement. Expressed in the vernacular of my native Scott CoWlty, Arkansas,  2. 7 contained the sizzle and  2. 7 .1 contained the bacon. These two sections of the Revised Plan are crucially important to the future educational success of a large number ofLRSD's current and future students. During the 'November 2001 hearings on unitary status, Dr. Bonnie Lesley, LRSD's Associate Superintendent of Instruction and Curriculum, defined a program assessment as something that is \"dynamic, ,it is interactive, it's ongoing, it happens frequently, and it is a measurement, along with the analysis that you would make of whatever results are available.\" LRSD, 237 F. Supp. 2d at 1077. In contrast, she defined a program evaluation as \"more long term, it may consider observations or measurements in addition to test scores, and is guided by a series of research questions that are usually provided by _whoever the consumer is of that report.\" Id. In other words, a program assessment is a relatively informal process that may not result in much documentation, while a program evaluation is a formal process that always -4- f A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 5 of 74 involves the preparation of an often lengthy written program evaluation which is centered around carefully prepared research questions that the evaluation is designed to answer. Section 2.7.1 of the Revised Plan provided that LRSD must inake assessrnents--not evaluations--of the  2. 7 programs in order to determine their effectiveness in improving the academic achievement of African-American students. However, as early as March 15, 2000,  LRSD acknowledged, in its own Interim Compliance Report ( docket no. 3356), that  2. 7. I of the Revised Plan obligated it to prepare evaluations on the key  2. 7 programs so that LRSD administrators could make an informed decision on the effectiveness of those programs. See LRSD's Interim Compliance Report at 51-55. Furthermore, during her testimony in November of 2001, Dr. Lesley admitted that, even though 2.7.l of the Revised Plan did not mention anything about LRSD 's obligation to prepare program evaluations to determine the effectiveness of the  2. 7 programs, she and other administrators interpreted that section of the Revised Plan as requiring LRSD to perform evaluations covering the most important  2. 7 programs. LRSD, 237 F. Supp. 2d at 1077. Because it is so important to an understanding of the Compliance Remedy, I want to be very clear on this point: The evidence overwhelmingly establishes that LRSD has always construed the obligations contained in 2. 7. I of the Revised Plan as requiring I it to prepare formal program evaluations on the key 2.7 programs. See Interim Compliance Report at 51-55; Final Compliance Report dated March 15, 2001 (docket no. 3410) at 148; Dr. Lesley's testimony cited in the September 13 Decision, LRSD, 237 F. Supp. 2d at I 077. Since my decision will tum on whether LRSD has properly implemented the September 13, 2002 Compliance Remedy, it is set forth below in full: -5- ----- - J A072A (Rev.6182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 6 of 74 VII. Compliance Remedy Because LRSD failed to substantiaJly comply with the crucially important obligations contained in  2. 7 .1, it must remain under court. supervision with regard to that section of the Revised Plan until it: (a) d.emonstrates that a program assessment procedure is in place that can accurately measure the effectiveness of each program implemented under  2. 7 in improving the academic achievement of African-American students; and (b) prepares the program evaluations identified on page 148 of the Final Compliance Report and uses those evaluations as part of the program assessment procedure contemplated by  2. 7. I of the Revised Plan. The details of this compliance remedy are set forth below: A. For the entire 2002-03 school year and. the first semester of the 2003-04 school year, through December 31, 2003, LRSD must continue to assess each of the programs implemented under 2.7 to improve the academic achievement of Afiican-Ameri~ students. LRSD now has over three years oftesting data and other information available to use in gauging the effectiveness of those programs. I expect LRSD to use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated. B. LRSD must maintain written records regarding its assessment of each of those programs. These written records must reflect the following information: (a) the written criteria used to assess each program during the 2002-03 school year and the first semester of . the 2003-04 school year; (b) the results of the annual assessments of each program, including whether the assessments resulted in program modifications or the elimination of any programs; and ( c) the na111es of the administrators who were involved with the assessment of each program, as well as at least a grade level description of any teachers who were involved in the assessment process (~.g., all fourth grade math teachers; all eighth grade English teachers, etc.). C. LRSD must use Dr. Nunnery or another expert from outside LRSD with equivalent qualifications and expertise to prepare program evaluations on each of the programs identified on page 148 of the Final Compliance Report.s I will accept all program evaluations son page 148 of its March 15, 200 I Final Compliance Report ( docket no. 341 O); LRSD flatly stated that it had prepared program evaluations on fourteen separate programs listed on that -6- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004  Page 7 of 74 D. that have already been completed by Dr. Nunnery or someone with similar qualifications and approved by the Board. All program evaluations that have not yet been completed on the remaining programs identified on page 148 of the Final Compliance Report must be prepared and approved by the Board as soon as. practicable, but, in no event, later than March 15, 2003. In addition, as these program evaluations are prepared, LRSD shall use them, as part of the program assessment process, to determine the effectiveness of those programs in improving AfricanAmerican achievement and whether, based on the evaluations, any changes or modifications should be made in those programs. In addition, LRSD must use those program evaluations, to the extent they may be relevant, in assessing the effectiveness of other related programs. Joshua must monitor LRSD's compliance with 2.7.l and must immediately bring to the attention of LRSD all problems that are detected in its compliance with its obligations under 2.7.1, as those obligations are spelled out in this Compliance Remedy. Thereafter, Joshua and LRSD must use the \"Process for Raising Compliance Issues\" set forth in 8.2, et seq., of the Revised Plan to attempt to resolve those compliance issues. If those efforts are unsuccessful, Joshua must present the issues to me for resolution, as required by  8.2.5. Any such presentation must be timely. E. The ODM must also monitor LRSD's compliance with  2. 7. I and. help to ensure that LRSD fulfills its obligations, as specified in this Compliance Remedy. F. On or before March 15, 2004, LRSD must file a Compliance Report which documents its compliance with its obligations under  2. 7. I. Any party, including Joshua, who wishes to challenge LRSD's substantial compliance with 2.7.1, as specified above, may file objections with the court on or before April 15, 2004. Thereafter, I will decide whether LRSD has substantially complied with  2. 7 .1, as specified in this Compliance Remedy, and should be released from all further supervision and monitoring. page. During the 2001-02 unitary status hearings, the evidence overwhelmingly established that, . as of March 15, 2001, LRSD had not prepared any of those fourteen program evaluations. See LRSD, 237 F. Supp. 2d at 1079-80. Henceforth, I will refer to these fourteen program evaluations as the \"Page 148 Evaluations.,. -7- A072A (Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 8 of 74 LRSD, 237 F. Supp. 2d.at 1087-88 (empbasis added). Even a casual reading of this Compliance Remedy reveals that it imposed four essential was r rrarto ua y assess each of the programs implemented under  2.7 during the 2002-2003 school year and the first semester of the 2003-2004 school year and then use those assessments, the more than three years of testing data, and all other relevant available infonnation to determine the effectiveness of those programs and to decide whether any of the programs should be modified or eliminated. LRSD also was required to maintain written records reflecting: (a) the criteria used to assess each program; (b) the results of the annual assessments of each program, including whether any programs were modified or eliminated; and (c) the administrators and teachers who were involved in preparing the assessment of each program. Subparts A and B of the Compliance Remedy obligated LRSD to assess each of the  2. 7 programs implemented during the 2002-03 school year and the first semester of the 2003-04 school year and to maintain written records of its annual assessments of each of those programs. I made no mention of LRSD preparing evaluations of 2.7 programs because, on its face, nothing in  2.7.1 of the Revised Plan obligated LRSD to perform \"program evaluations.\" However, Dr. Lesley made it clear in her testimony that LRSD administrators knew and understood that the \"assessment\" obligation in  2. 7 .1 included the obligation of preparing \"program evaluations.\" See discussion, supra, at 4-5. Therefore, I concluded it would be best to use the same terms in the Compliance Remedy that the parties themselves had chosen to use in  2. 7 .1 of the Revised Plan. Because I was tracking the parties' own language, I never dreamed the use of the terms assess and assessment would suddenly create confusion for LRSD administrators __ --in deciding how tocomply witb._subparts A and B o Compliance Remedy. ~ - -- . - -----.,_ Preparation of Page 148 Program Evaluations. l::R:SB was required t\u0026lt;Yhire-ex-perts to prepare the fourteen program evaluations identified on page 148 of its March 15, 2001 Compliance Report. The Court agreed to accept all program evaluations that had already been prepared by outside consultants and ordered LRSD to hire outside consultants to complete the unfinished program evaluations, which were to be approved by the LRSD Board and filed with the Court no later than March 15, 2003. Finally, _as those evaluations were prepared, LRSD was required to use them - to the extent they -8- P.072A (Rev.8/82) Case 4:82-cv-00866~\\NRW  Document 3.875 Filed 06/30/2004  Page g' of 74 A. might be useful - in its annual assessment of the effectiveness of the  2. 7 -----PfOis~i.u....,,~--Monitoring. ~~:fosmul!s-.co,~el was required to continue with its monitoring of LRSD's implementation of the Compliance Remedy and to use the procedures set forth in  8.2 of the Revised Plan to resolve any compliance problems that might arise. IfJoshua and LRSO were unsuccessful in using the ODM to facilitate and resolve those problems, they were required to bring those compliance issues directly to me for resolution. Finally, the ODM was directed to monitor LRSD's implementation of the Compliance Remedy and ''to help ensure that LRSD fulfills its obligations\" specified therein. The sole pwpose of subparts D and Ethe Compliance Remedy was to ensure that, if the ODM was unable to successfully facilitate the resolution of any compliance issues raised by Joshua, those compliance issues would be brought to my attention so that I could resolve them on a timely basis, thereby avoiding-any surprises when LRSD filed its Compliance Report. 4. ---L.R Dw Q.!llete\u0026lt;Lto.nl~ p 1anceReportbyMarch 15,2004,documenting its substantial compliance with  2. 7. I of the Revised Plan and the Compliance Remedy. IV. The Parties' Compliance Activities after September 13, 2002 The Court Clarifies Joshua's Monitoring Obligation. After the entry of the September I~ Decision, LRSD did not seek clarification of any terms used in the Compliance ~emedy or any of its compliance obligations. Based on its silence, I concluded that LRSD understood what it was required to do under the Compliance Remedy, and that it was proceeding apace to meet those obligations. In contrast, on October l, 2002, Joshua's counsel wrote a letter (docket no. 3680) objecting to the monitoring obligations imposed on them under subpart D of the Compliance Remedy. Among other things, Joshua's counsel challeiiged the Court's \u0026lt;le.cision to: lI) impose monitoring obligations on them \"that were contemplated to be the responsibility of the ODM\"; -9- A072A (Rev.\u0026amp;'82} .... .. . ~-- .. ' .. : .. . , . ' ... : Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 10 of 74 and (2) place \"a greater burden upon Joshua than it has imposed upon the ODM.\" Id. By way . ofrelief, Joshua's counsel sought clarification of their monitoring obligations under subpart D of the Compliance Remedy and ''a hearing on this matter so that an appropriate record on the issues of the role of the ODM monitoring and Joshua's monitoring may be fully developed.\" Id. On October 11, 2002, I entered an Order (docket no. 3685) clarifying the monitoring obligations imposed on Joshua's counsel under the Compliance Remedy. After noting that Joshua's counsel had. been engaged in monitoring LRSD's oo.mpliance with its desegregation obligations since at least 1990, I made it clear that subpart D of the Compliance Remedy only obligated Joshua's counsel \"to continue to perform their monitoring role according to the same procedure they and LRSD have followed for many years in this case.\" LRSD, 237 F. Supp. 2d at 1091. Because the October l, 2002 lettercould be read to suggest that Joshua's counsel would only continue their monitoring role, if ordered to do so by the Court, I also made it clear that: I do not believe I can force Joshua's counsel to perform monitoring duties - something that I may have mistakenly assumed they wanted to do. I will leave it up to Joshua's counsel to decide if they have an ethical and professional duty to continue monitoring LRSD's compli . le remaining obligation under the Revised Plan. I hope Joshua's counsel resolves that ques 100 m avor o continuing their long-standing commitment to monitoring LRSD's compliance with its desegregatio~ obligations. However, since they complain about my expressly directing them to continue monitoring LRSD's compliance with 2. 7. I of the Revised Plan- something I never expected to hear-I believe I must now clarify Section VII.D. of~e Memorandum Opinion to read as follows: Joshua may monitor LRSD's compliance with 2. 7. l and, if they choose to do so, they should bring to the attention ofLRSD, on a timely basis, all problems that are detected in its compliance with its obligations under  2. 7. I, as those obligations are spelled out in this Compliance Remedy. Thereafter, Joshua and LRSD must '15e the \"process for raising compliance issues\" set forth in  8.2, et seq., of the Revised Plan to attempt to resolve those compliance issues. If those efforts are unsuccessful, Joshua shall L .   A072A (Rev.8182)  ,., . __  ..  ..  ... . ' _ ,. ..... . : . ;.,.; r. . . Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 11 of 74 present the issues to me for resolution, as required by 8.2.5. Any such presentation must be timely. Id. at 1091. , Finally, I emphasized that, regardless of whether Joshua's counsel decided to continue to monitor LRSD's compliance with its obligations under 2.7.1 of the Revised- Plan, \"the ODM staff most certainly will continue their close monitoring of LRSD 's compliance with that section of the Revised Plan.\" Id. at 1091. My final admonition on the subject of monitoring was as follows: If Joshua's counsel decide to continue their monitoring role, which is independent from the monitoring work performed by the ODM, . . . I expect counsel for Joshua and LRSD to cooperate and work together to ensure that things go smoothly with regard to monitoring LRSD's implementation of its obligations under 2.7.1. However, if actual disputes arise regarding monitoring, I will be available to resolve them. Id. at 1091. B. LRSD Adopts Compliance Plan, Approves Regulation IL-RI, and Designates \"Areas\" for  2. 7. I Program Evaluations. On October IO, 2002, LRSD's Board of Directors (''the Board\") adopted a \"Compliance Plan\" that was specifically designed to satisfy the Court's Compliance Remedy. See Exhibit A to LRSD's May 14, 2003 Notice of Filing Program Evaluations (docket no. 3745).6 The 6During the June 14 and 15, 2004 compliance hearing (hereafter referred to as the \"compliance hearing''), the Proposed Compliance Plan was introduced into evidence as LRSD 's Exhibit No. 2. In most respects, the Proposed Compliance Plan is identical to the final Compliance Plan approved by the Board on October I 0, 2002. However, the Proposed Compliance Plan raises a number of questions about the meaning of subparts A and B of the Compliance Remedy. All of those questions were deleted from the final Compliance Plan approved by the Board on October J 0, 2002. As will be discussed later, LRSD did not bring any any of those questions to my attention, or otherwise seek clarification of the requirements of the Compliance Remedy. -11- ,012A :Rev.8/82) ( ' ' '  .. Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Compliance Plan recognized that, in order for LRSD to meet its obligations wider the Compliance Remedy, it would have to satisfy three core obligations: (1) \"develop a written procedure for evaluating the programs implemented pursuant' to  2. 7 to determine their effectiveness in improving the academic achievement of African-American students\"; (2) \"maintain written records of the criteria used to evaluate each [ 2.7] program\"; and (3) \"[p]repare a comprehensive program evaluation of each academic program implemented pursuant to ...  2. 7 to determine its effectiveness in improving the academic ~chievement of African-American students and to decide whether to modify or replace the program.\" Id. at 3-5 (emphasis added). Significantly, there is nothing in the Compliance Plan adopted by the Board that suggests LRSD was confused about the meaning of any of the terms in the Compliance Remedy or any of its compliance obligations. Additionally, the Compliance Plan m~es it clear that LRSD construed subpart A of the Compliance Remedy as requiring it to prepare \"a comprehensive program evaluation of each academic program implemented pursuant to .. .  2.7 .... \" The Compliance Plan also included a detailed \"Action Plan Time Line\" that: (1) identified the LRSD employees who were responsible for implementing each \"activity\" necessary to satisfy the Compliance R~edy; and (2) provided a schedule for completing each of those activities. Dr. Bonnie Lesley, the Associate Superintendent for Curriculum and Instruction, and Dr. Ken James, LRSD's Superintendent of Schools, were assigned personal responsibility for each of the twenty-eight (28) activities identified by the \"Action Plan Time Line.\" Id. at 7-IO. Thus, it was up to Dr. Lesley and Dr. James to spearhead the timely implementation of all twentyeight \"activities\" necessary to satisfy the Compliance Remedy. Finally, at the same time it approved the Compliance Plan, the Board also adopted -12- L A072A (Rev.8182)  . . :.  \u0026gt; . .:. . ~~ -: - . Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 13 of 74 Regulation \"IL-RI,\" which set forth \"the written procedures for evaluating the programs implemented pursuant to  2.7 to determine their effectiveness in improving the academic achievement of African-American students.\" See Exluoit A at 2 (docket no. 3745).7 According to the Compliance Plan, Regulation IL-RI established the criteria for preparing the program evaluations necessary to satisfy LRSD's obligations under subparts A and B of the Compliance Remedy. On October 24, 2002, the Board approved a \"Program Evaluation Agenda\" for the 2002- 03 school year that authorized the preparation of evaluations in three broad areas: (I) Elementary literacy; (2) Secondary literacy; and (3) the National Science Foundation (''NSF\") K-12 Math and Science Project. See LRSD's Exhibit No. 3; ODM's March 30, 2004 Report on LRSD's Implementation of the Court's Compliance Remedy at 4 (hereinafter referred to as the \"ODM's Compliance Report\") (docket no. 3854). LRSD subsequently construed the 2002-03 Program Evaluation Agenda as requiring it to prepare only two 2.7. l. evaluations in order to satisfy its obligations under subpart A of the Compliance Remedy: (l) a comprehensive \"Literacy Evaluation\"; and (2) a comprehensive \"Math and Science Evaluation.\" Of course, \"Literacy\"; and \"Math and Science\" are not \"programs\"-- they are broad academic areas that roughly correspond to the grouping of college courses into \"Arts.\" or \"Sciences.\" Because LRSD administrators, such as Dr. Lesley, had always construed 2.7.l of the Revised Plan as requiring LRSD to prepare evaluations of the key  2. 7 programs implemented to improve African-American achievement, the Board should have been aware that 7During the compliance hearing, Regulation IL-RI was introduced into evidence as Joshua's Exhibit No. 2. -13- L ' A072A (Aev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004   Page 14 of'i4 ',, they were being too general in dividing the academic universe into \"Literacy\" and \"Math/Science\" and then preparing a global evaluation of each of those areas. Nevertheless, in its March 12, 2004 Compliance Report (docket no. 3837), LRSD contends that these two 2.7.l evaluations fully satisfy all of its obligations under subpart A of the Compliance Remedy.8 C. Joshua Invokes Facilitation Provision of Revised Plan. On November 4, 2002, Ms. Ann Marshan, the Director of the ODM, wrote Joshua's counsel a letter confirming that she: (a) had received their Noyember 1, 2002 letter requesting that she facilitate9 the dispute that had arisen between Joshua and LRSD regarding the adequacy of LRSD's Compliance Plan; and (b) was willing to facilitate that dispute. 10 Thereafter, I was never contacted by Joshua's counsel or anyone else about the outcome of the ODM's facilitation efforts. Because subpart D of the Compliance Remedy obligated Joshua's counsel to contact me only if the facilitation was unsuccessful, I concluded from the parties' silence (and the ODM's silence) that the ODM had successfully resolved this dispute. On November 6, 2002, I wrote Ms. Marshall to reinforce the crucially important role I expected her to play in monitoring LRSD's compliance with its obligations under the Compliance 8 As I explain later in some detail, I was not made aware ofLRSD's Proposed Compliance Plan and Regulation IL-RI until two months after LRSD filed its March 12, 2004 Compliance Report. LRSD did not file the October 10, 2002 Compliance Plan with the Court until March t 4, 2003. 9Section 8.2 of the Revised Plan required the parties to use the ODM to \"facilitate\" the resolution of any compliance issues. Since the words \"facilitation\" and \"facilitate\" come directly from the Revised Plan, I will use them. 10 A copy of Ms. Marshall's November 4, 2002 letter, marked Exhibit A, is attached to this Memorandum Opinion. -14- .. , .... .  ,: , ... . ... : A072A (Rev.8/82) Case.4:82-cv-00866-\\,,\\IRW . Document 3875 Filed 06/30/2004  Page 15 of 74 :  \" Remedy.11 The instructions to her were: It seems to me it would be best if you worked with the parties toward implementing the remedies; but you should feel free to contact me in writing if a . serious impasse develops . . In other words, as long as everything is going along smoothly, I see no reason for you to make regular reports to me in this respect. I emphasize, however, that you should feel free to call on me if serious problems arise. Neither the parties nor the ODM ever contacted me to request that I become involved in resolving any compliance disputes or other \"serious impasses\" between LRSD and Joshua, despite the requirement for such contact by subpart D of the Compliance Remedy and my November 6, 2002 letter. D. The Six Completed or Substantially Completed Page 148 Evaluations. The September 13 Decision stated that the Court ''will accept all program evaluations that have already been completed by Dr. Nunnery or someone with similar qualifications and Project; (3) Charter Schools; (4) English as a Second Language; (5) SEDL12 Program at . - I Southwest Middle School; and (6) CoJlaborative Action Team Project. By December 31, 2002, LRSD's Board had approved all six of these Page 148 Evaluations. 11A copy of my November 6, 2002 letter, marked Exhibit B, is attached to this Memorandwn Opinion. 12SEDL is an acronym for \"Southwest Educational Development Laboratory.\" See ODM's Compliance Report at 8 (docket no. 3854). -15- I, . ' ,l , .  \\072A Rev.8/82) .... Case 4:82-cv-00866-WRW  Document 3875 Filed 06/30/2004 Page 16 of?i_'. E. The Eight Remaining Page 148 Evaluations. LRSD contracted with-Dr. Steven Ross, a program evaluation expert and a member of the facuJty at the University of Memphis, to prepare guidelines for completing or revising the eight remaining evaluations.13 These eight evaluations covered the following programs: ( l) Middle Schools; (2) Extended Year Schools; (3) HIPPY;14 (4) Campus Leadership Teams; (5) Swnmer ----- - School - Elementary; (6) Lyceum Scholars Program; (7) Onward to Excellence - Watson Elementary; and (8) Vital Link. -In late November of 2002, Dr. Ross prepared a document captioned \"Guidelines for Completing Eight Program Evaluations in the LRSD.\"15 On January l 0, 2003, LRSD contracted with Dr. Ross and two other program evaluation experts, Dr. William Moore and Dr. Larry McNeal, to prepare these eight program evaluations. Dr. Ross prepared or completed evaluations on Vital Link, Onward to Excellence, HIPPY, and Campus Leadership Teams; Dr. Moore prepared or completed evaluations on Middle School Transition and Extended Year Education; and Dr. McNeal completed evaluations on Lyceum Scholars and Elementary Summer School. _O_n M_ar_ch _14_, 20_03_, L_RS_D f_ile d all fourteen of the Page 148 Evaluations with the Court, ..,_ ______, - as required by subpart C of tpe Compliance Remedy. See LRSD's Notice of Filing Program Evaluations (docket no. 3745) . . The six evaluations, which were substantially completed as of 13 A number of years ago, Joshua formally agreed that Dr. Ross has the qualifications necessary to prepare program evaluations. 14HIPPY is an acronym for\"Home Instruction for Parents of Preschool Youngsters.\" See ODM's Compliance Report (docket no. 3854) at 8.  15During the compliance hearing, this document :,,vas introduced as LRSD's Exht'bit No. 5. -16- \\072A Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 1 i of 7 4 . ~ September 13, 2002: are bound together in Volumes I and II. The remaining eight Page 148 Evaluations \"are bound together in Volumes m and IV.16 On April 14, 2003, Joshua filed \"Comments on the Submission of Page 148 Evaluations.\" (Docket no. 3752.) These comments identify and discuss numerous alleged \"deficiencies,\"most of which are contained in the eight Page 148 Evaluations that were completed and approved by the Board after January l, 2003.  F. Dr. Lesley and Dr. James Resign. On March 14, 2003, the same day LRSD filed the fourteen Page 148 Evaluations,'7 Dr. Lesley, who was responsible for overseeing the preparation of those evaluations, resigned, and, two months later, Dr. James, LRSD's Superintendent, also resigned. As indicated ,- previously, LRSD's Compliance Plan had assigned Dr. Lesley and Dr. James direct responsibility for each of the twenty-eight time line activities necessary for LRSD to implement the Compliance 16During the compliance bearing, these fourteen program evaluations were introduced as LRSD's Exhibit No. 13. 17During its implementation of the Revised Plan in 1998 through early 200 I, LRSD originally intended to use its own Department of Planning, Research, and Evaluation (\"PRE\") to prepare the fourteen Page 1481 Evaluations. Dr. Kathy Lease was the Assistant Superintendent who headed PRE and reported to Dr. Lesley. See ODM's Compliance Report at 2. According to Dr. Lesley's testimony during the November 2001 hearings on unitary status, Dr. Lease \"dropped the ball\" in preparing these evaluations, which resulted in only a few partially completed and woefully inadequate evaluations being available on Mar~h 15, 200 l, the deadline for LRSD to file its Compliance Report seeking unitary status. Additionally, Dr. Lesley testified that, in her opinion, no one in PRE-including Dr. Lease--had the expertise to prepare program evaluations. See LRSD, 237 F. Supp. 2d at 1077-81. In early 2001, Dr. Lease resigned and ieft LRSD for other job opportunities. Since that time, PRE has functioned with only a statistician and several support employees, but no one was hired to replace Dr. Lease or take over and operate the department. In November of 2003, LRSD appointed the statistician as the acting head of PRE. As a result. since Dr. Lease's departure in early 200 I, LRSD has essentially functioned without a meaningful Department of Planning, Research, and Evaluation. See ODM's Compliance Report at 6. -17- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 18 o(? ,f Remedy. Thus, less than a year after the September 13 Decision, LRSD lost both of the crucially important leaders to whom all responsibility had been assigned for implementing LRSD's Compliance Plan. Both Dr. James and Dr. Lesley had been deeply involved for years in LRSD's implementation ofits desegregation obligations under the Revised Plan, and both were thoroughly familiar with the intricacies of satisfying judicially imposed desegregation obligations. The almost simultaneous departures of Dr. James and Dr. Lesley dring the early stages of LRSD's implementation of its Compliance Plan clearly created problems for LRSD in its compliance efforts. In the ODM's Compliance Report, the authors observe that the loss of Dr. Lesley and Dr. James at a crucial time in the implementation of LRSD's Compliance Plan, and the delays and difficulties LRSD encountered in filling those positions with \"acting'' or\"interim\" employees created \"a period of some uncertainty' for LRSD. Id. at 5. In June of 2003, LRSD appointed an Interim Superintendent to replace Dr. James. Later that month, on June 26, 2003, Mr. Dennis Glasgow, who previously had been the Director of LRSD 's Math and Science Department, was appointed to succeed Dr. Lesley as Interim Associate Superintendent of Instruction 11d Curriculum. According to the Compliance Plan's \"Action Plan Time Line,\" Mr. Glasgow originally was assigned responsibility for only two of the twenty-eight time line activities. Although it was not mentioned in LRSD's Compliance Report ( docket no. 3837), during the recent compliance hearing, Mr. Glasgow testified that, on March 18, 2003, he assumed responsibility for all of Dr. Lesley's twenty-eight activities under the Compliance Plan. In August of 2003, after the Interim Superintendent, hired only three months earlier, left that position, LRSD hired Dr. Morris Holmes as the second Interim Superintendent. Dr. Holmes -18- ~----------------------------------------------- A.072A (Rev.8182) Cas~ 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 19 of 74 has continued to serve as Interim Superintendent through the date of this Memorandum Opinion.11 LRSD 's Compliance Report does not address what role, if any, Dr. Holmes had in implementing the Compliance Plan.,_ It seems that Dr. Holmes or someone else should have been assigned responsibility for the twenty-eight time line activities that had been assigned to Dr. James in the October 10, 2002 Compliance Plan; but the Compliance Report is silent on this point G. LRSD Files Its Compliance Report Seeking Release from Court Supervision. When LRSD filed its Compliance Report (docket no. 3837) on March 12, 2004, 19 it was supported by documents attached to it as Exhibits A through G. According to LRSD, the documents attached to the Compliance Report establish that it has substantially complied with the Compliance Remedy and is entitled to be released from all further court supervision and monitoring. A careful reading of the Compliance Report reveals a number of revelations tha,:. cast LRSD's efforts in a less than favorable light. First, the Report states that: (a) in October of 2002, less than sixty days after the Court's September 13 Decision, Joshua's counsel \"raised concerns about the Board-approved Compliance Plan\"; (b) subsequently, Joshua's counsel ''invoked the Process for Raising Complian\u0026lt;;e Issues set forth in Revised Plan  8.2\" and\"[ the parties] met with Ms. Ann Marshall to facilitate an agreement\"; and ( c) the parties' last such meeting with Ms. Marshall was on February 28, 2003, but the parties failed to reach an agreement on Joshua's 180n June 11, 2004, the Board announced that it hired Mr. Roy Gregory Brooks to serve as LRSD's new Superintendent of Schools. It is my understanding that sometime in July or August Mr. Brooks will assume his new duties as Superintendent. 19During the compliance hearing, this document was introduced into evidence as LRSD 's Exhibit No. 14. -19-  A072A (Rev.8/82) ' . , . . ... . Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 20 of 74 .    objections to the adequacy of the Compliance Plan. See Compliance Report (docket no. 3837) at 1-2. Thus, LRSD's March 12, 2004 Compliance Report constituted my first notice that Ms. Marshall's facilitation efforts in late 2002 had failed--neither the parties nor the ODM brought this to my attention, although they were required to do so by subpart D of the Compliance Remedy and by my November 6, 2002 letter to Ms. Marshall. Second, LRSD contends that, by failing to bring the parties' disagreement over the Compliance Plan to the Court's attention, \"Joshua waived any pbjections to the Board-approved Compliance Plan.\" Id. at 1-2. As I explained earlier, the sole purpose of subpart D of the Compliance Remedy was to require the parties to bring potential compliance problems to my attention, as soon as they arose, so that I could resolve them early enough to prevent them from becoming stumbling blocks to LRSD's compliance with its obligations under the other subparts of the Compliance Remedy. After the OD M's facilitation efforts failed, it must have soon become obvious to LRSD's counsel and the ODM that Joshua's counsel was not going to notify the Court. It seems to me that, at this point, both LRSD and ODM should have realized that it was in LRSD's best interest to let me determine, in March of 200;3--while there was still time to do something about it--if the compliance issues raised by Joshua had merit. In a school desegregation case that has its origins in the infamous 1957 Little Rock school desegregation crisis, no court is likely to hold the silence ofJoshua's counsel-even if they are to be criticized--against the African-American students they represent, and who now fill almost 70% of the total number of seats in LRSD's classrooms. I believe I would be ill advised to adopt \"waiver'' as a way to avoid reaching the merits i\u0026gt;f the adequacy of the board-~pproved -20- .. A072A (Aev.8/82) Casa 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Compliance Plan. In other words, I find that it would be inappropriate for me to default approximately 17,000 LRSD students. Third, LRSD acknowledges in the Compliance Report (docket no. 3837) that it was  required to do two things to satisfy the core obligations imposed by subparts A and B of the Compliance Remedy: ( 1) \"develop written procedures for evaluating the programs implemented pursuant to  2. 7 of the Revised Plan to determine their effectiveness in improving the academic achievement of African-American students\"; and (2) \"prepare a comprehensive program evaluation of each academic program implemented pursuant to  2. 7 of the Revised Plan to detennine its effectiveness in improving the academic achievement of Afiican-American students and to decide whether to modify or replace the program.\" See Compliance Report at page 2, paragraph 4 (docket no. 3837; LRSD's Exhibit No. 14) (emphasis added). To satisfy this first core obligation, which is contained in subpart B of the Compliance Remedy, the Compliance Report states that the Board adopted Regulation IL-RI. As indicated previously, the Board adopted Regulation IL-RI on October 10, 2002. But, LRSD did not make this key Regulation an Exhibit to either its March 14, 2003 Notice ofFiling Evaluations Pursuant to Paragraph C of the Compliimce Remedy (docket no. 3745) or its March 12, 2004 Compliance Report (docket no. 3837). On May 12, 2004, after I had been unable to locate this document anywhere in the record, I entered an Order ( docket no. 3864) requiring that LRSD provide a copy ofRebtdation IL-RI . The next day, LRSD filed its Response (docket no. 3865), which attached Regulation IL-RI as Appendix I to Exhibit A of that docwnent. Regulation IL-RI contained the fo])owing procedures that were to be followed in preparing all future 2.7.1 program evaluations: -21- A072A (Aev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 22 of 74 (1) \"Write a clear description of the curriculum/instruction program that is to be evaluated, with infonnation about the schedule of its implementation.\" (2) \"Agree on the necessary research questions that need to be established in addition to the question: 'Has this curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students?\"' (3)  \"If program modifications are suggested, the steps that the staff members have taken or will take to implement those modifications. If abandonment of the program is recommended, the steps that will be taken to replace the program with another program with more potential for the improvement and remediation of African-American students. (See  2.7.1 of the Revised Designation and Education Plan and Judge Wilson's Compliance Remedy.)\" (4) \"Plan ways to provide regular progress reports (e.g. dissemination of meeting minutes, written progress reports, oral reports to Superintendent; Cabinet and/or Compliance Team) to stakeholders, including the Associate Superintendent for Instruction, the Superintendent of Schools, the ODM (until Unitary Status is achieved) and the Joshua Intervenors (until Unitary Status is achieved).\" (5) The team preparing the program evaluations had to meet ''to monitor the completion of assignments\"; ''to review drafts and provide feedback to the writer\"; and \"to fonnulate recommendations . . . for program improvement, especially to decide if a recommendation is required to modify or abandon the program if the findings reveal that the program is not being successful for the -22- A072A (Rev.8/82) I . .. - Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 23 of 74 (6) improvement of African-American achievement.