{"response":{"docs":[{"id":"tws_33969_34149","title":"Helen Wax, Fund for Needy Children, 2004","collection_id":"tws_33969","collection_title":"Everett R. Cook Oral History Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2004-06-17"],"dcterms_description":null,"dc_format":["application/msword","image/png","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/289922881"],"dcterms_subject":["Oral history","Interviews","Memphis (Tenn.)","Civil rights","Women","Church","Nonprofit organizations","Religion","Jews--Southern States","Race relations","Memphis City Schools"],"dcterms_title":["Helen Wax, Fund for Needy Children, 2004"],"dcterms_type":["Sound"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/34149"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tws_oid16_31287","title":"Larry Nix, 2004","collection_id":"tws_oid16","collection_title":"Crossroads interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2004-06-17"],"dcterms_description":null,"dc_format":["video/mp4","application/pdf","image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/280251818"],"dcterms_subject":["Interviews","Oral history","Music","Memphis (Tenn.)","Stax Records"],"dcterms_title":["Larry Nix, 2004"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/31287"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tws_33969_34117","title":"Jimmie Wall Farris, Memphis politician, 2004","collection_id":"tws_33969","collection_title":"Everett R. Cook Oral History Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2004-06-16"],"dcterms_description":null,"dc_format":["application/msword","image/png","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/289914446"],"dcterms_subject":["Oral history","Interviews","Memphis (Tenn.)","Civil rights","Political science"],"dcterms_title":["Jimmie Wall Farris, Memphis politician, 2004"],"dcterms_type":["Sound"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/34117"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tws_33969_34119","title":"John Fisher, Civil Rights activist, 2004","collection_id":"tws_33969","collection_title":"Everett R. Cook Oral History Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2004-06-16"],"dcterms_description":null,"dc_format":["application/msword","image/png","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/289914450"],"dcterms_subject":["Oral history","Interviews","Memphis (Tenn.)","Civil rights"],"dcterms_title":["John Fisher, Civil Rights activist, 2004"],"dcterms_type":["Sound"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/34119"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Lawson, James M., 1928-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_356","title":"Oral history interview of William H. Brotherton, Jr.","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["American Samoa, -14.289304, -170.692511","Australia, New South Wales, Sydney, -33.86785, 151.20732","Australia, Queensland, Brisbane, -27.46794, 153.02809","Fiji, -18.0, 178.0","French Polynesia, Bora-Bora, -16.50440635, -151.736669611035","Line Islands, Palmyra Atoll, 5.882204, -162.0748745","New Caledonia, -20.4542886, 164.55660583078","Papua New Guinea, Manus Province, Admiralty Islands, -2.2235542, 147.0182858","Tonga, -19.9160819, -175.2026424","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, Hawaii, Honolulu County, Pearl Harbor, 21.34475, -157.97739","Vanuatu, -16.5255069, 168.1069154","Wallis and Futuna Islands, Wallis Islands, -13.29884, -176.20929"],"dcterms_creator":["Gantsoudes, Lillian","Brotherton, William Henry, Jr., 1917-2005"],"dc_date":["2004-06-16"],"dcterms_description":["In this interview, William Henry Brotherton, Jr., describes his experiences in the U.S. Navy in the Pacific during WWII. Because the draft had been extended in the summer of 1941, Mr. Brotherton chose to enlist in the Navy. He was assigned to a survey ship and was in port in Pearl Harbor on 7 December 1941. He describes in detail the attack and the ship's response, as well as the aftermath. They were in the first task force to leave Pearl Harbor, mapping the islands throughout the Pacific. They encountered the Vichy French during their voyage. On their arrival in Australia, he was transferred to shore duty with the 7th Fleet.","William Brotherton was in the U.S. Navy in the Pacific during World War II.","Bill Brotherton Interviewed on June 16, 2003 Brotherton: . . . Congress by one vote extended the draft so that took care of that and so I went, decided to go into the Navy because I could be drafted to the Army for $20/month and the Navy made me an offer of $72, so that was fairly easy to see. In fact the story is even a little bit longer than that. I'd been recommended for a commission coming out of civilian life, but because I had astigmatism in my right eye, I couldn't qualify, so I found out I could go in as an enlisted man and they wouldn't hold that against me. So that way I got in through the draft, but I was not about to hold up and I couldn't go in the Army and think that the Army was going to let me out to go into the Navy, that kind of stuff, so I went ahead, on the advice of some of my good friends who spent many years in the military down in south Texas, in the mud flats of Texas. Interviewer: What year was this? Brotherton: This was about September of 1941. Interviewer: September of 1941. Brotherton: Yeah. Like I said, the commission deal fell through because of the astigmatism, so I went ahead and signed up in Dallas and then went out to the receiving station in San Diego. The receiving station, destroyer base and all that sort of thing. Interviewer: And what did you do in San Diego? Brotherton: Well, I was, see I went in as a Yeoman Second Class, which is a Petty Officer rating, kind of like in the Army a non-commission, whatever, and the second class, so immediately I was, they put me to work in the office there typing up beneficiary slips. So my job when the fellows came in was to get their beneficiaries. And, of course, I don't mind to tell you, a lot of them almost panicked when I asked who their beneficiaries were. They wanted to know: “What! Am I going to be long for this world or not.” I said, “Well, don't worry.” I said, “In World War I, hardly anybody in the Navy got hurt.” You see. But this is, it's real funny. A lot of fellows I signed up by the way ended up on the Arizona. Interviewer: Oh, wow. Brotherton: It was terrible [emotional]. Anyway, so I had this, in fact, one of the great delights I gave the Chief Yeoman there, I told him about my attempt to get a direct commission, you know, and they all think it's a joke because here's a man who has stripes and been here 12 years and he just got to be a Chief Yeoman, and here I was talking about, so, it gave him a great deal of pleasure when he got a letter from the Navy Department that said I wasn't eligible as a civilian, in the Navy I was not eligible. So it tickled him quite a bit, I mean, because . . . we'll show this reserve, so the ship, the U.S.S. Sumner, which had come around from the East Coast, it was a special duty ship, which had been originally built as a, believe it or not, as a subtender when subs were so small, it had a long bow and you were able to draw the keel of the bow, of the sub under that, so it looked like a yacht. See a lot of people thought it was J.P. Morgan's yacht or something like that, so they came around to San Diego and they needed a yeoman. I think they needed a yeoman First Class, but, you know . . . Interviewer: What are some of the, what are the duties of a Yeoman? Brotherton: Well, it's administrative. It's sort of personnel, administrative. You work in the ship's office. It's, I couldn't have asked for a better job. In other words, when they were going to enlist me, they were offering me to be a storekeeper or a yeoman, and I said what do they do and they told me they were going to say I could be a second-class storekeeper or a third-class yeoman. I said I'll take the third class because I knew that I would like that work better than being a storekeeper because it's the heart of the ship. In other words, you know everything that's going on. You have all the first knowledge, that sort of thing. It turned out to be a wise decision because later on I became a personnel officer and then you get a little stature, you get a little respect at that time because you control all of the orders. When people come in, they have to come to you, when they leave they have to see you. Interviewer: Alright. So tell me about this first, I'm sorry, the name of the ship was… Brotherton: Yeah, U.S.S. Sumner. Interviewer: Sumner Brotherton: So they put me aboard that. Interviewer: Tell me about that. Brotherton: Well, I didn't know anything. See, I was the biggest land lubber that ever came. I made all the mistakes. I called the deck the floor. I called the overhead the ceiling, the bulkhead, I called the wall. You know, they was, I was kind of a joke around the ship. You know, this stupid guy comes along. See about 80% of the personnel were regulars, and you had a few reserves like me, but they didn't have one as stupid as I was. But see on the trip out to San Diego, that's when things really got serious, is when we started having these drills, these general quarters drills. They, you turn all the lights off and then you throw on this special clothing. I said what's this clothing for. Well, the ship catches on fire. So, there was quite a little bit objection there. Even before we got to thinking about burning. Interviewer: Alright. Well, tell me, were these, was it a suit, was it a jacket? Brotherton: Special clothing. Interviewer: Special clothing? Brotherton: It was heavy clothing. They got a name for it, you know, it's, I don't know what they call it, but it was stuff they put on… Interviewer: So a call to general quarters, what is the first thing you would do? Put on the special clothing? Brotherton: General quarters is battle stations. Interviewer: Oh, okay. Brotherton: And you find out where your battle station was. Well, since I was in the ship's office, as yeoman, my, unfortunately I had the battle station on the ship's bridge, right by the commanding officer. In other words, when he wanted to communicate with the ship through the intercom, well then I was the one, I repeated whatever he said. And, you know, it came back. So I found out what I was supposed to do and so when I tell you it was real creepy doing these drills, the reason these drills were important is what contributed to our success. On December 7, we shot down two planes because we moved the ammunition from below deck, some magazines… Interviewer: And so you learned during the drills, to move the ammunition from below up to the deck? Brotherton: Yeah, well it contributed to that, but see we knew then the ammunition, see that was considered, well that was part of the drill. Well, when we got to Pearl, because we were kind of independent, we were operating really under the hydrographic office. See, administratively, we didn't have anybody looking over our shoulders. We were supposed to put that ammunition back in the magazines. Interviewer: Alright, you said that your mission was, I'm sorry, hydro – what? Brotherton: Hydrographics Interviewer: Hydrographic? Brotherton: We were doing charting. See, we had small boats aboard and we'd go into an area which we did later on, go out and chart the harbors, then go out using lead lines and get bearings, bring the information back to the ship, and we had hydographics engineers and, boy we were floating a hydrographics lab. They'd bring these bearings back and they would record them and then they would print these charts. You see, every harbor of the world had a chart. Interviewer: Okay. Brotherton: At some time or another, and then they would send a special sea plane in to distribute among the fleet. So we turned out literally hundreds of thousands of charts, which is pretty important. Interviewer: So you have, are you sailing directly from San Diego to Pearl on this boat? Brotherton: On this ship. On this ship. We had two or three drills, and on the way, naturally, and of course the key thing was to put the ammunition top-side and then when we got there, they just never did bother to put it below deck. Which, if we had, it would have made a big difference and so that, when we got to Pearl, you see that's why it was a mad place, it was all of the Navy in there, and you see we saw a whole fleet. You see Roosevelt had to get an admiral that would, to put all the ships in one place so the Japs could get at them. You see, he was using us as bait, you see, we turned out to be bait. Interviewer: When did you arrive in Pearl? Brotherton: Well, it was about two weeks before the attack, see. Interviewer: Okay. Brotherton: December 7. We got in the latter part of April, it took about, you know, it took a week or so coming after a week or 10 days. Interviewer: So what was Pearl like? Did you live on the ship, or did you Brotherton: You live, I slept in the ship's office. I didn't have to go anywhere. I had the mess deck below. I slept in the ship's office and I went up top-side for general quarters, so my life, it was controlled boatswain's pipe. You ever been aboard a Navy ship? It tells you what to do, what's going on. So I had the, a pretty good set up, and so we got out there on that particular morning and I had breakfast on the mess deck, which was just below the main deck… Interviewer: You're talking about December 7 now? Brotherton: I believe we're getting to December 7, and someone had said that there seemed to be a lot going on outside and so I got up and went over to the main deck and started, we were tied up in the sub-base at Pearl, berth 13. In fact it's right here, and here we are, you see the submarine base. Here it is right there. We were tied up in berth 13. Interviewer: I tell you what, would y'all just turn that around. I'm gonna . . . Female: It is _________________ right, see where it says submarine bases, Interviewer: Hold it up Female: Right, just so you can see where to go, right above that water. Interviewer: Alright, and while you've got it. This says this is the Nevada, Arizona Brotherton: That was a battleship row. Interviewer: The California. Battleship row is right here. Brotherton: That was Battleship Row. Interviewer: The Naval air station, submarine base and Navy yard. Okay. Brotherton: Yeah. And then something you didn't notice, were shield tanks. You see, we got several bricks. You need to… Interviewer: No. I've got it. You can point to the map. Brotherton: Yeah, see the, when these planes came in, the torpedo planes, they came in such a way that we were tied up and we didn't have to do a thing but fire, fire. If you had the nerve to fire. And, of course, I think the fellow, Red Kinnel. Interviewer: I'm sorry, the name again? Brotherton: A fellow name Red Kinnel. Interviewer: Alright, are we going to put the map down? Brotherton: The gun captain on the three-inch gun. See we had three-inch guns and he, went back to the fandale for 08:00. Everybody in the military knows that at 08:00 you have colors. So we're sitting there and suddenly these planes are going by and of course we thought they were our planes and just didn't pay them any attention. But the fellow in charge, he knew a Jap plane when he saw one. So he says, gee, he gave the verbal command. Up until that time, there had been no general arms. Incredible how far this thing went before anybody woke up. He said: “Those are not our planes, those are Jap planes. General quarters.” So I knew what that meant. So I, and then finally the ship came alive and they started to clang, clang, and clang, and so I got up on the bridge, and just as I got up on the bridge and turned around, this fellow Red Kinnel, I have to give him credit, because he didn't have anybody to tell him what to do when he was there and he fired, he had a direct hit. I mean that plane just exploded in mid-air. It was a beautiful sight, because we felt pretty stupid, you know, all of a sudden we have to digest the fact that we're under attack from Japan right here at Pearl Harbor. We said, oh my God, how bad can it get, but Red went ahead and fired and as it turned out, he was the only guy on the ship that got hurt. Because this gun, something to do with the mechanism, but he was courageous enough to put his elbow in there to boost us along and he ends up with a broken elbow out of it, but, so, he hit that direct and then a few minutes later, another one, which had already been hit, he finished it off. So we take credit for two planes. So here we are, a non-combat ship, see, just a service ship and we're firing, shooting down planes, but the battleships, for the most part, didn't even have, oh, yeah, I told you the rule, the Navy rule, Navy regulation, you were not supposed to have ammunition top-side in peacetime. See, that was it. You know everybody was afraid somebody was going to start something, so, but, so you had ship after ship after ship, all ships all around us, none of them were firing, because ammunition was below deck. So the guy that had the key to the locker, he's probably out on a picnic, so that was Sunday morning, a lot of people had gotten up at 6 or 7 in the morning and hit the beach or they'd go on liberty. So, we, that was pretty much it, because Red did the biggest thing for us. He shot the two planes down and then, because they went by, and of course we didn't know, and the main thing, the one thing I can see from that ship's bridge were the fuel tanks. And I thought, well why haven't they hit the fuel tanks? You know, I mean, they're hitting us. Why don't they hit the fuel tanks? Well, since that was my first war, I didn't know that they always hit the fuel tanks last. Of course, I didn't know it had a three-range plan. They were coming out on three waves. And the fuel tanks were put on the third wave. See, well, the, as it turned out, thank God, if they had hit the fuel tanks, I wouldn't be here. That would be the end of that. But, since they, because everybody has his own theory as to why they cut off after two waves. In two waves, they disabled every one of our battleships and did something to all of the airfields. So the Japs, and only lost 29 planes, those two planes we shot down.. Interviewer: 29? Brotherton: Twenty-nine. I mean, it just shows you how little was going on, and they have 350 planes. So you know something was working right for us, so the Jap admiral, I mean, if I were in his shoes and I've only lost 29 planes, I've disabled, their main objective originally was to disable the battleship fleet. Well, they disabled it. Well, what are we hanging, what are we waiting for, because our carriers were not in there. They were hoping our carriers were there and they wanted to know where our carriers were, but they had no way of finding out just where our carriers were. It turned out they showed up the next day, so, anyway, that admiral wasn't going to take any chances because they would not have been able to get back to Japan if our carriers showed up the same as their carriers. So, if he called the whole thing off, well, of course that saved us. So without losing the fuel tanks and us getting caught with it, so somehow we had a feeling without knowing what was going on, and we missed something. I mean, I thought this battle has ended too darn quick, you know, but it did and so then all we did was next… Interviewer: Well, finish that day for me. Brotherton: December 7? Interviewer: December 7, early morning, you all had shot down two planes. Do you spend the rest of the day on deck, on the bridge? Brotherton: Yeah, we stayed in general quarters. Interviewer: Stayed at general quarters. Brotherton: We stayed at general quarters from, till hell freezes over. Interviewer: But you didn't know what else was going on around you. You couldn't . . . Brotherton: Not too much. Well, we could see, we could see the Arizona burning. We could see certain, we knew that some of us were getting hurt. We knew we had gotten off “light” as far as us being hurt. Interviewer: Could you tell the difference between the two waves. I mean, you all participated in the first wave…, the second wave … Brotherton: Actually, the first wave is the one we took action in. Interviewer: Yeah. Brotherton: And we just knew there was a second wave because we could see the planes. But some of them kind of flew by us. Some of them I think were taking pictures or something like that, I don't know, but we just knew that there was two waves and that was the end and that really kind of surprised us. You know, we thought, well, something, something's missing here, and of course we didn't know that the third wave had been planned, so we just, from then on, while we were… Interviewer: You just stayed at general quarters for the rest of the day? Brotherton: They kept us at general quarters. She had all kinds of rumors going out, said Japs, well they said they were going to have some Jap transports off of Barber's Point, they were going to poison the water, they were going to go on to the west coast… Interviewer: How were you getting these rumors? Brotherton: Well, they fly, I don't really, they come out of the air. All the time I was thinking about Bunker Hill. I don't know why I thought about Bunker Hill. I realized I was in a historic… Interviewer: So you knew at that point that this was going to be a historic day? Brotherton: Oh yeah! Sure! I knew! My God, surprise attack with the Japs. I knew that there was a memorable occasion, and, but I never worried … whether we would survive or whether we would win a war. Female: Something you used to always, when you tell the story, this is Mimi [daughter] talking, you would talk about how you'd come out and how you were, something, you looked out and you saw the Jap plane and it was so close you felt like you could just reach out and touch it. And then also tell about with you looking out and the view that you saw when the ships were burning. Brotherton: Yeah, well, these planes that were coming in, they were actually looking at us and grinning, these Japs, insolently, and we were standing there saluting, and they could assume we were saluting them, of course, which we weren't, we were saluting the colors, but of course that ended pretty quick and that's when we went to general quarters. Well, from the bridge I could see the pandemonium that was going on around the harbor. I mean I could see the Arizona, I could see the whole row of battle ships there, California, a whole bunch of them, I could see all that, and so I knew that we had gotten off light, and I understood why, because we were not important enough to be a target. See, I like to tell people the way to survive a battle is don't be a designated target. If you're so far down, you don't make the list, why, you probably will survive. Interviewer: Would it be too painful to talk about what you were seeing? Brotherton: Well, I'd rather not. Interviewer: Okay. Brotherton: I don't want to get into that. Interviewer: Alright, now you had started talking… Brotherton: The idea of, and I can't stand it… Interviewer: We don't need to talk about that. What I'd like to, you had, in fact I sort of changed tracks on you a little bit earlier. You were getting ready to talk about the next day. Why don't we talk about the next day. Brotherton: Well, yeah, well the days from then on were, everybody sitting tight. We didn't know what was going to happen next. We didn't know whether there was going to be more attack on us, or what, and of course our carriers showed up and that made us feel good and so we knew that things were going, somehow work out, so we sort of guestimated that they had done their thing and hopefully gone on back to Japan. Interviewer: The speech that Roosevelt gave, did you all hear that, did you get it second hand, how did you… Brotherton: Don't bring up Roosevelt. Interviewer: Alright. That's fine. Brotherton: He insisted on putting us in harm's way, so that was his way of getting them to war. See, Roosevelt, I hate to say it, was a closet communist and he wanted to, he got in the war to help Stalin. See, Stalin, see the Russians were running our foreign policy then and, of course, Churchill wanted us in too, but Stalin had to have us because he would never have been able to withstand Hitler without us and, of course, England needed the help all along. But, see Roosevelt actually thought that Stalin had hit on something by letting the government spend money and run his life, so he thought he was following Stalin's lead at that time, so he, the war was really to make the world safe for communism. Interviewer: Alright. What did you do in the next days? Did you ever get off of general quarters or were you still on the bridge? And how long did you stay at Pearl? Brotherton: Well, what they do is set a watch schedule. You see after that, finally after general quarters, then you go on watch schedule so that you, every morning at daylight, two hours before and two hours after, and the evening, two hours before sunset and two hours after, so you spent four hours in general quarters because the attacks usually come early in the morning or late at night and then you have your general station, watch station, on top of that. So you had eight hours and then you had four, that's twelve hours, and then of course you had a job aboard the ship. I worked in the ship's office and I had things to do there, so I was busy all the time, and I never did, in fact I never did, never did, I never did get enough sleep for about a year and a half. Interviewer: What sort of things were you doing? What were your duties? Can you give us an example of something you might do during the day? Brotherton: See, mainly the thing was communication. We worked under the direction of the executive officer and he always had something he wanted to do, some orders to type up, go here, go there, whatever, whatever, kind of chasing around, it wasn't anything life threatening, or anything like that, so, things were pretty quiet, see, once they withdrew, then we were just sitting waiting to see what was going to happen next. Well, because we were, the type ship we were, by that I mean, not a combat ship, but to serve a purpose, they included us in the first task force to leave Pearl after the attack, and so they had the idea of taking Marines out to the different bases. In fact, there's a fellow in Gainesville right now who turned out to be a Marine passenger on one of the destroyers. See we didn't know, later on we never did get an escort, we were just supposed to looking out because we didn't have escorts when we did something like this, probably a task force would have the destroyers as escorts. So our idea was to go to Wake, I think it was. Well, as it turned out the Japs got there first, so then they changed us in mid-stream to go to an island called Palmyra, which nobody ever heard of before or since. Interviewer: Can you spell that? Brotherton: P-a-l-m-y-r-a. Palmyra. So, we go up to Palmyra, well, on that trip, then we became a designated target. This was a wonderful place for Jap subs to sit and wait outside a harbor full of ships, cause you know they had to know where they could go. They had to come out sometime, so they kind of followed us on this trip, so this is when they had a torpedo with our name on it, is the expression we used, and, but, unfortunately, their bureaucracy, I guess, interfered just like our bureaucracy interfered with us having ammunition top-side. Somehow they could rig their range finder only for big ships, big ships that go way down in the water, and I don't know whether they had, obviously they didn't have a control to come to our level, we were just a small ship floating on top of the water, so they fired and it missed us see, but, and this was their death warrant because it showed up on the other side and you had two destroyers out there and that was their job, was to see torpedoes running around in the water and figure out where they came from and get on top of them with a depth charge. So that destroyer sent us a message, said, sub last seen in a lake, so they sank the sub, in fact the skipper of that destroyer, I think, got the Navy Cross for sinking the sub, so that made things kind of interesting. Interviewer: When was this? What time of year? When are we talking about? Brotherton: Well, it was the latter part of December, see we, our trip, we left Pearl about two weeks after the 7th, so it was sometime in there before the end of the year. Interviewer: Okay. Brotherton: We were going down to Palmyra to bring back, in fact, this guy Mac Everett, he got dropped off. It was like you see in these cartoons with just a little island with a tree on it, that's about … Interviewer: That's where he got dropped off? Brotherton: You could see water all the way around it, and I thought, thank God I'm not a Marine because they dropped him off. I think he spent six months there before they finally picked him up and moved him somewhere else. But, I had many reasons to be grateful that I was aboard ship, because I always had a place to sleep, I had my food, you know, I really didn't, I didn't have too much to complain about, you know, as long as I didn't mind general quarters and watch duty and all that sort of thing. So we made that trip back to Pearl and then we were stuck there doing different things, really to do our regular duty, which was doing surveying, and so our first surveying job, the thing was placed, so a lot of people know about it now, they didn't then, Bora Bora, in the Society Islands. And our skipper was a mustang, a man that come up out of the ranks, his executive officer was an Academy man, so the mustang and Academy man are always like this you know. Interviewer: Do you know their names? Brotherton: Truett, Captain Truett, I .W. Truett was a skipper and Philips was his exec. They took turns trying to figure out how to make our lives miserable. But the skipper and the Truett, they didn't know whether that Bora Bora at that time—see the war was just getting warmed up and you had two kinds of French, so all that was controlled by France, so they didn't know whether it was free France or Vichy French, because free French were our kind of French, the Vichy was the other kind of French. So Truett had decided that they were not going to take this ship, I mean, if you got down there and turned out he was overpowered or something, so he had the gunners line our stern, or bow, the whole backbone of the ship, with dynamite because he was going to blow that ship up before he let the enemy have it, see. Of course we didn't find all of this out until later and we just kind of put it down as eccentricism and when we got down there, there wasn't anything there, it was just like a tropical island. You had, you know, girls doing the hula. I think we even went over at night time, you know, to watch the show. It was almost like something out of Hollywood, I mean, in fact, Bora Bora, for that book that was written about South Pacific, for example, Bali Hi, they were talking about Bora Bora because they had a peak on there that has a tendency to look like it was water but it looked like snow, so it almost looked as though you had a snow-capped peak in the south seas. I mean it was just a fantastic place and I've talked to people up there in the Navy who had their honeymoons down there, so I know it's a wonderful place. So, anyway, that trip turned out to be nothing to that. Now there, even though I was in the ship's office and I was always called on duties like going out to dynamite, for example, we had a lot of dynamite, that's the reason we could blow up the ship, we had so much dynamite. But the, you have these coral reefs that were on the chart. {the chart] they had was dated 1898 or something like that, so we did a new survey there and we'd go down and if they had things that were needed, so I got the chance to go out and work aboard the boats and do things like that. In other words, it wasn't all paperwork. And so, anyway, the World War was a great experience and then we went all through the South Seas, you name it, there's not a single island that we missed, Tonga, Fiji, American Samoa, British Samoa, Hebrides, New Caledonia, all of them, see, Wallace Island, which is an island I've never heard of. We had a great, we just had a tour of the South Seas. Now it wasn't all peaches and cream because any time you were at sea, and even when you were in port, they had you on watch duty on a routine basis, almost like eight on and four off or something like that. So they managed to keep you all fagged out, you see, but the only time we ever, we did have a little baseball, or they'd go to the bars, there would be some bars there and they would have fights. We would have to, one of my jobs was to bring them back to the ship after the fight. I had one guy come up to me later, and I didn't remember this, and he said, thank God, you got me back to the ship. Well, I didn't want anybody to get overtime, it's pretty serious when you're overtime when you're in the war you see. Interviewer: Well, tell me about playing baseball. Were you a good baseball player? Brotherton: Yeah. I was good enough for softball. It was just something new, in other words, those were your two choices, was baseball or the bar. You know, I tried to make it to the bar but I didn't, you know, all the time. Well, you were so limited, I mean, you'll always be restricted, you never did have too much fun, you know what I'm saying. You could have a little fun, but not a lot of fun and so we just fooled around all over the South Pacific. In fact, the greatest, well, I guess one thing I did do, I did see, no that was coming back, was, my real break occurred . . . see I had been turned down for a commission because of astigmatism in my right eye. The theory being that if you're an officer, you need 20:20 eyesight. Well, that's a farce, you don't. Because I had crow's nest watch and I had the same kind of sight I got now, so I was the most critical person aboard as far as look-out was concerned. When we finally got to Australia, and you're talking about going to Heaven. Good Lord, you see those sunsets in the south, in the southern hemisphere are absolutely fantastic. You know that French painter, Van Gogh or whatever his name was, he settled in the islands just to paint down there because they got colors down there you've never seen before and the sunsets were awesome. Well, they had one of those when we were going into Sydney, Australia and here I was in the crow's nest watch, taking in this beautiful sight and going to get off that ship. See, I was on that ship for a year and a half, see, so, nobody, we never did spend a night off the ship because they didn't know what might happen on the beach. So anyway we got to Australia and we actually got liberty that night. I couldn't believe it because usually they find some excuse to put it off for another day or so, so anyway I got a chance to see Australia. Well, now I got my biggest break there was because we had one more yeoman aboard ship than our allowance called for and because that was MacArthur's headquarters. At that time I think MacArthur was in Brisbane, but the Sydney was kind of administrative, so they sent a thing over, they wanted a yeoman to be transferred. So they put me up. Didn't make me mad at all. I think they thought they were getting rid of me, which they were, but boy I was never so happy to have someone just get rid of me as going to shore there, because once I got there, then I went up to Brisbane and I spent a year there. Interviewer: Alright, so tell me what time, when are you arriving in Australia? What time of year and what… Brotherton: Well, it was around early January or February of 1943. Interviewer: Of 1943? Brotherton: 1943, yeah. Interviewer: Okay. Brotherton: See we spent all of 1942 at sea, and then 1943 was coming up and so then I get to Australia and I got transferred to the, at that time they called it Com Southwest Pac Four and later on it became the 7th Fleet, and so, and it was MacArthur's Navy, really. See we were in the same headquarters when I went from Sydney up to Brisbane, really I was in the same office building. I lived in a hotel in Brisbane. It beat that ship. The nice thing about Australia is it's customary if you're in a hotel, they give you breakfast. And I was on a per diem of some kind, so here I got a free breakfast from the hotel and had the per diem, you know, for the rest of it, so I'm telling you it was quite the life after what I'd gone through. I thought, well, maybe I've lived to deserve this. I could see MacArthur almost every day because he would come down and go out in his limo to go to eat lunch at the hotel, the Lennons Hotel there in Brisbane and all the local folks would gather around, you know, to see him, and all I had to do was look out the window because we were in the same building, we were so under his control. Interviewer: You said he would have lunch at the Lennons? Is that . . . Brotherton: Lennons, well, that was a hotel. Interviewer: Is it, can you spell that? Brotherton: L-e-n-n-o-n-s. You know Lennons, MacArthur, the word was MacArthur had a suite, his wife had a suite, his son had a suite and the Chinese woman that looked after the son, she had a suite. He was living high on the hog, which you would expect. Of course, I admired MacArthur more afterwards than at the time because at that time, there was so much, you know, friction between the Army and Navy. If you were a good Navy man, you were supposed to boo him, you know what I'm saying, but I thought he was a great man then and I still do. But, so I think he was entitled to whatever he got, but, so he ran that show and I was in the office of personnel, which meant that all of the people who came into the states, came in to the Seventh Fleet from the states, had to come through our office, only officers did, so that kind of gave me a touch, I saw all kinds of people like Admiral Byrd, a lot of them, I saw Henry Fonda. I had a list of people that were famous that were in the Navy, you know, for a purpose so I had, it was kind of, it was an interesting place to be. Interviewer: Well, tell us what, as personnel officer, your daily chores were. Brotherton: Well, you keep track of orders. See, you had these people pouring in there, orders had to be endorsed, you had to keep records, you had to post records to see well where are they going to go. Sometimes they'd even give you the, you know, you'd have to place them somewhere, like, here's a unit over here that needs this one, so we send it over there. You took off some of those at that level, you see, so it was just, it was paperwork and it wasn't too bad. It beats standing on that deck of that ship, letting your life be controlled by the boatswain's pipe because I didn't have to have a boatswain's pipe, so I spent, well, by that time I had learned a whole lot in the Navy. I was getting real smart. I was a lot smarter than I was when I went in. And one of the ways that I found out, see, because when you go in, you know you think that everybody's going to look after you. Of course, nobody looks after you. You find that out real quick, so, anyway, the officer in charge wanted to recommend me for being an officer and I said, well, I've already had that happen one time and it fell down because of a physical. In the meantime, the war had progressed so they got to the point where they were changing a lot of the requirements. And so I thought maybe they'd change the physical. But anyway, I went ahead and, oh yeah, and then you had this, in the Navy, the Navy is more class conscious than the Army, see, because it's dominated more by the Academy people than the armies at West Point. So the last thing in the world a naval officer wants is to see a young enlisted guy become an officer. But anyway, this guy stood behind me, see by that time, I had a college degree and spent a year at Columbia University, so I had the educational background and maybe more than what they had, you see. But anyway, by that time I knew how to handle the Navy system. See, that was your key thing, was your knowledge. They were always losing things in the file, you see, so he finally said, “Billy, you're the only who can find anything in the file so we're recommending you.” So anyway, I finally got recommended for a commission. Oh, yeah, I had a friend in the Navy Department, that was another break which is almost another story, because he found that old application that had been side-tracked earlier and this was a new one, you see. And so then I go back to the states and finally got my commission and then I volunteered to come back to that same command cause I knew that command pretty well. So I wasn't gone more than about two or three months. When I walked in there they said, “Oh my God, we're glad you're back. We've been trying to find this file.” [laughter] Interviewer: So you were there for a year, so for 1943 you were in Australia. Brotherton: All of '43 and … Interviewer: And when do you come back, all right. Brotherton: End of '44. So it was '44… Interview: So what are the couple of months you spent in the states. Brotherton: Well, I went to naval training in Arizona. See, I knew a lot about the Navy but technically they want you to go to officer training, you know, learn how to do this and do that. Interviewer: Uh hum, all right. Brotherton: So I spent 2 years, I mean 2 months in Tucson, Arizona at the naval school there. So by coming back from overseas 1or 2 months and then another month, see I was in the states. See I was overseas for 50 months during the war. Interviewer: Yeah. Brotherton: There's only 44 months overseas—no—50 months on active duty—44 months overseas. So there was just a few months before and after that I was not overseas. I was usually aboard a ship. So anyway I went back to that same command that had been recommended and they immediately put me to work as officer because I knew where the files were and then later on this was a real break. It was north of New Guinea, some islands called Admiralty Islands, a lot of people have never heard of it—Atlantis is the chief base on that—it was a huge base, had a great harbor—they used it for the invasion of the Philippines. So they set up a subordinate command there. So then I could be there and be the personnel officer. See, otherwise before I was always working for some other personnel officer. So I had…see we had charge of bases like Moresby, Finchhousen, whatever—name all the bases in New Guinea and Northern Australia. So that was probably the best duty I ever had because the Admiral there—you really got to know everybody. In fact, that's where I met Irving Berlin—he was flying around doing these USO things—but you couldn't talk to him [laugh]; he sat with the Admiral and we all had…it was pretty good—it was a huge base. Interviewer: All right, this Admiral, what's his name, do you remember that? Brotherton: Well, the first one was name Boak, Admiral Boak was a tough… Interviewer: How do you spell that? Brotherton: Boak. Interviewer: Okay. Brotherton: He was one more tough hombre. Boy, I guarantee you when you walked into his presence you trembled. Interviewer: Um hum. Brotherton: So Boak was in charge. He was the one that established that base. See, they went out there when it was nothing. He was, the story about how he could get everybody whipped into