\" A final draft of the program evaluation had to be submitted to the Associate Superintendent for Instruction \"at least one month before placing the report on the Board's agenda for review and approval.\" (7) After the program evaluation was approved by the Board, a copy of the complete report had to be made available to \"the ODM and Joshua Intervenors (until Unitary Status is achieved).\" (8) \"Each program evaluation team shall meet with the Associate Superintendent for Instruction after the completion of the work to evaluate the process and product and to make recommendations for future program evaluation.\" See Regulation IL-RJ at 3-7 ( emphasis added). In paragraph 8 of the Compliance Report, LRSD states that it satisfied the second core obligation specified in subpart A of the Compliance Remedy, by doing the following things: (I) Dr. Steve Ross was hired \"to prepare evaluations of the District's elementary and secondary literacy programs.\" UJtimately, Dr. Ross authored the global \"Literacy Evaluation,\" w,hich the Board approved in November of 2003. See Exhibit F to Compliance Report (docket no. 3837).20 (2) Dr. Don Wold, a retired member of the faculty at UALR, authored the global \"Math and Science Evaluation,\" which covered the overall math and science cu,rricula (grades K-12) that LRSD had implemented with the grant it received 20 As indicated previously, during the compliance hearing, the Compliance Report was introduced into evidence as LRSD's Exhibit No. 14. -23- A072A (Rev.\u0026amp;'82) - ...  Case 4:82-cv-00866-WRW Document 3875 Fiied 06/30/2004  Page 24 o(14 ,:; .. from the NSF.  The Board approved this evaluation in December 2003. See Exhibit G to Compliance Report (docket no. 3837). According to the Compliance Report, these two global e~aluations satisfy all of LRSD's obligations under subpart A of the Compliance Remedy and constitute \"substantial compliance\" with the obligations contained in 2. 7. l of the Revised Plan. Ominously, the Compliance Report says nothing about whether these two evaluations complied with the mandatory requirements of Regulation IL-R 1. H. The ODM's Compliance Re.port on LRSD's Implementation of the Compliance Remedy. On March 30, 2004, the ODM filed its Compliance Report (docket no. 3854)21 commenting on various aspects ofLRSD's implementation of the Compliance Remedy. The first four pages of the ODM's Compliance Report re-plow the now largely irrelevant events related to LRSD's earlier compliance efforts under the Revised Plan.22 The remaining nineteen pages of the Compliance Report contain \"Findings and Conclusions\" that, for the most part, criticize LRSD's compliance efforts. Amon the more significant \"Findings and Conclusions\" in the ODM's Compliance Report are the following: . (1) As of Septemb,er 13, 2002, the date the Court imposed the Compliance Remedy, LRSD had implemented at least forty-six programs designed to improve African- 21During the compliance hearing, the ODM's Compliance Report was introduced into evidence as LRSD's Exhibit No. 15. 22The September 13 Decision addressed in detail all of the events described in these four . pages of the ODM's Compliance Report. -24- . ' , \\072A Rev.8/82} Case 4:82-cv-00866-WRW Document 3875  _.Filed b6i30/2004 Page 25 of 74 ... . . ....  . .  .. (2) American achievement under 2.7 of the Revised Plan.23 Id at 10. The ODM had difficulty getting LRSD administrators to identify the specific 2. 7 programs that would be evaluated under  2. 7 .1 of the Revised Plan. LRSD administrators finally acknowledged to the ODM that ''the program evaluation agenda for the 2002-03 school year would include only elementary literacy, secondary literacy, and the NSF math and science project.\" LRSD administrators never explained to the ODM which  2.7 programs would be covered in the literacy arid math and science evaluations. Id. at 12. (3) While the Compliance Remedy directed LRSD to use \"a11 available testing data\" in assessing the effectiveness of the  2. 7 programs, LRSD only did so in the Evaluation of the Math and Science Programs. (Exhibit G to LRSD 's Compliance Report.) In the Literacy Program Evaluation (Exhibit F to LRSD's Compliance Report), LRSD limited the testing data to \"the SAT9 and the benchmark literacy exams.\" Id. at 14. ( 4) Subpart B of the Compliance Remedy required LRSD to maintain written records reflecting \"the, results of the annual assessments of each program, including whether the assessments resulted in program modifications or the elimination of programs.\" LRSD, 231 F. Supp. 2d at 1087-88. The ODM concluded that, while Exhibit C to LRSD's Compliance Report describes the annual program modifications for elementary and secondary literacy and math, there is no 23During the compliance hearing, LRSD witnesses correctly pointed out that the chart on page 10 of the ODM's Compliance Report was flawed. Among other things, a number of programs are listed twice, and some of the things that are listed as ''programs\" are not. -25- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Oocu~~~t 3875. Filed 06i30/2004 Page 26 '0(74'. (5) discussion of anriual program mocl_ifications for science. i4 Id. at 15. The ODM's Compliance Report noted numerous shortcomings in the Literacy Program Evaluation. Id. at 1677. However, the most serious criticism was that ''the evaluation draws no conclusions about the extent to which student performance might be affected by program components, such as Reading Recovery or Accelerated Reader, nor does it correlate any teaching practices with student achievement.\" Id. at 18. (6) The ODM's most serious criticism of the Math and Science Evaluation was that it \"does not offer data relative to the level of uniformity of program implementation\" and does not identify which  2. 7 programs most directly improved the academic achievement of African-American students in math and science courses. Id. at 19. (7) By the time the C9urt entered its September 13 Decision, six of the fourteen Page 148 Evaluations had already been completed or substantially completed by outside consultants. Subpart C of the Compliance Remedy provided that ''the Court wit! accept all program evaluations that have already been completed by Dr. Nunnery or someone with similar qualifications and approved by the Board.\" Between October 24, 2002, and December 19, 2 2, the Board voted to approve these six evaluations which covered the following programs: (a) Pre K-3 Literacy; (b) NSF Math and Science; ( c) Charter School; ( d) English as a Second Language; (e) 24Although not mentioned in the ODM's Compliance Report, Exhibit C also fails to discuss the reasons for making each of the modifications in the math and literacy programs, or and how those modifications were expected to improve the effectiveness of those programs. -26- A072A (Rev.8182) Case4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 27 of 74 SEDL Program - Southwest Middle School; and (f) Collaborative ActionTeam. The OD M's Compliance Report does not contain any significant criticism of these six evaluations. Id. at 20. (8) As of September 13, 2002, eight of the Page 148 Evaluations still remained to be prepared. Under subpart C of the Compliance Remedy, LRSD was obligated to hire outside consultants to prepare those eight evaluations and then file them with the Court by March 15, 2003. The eight programs that were the subject of these evaluations were as follows: (a) Middle Schools hnplementation; (b) Extended Year Schools; ( c) HIPPY; ( d) Campus Leadership Teams; ( e) Elementary Summer School; (f) Lyceum Scholars Program; (g) Onward to Excellence - Watson Elementary; and (b) Vital Link. Id. The last four of these programs had already been discontinued by the time I entered the September 13 Decision. Thus, only the evaluations on the first four of these programs (Middle Schools program, Extended Year Schools program, HIPPY program, and Campus Leadership Teams program) had any potential to be useful to LRSD.25 (9) All eight of the Page 148 Evaluations prepared by outside consultants were heavily criticized by the ODM. The cited source for much of this criticism was Dr. Ross, who prepared two of the four evaluations for ongoing programs and two of the four evaluations for discontinued programs. According to the ODM's Report, Dr. Ross told the ODM that: (a) \"[t]he evaluations of the subject 25 As indicated previously, LRSD originally intended to use Dr. Kathy Lease and its PRE Department to design and prepare these eight evaluations. When Dr. Lease resigned and left her position with LRSD in early 200 I, none of these evaluations had been prepared. -27- .,. ,072A Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 28 of 74  programs 'were worthless,' both as originally prepared and currently\" and that the discontinued programs he was hired to evaluate were \"dead wood\"; (b) he did not understand _why LRSD had declined to provide additional updated information and data on the four ongoing programs \"in order to facilitate more effective evaluations\"; and (c) \"(t]he evaluations were of little or no use to the district.\" (10) Echoing Dr. Ross's criticism of the eight Page 148 Evaluations, the ODM -------- observed that: \"(LRSD 's] asking the outside evaluators to rewrite the evaluations ------------..  _._.-... #, ~_....,_ -  I using the same data from the original, unacceptable versions [prepared internally by Dr. Lease] is similar to asking mechanics to tear down a Yugo and put it back together as a Lexus.\" Id. at 21-22. The ODM concluded this section of the Report by noting that: \"Sadly, the evaluations are so flawed that they reveal little of substance that would enable the district to draw conclusions about the - programs, ascertain the effectiveness of their component parts, point out appropriate modifications, or decide whether to drop a program altogether.\" Id. at 22. (The direct charge to the ODM was to work closely with LRSD to help to ensure it met it~ obligations under the Compliance Remedy. Thus the ODM's stinging criticism ofLRSD's compliance efforts is, at least in part, an admission of its own shortcomings. It seems to me that the ODM should have been less reasonably possible.) -28- 11.072A '.Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 29 of 74 I. Joshua's Opposition to LRSD's Compliance Report. On April 15, 2004, Joshua filed an Opposition To LRSD's Motion to Be Released from Further Supervision and Monitoring of Its Desegregation Effort ( docket no. 3856), along with a supporting Memorandum (docket no. 3857). Joshua begins their Memorandum by framing the compliance issue with the following quotes from the September 13 Decision: I find that the purpose of 2. 7. I was to make sure that the programs under  2. 7 actually worked to improve the academic achievement of African-American students. I further find that LRSD's substantial compliance with  2.7.1 was crucial to its commitment to improve the academic achievement of AfricanAmerican students; for, without performing rigorous annual assessments of each of the many dozens of programs implemented under  2. 7, it would be impossible to determine which programs were working and should be continued and which programs were not working and should be discontinued, modified, or replaced with new programs. * * * I conclude that the Court should continue supervision and monitoring of LRSD's compliance with this crucially important section of the Revised Plan in order to ensure that LRSD has in place an effective assessment program that will allow it to identify and improve those programs that are most effective in remediating the academic achievement of African-American students. LRSD, 237 F. Supp. 2d at 1076, 1086. Joshua's Mernorand~ goes on to discuss the following areas in which they allege that LRSD has failed to substantially comply with its obligations under subparts A, B, and C of the Compliance Remedy: ( 1) During the entire 2002-03 school year and the first semester of the 2003-04 school year, the Compliance Remedy obligated LRSD to assess each of the dozens of -programs it implemented pursuant to  2. 7 of the Revised Plan in order to _________ __.,_ determine if those programs were effective in improving the academic -29- A072A (Aev.8182) ...  ., Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 30 of 74 achievement of African-American students. However, in the two global program evaluations, attached as Exhibits F and G to its March 12, 2004 Compliance Report, LRSD does not identify with any degree of precision which of the dozens of  2. 7 programs are included in each evaluation, much less address the effectiveness of each of those programs in improving African-American achievement. Joshua's Memorandum (docket no. 3857) at 2-3. (2) Regulation IL-Rl explicitly required each  2. 7, 1 program evaluation to set forth and answer the following crucially important research question: \"Has the curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students?\" See Appendix 1 to Exhibit A at 1{ 6(0) (docket no. 3865). However, this mandatory research question is not included among the research questions set forth in the Literacy Program Evaluation.26 Joshua's Memorandum (docket no. 3857) at 4. (3) Both the Literacy Evaluation and Math and Science Evaluation contain only broad generalizations about student achievement based solely on standardized test data, rather than a specific analysis of which of the dozens of 2. 7 programs actually worked in improving African-American achievement in the areas of literacy, math, and science and which of those programs need to be modified or eliminated. Id. at 5-6. (4) Regulation IL-RI explicitly required that: (a) a program evaluation include, as part of its ''program documentation,\" a clear and accurate description of the 26See Exhibit Fat I (docket no. 3837). -30- ~072A Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 31 of74 program being evaluated (see Appendix 1 at 3 to Exhibit A of docket no. 3865); and (b) the team leader ensure that each program evaluation contain \"a clear description of the curriculum/instruction program that is to be evaluated . ... \" (See Appendix I to Exhibit A at page 5, paragraph 6(c) (docket no. 3865).) According to Joshua, the Literacy Evaluation contained only a cun;ory description of a few of the 2.7 programs implemented to improve the literacy of AfricanAmerican students and the Math and Science Evaluation contains only a list of the math and science courses that were available to LRSD students.at various grade levels. Id. at 6-8. (5) LRSD's Page 148 Evaluations, filed on March 13, 2003 (docket no. 3745), are inadequate because: (a) they do not satisfy the standards for program evaluations contained in Regulation IL-RI; (b) according to Dr. Ross, who was involved in preparing those evaluations, they were \"for the most part ... worthless . .. [ and] oflittle orno use to the district\" (see ODM's Compliance Report at 21); and (c) LRSD failed to use the Page 148 Evaluations, as part of the assessment process, to determine ttie effectiveness of the  2. 7 programs in improving AfricanAmerican achievement, as required by subpart C of the Compliance Remedy. Id. at 8-9. (6) Regulation IL-Rl provided that the team leader for each evaluation shall \"provide regular progress reports (e.g., dissemination of meeting minutes, written progress reports, oral reports to the superintendent's cabinet and/or compliance team) to stakeholders, including . . . the ODM (until unitary status is achieved), and the -31- A072A (Rev.6182) .. ~ ' Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 32 of74  J. Joshua Intervenors (until unitary status ifachieved).\" According to Joshua, LRSD failed to provide them or the ODM with the progress reports on the preparation of the program evaluations, as required by Regulation IL-RI. LRSD 's Proposed Compliance Plan and Proposed Regulation IL-R2 Finally Surface. On May 12, 2004, I entered an Order (docket no. 3864) asking LRSD to immediately provide me with a copy of Regulation IL-R 1. In its May 13, 2004 Response ( docket no. 3865), LRSD attached a copy ofIL-Rl ,27 along with the two documents th~t were not requested: (1) LRSD's \"Proposed Compliance Plan.\"28 (2) LRSD's \"Proposed Il.rR2.\"29 LRSD does not explain why it decided to bring these last two documents to my attention at this late date in the compliance process. The \"Proposed Compliance Plan,\" which was prepared within thirty days after the entry of the September 13 Decision, contains numerous questions about the meaning of various terms used in the Compliance Remedy. For example, the Compliance Committee states that they are \"confused\" by the Court's use of the term \"assessment\" in subparts A and B of the Compliance Remedy, something that required \"the Compliance Committee to determine the District Court's intended meaning.\"30 See Proposed Compliance Plan at 3-4. Additionally, this document 21See Appendix I to docket no. 3865; see also Joshua's Exhibit No. 2. 28See Exhibit A to docket no. 3865; see also LRSD's Exhibit No. 2. 29See Appendix 2 to docket no. 3865. 30Section 2. 7.1 of the Revised Plan obliged LRSD to \"assess\" uieeffectiveness of the 2. 7 programs and, if that assessment revealed the programs were not likely to improve AfricanAmerican achievement, LRSD was required to modify or replace those programs. Nowhere in  2. 7.1 does it mention anything about LRSD being required to prepare \"program evaluations\" -32-  t.l  A072A (Aev.8/82) Case4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 P~ge 33 of74 contains a lengthy discussion about the meaning of certain obligations in subpart C of the Compliance Remedy, which required LRSD to complete and file the eight unfinished Page 148 Evaluations by March 15, 2003. Id. at 7-8. As previously discussed, on October I 0, 2002, the Board approved the.final \"Compliance Plan,\" which LRSD attached as Exhibit A to its March 14, 2003 Notice Of Filing Program Evaluations Required By Paragraph C Of The Compliance Remedy (docket no. 3745). LRSD's May 13, 2004 Response does not explain why none of the many.questions raised in the Proposed Compliance Plan were mentioned in the.final Compliance Plan, which was filed on March 14, 2003. It seems clear to me that these questions should have been brought to my attention when they were first put on paper--roughly a year and a half ago. \"Proposed.Regulation IL-R2\" was intended to govern the preparation and content of \"Informal Program Evaluations.\" The stated purpose of this regulation was \"to ensure that a written record exists explaining a decision to significantly modify an academic program.\" See Appendix 2 to docket no. 3865. On page 6 of the \"Proposed Compliance Plan\" (Exhibit A to docket no. 3865), it noted that Proposed Regulation IL-R2 \"was drafted to address\" the following specific concern that was raised in the September 13 Decision: I have grave reservations about anyone this side of Solomon being wise enough to use two or three semesters' worth of erratic composite test scores to make reliable decisions about which remediation programs for LRSD's AfricanAmerican students are actually working. LRSD, 237 F. Supp. 2d at 1079. According to the \"Proposed Compliance Plan,\" Proposed in.order to determine the effectiveness of the 2. 7 programs. However, as I explained previously on pages 4-5, LRSD unquestionably construed  2. 7 .1 as re.quiring it to perform \"evaluations\" of the key 2.7 programs in order to determine their effectiveness in improving the academic achievement of African-American students. -33- ,012A Rev.8/82) . . . . . ... ,.  :-:.\"\"1 ' . Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 34 of 74 Regulation IL-R2 satisfied my concern by \"prohibiting substantial program modifications from being made without a written record as required by Paragraph B [of the Compliance Remedy).\" Proposed Regulation IL-R2 clearly was intended to meet certain of the ,obligations imposed on LRSD under subpart B of the Compliance Remedy. LRSD, 237 F. Supp. 2d at I 087- 88. Yet, LRSD's May I 3, 2004 Response (docket no. 3865) does not explain why the Board failed to adopt Proposed Regulation IL-R2. Likewise, the OD M's Compliance Report sheds no light on why the Board did not adopt Proposed Regulation IL-R2. Instead, the ODM merely notes in passing that, after drafting Proposed Regulation IL-R2, LRSD \"ultimately decided [itJ was unnecessary and did not adopt [it].\" It appears now that, from the very outset of its efforts to fulfill its obligations under the Compliance Remedy, LRSD was badly confused about what it was required to do. It is hard to understand why this confusion was not brought to my attention. I would have been more than happy to explain precisely what I meant in the Compliance Remedy if this matter had been brought to my attention. Be all of this as it may, LRSD now finds itselfin the position of arguing that it has substantial1y complied with desegregation obligations that its Compliance Committee found to be confusing and difficult to understand. And this means, of course, that LRSD's \"puzzlement\" was unknown until it was too late for it to cure the problems. V. Compliance Hearing on LRSD's Request for Release from Court Supervision and Monitoring On June I 4 and 15, 2004, I conducted a compliance hearing on LRSD's request \"that the Court find that LRSD has substantially complied with Revised Plan  2. 7.1, as specified in the Compliance Remedy; that LRSD is unitary with regard to all aspects of [its] school operations; -34- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 35 of 74 and that it be released from all further supervi. s:-ion and monitoring ofits desegregation effort.\" See Compliance Report at 4 (LRSD's Exhibit No. 14). LRSD called the following witnesses to testify in support ofits having met its obligations under the Compliance Remedy: ( 1) Dr. Bonnie Lesley, LRSD's former Associate Superintendent for Curriculum and Instruction; (2) Dr. Steven M. Ross, the Director of the Center for Research in Education Policy at the University of Memphis; (3) Ms. Vanessa Cleaver, LRSD's Director of the NSF Grant; and (4) Mr. Dennis Glasgow, LRSD's Interim Associate Superintendent for Curriculum and Instruction. After LRSD rested, Joshua moved for Judgment as a Matter of Law, pursuant to Fed. R. Civ. P. 52(c), on the ground that LRSD had failed to establish a legally sufficient evidentiary basis for finding that it had substantially complied with its obligations under subparts A, B, and C of the Compliance Remedy. Ruling from the bench, I granted Joshua's Motion, in part, by finding that LRSD had failed to establish a sufficient evidentiary basis to support its contention that it had substantially complied with its obligation under subparts A and B of the Compliance Remedy. However, I denied Joshua's Motion with respect to LRSD's proof that it had substantially complied with it obligations under subpart C of the Compliance Remedy. Joshua's counsel then stated, on the record, that they were withdrawing their challenge to LRSD's substantial compliance with its obligations under subpart C of the Compliance Remedy. For that reason, Joshua called no witnesses. After explaining to counsel that I intended to prepare detailed Findings of Fact and Conclusions of Law to support my ruling on Joshua's Rule 52(c) Motion, I adjourned the compliance hearing. -35- A072A (Rev.\u0026amp;'82) . _.  ..... : .. Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 36 of 74 . ' VI. Findings of Fact and Conclusions of Law A. Burden of Proof. I. Section 11 of the January 16, 1998 Revised Plan (CX 871) explicitly provided that \"any party challenging LRSD's [substantial] compliance [with its desegregation obligations] bears the burden of proof.\" Because Joshua was the \"challenging party\" in the 2001-02 unitary status hearings, I held that Joshua had the burden of proof in establishing that LRSD had failed to substantially comply with its desegregation obligations in each of the challenged areas. LRSD, 237 F. Supp.2d at 1033-35. Ultimately, Joshua met their burden of proof only with regard to LRSD's failure to substantially comply with its obligations under 2.7.l of the Revised Plan. The Compliance Remedy required LRSD to fulfill its obligations uncler- 2.1 l of with my judicial remedy- not the previously litigated question of whether LRSD substantially complied with its obligations under the Revised Plan. 3. While  11 of the Revised Plan contained the parties' binding contractual agreement on the allocation of the burden of proof, for purposes of the unitary status hearings, that section of the Revised Pl:i no longer controls my decision on whether LRSD has met its obligations under the Compliance Remedy. It is black letter law that a school district seeking an end to court supervision has the burden of proving substantial compliance with the judicially imposed remedy. Freeman v. Pitts, 503 U.S. 467, 494 (1992); Belk v. Charlotte-Mecklenburg Bd. of Educ., 269 F.3d 305,318 (4th Cir. 200l);Jenkins v. Missouri, 216 F.3d 720, 725 (8111 Cir. 2000). Thus, I conclude that LRSD has the burden of proving by a preponderance of the evidence that it has substantially complied with each of the obligations contained in subparts A, B, and C -36- A072A (Rev.8182) Case-4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 37 of 74 of the. Compliance Remedy. B. LRSD's Efforts to Substantially Comply with Subparts A and B of the Compliance Remedy. 1. Tiu-oughout this litigation, standardized test scores have revealed that the academic achievement of a high percentage of LRSD's African-American students lags far behind their . white counterparts. In the September 13 Decision, I discussed this \"achievement gap\" at some length and summarized LRSD's efforts to narrow this gap by implementing dozens of 2.7 programs, between 1998 and March of200 l, that were designed to remediate African~American achievement. See LRSD, 237 F. Supp.2d at 1070-72. 2. Importantly, in the September 13 Decision, I rejected Joshua's argument that 2. 7 of the Revised Plan obligated LRSD to eliminate the achievement gap between African-American and white students.31 As a result, 1 found that the disparity in standardized test scores between African-American and white students--while \"far from where they need to be--failed to prove that LRSD has not lived up to its obligations under 2.7 of the Revised Plan.\" Id. at 1017. 3. Of even greater importance, however, I also found that 2.7.1 of the Revised Plan ,,..-- required LRSD to assess ann allY, each of the key 2.7 p ograms des!~ American achievement in order to ensure that those programs are effective. It is impossible to overstate the importance of 2.7. l to LRSD's African-American students. Un1ess something is done to improve their academic achievement, many of them, who do not possess proficient skills 31During the May 1996 hearings in this case, Dr. Walberg, Dr. Armor, and Dr. Orfield, three nationally recognized experts in desegregation litigation, testified at length about the numerous causes for this achievement gap. Both Dr. Armor and Dr. Walberg testified that the socioeconomic differences between many African-Americans and whites make it virtually impossible for schools to eliminate the achievement gap. See LRSD, 237 F. Supp. 2d at I 073-74. -37- A072A (Rev.8/82) . . . ... ~ Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 38 of 74 in reading and math, will face difficult and uncertain futures. Because 70% of its students are African-American, LRSD should be devoting a substantial percentageofits educational resources to solving this crucially important problem that will burden the lives and career trajectories of so many of its students. It is my fervent hope that LRSD's administrators and its Board realize that LRSD must make the long-term commitment to solve this problem, not because a federal court says that it must, but because it is the right thing to do. 4. In the September 13 Decision; I held that: (a) ~RSD's efforts to comply with  2. 7. l of the Revised Plan had fallen well short of the mark; (b) LRSD's obligations under 2. 7 .1 were \"crucial to its commitment to improve the academic achievement of African-American students\"; and (c) Court supervision and monitoring of LRSD must continue until it complies with \"this crucially important section of the Revised Plan in order to ensure that LRSD has in place an effective assessment program\" that is capable of determining not only the specific  2. 7 programs that are most effective, but also the programs that n\u0026lt;.,-ed to be improved or eliminated. Id. at 1017, 1086. I find that the clear language of the September 13 Decision made it plain that I expected LRSD to devote all of the time and resources necessary to comply with the spirit and letter of the commitment con~ed in 2.7.1 of the Revised Plan. I further find thatLRSD knew, or certainly should have known, that, in order to honor its commitment under 2.7.1, it was required to evaluate the key  2. 7 programs. 5. Subpart A of the Compliance Remedy provides that LRSD must devise and implement a comprehensive process for assessing, on a year-to-year basis, the effectiveness of each of the key 2.7 programs in remediating the academic achievement of African-American students. Because LRSD's battle to improve the academic achievement of African-American -38- A072A (Rev.B/82) Case4:82-cv-00866-WRW Document 3875 Filed 06/30/2004  Page 39 of 74 students may go on for many years, the comprehensive process for assessing  2. 7 programs must become a deeply embedded part ofLRSD 's elementary and secondary curriculum. OnJy then can I have the necessary assurance that LRSD will dutifully continue the comprehensive program assessment process (which also must include periodic program evaluations) until the need for  2.7 programs no longer exists. I asswned-1 now realize incorrectly-that LRSD would recognize that part of its burden of proof would include demonstrating that an effective program assessment process has been implemented and deeply embedd~ in its curriculum. 6. Because the  2.7.1 program assessment process must be an essential part of LRSD's curriculum for the foreseeable future, I thought LRSD would understand that it must hire a highly qualified Assistant Superintendent to replace Dr. Lease as the head of its Department of Planning, Research, and Evaluation (\"PRE\") and reinvigorate PRE with a team of highly trained professionals capable of devising a systematic process for assessing the  2.7 programs; identifying the key 2.7 programs that required evaluations and overseeing the preparation of those evaluations; making annual determinations about the effectiveness of the 2.7 programs; and structuring and implementing the required changes in those programs in order to make them more effective. LRSD did not.~d a qualified replacement for Dr. Lease, and it allowed its PRE to cease operating as a viable department; so, LRSD did not formulate an effective program assessment process, and did not deeply embed that process as part of its curriculum. 7. During the recent compliance hearing, the evidence established that, after Dr. Lesley's departure, LRSD failed to hire someone with similar qualifications and extensive experience in preparing and analyzing program evaluations to serve in the crucially important position of Associate Superintendent of Curriculum and Instruction. Mr. Glasgow, the acting -39- A072A (Rev.8/82) Case 4:82~~v-00866-WRW Document 3875 Filed 06/30/2004 Page 40 of 74 Associate Superintendent of Curriculum and Instruction, admitted that PRE was \"short on personnel\" at the present time and that he intended to propose to the Board that it set a high priority on hiring a team of well qualified and experienced professionals capable of reinvigorating PRE. In addition to hiring a new director of PRE, Mr. Glasgow testified that LRSD needed to hire a \"research specialist\" with extensive experience in preparing and overseeing preparation of program evaluations. Th.is is something it should have done immediately after I entered the September 13 Decision. This would have allowed LRSD to use its PRE Department to oversee the preparation of the key 2.7 program assessments by outside consultants, such as Dr. Ross, and to perform the \"heavy lifting\" necessary to deeply embed an effective program assessment process as a pertinent part of LRSD's curriculum for the foreseeable future. 8. LRSD should have included in its program assessment process everything necessary for it to make an informed decision about whether each of the key 2.7 programs designed to improve African-American achievement was actually working to accomplish that objective. Wliite l am not a professional educator, common sense dictates that some of the more important elements of an effective program assessment process should include the following: ( a) program evaluati,ons specifically designed to detennine whether key  2. 7 programs, as implemented, are actually working at each school to improve the academic achievement of African-American students; (b) input from a broad cross section of the teachers responsible for implementing each of the key 2. 7 programs-about the effectiveness of these programs at their respective schools and whether a  2.7 program should be modified or eliminated; (c) an assessment of whether each of the key 2. 7 programs is being implemented with the same degree of effectiveness and success at each participating school; (~) an assessment of whether more -40- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 41 of 7 4 teaching specialists or other personnel are needed at some schools in order to enhance the effectiveness of the key  2. 7 program; and (e) administering consistent standardized tests at various grade levels so that the academic achievement of African-American students can be accurately followed, and valid statistics can be compiled regarding their year to year academic achievement. 9. In the Compliance Remedy, I was reluctant to set forth too much detail about how LRSD should structure its program assessment process. Professional educators ought to be able to do a better job than I could in formulating and implementing this process; but LRSD is found wanting in its handling of its duties under subparts A and B of the Compliance Remedy. 10. LRSD did not follow the plain language of subpart A of the Compliance Remedy, and I find this quite puzzling. In any event, it prepared two \"comprehensive\" evaluations that covered only some of the  2. 7 programs and that reflected--at some grade levels and on some tests--an improvement in the achievement level of African-American students in the areas of literacy, math, and science. Somehow, LRSD concluded that those two global evaluations would be sufficient to prove the effectiveness of each of the key  2. 7 programs, as they have been actually implemented, and to ~tisfy me that it had in place a deeply embedded and effective  2.7. I program assessment process. l l. Having reviewed a mountain of test score results from 1998 through the first semester of the 2003-04 school year, it appears to me that most of LRSD's testing data is highly variable. At some grade levels, in some years, there is improvement, and at other grade levels, in other years, test scores decline. In dealing with a problem that is as challenging as narrowing the achievement gap, such an ebb and flow of test scores over only a few years should come as -41- A072A (Rev.8/82). Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 42 of 74 no-surprise. That is why I believe it is so important for LRSD to deeply embed an effective  2. 7. I program assessment process in its curriculum and then make certain it has a team of highly trained specialists administering that process for years to come. LRSD should pay close attention to the next point: If it were to implement, properly staff. and deeply embed an effective 2. 7.1 program assessment process, LRSD could still prove that it had substantially complied with its obligations under  2. 7 .1 and subpart A of the Compliance Remedy-even if test results did not establish that there had been much, if any, improvement in the academic achievement of AfricanAmerican stud~ts. This is because 2.7'.1 does not require an improvement in the academic achievement of African-American students--it requires only that LRSD have in place an effective and deeply embedded program assessment process that is capable of assessing the effectiveness of its key 2.7 programs. 12. I find LRSD's Literacy Program Evaluation (ails to substantially comply with subparts A and B of the Compliance Remedy. I further find some of the most significant deficiencies in this Evaluation to be as follows: (a) LRSD's Compliance Plan32 provided that: LRSD will: . . . (4) Prepare a comprehensive program evaluation of each academic program implemented pursuant to Revised Plan  2. 7 to determine its effectiveness in improving the academic achievement of African-American students and to decide whether to modify or replace the program .. . . (Emphasis added.) The Literacy Evaluation does not evaluate each  2. 7 academic program implemented to improve the academic achievement of African-American students in the area ofliteracy, much less analyze ''whether to 32See docket no. 3745, Exhibit A at 3; LRSD's Exhibit No. 2. -42- A072A (Aev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 43 of 74 No.2. (b) modify or replace\" any of those programs. Regulation ILR 1 provided that any  2. 7. l program evaluation must answer the following research question: \"Has this curriculum/instruction program been effective in improving and remediating the academic achievement of AfricanAmerican students?\" See docket no. 3865, Appendix 2 at 5.33 The Regulation went on to state that this research question was required to be included in any  2.7.1 program evaluation based on: \"Po,icy IL,  2.7.1 of the Revised Desegregation and Education Plan and Judge Wilson's Compliance Remedy.\" Id. at 5. Incredibly, the research questions set forth on page I of the Literacy Program Evaluation do not include this essential research question. During the compliance hearing, Dr.-Ross testified that, read together, research questions 2 through 6 were . aimed at getting at the same information sought in the one essential research question that was required by Regulation IL-Rt. Nevertheless, as Dr. Ross conceded, he should have included that research question in the Literacy Program Evaluation in order to comply with Regulation IL-R 1.34 (c) Regulation IL-RI explicitly required the \"team leader\" of the 2.7.1 program evaluation to write \"a clear description of the curriculum/instruction program that is to be evaluated, with information about the schedule for its implementation.\" 33During the recent compliance hearing, this docwnent was introduced as Joshua's Exhibit 341n Dr. Ross's defense, he testified that he had little, if any, communication withLRSD's staff members or administrators after he was hired to prepare the Literacy Evaluation. Thus, it is unclear whether he was provided with a copy of Regulation IL-RI, or otherwise advised ofits purpose and requirements. -43- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 44 of 74 Id. at 5. The_ Literacy Program Evaluation does not sufficiently _identify the specific  2. 7 programs that are covered by the evaluation - a direct violation of Regulation IL-Rl. At the elementary school level (grades K-5), the Literacy Program Evaluation cites .. results\" from five programs: (a) Early Literacy Leaming in Arkansas (\"ELLA\") for grades K through 2; (b) Effective Literacy for grades 3 through 5; (c) Signature Reading Series for grades 1 through 5; (d) Reading Recovery for 1st graders; and (e) Success For All (\"SFA\") for grades K through 5. Id. at 10.35 At the middle school level (grades 6-9), the Evaluation states only that \"all grades participated in Reading and Writing Workshop concepts [whatever that means],\" without indicating whether \"Reading and Writing Workshop\" was a 2.7 program or whether there were any other 2.7 programs designed to improve the literacy of African-American middle school students. Id. at 11 . Finally, at the hlgh school level (grades 9-12), the Evaluation merely cites \"block scheduling of English classes to accommodate different levels of learners . .. and teacher professional development . based on national research findi~gs, trends, and issues in literacy development [whatever that means].\" Dr. Ross conceded that these program descriptions were \"amorphous.\" While Dr. Ross and LRSD administrators may know what these descriptions mean, I do not. Thus, I am left to guess at whether I should consider \"block scheduling of English classes\" and \"teacher professional development\" as a 2. 7 35 As indicated previously, LRSD has never provided me with a list of all of its  2. 7 literacy programs. Therefore, I have no way of knowing if these were the only 2.7 literacy programs implemented at the elementary school level. -44- - - -- - - A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 45 of 74 program and wonder if there were any other  2.7 programs that LRSD implemented to improve the literacy of African-American high school students. In the future, LRSD should keep in mind that its program evaluations ofkey  2.7 programs need to be written in such a way that they not only comply with Regulation IL-RI, but also are readily understandable to me. (d) In the \"Summary and Conclusions\" section, Dr. Ross cites a number of negative comments about the overall effectiveness of LRSD's literacy program. For example, LRSD elementary teachers said in interviews that some of the most effective  2.7 reading programs, such as ELLA and Effective Literacy, were \"often perceived as separate and distinct entities instead of integral to the district comprehensive literacy program.\" Id. at 43. Furthermore, the authors noted that: (1) \"middle school and high school teachers' comments seemed to indicate that they also did not perceive themselves as being involved in a literacy plan beyond the traditional roles they had as English teachers\"; and (2) \"teachers' perceptions of the impact ofliteracy programs were extremely mixed.\" Id. (e) Finally, Regul~tion IL--Rl required LRSD to provide regular \"progress reports\" on the Program Evaluations to \"stakeholders,\" including the ODM and Joshua. See Joshua's Exhibit No. 2 at 5; docket no. 3864, Exhibit A, Appendix 1 at 5. During the evidentiary hearing, the testimony establishe\u0026lt;I that LRSD failed to provide the ODM and Joshua with any\"progress reports\" on the Literacy Program Evaluation as required by Regulation IL-RI. 13. I find LRSD'.s Math and Science Evaluation also falls short of substantial -45- A072A (Rev.8182} Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 46 of 74 compliance with subparts A and B of the Compliance Remedy. The more obvious deficiencies in this Evaluation are as follows: (a) As indicated previously, LRSD's Compliance Plan specifically obligate\u0026lt;J it to \"prepare a comprehensive program evaluation of each academic program ' implemented pursuant to Re~sed Plan 2. 7 in order to determine its effectiveness in improving the academic achievement of African-American students and to decide whether to modify or replace the program.\"36 To meet this requirement of its own Compliance Plan, LRSD was obligated to: ( J) identify each of the key  2.7 math and science programs that were in place during the 2002-03 school year and the first semester of the 2003-04 school year; and (2) prepare a comprehensive program evaluation of each of those academic programs. In violation ofits own Compliance Plan, LRSD prepared a comprehensive Math and Science Evaluation that examined \"areas of knowledge\"--not specific  2.7 programs. Furthermore, the Evaluation makes no attempt to analyze which of the  2.7 math and science programs need to be modified; the nature of the modifications that should be made; and whether any of those programs should be eliminated and replaced with the more effective programs. (b) The Math and Science Evaluation lists \"Milestones\" in implementing the \"educational system reforms\" but only a few  2.7 programs are specifically identified, e.g., the Summer Mathematics Advanced Readiness Training Program (\"SMART''), THRIVE, a Saturday math academy implemented in collaboration 36See docket no. 3745, Exhibit A at 3. -46- A072A (Rev.8/82) .. . Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 47 of 74 with Philander Smith, SECME, a program for students interested in engineering, and unspecified \"additional support programs in collaboration with the Arkansas Musewn of Discovery, UALR, and UAMS.\" See Exhibit G at 6-9 (docket no. 3837). Furthermore, one of the ''Milestones\" is described as the implementation of a \"high quality standard-base curricula for all students, grades K-12, in math and science.\" Id. at 9 ( emphasis added). After carefully reviewing the long list of \"Milestones,\" I find that the Math and Science ~valuation was intended to cover all curriculum changes made to LRSD's math and science programs - not the specific  2.7 programs that were designed and implemented to improve the academic achievement of African-American students in math and science. Ms. Vanessa Cleaver, the former Project Director of the Comprehensive Partnership for Math and Science Achievement, testified that LRSD prepared the Math and Science Evaluation according to NSF evaluation standards, which differed from those contained in Regulation IL-RI. She also testified that LRSD  prepared the Math and Science Evaluation to satisfy the requirements of the NSF grant. I find ~e purpose and objective of the NSF grant were not the same as subpart A of the Compliance Remedy. Thus, LRSD should not have assumed that satisfying the requirements of the NSF grant would automatically satisfy the requirements of subpart A of the Compliance Remedy. (c) The Math and Science Evaluation C()nsists primarily of an analysis of test scores demonstrating that LRSD has made some progress: (I) in increasing the number of African-American students who  have moved from the Below Basic -47- A072A (Rev.B/82) Case 4:82-cv-00866-WRW Document 3875 F1ied 06/30/2004 Page 48 of 74 (d) Achievement Level in math and science to the Basic Achievement Level; and (2) increasing the enrollment of African-American students in more rigorous math and science courses. However, much less progress has been made in increasing the number of African-American students who are achieving at or above the Proficient Level in math and science. The only statistically supportable conclusion that can be drawn from this Evalu;ttion is that LRSD appears to be doing \"something\" right in its math and science_ curriculum because a significant nwnber of African-American students have moved from the Below Basic Level to the Basic Level in math and science. However, the Math and Science Evaluation makes no attempt to address, much Jess answer, the essential questions that LRSD's own Regulation IL-RI required it to answer: Which specific 2.7 programs are actually working and most effective in improving the academic achievement of African-American students in math and science? What changes need to be made to improve those programs? What programs are not effective and should be eliminated? In her testimony, Ms. Cleaver admitted that the primary focus of the ~ath and Science Evaluation was on a statistical analysis of test scores-not a determination of the effectiveness of specific  2. 7 programs such as THRIVE and SMART. Finally, Ms. Cleaver acknowledged that the Math and Science Evaluation did not address the effectiveness of the.new math and science curriculum, as it had been implemented at each school, in improving the academic achievement of African-American students. The Stanford Achievement Test is a .. norm referenced\" test, which means that it -48- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 49 of 74 compares the achievement of Arkansas students with a national sample of students who took the same exam. As a result, scores are based on national performance quartiles. Thus, if a fifth grade student perf onns at the 20th percentile in math on the Stanford Achievement Test, it means 80% of the fifth grade students in the country exceeded his or her performance. In contrast, the state Benchmark Exam is a \"criterion-referenced\" test that was created for use within Arkansas to measure students' mastery of state math and literacy standards. Performance on the Benchmark Exam is measured in four broad categories: Below Basic; Basic; Proficient; and Advanced. According to Mr. Glasgow, students who perform at the Below Basic level have a very limited understanding of the concepts being tested. Mr. Glasgow also testified that it was much easier to improve student test scores on the state Benchmark Exam than on a national \"norm referenced\" test like the Stanford Achievement Test. It is possible to devise a statistically defensible \"equating formula\" to allow educators to compare percentiles of performance among \"nonn referenced\" tests. However, in the Math and Science Evaluation, the ~uthors take the extraordinary statistical liberty of trying to convert quartiles of performance on the \"norm referenced\" Stanford Achievement Test into the four much different categories of performance that are measured on the \"criterion-referenced\" Benchmark Exam. Furthermore, this appears to have been done to create the false impression that African-American students have improved their performance on the Stanford Achievement Test. In my experience, you can't mix apples and oranges and then claim you've got tangerines. I find the charts -49- A072A (Aev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 50 of 74 and data that are displayed on pages 49-55 to be of no statistical value in determining whether African-American students have improved their level of performance on the Stanford Achievement Test. ( e) Finally, I find that LRSD failed to provide regular \"progress reports\" on the Math and Science Evaluation to the ODM and Joshua, as required by Regulation IL-RI . See docket no. 3864, Exhibit A, Appendix 1 at 5. 14. Dr. Ross testified that his Literacy Evaluation~ which he referred -to as a \"big picture\" evaluation, was the necessary first step in complying with LRSD's obligations under  2.7.1 of the Revised Plan. According to Dr. Ross, the global Literacy Evaluation reached a narrow but very important conclusion: The various  2. 7 literacy programs, which are described on pages 10-11 and 34, are equally \"effective\" or \"ineffective\" in improving the academic achievement of African-American students. As Dr. Ross explained, \"beauty is in the eye of the beholder.\" Therefore, some readers of the Literacy Evaluation might conclude that the relatively modest improvement in African-American test scores was sufficient to deem those programs \"effective,\" while other readers might conclude, based upon the same data, that they were \"ineffective.\" Most importantly, however, Dr. Ross testified that his statistical analysis demonstrated that none of the 2. 7 programs aimed at improving literacy produced an unhealthy outcome for African-American students. By unhealthy outcome, Dr. Ross meant that the test scores for African-American students did not go down. 15. Dr. Ross made it clear that it is now crucially important for LRSD to take the second step and perform program evaluations to determine the effectiveness of the specific 2. 7 literacy programs as they have been implemented at each of the schools in the district. He -50- A072A (Rev.8182) .,. .- . Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 51 -6(74  testified that the step 2 evaluations were necessary and essential in order for LRSD to determine: (a) whether, as implemented, on a school-by-school basis, the key 2.7 programs were effective in improving the academic achievement of African-American students; and (b) whether any program changes needed to be made to improve the effectiveness of the key 2.7 programs as they were being implemented at each school. Dr. Ross testified that, without these step 2 evaluations, LRSD cannot continue .to make progress in improving the scores of AfricanAmerican students on the Arkansas Benchmark Exam and the_Stanford Achievement Test. 16. In the 2001 -02 unitary status hearings, the evidence established that LRSD has a number of elementary schools in which the students are entirely or almost ' entirely AfricanAmerican. Likewise, some ofLRSD's middle schools and high schools have a disproportionately high number of African-American students compared with other middle schools and high schools. Only by performing these step 2 evaluations of the key  2. 7 programs, as they have been implemented on a school-by-school basis, will LRSD be able to determine their effectiveness at the classroom level. Because that is where \"the rubber meets the road,\" I find the data that will be gained from these step 2 evaluations is a vital and essential part of LRSD's assessment obligation under  2. 7. I of the Revised Plan and subpart A of the Compliance Remedy. 17. Dr. Lesley testifie\u0026lt;;I that, because each of the key  2.7 programs that LRSD implemented had already been found to be successful in improving the academic achievement of African-American students in other school districts where those programs were pioneered and developed (e.g., the Chicago School District and.the Washington D.C. School District), there was no need to perform step 2 evaluations of the effectiveness of those programs, as implemented in LRSD. However, Dr. Ross testified that his own extensive experience in evaluating virtually -51- A072A (Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 52 of 74 .. a ,   identical programs designed to improve the academic achievement of African-American students in different school districts revealed that some programs work well in one district but fail in another. Furthermore, Dr. Ross indicated his own personal experiences with the highly variable success rates of the same programs implemented in different school districts was borne out by all of the research and studies on the subject. Thus, the ELLA literacy program might work in LRSD but fail to achieve results in the Memphis School District. I find Dr. Ross's testimony on this point to be authoritative and credible. I reject Dr. Lesley's testimony that \"one size fits all\" and that it can be taken on faith that, ifLRSD implements a literacy program which was proven to be highly effective in the Washington D.C. elementary schools, the program can be assumed to be equally effective as implemented in LRSD. 18. Dr. Lesley also testified that. in order to meet its obligations under 2.7.l and subpart A of the Compliance Remedy, she believed LRSD was required to perform only annual informal program assessments. She testified that, at the time she left LRSD in March of 2003, she and other LRSD administrators were fully capable of assessing test data, interviewing teachers, and coming up with an informal assessment or evaluation of which 2. 7 programs were effective and which were not. Even if Dr. Lesley had remained with LRSD, I would have serious doubts about the value and reliability of such informal assessments or evaluations. However, after Dr. Lesley resigned in March of 2003, there is no evidence that any ofLRSD's remaining administrators had the experience or training to perform such informal assessments or evaluations. 19. Dr. Ross was emphatic in testifying that LRSD must perform formal evaluations . . of the key  2. 7 programs as implemented--not informal \"assessments\" or informal program -52- \\072A Aev.8/82)  Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 53 of 74 evaluations. He testified that it is easy for \"informal evaluations\" never to be perfonned, or, worse yet, result in bad statistical analysis that leads a school district to claim test score improvements that, in reality, do not exist. 20. LRSD's counsel asked Mr. Glasgow, the interim Superintendent of Instruction and Curriculum, if he agree.d that requiring African-American students to take more rigorous academic courses was the most effective way to improve African-American achievement. . Obviously, counsel expected a \"yes\" answer, but Mr. Glasgow responded ''No.\" He testified that the single best way to improve the academic achievement of African-American students was to evaluate, on a school-by-school basis, the effectiveness of specific  2. 7 programs, as they have been implemented at the classroom level. By way of example, Mr. Glasgow referred to Reading for All, one of the key  2. 7 literacy programs. Mr. Glasgow testified that, because deviations existed from school to school in the way in which that program had been implemented, some students--at some schoo]s--may have been helped more by that program than students at other schools where it had not been implemented with the same degree of success. Thus, Mr. Glasgow's testimony strongly supported Dr. Ross's testimony that the step 2 program evaluations were a necessary part of LRSD's program assessment obligations under subpart A of the Compliance Remedy. 21. I find that Dr. Ross is a well-qualified expert in preparing program evaluations and that he has extensive knowledge about programs and strategies that schools can implement to improve the academic achievement of African-American students. I further find that Dr. Ross 's testimony was both infonnative and credible regarding the Literacy Evaluation that he prepared. According to Dr. Ross, he was instructed to prepare the comprehensive Literacy Evaluation but -53- A072A (Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 54 of 74  then had very little, if any, substantive contact with LRSD's compliance team regarding his work on that evaluation. Dr. Ross indicated that he was disappointed by LRSD's lack of participation in the Literacy Evaluation. 22. I do not put much stock in Dr. Lesley's testimony at this last hearing. (Her testimony in the unitary status hearings in 2001 was quite helpful.) Her answers to pointed questions were often indirect and marked py semantics. I got the distinct impression that she wanted to avoid giving answers that would be harmful to LRSI\u0026gt;'s position. In his preparation of one or more of the Page 148 Evaluations, Dr. Ross advised Dr. Lesley that she was improperly using test score results to reach unsupportably favorable conclusions about improvements in African-American achievement. Dr. Lesley t~tified that, after Dr. Ross called this matter to her attention, she ''toned down\" some of her statistical conclusions. Yet, in the compliance hearing, Dr. Lesley hailed the Literacy Evaluation's data on the improvement in African-American test scores as a cause for great celebration. Dr. Ross, however, made it clear that, while AfricanAmerican students at some grade levels had made modest improvements on the state Benchmark Exam, very little progress had been made in improving African-American achievement in the ''norm referenced\" Stanford Achievement Test. In other words, there is no cause for great celebration on this point, at this time. 23. As I have repeatedly emphasized, LRSD's Compliance Plan interpreted subpart . A of the Compliance Remedy as requiring it to prepare \"a comprehensive program evaluation of each academic program implemented pursuant to Revised Plan  2. 7 to determine its effectiveness in improving the academic achievement of African-American students and to decide whether to modify or replace the program.\" See. docket no. 3745, Exhibit A at 3 (emphasis -54- A072A (Aev.8182) . . . - Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 55 of 74 added). I find it impossible to construe LRSD's specific obligation to prepare a comprehensive program evaluation .on .. each academic program\" to now mean that LRSD was only required to evaluate two broad areas of learning: \"Literacy\" and \"Math and Science.\" While the fields of \"Literacy\" and \"Math and Science\" may be convenient ways to divide academic knowledge, they most certainly do not constitute specific  2. 7 \"academic programs\" ( e.g., Reading for AH, Early Literacy Learning, Reading Recovery, or Effective Literacy) that LRSD implemented, on a school-by-school basis, to improve the academic achievement _of African-American students. 24. I find it relevant that, as early as October 10, 2002, less than thirty days after I entered the September 13 Decision, LRSD's Compliance Plan construed subpart A of the Compliance Remedy as requiring it to prepare \"comprehensive evaluations of each academic program implemented pursuant to  2. 1\"-not \"comprehensive evaluations of Literacy and Math and Science.\" lfLRSD believed subpart A of the Compliance Remedy imposed on it obligations that went beyond  2. 7. I of the Revised Plan, it should have appealed that issue to the Eighth Circuit. It is too late in the game for LRSD to cry foul, and contend that its own construction of subpart A of the Compliance Remedy, as set forth in its own Compliance Plan, is too onerous, and goes beyond its original o~Jigations in  2. 7 .1 of the Revised Plan. 25. Dr. Ross's ''big picture evaluation\" ofliteracy test score results has established that, on balance, none of the  2.7 programs have produced any \"unhealthy outcomes\" for African-American students. Thus, I find that LRSD has taken the first step required by subpart A of the Compliance Remedy. Having received this \"good news\" from Dr. Ross 's global Literacy Evaluation, LRSD is now in a position to complete its obligation under subpart A of the Compliance Remedy by preparing step 2 evaluations of each of the key  2. 7 programs, as they -55- \\072A Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 56 of 74 have actually been implemented, in order to determine their effectiveness and the changes and modifications that may need to be made to improve their effectiveness. 26. Finally, Dr. Ross testified that large urban school districts in Chicago an~ Washington D. C. sometimes perform ten or more step 2 program evaluations each year. While he conceded that it would be unrealistic to expect a district the size of LRSD to perform that many program evaluations, Dr. Ross testified that, in his opinion, it was reasonable to expect LRSD to perform four or five step 2 program evaluations each year in order to continue to make progress in improving the academic achievement of its African-American students. 27. IfLRSD had implemented and deeply embedded an effective program assessment process in the 2002-03 school year, assembled a highly qualified team of professionals to oversee that process, prepared the big picture step 1 evaluations of its Literacy and Math and Science programs, and four or five step 2 evaluations of specific  2. 7 programs, with the intention of continuing to perform such evaluations annually for the foreseeable future, I would have had no difficulty concluding that it had met its obligations under subpart A of the Compliance Remedy. Unfortunately, because almost none of these things were accomplished, I must conclude that LRSD has failed to establish_ a legally sufficient evidentiazy basis for finding that it has substantially complied with its obligations under subpart A of the Compliance Remedy'. 28. Subpart B of the Compliance Remedy required LRSD to maintain written records of its assessment of each  2. 7 program. These written records were required to include the following: (a) the criteria that LRSD used to assess each 2.7 program during the 2002-03 school year and the first semester of the 2003-04 school year; and (b) the .. results of the annual assessment of each program, including whether the assessments resulted in program -56- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 57of 74 modifications or the elimination of any programs.\" LRSD, 237 F. Supp. 2d at 1088. Proposed Regulation IL-R2, which was never approved by the Board, appears to have been designed to satisfy the requirements of subpart B of the Compliance Remedy. According to Proposed Regulation IL-R2, anytime LRSD significantly modified an academic program in \"English/Language Arts, Mathematics, Science or Social Studies,\" it was required to: ( a) explain in writing the decision to significantly modify the academic program; (b) set forth \"the written criteria used to evaluate the program\" in which the changes ar,e to be made; and (c) summarize \"the student assessment data [test results] on which the decision was based [to modify the program].\" See docket no. 3865, Exhibit A, Appendix 2 at l. If LRSD had approved, implemented, and complied with Proposed Regulation II-R2, it might havesubstantiallycomplied with its obligations under subpart B of the Compliance Remedy. 29. The evidence established that LRSD failed to maintain any of the separate written records on each of the  2. 7 programs that were required by subpart B of the Compliance Remedy. Instead, LRSD attached to its Compliance Report three documents that contain a confusing compilation of random changes in various vaguely described academic programs during the 2001-02, 2002-03, iUld 2003-04 school years. See docket no. 3837, Exhibits C, D, and E. The programs are not well enough described so that I can determine which of th.em are  2. 7 programs designed to improve the academic achievement of African-American students. Furthermore, while Exhibits C, D, and E catalogue numerous changes that were made to the vaguely identified programs, they contain no explanation of how each of the changes will increase the effectiveness of the programs in improving the academic achievement of AfricanAmerican students. Thus, I find that Exhibits C, D, and E to LRSD's Compliance Report fall well -57- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 58 of 74 short of substantially complying with the requirements of subpart B of the Compliance Remedy. C. LRSD's Efforts to Comply with Subpart C of the Compliance Remedy, 1. On page 148-ofits March 15, 2001 Compliance Report, LRSD erroneously stated that its PRE Department had prepared Program Evaluations on fourteen listed programs. See docket no. 3410 at 148. It is unclear how LRSD determined that it was necessary to prepare these fourteen Page 148 Evaluations in order to satisfy its obligations under 2. 7 .1 of the ~evised Plan. Furthennore, at least one of the listed programs, English as a Second Language (\"ELS\"), clearly is not a  2. 7 program. I do not understand how LRSD came to believe that it was required to evaluate an ELS program in order to satisfy its obligations under 2.7.1 of the Revised Plan. However, even ifLRSD had properly completed all fourteen of the Page 148 Evaluations, I still would have held, for the other reasons enumerated in the September 13 Decision, that it had failed to substantially comply with its obligations under  2. 7. I of the Revised Plan. See LRSD, 237 F. Supp. 2d at I 076-82. 2. In subpart C of the Compliance Remedy, I required LRSD to complete and file the fourteen Page 148 Evaluations to send a clear message that I expected LRSD to honor all of its comrnitments--even if it now meant preparing evaluations that would be of little or no use in assessing the effectiveness of the 2. 7 programs, Because I was requiring LRSD, retrospectively, to prepare the fourteen program evaluations that it should have completed on or before March 15, 2001, I expected LRSD to use only the data that would have been available through that date. However, I also knew that, under subpart A of the Compliance Remedy, LRSD was required to formulate and implement a comprehensive program assessment process and then use it to assess each of the key 2. 7 programs, using the most recent data available from the 2002-03 and 2003- -58- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 59 of 74 04 school years. Thus, I viewed the comprehensive program assessments LRSD was required to prepare under subpart A of the Compliance Remedy-not the Page 148 Evaluations-as the touchstones that LRSD would use to determine the effectiveness of each of the key  2. 7 programs. 3. Subpart C of the Compliance Remedy provided that the Court ''will accept all [Page 148 Evaluations] that have already been completed by Dr. Nunnery or someone with similar qualifications and approved by the Board.\" See LRSD, 237 F. Supp. 2d at 1088. LRSD had completed or substantially completed six of the fourteen Page 148 Evaluations by the time I entered the September 13 Decision. These six evaluations covered the following programs: ( a) Pre-K-3 Literacy; (b) NSF Math and Science Project;37 (c) Charter Schools; (d) ELS; (e) SEDL Program at Southwest Middle School; and (f) Collaborative Action Team Project. By the end of December, 2002, LRSD's Board had approved all six of these Page 148 Evaluations. 4. On March 14, 2003, LRSD filed these six program evaluations with the Court. See Volumes I and II (docket no. 3745). The ODM's Compliance Report contains no significant substantive criticism of these evaluations. See ODM's Compliance Report at 20 (docket no. 3854). Similarly, Joshua's objections to these six evaluations are primarily confined to alleged shortcomings such .as a failure to \"properly disaggregate data,\" or overstating the positive conclusions that might fairly be drawn from some of the data presented. See Joshua's Comments on the Page 148 Evaluations at 3-5 (docket no. 3752). 37This evaluation included data and test scores from school years 1998-99 through 2000- 01. See Volume II (docket no. 3745). -59- A072A (Rev.8/82) ------- Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 60 of 74 5. Of the eight remaining Page 148 Evaluations, LRSD had discontinued four of the programs by the time I entered the September 13 Decision. Thus, the Page 148 Evaluations on LRSD's Elementary Summer School Program, the Lyceum Scholars Program, the Onward to Excellence Program at Watson Elementary, and the Vital Link Program were utterly useless in determining the effectiveQess of any of the ongoing 2. 7 programs. Because these four Page 148 Evaluations are essentially\"obituaries\" on discontinued programs, I find the ODM's and Joshua's criticism of these evaluations falls squarely in the category of\"beating a dead horse.\" 6. The last four Page 148 Evaluations cover Middle School Implementation, Extended Year Schools, HIPPY, and Campus Leadership Teams. See Volumes ill and IV ( docket no. 3 7 45). While these four evaluations could be improved, I find they are adequate to fulfill the limited purpose for which they were prepared. 7. As previously stated, I never expected for any of the Page 148 Evaluations to be of much, if any, use to LRSDin assessingtheeffectivenessofthecurrent  2.7 programs. Rather, I required LRSD to prepare those evaluations to fulfiJI the promises it made in the March 15, 2001 Compliance Report. For that reason, any flaws in the Page 148 Evaluations are oflittle, if any, substantive importance in determining the effectiveness of the  2. 7 programs. 8. As previously discussed, after LRSD rested its case in the compliance hearing, I granted Joshua's Rule 52(c) Motion with respect to LRSD's proof that it had complied with its obligations under subparts A and B of the Compliance Remedy. Joshua then withdrew its chaHenge to LRSD's evidence that it had substantially complied with subpart C of the Compliance Remedy. Thus, based upon Joshua's withdrawal of their challenge to LRSD's compliance with subpart C, and my own independent findings on the merits of that compliance -60- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 61 of 74 issue, I conclude LRSD has substantially complied with subpart C of the Compliance Remedy and is released from all further supervision and monitoring with regard to tho$e obligations. VII. Compliance Remedy Because LRSD failed to substantially comply with the crucially important obligations contained in 2.7.1 of the Revised Plan, it must remain under court supervision for two more complete school years, 2004-05 and 2005-06. To avoid any \"misunderstanding\" regarding this Compliance Remedy, I will be specific. The new Compliance Remedy is as follows: A. LRSD must promptly 38 hire a highly trained team of professionals to reinvigorate PRE. These individuals must have experience in: (a) preparing and overseeing the preparation of formal program evaluations; and (b) formulating a comprehensive program assessment process that can be used to detennine the effectiveness of specific academic programs designed to improve the achievement of African-American students. I expect the director of PRE to have a Ph.D.; to have extensive experience in designing, preparing and overseeing the preparation of program evaluations; and to have a good understanding of statistics and . regression analysis. I also expect LRSD to hire experienced statisticians and the other appropriate support personnel necessary to operate a first-rate PRE Department. 18By \"promptly hire,\" I mean, if possible, before school starts in August of this year. Because this team must consist of experienced and highly trained professionals, LRSD may not be able to accomplish this task by August. However, if LRSD believes that it needs more than ninety days to assemble this team of professionals, its attorneys should immediately notify me so that I can schedule a hearing on this matter. -61- A072A (Rev.8/82) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 62 of 74 B. The first task PRE must perform is to devise a comprehensive program assessment process.39 It may take a decade or more for LRSD to make sufficient progress in improving the academic achievement of Afiican-Arnerican students to justify discontinuing the need for specific 2. 7 programs. For that reason, the comprehensive program assessment process must be deeply embedded as a permanent part of LRSD's curriculum and instruction program. Only then will I have the necessary assurance that LRSD intends to continue using that process for as long as it is needed to determine the effectiveness of the various key  2. 7 programs in improving the academic achievement of African-American students. Part of LRSD's proof, at the next compliance hearing, must include evidence that it has devised and implemented a comprehensive program assessment process, which has been deeply embedded as a permanent part of its curriculum and instruction program. I suggest that LRSD use Dr. Ross to assist in developing this comprehensive program assessment process; then be sure that he approves that process before it is finalized and implemented. 39By \"comprehensive program assessment process,\" I mean everything necessary to accurately assess the effectiveness of the key  2. 7 programs in improving the academic achievement of African-American students. As explained in detail in subpart C of this Compliance Remedy, part of the \"comprehensive program assessment process\" must include formal step 2 evaluations of certain key 2.7 programs, as they have been implemented in schools throughout the district. I also expect part of LRSD's \"comprehensive program assessment process\" to include preparing informal program assessments that in~olve interviews with teachers, informal evaluations of test scores, and the other things normally associated with the more dynamic program assessment process. While it should already be crystal clear, I am not using the term \"assessment\" to mean \"testing.\" -62- A072A (Rev.81B2) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 63 of 74 C. During each of the next two academic school years (2004-05 and 2005-06), LRSD  must hire one or more outside consultants to prepare four (4) formal step 2 evaluations.\" Each of these step 2 evaluations must cover one of the key 2.7 programs, as it has been implemented in schools throughout the district. Thus, over the course of the next two academic school years, LRSD must hire outside consultants to prepare a total of eight (8) fonnal step 2 evaluations of key  2. 7 programs. During the recent compliance hearing, Dr. Ross made it clear that LRSD must conduct these fonnal step 2 evaluations of the key  2. 7 programs in order to continue to make progress in improving the academic achievement of African-American students. Again, I suggest that LRSD hire Dr. Ross--to perform the following tasks: ( 1) identify the four key  2. 7 programs that should be formally evaluated during the 2004-05 school year and the four key  2.7 programs that should be formally evaluated during the 2005-06 school year; and (2) prepare as many of the eight step 2 evaluations as possible. If Dr. Ross cannot prepare all eight of the step 2 evaluations, I recommend that LRSD hire someone that Dr. Ross recommends as possessing the experience and ability necessary to prepare those evaluations. D. Each of the eight step 2 evaluations must answer the following essential research question: \"Has the  2.7 program being evaluated improved the academic achievement of African-American students, as it has been implemented in schools \"For a detailed discussion of what I mean by \"step 2 evaluations,\" see paragraphs 14 through 26, supra, at 51-56. -63- - ------- A072A (Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Filed 06/30/2004 Page 64 of 74 E. throughout the district?