shape, cause he was a worker—he was a worker. In fact, he built it up and got the Leion of Merit I think. And then he left and a real southern gentlemen came on, I can't think of his name. Interviewer: That's okay. Brotherton: The one thing I learned from him was to drink martinis—his test of you, if you were going to measure up well you had to be able to stand so many martinis. Unfortunately, we had a legal officer who couldn't hold his liquor so we had to get another one. Interviewer: How did…what kind of martinis? Brotherton: Well, any kind. Interviewer: Any kind. Brotherton: Oh listen, he had a guy there that could… I could have my eggs in the morning any way I wanted it—we had a Pullman porter chef—you see in the old days the best food you ever ate was on the trains—the Pullman trains. This guy, he could do anything, I'm telling you the guy was awesome. So you could have your eggs the way you wanted it and if you wanted a martini, if you wanted it dry, however you wanted it, he could do it for you. And I think this guy's name was Sylvester. He was from South Carolina, he was just a perfect gentlemen, we couldn't ask [for more]. The first guy, Boak, his idea of recreation was horseshoe pitching, you see, so you had to learn how to horseshoe pitch to get along with him. Martin, Martin that's what it was, Commandore Martin. See they were commandores—the rank commandore was just sort of between captain and admiral, just kind of an honorary salute. They were commodores, sort of admiral. And so, anyway, between Boak and Martin, Commandore Martin, it was a well run, well operated base. We had everything, air field, we had labor battalion, we had whatever. I almost hate to tell you this but noontime, because see in the Navy a lot of things that—and you will find this out—is comshaw. You get in a position where you can do something for somebody, they do something for you. So we could get a boat everyday. Down there you had the rains, but everyday at noontime the boat would make it to dock. We'd have the food brought right out there to play volleyball. Interviewer: So a little different at the end of your service than at the beginning. Brotherton: I had this multi-millionaire friend of mine. I had known, I knew his friend who had come for court-martial, and he managed, well, he didn't win the court-martial. It wasn't him, he was the plaintiff. Anyway, he and I got to be good friends. This guy was big and a lot older than I was but because his whole life was nothing but just having a good time. We had a lot of fun. Interviewer: Where were you when the atomic bombs were dropped? Brotherton: We were at Mantis Islands. This Commodore Martin—he took that very seriously. In fact he called the whole part of the camp, it was a huge place so maybe he just called together a group that was with us. And he said well, it looks to him like the wars were going to end—there weren't going to be any more wars. That was kind of his message because I guess the impact of the atomic bomb had done its duty and it did what we needed to be done, because we never would have survived. That Japan, they would fought individual by individual. They already figured it'd take a million men to conquer Japan. I want to give Truman all the credit in the world for dropping that atomic bomb. It was the stupidest thing in the world for us to want to fight in that war, with the situation like it was. Interviewer: And then how did you hear about the surrender? Brotherton: Oh yeah, that's when this lawyer from Boston got so drunk. I don't know if y'all know any Boston Irish. I've heard the story you know about people getting down when their chin was on the foot rail and I always thought it was just fiction. They had a bunch of Boston Irish, they actually, one of them got, actually ended up down on the floor with his chin on the foot rail. And then one of the other ones was going to beat up on him because of it and so on and so forth, so the commodore told me, he said, let me see who else is a lawyer on the staff. See, we had all kinds of people available. So they bumped him and they ran him off. He was a Harvard graduate, too, by the way. He thought he was supposed to, they thought they were supposed to let everything out, you see. Cause it was VJ Day. That's what we were celebrating, was VJ Day. We went on through VE Day. It was VJ Day, it was really the only important day for us because we were in the Pacific. We weren't over there in the Atlantic. So VJ Day was our big day. So then my challenge got to be how was I going to get back to the states, because I was still single, and the point system that came out favored the married men, you see. And so here I've been overseas four years and I rated way down here because I was still single. Of course, later on they changed that and the commodore also said I had to get somebody who was as good as I was. I said, well, you know, I was only one but I did find two guys. Picked two guys to take my job, so he was satisfied with that so he released me to come back. Interviewer: And when were you released? Brotherton: Well, that was in November of '45. Interviewer: Okay. Brotherton: One interesting thing that happened while I was, came back to the States—originally I was on the train. I don't know if you've ever been to the West coast, riding up and down between L.A. and San Francisco. Have you ever ridden that train? It has club cars and all that. Well, I met the president of Standard Brands on that train. And it turned out that he had been an enlisted man in World War I. He had gotten to be an officer and he was interested in me for that reason, because he knew that it's not easy to do in the Army and it's real hard to do in the Navy. So he took a little interest in me, so we got to talking and we found out, lo and behold, my hometown of Dallas, Texas, the man whose pool I learned how to swim in in Dallas, George Aldridge, was a director of Standard Brands. So, it so happened that George Aldridge worked with Jim Adams, who was the president of Standard Brands. So he said, well, he says, he gave me his card, and he says when you get back, he said, you know, come look us up. And I went to see Mr. Aldridge and he said, well, go on up there. He said they'll do something for you, you know. So that's where I just stepped into a job, you might say, when the war was over. And all of that helped, you see, my Navy experience and the fact that I re-enlisted and became an officer and all that kind of stuff kind of helped the cause. Interviewer: Well, it's a wonderful story. Tell me about . . . so you come back and you take a job in Dallas with Standard Brands? Brotherton: No, no. I went to New York. Interviewer: New York? Brotherton: They asked me whether I wanted to, said I had a choice between Birmingham and Atlanta. Well, I picked Atlanta. Apparently they had openings in both. So that's what got me down to Atlanta. And then, you see, early in the game, was the most momentous thing in my life was when I went to Miami and I met my wife, Wilma. Interviewer: Tell me her name. Brotherton: Wilma. Interviewer: What was her maiden name? Brotherton: Lockhart. Wilma Lockhart. Interviewer: All right. And when did you meet her, when is this? Brotherton: Well, this was about November, well about September of, let's see. I got out in '45, so this would have been about '46. Interviewer: September of '46? Brotherton: '46. I met her … Interviewer: In Miami. Okay. Brotherton: In Miami. And … Interviewer: How did you meet Wilma? Brotherton: There was a club, you see. I had a roommate who went to this club. It was for journalists. The man that ran this place was catering to the media, so it was what he called the Press Club, and all these … they'd go there and feel like they were special, you see. So, Wilma came with her sister's roommate who wrote for the Miami Herald. And so Wilma showed up and I showed up and Wilma, she pulled this. When we got up to dance, Wilma swooned, and I thought, my God, what's wrong with this lady. So, she could barely sit, and it was because of me. She couldn't take it. I was too much. Well, I had never had that tried on me before, and I— Interviewer: You hadn't experienced that sort of, a woman hadn't swooned on you before? Brotherton: Right. I went for it hook, line and sinker. I said, this girl thinks I'm wonderful and she's willing to say it. She's the kind of a girl I've always dreamed about. She really fulfilled my dreams. Just exactly the kind of girl I've dreamed about. And here she is, swooning. So she hooked me. She couldn't have gotten rid of me with a stick. She did it so well. She was real talented on that. We've been married 57 years, I guess. Something like that. I was very fortunate. I just lucked out. You know, one of those things. Interviewer: So, is that what you call love at first sight? Swooned at first sight? Brotherton: Love at first sight. Interviewer: When did you all get married? Brotherton: Well, about a year later. We got married November 1st of '47, I think. Interviewer: And you were settled in Atlanta by then? Brotherton: Well, let's see. We were, we came, we went to, yeah, we were in Atlanta by that time. Yeah. Married down there and then settled in Atlanta. I think we . . . Female: Or was it Raleigh? Brotherton: Huh? Female: Raleigh, North Carolina? Brotherton: Oh, that's right. We lived in Raleigh first and then went to Atlanta from Raleigh. I was working for Standard Brands and they finally moved me down to Atlanta out of Raleigh. Once I got to Atlanta, I knew I'd never leave because . . . Female: But you couldn't hear anything. Brotherton: Yeah. Right. Female: William, one thing. I know this is back tracking and I don't know if you want to do it … Interviewer: Let me start this back. We had to reset the tape player and so we're going to start recording again. Mimi, you had something that you wanted your Dad to include? Female: Well, this was back on December 7th. About when he would always tell the story that when he would look and see the ship's bombs going and the ships burning, you know, what he could hear, which was … Brotherton: Well, I didn't hear very much. It was real funny the way the noise was. It all went the other way. I don't know whether the wind was blowing the other way or not. But I could see all this pandemonium but couldn't hear a lot of it. I mean it was just, it was just where we were situated, we could see it, but we couldn't hear it, you know. And this was kind of a screwy thing and all of a sudden you'd wonder is my hearing aid working or something. Interviewer: Makes it surreal. Female: Yes. He always would say that it was surreal for that reason. Brotherton: Yeah. It really was. You know, you felt like you were witnessing, and you were just watching a silent movie. That's just like what it was. Interviewer: We've got just a few minutes left. Is there any part of the story you haven't told, that you would like to tell? Can you think of anything … is there a person that you remember, is there an event? You've told us several events. Just didn't know … wanted to make sure that we got all that you remember. Brotherton: Yeah. On December 7th or … Interviewer: Add anything. Add anything. Male: This is Bailey. The thing about the apartment. Brotherton: Oh, yeah. After Wilma and I met each other, in order to get an apartment, just to show you what happens when a war goes on, housing just dries up. And I was in Orlando. I'd been transferred from Miami to Orlando. That's when I knew God was directing me. I meet her in Miami, then I'm transferred to Orlando, and she only lives 50 miles away, you see. So, I was looking for a place to live, and I find out real quick that they would not lease out to any single people. So, I had to lie. Said my wife was going to join me. I put Mr. and Mrs. Brotherton so when Wilma came around checking on me, she looked at that and says, she had a friend with her. Well, apparently her friend was sophisticated enough to say, oh he probably did that just to get the room. I mean, she figures that. Which was correct, of course. But Wilma acted real serious, like, well, wait a minute now. Are you or are you not, you see. I said, well, you know it's kind of a common story that people tell in order to get in a place. And I felt, well, I was a responsible person. Because what they wanted to do was keep the single people out with all the partying and hell-raising and so forth. And I knew that I would respect their property so I felt qualified to qualify myself, you know. And so that was a little bit of a break I got. Being able to live there in Orlando and she was down in Haines City and we were able to visit back and forth until they got ready to transfer me again. And so by that time I'd made up my mind and she was going back to Texas with me and met my family and I'd even bought her a ring. Wilma wanted to skip the engagement ring. She said I don't care about the engagement. I want the wedding ring. To heck with all the frills. I want the bottom line. So, I went ahead and got the wedding ring and so then we were married there in Haines City where she lived and so forth. Female: This is Mimi. Dad, you might want to . . .cause you didn't do any background and I don't know how much you want to do but you might, I think it's interesting about you living with your uncle Dick in New York until 1928 with the World's Fair there and some of the things you saw and how he worked with Madame Curie and you lived with him at Perdue. And you know . . . Brotherton: What she's talking about there is my early years, I had an aunt who married a famous man, an international scientist, called Dr. Richard Bishop Moore. And he had a lot of claims to fame. One of them was that he worked with Madame Curie on radium. And he worked with somebody I'm sure that was big on helium. So he was the radium and helium expert in the United States. So my grandmother and I went and spent the summer in New York. I got to know New York like a book, you see. Because when you're young, you take everything in. New York, you know, with well-organized streets and all that kind of thing. So, she and I, we were in that national, that Metropolitan Museum of Art a hundred times. Museum of Natural History. Everything you could see in New York … that was when the Woolworth Building was the tallest building in the world. Interviewer: And when was this, what year? Brotherton: It was 1926. So that was a big step in education because they say travel is broadening and all of a sudden … And whenever I was away from New York, I'd start talking about New York and get people's attention. Somebody would say, oh shut up, I've heard that before. But that was quite an experience I had there. And I lived with him for two years. You see my mother had three sons, boys, and my aunt who married Dr. Moore didn't have any children, so they wanted me to live with them, you know, to give my mother a break and to kind of have another member of the family. So, living there with him, at Perdue, he was leader of the science school and head of the chemistry department. And with all of his connections with Madame Curie, he was going to build a, well, he did build a chemistry building. He wanted to get her to come and dedicate it. I think she did get to the Midwest, but I don't think she ever actually got to West Lafayette. But you know Madame Curie was quite a character herself. But he had all this prestige because he had been head of several big companies but he, like everybody else, he wanted to get out of the commercial rat race back into the academic because … Interviewer: What company was he president of? Brotherton: The biggest company I can … Interviewer: Dow? Brotherton: Dow. He was president of Dow Chemical Company for a while but he wanted to get out of that and get back into academics because that's where … you see, he was a research guy. People who do research, they are the ones that, you know, have got all the marbles and the man that was president of Perdue had sought him out for that reason. Because he knew that he would bring a lot of prestige to Perdue because of his research. Interviewer: Also when the president was ill … Brotherton: Yeah, well, when he was there, he was the highest ranking faculty person so when the president was out, Dr. Moore took his place. And you'd have famous people come to town, like the German that ran in the first World War, sank tons and tons of shipping but nobody lost their life. He was one of these Prussian elite people. But he didn't believe in killing people. He just sank their ships. I remember he came through there, and he was big on the circuit. And it was really quite an experience, you know, just to talk to somebody like that. Daughter: Also, in 1928 you stayed with them, with Uncle Dick, and you saw Gertrude Utterly, who swam the English Channel? Brotherton: Well, that was, yeah, that summer of '26 when I was in … I didn't actually see her. In the summer of '26 is the year that Gertrude Utterly, you know, the first woman to swim the English Channel. And then, you see, later Lindbergh came along. But I was sort of there at a time when a lot of things were happening. In fact, it was the Tunney-Dempsey fight. You know, the long count. And back then, of course, we didn't have a TV, we listened to it on the radio, you know. So I was sort of in New York at the time … oh yeah, when the movies, the speaking movies came along that summer. I remember the first one where you had … it was silent all the way and then at the end they brought in the voice. You see, that was the big breakthrough on that. Interviewer: Al Jolson? Brotherton: Yeah. Al Jolson and so forth. I was there at a real critical time so when I went back to Columbia later, you see, after I finished SMU, I got a scholarship to Columbia to see if I could get into law and I found out that I didn't have a legal mind. And I felt real bad about it until I found out that my best friend, John, who just left here earlier, and I told him about Dan Smoot, a friend of mine. He was brilliant and he got a scholarship to SMU but after he'd been in it for 90 days, he gave it back because he said in his opinion law was not an honorable profession. I mean here's this pipsqueak giving the dean of the law school, telling the dean, you know, take it … See, he had integrity. See, he had a brilliance … somebody with integrity. Interviewer: What I want to do is finish up. You have a large contingent of your family here today. Would you tell us who is in the room with us, so that it's on the tape. Brotherton: Well, unfortunately, my son is not here because he was deceased through an accident. Interviewer: And what was your son's name? Brotherton: Wilson. Interviewer: Okay. Brotherton: Wilson Lockhart. A great tragedy in my life. Interviewer: Alright. And who is here with us? Brotherton: The number two child is Mimi, Georgia Marie Brotherton, better known as Mimi. And she's married to a fine young man named William Davis Stitt. And the number three daughter was Betty Ann Brotherton who married a young man, McKay. Steve McKay. And Phillip McKay. Samuel McKay. They have, let's see, two boys … Interviewer: Two boys, one of whom is with us today. Brotherton: One of ___ and he's going in the Navy. Interviewer: Who's with us today? Brotherton: Well, Mimi is here today … Interviewer: I'm sorry. The grandson that's going into the Navy. Brotherton: The grandson that wants to go into the Navy, that's Samuel McKay. He's all signed up and everything, and he's going on active duty in July. Male: July. Brotherton: July, I believe. So I thought he might appreciate this interview that kind of tells how the old guy did it, you see. Interviewer: And you have another grandson in the room with us. Brotherton: I have another grandson, William Davis Brotherton. Female: His name is Brotherton. Brotherton: Oh, yeah. William … Wait a minute. Male: Just William Davis. Brotherton: Wait a minute. William Brotherton … Female: He's William Davis … he's David's brother. Brotherton: Oh, he's David's brother. Yeah, I got my name on him. And didn't I get my name on you? Male: … William Samuel. Brotherton: William Samuel. Okay, so those two are named … my name is incorporated in those two young men, you see. Interviewer: How many grandchildren do you have? Brotherton: Well, we have five now. Interviewer: Five? Brotherton: Minus the one that was deceased. Interviewer: Uh hum. Brotherton: Five surviving. Interviewer: Okay. Female: What about Laura? Brotherton: Well, my first … my son's surviving spouse has a daughter surviving. A terrible thing there – not only my son was deceased, but his son is deceased. So I lost both a son and a grandson. Female: Blake Lockhart Brotherton. Brotherton: And he's … Huh? Female: Blake Lockhart Brotherton. Brotherton: Blake Lockhart. Blake is deceased and Laura is living and she's surviving with her mother and we don't have any relations with her. Interviewer: And she's Laura Helen Brotherton? Brotherton: Laura Brotherton. Laura Brotherton, yeah. We don't have any relations with her at all. Interviewer: Alright. And then there's another guest in the room with us. Who brought you today. Brotherton: Oh, yes, this is the surprise guest. Tom Bauer. Tom is, well everybody in Gainesville knows who Tom is. Tom is a wonderful man. He made a trip down here and he drove me down here today and he's going to drive me back. Now, if you feel anybody can do any more than that, I don't know. But Tom … Tom, tell them how good you are. [laughter] When we were coming down the street here, he has service stations up and down the road here that he supplies with oil, you see. He's a service … and he does … some you just give them oil and some of them, you do the whole nine yards or so. Interviewer: Alright. Brotherton: But I tell you, this man needs special recognition. Interviewer: Well, thank you all very much. Male: Bill, tell them why they didn't blow up the fuel tanks until ____ not going to the ____ until the third wave. I always thought that was interesting. Brotherton: Well, I think the reason they didn't blow them up was because they wanted to get out of there. You see, time got real important all of a sudden there. They didn't know where our carriers were. If they had some way of knowing where our carriers were, and the carriers were a long ways off, I think they would've hit the fuel tanks. But because they had had so much success … You see, like they could only lose 29 planes and to look at all the damage they had done, and as far as the admiral was concerned, his goal was to disable the battle ships. And he did. Every one of them was disabled in some way or another. Some of them were later but at the time none of them were effective. So, he thought well what the heck, why should I risk, you know, an encounter with the U.S. carriers, because if they show up, they're not going to like what they see and they would naturally … they might sink those carriers that were going to carry the planes back. So I think that's what got him out. Male: You were saying that they didn't want to blow them up because the smoke would go over and cover the target. Brotherton: Oh, I said … oh, well, the question was … see I wondered why they had not hit the … earlier. Well, you see what happens, whenever you do a fuel tank, all of a sudden you got black smoke galore. And you can't find your way out of it. So the tradition is always … if there are fuel tanks involved, you're going to hit them last. And because they had a three phase plan, they had _____. Of course, we had no way of knowing that. I just wondered, you know, why they hadn't hit them. I mean, in my first war, I thought you just hit everything, you know. So that, you see, that blacks you out, so it's a darn good reason for not hitting them first because that always ends the attack because you can't see anything, and nobody else can. Because those tanks put out this tremendous smoke. Interviewer: Mr. Brotherton, I want to thank you so much for coming in and sharing the story. It is going to make … it makes a huge difference to us. So, thank you for taking the time. Brotherton: Yeah. Interviewer: We do appreciate it. Brotherton: Well, you're too generous. I don't know how I could _____. But thank you very much."],"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":["Hydrographic surveying","Atomic bomb","World War, 1939-1945--Personal narratives, American","Pearl Harbor (Hawaii), Attack on, 1941","Brotherton, William Henry, Sr., 1890-1951","Campbell, Hugh Lester, 1913-1993","MacArthur, Douglas, 1880-1964","Fonda, Henry, 1905-1982","Byrd, Richard Evelyn, 1888-1957","Berlin, Irving, 1888-1989","Boak, James Earl, 1891-1956","Truman, Harry S., 1884-1972","Brotherton, Wilma Lockhart, 1923-2010","Moore, Richard B. (Richard Bishop), 1871-1931","St. Mark's School of Texas","Columbia University","United Service Organizations (U.S.)","Standard Brands Incorporated"],"dcterms_title":["Oral history interview of William H. Brotherton, Jr."],"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/356"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","mini-dv"],"dcterms_extent":["1:14:27"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tws_33969_34125","title":"Hunter Lane Jr., Public Works Commissioner and City Councilman, June 2004","collection_id":"tws_33969","collection_title":"Everett R. Cook Oral History Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2004-06-15"],"dcterms_description":null,"dc_format":["application/msword","image/png","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/289914438"],"dcterms_subject":["Oral history","Interviews","Memphis (Tenn.)","Civil rights","Political science","Segregation"],"dcterms_title":["Hunter Lane Jr., Public Works Commissioner and City Councilman, June 2004"],"dcterms_type":["Sound"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/34125"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rbrl1750ohd_002","title":"A life of public service : a conversation with Judge Griffin B. Bell, 15 June 2004.","collection_id":"gych_rbrl1750ohd","collection_title":"Richard B. Russell Library Oral History Documentary collection, 1986-2006","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Bell, Griffin B., 1918-2009","Shipp, Bill"],"dc_date":["2004-06-15"],"dcterms_description":["Griffin Boyette Bell was born October 31, 1918, in Sumter County, Georgia. After attending Georgia Southwestern College for a time, Bell left to work in his father's tire store in Americus. He was drafted in 1942, serving in the Army Quartermaster Corps and the Transportation Corps at Fort Lee, Virginia. Upon his discharge in 1946, he enrolled in Mercer University Law School, and became city attorney of Warner Robins before graduating or passing the Georgia bar exam. Following his graduation he worked in Savannah and Rome before joining in 1953 the law firm that would become King and Spalding in Atlanta. His interest in politics led to his appointment to chief of staff for Governor Ernest Vandiver and his subsequent involvement with the Sibley Commission, organized to oversee desegregation of Georgia's public schools. In 1961 President John F. Kennedy appointed Bell to the Fifth U.S. Circuit Court of Appeals, and he spent 14 years on the bench, returning to King and Spalding only to be nominated U.S. Attorney General by Jimmy Carter in 1976. He served in that position from 1977 to 1979, returning to Atlanta to practice law. He led investigations of E.F. Hutton in 1985 and the Exxon Valdez oil spill in 1989, and also served on the Commission of Federal Ethics Law Reform at the request of President George H.W. Bush.","Interviewed by Bill Shipp.","Bill Shipp interviews Griffin Bell about his career and his tenure as U.S. Attorney General (1977-1979). Bell comments on the integration of Georgia schools and the University of Georgia, the Kennedy presidential campaign in Georgia, and Martin Luther King's releases from jail in Georgia. Griffin discusses the abolished county unit system and on the E.F. Hutton and Exxon Valdez cases. Bell recalls his time as an attorney supporting the civil rights movement, his relationship with Charlie Block, and the confirmation of Judge Alex Lawrence. He reflects on the estrangement between President Johnson and Richard B. Russell and his own confirmation as attorney general. Bell discusses his time as attorney general under President Carter, attending the Conference on Security and Cooperation in Europe, and his support of President George H.W. Bush. Bell also weighs in on the Iran-Contra affair, his role in the Florida Election Controversy, and the Watergate source Deep Throat.","Related collections in the repository: Richard B. Russell Library Oral History Collection; Reflections on Georgia Politics Oral History Collection (ROGP 015) Griffin Bell; Harold Paulk (Hal) Henderson, Sr. Oral History Collection (OHVAN07) Griffin Bell."