\" The eight step 2 evaluations may also answer as many other research questions as the designers of each evaluation deem necessary and appropriate. Each of the step 2 evaluations must be organized and written in such a way that it can be readily understood by a lay person. I will allow the outside experts preparing each of these evaluations to decide on the appropriate number of years of test scores and other data that need to be analyzed in preparing each evaluation. PRE must: (l) oversee the preparation of all eight of these step 2 evaluations; (2) work closely with Dr. Ross and any other outside consultants hired to prepare these step 2 evaluations; and (3) provide the outside consultants with any and all requested assistance and support in preparing these step 2 evaluations. In order to streamline LRSD's record-keeping obligation, 41 I am going to require that each of the eight step 2 evaluations contain, in addition to the traditional information and data, a special section which : (I) describes of the number of teachers and administrators, at the various grade levels, who were interviewed or from whom information was r~ved regarding the effectiveness of the key 2. 7 program being evaluated; (2) lists each of the recommended program modifications, if any, that were deemed necessary in order to increase the effectiveness of each of the  2. 7 programs in improving the academic _ 41Subpart B of the Compliance Remedy in the September 13 Decision required LRSD to maintain certain written records regarding its assessment of each of the key 2. 7 programs. See LRSD, 237 F. Supp. 2d at 1087-88. LRSD had considerable difficulty compiling and properly maintaining those written records. -64- A072A (Rev.8182) Case 4:82-cv-00866-WRW Document 3875 Fil    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":"geh_vhpohr_379","title":"Oral history interview of Charles Robert Auchmutey, Jr. part one of two","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Guam, 13.47861, 144.81834","Marshall Islands, Enewetak Atoll, 11.5141037, 162.064393241945","Marshall Islands, Kwajalein Atoll, 9.1257934, 167.5740472","Mexico, Gulf of Mexico, Tehuantepec","New Caledonia, Nouméa, -22.2745264, 166.442419","Palau, Peleliu Island, 7.021, 134.259731025","Panama, Balboa, 8.34806215, -78.896185035106","Panama, Panama Canal, 8.99797, -79.59269","Panama, Panama City, 8.9714493, -79.5341802","Papua New Guinea, Bougainville Island, -5.9631994, 154.9998011","Papua New Guinea, Manus Province, Admiralty Islands, -2.2235542, 147.0182858","Papua New Guinea, New Britain Island, -5.2245435, 151.55707835172","Solomon Islands, Guadalcanal, -9.59842095, 160.148511701845","Tuvalu, Funafuti, Funafuti Atoll, -8.51667, 179.13333","United States, California, Point Loma, 32.7265255, -117.2444542","United States, California, San Diego County, San Diego, 32.71571, -117.16472","United States, Florida, Saint Lucie County, Fort Pierce, 27.44671, -80.32561","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Floyd County, Rome, 34.25704, -85.16467","United States, Hawaii, Molokai, 21.1344895, -157.007153885139","United States, Virginia, City of Portsmouth, Portsmouth, 36.83543, -76.29827","United States, Virginia, Virginia Beach, Little Creek Naval Amphibious Base, 36.91847, -76.16469"],"dcterms_creator":["Johnson, Mary Lynn","Auchmutey, Charles Robert, Jr., 1921-2007"],"dc_date":["2004-06-30"],"dcterms_description":["In part one of a two-part interview, Charles Auchmutey describes his training at Naval Reserve Midshipmen's School at Columbia University in New York City and his experiences aboard ship, including crossing the equator. He participated in several battles in the Pacific, including Kwajalein, Saipan and Guam. He recounts in great detail the taking of the island of Roi-Namur and an incident when Marines cleared out a Japanese munitions dump.","Charles Auchmutey was a Navy officer in the Pacific during World War II. Ellice Islands became Tuvalu in 1975.","MARY LYNN JOHNSON: I'm Mary Lynn Johnson. We're here today on Wednesday, June the 30 at the Veterans History Project interviews at the Atlanta History Center in Atlanta, Georgia. Mr. Auchmutey, would you introduce yourself. CHARLES AUCHMUTEY: I'm Charles Robert Auchmutey, Jr., and I live at 1090C North James Town Road, Decatur, Georgia 30033. MARY LYNN JOHNSON: Mr. Auchmutey, could you tell me what war and branch and service you served in. CHARLES AUCHMUTEY: Well, I was in World War II and I was in the Navy. MARY LYNN JOHNSON: And what was your rank? CHARLES AUCHMUTEY: I was a Senior Grade Lieutenant when I got out of the Navy. MARY LYNN JOHNSON: And where did you serve? CHARLES AUCHMUTEY: In a lot of places. MARY LYNN JOHNSON: In a lot of places. [LAUGHTER] We'll hear more about that later. CHARLES AUCHMUTEY: Yes, uh-huh. MARY LYNN JOHNSON: Were you drafted or did you enlist? CHARLES AUCHMUTEY: I enlisted. MARY LYNN JOHNSON: What was the reasons – what was going through your mind when you made the decision to enlist? CHARLES AUCHMUTEY: Well, I knew that I had to enlist in something real quick or I was going to be drafted, and so I was in Rome, Georgia and I was kind of leaning toward the Marines for some reason. I don't know why. But the Marine, recruiting office and the Navy recruiting office were only 20 feet or so apart. And I almost signed with the Marine, guy and I said, well, let me go out and think for a minute or two, and I came back and instead of going back into the Marine, office I walked into the Navy office to find out what they had to offer. And before I got out of the Navy place I had signed up to go into the Navy. And what I signed up for was -- I believe it was V6 or V7, one or the other, courses they offer where you go to Midshipman school for four months and if you pass, you come out and you are an ensign. And so, that's what I signed up for. MARY LYNN JOHNSON: What year was this? CHARLES AUCHMUTEY: In 1942, probably around May or early June somewhere in 1942. But I was not called into service until October. MARY LYNN JOHNSON: So you joined so you would have more choice in what you were – CHARLES AUCHMUTEY: Well, the V7 course gave you an opportunity to become a commissioned officer and there were three different schools. One at Columbia University, one at Northwestern University, and one at Notre Dame, and I was chosen to go to the Columbia University School, which I did. MARY LYNN JOHNSON: What do you recall about your early days in the service? CHARLES AUCHMUTEY: Well, I guess it would start with being at Columbia University. The first thing I recall is—I was an old country boy. I grew up in Bartow County, and when I left Atlanta on a train for New York City I had never been to New York City. And another thing I had never done is—I didn't smoke—but before the train got out of terminal station in Atlanta I bought a pack of Old Golds and started smoking, which I did until 1962, and then I stopped smoking. But I went to New York City and went to Columbia University, and the first 30 days you were there you were an apprentice seaman. And after 30 days probably ten or fifteen percent of the ones who were in that class didn't make it. And so, they were sort of kicked out. And then you became a midshipman. And for the next 90 days we were midshipman and we became known as the 90 day wonders. We were taking the same course they did in Annapolis. Of course ours were crash courses, you know, to do it in three months. And that's what we did in New York. I was on the campus at Columbia University, John Jay Hall for about a month and a half and then I went aboard a training ship in the Hudson River a few blocks away. It used to be the old battleship Illinois back around the turn of the century. They made it into a training ship. But all midshipmen had to spend 30 days on board that thing to learn how to do different things aboard ship. And then I came back to John Jay Hall, which was one of the big dormitories at Columbia, and then I flunked navigation along with about three to four hundred people. But they didn't kick me out. They tutored us for about a day and a half and they gave us a second chance to take the exam over. This time I passed. So I was commissioned an ensign. And that was my Columbia University experience. MARY LYNN JOHNSON: Do you remember what feelings you had as you enlisted and when you first got to New York? What was going through your mind and your heart? CHARLES AUCHMUTEY: Well, I was lost when I got to New York because when I got off at the Pennsylvania Station all I knew was I to report at 116th Street which is where Columbia University is. I rode my first subway and for a country boy that was quite an experience. But I got off at the right place and once I got there they took care of the rest of it. MARY LYNN JOHNSON: Do you remember any of your instructors? CHARLES AUCHMUTEY: Well, I remember one drill instructor. He was—we always thought maybe he came from the Marines school because he was real tough, but drill instructors are supposed to be tough. And I guess I remember him more than anything else because he chewed us all out from time to time and told how ignorant we were and all that kind of stuff, but he got us in shape. MARY LYNN JOHNSON: How did you cope with instructors like that, that might have been so different as your experiences as a civilian? CHARLES AUCHMUTEY: Well, you learn real quick that you're going to respect them. If you don't you get a boot in the britches. No, you have to. That's one of the first things you do learn in service, particularly in that branch or any branch I think in the officers training. You've got to learn to respect your senior officers. You got to salute them, you got to say “sir,” you got to do that, and you better not say anything but that. MARY LYNN JOHNSON: After you left Columbia where did you go? CHARLES AUCHMUTEY: I went, the first place was to Little Creek, Virginia. And Little Creek, Virginia is really part of the suburb of Norfolk and that's where they had an amphibious training base. And we lived in tents. Well, there were a few Quonsets but mostly in tents, and it was in late February when we got down there and it was cold. And we spent, oh, two or three months learning how to operate boats, amphibious boats, landing people ashore, and things like that. And we went to school. We had classes. That's what it was, just a training school. And it was a long and it was a very cold time. I know the day that we arrived there the first time, there was a group of us that came in by train, and we arrived at that base like about midnight. And they didn't think we were going to be there until the next day around nine, ten o'clock, so we were a little early and they weren't prepared for us that night. And there was a Quonset hut there. There was about 30 of us I guess in that group and they didn't have lights turned on in that place. And here it was still February and it was about 20 degrees and didn't have any heat. All they had was a bunch of beds with mattresses, didn't even have blankets or anything. They threw in some blankets, told us to leave our clothes on and just find something to roll up and try to be as comfortable as we could until daylight. And we were in there kind of fighting each other to get more blankets. [LAUGHTER] So it was quite a start the first night. MARY LYNN JOHNSON: How long did you stay in Little Creek? CHARLES AUCHMUTEY: We were there about two, two and a half months, something like that. MARY LYNN JOHNSON: And where did you go after Little Creek? CHARLES AUCHMUTEY: We went down to Fort Pierce, Florida for more amphibious training. That was advanced training down there. That's where we actually went out and did maneuvers. We went out, in other words, you thought you were going to Nassau you went so far out, and bring troops back in, and we did night landings and different things like that. And again, we lived in tents. And we learned real quick-like where we were. We were on one of the islands just off, about a mile off shore from Fort Pierce, and they had the biggest mosquitoes I'd ever seen, but we could handle them. But what we didn't know how to handle was sand flies. They're so tiny. They had mosquito nets, and if you came back at night and had a light on in your tent, the mosquito net would keep the mosquitoes off of you. But those sand flies would come right through there and get in your hair, everything. Oh, it was miserable. It took a couple of nights of that and we realized you don't turn on a light after dark. So we would always go into town and do something in there and then come back in the dark, just grope around and then go to sleep. Then the flies didn't bother you. But don't turn on the light at night because those nets will not keep them out. MARY LYNN JOHNSON: How much free time did you have when you were at Fort Pierce and at Little Creek? And tell me some of things that you did. CHARLES AUCHMUTEY: Well, we were free at night. Most nights we got off at, say, five, six o'clock and the food was pretty good that was served out there. And a lot of times we'd go into town and would eat that. They had several pretty good restaurants in town. We'd go to a movie in town. For a town of ten to fifteen thousand people it wasn't bad at all. And one of the experiences that we had is they wanted to teach us how to—and I don't know why we had to do that—learn how to swim. We all were good swimmers. But they'd have us go out to the beach there and would test to see how long we could stay afloat, and the porpoises would come in and play with us. They scared the daylights out of us the first time they came in, because I thought it was a shark. But porpoises, they're friendly; they're playful. They like to come in and play with you. One day we went out there and the jelly fish had come in. And I'm going to tell you that was a horror because the jelly fish can throw those stingers—they can leave a whelp right across you, and boy, it hurts bad. And they do that periodically. They'll float in and for two or three days we didn't go by that beach because they were dangerous really. They can kill you if enough of them sting you. So anyway, it was a good experience but we were ready now after we got through at Fort Pierce. MARY LYNN JOHNSON: Well, during your time at Columbia and Little Creek and Fort Pierce were you keeping up with the war? CHARLES AUCHMUTEY: Oh, yeah. MARY LYNN JOHNSON: And thinking about what role you were going to play in it? CHARLES AUCHMUTEY: Well, we knew by being assigned to the amphibious force what our role would be. And it was simply that, that we were the ones that were going to land Marines and soldiers on the enemy's doors. So we knew we would be shot at. But we knew, too, that we wouldn't be going ashore, ours was strictly boat, from ship to shore. You know, take boats, take in men, and we brought in their supplies too. So we knew what we were in for, but we didn't know where or when it was going to happen. MARY LYNN JOHNSON: Did they give you any kind of clues or hints as to where you might go? CHARLES AUCHMUTEY: No, of course not. MARY LYNN JOHNSON: They might not have even known themselves. CHARLES AUCHMUTEY: Well, they probably didn't at that time. They were just training you for—be ready at any place. MARY LYNN JOHNSON: So how long total was this segment of your training; from Columbia through Fort Pierce? CHARLES AUCHMUTEY: Toward, oh, better part of a year, toward September, October the next year I'd guess. I have it all written down right here. Yeah, there it is. I said we went back aboard ship in 19–, around October 1943. I started at Columbia in October 1942, so it was about a year for all of that. Four months I was in midshipman school and the rest of it was training, first at Little Creek and then at Fort Pierce. And, you want me to keep going? MARY LYNN JOHNSON: Uh-huh. CHARLES AUCHMUTEY: Okay. When we got through at Fort Pierce we were ready and we went right back up to the Norfolk area, but we did not go to a base. We went immediately aboard a ship at Portsmouth, Virginia. All of that is part of the Norfolk portion of, you know, Newport News and all the other— MARY LYNN JOHNSON: Yes, sir. CHARLES AUCHMUTEY: —part of that is one area. And we went aboard the USS Elmore, which is an APA #42. MARY LYNN JOHNSON: What does that mean? CHARLES AUCHMUTEY: It was an Assault Personnel Assault transport. It was a ship. It was 600 feet long, had a crew of around 600 people. And then we went aboard, probably 125, 130 of us were assigned just to the Amphibious Corps. And we did some training there for a month and a half or two months. But this was aboard ship training where we actually had boats aboard the ship that would be used for landing troops on the enemy shore. And we practiced landing again up in Chesapeake Bay and we had real boats with real—we practiced with real live ammunition stuff in one part of the bay up there where nobody was living, of course, that we would go in and simulate landings. And the Navy would fire over our heads, you know the big guns and what not to get you used to what it was going be like when you actually went ashore. So we did that. And we trained. We trained how to get off a ship onto those boats, and you did it by cargo net. Those cargo nets is what they use to lift, of course, cargo to put into the ship's hold. But they would lower them over the side of the boat and of course they're like a mini step ladder really, and you had to learn how to go up and down that thing from the ship down to the boat. And you had troops aboard, too, that were training with you, because they're the ones that you were going to put ashore. So it was another about two month training period there and then we were ready to go. MARY LYNN JOHNSON: So you had, the ship had a crew of six or seven hundred. CHARLES AUCHMUTEY: About six or seven hundred. MARY LYNN JOHNSON: And how many troops were able to be on there? CHARLES AUCHMUTEY: Well, okay. When the troops came aboard, and we didn't take them aboard in Norfolk, then we knew where we were going, which ocean we were going to be in. Because we left Norfolk headed to the Pacific Ocean. And so, the first thing we did was, we went to the Panama Canal. We went through the Canal and when we got through to the Pacific side to the town of Balboa or Panama City—actually Panama City is a city in the Republic of Panama and Balboa is the American portion of that—where they had, the Army/Navy was set up. We stopped there for only six or seven hours, but it was long enough that we were able to get what we call either the port or starboard side. You were divided into two sections. Only one side, and I think they flipped a coin. They gave about a four or five hour liberty in the city of Panama City, enough that a couple of guys came back and had to go to sick bay. They caught a disease. They had found a place to go to. MARY LYNN JOHNSON: Yeah. CHARLES AUCHMUTEY: Sailors do that in a hurry. MARY LYNN JOHNSON: Yeah. [LAUGHTER] CHARLES AUCHMUTEY: And anyway, that was all we were at Panama City, and then we went on up the coast to San Diego. And I do remember going up the coast. We were in sight of Mexico two or three times, and as we went through the Gulf of Tehuantepec we had the darnedest storm you'd ever seen at that time. Boy, it rolled that ship like mad. And see, we were not loaded then so we were riding high. And then when we got to San Diego we went through another couple of months of training. And at San Diego we docked, actually tied up alongside a broadway pier, downtown San Diego. And we would go out two or three times a week to San Clemente Island, out about 25 or 30 miles, out of sight of land, and the reason being is San Clemente had high surf, real high surf, and we wanted to practice at high surf. And we had troops. We would take troops aboard. As a matter of fact, they had 2,000 troops come aboard, that's how many we were going to haul. And we practiced with them for several, you know, three or four weeks to get them used to how to get off the boats, things like that. And we'd come back into San Diego. As you reached the Point Loma as you enter San Diego harbor, ships were supposed to have a pilot come aboard to take them into the harbor. We didn't have to do that. Our captain, Captain Harris, was one of the best in the world and they knew it, and they would allow him to bring the ship all the way in and dock it himself. He was that good. MARY LYNN JOHNSON: Wow. CHARLES AUCHMUTEY: And let me tell you, sailors aboard our ship had a lot of pride and they rubbed it in on the other ships. Look what our captain can do. Yours can't do that. Anyway, we went through that period of training there for a while. And then finally, we left San Diego and we were gone 23 months. MARY LYNN JOHNSON: Let me back up just a little bit. When you said the troops came on and you trained with them for a couple of months, was there any kind of feeling of competition among the branches of service, or were you—? CHARLES AUCHMUTEY: I don't think so. I really don't, because they knew what their role was and we knew what ours was. They knew the 600 aboard were there to operate the ship and knew the 100 or so, 150 of us were the ones that were going to operate the boats that put them ashore, and they brought their equipment ashore too. You know, jeeps and, not real heavy stuff. They had their own guns and all that stuff. But no, I don't think there was that. And, of course, they immediately started playing, rolling dice and playing cards and things like that to while away the time. I don't think there was any animosity between one branch and the other. MARY LYNN JOHNSON: Could you tell us a little bit about what your specific job or assignment was? CHARLES AUCHMUTEY: Well, of course, you know when you board ship, our group, most of the time you're not landing troops, you know. You're going to have periods where you're not going to be involved in actual amphibious landings. And while you're doing that you are assigned duties aboard the ship itself. I was assistant gunnery officer, so I was only ensign, that's as low as you can get to be a commissioned officer. But I was assistant gunnery officer and I worked with him on the guns. We had guns. We had five inch 38s, four inch Bofors they call it where you'd have four guns that would bang off at the same time, and we had 15 or 20, 20 millimeter guns, anti-aircraft guns. And we taught people how to use them and things like that. I was involved in that in the shipboard work itself, but then when it came time to land the troops I went back to the boats because that was my primary job. MARY LYNN JOHNSON: In between training. what kind of things for fun did you do on the ship? CHARLES AUCHMUTEY: Well, we had movies. We'd show movies and that's about it. And we had—a ship that large, you have a lot of things aboard ship. We made ice cream aboard and it was good. And then you had movies, and they had some good movies. And we ate well. I guess maybe that was the one thing that the Army and Marines were a little jealous of Navy people because the Navy people did eat good. They had good food aboard. And, of course, while the troops were aboard they ate well. Of course whenever they went ashore they started eating— MARY LYNN JOHNSON: K-rations. CHARLES AUCHMUTEY: K-rations, anything they could get, you know. So they were envious of us because we ate well even then. MARY LYNN JOHNSON: So you had left San Diego and you were heading into the Pacific. And you said you were gone for 23 months. CHARLES AUCHMUTEY: We still didn't know where we were going as we went out. First thing, we stopped in Hawaii at what was called Lahaina Roads, which is down where Maui and Lanai—three or four of the major—not Oahu where Honolulu is and not the Big Island either. But there's a cluster, Molokai, Maui, and Lanai, and this is a small town there and we stopped to get some supplies and things like that. We were only there about six or eight hours. One of the things I remember as we pulled into that area, we came through a rather—it's a channel about 15 or 20 between those islands. We went by Molokai, and we all knew that Molokai was at one time a leper colony, and of course, you know, we didn't know then, we didn't know whether to take a deep breath whenever we sailed by there or not. But, you know, of course, there was no harm there. So we stopped there briefly to get more supplies, and then we left again and headed towards Asia. And that was the first time, when we got out of Hawaii, for the first time they told us where we were going. MARY LYNN JOHNSON: What did you feel and what was going through your mind when you found out where you were going? CHARLES AUCHMUTEY: Well, I think we were glad to find out, because you know, hey, we'd been looking forward to this. Not that we were really looking forward to it but we knew it was coming and we knew sooner or later it was going to have to be, because this was the early stages of the war against the Japanese. And so, we went on out and we were in convoy, of course. My ship was one of, oh, I don't know how many but there's a half a dozen of them that were sister ships. They all looked very much alike, and then there were other ships in there. That was a huge armada of ships. MARY LYNN JOHNSON: And you're still on the Elmore at this time? CHARLES AUCHMUTEY: I'm still on the Elmore, but we were now out in enemy territory, and so you had to watch out for submarines, so we had an escort of destroyers and destroyer escorts. Our type ships were all in the core of the thing because we were not designed to fight submarines. Destroyers and destroyer escorts are designed to fight submarines, and so they were on the outer perimeter of the convoy, and they're the ones who have all the equipment and can detect a submarine. And we did have some contacts, but nobody got hit or anything like that. And then we went on to our first job. MARY LYNN JOHNSON: What was your first job? CHARLES AUCHMUTEY: First job was Kwajalein Atoll in the Marshall Islands. Now Kwajalein is an atoll. An atoll is a bunch of islands around a lagoon, maybe half a dozen. The lagoon is calm on the inside, on the outside the ocean is pounding away at you. And Kwajalein was the name of the atoll. And the particular island that we were going to land Marines on—we had Marines—was, one of the islands was named Roi-Namur, that was only one of the many islands of that atoll. But the reason we picked that one is the Japanese, we knew there were several thousand of them on that particular atoll, that island. We knew that they had an air strip that needed to be destroyed. And we also knew that they had an ammunition dump where they kept a lot of ammunition. And so, that was our first landing. And we went in, and they knew we were coming, because our big ships, the battles ships and cruisers and aircraft carriers, too, planes came in. And for about two or three days we bombed that island and we shot that island with big shells until all the coconut trees—there probably wasn't two dozen left standing on the whole island, just a bunch of stumps. And you would figure that there was nobody living on the island by then because we had killed so many, and then we went ashore. And I was in one of the waves that went ashore. And what we did is, our boat led probably a total of about ten boats loaded with about thirty some odd troops. And we knew exactly where to land it. And it had to be exact to the minute, to the second, because we were having naval guns fire over. Since you, too, were there you'd get hit. So we started landing troops there. And so, we started landing troops there. We got shot at, and we had a few people who got hit aboard the boat, but for the most part it was not that difficult of a nature landing itself and we put Marines ashore. There was opposition and the Marines kind of over ran it pretty quickly. The biggest thing I can remember of that particular battle was there an ammunition dump just about a hundred feet from the beach, and we knew that there was ammunition in it, but we had a bad report on how much. We thought it was just a small amount of ammunition. And so we had, the Marines had a demolition crew to go in and to blow up that because they wanted to take that whole area and flatten it out and make a big landing strip where our planes could land. And what happened is, they deliberately set that thing off to blow it up, and we experienced what Time magazine called the largest man made explosion on earth prior to the A-bomb. I was a hundred yards from that when it went off and it was—well, it's hard to describe what happened. It blew a crater out of that thing, probably a hundred feet across and 30 or 40 feet deep. And the stuff that was in there, the concrete thing, it blew all to pieces, logs, concrete, dirt. It looked like it went a quarter of a mile into the air. It actually blotted out the sun. It was almost dark. And the concussion from that blast–I can remember my ears just bang, there was just no feeling at all. And then that stuff started coming down and it looked like it took three or four minutes for it all to hit the ground. And there were probably twelve or fifteen Marines were killed who were pretty close to the thing. And I remember that I was in what they call an LCM. It takes big tanks in to land, and it's a pretty good size boat, about 50 feet long. I can remember the explosion itself seemed to lift the boat clean out of the water. And then all the debris started falling. None of us got hit, not by any big stuff. We got dirt all over us. But there was chunks falling around that. It's a wonder some of us weren't killed. But that is the thing I can remember most. MARY LYNN JOHNSON: That's pretty memorable. CHARLES AUCHMUTEY: And then a little later on—we were there about three days because we had to unload the ship and bring the stuff in. And before, I'd say within 24 hours after we landed—well, first of all, they allowed us, there were no more Japanese living. The Marines had taken the island, so we went ashore and walked around just a little to see what—see, this is our first experience. And we saw pill boxes, and I counted 111 dead Japanese in one trench. Now, of course they'd been dead for one or two days, and that tropical sun. You can imagine how it was smelling by that time. And the Navy CBs came in, that's a civilian battalion that comes in and makes air fields, and they were good. They came in to bulldoze and what not, and in a matter of hours they probably pushed, I would guess, probably a thousand or more dead Japanese into that crater that was made and covered them over. And in just a few hours time they had that end of that island flattened out, packed down, flattened out, and we had planes landing on it. MARY LYNN JOHNSON: That's amazing. CHARLES AUCHMUTEY: It is amazing how fast they could work. MARY LYNN JOHNSON: What kind of feelings did you have when you saw the enemy up close like that? CHARLES AUCHMUTEY: Well, I didn't, I saw I think one or two live ones. There was a pier that was sticking out into the water about, oh, 75, 100 feet, that I guess boats docked on it. I guess it was low tide, because the pier was probably six or seven feet up above the water at that time. And we did, there were two Japanese under that pier in the cross pieces under there and they were living, and they had a gun and they took a few shots. Well, one of our boats spotted them immediately and swung a machine gun around and they were gone. They dropped into the water. We got them. Those are the only live Japs that I saw, because you don't take prisoners. At that stage they wouldn't allow you to take a prisoner, I mean the Japanese. They would rather be killed. And we did, we saw examples of the dead ones that we saw where it looked like about a third of them had taken their own lives by hara-kiri where they had taken their sword and ripped their innards out. And they did that. They committed suicide rather than be taken prisoner. MARY LYNN JOHNSON: Did you ever have much time to think about what you were doing and how it made you feel or did you just do what you were trained to do? CHARLES AUCHMUTEY: Well, I don't know. It was such a new experience, you know, where you're wide-eyed looking at all that. And I guess the first wide-eye was whenever that Japanese under the pier took a shot at our boat and the bullet had ricocheted a few feet in front of me. And then I knew, hey, we're in a war; we're getting shot at. And so, I don't know, it was quite an experience. MARY LYNN JOHNSON: And you're what, about 18, 19 years old at this time? CHARLES AUCHMUTEY: Well, let's see, that was 1944, no, yeah, 1944. No, I was 22 then. MARY LYNN JOHNSON: You were probably the old guy. CHARLES AUCHMUTEY: I was an old man by then. MARY LYNN JOHNSON: After you left this first engagement, the first battle, what did you do? Where did you and your ship go? CHARLES AUCHMUTEY: Well, our next one a little while later was a landing in Marshall Island, Eniwetok. Kwajalein was one that we landed in, and Eniwetok was another one. Eniwetok was not that difficult of a landing. We made it, and there was very little opposition, but we did make that landing. And then we left the area right then and had a little time off and went to the Illellice Islands to an atoll. The name of the atoll was Funifuti atoll. And all we were doing there was hauling in troops from one place to another. So we did that in between landings. And then after Funifuti we went to the most civilized island we ever saw in the Pacific and that was New Caledonia. That was all the way further on south. And by the way, going to the Illellice Islands for the first time we crossed the equator. The Navy has an initiation. When you cross the equator it can be a real, well, it's a fun time but it can be pretty rough. But since it was wartime we got by with just the minimum, you know. But we become a pollywog or whatever it is they call it after you cross the equator. So we went on down to New Caledonia, and again we were ferrying troops and supplies and we were there about three days. And New Caledonia belonged to the French, and there was a town on New Caledonia, the capital of Noumea, a town of about 25 or 35 thousand people. It's the closest thing to civilization we saw in nearly two years. And we were there, and there again they had what was called the Pink House. And there again the sailors were lined up to go to the Pink House. And we did two, we were hauling a lot of supplies using our boats, and we had, incidentally, four people were assigned to each boat. A guy called [unintelligible] so he did that, and had an engineer who took care of the motor, two other guys that would just handle the seamen duties on board the boat, and they took care of those boats whenever they were aboard ship. Each one was assigned, four of them were assigned one boat. Now, when they were out the ferrying troops around to bases and other ships and things like that, they were hauling a lot of food supplies. Well, they would break open K-rations and get the cheese out. Because the cheese was good, the rest of it wasn't any good. We'd throw the rest of it away. And they would get gallon cans of canned peaches, canned pears, because that was good, and they'd stash that away in their own boat so they could have goodies to eat on all the time. MARY LYNN JOHNSON: And after New Caledonia what was your next stop? CHARLES AUCHMUTEY: Well, the next stop is, we went to Guadalcanal, the Solomon Islands. And the Solomon Islands consists of several islands, Guadalcanal, where the initial battle a year earlier was, the first time we put troops ashore to fight Japanese. And we had already 95 percent secured that island. It's a big island, about a hundred miles long, 30 miles across. And we had air field already established there, and we were there, and we started doing a little more training, landing training, things like that. We were also, in that area was Savo Island. Savo Island would become the centerpiece later for some of the great naval battles of the war where so many ships were sunk. One of them that was sunk there was USS Atlanta, a cruiser. And then across also from Guadalcanal, I can remember all of these names, Tulagi, Tanambogo, and Gavutu, and Florida Islands, and these were all islands that had been fought for and we had already taken them and we had troops on them, but we were ferrying stuff around on that. And I do remember that on Gavutu and Tanambogo it rained not once a day but at least three or four times a day, and I mean heavy downpours. And before the next rain came, that same place where it had rained earlier was already dusty. I mean, that tropical sun just slurped that water right up. And we had vehicles, you know, running over it all the time, and it made it from a mud hole to a dust pile every three or four hours. And then on Florida Island, it was a beautiful island. It had a lot of coconut trees on it, and they had built an officers club and the name of it was Iron Bottom Bay Officers Club. It was named Iron Bottom Bay because of all the ships that were sunk just three or four miles out there from you. And it was a nice officers club and we went up there several times, and I still have a membership card to the Iron Bottom Bay Club. I don't imagine it's any good now but it was then. And that was on Florida Island. And then we spent, oh, two or three months just ferrying troops around to those different islands in the Solomon Islands group. And we went as far on up as the, one of the islands north of the Guadalcanal was Bougainville and the Russell Islands. The Russell Islands had coconut plantations on them, and it was a beautiful sight because you saw the trees, I mean it looked like rows in a field, you know, coconuts. And they grew them, American interests there, and they would grow those and take the coconuts and make copra using that fiber out of the coconuts. We learned—and listen, I love a good, a green coconut is delicious. Some of those guys would show you, the natives would show you how you can take a green one before it gets, that shell gets too hard, take a machete. I wouldn't try it, but you can take it and whack the top off and you can turn it up and drink it. Delicious. Real good. So we went toBougainville. Then we went on up to the Admiralty Islands and just a little above that, and then to New Britain, which is also another one of those big islands. And you're almost in New Guinea now, all those island where they're stretched out through there. We didn't make any actual combat landing, but we did land some troops on one of them. So, then the big time. Do you want me to keep going? MARY LYNN JOHNSON: Yes, sir. You know, we're almost to the end of this tape. Let me go ahead and switch sides of the tape now, so we won't interrupt the big one. CHARLES AUCHMUTEY: All right. MARY LYNN JOHNSON: Okay? CHARLES AUCHMUTEY: Okay. MARY LYNN JOHNSON: We've got about 15 minutes left. MARY LYNN JOHNSON: Okay. We're good to go. You were going to talk about your next, the big engagement. CHARLES