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Richard B. Russell Library Oral History Documentary collection, 1986-2006","http://russelldoc.galib.uga.edu/russell/view?docId=ead/RBRL175OHD-ead.xml"],"dcterms_subject":["College integration","Civil rights movements--United States--History","Iran-Contra Affair, 1985-1990","United States","Civil rights movements","Attorneys general--United States--Interviews","University of Georgia","Georgia--Athens","Presidents--Elections","Judges--Georgia--Interviews","College integration--Georgia--Athens--History","Political campaigns--United States","Attorneys general","School integration--Georgia--History","Judges","Georgia","Political campaigns","School integration","Watergate Affair, 1972-1974"],"dcterms_title":["A life of public service : a conversation with Judge Griffin B. Bell, 15 June 2004."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL175OHD-002/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Richard B. Russell Library Oral History Documentary Collection, OHD 002, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["interviews","oral histories (literary works)","histories (literary works)"],"dcterms_extent":["1 interview (84 min.) : sd., col."],"dlg_subject_personal":["Kennedy, John F. (John Fitzgerald), 1917-1963","Carter, Jimmy, 1924-","King, Martin Luther, Jr., 1929-1968","Bush, George, 1924-2018","Felt, W. Mark, 1913-2008","Bell, Griffin B., 1918-2009"],"dcterms_subject_fast":null,"fulltext":"SHIPP: We're pleased and honored to talk this morning with Judge Griffin B. Bell who's public and private career spans more than a half century and who has seen and participated in more Georgia history than anyone I can think of. A native of Americus, he recently retired from the prestigious King and Spalding law firm where he handled numerous internationally important cases. He has served as a United States appellate judge, attorney general of the United States, and advisor to both democratic and republican presidents not to mention to several Georgia governors. In my judgment, he ranks high among the most influential Georgians of the twentieth century. Almost from the beginning of his career he was recognized as a skilled political operative. Judge, we won't start from the very beginning just yet, but let's go back to 1959 when you were chief of staff to Governor Ernie Vandiver. Those are very tense times and Georgia was at a crossroads. Let's talk about that time and your role in what happened. \r\nBELL: Well, Ernie was elected and he had promised that there'd be no school integration. After he was elected but before he took office the Supreme Court handed down the second Little Rock case in which it said among other things that even violence was not an excuse not to integrate the schools. It became clear then to several of us that he couldn't carry out his pledge, that there would be no integration. So, he appointed me his chairman of a lawyer committee of five lawyers including me to see what they were doing in the other southeastern states. We went to several other states, talked with the governors and attorney generals. I came back and reported to him that they--none of them had any better plan than we had, which is none. No one had the answer. You either had to follow the Supreme Court decision or we'd have chaos. Many people wanted to close the schools, said, \"Just go out of the education business.\" But that it was some thought that you could do that. Just a short time after that the Supreme Court held on a case in Virginia that had to open the schools. They had closed the schools. So that would not have worked but we didn't know that at the time. So there was a good deal of agitation in places like Atlanta where they wanted to save the public schools--had something called \"Save the Public Schools\" even though they were going to integrate. And state law prohibited that. \r\nSHIPP: And Vandiver was stuck with a \"No, not one\" promise, right? \r\nBELL: Not only a promise but during the Marvin Griffin administration we had passed all these laws including a new flag to keep down any kind of integration so schools could not integrate they would--it's against the state law. So we came to the conclusion that we either had to keep the schools open or close them, at the time we thought we could. So I suggested to the governor that we appoint a commission to have hearings, public hearings and let the people speak to see what the people wanted to do. So we thought of something called A Sibley Commission which has a story in itself. Mr. John Sibley was chosen by Governor Vandiver to be the Chairman. I drew it up and he said he'd agree to it if he could get the right chairman. And I said, \"Who do you want?\" And he said, \"John Sibley.\" So I spoke with Mr. Sibley and he said he wanted to talk to the governor, he wanted to be sure this was not a sham or some sort, that it was genuine effort to solve a problem. So he and Ernie met and Ernie reassured him and so he agreed to be the chairman and the members of the commission were picked by heads of organizations all over the state, like Farm Bureau and some from the Senate, some from the House. We didn't have an organization for Mr. Sibley but we found out he was President of the University of Georgia Alumni society so we put that in his resolution. \r\nSHIPP: (laughter) To qualify him. \r\nBELL: To qualify him. And he became the chairman and they had ten hearings, ten congressional districts and ten hearings. They were very tumultuous; some more so than others. But people spoke, it was an amazing thing in a democracy why people get stirred up they'll speak. And they were speaking both ways. And it became clear then we had to do something and we had to get rid of the laws and let the local control take over. And so Ernie, the governor, decided that he would have a special session of the legislature and he addressed the legislature at night, the first night and told them we had to repeal all these laws that had just been passed a few years earlier and let people do whatever they wanted to do on a local level. And that's what happened. We appealed all the laws. It was an amazing defeat actually that--change public opinion that fast. \r\nSHIPP: Wasn't there a fire storm in controversy that Vandiver betrayed what he said he would do--? \r\nBELL: Oh yeah, about like the flag fight? \r\nSHIPP: Right. \r\nBELL: In recent days. But he just had to do that. It came to a head with Judge Bootle ordered the University of Georgia integrated, that's what broke the dam. And Vandiver either had to close the University of Georgia or let the two students in. That's when he had the famous meeting at the mansion. \r\nSHIPP: Tell us about that. \r\nBELL: Well, he called--in the old governor's mansion--he called all the leaders, all his supporters, Mr. Jim Gillis, Dixon Knox who's from the Highway Department, the speaker of the house, the floor leader and president of the Senate, he had them all there. I think it was twenty three people; I was there just as his Chief of Staff. So I witnessed this. And he told a group that he came to tell them that he was not going to--he couldn't bring himself to close the University of Georgia. And he said, \"I have to carry out the court order and I know you're disappointed in me and I called the meeting to tell you all goodbye. I know you want to resign.\" And he told Mr. Gillis, starting with Mr. Gillis and thanked him for all he'd done for him, helped him get elected, told him he'd miss him and he kept going down the line. Finally he hit Frank Twitty. And Twitty says, \"Governor, don't tell me goodbye. I'm not going anywhere.\" Then the next one was Carl Sanders and he said the same thing. Before it was over no one left. \r\nSHIPP: Including Gillis? \r\nBELL: Not one left. It was an amazing feat. \r\nSHIPP: Let me add an editorial comment here Judge. I think you are more responsible than anyone for making, pulling Georgia ahead of Alabama and Mississippi by seeing that Sibley Commission got off the ground and saved the public schools. \r\nBELL: That and the University of Georgia. \r\nSHIPP: And the University of Georgia. We did not have chaos. \r\nBELL: That's right. Those two things changed the course of history in Georgia and got us ahead of the rest of the Southeast. \r\nSHIPP: And I think you deserve much credit for that. Let's move up to 1960 and you were co-chair of the Kennedy Campaign in Georgia and I believe that was a high water mark for the Democratic Party in this state. Tell everybody that and then your chair, the other co-chair was Taxi Smith, right? \r\nBELL: No, it was George L. Smith, speaker of the House. \r\nSHIPP: George L. Smith, right. \r\nBELL: Well, George L. was, you know, George L. left the campaign after Governor Vandiver was able to get Martin Luther King out of jail. At that point, that was a very unpopular thing for Vandiver to do. \r\nSHIPP: Okay, we need to put that in kind of context. At one point King was leading demonstrations--tell about that episode, \r\nBELL: Well, King had become a Civil Rights leader of the highest order. And he had some traffic charges in DeKalb County--he'd been probated--so he was arrested for violating his probation and the judge sent him to Reidsville, didn't leave him in the DeKalb County Jail. \r\nSHIPP: Judge Oscar Mitchell, wasn't it? \r\nBELL: Yeah, sent him to Reidsville. So President Kennedy called Governor Vandiver and asked him--suggested to him that maybe he could get him out of jail. And so Governor Vandiver arranged that and had him released. He had to--the condition to getting him out was that Judge Mitchell said the President hd to call him, ask him. Well Bobby Kennedy called him, actually and got the job done. Got Dr. King released. But this was not well received in Georgia amongst a lot of people and George L. thought he might lose his seat in the legislature so he returned to Swainsboro. \r\nSHIPP: And left you holding the Kennedy bag, right? [Shipp chuckles] \r\nBELL: Right. Left me with it. \r\nSHIPP: How did you manage, as I recall, Kennedy swept Georgia by a huge margin. \r\nBELL: Well, we had it organized. We got--all our congressmen were democrats. Both senators were democrats so I was able to get their list of key supporters, from every one of them. And so we organized every county, every town of any size. We had committees. And Georgia never been organized like that before or since I don't believe. \r\nSHIPP: But he was a catholic from New England who didn't have a great deal in common with the average. \r\nBELL: No, but we had the whole--at that time the Democratic Party in Georgia was strong. And if you got all these key people you could carry anything. And that's what happened. And we carried Georgia by the greatest majority of any state in the nation for candidate. It was really another thing that happened that was I think had a lot to do with it, we had this--Nixon came to Atlanta and had a huge crowd. We were worried that we couldn't get that many people to the Kennedy rally so we decided to have it at Warm Springs. And the Governor had a speech writer named Ed Lynn Bridges who was--lived during Roosevelt's time. He wrote a speech that sounded exactly like Roosevelt for Vandiver to deliver and he delivered it when he introduced Kennedy. And they let all the schools turn out in that area of Georgia so wherever the motorcade went there were school children. And there's a huge crowd of people there and it was like Roosevelt running again, and that turned it right there. \r\nSHIPP: Was Nixon being totally rejected and the people that swept--went for Kennedy? \r\nBELL: Yeah. But if we'd had to rally in Atlanta we couldn't be certain we'd have a big crowd like that. And we never could have got another [unintelligible] of Roosevelt. \r\nSHIPP: I'm right. That was a high watermark for the Democrats up until Carter ran the first time. \r\nBELL: Oh, no question about it. I think the majority then was a larger than the Carter election even. I'm not certain of that but it was a high watermark. \r\nSHIPP: Well, partly-- \r\nBELL: We had ten Georgia congressmen and two Senators, all Democratic Party. \r\nSHIPP: Partly as a reward for that and partly because of your great legal talents you went to the 5th Circuit Court of Appeals which turn out to be another battle ground of integration and-- \r\nBELL: Well, I'd got with it being a battle ground. (laughter) \r\nSHIPP: How about the-- \r\nBELL: While I was on the court about a week before President Kennedy was assassinated Bobby Kennedy came through Atlanta and I went to lunch with him at the Capital City Club and President Kennedy called at me. He went outside to take the call out in the hall, came back and said President wants to speak to you. So I went out there and he said, \"Are you bored with your new job?\" I said, \"No, I couldn't stand any more excitement than we're having.\" He said, \"Well, if you get bored get in touch with me I'll get you another job.\" \r\nSHIPP: But talk about some of the cases. Didn't you hand down the opinion on the United States or the order United States v. Ross Barnett in the Meredith--? \r\nBELL: I did. Also I had to--I wrote the opinion in the county unit decision. \r\nSHIPP: Oh, the county unit system--handed down in 1962. A lot of our viewers may not know how what a significant--that changed everything in Georgia politics. \r\nBELL: It changed politics, right. \r\nSHIPP: Describe that for us and what the significance of that. \r\nBELL: There'd been many cases attacking the Georgia county unit system which was totally unfair. Had units for all the unpopular vote and the largest county, Fulton, got six units and the smallest county, Echols, got two. That gives you an idea how unfair it was. It was patterned after the Electoral College but it was not geared to population. \r\nSHIPP: (laughter) One small difference. \r\nBELL: One small difference. So, there had been many suits before attacking the county unit system but the Supreme Court had always held that it was a political question over which the federal courts had no jurisdiction. In 1962 they handed down a case called Baker v. Carr in which they said the courts had jurisdiction. So somebody made it a file or a suit attacking the county unit system. That meant that we could decide the case; the court had jurisdiction. It had to be decided. Well it was a slam dunk when you think about how unfair it was. It had to be adjusted to the population. And we said they could have something commensurate with the Electoral College but it had to be geared to the population. And the Supreme Court even knocked that out, they said you couldn't expand it Electoral College to the states. That that was peculiar to the federal system and said you just had to have one person one vote, that's when the one person, one vote started. \r\nSHIPP: So the legislature did try to adjust the county unit system. \r\nBELL: Yep. They never-- \r\nSHIPP: And was not able to do it? \r\nBELL: Well, they didn't get around to it because it took an appeal of our decision and they were waiting and when the Supreme Court final decision had to be one person one vote they had to do away with it. They had a popular election and that was when I think got Callaway-Maddox time was-- \r\nSHIPP: But that ended the rural domination of the State House in Georgia? \r\nBELL: It did, yeah. Right. \r\nSHIPP: Was that a good thing? \r\nBELL: I think it was. I think it, you can't ever argue against fairness. It was unfair. Now, we turned the election--we turned the apparatus, the political apparatus over to people who were not experienced. That was not a good thing. You have to learn about politics and how to manage power. And we--I'm not certain we've learned it yet but we're struggling, we're working on it. \r\nSHIPP: But you have some other tough decisions, what with Heinz County big school desegregation thing? \r\nBELL: Yeah. \r\nSHIPP: And then we got into busing. Talk a little about that. \r\nBELL: I had more school cases than any judge, I think's ever had. I had 140 separate school districts and Judge Tuttle would send me to these hard cases like Augusta where they hang the District Judge in effigy and he recused himself and wouldn't go back over there. Judge Tuttle said for some reason people don't get as mad with you as they do with the rest of us. So, I'd get more cases than my share. And, but I never entered a busing order. I was totally opposed to busing to get a racial balance because I thought it was a disadvantage to the children. I thought children ought to have a guardian ad litem against the courts. Because it was almost like punishment, make them get up early in the morning, haul them off somewhere. \r\nSHIPP: But now some of your colleagues on the 5th District did have-- \r\nBELL: Oh, yeah. We had some buses-- \r\nSHIPP: Up in Charlotte, wasn't there a big bussing decision? \r\nBELL: Well, the bussed to get a racial balance in Charlotte. And the Supreme Court upheld that. And then at that time it was thought that the 5th Circuit judges would have to do the same thing. And they did to some extent. But by that time I left the bench. \r\nSHIPP: And you-- \r\nBELL: I never entered a bussing order. \r\nSHIPP: You resigned and you went back to King and Spalding, but during your time on the--the fourteen years and later you were on the short list for the Supreme Court under Kennedy, Nixon, Carter, and Reagan. Do you have any regrets you didn't go to the Supreme's Judge? \r\nBELL: None. None. And when Carter was there I never thought about going because I would have had to give him the recommendation for people to go on the court and people joked me about that and said you were supposed to get him on Attorney General and he ended up with the job. But, I had a list of people that I would have recommended to President Carter if he had a vacancy. \r\nSHIPP: Well you did-- \r\nBELL: I wouldn't recommend myself. \r\nSHIPP: Well you did select 150 new judges under Carter and up until that time more Hispanics and more blacks than ever before. \r\nBELL: And more women. \r\nSHIPP: And more women. \r\nBELL: Yeah. Well that was President Carter wanted to get that done and I was able to get it done. \r\nSHIPP: But that was not a completely happy marriage in the Carter Administration. \r\nBELL: No, but it took a lot of trade wood Senators too, to get some of those judges through. \r\nSHIPP: You resigned in 1979 and then-- \r\nBELL: '76. '79 I left the Justice Department. \r\nSHIPP: And came back to King and Spalding again. \r\nBELL: Right. \r\nSHIPP: And then you started handling some famous, very famous, legal cases. E.F. Hutton was one, the-- \r\nBELL: Exxon Valdez. \r\nSHIPP: Exxon Valdez. The DOW Corning. \r\nBELL: Yeah. \r\nSHIPP: Tell us about the E.F Hutton decision. That was the case. \r\nBELL: Well, there's a formal kiting. Some of the branches were kiting up on banks and a postal inspector in Harrisburg, Pennsylvania found--started the case. And Hutton eventually pleaded guilty, they had New York lawyers and they plead guilty to 2,000 felony counts, all having to do with the kiting. And at the time it looked like Hutton was on the rocks and they thought they ought to have an investigation by somebody to find out exactly what did happen so they could have a public showing of what happened and how they had cured it. So I was employed to do the investigation. It was one of the first big corporate investigations. It led us, in the law firm, to form a new section of the law firm called \"Special Matters\" that we still have that and it's, as you know, a private business. There's all sorts of corporate investigations going on in the country. \r\nSHIPP: All patterned after that E.F. Hutton investigation, right? \r\nBELL: Yeah. Yeah. \r\nSHIPP: You came out with a finding, almost like a court, right? \r\nBELL: I did, yeah. And had a press conference and announced--they asked me to make it public, have a press conference. Some of them didn't want to have any, publicity to what you find but most of them they will, they don't mind it. Dow Corning was one. Exxon Valdez was a big one. \r\nSHIPP: So, Exxon Valdez, there is still a ripple effect from that case going on. \r\nBELL: There're still arguing about the punitive damages verdict. That's still going on. \r\nSHIPP: And you were representing Exxon and-- \r\nBELL: I was representing to do the investigation, not in the litigation, subsequent litigation. My role was to find out what happened. And they had 14 shareholder suits pending against them and based on my investigation all of them were dismissed. So that part of it, that phase of it ended. \r\nSHIPP: Tolliver County, tell us about what happened there. \r\nBELL: Tolliver County was a small rural county near Augusta and it was a set up there. The Vice President of the Confederacy, Stevens home-- \r\nSHIPP: Little Alex. \r\nBELL: Yeah, Liberty Hall is in the capital of the -- I mean the county seat. And they had a swimming pool, there was a state park. Liberty Hall is in a state park. So the blacks wanted to use the swimming pool and they did. They gathered and had a march and used the swimming pool and this started--I was not present of course when this happened. I was down in Jacksonville holding court--I'll get to that in a minute. But this led to the school--they found out while they were there that they had been busing all of the white children over into the other adjoining counties and just left the public school black. So among other things Dr. King went over and he was, at one point, on the ground under a school bus so they couldn't move it. And they organized a move to get all the school children between Augusta and Atlanta to march on the capital. Judge Morgan and I were sitting on the bench in Jacksonville along with some other judge and Governor Sanders called me down there and said that they had a bad problem in Atlanta. He said the school children are about to march on the capital and there'd be thousands of people marching and he said, \"Arthur Bolden's here in my office and he tells me that there's a 3-judge district court case pending in Augusta arriving out of this controversy in Tolliver County.\" I said, \"I don't know anything about that.\" He said, \"Well you're the chairman of the court.\" I said, \"Well, the papers haven't reached me.\" He said, \"Well, we'd like to get an injunction against the march.\" I said, \"Governor, anything you want you'll have to file a motion.\" He said, \"Oh, we don't want to file a motion.\" I said, \"Well, you can't get any relief of that kind unless you file a motion.\" So that was the end of the thing. Well that day or the next day we got the papers on that case. And Judge Morgan and I both were assigned to Augusta. And they said they had an emergency because they'd put this twelve year old boy in jail for disturbing a worship and it moved him to Wilkes County for safe keeping. He's twelve years old. So the other Judge was Judge Scarlett, who was notoriously conservative as you remember. So, I called Judge Scarlett and said, \"Do you know the Sheriff of Wilkes County?\" He said he did. I said, \"Well, call him and tell him to transfer this prisoner back over there to Tolliver County. He's twelve years old, so he can get out on bond.\" Well he said, \"I couldn't do that.\" I said, \"Well then, meet us in Augusta in the morning.\" He said, \"I can't do that either.\" I said, \"Well, do one or the other. You either got to come to Augusta or you got to get him out of jail.\" So he got him out. And we got over to Augusta about a week or ten days later and started this hearing and the courthouse was full of people and they brought the twelve year old over and the sheriff and we started the hearing and it turned out to be a hearing about the schools. A real complaint was hauling these white children out of the county and leaving the schools black. So they had Charlie Block and Roy Harris and other--I've forgotten the other lawyers. But they all are great constitutional lawyers. And the case went on for about a week. Hollowell was there and Howard Moore. \r\nSHIPP: Who were black attorneys for the Civil Rights Movement? \r\nBELL: Yeah, right. The national press was there. Just scores of reporters, Reggie Murphy was a political reporter for the Constitution and he was there. And it finally dawned on me on what was going on. This was a setup where they were going to force us to put Mrs. Williams in jail. She was a school superintendent, a nice looking woman who was Judge Osgood Williams's sister-in-law here who was a judge in Atlanta. Her husband ran a drug store in this county. And so that was the plan. They were going to--we're going to order the children back, say they had to go to their own school and couldn't go to the next county. She was going to refuse that and then we'd have to put her in jail. And this was like a trap. So I sensed that and I during the night I woke up thinking what are we going to do here about this--have to do something. So I came up with the idea of putting the school board in the--the school system in receivership, making the state school superintendent the receiver. I asked Judge Morgan-- Judge Morgan and--Judge Carlton never did want to meet with Judge Morgan because he said he was a Disciple of Judge Tuttle who was another federal judge. \r\nSHIPP: Was that a way to say he was too liberal? \r\nBELL: Yeah. Meet with them separately. So Judge Morgan agreed to it and then I talked to Judge Scarlett and he said, \"I said I didn't want to put her in jail. And so I don't agree to it.\" So we entered an order, turned the school system over to the state school superintendent. Next morning in Savannah Morning News had an editorial in which they said that we were dictators. Judge Scarlett called me and said he wanted to get off the order. I said, \"It's too late. The order's been published and you can't get off after it's been published.\" So, that's the way they thing ended. And the state school superintendent took over and solved it. Now, never again was a school system put in receivership. But I'll bet you fifty times it was threatened. \r\nSHIPP: But that set the precedent and they knew what would happen. \r\nBELL: Yeah, they knew it could be done. When he got us out of there--later on Roy Harris, I saw Roy Harris at a meeting of the bar association and Roy said, \"Who's bright idea was it to put the school board in receivership?\" I said, \"Well, I had something to do with it.\" He said, \"I knew that. I knew you were going to figure that out.\" \r\nSHIPP: Now Roy Harris had been former Speaker of the House and was a big political king maker in the state and was one of the founders of the White Citizens Council. \r\nBELL: Right. Anyway, that was--and the whole thing finally wound down and ended in a-- I don't know what's ever become of the school system but the county's ninety-five percent black. \r\nSHIPP: Crawfordville, the county seat. \r\nBELL: The most humorous thing that happened in the trial was they brought an elderly colored man, a witness for some reason, and I asked him if he saw anyone disturbing the worship. Said he didn't. I said, \"Did you see any worship?\" He said, \"I never did.\" He said, \"There was a man there reading the bible.\" Said, \"He was a sign painter and he was standing out in the park reading the bible and that's the only religious thing I saw happening.\" I said, \"Is he in the courtroom? That man?\" He said, \"He's back there on the back row.\" I said, \"Which one is he?\" Said, \"The one with the shades on.\" (Shipp laughs) Fellow had dark glasses on sitting back there. That was a worship for which they had put the twelve year old boy in jail and sent him to the next county for safe keeping. \r\nSHIPP: Did you ever meet with Dr. King? \r\nBELL: I never did. \r\nSHIPP: You've never met Dr. King? You met with Hollowell and his attorneys? \r\nBELL: I just met with the lawyers, C. B. King from Albany was another one that was always coming to the office with some kind of paper. \r\nSHIPP: Who later ran for governor. \r\nBELL: Yeah. \r\nSHIPP: In 1970-- \r\nBELL: And Drew Days, that I appointed head of Civil Rights division at the Department of Justice was with the Ink Fund and he had more school cases than any lawyer in all the cases I had which is about 140. \r\nSHIPP: And the Ink Fund was the NAACP's legal defense fund, right? \r\nBELL: He was a fine young lawyer. And I settled a lot of cases between the school board lawyers and Drew. So I picked him out to run the Civil Rights Division and did a great job. He's teaching at Yale Law School now. \r\nSHIPP: Judge, we spoke earlier about Charlie Block who was a notable constitutional lawyer from Macon and also represented I think Southern Railroad. Tell us a little bit about Mr. Block and your relationship with him and (unintelligible). \r\nBELL: Well, he's a much older person than me, at the time, but he was a very respected lawyer that had a long distinguished career and he'd gotten off representing the governor in some of these--Governor Griffin and Governor Talmadge, was a big Talmadge supporter. And he became what we called a constitutional lawyer on the integration matters. And he was a great states writer and he thought that the states had retained more power than it turns out they had. And that was his philosophy. And he was also the General State Council for the Southern Railroad. And he had a wide litigation practice on that account; Southern Railroad did a lot of litigating in those days. So he was in the Tolliver County case, he's in many cases but I haven't--I was a judge in that case. And--along with Roy Harris and some other lawyers that I told you earlier. He also once came to see me to complain about Judge Morgan, a federal district judge and one of my colleagues. He said Judge Morgan had made the statement that, \"Southern Railroad ought to pay more than their share of the taxes because they were using up more than their share of the courts with their litigation stance.