AUCHMUTEY: Okay. Just before the big engagement while we were still shuttling servicemen around, we took troops from the Guadalcanal area and we thought we were going to get to go to Sydney, Australia. And the idea was if there were troops that were tired, been fighting, and they needed a couple weeks of rest. And so, we were half way between Guadalcanal and Sydney, and of course the sailors aboard were looking forward to liberty at Sydney. And all of the sudden all the ships in that convoy did a 180 degree turn, which means we were headed back the way we came from. What in the world is going on? We didn't go to Sydney. They had gotten word that a few Japanese on Guadalcanal had broken out and offering a little resistance and they needed some help. And these poor people had to go back and fight some more. So we did not get to go to Sydney. Then the next thing was going to Guam. Now the battle at Guam, that's what this is right here, was July 21, 1944. Two of us aboard our ship were assigned temporarily to an LST. He was on one LST, I was on another. Because a LST is a ship that's 328 feet long, it's a flat bottom thing, it's a big ship, and it's designed—inside it looks like a parking lot where you've got, I've forgotten how many tanks they have in there but that's the idea, is landing the ship's tanks. It's loaded with tanks. And they needed a Navy person to lead those tanks in, and these were amphibious tanks. They could go in the water or they could go on land. And so, we were assigned temporary duty, and I was in charge in one LST to take all the tanks in there and land them on Guam. And my friend there, Warren, was on another LST. And so, we did, we took them ashore at Guam. There were other landings of course, other landing boats, but we were the ones that brought the tanks in. And we went in there, and we were about three days finishing that job, getting all the tanks in and other equipment, and there was some opposition. We got shot at, mortar fire, and some of our boats got hit. and we had some head casualties, but then we went back aboard ship after that landing. And not long after that I got awarded this commendation. We were the first officers aboard our ship who received commendations. And there it is right there. And that's me and my write-up back home— MARY LYNN JOHNSON: Tell us about that commendation. CHARLES AUCHMUTEY: Well, I didn't know I was going to get it. I don't know what I did. We got shot at, but we got the tanks ashore. We got a good report from whoever the top boss was, and he sent it in. And Admiral Nimitz presented this same— now, Admiral Nimitz wasn't there in person, but he presented it to me, and it made you feel real good. You were outstanding—of course that made big news back home, because they had my picture in the paper and quoted the [commendation]. And, of course, I have a thing at home, a plaque where that's framed, and I'm proud of it. But that was the Guam adventure. And after Guam, some time a little later it was Saipan. Guam and Saipan and Tenian are three big islands that are in the Mariannas group. And you're getting closer to Japan as you move on toward Saipan and Tenian. Of course, I think it's Saipan later on, that's where your B29s are going to leave to go to Japan. I did not go ashore in Saipan, but I'm still on an LST and we did, we were more of a backup at that time. But the troops did go on and it was a battle there, and we took Saipan. And my ship was involved in that. Then we came back and fiddled around the Guadalcanal area again. We were in and out of the Guadalcanal area for over a period of five or six months. We were in and out three of four times. And then we finally left Guadalcanal, and we went to New Guinea, Hollandia, New Guinea. Now, New Guinea, if you look at it on the map it looks like a turkey. I mean, really, it looks like an old droopy turkey. It's got the head and the long tail to it, and Hollandia is on the north shore of that. And it's just a little ol' small community there, but it's about as big as you find in New Guinea. And it belonged to the Dutch. You had British in New Guinea and you had Dutch in New Guinea. And this is Dutch New Guinea, and we went there and did a little practice landing. But what I really remember there is there was a WAC Camp, Women Army Corps. Probably, I don't know how many, maybe 300 or so American WACs were living in tents. Well, we made arrangement with whoever is in charge of the WAC camp that they would let maybe 10 or 12 of their ladies come and have a beach party with us. We would have the beer, and those who didn't drink beer, Cokes, and sandwiches and hot dogs and we'd go swimming and all that kind of stuff. See, we hadn't seen a white woman but one time. The ones that we saw in New Mia, New Caledonia, were French white girls, but that's all. Everything was black out there. MARY LYNN JOHNSON: So there was ten or twelve women and how many men? CHARLES AUCHMUTEY: I don't know how many of them, 25 or 30. MARY LYNN JOHNSON: Oh, I was thinking a hundred. CHARLES AUCHMUTEY: I have a feeling it would have been just that, strictly a beach party, but it would have been fun. And so, I was nominated along with another guy named Harry Badalin [PHONETIC] to go to the camp and make the arrangements. So we went over there one day at lunch time and we went into the camp. And see, they had their lunch and all the girls were sprawled out in there on their cots, you know, in their scanties with the flaps up to get a little fresh air through there, and the headquarters is right in the middle of the camp. We walked in, we got whistled at. We made the arrangements. We were going to have a party like the next day, day after tomorrow, and guess what? We left before we had the party. MARY LYNN JOHNSON: The war called. CHARLES AUCHMUTEY: We had to leave before we had the party. That was the New Guinea experience. MARY LYNN JOHNSON: Well, we've got about five minutes left. CHARLES AUCHMUTEY: Well, I'll tell you about Peleliu, Peleliu Island. That's the next major battle and the roughest battle I was ever in. Peleliu is one of the islands on that atoll, and this was sort of a semi-mountain. I mean, you know, it had hills two or three hundred feet high, and there are mostly coral caves and things like that. And for five days we ferried troops in there and landed them, and the only way you could get in there, there was reef out there and at low tide you couldn't get through. At high tide there was a channel deep enough that the boats would go through zig-zagging. Once you got inside that channel you could spread out and get your supplies and men ashore. And for five days we did that and, boy, did we get shot at. We had a lot of casualties. You did it one at a time. You'd go through and zig-zag because the Japanese were still in those caves up there, and they had mortars, and they were lobbing mortars down there and [unintelligible]. And those things look like water jumping up, but every time one of them popped it would, if it hit you it would tear you all to pieces, of course. That was a rough one for five days. Now a little episode that happened just prior to that. We were aboard ship and when the troops were not aboard ship, every night we would have, two officers would go down where the troops would normally be to just inspect. Two of us went down one night and we went and looked into a head, which is a bathroom, and we found a homosexual act in progress. We didn't know what to do. And so we didn't report it that night. The next morning about ten o'clock the captain called me and the other officer up there, said, did you find so and so last night. I said yes. Why in the ___ didn't you come up and tell me? I'll not have that on this ship. So, anyway, we confirmed it, and he called the officer up and before the day was over that officer was on his way back to the United States. He kicked him off the ship in a hurry. Well, during this battle at Peleliu that was so bloody, after five days we hadn't shaved, hadn't bathed, we were whipped. One of my friends out in California, we were sitting around there and we were talking about the guy that went back. He said, “You know something,” he said, “that SOB is back there in school at Harvard, and here we are having A double S's shot at.” He says, “There ain't no justice.” MARY LYNN JOHNSON: No justice. CHARLES AUCHMUTEY: And that is the truth. And that's the Peleliu story. MARY LYNN JOHNSON: Well, in the last minute or so that we have just give us some of your reflections or closing comments that you'd like to share about your overall experience or about, you know, what was going on back home with your family, or just anything you want to say. CHARLES AUCHMUTEY: Well, of course, the only contact I had, we got mail, you know. And sometimes we went three or four weeks without receiving mail. And we looked forward to that. And we used this, what did they call it? V-mail, I think, which was sort of a fast type mail thing, and I was on a censoring board, by the way. Every letter that left the ship had to be censored. In other words, you had to open it and read it to be sure they weren't acknowledging where we were going to next. And we had one ol' boy, he was from South Carolina, an ol' country boy, and when we had troops aboard he looked like a little [unintelligible] type. He'd walk up, see they were rolling the dice; playing poker, things like that, and he'd come and say, “What are y'all doing?” And they'd invite him in. They didn't know it, but he was great. He'd clean them out. There's no telling how many one hundred dollar money orders I sent home that he had gotten off troops playing poker and rolling dice. Anyway, that was one of the ways, you know, there's a lot of boredom. When troops are aboard they had nothing else to do, so they're going to play cards and do things like that. I'll tell you one thing, Chaplains are busy. We had three chaplains. We had a Protestant, we had a Catholic, and we had a Rabbi. Guys didn't go to church aboard ship usually until the day before the landings, and then you couldn't pack them in the room, everybody. They were ready to go in there and make it right with their Lord before they made the landing. Everybody, like somebody wrote that book, that there are no atheists in foxholes. They knew they were going to be shot at the next day, so they were ready to go and be prayed for. MARY LYNN JOHNSON: Well, Mr. Auchmutey, thank you so much for your time. You have a great story to tell. CHARLES AUCHMUTEY: Is that all of it? MARY LYNN JOHNSON: Well, we've got eight seconds. CHARLES AUCHMUTEY: My goodness, I didn't get to tell you the best stories. MARY LYNN JOHNSON: Well, you have to come back. But the tape is about to run out. CHARLES AUCHMUTEY: Okay. MARY LYNN JOHNSON: There it goes. I'm so sorry that you didn't get to say everything. CHARLES AUCHMUTEY: Well . . . . MARY LYNN JOHNSON: We can make a copy of that and put it with your papers if you'd like. CHARLES AUCHMUTEY: If you want to copy that you can. MARY LYNN JOHNSON: Yes. CHARLES AUCHMUTEY: Because the next thing really and truly after Peleliu we went to the Philippines and my boat was the third one that landed next to where MacArthur made his landing. MARY LYNN JOHNSON: Oh. CHARLES AUCHMUTEY: And I was one of the witness to say that MacArthur backed out, made the guy back out into water, deep, so that he could have a picture of him made wading ashore. That did happen. And it was on, not that landing, not that trip in, but two or three trips later that this happened. That is a piece of shrapnel that hit my boat, killed two people, killed a troop, one sailor. MARY LYNN JOHNSON: May I open it? CHARLES AUCHMUTEY: Sure. And killed the guy about as far as me to you standing in front of me and that hit my kapok life jacket, which has a collar, hit me in the collar and knocked me down. MARY LYNN JOHNSON: Wow. CHARLES AUCHMUTEY: And if I hadn't had kapok life jacket on it would have ripped my throat out. So that's my souvenir. MARY LYNN JOHNSON: Wow. I've never seen shrapnel before. I've always wondered when I read what it's— CHARLES AUCHMUTEY: That's part of a mortar. It bursts into thousands of pieces. Then we made two other landings in the Philippines and then we landed at Okinawa. That's where all the kamikazes were. That was a hellish landing. MARY LYNN JOHNSON: You followed pretty much the same route my grandfather followed. He was at Guadal and Guam and Okinawa. CHARLES AUCHMUTEY: I know, over there about a year and a half ago, the night that I talked to about a hundred people at the church, after I got through—and this is the outline that I made for over there. And I got through there was about, oh, I guess at least a half a dozen guys came up and said, you know I was at so and so. Found out some of us were probably in the same convoy, you know. MARY LYNN JOHNSON: Wow. Well, let me go make a copy of that if you don't mind. CHARLES AUCHMUTEY: Sure. Copy that. MARY LYNN JOHNSON: Is there anything else in your box that you'd like to share, we made a copy of this already. CHARLES AUCHMUTEY: Oh, did you? Okay. MARY LYNN JOHNSON: Yes, sir. Is there anything else you'd like to share with the History Center that we could make copies of? CHARLES AUCHMUTEY: I don't know. I have all kinds of tales here. MARY LYNN JOHNSON: Well, we'll copy that too if you want to share it. CHARLES AUCHMUTEY: Yes. This right here really is a sort of tale about the whole thing that I just talked to you about. And a friend of mine—I got this about three or four years ago from him. He's trying to write a book on our ship. He asked me to furnish him with whatever I could think of. MARY LYNN JOHNSON: We left off at Peleliu and on our way to the Philippines. CHARLES AUCHMUTEY: The Philippines of course, as everyone knows, when Gen. MacArthur left the Philippines from Bataan and Corregidor he made a promise that he'd be back. It took a while but he did come back. And I was in the landing at Leyte, which was the first landing going back to the Philippines. And Gen. MacArthur was in that landing. And that is the landing where a picture was made of him wading ashore. And, of course, that was the picture that went around the world. But I also know that the guy that was also, the [unintelligible] of the boat that was landing him put the ramp down on dry land and he had him retract the boat out about 25 or 30 feet in water that was knee deep so he could be seen wading ashore, not just stepping ashore. I was three boats from him. I saw that happen. And I have found two other people that I know now who were in that and saw that, too. One of them even said that he was stationed at Borneo, one of the big islands before the Philippines, and two or three days before that he said they stopped there, and said General MacArthur rehearsed that landing at Borneo, the landing, so he could wade in. But so be it. We landed at Leyte and it was not that difficult of a landing really. And then we had two other landings in the Philippines. One at Mendoro, which is up from Manila and Luzon, and that was the easiest landing we had. The only casualty we had was one soldier got gored by a water buffalo. There were no Japs there. We fooled them on the landing. And then we landed at Lingayen Gulf on north of there a pretty good ways. That one was a little bit of a rough landing and there was a good bit of in fighting after they got them ashore. But there were three different landings there and the thing I can remember most about the Philippine landing at Lingayen Gulf is we were in a typhoon that was, I guess, the worse weather I was ever in in my life. And we rode out that typhoon. It was in the South China Sea and to ride out a typhoon of that magnitude [unintelligible] there was a lot of ships. There was actually two or three of our ships capsized. Now I'm talking about some of the smaller ones. Because in a typhoon, if I remember correctly, for 24 hours we did not go anywhere. Now the propellers were going full steam but we weren't getting anywhere and that's the only way you can ride it out. You have to face it. Face it and in one minute your propellers will give you that and they'll shove you forward a hundred or two yards, and then the ship will go down that way and your propellers are in the air and they're not doing anything. And then the force of the wind will shove you back. So all you're doing is riding it out. If you turn broad side to it it will capsize you. If you turn your rear end to it, so to speak, it will probably put you head first out. So riding out that way is the only way we could do that. And we rode that thing out. And along about that time during the Philippine landings were the great naval battles of the Philippines. Well, we were not in a fighting ship, you know, we didn't have guns and things to fight naval battles. And so, they got our ships out and they made us go back to Peleliu not all that far away, 500 miles maybe, to Peleliu where we'd only been there just a few months earlier at Bloody Nose Ridge but now it was peaceful. We went right back into that lagoon and waited for two or three days until those great naval battles had ended over there, because we didn't need to be around there. There was a lot of battleships and carriers, great battles that went on. Then after that ended, that also was about the time that Iwo Jima came along. Now, we did not go to Iwo Jima because we were being prepared to go to Okinawa. And Iwo Jima, you know what kind of landing that was. It was rough landing, a lot of—that's the one that had the flag, planting of the flag there on that Mount Suribachi. Well, we were getting ready for Okinawa. And so we went to Okinawa. and Okinawa is getting much closer to Japan now. I believe that's in the Ryukyus Islands, big island. And we landed there on April 1, 1945, which was April fool's day, and it was a huge fleet of ships that landed, because we knew there'd be a lot of land fighting, because there were a lot of, big island, there were a lot of Japanese troops on the island. And I don't know, somehow or another we fooled them. They thought we were going to land on one side of the island, we sent enough ships on that side and started shooting, that it drew the Japanese troops to that side of the island. And then we, the bulk of the fleet went around the other side and we made a landing that was largely unopposed, the landing itself, before they realized that they'd been tricked. Of course, once they go ashore they were there for months, you know, fighting them. It was a bloody battle, the whole island was. But what was bloody for us in the Navy—and we were there for five or six days on that side and it's this huge fleet of ships. That's when the Japanese came at us with their kamikaze attacks. And it was unbelievable. We'd experienced the kamikazes in the Philippines but they were rather isolated. But here, I think Japan threw everything in the world they had at us. Planes were in the air. They had ships, boats with bombs on them that would explode. They even had swimmers. On one or two occasions a swimmer came in with an explosive attached to him and he'd blow himself up and the ship. So for five days it was unbelievable. We saw a number of ships hit. We saw one of the battleships hit. We saw a sister ship hit the USS DuPage, which was a sister ship to us. And I thought that kamikaze had us because we were at general quarters, meaning we were at battle stations, and there were kamikaze planes in the air. And this one had been hit, but I can see it now, off to our starboard he was hit and he was flaming, he was burning. But he was intent on hitting a ship as he came down. And as he came over I thought he was headed for us, our starboard side, but he cleared our mess right in front of about 40 feet around in front of me, by I'd say no more than three or four feet. So he went over us into USS DuPage, sister ship, was over, you know, two or three hundred yards on the other side of us, and he slammed right into that ship, broadside, killed about 30 people aboard that ship. It didn't sink it but it knocked a gaping hole in it and killed a whole lot of people. Also hit one of the battleships. I'm not sure; I think it was in Nevada. I'm not positive. But there were many ships hit. There was a lot of damage. That was a rough, rough, rough time. And the kamikaze's— we left. We got orders in that our job was finished and for us to head back home, and so some of the ships took off from there. The kamikaze thing went on for another few days before they got it under control and then we left and we came on back and we stopped in the Hawaiian Islands. We went to Pearl Harbor, Honolulu. We were there two or three days and that really is the first time we had seen real civilization in nearly two years. And when we got to Honolulu the Royal Hawaiian and the Mowona [PHONETIC] Hotel were the two big ones on Waikiki Beach. Of course, now they got a lot of high rise ones there. And in the lobby of the Royal Hawaiian they had two huge vats of fresh milk, and I'd say nine out of ten sailors drank milk like mad rather than beer. They were milk starved. They hadn't had any fresh milk in two years. They knew that, too, and they had it ready for them. And then we came on back home and we came to Seattle, Washington, and then the next day they sent us up to [unintelligible] about 20 miles north of Seattle, a town about thirty, forty thousand people, and my ship went into dry dock for repairs. Well, we had leave, and so we all flew home. Most of us flew. And we went home and I came back to Seattle from the leave, and when I got back, there were three of us, had orders to leave the ship. And funny thing about it, the orders read “report to the nearest naval district for new assignment.” And what we did, we caught a train to San Francisco. Of course, there was a naval base, there was a naval district in Seattle, but we went to San Francisco. MARY LYNN JOHNSON: It wasn't quite the nearest. [LAUGHTER] CHARLES AUCHMUTEY: Well, I have a friend that lives in San Francisco. And we got to San Francisco, we reported in. The first thing they said, “I bet you guys'd like to have some leave, wouldn't you?” And we said “sure.” They gave me two more weeks of leave. They didn't know I just came back from leave. So I went home again. And when I came back, well, I had orders there to report to Charleston,, South Carolina, at the end of the leave. I did. And at Charleston they said report to San Francisco. [LAUGHTER] So I caught a train all the way across country to San Francisco, and I spent several weeks going to school at Treasure Island, San Francisco. Best food I ever had in my life. We had German prisoners of war on Treasure Island and they were cooks. Oh, they made good food. And I think they thought my name was German, but it's not; it's Scottish. But they fed me the best apple pie and stuff like that, and they talked—you know, they spoke English. Several of them said they wanted to come back and live in America. They were nice guys. They were probably glad the war was over. And then I reported onto another doggone ship. And I had to go to Hawaii and wait for five or six weeks. It was a good duty. I had a friend out there that had a jeep from the motor pool. We went all over Oahu. We had more fun than a barrel of monkeys. MARY LYNN JOHNSON: We're fine. I was just making sure I was still – CHARLES AUCHMUTEY: Anyway, after a while all we would do is report every morning and say, “Is my ship in yet?” “ No, sir.” “Check me off.” We'd go to Waikiki Beach in that jeep and we just had more fun, you know, for five weeks. But I was running out of money, and your pay record was frozen because you weren't assigned anything. And finally they allowed me to go down to Admiral Nimitz' headquarters to see where my ship really was. And it was at Eniwetok in the Marshall Islands. They said it's not even coming to Hawaii. The next morning they had me on a plane, flew me back out to Johnson Island and so on, and I came out, back to Eniwetok where I had been on a landing some day, a time[?] area, reported aboard my ship there, and I was navigator. MARY LYNN JOHNSON: Was this the Hidalgo? CHARLES AUCHMUTEY: USS Hidalgo, yeah. And we were there just a few days and then we went to Guam, another return trip to Guam. Guam now, some months after, had been made over. It's real nice, you know. It didn't look like it was when I got the medal there that day. And we went to Guam and then from Guam we went to Shanghai, China. And we were in Shanghai for 23 days. Now, the war had ended now. The war had ended, we were in Shanghai and that probably was the greatest experience I've ever had in my life, 23 days in that huge place. MARY LYNN JOHNSON: Well, tell me about the day the war ended and what you were doing that day. CHARLES AUCHMUTEY: Well, I was in San Francisco before I went out for the new boat, to get the new ship, and that was V-J Day, and for three days and nights the people—and you know, there were Army, Navy, Marines all over the country out there, they tore that place all to pieces. By that I mean celebrating. They broke into liquor stores. They had cable cars in San Francisco, which was one of the novel things there, and you know they'd come down Mason Street and get down to Market Street and the cable car driver would get off and he'd turn it around, spin it around on a turntable and head it back up the hill. They had a bunch of troops down there, or sailors, they were spinning the thing like a top. They did everything. You never heard of such things. And they finally issued an order that all service people be off the streets. Well, I was living in the Wickman [PHONETIC] Hotel right there on Market Street, so I was allowed out of the hotel, but I had to get right back in it, and then they sent me out to Treasure Island. That's where I did the going to school out there for a while. And then I got the assignment to the other ship and went back out. But V-J Day was quite an experience. There was a lot of damage and it was all done celebrating. But there was a lot of damage done. The first day they left the liquor stores open and that was a mistake. The next two days they closed them but they started breaking in them anyway. Anything they could do to get the booze. So it was quite a thing. MARY LYNN JOHNSON: Okay, well, let's move back to Shanghai. CHARLES AUCHMUTEY: Shanghai was quite an experience. There I rode in rickshaws with the Chinese pulling the thing, you know. And I remember one night Dave Mullitack [PHONETIC] and I, we were going out to the race track, which was about six miles from where we were docked. Right at the end of Nanking Road, which is a main drag of Shanghai. And he got one and I got another one. And we went out there and there was a club out there and we thought we were going to get a good steak, but it wasn't very good. But we did, we rode that rickshaw out there. And the rate of exchange money then was about 1200 Chinese dollar to one American dollar. I mean, it was—you could go in and tell people that you spent so many thousand dollars for a meal—you're talking about Chinese money, and this guy, the poor guy that was hauling us out there, pulling that rickshaw, what he wanted, the fair was about 15 cents. And that other guy argued with him about it. He didn't want to pay him that fare. But anyway, Shanghai was quite an experience. We enjoyed that. And then after Shanghai we left and headed back to the United States and we were—the first two or three days out we had to be—the war was over but there were mines floating around. You had to watch for them. And we'd spot one and then we'd shoot and it exploded, to keep from running into it. Well, after a couple of days we cleared that area and we were on our own. It took us 46 days. We just had more fun. We just took it easy. I read a book a day. The Navy said get rid of 90 percent of all your ammunition. We made a target and would tow it every afternoon behind the ship and go out and have target practice and enjoyed ourselves. And in the meantime, they made me the Executive Officer of the ship, number two in command, and then we got to the Panama Canal, we went through the Canal and got on the Atlantic side and we were there a day or two. We were there during Mardi Gras season. And, boy, you haven't seen a Marti Gras season until you see how they do it down there. It was quite festive. And that's when we got on the ship. The two sister ships had orders to go to Norfolk and we were going to be commissioned there. And in Norfolk—that's when I did the Gulf Stream thing. We headed out just before dark and after dark—let's see, I was a navigator. I went up and said, hey, we can pick up that Gulf Stream—if you go on a straight course, tip of Cuba you're going to pick it up but it will be about one o'clock in the morning. I said, we can change courses here and we can get into that thing by nine o'clock at night and it will add six knots speed to the ship. And we did that and got in it, and so the next morning sure enough here we were right off—beautiful. You weren't about eight or ten miles off shore, Miami Beach. And the Gulf Stream flows just like a river and we looked around and looked ahead. We didn't see the other ship so we looked behind us. He was about a mile behind us. We had passed him. And we stayed ahead of him because we stayed in the Gulf Stream almost to Norfolk. So we got there first and we won the steak dinner. That's what we had bet each other. We got there first. And I don't know why they didn't tell me to get out of the Navy in Norfolk. They told me to report to the Naval Air Station in Jacksonville, Florida, so I got a train back to Jacksonville, went down there and went to the Naval Air Station. And about a day later I went in there and I was discharged from the Navy. And my wife-to-be was teaching school at Panama City, Florida, and I caught a bus from Jacksonville to Panama City and got over there. We made our plans for our wedding, which would have been another few weeks after that. And that is really the end of the story, I guess. Do you got any more questions? MARY LYNN JOHNSON: Well, I'd like you to share your shrapnel and your medals. CHARLES AUCHMUTEY: Oh, yeah. MARY LYNN JOHNSON: Let me sort of focus the camera on that and you tell the story about what happened with your shrapnel there. CHARLES AUCHMUTEY: This happened—this is a shrapnel right here. This happened in the Philippines. Not on the landing, not at the landing that General MacArthur made. We made several other landings that same day and this was maybe a couple of landings after that. We went ashore and there was some resistance and there was some mortar fire, and my boat going in that time, the mortar hit my boat. And I had about 30 some odd soldiers in it, and it killed one soldier in the boat and the [unintelligible]. The guy who drives my boat was standing right in front me and the mortar tore him—oh, it just tore him all to pieces, killed him, and this piece of shrapnel hit me in my kapok life jacket, in the collar of it. If I hadn't had the collar on I'm sure it would have ripped me in the throat. But it hit that and it admitted itself in that kapok, and the force of this little thing here knocked me down. And that's how close that came. I don't know whether I had other bullets closer. I don't know. But this one would have hit me if it hadn't been for that life jacket. And so, that's the story of that thing. And these ribbons, of course. Everybody got ribbons. You had an American ribbon, you had a Pacific, you had a Philippine, you had an Okinawa ribbon, and this particular one right here was the commendation that I received for Guam, right here. And all these others were—each star represents a battle. One big one here represents—when you get a big one that stood for five battles. So I don't know whether they all add up to nine battles or not— MARY LYNN JOHNSON: That's how many battles you had total? CHARLES AUCHMUTEY: That's how many—I had a total of nine battles in all of them, all of them in the Pacific. MARY LYNN JOHNSON: Well, in the last couple of minutes do you have any closing comments you want to make about your overall experience, or just any parting thoughts you want to share with us? CHARLES AUCHMUTEY: Well, I'll just say had I stayed in the Navy—see, I was a Senior Grade Lieutenant. I would have been promoted to Lieutenant Commander in two weeks, but I didn't stay in. And for a while there I wondered whether I'd made the right thing because I had done well, I think, in the Navy, and peacetime Navy is great. And, of course, the battles were over then. The only thing is, you're not at home, and I guess I wanted to be back here and so I chose to get out of the Navy. But it was quite an experience and that's been a long time ago. Now I've remained in contact with some of the guys that I knew. One fairly recently, the last two or three years, lives—he was from San Francisco. It was where his mother and father lived and he was one of the ones that came down with me from Seattle when we were transferred. And I learned later when he was not home and I was there at Treasure Island, I ate with them several times and we corresponded for years and years. As a matter of fact, his daddy offered me a good job out there. He was a [unintelligible] time insurance guy. And I almost took it, but I didn't. But there's a lot of wonderful experiences in the Navy. And I'm glad I had them and I guess I'm glad I survived, but a lot of us didn't. MARY LYNN JOHNSON: Well, thank you so much for sharing your story with us and bringing your medals and your shrapnel. We really appreciate what you've done for us. CHARLES AUCHMUTEY: Well, I've enjoyed it. MARY LYNN JOHNSON: Thank you, Mr. Auchmutey. CHARLES AUCHMUTEY: I've enjoyed it. [END INTERVIEW] [KS]"],"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","Guadalcanal, Battle of, Solomon Islands, 1942-1943","Savo Island, Battle of, Solomon Islands, 1942","Destroyer escorts--United States","Naval convoys--United States","5/38 Caliber gun","20mm Caliber gun","Amphibious assault ships--United States","Demolition, military","V-mail","World War, 1939-1945--Chaplains","Saipan, Battle of, Northern Mariana Islands, 1944","Elmore (Transport ship : APA 42)","Illinois (Battleship)","United States. Navy. Seabees","United States. Army. Women's Army Corps","United States. Navy. Chaplain Corps","United States. Navy--Artillery","Ellice Islands (Gilbert and Ellice Islands Colony)","Elmore (APA 42: Bayfield Class attack transport ship"],"dcterms_title":["Oral history interview of Charles Robert Auchmutey, Jr. part one of two"],"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/379"],"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":["59:59"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_382","title":"Oral history interview of Charles Robert Auchmutey, Jr. part two of two","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["China, Shanghai, 31.230416, 121.473701","Guam, 13.47861, 144.81834","Gulf Stream, -33.4303935, 149.8077048","Japan, Okinawa, 26.53806, 127.96778","Johnston Island, 43.62510015, -72.3295550989972","Marshall Islands, Enewetak Atoll, 11.5141037, 162.064393241945","Panama, Panama Canal, 8.99797, -79.59269","Philippines, Leyte Gulf, 14.6835822, 121.0701444","Philippines, Lingayen Gulf, 16.206166, 120.2323788","Philippines, Mindoro, 12.8692137, 121.134575750245","United States, California, City and County of San Francisco, San Francisco, 37.77493, -122.41942","United States, California, San Francisco County, Treasure Island, 37.82465, -122.37108","United States, Florida, Duval County, Jacksonville, 30.33218, -81.65565","United States, Georgia, 32.75042, -83.50018","United States, Hawaii, Honolulu County, Oahu, 21.43333, -157.96667","United States, Virginia, City of Norfolk, 36.89126, -76.26188","United States, Washington, King County, Seattle, 47.60621, -122.33207","United States, Washington, Snohomish County, Everett, 47.97898, -122.20208"],"dcterms_creator":["Johnson, Mary Lynn","Auchmutey, Charles Robert, Jr., 1921-2007"],"dc_date":["2004-06-30"],"dcterms_description":["In part two of a two-part interview, Charles Auchmutey continues his narrative of his experiences as a naval officer in the Pacific at the end of World War II. He recalls being sent out to the Pacific via the Naval Air Transport Service (NATS). He participated in the landing with MacArthur in the Philippines and the Battle of Leyte Gulf. He served aboard the attack-transport USS DuPage (APA-41) and the cargo ship USS Hidalgo (AK-189). He relates the experience of being hit with shrapnel and being saved by his life vest. He encountered German prisoners of war. He was in San Francisco, California, at the end of the war, and recounts his journey home and the end of his naval career.","Charles Auchmutey was a Navy officer in the Pacific during World War II.","MARY LYNN JOHNSON: I'm Mary Lynn Johnson. We're here today on Wednesday, June the 30 at the Veterans History Project interviews at the Atlanta History Center in Atlanta, Georgia. Mr. Auchmutey, would you introduce yourself. CHARLES AUCHMUTEY: I'm Charles Robert Auchmutey, Jr., and I live at 1090C North James Town Road, Decatur, Georgia 30033. MARY LYNN JOHNSON: Mr. Auchmutey, could you tell me what war and branch and service you served in. CHARLES AUCHMUTEY: Well, I was in World War II and I was in the Navy. MARY LYNN JOHNSON: And what was your rank? CHARLES AUCHMUTEY: I was a Senior Grade Lieutenant when I got out of the Navy. MARY LYNN JOHNSON: And where did you serve? CHARLES AUCHMUTEY: In a lot of places. MARY LYNN JOHNSON: In a lot of places. [LAUGHTER] We'll hear more about that later. CHARLES AUCHMUTEY: Yes, uh-huh. MARY LYNN JOHNSON: Were you drafted or did you enlist? CHARLES AUCHMUTEY: I enlisted. MARY LYNN JOHNSON: What was the reasons – what was going through your mind when you made the decision to enlist? CHARLES AUCHMUTEY: Well, I knew that I had to enlist in something real quick or I was going to be drafted, and so I was in Rome, Georgia and I was kind of leaning toward the Marines for some reason. I don't know why. But the Marine, recruiting office and the Navy recruiting office were only 20 feet or so apart. And I almost signed with the Marine, guy and I said, well, let me go out and think for a minute or two, and I came back and instead of going back into the Marine, office I walked into the Navy office to find out what they had to offer. And before I got out of the Navy place I had signed up to go into the Navy. And what I signed up for was -- I believe it was V6 or V7, one or the other, courses they offer where you go to Midshipman school for four months and if you pass, you come out and you are an ensign. And so, that's what I signed up for. MARY LYNN JOHNSON: What year was this? CHARLES AUCHMUTEY: In 1942, probably around May or early June somewhere in 1942. But I was not called into service until October. MARY LYNN JOHNSON: So you joined so you would have more choice in what you were – CHARLES AUCHMUTEY: Well, the V7 course gave you an opportunity to become a commissioned officer and there were three different schools. One at Columbia University, one at Northwestern University, and one at Notre Dame, and I was chosen to go to the Columbia University School, which I did. MARY LYNN JOHNSON: What do you recall about your early days in the service? CHARLES AUCHMUTEY: Well, I guess it would start with being at Columbia University. The first thing I recall is—I was an old country boy. I grew up in Bartow County, and when I left Atlanta on a train for New York City I had never been to New York City. And another thing I had never done is—I didn't smoke—but before the train got out of terminal station in Atlanta I bought a pack of Old Golds and started smoking, which I did until 1962, and then I stopped smoking. But I went to New York City and went to Columbia University, and the first 30 days you were there you were an apprentice seaman. And after 30 days probably ten or fifteen percent of the ones who were in that class didn't make it. And so, they were sort of kicked out. And then you became a midshipman. And for the next 90 days we were midshipman and we became known as the 90 day wonders. We were taking the same course they did in Annapolis. Of course ours were crash courses, you know, to do it in three months. And that's what we did in New York. I was on the campus at Columbia University, John Jay Hall for about a month and a half and then I went aboard a training ship in the Hudson River a few blocks away. It used to be the old battleship Illinois back around the turn of the century. They made it into a training ship. But all midshipmen had to spend 30 days on board that thing to learn how to do different things aboard ship. And then I came back to John Jay Hall, which was one of the big dormitories at Columbia, and then I flunked navigation along with about three to four hundred people. But they didn't kick me out. They tutored us for about a day and a half and they gave us a second chance to take the exam over. This time I passed. So I was commissioned an ensign. And that was my Columbia University experience. MARY LYNN JOHNSON: Do you remember what feelings you had as you enlisted and when you first got to New York? What was going through your mind and your heart? CHARLES AUCHMUTEY: Well, I was lost when I got to New York because when I got off at the Pennsylvania Station all I knew was I to report at 116th Street which is where Columbia University is. I rode my first subway and for a country boy that was quite an experience. But I got off at the right place and once I got there they took care of the rest of it. MARY LYNN JOHNSON: Do you remember any of your instructors? CHARLES AUCHMUTEY: Well, I remember one drill instructor. He was—we always thought maybe he came from the Marines school because he was real tough, but drill instructors are supposed to be tough. And I guess I remember him more than anything else because he chewed us all out from time to time and told how ignorant we were and all that kind of stuff, but he got us in shape. MARY LYNN JOHNSON: How did you cope with instructors like that, that might have been so different as your experiences as a civilian? CHARLES AUCHMUTEY: Well, you learn real quick that you're going to respect them. If you don't you get a boot in the britches. No, you have to. That's one of the first things you do learn in service, particularly in that branch or any branch I think in the officers training. You've got to learn to respect your senior officers. You got to salute them, you got to say “sir,” you got to do that, and you better not say anything but that. MARY LYNN JOHNSON: After you left Columbia where did you go? CHARLES AUCHMUTEY: I went, the first place was to Little Creek, Virginia. And Little Creek, Virginia is really part of the suburb of Norfolk and that's where they had an amphibious training base. And we lived in tents. Well, there were a few Quonsets but mostly in tents, and it was in late February when we got down there and it was cold. And we spent, oh, two or three months learning how to operate boats, amphibious boats, landing people ashore, and things like that. And we went to school. We had classes. That's what it was, just a training school. And it was a long and it was a very cold time. I know the day that we arrived there the first time, there was a group of us that came in by train, and we arrived at that base like about midnight. And they didn't think we were going to be there until the next day around nine, ten o'clock, so we were a little early and they weren't prepared for us that night. And there was a Quonset hut there. There was about 30 of us I guess in that group and they didn't have lights turned on in that place. And here it was still February and it was about 20 degrees and didn't have any heat. All they had was a bunch of beds with mattresses, didn't even have blankets or anything. They threw in some blankets, told us to leave our clothes on and just find something to roll up and try to be as comfortable as we could until daylight. And we were in there kind of fighting each other to get more blankets. [LAUGHTER] So it was quite a start the first night. MARY LYNN JOHNSON: How long did you stay in Little Creek? CHARLES AUCHMUTEY: We were there about two, two and a half months, something like that. MARY LYNN JOHNSON: And where did you go after Little Creek? CHARLES AUCHMUTEY: We went down to Fort Pierce, Florida for more amphibious training. That was advanced training down there. That's where we actually went out and did maneuvers. We went out, in other words, you thought you were going to Nassau you went so far out, and bring troops back in, and we did night landings and different things like that. And again, we lived in tents. And we learned real quick-like where we were. We were on one of the islands just off, about a mile off shore from Fort Pierce, and they had the biggest mosquitoes I'd ever seen, but we could handle them. But what we didn't know how to handle was sand flies. They're so tiny. They had mosquito nets, and if you came back at night and had a light on in your tent, the mosquito net would keep the mosquitoes off of you. But those sand flies would come right through there and get in your hair, everything. Oh, it was miserable. It took a couple of nights of that and we realized you don't turn on a light after dark. So we would always go into town and do something in there and then come back in the dark, just grope around and then go to sleep. Then the flies didn't bother you. But don't turn on the light at night because those nets will not keep them out. MARY LYNN JOHNSON: How much free time did you have when you were at Fort Pierce and at Little Creek? And tell me some of things that you did. CHARLES AUCHMUTEY: Well, we were free at night. Most nights we got off at, say, five, six o'clock and the food was pretty good that was served out there. And a lot of times we'd go into town and would eat that. They had several pretty good restaurants in town. We'd go to a movie in town. For a town of ten to fifteen thousand people it wasn't bad at all. And one of the experiences that we had is they wanted to teach us how to—and I don't know why we had to do that—learn how to swim. We all were good swimmers. But they'd have us go out to the beach there and would test to see how long we could stay afloat, and the porpoises would come in and play with us. They scared the daylights out of us the first time they came in, because I thought it was a shark. But porpoises, they're friendly; they're playful. They like to come in and play with you. One day we went out there and the jelly fish had come in. And I'm going to tell you that was a horror because the jelly fish can throw those stingers—they can leave a whelp right across you, and boy, it hurts bad. And they do that periodically. They'll float in and for two or three days we didn't go by that beach because they were dangerous really. They can kill you if enough of them sting you. So anyway, it was a good experience but we were ready now after we got through at Fort Pierce. MARY LYNN JOHNSON: Well, during your time at Columbia and Little Creek and Fort Pierce were you keeping up with the war? CHARLES AUCHMUTEY: Oh, yeah. MARY LYNN JOHNSON: And thinking about what role you were going to play in it? CHARLES AUCHMUTEY: Well, we knew by being assigned to the amphibious force what our role would be. And it was simply that, that we were the ones that were going to land Marines and soldiers on the enemy's doors. So we knew we would be shot at. But we knew, too, that we wouldn't be going ashore, ours was strictly boat, from ship to shore. You know, take boats, take in men, and we brought in their supplies too. So we knew what we were in for, but we didn't know where or when it was going to happen. MARY LYNN JOHNSON: Did they give you any kind of clues or hints as to where you might go? CHARLES AUCHMUTEY: No, of course not. MARY LYNN JOHNSON: They might not have even known themselves. CHARLES AUCHMUTEY: Well, they probably didn't at that time. They were just training you for—be ready at any place. MARY LYNN JOHNSON: So how long total was this segment of your training; from Columbia through Fort Pierce? CHARLES AUCHMUTEY: Toward, oh, better part of a year, toward September, October the next year I'd guess. I have it all written down right here. Yeah, there it is. I said we went back aboard ship in 19–, around October 1943. I started at Columbia in October 1942, so it was about a year for all of that. Four months I was in midshipman school and the rest of it was training, first at Little Creek and then at Fort Pierce. And, you want me to keep going? MARY LYNN JOHNSON: Uh-huh. CHARLES AUCHMUTEY: Okay. When we got through at Fort Pierce we were ready and we went right back up to the Norfolk area, but we did not go to a base. We went immediately aboard a ship at Portsmouth, Virginia. All of that is part of the Norfolk portion of, you know, Newport News and all the other— MARY LYNN JOHNSON: Yes, sir. CHARLES AUCHMUTEY: —part of that is one area. And we went aboard the USS Elmore, which is an APA #42. MARY LYNN JOHNSON: What does that mean? CHARLES AUCHMUTEY: It was an Assault Personnel Assault transport. It was a ship. It was 600 feet long, had a crew of around 600 people. And then we went aboard, probably 125, 130 of us were assigned just to the Amphibious Corps. And we did some training there for a month and a half or two months. But this was aboard ship training where we actually had boats aboard the ship that would be used for landing troops on the enemy shore. And we practiced landing again up in Chesapeake Bay and we had real boats with real—we practiced with real live ammunition stuff in one part of the bay up there where nobody was living, of course, that we would go in and simulate landings. And the Navy would fire over our heads, you know the big guns and what not to get you used to what it was going be like when you actually went ashore. So we did that. And we trained. We trained how to get off a ship onto those boats, and you did it by cargo net. Those cargo nets is what they use to lift, of course, cargo to put into the ship's hold. But they would lower them over the side of the boat and of course they're like a mini step ladder really, and you had to learn how to go up and down that thing from the ship down to the boat. And you had troops aboard, too, that were training with you, because they're the ones that you were going to put ashore. So it was another about two month training period there and then we were ready to go. MARY LYNN JOHNSON: So you had, the ship had a crew of six or seven hundred. CHARLES AUCHMUTEY: About six or seven hundred. MARY LYNN JOHNSON: And how many troops were able to be on there? CHARLES AUCHMUTEY: Well, okay. When the troops came aboard, and we didn't take them aboard in Norfolk, then we knew where we were going, which ocean we were going to be in. Because we left Norfolk headed to the Pacific Ocean. And so, the first thing we did was, we went to the Panama Canal. We went through the Canal and when we got through to the Pacific side to the town of Balboa or Panama City—actually Panama City is a city in the Republic of Panama and Balboa is the American portion of that—where they had, the Army/Navy was set up. We stopped there for only six or seven hours, but it was long enough that we were able to get what we call either the port or starboard side. You were divided into two sections. Only one side, and I think they flipped a coin. They gave about a four or five hour liberty in the city of Panama City, enough that a couple of guys came back and had to go to sick bay. They caught a disease. They had found a place to go to. MARY LYNN JOHNSON: Yeah. CHARLES AUCHMUTEY: Sailors do that in a hurry. MARY LYNN JOHNSON: Yeah. [LAUGHTER] CHARLES AUCHMUTEY: And anyway, that was all we were at Panama City, and then we went on up the coast to San Diego. And I do remember going up the coast. We were in sight of Mexico two or three times, and as we went through the Gulf of Tehuantepec we had the darnedest storm you'd ever seen at that time. Boy, it rolled that ship like mad. And see, we were not loaded then so we were riding high. And then when we got to San Diego we went through another couple of months of training. And at San Diego we docked, actually tied up alongside a broadway pier, downtown San Diego. And we would go out two or three times a week to San Clemente Island, out about 25 or 30 miles, out of sight of land, and the reason being is San Clemente had high surf, real high surf, and we wanted to practice at high surf. And we had troops. We would take troops aboard. As a matter of fact, they had 2,000 troops come aboard, that's how many we were going to haul. And we practiced with them for several, you know, three or four weeks to get them used to how to get off the boats, things like that. And we'd come back into San Diego. As you reached the Point Loma as you enter San Diego harbor, ships were supposed to have a pilot come aboard to take them into the harbor. We didn't have to do that. Our captain, Captain Harris, was one of the best in the world and they knew it, and they would allow him to bring the ship all the way in and dock it himself. He was that good. MARY LYNN JOHNSON: Wow. CHARLES AUCHMUTEY: And let me tell you, sailors aboard our ship had a lot of pride and they rubbed it in on the other ships. Look what our captain can do. Yours can't do that. Anyway, we went through that period of training there for a while. And then finally, we left San Diego and we were gone 23 months. MARY LYNN JOHNSON: Let me back up just a little bit. When you said the troops came on and you trained with them for a couple of months, was there any kind of feeling of competition among the branches of service, or were you—? CHARLES AUCHMUTEY: I don't think so. I really don't, because they knew what their role was and we knew what ours was. They knew the 600 aboard were there to operate the ship and knew the 100 or so, 150 of us were the ones that were going to operate the boats that put them ashore, and they brought their equipment ashore too. You know, jeeps and, not real heavy stuff. They had their own guns and all that stuff. But no, I don't think there was that. And, of course, they immediately started playing, rolling dice and playing cards and things like that to while away the time. I don't think there was any animosity between one branch and the other. MARY LYNN JOHNSON: Could you tell us a little bit about what your specific job or assignment was? CHARLES AUCHMUTEY: Well, of course, you know when you board ship, our group, most of the time you're not landing troops, you know. You're going to have periods where you're not going to be involved in actual amphibious landings. And while you're doing that you are assigned duties aboard the ship itself. I was assistant gunnery officer, so I was only ensign, that's as low as you can get to be a commissioned officer. But I was assistant gunnery officer and I worked with him on the guns. We had guns. We had five inch 38s, four inch Bofors they call it where you'd have four guns that would bang off at the same time, and we had 15 or 20, 20 millimeter guns, anti-aircraft guns. And we taught people how to use them and things like that. I was involved in that in the shipboard work itself, but then when it came time to land the troops I went back to the boats because that was my primary job. MARY LYNN JOHNSON: In between training. what kind of things for fun did you do on the ship? CHARLES AUCHMUTEY: Well, we had movies. We'd show movies and that's about it. And we had—a ship that large, you have a lot of things aboard ship. We made ice cream aboard and it was good. And then you had movies, and they had some good movies. And we ate well. I guess maybe that was the one thing that the Army and Marines were a little jealous of Navy people because the Navy people did eat good. They had good food aboard. And, of course, while the troops were aboard they ate well. Of course whenever they went ashore they started eating— MARY LYNN JOHNSON: K-rations. CHARLES AUCHMUTEY: K-rations, anything they could get, you know. So they were envious of us because we ate well even then. MARY LYNN JOHNSON: So you had left San Diego and you were heading into the Pacific. And you said you were gone for 23 months. CHARLES AUCHMUTEY: We still didn't know where we were going as we went out. First thing, we stopped in Hawaii at what was called Lahaina Roads, which is down where Maui and Lanai—three or four of the major—not Oahu where Honolulu is and not the Big Island either. But there's a cluster, Molokai, Maui, and Lanai, and this is a small town there and we stopped to get some supplies and things like that. We were only there about six or eight hours. One of the things I remember as we pulled into that area, we came through a rather—it's a channel about 15 or 20 between those islands. We went by Molokai, and we all knew that Molokai was at one time a leper colony, and of course, you know, we didn't know then, we didn't know whether to take a deep breath whenever we sailed by there or not. But, you know, of course, there was no harm there. So we stopped there briefly to get more supplies, and then we left again and headed towards Asia. And that was the first time, when we got out of Hawaii, for the first time they told us where we were going. MARY LYNN JOHNSON: What did you feel and what was going through your mind when you found out where you were going? CHARLES AUCHMUTEY: Well, I think we were glad to find out, because you know, hey, we'd been looking forward to this. Not that we were really looking forward to it but we knew it was coming and we knew sooner or later it was going to have to be, because this was the early stages of the war against the Japanese. And so, we went on out and we were in convoy, of course. My ship was one of, oh, I don't know how many but there's a half a dozen of them that were sister ships. They all looked very much alike, and then there were other ships in there. That was a huge armada of ships. MARY LYNN JOHNSON: And you're still on the Elmore at this time? CHARLES AUCHMUTEY: I'm still on the Elmore, but we were now out in enemy territory, and so you had to watch out for submarines, so we had an escort of destroyers and destroyer escorts. Our type ships were all in the core of the thing because we were not designed to fight submarines. Destroyers and destroyer escorts are designed to fight submarines, and so they were on the outer perimeter of the convoy, and they're the ones who have all the equipment and can detect a submarine. And we did have some contacts, but nobody got hit or anything like that. And then we went on to our first job. MARY LYNN JOHNSON: What was your first job? CHARLES AUCHMUTEY: First job was Kwajalein Atoll in the Marshall Islands. Now Kwajalein is an atoll. An atoll is a bunch of islands around a lagoon, maybe half a dozen. The lagoon is calm on the inside, on the outside the ocean is pounding away at you. And Kwajalein was the name of the atoll. And the particular island that we were going to land Marines on—we had Marines—was, one of the islands was named Roi-Namur, that was only one of the many islands of that atoll. But the reason we picked that one is the Japanese, we knew there were several thousand of them on that particular atoll, that island. We knew that they had an air strip that needed to be destroyed. And we also knew that they had an ammunition dump where they kept a lot of ammunition. And so, that was our first landing. And we went in, and they knew we were coming, because our big ships, the battles ships and cruisers and aircraft carriers, too, planes came in. And for about two or three days we bombed that island and we shot that island with big shells until all the coconut trees—there probably wasn't two dozen left standing on the whole island, just a bunch of stumps. And you would figure that there was nobody living on the island by then because we had killed so many, and then we went ashore. And I was in one of the waves that went ashore. And what we did is, our boat led probably a total of about ten boats loaded with about thirty some odd troops. And we knew exactly where to land it. And it had to be exact to the minute, to the second, because we were having naval guns fire over. Since you, too, were there you'd get hit. So we started landing troops there. And so, we started landing troops there. We got shot at, and we had a few people who got hit aboard the boat, but for the most part it was not that difficult of a nature landing itself and we put Marines ashore. There was opposition and the Marines kind of over ran it pretty quickly. The biggest thing I can remember of that particular battle was there an ammunition dump just about a hundred feet from the beach, and we knew that there was ammunition in it, but we had a bad report on how much. We thought it was just a small amount of ammunition. And so we had, the Marines had a demolition crew to go in and to blow up that because they wanted to take that whole area and flatten it out and make a big landing strip where our planes could land. And what happened is, they deliberately set that thing off to blow it up, and we experienced what Time magazine called the largest man made explosion on earth prior to the A-bomb. I was a hundred yards from that when it went off and it was—well, it's hard to describe what happened. It blew a crater out of that thing, probably a hundred feet across and 30 or 40 feet deep. And the stuff that was in there, the concrete thing, it blew all to pieces, logs, concrete, dirt. It looked like it went a quarter of a mile into the air. It actually blotted out the sun. It was almost dark. And the concussion from that blast–I can remember my ears just bang, there was just no feeling at all. And then that stuff started coming down and it looked like it took three or four minutes for it all to hit the ground. And there were probably twelve or fifteen Marines were killed who were pretty close to the thing. And I remember that I was in what they call an LCM. It takes big tanks in to land, and it's a pretty good size boat, about 50 feet long. I can remember the explosion itself seemed to lift the boat clean out of the water. And then all the debris started falling. None of us got hit, not by any big stuff. We got dirt all over us. But there was chunks falling around that. It's a wonder some of us weren't killed. But that is the thing I can remember most. MARY LYNN JOHNSON: That's pretty memorable. CHARLES AUCHMUTEY: And then a little later on—we were there about three days because we had to unload the ship and bring the stuff in. And before, I'd say within 24 hours after we landed—well, first of all, they allowed us, there were no more Japanese living. The Marines had taken the island, so we went ashore and walked around just a little to see what—see, this is our first experience. And we saw pill boxes, and I counted 111 dead Japanese in one trench. Now, of course they'd been dead for one or two days, and that tropical sun. You can imagine how it was smelling by that time. And the Navy CBs came in, that's a civilian battalion that comes in and makes air fields, and they were good. They came in to bulldoze and what not, and in a matter of hours they probably pushed, I would guess, probably a thousand or more dead Japanese into that crater that was made and covered them over. And in just a few hours time they had that end of that island flattened out, packed down, flattened out, and we had planes landing on it. MARY LYNN JOHNSON: That's amazing. CHARLES AUCHMUTEY: It is amazing how fast they could work. MARY LYNN JOHNSON: What kind of feelings did you have when you saw the enemy up close like that? CHARLES AUCHMUTEY: Well, I didn't, I saw I think one or two live ones. There was a pier that was sticking out into the water about, oh, 75, 100 feet, that I guess boats docked on it. I guess it was low tide, because the pier was probably six or seven feet up above the water at that time. And we did, there were two Japanese under that pier in the cross pieces under there and they were living, and they had a gun and they took a few shots. Well, one of our boats spotted them immediately and swung a machine gun around and they were gone. They dropped into the water. We got them. Those are the only live Japs that I saw, because you don't take prisoners. At that stage they wouldn't allow you to take a prisoner, I mean the Japanese. They would rather be killed. And we did, we saw examples of the dead ones that we saw where it looked like about a third of them had taken their own lives by hara-kiri where they had taken their sword and ripped their innards out. And they did that. They committed suicide rather than be taken prisoner. MARY LYNN JOHNSON: Did you ever have much time to think about what you were doing and how it made you feel or did you just do what you were trained to do? CHARLES AUCHMUTEY: Well, I don't know. It was such a new experience, you know, where you're wide-eyed looking at all that. And I guess the first wide-eye was whenever that Japanese under the pier took a shot at our boat and the bullet had ricocheted a few feet in front of me. And then I knew, hey, we're in a war; we're getting shot at. And so, I don't know, it was quite an experience. MARY LYNN JOHNSON: And you're what, about 18, 19 years old at this time? CHARLES AUCHMUTEY: Well, let's see, that was 1944, no, yeah, 1944. No, I was 22 then. MARY LYNN JOHNSON: You were probably the old guy. CHARLES AUCHMUTEY: I was an old man by then. MARY LYNN JOHNSON: After you left this first engagement, the first battle, what did you do? Where did you and your ship go? CHARLES AUCHMUTEY: Well, our next one a little while later was a landing in Marshall Island, Eniwetok. Kwajalein was one that we landed in, and Eniwetok was another one. Eniwetok was not that difficult of a landing. We made it, and there was very little opposition, but we did make that landing. And then we left the area right then and had a little time off and went to the Illellice Islands to an atoll. The name of the atoll was Funifuti atoll. And all we were doing there was hauling in troops from one place to another. So we did that in between landings. And then after Funifuti we went to the most civilized island we ever saw in the Pacific and that was New Caledonia. That was all the way further on south. And by the way, going to the Illellice Islands for the first time we crossed the equator. The Navy has an initiation. When you cross the equator it can be a real, well, it's a fun time but it can be pretty rough. But since it was wartime we got by with just the minimum, you know. But we become a pollywog or whatever it is they call it after you cross the equator. So we went on down to New Caledonia, and again we were ferrying troops and supplies and we were there about three days. And New Caledonia belonged to the French, and there was a town on New Caledonia, the capital of Noumea, a town of about 25 or 35 thousand people. It's the closest thing to civilization we saw in nearly two years. And we were there, and there again they had what was called the Pink House. And there again the sailors were lined up to go to the Pink House. And we did two, we were hauling a lot of supplies using our boats, and we had, incidentally, four people were assigned to each boat. A guy called [unintelligible] so he did that, and had an engineer who took care of the motor, two other guys that would just handle the seamen duties on board the boat, and they took care of those boats whenever they were aboard ship. Each one was assigned, four of them were assigned one boat. Now, when they were out the ferrying troops around to bases and other ships and things like that, they were hauling a lot of food supplies. Well, they would break open K-rations and get the cheese out. Because the cheese was good, the rest of it wasn't any good. We'd throw the rest of it away. And they would get gallon cans of canned peaches, canned pears, because that was good, and they'd stash that away in their own boat so they could have goodies to eat on all the time. MARY LYNN JOHNSON: And after New Caledonia what was your next stop? CHARLES AUCHMUTEY: Well, the next stop is, we went to Guadalcanal, the Solomon Islands. And the Solomon Islands consists of several islands, Guadalcanal, where the initial battle a year earlier was, the first time we put troops ashore to fight Japanese. And we had already 95 percent secured that island. It's a big island, about a hundred miles long, 30 miles across. And we had air field already established there, and we were there, and we started doing a little more training, landing training, things like that. We were also, in that area was Savo Island. Savo Island would become the centerpiece later for some of the great naval battles of the war where so many ships were sunk. One of them that was sunk there was USS Atlanta, a cruiser. And then across also from Guadalcanal, I can remember all of these names, Tulagi, Tanambogo, and Gavutu, and Florida Islands, and these were all islands that had been fought for and we had already taken them and we had troops on them, but we were ferrying stuff around on that. And I do remember that on Gavutu and Tanambogo it rained not once a day but at least three or four times a day, and I mean heavy downpours. And before the next rain came, that same place where it had rained earlier was already dusty. I mean, that tropical sun just slurped that water right up. And we had vehicles, you know, running over it all the time, and it made it from a mud hole to a dust pile every three or four hours. And then on Florida Island, it was a beautiful island. It had a lot of coconut trees on it, and they had built an officers club and the name of it was Iron Bottom Bay Officers Club. It was named Iron Bottom Bay because of all the ships that were sunk just three or four miles out there from you. And it was a nice officers club and we went up there several times, and I still have a membership card to the Iron Bottom Bay Club. I don't imagine it's any good now but it was then. And that was on Florida Island. And then we spent, oh, two or three months just ferrying troops around to those different islands in the Solomon Islands group. And we went as far on up as the, one of the islands north of the Guadalcanal was Bougainville and the Russell Islands. The Russell Islands had coconut plantations on them, and it was a beautiful sight because you saw the trees, I mean it looked like rows in a field, you know, coconuts. And they grew them, American interests there, and they would grow those and take the coconuts and make copra using that fiber out of the coconuts. We learned—and listen, I love a good, a green coconut is delicious. Some of those guys would show you, the natives would show you how you can take a green one before it gets, that shell gets too hard, take a machete. I wouldn't try it, but you can take it and whack the top off and you can turn it up and drink it. Delicious. Real good. So we went toBougainville. Then we went on up to the Admiralty Islands and just a little above that, and then to New Britain, which is also another one of those big islands. And you're almost in New Guinea now, all those island where they're stretched out through there. We didn't make any actual combat landing, but we did land some troops on one of them. So, then the big time. Do you want me to keep going? MARY LYNN JOHNSON: Yes, sir. You know, we're almost to the end of this tape. Let me go ahead and switch sides of the tape now, so we won't interrupt the big one. CHARLES AUCHMUTEY: All right. MARY LYNN JOHNSON: Okay? CHARLES AUCHMUTEY: Okay. MARY LYNN JOHNSON: We've got about 15 minutes left. MARY LYNN JOHNSON: Okay. We're good to go. You were going to talk about your next, the big engagement. CHARLES AUCHMUTEY: Okay. Just before the big engagement while we were still shuttling servicemen around, we took troops from the Guadalcanal area and we thought we were going to get to go to Sydney, Australia. And the idea was if there were troops that were tired, been fighting, and they needed a couple weeks of rest. And so, we were half way between Guadalcanal and Sydney, and of course the sailors aboard were looking forward to liberty at Sydney. And all of the sudden all the ships in that convoy did a 180 degree turn, which means we were headed back the way we came from. What in the world is going on? We didn't go to Sydney. They had gotten word that a few Japanese on Guadalcanal had broken out and offering a little resistance and they needed some help. And these poor people had to go back and fight some more. So we did not get to go to Sydney. Then the next thing was going to Guam. Now the battle at Guam, that's what this is right here, was July 21, 1944. Two of us aboard our ship were assigned temporarily to an LST. He was on one LST, I was on another. Because a LST is a ship that's 328 feet long, it's a flat bottom thing, it's a big ship, and it's designed—inside it looks like a parking lot where you've got, I've forgotten how many tanks they have in there but that's the idea, is landing the ship's tanks. It's loaded with tanks. And they needed a Navy person to lead those tanks in, and these were amphibious tanks. They could go in the water or they could go on land. And so, we were assigned temporary duty, and I was in charge in one LST to take all the tanks in there and land them on Guam. And my friend there, Warren, was on another LST. And so, we did, we took them ashore at Guam. There were other landings of course, other landing boats, but we were the ones that brought the tanks in. And we went in there, and we were about three days finishing that job, getting all the tanks in and other equipment, and there was some opposition. We got shot at, mortar fire, and some of our boats got hit. and we had some head casualties, but then we went back aboard ship after that landing. And not long after that I got awarded this commendation. We were the first officers aboard our ship who received commendations. And there it is right there. And that's me and my write-up back home— MARY LYNN JOHNSON: Tell us about that commendation. CHARLES AUCHMUTEY: Well, I didn't know I was going to get it. I don't know what I did. We got shot at, but we got the tanks ashore. We got a good report from whoever the top boss was, and he sent it in. And Admiral Nimitz presented this same— now, Admiral Nimitz wasn't there in person, but he presented it to me, and it made you feel real good. You were outstanding—of course that made big news back home, because they had my picture in the paper and quoted the [commendation]. And, of course, I have a thing at home, a plaque where that's framed, and I'm proud of it. But that was the Guam adventure. And after Guam, some time a little later it was Saipan. Guam and Saipan and Tenian are three big islands that are in the Mariannas group. And you're getting closer to Japan as you move on toward Saipan and Tenian. Of course, I think it's Saipan later on, that's where your B29s are going to leave to go to Japan. I did not go ashore in Saipan, but I'm still on an LST and we did, we were more of a backup at that time. But the troops did go on and it was a battle there, and we took Saipan. And my ship was involved in that. Then we came back and fiddled around the Guadalcanal area again. We were in and out of the Guadalcanal area for over a period of five or six months. We were in and out three of four times. And then we finally left Guadalcanal, and we went to New Guinea, Hollandia, New Guinea. Now, New Guinea, if you look at it on the map it looks like a turkey. I mean, really, it looks like an old droopy turkey. It's got the head and the long tail to it, and Hollandia is on the north shore of that. And it's just a little ol' small community there, but it's about as big as you find in New Guinea. And it belonged to the Dutch. You had British in New Guinea and you had Dutch in New Guinea. And this is Dutch New Guinea, and we went there and did a little practice landing. But what I really remember there is there was a WAC Camp, Women Army Corps. Probably, I don't know how many, maybe 300 or so American WACs were living in tents. Well, we made arrangement with whoever is in charge of the WAC camp that they would let maybe 10 or 12 of their ladies come and have a beach party with us. We would have the beer, and those who didn't drink beer, Cokes, and sandwiches and hot dogs and we'd go swimming and all that kind of stuff. See, we hadn't seen a white woman but one time. The ones that we saw in New Mia, New Caledonia, were French white girls, but that's all. Everything was black out there. MARY LYNN JOHNSON: So there was ten or twelve women and how many men? CHARLES AUCHMUTEY: I don't know how many of them, 25 or 30. MARY LYNN JOHNSON: Oh, I was thinking a hundred. CHARLES AUCHMUTEY: I have a feeling it would have been just that, strictly a beach party, but it would have been fun. And so, I was nominated along with another guy named Harry Badalin [PHONETIC] to go to the camp and make the arrangements. So we went over there one day at lunch time and we went into the camp. And see, they had their lunch and all the girls were sprawled out in there on their cots, you know, in their scanties with the flaps up to get a little fresh air through there, and the headquarters is right in the middle of the camp. We walked in, we got whistled at. We made the arrangements. We were going to have a party like the next day, day after tomorrow, and guess what? We left before we had the party. MARY LYNN JOHNSON: The war called. CHARLES AUCHMUTEY: We had to leave before we had the party. That was the New Guinea experience. MARY LYNN JOHNSON: Well, we've got about five minutes left. CHARLES AUCHMUTEY: Well, I'll tell you about Peleliu, Peleliu Island. That's the next major battle and the roughest battle I was ever in. Peleliu is one of the islands on that atoll, and this was sort of a semi-mountain. I mean, you know, it had hills two or three hundred feet high, and there are mostly coral caves and things like that. And for five days we ferried troops in there and landed them, and the only way you could get in there, there was reef out there and at low tide you couldn't get through. At high tide there was a channel deep enough that the boats would go through zig-zagging. Once you got inside that channel you could spread out and get your supplies and men ashore. And for five days we did that and, boy, did we get shot at. We had a lot of casualties. You did it one at a time. You'd go through and zig-zag because the Japanese were still in those caves up there, and they had mortars, and they were lobbing mortars down there and [unintelligible]. And those things look like water jumping up, but every time one of them popped it would, if it hit you it would tear you all to pieces, of course. That was a rough one for five days. Now a little episode that happened just prior to that. We were aboard ship and when the troops were not aboard ship, every night we would have, two officers would go down where the troops would normally be to just inspect. Two of us went down one night and we went and looked into a head, which is a bathroom, and we found a homosexual act in progress. We didn't know what to do. And so we didn't report it that night. The next morning about ten o'clock the captain called me and the other officer up there, said, did you find so and so last night. I said yes. Why in the ___ didn't you come up and tell me? I'll not have that on this ship. So, anyway, we confirmed it, and he called the officer up and before the day was over that officer was on his way back to the United States. He kicked him off the ship in a hurry. Well, during this battle at Peleliu that was so bloody, after five days we hadn't shaved, hadn't bathed, we were whipped. One of my friends out in California, we were sitting around there and we were talking about the guy that went back. He said, “You know something,” he said, “that SOB is back there in school at Harvard, and here we are having A double S's shot at.” He says, “There ain't no justice.” MARY LYNN JOHNSON: No justice. CHARLES AUCHMUTEY: And that is the truth. And that's the Peleliu story. MARY LYNN JOHNSON: Well, in the last minute or so that we have just give us some of your reflections or closing comments that you'd like to share about your overall experience or about, you know, what was going on back home with your family, or just anything you want to say. CHARLES AUCHMUTEY: Well, of course, the only contact I had, we got mail, you know. And sometimes we went three or four weeks without receiving mail. And we looked forward to that. And we used this, what did they call it? V-mail, I think, which was sort of a fast type mail thing, and I was on a censoring board, by the way. Every letter that left the ship had to be censored. In other words, you had to open it and read it to be sure they weren't acknowledging where we were going to next. And we had one ol' boy, he was from South Carolina, an ol' country boy, and when we had troops aboard he looked like a little [unintelligible] type. He'd walk up, see they were rolling the dice; playing poker, things like that, and he'd come and say, “What are y'all doing?” And they'd invite him in. They didn't know it, but he was great. He'd clean them out. There's no telling how many one hundred dollar money orders I sent home that he had gotten off troops playing poker and rolling dice. Anyway, that was one of the ways, you know, there's a lot of boredom. When troops are aboard they had nothing else to do, so they're going to play cards and do things like that. I'll tell you one thing, Chaplains are busy. We had three chaplains. We had a Protestant, we had a Catholic, and we had a Rabbi. Guys didn't go to church aboard ship usually until the day before the landings, and then you couldn't pack them in the room, everybody. They were ready to go in there and make it right with their Lord before they made the landing. Everybody, like somebody wrote that book, that there are no atheists in foxholes. They knew they were going to be shot at the next day, so they were ready to go and be prayed for. MARY LYNN JOHNSON: Well, Mr. Auchmutey, thank you so much for your time. You have a great story to tell. CHARLES AUCHMUTEY: Is that all of it? MARY LYNN JOHNSON: Well, we've got eight seconds. CHARLES AUCHMUTEY: My goodness, I didn't get to tell you the best stories. MARY LYNN JOHNSON: Well, you have to come back. But the tape is about to run out. CHARLES AUCHMUTEY: Okay. MARY LYNN JOHNSON: There it goes. I'm so sorry that you didn't get to say everything. CHARLES AUCHMUTEY: Well . . . . MARY LYNN JOHNSON: We can make a copy of that and put it with your papers if you'd like. CHARLES AUCHMUTEY: If you want to copy that you can. MARY LYNN JOHNSON: Yes. CHARLES AUCHMUTEY: Because the next thing really and truly after Peleliu we went to the Philippines and my boat was the third one that landed next to where MacArthur made his landing. MARY LYNN JOHNSON: Oh. CHARLES AUCHMUTEY: And I was one of the witness to say that MacArthur backed out, made the guy back out into water, deep, so that he could have a picture of him made wading ashore. That did happen. And it was on, not that landing, not that trip in, but two or three trips later that this happened. That is a piece of shrapnel that hit my boat, killed two people, killed a troop, one sailor. MARY LYNN JOHNSON: May I open it? CHARLES AUCHMUTEY: Sure. And killed the guy about as far as me to you standing in front of me and that hit my kapok life jacket, which has a collar, hit me in the collar and knocked me down. MARY LYNN JOHNSON: Wow. CHARLES AUCHMUTEY: And if I hadn't had kapok life jacket on it would have ripped my throat out. So that's my souvenir. MARY LYNN JOHNSON: Wow. I've never seen shrapnel before. I've always wondered when I read what it's— CHARLES AUCHMUTEY: That's part of a mortar. It bursts into thousands of pieces. Then we made two other landings in the Philippines and then we landed at Okinawa. That's where all the kamikazes were. That was a hellish landing. MARY LYNN JOHNSON: You followed pretty much the same route my grandfather followed. He was at Guadal and Guam and Okinawa. CHARLES AUCHMUTEY: I know, over there about a year and a half ago, the night that I talked to about a hundred people at the church, after I got through—and this is the outline that I made for over there. And I got through there was about, oh, I guess at least a half a dozen guys came up and said, you know I was at so and so. Found out some of us were probably in the same convoy, you know. MARY LYNN JOHNSON: Wow. Well, let me go make a copy of that if you don't mind. CHARLES AUCHMUTEY: Sure. Copy that. MARY LYNN JOHNSON: Is there anything else in your box that you'd like to share, we made a copy of this already. CHARLES AUCHMUTEY: Oh, did you? Okay. MARY LYNN JOHNSON: Yes, sir. Is there anything else you'd like to share with the History Center that we could make copies of? CHARLES AUCHMUTEY: I don't know. I have all kinds of tales here. MARY LYNN JOHNSON: Well, we'll copy that too if you want to share it. CHARLES AUCHMUTEY: Yes. This right here really is a sort of tale about the whole thing that I just talked to you about. And a friend of mine—I got this about three or four years ago from him. He's trying to write a book on our ship. He asked me to furnish him with whatever I could think of. MARY LYNN JOHNSON: We left off at Peleliu and on our way to the Philippines. CHARLES AUCHMUTEY: The Philippines of course, as everyone knows, when Gen. MacArthur left the Philippines from Bataan and Corregidor he made a promise that he'd be back. It took a while but he did come back. And I was in the landing at Leyte, which was the first landing going back to the Philippines. And Gen. MacArthur was in that landing. And that is the landing where a picture was made of him wading ashore. And, of course, that was the picture that went around the world. But I also know that the guy that was also, the [unintelligible] of the boat that was landing him put the ramp down on dry land and he had him retract the boat out about 25 or 30 feet in water that was knee deep so he could be seen wading ashore, not just stepping ashore. I was three boats from him. I saw that happen. And I have found two other people that I know now who were in that and saw that, too. One of them even said that he was stationed at Borneo, one of the big islands before the Philippines, and two or three days before that he said they stopped there, and said General MacArthur rehearsed that landing at Borneo, the landing, so he could wade in. But so be it. We landed at Leyte and it was not that difficult of a landing really. And then we had two other landings in the Philippines. One at Mendoro, which is up from Manila and Luzon, and that was the easiest landing we had. The only casualty we had was one soldier got gored by a water buffalo. There were no Japs there. We fooled them on the landing. And then we landed at Lingayen Gulf on north of there a pretty good ways. That one was a little bit of a rough landing and there was a good bit of in fighting after they got them ashore. But there were three different landings there and the thing I can remember most about the Philippine landing at Lingayen Gulf is we were in a typhoon that was, I guess, the worse weather I was ever in in my life. And we rode out that typhoon. It was in the South China Sea and to ride out a typhoon of that magnitude [unintelligible] there was a lot of ships. There was actually two or three of our ships capsized. Now I'm talking about some of the smaller ones. Because in a typhoon, if I remember correctly, for 24 hours we did not go anywhere. Now the propellers were going full steam but we weren't getting anywhere and that's the only way you can ride it out. You have to face it. Face it and in one minute your propellers will give you that and they'll shove you forward a hundred or two yards, and then the ship will go down that way and your propellers are in the air and they're not doing anything. And then the force of the wind will shove you back. So all you're doing is riding it out. If you turn broad side to it it will capsize you. If you turn your rear end to it, so to speak, it will probably put you head first out. So riding out that way is the only way we could do that. And we rode that thing out. And along about that time during the Philippine landings were the great naval battles of the Philippines. Well, we were not in a fighting ship, you know, we didn't have guns and things to fight naval battles. And so, they got our ships out and they made us go back to Peleliu not all that far away, 500 miles maybe, to Peleliu where we'd only been there just a few months earlier at Bloody Nose Ridge but now it was peaceful. We went right back into that lagoon and waited for two or three days until those great naval battles had ended over there, because we didn't need to be around there. There was a lot of battleships and carriers, great battles that went on. Then after that ended, that also was about the time that Iwo Jima came along. Now, we did not go to Iwo Jima because we were being prepared to go to Okinawa. And Iwo Jima, you know what kind of landing that was. It was rough landing, a lot of—that's the one that had the flag, planting of the flag there on that Mount Suribachi. Well, we were getting ready for Okinawa. And so we went to Okinawa. and Okinawa is getting much closer to Japan now. I believe that's in the Ryukyus Islands, big island. And we landed there on April 1, 1945, which was April fool's day, and it was a huge fleet of ships that landed, because we knew there'd be a lot of land fighting, because there were a lot of, big island, there were a lot of Japanese troops on the island. And I don't know, somehow or another we fooled them. They thought we were going to land on one side of the island, we sent enough ships on that side and started shooting, that it drew the Japanese troops to that side of the island. And then we, the bulk of the fleet went around the other side and we made a landing that was largely unopposed, the landing itself, before they realized that they'd been tricked. Of course, once they go ashore they were there for months, you know, fighting them. It was a bloody battle, the whole island was. But what was bloody for us in the Navy—and we were there for five or six days on that side and it's this huge fleet of ships. That's when the Japanese came at us with their kamikaze attacks. And it was unbelievable. We'd experienced the kamikazes in the Philippines but they were rather isolated. But here, I think Japan threw everything in the world they had at us. Planes were in the air. They had ships, boats with bombs on them that would explode. They even had swimmers. On one or two occasions a swimmer came in with an explosive attached to him and he'd blow himself up and the ship. So for five days it was unbelievable. We saw a number of ships hit. We saw one of the battleships hit. We saw a sister ship hit the USS DuPage, which was a sister ship to us. And I thought that kamikaze had us because we were at general quarters, meaning we were at battle stations, and there were kamikaze planes in the air. And this one had been hit, but I can see it now, off to our starboard he was hit and he was flaming, he was burning. But he was intent on hitting a ship as he came down. And as he came over I thought he was headed for us, our starboard side, but he cleared our mess right in front of about 40 feet around in front of me, by I'd say no more than three or four feet. So he went over us into USS DuPage, sister ship, was over, you know, two or three hundred yards on the other side of us, and he slammed right into that ship, broadside, killed about 30 people aboard that ship. It didn't sink it but it knocked a gaping hole in it and killed a whole lot of people. Also hit one of the battleships. I'm not sure; I think it was in Nevada. I'm not positive. But there were many ships hit. There was a lot of damage. That was a rough, rough, rough time. And the kamikaze's— we left. We got orders in that our job was finished and for us to head back home, and so some of the ships took off from there. The kamikaze thing went on for another few days before they got it under control and then we left and we came on back and we stopped in the Hawaiian Islands. We went to Pearl Harbor, Honolulu. We were there two or three days and that really is the first time we had seen real civilization in nearly two years. And when we got to Honolulu the Royal Hawaiian and the Mowona [PHONETIC] Hotel were the two big ones on Waikiki Beach. Of course, now they got a lot of high rise ones there. And in the lobby of the Royal Hawaiian they had two huge vats of fresh milk, and I'd say nine out of ten sailors drank milk like mad rather than beer. They were milk starved. They hadn't had any fresh milk in two years. They knew that, too, and they had it ready for them. And then we came on back home and we came to Seattle, Washington, and then the next day they sent us up to [unintelligible] about 20 miles north of Seattle, a town about thirty, forty thousand people, and my ship went into dry dock for repairs. Well, we had leave, and so we all flew home. Most of us flew. And we went home and I came back to Seattle from the leave, and when I got back, there were three of us, had orders to leave the ship. And funny thing about it, the orders read “report to the nearest naval district for new assignment.” And what we did, we caught a train to San Francisco. Of course, there was a naval base, there was a naval district in Seattle, but we went to San Francisco. MARY LYNN JOHNSON: It wasn't quite the nearest. [LAUGHTER] CHARLES AUCHMUTEY: Well, I have a friend that lives in San Francisco. And we got to San Francisco, we reported in. The first thing they said, “I bet you guys'd like to have some leave, wouldn't you?” And we said “sure.” They gave me two more weeks of leave. They didn't know I just came back from leave. So I went home again. And when I came back, well, I had orders there to report to Charleston,, South Carolina, at the end of the leave. I did. And at Charleston they said report to San Francisco. [LAUGHTER] So I caught a train all the way across country to San Francisco, and I spent several weeks going to school at Treasure Island, San Francisco. Best food I ever had in my life. We had German prisoners of war on Treasure Island and they were cooks. Oh, they made good food. And I think they thought my name was German, but it's not; it's Scottish. But they fed me the best apple pie and stuff like that, and they talked—you know, they spoke English. Several of them said they wanted to come back and live in America. They were nice guys. They were probably glad the war was over. And then I reported onto another doggone ship. And I had to go to Hawaii and wait for five or six weeks. It was a good duty. I had a friend out there that had a jeep from the motor pool. We went all over Oahu. We had more fun than a barrel of monkeys. MARY LYNN JOHNSON: We're fine. I was just making sure I was still – CHARLES AUCHMUTEY: Anyway, after a while all we would do is report every morning and say, “Is my ship in yet?” “ No, sir.” “Check me off.” We'd go to Waikiki Beach in that jeep and we just had more fun, you know, for five weeks. But I was running out of money, and your pay record was frozen because you weren't assigned anything. And finally they allowed me to go down to Admiral Nimitz' headquarters to see where my ship really was. And it was at Eniwetok in the Marshall Islands. They said it's not even coming to Hawaii. The next morning they had me on a plane, flew me back out to Johnson Island and so on, and I came out, back to Eniwetok where I had been on a landing some day, a time[?] area, reported aboard my ship there, and I was navigator. MARY LYNN JOHNSON: Was this the Hidalgo? CHARLES AUCHMUTEY: USS Hidalgo, yeah. And we were there just a few days and then we went to Guam, another return trip to Guam. Guam now, some months after, had been made over. It's real nice, you know. It didn't look like it was when I got the medal there that day. And we went to Guam and then from Guam we went to Shanghai, China. And we were in Shanghai for 23 days. Now, the war had ended now. The war had ended, we were in Shanghai and that probably was the greatest experience I've ever had in my life, 23 days in that huge place. MARY LYNN JOHNSON: Well, tell me about the day the war ended and what you were doing that day. CHARLES AUCHMUTEY: Well, I was in San Francisco before I went out for the new boat, to get the new ship, and that was V-J Day, and for three days and nights the people—and you know, there were Army, Navy, Marines all over the country out there, they tore that place all to pieces. By that I mean celebrating. They broke into liquor stores. They had cable cars in San Francisco, which was one of the novel things there, and you know they'd come down Mason Street and get down to Market Street and the cable car driver would get off and he'd turn it around, spin it around on a turntable and head it back up the hill. They had a bunch of troops down there, or sailors, they were spinning the thing like a top. They did everything. You never heard of such things. And they finally issued an order that all service people be off the streets. Well, I was living in the Wickman [PHONETIC] Hotel right there on Market Street, so I was allowed out of the hotel, but I had to get right back in it, and then they sent me out to Treasure Island. That's where I did the going to school out there for a while. And then I got the assignment to the other ship and went back out. But V-J Day was quite an experience. There was a lot of damage and it was all done celebrating. But there was a lot of damage done. The first day they left the liquor stores open and that was a mistake. The next two days they closed them but they started breaking in them anyway. Anything they could do to get the booze. So it was quite a thing. MARY LYNN JOHNSON: Okay, well, let's move back to Shanghai. CHARLES AUCHMUTEY: Shanghai was quite an experience. There I rode in rickshaws with the Chinese pulling the thing, you know. And I remember one night Dave Mullitack [PHONETIC] and I, we were going out to the race track, which was about six miles from where we were docked. Right at the end of Nanking Road, which is a main drag of Shanghai. And he got one and I got another one. And we went out there and there was a club out there and we thought we were going to get a good steak, but it wasn't very good. But we did, we rode that rickshaw out there. And the rate of exchange money then was about 1200 Chinese dollar to one American dollar. I mean, it was—you could go in and tell people that you spent so many thousand dollars for a meal—you're talking about Chinese money, and this guy, the poor guy that was hauling us out there, pulling that rickshaw, what he wanted, the fair was about 15 cents. And that other guy argued with him about it. He didn't want to pay him that fare. But anyway, Shanghai was quite an experience. We enjoyed that. And then after Shanghai we left and headed back to the United States and we were—the first two or three days out we had to be—the war was over but there were mines floating around. You had to watch for them. And we'd spot one and then we'd shoot and it exploded, to keep from running into it. Well, after a couple of days we cleared that area and we were on our own. It took us 46 days. We just had more fun. We just took it easy. I read a book a day. The Navy said get rid of 90 percent of all your ammunition. We made a target and would tow it every afternoon behind the ship and go out and have target practice and enjoyed ourselves. And in the meantime, they made me the Executive Officer of the ship, number two in command, and then we got to the Panama Canal, we went through the Canal and got on the Atlantic side and we were there a day or two. We were there during Mardi Gras season. And, boy, you haven't seen a Marti Gras season until you see how they do it down there. It was quite festive. And that's when we got on the ship. The two sister ships had orders to go to Norfolk and we were going to be commissioned there. And in Norfolk—that's when I did the Gulf Stream thing. We headed out just before dark and after dark—let's see, I was a navigator. I went up and said, hey, we can pick up that Gulf Stream—if you go on a straight course, tip of Cuba you're going to pick it up but it will be about one o'clock in the morning. I said, we can change courses here and we can get into that thing by nine o'clock at night and it will add six knots speed to the ship. And we did that and got in it, and so the next morning sure enough here we were right off—beautiful. You weren't about eight or ten miles off shore, Miami Beach. And the Gulf Stream flows just like a river and we looked around and looked ahead. We didn't see the other ship so we looked behind us. He was about a mile behind us. We had passed him. And we stayed ahead of him because we stayed in the Gulf Stream almost to Norfolk. So we got there first and we won the steak dinner. That's what we had bet each other. We got there first. And I don't know why they didn't tell me to get out of the Navy in Norfolk. They told me to report to the Naval Air Station in Jacksonville, Florida, so I got a train back to Jacksonville, went down there and went to the Naval Air Station. And about a day later I went in there and I was discharged from the Navy. And my wife-to-be was teaching school at Panama City, Florida, and I caught a bus from Jacksonville to Panama City and got over there. We made our plans for our wedding, which would have been another few weeks after that. And that is really the end of the story, I guess. Do you got any more questions? MARY LYNN JOHNSON: Well, I'd like you to share your shrapnel and your medals. CHARLES AUCHMUTEY: Oh, yeah. MARY LYNN JOHNSON: Let me sort of focus the camera on that and you tell the story about what happened with your shrapnel there. CHARLES AUCHMUTEY: This happened—this is a shrapnel right here. This happened in the Philippines. Not on the landing, not at the landing that General MacArthur made. We made several other landings that same day and this was maybe a couple of landings after that. We went ashore and there was some resistance and there was some mortar fire, and my boat going in that time, the mortar hit my boat. And I had about 30 some odd soldiers in it, and it killed one soldier in the boat and the [unintelligible]. The guy who drives my boat was standing right in front me and the mortar tore him—oh, it just tore him all to pieces, killed him, and this piece of shrapnel hit me in my kapok life jacket, in the collar of it. If I hadn't had the collar on I'm sure it would have ripped me in the throat. But it hit that and it admitted itself in that kapok, and the force of this little thing here knocked me down. And that's how close that came. I don't know whether I had other bullets closer. I don't know. But this one would have hit me if it hadn't been for that life jacket. And so, that's the story of that thing. And these ribbons, of course. Everybody got ribbons. You had an American ribbon, you had a Pacific, you had a Philippine, you had an Okinawa ribbon, and this particular one right here was the commendation that I received for Guam, right here. And all these others were—each star represents a battle. One big one here represents—when you get a big one that stood for five battles. So I don't know whether they all add up to nine battles or not— MARY LYNN JOHNSON: That's how many battles you had total? CHARLES AUCHMUTEY: That's how many—I had a total of nine battles in all of them, all of them in the Pacific. MARY LYNN JOHNSON: Well, in the last couple of minutes do you have any closing comments you want to make about your overall experience, or just any parting thoughts you want to share with us? CHARLES AUCHMUTEY: Well, I'll just say had I stayed in the Navy—see, I was a Senior Grade Lieutenant. I would have been promoted to Lieutenant Commander in two weeks, but I didn't stay in. And for a while there I wondered whether I'd made the right thing because I had done well, I think, in the Navy, and peacetime Navy is great. And, of course, the battles were over then. The only thing is, you're not at home, and I guess I wanted to be back here and so I chose to get out of the Navy. But it was quite an experience and that's been a long time ago. Now I've remained in contact with some of the guys that I knew. One fairly recently, the last two or three years, lives—he was from San Francisco. It was where his mother and father lived and he was one of the ones that came down with me from Seattle when we were transferred. And I learned later when he was not home and I was there at Treasure Island, I ate with them several times and we corresponded for years and years. As a matter of fact, his daddy offered me a good job out there. He was a [unintelligible] time insurance guy. And I almost took it, but I didn't. But there's a lot of wonderful experiences in the Navy. And I'm glad I had them and I guess I'm glad I survived, but a lot of us didn't. MARY LYNN JOHNSON: Well, thank you so much for sharing your story with us and bringing your medals and your shrapnel. We really appreciate what you've done for us. CHARLES AUCHMUTEY: Well, I've enjoyed it. MARY LYNN JOHNSON: Thank you, Mr. Auchmutey. CHARLES AUCHMUTEY: I've enjoyed it. [END INTERVIEW] [KS]"],"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","Leyte Gulf, Battle of, Philippines, 1944","Typhoons","Mardi Gras","Military decorations--United States","MacArthur, Douglas, 1880-1964","Royal Hawaiian Hotel","Hotel Whitcomb (San Francisco, Calif.)","Japan. Kaigun. Kamikaze Tokubetsu Kogekitai","Elmore (Transport ship : APA 42)","Kamikaze"],"dcterms_title":["Oral history interview of Charles Robert Auchmutey, Jr. part two of two"],"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/382"],"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":["25:25"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_355","title":"Oral history interview of Roy Alton Cadenhead, Sr.","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Guam, 13.47861, 144.81834","Marshall Islands, Enewetak Atoll, 11.5141037, 162.064393241945","Papua New Guinea, Bougainville Island, -5.9631994, 154.9998011","United States, California, San Diego County, San Diego, 32.71571, -117.16472","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Harris County, Pine Mountain, 32.86485, -84.8541","United States, North Carolina, Onslow County, Jacksonville, Camp LeJeune, 34.6835109, -77.3414639212903"],"dcterms_creator":["Johnson, Mary Lynn","Cadenhead, Roy Alton, Sr., 1924-"],"dc_date":["2004-06-30"],"dcterms_description":["In this interview, Roy Cadenhead remembers his life as a Marine in the Pacific during World War II. He describes his childhood as the son of a sharecropper and what influenced him to enlist in the Marine Corps. He was sworn in at the Navy building in Atlanta and describes his basic training. He reminisces about a drill instructor that was fair and respected the men as humans. He describes in detail the shipboard journey into Iwo Jima. The commander had them write letters home in case they didn't make it back; the chaplain would mail them. They had a model of the island to study, performed physical training and read from the ship's library. He describes the death of two of his friends and the effect they had on him as well as the killing of a Japanese soldier. He recalls how his family and his faith helped him return to society, and how he gained an education for a career after the war.","Roy Alton Cadenhead was a U.S. Marine in the Pacific during World War II.","INTERVIEWER: It is Wednesday, June the 30th. We are here in Atlanta Georgia at the Atlanta History Century with Mr. Alton Cadenhead. ALTON CADENHEAD: I'm Roy Alton Cadenhead Senior. I live in Calhoun Georgia. My date of birth is June 22nd, 1924, which makes me ancient really. INTERVIEWER: Could you tell us where you were born and raised? ALTON CADENHEAD: Yes, I was born in a little part of Troop County, Georgia, what is now Pine Mountain, Georgia, at that time was Chipley, Georgia. I grew up there. We grew up on a farm. My father was a sharecropper. And that was the beginning for us, and from there we moved on to where we are in the world today. INTERVIEWER: And what was your education before you went into the service? ALTON CADENHEAD: Just high school. INTERVIEWER: And did you, were you drafted or did you enlist? ALTON CADENHEAD: No, I volunteered for the Marine Corps and I was nineteen years old, and I entered the Marine Corps. INTERVIEWER: And what kind of thoughts did you have leading up to your decision to volunteer? What made you decide to volunteer? ALTON CADENHEAD: Well it was the thing to do. Everybody that was physically able I think felt like they must join in this because it's hard for people today, youngsters to understand that conditions are desperate. You know, Pearl Harbor took out an awful lot that we had and we were not equipped. And the Germans submarines ran up and down our coast sinking ships along the coast. So, we knew sooner or later we were going to have to make a stand, and so I would have been drafted in the Army had I not volunteered for the Marine Corps. Now why did I join the Marines? It just looked like an elite outfit. I had talked with a couple Marines and was so amazed at their confidence that was somehow ingrained in them, and not only that but how they felt about the Marine Corps, and what the Marine Corps was scheduled to do in World War II. And so from that the only other branch that I considered was the Coast Guard, but after talking to the Marines and seeing maybe the movie “Wake Island” or something like that, I determined the Marine Corps was where I was going to be. INTERVIEWER: And what year was this? ALTON CADENHEAD: This was 1943. And I admit, yes there were times when I wondered how foolish I was and at times when I said, I wish I had three legs, two to stand on and one to kick myself, because I had never been in such a difficult organization in my life. But it all proved out to be worthwhile because they knew physically and mentally what we were going to be faced with. And so they prepared us for it. INTERVIEWER: What do you remember about your first days in service? ALTON CADENHEAD: Well, the first days were frightening and if you, anyone who's been to Parris Island, South Carolina, would certainly say the same thing. They literally break down all resistance that you might have. And that's done so that when you receive a command you don't question that command. You don't think I've got a better idea. You immediately carry out that command. So that begins the first day. I'll never forget we were sworn in at the Navy Building in Atlanta, Georgia, on a Sunday morning, and we were put aboard a bus and we went to Parris Island, South Carolina. Just had a lot of fun on the bus, this is going to be great. The fellowship was wonderful and met an awful lot of young new people. We were all teenagers. And when we got to Parris Island, we pulled into the gate. Some big sergeant got on the bus, didn't say a word to anyone, walked to the back of the bus and screamed, you could have heard him four miles. “Get out of this bus!” And from that day on we were running. It was raining and when we came out of the bus, somebody threw something at us almost like a pouch. We had no earthly idea what we had, but it was a poncho. Instead of telling us what to do with that poncho, they just allowed us to get soaking wet. And so I spent twelve weeks there, and I don't think I walked a minute from the time I was there. But the two things the Marine Corps tries to instill, well, three things really, one is organization. You become part of an organizational unit, and that has its drawbacks also. The second thing is the physical ability that they create within you. Just for example when I went into the Marine Corps I weighed one hundred and seventy-eight pounds and I had exercised myself. I was in good physical condition, but after twelve weeks at Parris Island I weighed one hundred and forty-eight pounds. The clothes they issued me, the sleeves came down below my fingers and I mean I was really ashamed of how I looked when I, on my ten day furlough when I went on after boot camp. That's the second thing they do, but the third thing, they create within you the mental ability to control yourself, and not ever let fear become dominant in your life. Because when you're fearful you make foolish moves and so they equip you with that. They do an excellent job. You didn't realize it when you're going through it, but they did an excellent job in preparing you for what might be out there. INTERVIEWER: So, when you finished boot camp, what rank were you? ALTON CADENHEAD: I was a private. INTERVIEWER: And at the war's end what was your rank? ALTON CADENHEAD: I was a corporal. In fact I had passed my sergeant's exam and been issued sergeant's stripes, and I still have them. But in the Marine Corps it's, and naturally you expect me to say that it's different from other organizations. In the Marine Corps you are only allowed so many lieutenants, so many colonels, so many majors, and you can be in the Marine Corps thirty years and never get a promotion if something didn't open up. They just did not promote you because you were promotable. And for instance when you go into combat and you have officers and those ahead of you that are knocked out, then you move up. For instance I was a corporal but I was running a squad, but as soon as the campaign was over, I went back to where I was. There was no, I was a platoon sergeant acting, but when the campaign was over I went back to corporal because you have to earn those stripes. They just don't issue them just for the convenience. I went to Camp Lejeune. When I finished my training at Camp Lejeune, I became a PFC. And I went overseas and my first campaign at Guam, I was a PFC. And then during that time at Guam before Iwo Jima I made corporal. INTERVIEWER: Okay, well going back to boot camp; do you remember any of your instructors specifically? ALTON CADENHEAD: Yes, I started to bring you a letter. And let me say this up front, my wife and I married right out of high school. We were eighteen years old. Now you say that is foolish, yes, yes, but it's worked out beautifully. We celebrated our sixty-second wedding anniversary the twenty-fifth of September. But contrary to a lot of drill instructors and people that look at you when you are in boot camp, I had this corporal Mitchell that was just a very decent human being. And yes, he was very strict, very rough, but he was also very fair. He also recognized the fact that you were a human being. And see you're not considered in the Marine Corps when you are in boot camp. You're not an issue though, you are recruit. You're not issued an emblem; you're not issued anything that indicates that you are a Marine. When you graduate from boot camp you become a Marine, you're issued that globe and anchor emblem, and you're given everything. And when you go in Camp Lejeune it's advanced training, it's a total different world. You are a Marine. But this fellow, Mitchell, was just such a humanitarian you might say. He was a school teacher prior to the war, before he came into the service. And he came to Guam. When we took Guam, Guam became the home base of the Third Marine Division. And he came to Guam after Iwo and he came looking for some of us that were in boot camp with him. And it was just a joy to meet him. Well, he was only there about three months and they sent him back to the states to officers training school. That's how intelligent he was. And he wrote my wife a beautiful letter when he got back to the states. And she has it now in her scrapbook, and if I would have just thought about it I would brought it along. It would tell you a little about, they are human beings in the Marine Corps. Not just John Wayne type people, but he was a good leader. And he gave a good impression, and he told her how well I looked and she knew how much weight I had lost in boot camp, and he told her that I had gained weight back and that I looked great and the attitude was great and was going through advance training there on Guam. INTERVIEWER: Did he do this for every soldier? ALTON CADENHEAD: I don't know but I kind of doubt it, because the way he and I became really attached is that we were both Baptists. And when I would go to services he was always there and he saw me there, and I think that attachment was the reason why we became kind of attached. I didn't ask for any favors, and he didn't offer any. But he came to visit with me when he got his word that he was going back to officers training school. And I said, well, that's just great; please keep us posted on how you are making out. And he said, “What's your family's address?” So, I gave him my wife's address, and he wrote a letter, a beautiful letter. And I've always been, I just thought that's just wonderful, he didn't have to do it. But he really expressed and told her that I had made it through Iwo Jima fairly well, and he hoped that we would never have to experience a battle like that again. But whatever was out there we would be equipped for it, and you don't have to worry about him not being equipped for whatever is out there. So, it was a beautiful letter. I didn't mean to get that involved. INTERVIEWER: That's fine, I'm glad you shared that. That is very important. Can you give me sort of the outline or just whatever you want to tell us about your days following boot camp, and, you know, leading up to your first engagement. ALTON CADENHEAD: Well, when you leave Parris Island you get a ten day furlough. And they caution you, of course we were at war, things were not going great for us. And they caution you not to make any permanent arrangements, in other words don't get married on your ten day leave, because you are bound for combat and things could go against you. So, we took that ten day leave and I was already married, and was trying to spend all my time with my wife and with my parents and with my brothers, like Paul. We grew up as a unit and there was an awful lot of love for one another because we were very poor. As my second brother says, he says we grew up below the water level, which means we were in poverty. But we were very close, and so I spent time with them. And then when it came time to leave, now I'm not trying to be emotional. I remembered what we were told. And I said, good-bye, that may be the last time I ever see them. So you leave that, and while Paul was in Atlanta with me, and we walked away that day that night, I realized I may never see them again. INTERVIEWER: Now was he already in the service at this point? ALTON CADENHEAD: No. So I went back to Camp Lejeune and those were the most miserable days I ever spent in my life, because I realized this, and please excuse this, I realized how much love there was within my family and my wife, though we were just teenagers, how much I loved her. And how much she loved me, and I thought, I'm sacrificing all of this. That doesn't make sense, does it? I'm sacrificing all of this and I may never see them again. And so it was miserable for a few days, but the Marines in charge at Camp Lejeune realized what you were going through and they worked you day and night. You didn't have time, I mean we had to learn things that I never heard of, _______ for traveling, and how you conduct yourself when you are in combat, and go through all the experiences of gas chambers, anything to keep your mind off what you were doing and advanced your training. And so they tried to make a break. And after the second week at Camp Lejeune, it all began to come together and you made new friends. Not the friends you had in Parris Island, but you made new friends. And my bunkmate was a young fellow named Rollin Byron from Athon, Massachusetts, who turned out to be the best friend I had in the Marine Corps. And we would catch a bus; go into Wilmington, get a hamburger and a catch a bus back. We had to back by 11:00 and so, but at Camp Lejeune you became a Marine, because you were given an emblem. You could proudly wear it on your cap and all of that. So, it was a little different world. INTERVIEWER: And where did you go after Camp Lejeune? ALTON CADENHEAD: After Camp Lejeune we, quick story. INTERVIEWER: Okay, please. ALTON CADENHEAD: My wife came up to spend the weekend with me at Camp Lejeune, and she had gone and gotten a room through the USO that provided a room for us. And we had gone to a little restaurant on Saturday night, Saturday afternoon late, and the jeeps were running up and down the street. Loud speakers, such and such unit return to your base immediately. Well, it was mine. I said I didn't hear them. So about 3:00 in the morning, I decide you know, I better work my way back to camp, something is going on. So I caught the Marine Corps bus that runs every hour back to Camp Lejeune, and when I got back to my, we were in Quonset huts, which is just a small oval hut that held only a squad, everybody was gone. My sea bag was gone. Where on earth is everybody? So I ran into a fellow on guard duty, and I said, where is such and such a unit, which is me? He said you are in the parade field. What am I doing on a parade field at 4:00 in the morning? So I took off to the parade field, and saw Rollin Byron. He said, where in the world have you been? I said, I've been in Wilmington. “Well, didn't you get the word to report in?” “No, I didn't get it,” fibbing, and he said, “I've got your sea bag here.” So we loaded on board the train, went to San Diego, California. And we were only there a week and we went aboard ship headed overseas. So, that was my short stay in the United States. INTERVIEWER: And after you left San Diego where did you go? ALTON CADENHEAD: We went to Eniwetok. Eniwetok had already been taken. And there we joined the Third Division and we knew, we were not told until aboard ship that we were headed for the island of Guam. You know we lost Guam early on in the war because the Japanese wanted to take total control of the Pacific Ocean, and to do that they had to totally take all the land mass on the rim of the ocean, all the islands and so. We lost the Philippines, we lost Guam. And that was in 1942, and of course the movement back northward did not start until 1942, late '42. The next move after the Solomon Islands, of course, was Australia and New Zealand. And had that happened, we wouldn't have had a base of operation anywhere in the Pacific. And the whole goal of the Japanese was for us then to seek peace based on their terms, which would have been miserable. And so the decision was made that the line had to be drawn in the sand. At that time General MacArthur and his army was totally in preparation to some day go back to the Philippines, because that's the promise he had made. So, literally to stopping the Japanese was handed to Admiral Nimitz. And he made the decision and created the role for the Marine Corps in World War II, he said, “The Marine Corps is an amphibious unit, the units are small but they are very efficient. They must become a factor in stopping the Japanese and changing the course of history.” And so in late 1942 the First Marine Division landed on Guadalcanal, which was a very difficult task. They had to be abandoned by the Navy because of the overwhelming naval force that the Japanese had. But they prevailed, and from Guadalcanal then we would start northward. And every island, every land mass had to be taken. And every one of them would become stepping stones towards the Japanese empire. INTERVIEWER: So you were Third Marines? ALTON CADENHEAD: Third Marines, we landed. Our first entanglement was at Bougainville. INTERVIEWER: And what year was that? ALTON CADENHEAD: That was in 1943, early '43 when it was already over by the time we got there. But Bougainville became your home base until we landed at Guam, and then Guam became our home base for the Third Marine Division. And from Guam we went to Iwo Jima. INTERVIEWER: So, what kind of combat did you see? ALTON CADENHEAD: I was in Guam, on the island of Guam and then on the island of Iwo Jima. INTERVIEWER: Okay, can you describe what you experienced at Guam? ALTON CADENHEAD: Well, Guam was a very beautiful island. As I say, it belonged to us prior to 1942, when it fell to the Japanese. It was a beautiful island; the island was covered with coconut groves, pineapple orchards, banana farms, just a very gorgeous island. And I didn't see it except in rubble, but they say that the cities on Guam were, Agana, for instance, was the most beautiful city in the Central Pacific. But we destroyed it. The only thing left standing was the front of a Catholic Church. A bunch of streets with little narrow streets, brick paved, and it was a beautiful thing. And then we got into the island, and it was a campaign that could go according to the book. In other words you were organized to do certain things. I was a BAR man, which is Browning Automatic Rifle. And if you come in contact with the enemy and you couldn't move them, then you could circumvent the enemy, or you could make another landing and come in behind the enemy. And that's what the book trained you, the way the book trained you. And that could take place on Guam. The causalities were there, yes, but you only had some twenty three hundred dead on the big island of Guam, which was a huge island. We drove the Japanese into what you call the “boon dock area”, about a five square mile area of nothing but just, we would call them swamps in this country. And we backed the Japanese into that and we decided let's just circle it and not try to move them out, starve them out. That worked to a degree, but it didn't work totally. And one little bit, we were moving into that area early one morning, and my company was on the right flank of the movement, and I heard the most beautiful whistling I ever heard in my life. And immediately my company commander said, “That's a trap, it's a trap, be careful, we're going to move slow.” And so they finally continued on and he finally said for my squad to see if you can encircle this and see what might be happening there. And so when we found it, it was a little boy that didn't look a day over seven years of age, up in the top of one of those coconut trees chopping out the cabbage that was up there. And that was food for them. And he was up there with a machete chopping away up there, whistling, “I want to set the world on fire, I just want to start a flame in your heart” that was popular back in those days. And I'm sure he had picked it up because the Marine base was at Guam prior to the war. And he had picked it up and it was just such a beautiful tune. And he didn't care whether the war was one thousand miles or one mile away. He was just up there preparing food, getting food for his family. And we got back and told our company commander our story and he just grinned and said, “Let's move”, and so we moved out. But Guam became our base and as I say it was a very beautiful island. Today every motel chain of any size has a hotel there. And it is now the vacation land for the Japanese, Chinese, and awful lot of Americans. And I hope some day to take my wife there to see that island because it was such a beautiful island. And it was big for the Air Force, the B-29's were there. The Navy had tremendous resources there, and the whole Third Marine Division was there. And the Marines were in the back part of the island because you were constantly in training. And you were training for some detail that was to come in days ahead. INTERVIEWER: Did they give you any ideas of what your next engagement would be, or where you would be going? ALTON CADENHEAD: No, when we looked back, excuse me, when we look back on it now, you might, am I talking too long? INTERVIEWER: No, I was just checking the time. ALTON CADENHEAD: You look back on it now you can see that they had an idea of what was happening, but we did not know until we were two days at sea. We went aboard ship at Guam, and we were at sea the second day when they told us what our objective was. And the Marine Corps, you'd expect me to say this, but they do everything right as well as they can. And up on the top of the island, up on top deck of the ship rather, there was a replica of the island that we were going to take, and every morning we had to go up and go to school. And that was all the intelligence they had. It was to be a three day operation. And so we would go to school and physical condition had to take, and then we were given in the afternoon aboard ship, we were given two or three hours to read. They had a library on the ship. We could go check out a book to read. But that is the only time that we knew, and rightly so, that's the way it should be. INTERVIEWER: And what island were they talking about? ALTON CADENHEAD: It was Iwo Jima. And it was to be a three day operation, let me show you. INTERVIEWER: Okay. ALTON CADENHEAD: This was to the end of the first day. They even told us where we were supposed to be and the end of the first hour. I mean they were so organized. We were to be such and such a place at the end of the first hour. The end of the first day, these maps they gave us. Everybody had a map. This was where you were supposed to be at the end of the first day. This is where you were to be at the end of the second day. And you mop up the end of the third day, but it took thirty-three days. INTERVIEWER: And you said your job, you were a BAR man. Tell me a little about what that meant? ALTON CADENHEAD: Right, well, it's an automatic weapon that has a magazine that holds twenty-one rounds. And you, the squads are divided into five teams. There are three or four men, fight teams. They call them fight teams in each of the squads. And in that squad, you have two M1 rifles and you have one Browning Automatic, and one carbine. That's the fire power that you have. And then you see, it's three of those in each of those squads. INTERVIEWER: And a squad is about twelve? ALTON CADENHEAD: A squad is literally thirteen men because you have a squad leader here. And in your organization, when you land you want to do this. Your unit goes here, this unit goes there. And you're totally organized as to what you are to do and where you are to go. But the problem disintegrated, I mean the organization disintegrated earlier because there were such limited beaches. I've got a map here, let me show you. I don't want to drag this out, you tell me. INTERVIEWER: We will keep an eye on the time. ALTON CADENHEAD: You just tell me when to shut up. INTERVIEWER: Okay, we've got about fifteen or twenty minutes. ALTON CADENHEAD: Huh. INTERVIEWER: About fifteen minutes. ALTON CADENHEAD: Okay, very quickly we'll go over this. This is a map that one of the things that were to our disadvantage was the fact that you were so limited, the only place you could land on the island was right here, from here to here. And because of that, the enemy knew that, and so what they would do, they would say okay we'll focus all of our fire power into this area, which totally broke down our organization. Because the first man in our platoon to get hit when we landed was my platoon commander, the second lieutenant. And so then immediately a sergeant moved up to take his place, and he didn't last a day and a half. And so that's why the organization began to break down. And the Marine Corps recognized this. And when we went back to Guam and started training again for, or had something totally new which was village warfare. They put in contingency plans, in other words we've got a twelve man squad. If a squad leader gets off, you take his place. And then you are the number two man to take the place. But we did not have that organization contingency plans here, and so as a result the organization was, you almost became a separate entity, which is not good in a campaign. This is the beach; we didn't know what that was. This is the beach sand. It's very difficult, you can't walk in it, you can't dig a fox hole in it, mechanical equipment cannot maneuver on it, and so that was against us. Intelligence was very slim but even in our schooling aboard ship that was not given to us, because they didn't know. The other thing they didn't know that this thing, everyone of these red marks represents a gun emplacement, a fortification. And they did not know all of this, intelligence didn't, but these fortifications were connected by tunnels, miles of tunnels underground. And so it was just terrible for a few days. And the rain was such that you had a very difficult time trying to hide, trying to conceal yourself when you were approaching the enemy. INTERVIEWER: Well, tell me what was it like for you, I mean what did you feel when you were in these situations and how did you cope? I know you did your job, obviously. ALTON CADENHEAD: The two things you had to be aware of. Number one is fatigue, it's a major factor. Number two is fear. You've got to control these two. For instance, you say, how do you control fatigue? If you get a minute, and you've got three minutes, sleep three minutes, because if you allow fear to take over, you make foolish moves. I only saw one man that I felt like on Iwo that lost it. He came down the beach screaming and hollering. And I just thought, “Boy, he didn't control fear”, it got him. And if you can do that and you can exercise judgment, and it doesn't work all the time because the enemy is doing the same thing, and who outsmarts who. But you know there are times when you're not going to make it. There's no way I can make it through this. As I was telling a group in school not long ago, you pray every night. You thank the Lord that you made it through another day, but if tomorrow is my day then I pray for my people back home. And you knew the men that you had lost that day, and you prayed for their people, because they would soon be getting a telegram. And then life would never be the same for them again. You're constantly mindful of the fact that you may not make it, you may not make it. One of the things that we do that the Marine Corps did was before we landed, the night before we landed on Iwo; it was not that way on Guam. But the night before we landed on Iwo, our platoon commander asked every one of us to write a letter to someone back home, as if we were not going to make it. And if you don't make it, the Chaplain will mail your letter to your family, and they will get your letter before they get the telegram from the Marine Corps. And this would prepare them better. And you say, what do you say in a letter? What does a nineteen year old boy say in a letter like that? You simply say, “I know where I'm headed, I don't know the outcome, and I may not make it.” And I had to say to my wife, “You're still young. We had a happy short time together, but life must go on. And you go on and just remember that I loved you, but I can't be there any more. And you move on and make a good life for yourself.” You give that letter to the Chaplain. If you make it he gives it back to you, if you didn't then he mails it to the people back home. And you say, is that necessary? I thought it was, after I became an adult I thought it was very wise. They were thinking ahead that your letter would prepare them for what they were to get. And they did not know that you did not make it until they got the telegram, but in your letter, they go back and read your letter. They would just, I could foresee that I'm not going to make it. And so it was difficult. It was difficult. I've never endured anything like that. And six thousand eight hundred Marines died on that island, another twenty-six thousand wounded. If you put the math to that, you'll see that one thousand Marines fell from ranks every day. Now what if that happened today in Iraq or somewhere else? But a thousand Marines fell, and then literally thousands of them, including me who was injured, we continued to fight. I was hit the first time, we had just finished taking the second air strip or were in the midst of taking the second air strip, which was in the middle of the island here as you can see. This is the second air strip right here, and we were taking the second air strip and I felt a terrible pain in this arm and hand. I looked and blood was running off my hand. The corpsman cut away my sleeve and my arm—and scars are still there now— was peppered with shrapnel. INTERVIEWER: Can we show that again. ALTON CADENHEAD: I'm sorry? INTERVIEWER: Of your arm? ALTON CADENHEAD: Okay, see this scar runs all the way up this arm and into this finger. He cut away the sleeve and he saw that it had been peppered with shrapnel, and he did all he could. He bandaged it tightly and asked me if I could continue on. And I said it's my left hand, yes, I can. We had just finished the second air strip and we thought everything behind us was clean. Bear in mind that our ranks at that point had been cut in half. And so we were moving out from the second air strip and all of a sudden a machine gun opened up from behind us. And yes, casualties were there. And my platoon commander at that time was a buck sergeant. And he said, “Cadenhead, you and Byron work your way back to that machine gun. Silence it.” Rollin Byron was my friend, we had been friends. He was a Catholic, I had been to his services. He had been to my services. And so we worked our way back and we saw that the machine gun was coming from a cave, and he says “Al, you find that cave as fast as you can. I'll get as close as I can, and I'll toss in a satchel charge.” A satchel charge was like the old book satchel we used to have that had the composition C2 stacked in it almost like margarine, butter. He worked his way up and he threw it in. Well, it hit a rubber band and came right back out. And we could not escape the path. And when I came to I was covered with dirt, and I was bleeding at my nose and ears. The corpsman was working with me, and I asked about Byron. And he said, “Byron is dead.” We had been partners, we knew what to do, we knew each one us knew what the other one was going to do. And you see the importance of that, but then when you get a new one it's quite different. But he said, I'm going to clean your wounds. I'm going to pack your head in oil. And I'll change it daily; do you think you can continue? And I said, let's give it a chance. And of course when we got back to Guam I had to go through debriefing and go to the hospital for checking wounds. And the doctor, Navy doctor was examining me and said, “Corporal, you need to be grateful to that corpsman because he saved your hearing.” And I still wear the amplifier in this ear, but he said, you would have lost your hearing in both ears had he not done what he did. Because all the insulation, everything was busted away. INTERVIEWER: How did you cope with loosing your best friend? ALTON CADENHEAD: You cry a little bit. He had a wife, I knew her. I had met her. And I knew it wasn't going to be easy for her, but the very next day we were to take a ridge, which would be the left flank of the Fourth Division. The Third Division went up the center of the aisle and the Fifth was on the left, Fourth was on the right. We were to take a ridge which came out from the Fourth Division and was holding them up. And so we fought our way up to the top of that ridge all day with bayonets and flame throwers, and so on. When we got to the top of the ridge we knew we couldn't hold it. We didn't have the manpower. And so it soon became very well known that we were going to have to retreat. So we had to make a hasty retreat because they were after us with machine guns, even leaving our dead. That night, late that afternoon, replacements came up. Now where do replacements come from? It comes from a pool back here. They could have been cooks; they could have been stretcher carriers, or whatever they might be. And a seventeen year old Marine was assigned to my unit that night. I found, learned only his first name and he had been in the Marine Corps for eight months. The next morning we were to move out at daybreak and take that same ridge again, only to be caught by a machine gun cross fire. I told my young friend, “Stay down, stay down until we can find the source of the fire.” And he said, “I can't see if I stay down.” And I said, “That doesn't matter, just stay down. We'll look for you.” I was an old nineteen year old, I knew all about it. In just a few moments he said “I've been hit in my right side.” I called the corpsman, and just as the corpsman reached us he was killed. In just a few moments, my young friend started calling his mother. And he did until he died. And by the time we got the machinist gun silenced, my young friend was dead at the age of seventeen, his life was cut short. And I had thought about it since then. You remember when you used to skin your fingers, bump your knees, you go to mama. I'm going to try to get through this okay. You would go to mother and she would kiss it and what happened was all well. And my young friend died thinking, if my mama could just get here, everything would be okay. We took the ridge. Yes, again we lost people. And then we moved on to the upper part of this island. You can't, it's hard to explain the terrain. There were cliffs, canyons, and caves. And what we had done, we had compressed the enemy into this area and we knew that he was going to be more diligent, more determined. And so every inch of these cliffs, every inch of these caverns and canyons had to be taken, because they were filled with emplacements. They were filled with canyons. And we worked our way. One night [there was] a screaming banshee attack; I saw this image coming towards my foxhole. And by the time I brought him down his hand fell over the rim over my foxhole still grasping his knife. The next morning at daylight hours, his helmet was off and in that helmet was a picture of a soldier, a lady, and a child. And I know that was his family, but he was determined he was going to give his life to destroy a Marine. Banshees were destructive, yes, they would kill Marines, but the rest of us would get no rest and the next day fatigue became a real factor. We fought our way through these canyons and we reached the peak one afternoon at the end of the island. And when we looked over that peak we saw the ocean. And up in this area because of the terrain, the only tools you had were grenades, bayonets, and flame throwers. And the BAR almost had to replace the machine guns, because the machine guns couldn't maneuver in this area. But we looked over the ridge and there was the ocean. And you can't imagine how elated you were, this thing is about over. And it is a legend and a tradition in the Marine Corps, when you reach the ocean, the end of the island, you get a canteen of ocean water and you send it back to headquarters. Don't ask me how it got started, but that's the tradition. Twenty of us went down that cliff into the ocean to get a canteen of water. I didn't go as far as some because my arm was still in a big bandage. Just as we were getting a canteen of water the machine gun opened up on us at the base of the cliff, and six men fell immediately. And by the time we silenced that machine gun [Tape ended]. INTERVIEWER: You said you were at the ocean at Iwo Jima. ALTON CADENHEAD: And so, we could not retrieve those men. The other four could be retrieved but six of them fell, and we had to wipe out that machine gun nest. The last thing that is done on an island before the Marine Corps leaves it, we never control an island, we were an amphibious force, and we would take them and turn them over to somebody else. The last thing that you do is dedicate a cemetery. That's the most emotional experience you can ever have. You go to the cemetery and you find the crosses of men you trained with, you lived with, you argued with, yes, you shared your life's dreams with them, what your life's plans were. They shared theirs with you, and now you're about to leave them and you'll never see them on this earth again. And you say can that be emotional? It's very emotional even to an old ugly Marine. And you think about, when we got back to Guam I wrote letters to [the families of] my friends who had died. And the ones who, they would write you back and they would all have the same questions, “Did he suffer?” And you always had to say “No, it was instant death,” even though you knew in some cases it was not. That is a very emotional thing. We lost all of those Marines, some twenty-six thousand wounded, life for them would never be the same again because arms were lost, and legs were lost. And you ask the question, “Was it really worth it?” And the reason it was taken was because here at Guam, the Mariana Islands, the B-29's were bombing the Japanese mainland because of the distance. It could be fighter protection for the fighter planes. So many of them were being so damaged that they couldn't make it back the fourteen hundred miles to Guam and Saipan, Anatahan and they were being lost at sea, plane and crew. And that's where the island of Iwo Jima came in. It was halfway between the Mariana Islands and the Japanese mainland. We would take it and it would become a hospital island, a hospital island for crippled 29's. The first crippled 29 that landed on Iwo Jima landed in marsh with fighting just a short distance away, and the name of that plane was “Dynamite.” And this Marine corpsman sent me a picture of it. And from that day, I don't think I brought that publication with me, from that day until the end of the war the twenty-four hundred crippled 29s, B'29's would land on Iwo Jima with a crew. Twenty-seven thousand airmen were involved in these twenty-four hundred B-29's. And you say we lost the six thousand eight hundred Marines dead and another twenty-six thousand wounded, and so you have to say in so doing we saved twenty-seven thousand airmen from a water grave. And I was watching the History Channel not long ago, it's been just recently. And this little gray headed man was on the History Channel. And he said, “I never see a Marine that I don't tip my hat, because I had to land on Iwo Jima. I couldn't make it back to the Mariana Islands and I would have been lost.” That was the sole purpose of this campaign. We landed, if we went aboard ship we went back to Guam and we started training again for our next assignment. And I have a picture here and I'll let you read it, the letter the commandant sent me for the Marine Corps. INTERVIEWER: “Dear Corporal Cadenhead, I wanted to take a moment to personally thank you for your dedicated service to our precious Corps. Few have seen more of war's reality than you. In Guam and in the epic battle for Iwo Jima, you distinguished yourself time and again on the battlefields of the Pacific and later as a citizen after the war. Our nation is better for your selfless service. I want you to know that I and our entire Corps of Marines are proud of all you have become. You have lived your life by our Corps values of honor, courage, and commitment, always a shining example for others to emulate. As they say, once a Marine always a Marine, you are living proof. Semper Fidelis.” Signed, how do you say his last name, Krulak? ALTON CADENHEAD: No, it's K-R-U-L-A-K, and he sent me an autographed picture along with it. INTERVIEWER: And when is that letter dated? ALTON CADENHEAD: It's dated; it was on my seventy-fifth birthday. INTERVIEWER: That's terrific. ALTON CADENHEAD: June 26, '99. And then this is a picture of the nineteen year old Marine. INTERVIEWER: Is that after you finished boot camp? ALTON CADENHEAD: That's after boot camp. INTERVIEWER: Because you're wearing? ALTON CADENHEAD: Yeah, wearing the emblem. I was at Camp Lejeune when this took place. INTERVIEWER: Well, when you left Iwo Jima you went back to Guam. And you continued training there? ALTON CADENHEAD: Well, what had happened. The Sea Bees, you're familiar with that? INTERVIEWER: Yes, sir. ALTON CADENHEAD: The Construction Battalion of the Navy had gone back in to what we call the boondocks and had built streets, storefronts, housing fronts, and so on, which was total new training for us. And so we started training about how we would get into a building. We had never had this training to protect one while he went into another building, you go in another building, and he protects you and all of this. How to throw grenades into windows and how to throw ropes up to climb up a building. We went back through training, and the Sea Bees had built that for us. And then we saw the contingency program that we hadn't had before, is that here's twelve men, thirteen men, when this one gets knocked off you become the commander. When he gets knocked, you become, so we had that sequence worked out so we wouldn't have the same breakdown in organization again that we had in Iwo Jima. And I got another letter from the Commandant at that time, and I tried to find it. And he showed me where my unit was to land on the Japanese mainland, and what day it was. It was November the 26th or something like that in 1945 that we were to land on the mainland in Japan. But we came in from training one afternoon exhausted, and immediately I went, there were six men in my tent. I went to my bunk and I just fell asleep. And one of my tent mates came running down, “Cadenhead, Cadenhead get up, get up! We've got a bomb that's stronger than a trainload of TNT.” And I said “Ed, you've been in the raisin jack this early?” He said, “C'mon, c'mon, come to the radio tent.” So, I went up, wrapped a towel around me and went up to the radio tent and there was squawking and screaming, I couldn't make sense out of it. Now the company commander came to the edge of the tent and said, “Boys it may be over.” INTERVIEWER: So this was August 6th, 1945? ALTON CADENHEAD: And I sat down on a coconut log and cried. And my friend said, “Cadenhead, why in the world are you crying?” I said, “I'm going home.” And that's how, and I never picked up another rifle after that date. The Third Division was disbanded immediately, and I still had two months to serve over there. And so we all had to take a series of examinations, and as a result of that, I guess of that examination, I was placed in engineering. And what I spent the last two months doing was designing sewage treatment plants, and water treatment plants, and streets because they were going to establish Marine Corps Headquarters there again. And then the time came for me to come home. Again, let me say, and you'd expect me to say this, but the Marine Corps tries to cover all bases. I did not know this for ten years after I had been home, but the Marine Corps wrote my wife a letter, and she still has it. And told her I had been trained for violence, that I had participated in violence, and that I was going to need help repatriating myself to American society. And we have to depend upon the home, the church, and the community, and do your best to make his transition as easy as possible. And I know when I came out it wasn't easy. If someone did something I didn't like, I thought I was supposed to take charge. I was supposed to handle it. But my wife was so patient, so patient. And I will be ever in debt to the church because immediately she put me right in the middle of church, kept me busy. And then I had to go to school and try to get some preparations made for life. But the Marine Corps, I will always be grateful for the fact that they look after you, afterwards they just don't dump you off. But she showed me the letter after I had been home for ten years. And my parents knew about it, everybody knew about it but me. INTERVIEWER: Well, when you got home you said you went to school. What did you grow up to be? ALTON CADENHEAD: I had to change my desires. I wanted to all my life be a civil engineer. There was a creek back around our place where we grew up. There was an old Confederate dam partly eroded, partly, most of it was gone. But I was going to become a civil engineer. I was going to dam up the creek and I was going to put in a generator. I was going to sell electricity to all those people down there, but they didn't have it then. But of course REA came through in 1936 and wiped out all that dream. So, I came back in, I'll be indebted to an organization called Callaway Mills, which was in LaGrange, Georgia. They came to see me and wanted me to go to textile school. Mr. Callaway went to Texas A\u0026M, he went to Clemson, he went to Auburn, and he went to Tech, and tried to get them to create a textile school. There was no textile school. The only one there was Philadelphia textiles. And they knew that the student body would be small, why fool with it? So he built his own textile school and hired one of the assistants at Philadelphia Textile School to come and run his school. So, they said we'll give you a job and you go to school. And we will go as far with you as you want to go. And so I did. Then when I finished that, you're not familiar with ITT at Charlottesville, North Carolina, but that's the Institute of Textile Technology. And they sent me to ITT. And so I had majored in mechanical and structural. Instead of becoming a civil engineer, I became something else. And I wrote Senator Joy, who was our Senator at that time, told him what an offer I had been made. I didn't have any children, but would it be possible that I could transfer my benefits to a child of mine. He wrote—I still have the letter. He wrote me back and said, “Alton, if it's possible we'll do our best to get that bill passed,” but it never did. And so, but anyway, textiles has been my life, and I'm still a consultant, still working today as a consultant for textiles. In fact, I'm on my way to Fitzgerald, Georgia, right now. INTERVIEWER: Well, thank you so much for sharing your story with us. ALTON CADENHEAD: Well, I didn't know what you wanted. INTERVIEWER: This is exactly what we wanted, and if you have any parting thoughts or closing comments that you want to say to sort of sum it all up, please do. ALTON CADENHEAD: The only thing, and I see quite often at schools, history classes. I was just telling Mrs. Westbrook, I just finished writing an article for Kennesaw College on their building a monument for this particular island of Marines that served on that island. And they wanted me to come, they called the Marine Corps in Washington and Marine Corps in Washington referred them to Marine Corps in Rome, Georgia. Rome, Georgia gave them my name and phone number. And so I met with them and listened to what they wanted to do. And I said, I'll be happy to write you a detail, as detailed as I can, what it was all about. But I speak to student classes, and the thing that bothers me now is the new generation does not want to hear about it. They do not know how serious it was. I met with, spoke to the Historical Society in Cartersville last November. And I started out with, “How many of you had sauerkraut for breakfast this morning? How many of you had rice for breakfast this morning?” And, of course, they thought it was [?] problem. 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