\" And I told him I was glad to talk with him but I hated to disappoint him but I agreed with Judge Morgan. I thought maybe they should. \r\nSHIPP: Because at that time Southern Railroad didn't settle any case. \r\nBELL: They never did settle any case and wanted to put everything in the court. That was just a light moment. But he was quite serious about his complaint, but I made a light moment out of it. \r\nSHIPP: How about telling us about the controversy of the confirmation of Judge Alex Lawrence and the estrangement that occurred, apparently, between Senator Russell and President Johnson. \r\nBELL: Judge Lawrence was probably among the top ten lawyers in Georgia. And he was nominated by Senator Russell to be a district judge--he was recommended as a [unintelligible] for nomination to be a district judge in Southern district of Georgia, Savannah. And Ramsey Clark was opposed to him-- \r\nSHIPP: Who was the attorney general? \r\nBELL: He was attorney general. He was opposed to him on account of a speech he made shortly after the Brown decision, many years before to the Daughters of the American Revolution in which he as speaking of the Brown decision said, \"Tyranny now comes--wears black robes.\" And Russell was pushing the nomination and went to see Johnson and finally, about it, and finally President Johnson overruled Ramsey and appointed Judge Lawrence. But the American Bar had turned him down. He was one of the best qualified judges there's ever been but the American Barr somehow noticed, committee they had, found him unqualified. So, the American Bar was asked to reinvestigate him and the lawyer from Chicago that they appointed somehow or another mysteriously came to my office at the court house and asked me if I knew Judge Lawrence and so forth and asked me to tell him--give him some names of people to talk to about Judge Lawrence. I said, \"Well, then tell me who was in interviewed the last time by the ABA.\" And he did. So I gave him some more names. And at that time he got well qualified. \r\nSHIPP: Had the right names that time. \r\nBELL: Yeah, but anyway, that just caused an estrangement between Russell and Johnson. There's been a book written about it and Russell was embarrassed by the way he was treated and told Johnson so and said he'd embarrassed him before the people of Georgia. So when the Abe Fortas Department Chief Justice came up Russell blocked it. And I was talking to Senator Eastland who's chairman of the Judicial Committee and he said that Johnson called him to eat breakfast at the White House and told him that he'd talked with everybody and said everything's all set and I'm going to make Porter chief justice. Eastland said he talked to Dick Russell. He said, \"Oh yeah, there's no problem with him.\" He said, \"There was this morning before I--saw him later this morning and he was very much against him.\" And it was all tied to this event of blocking Judge Lawrence. \r\nSHIPP: And he did in fact block him? \r\nBELL: He did block him, yeah. Fortas didn't get to be the chief justice and that knocked out Homer Thornberry who was judge on the 5th Circuit from Texas who was one of Johnson's little friends. He was going to take Fortas's place. So he didn't get on the Supreme Court. All this happened, and to confirm that, Gene Patterson who used to be editor of the Constitution went to the Washington Post as one of the editors. He told me that after Johnson got out of office he had a meeting with the editors. Happened to be in Washington, and he told them one of the most disappointing things happened to him because of one obscure federal district judge appointment and he recited all of this to the editors. And that's the end of the story but that's a historic event in the way the nomination and confirmation process operates. \r\nSHIPP: Well, you ought to know something about that. When you came up for Attorney General you were not exactly treated with kid gloves before the judiciary committee. Talk a little bit about that confirmation process. \r\nBELL: That was one of the most disappointing things I've ever had to endure and I never--I've always said I'd never stand for confirmation in any other office. The Senate has no due process. And they just grill you and grill you. Grilled me for two weeks. At the end of the first week Senator Byrd called me to his office and told me he wanted me to get rid of--to save the FBI job, keep the man in there who had it. I said, \"President's already told me to replace that man.\" He said, \"Well, I'm telling you don't replace him.\" I said, \"I have to do what the President says.\" He said, \"Well, I'll tell you what I'm going to extend your hearing for another week and everybody in the country will come out of the woodwork and testify against you.\" I said, \"Well, you do what you have to do because I'm going to do what I have to do.\" And that's what he did. \r\nSHIPP: And in fact a large number of people did testify. \r\nBELL: Right. Including Julian Bond and a number of people they found here in Atlanta. And they--after one day of that I asked Senator Eastland who was Chairman if I could be excused so I left and I didn't stay in the Senate the last four days. I didn't want to sit there and have these people--I went back then to see if they had any questions they wanted to ask me. \r\nSHIPP: We spoke earlier about you being on the short list for the Supreme Court several times. Do you think you would have had to endure that same kind of grilling? \r\nBELL: Oh, absolutely. That was--until the Boyt and Thomas hearings I think mine was one of the worst. \r\nSHIPP: And you were not represented by counsel? \r\nBELL: I didn't have any lawyer. I just sat there by myself. I didn't have any dolts and didn't have anyone sitting with me. \r\nSHIPP: And you had no security. \r\nBELL: No security. \r\nSHIPP: Tell me why you had no security, not much while you were Attorney General, tell me why you-- \r\nBELL: I had a car, and I had a driver. And that's all. And somebody asked me why I didn't want security and I said, \"Well, I've been a federal judge in the south and I've spent many hearing days in Mississippi and Alabama and places like that. Nobody's ever bothered me yet so I don't believe I'm going to be bothered in Washington.\" And so I never did have any security. \r\nSHIPP: It's my understanding, you tell me whether I'm accurate or not, but the entire Georgia delegation with one exception, supported you for Attorney General-- \r\nBELL: Right-- \r\nSHIPP: And Congressman Carl Vinson had some reluctance? \r\nBELL: He had his own candidate. And he was holding out. I think it was first--the senators recommended three of us and they told me that they told Bobby Kennedy, the Attorney General, to take their recommendation in alphabetical order but they were for the first name, that's me. So nine members of the House were asked by the Justice Department which one they favored and nine of them voted for me. Senator Vinson, Congressman Vinson voted for another man from Macon and it looked like he was going to block me after he didn't get it. He got upset about it, apparently. So Mr. John Sibley came into my office at the law firm said, \"I'm going to ride the train. I'm going to get the train, go up there and talk to Carl Vinson about this.\" And he said, \"He shouldn't be holding you up.\" They were friends from Milledgeville. Mr. Sibley moved to Atlanta from Milledgeville. And he came back and said he's going to withdraw his objection, he's going to support you too. So I finally ended up--but ordinarily you don't ask House members. This is unprecedented at the time. \r\nSHIPP: But Vinson had been there so long that he was the Dean of Washington. \r\nBELL: And President Kennedy's been on his committee when he was in the congress, in the House. And he was a father-figure to a lot of these people. He's a man of great influence. And he probably, if he hadn't withdrawn his objection I probably wouldn't have gotten that appointment. \r\nSHIPP: Moving back again, tell me a little bit about your association with Frank Myers in your native Americus when you-- \r\nBELL: Frank is a lawyer in Americus; he's retired now. We grew up together. He was a Navy pilot during World War II and when we got back a lot of us decided we'd go to law school. And I was going to Georgia, he went to Georgia, and I was on the way to Georgia and on the way there--I had planned to go to Mercer before the war. I stopped in Macon to see if and ask the Dean if he could get me a job in a law firm while I was going to school. And he said if I made good grades the first quarter he'd guarantee me a job. At the time I didn't realize how many -- they hadn't reduced any lawyers during World War II so everybody needed a lawyer but I didn't know that. And he got me a job; he was true to his word. Frank went on to Georgia and we kept up with each other and then at one point we decided we'd open a law office together in Americus. And Frank is a person I admire greatly because when he opened his office he said that, \"I'm going to never turn anybody down who needed representation.\" And he took some of the worst cases and he's almost like the lawyer in To Kill a Mockingbird. I mean, he took cases that you can't imagine what some of them were like, you know, representing a black who was accused of raping a deputy sheriff's daughter and he got an acquittal. That kind of a case. \r\nSHIPP: In South Georgia? \r\nBELL: Yeah. He just had a successful life and his health finally failed and so he'd been up to Duke two or three times and they told him he had to retire so he retired. But he was--he defended [unintelligible], some of the people out there. He'd take on popular causes. Not too many lawyers in small towns want to do things like that. \r\nSHIPP: Going back to the early part of your-- \r\nBELL: You have to admire--I really admire lawyers who do things like that, who will take on popular causes. Mr. Hughes Spalding would do the same thing in Atlanta. He took the case of Dr. Clements when he was elected to the school board and the city Democratic Committee claimed he was a communist. \r\nSHIPP: I remember that. \r\nBELL: Yeah. Judge Walden, Colonel Walden came up there to see Mr. Spalding said, \"I need you to help me.\" He took the case. He'd do things like that. He thought it was part of a lawyer's duty and Frank Myers is a lawyer that cut. \r\nSHIPP: When you went to Mercer you went four quarters passed the Bar and started practicing, is that correct? \r\nBELL: Yeah. Well I also continue to go to school. \r\nSHIPP: And you were with the City Attorney at Warner Robbins at the same time? \r\nBELL: I was but I had to get me a degree. \r\nSHIPP: Fast forward again to the time you were Attorney General with Carter. During that three of three and a half years you served in that administration. What was the most difficult thing you faced during that time? \r\nBELL: I really never had a case that I thought was all that difficult. I guess it's because I'd had all these hard cases as a Federal Judge. By comparison, I never ran across anything quite--that was any tougher than what I'd already been used to. But I found the morale of the department was so low. It was shortly after Watergate and I perceived that my highest and best use would be to restore the morale of the department. So I spent a lot of time doing that. I created a special office for improvements in the administration of justice. Brought some professors in to work on that and we were able to get a lot of things done that couldn't do. The courts can't lobby. The Congress frowns very much on a judge lobbying. And so a lot of the things that we did in that office the Supreme Court would ask us to do, or the Judicial Council of the United States--or conference, judicial conference of the United States which is headed by the chief justice and some lower court judges. \r\nBELL:--and some lower court judges. And we reformed the bankruptcy laws and we created a magistrate and made that into a more meaningful office. Created a court in Washington, special court of appeals that handles patent cases. Did a lot of things like that. And then I was able to get a recruit, Judge William Webster to run to the FBI, got the FBI in good shape. Changed the mission of the FBI, stop chasing car thieves and bank robbers and started getting into more sophisticated things. And it just a period of time where things needed change and we were able to make changes and restore the morale; morale went way up. \r\nSHIPP: In 1980 you led the American Delegation to the Conference on Security and Cooperation in Europe and you served as co-chairman of the Attorney General's national task force on violent crime? \r\nBELL: Right. \r\nSHIPP: At that time did you have any idea that we would be facing the kind of international terrorism that we face now? What were the matters that you dealt with mostly? \r\nBELL: No, never could--we had all these, we had thirty-four nations represented at this conference in Madrid. And nobody thought anything about any terrorism. And we had spirited debates and I had to make a speech against Soviet Union, course that was what's going on those days. They made one against us. Every head of delegation made a speech. In fact, one of my most humorous stories that happened happened at that meeting. The--we had simultaneous translation. The head of the British Delegation told me he couldn't understand a thing I was saying on account of my accent. So he switched to the French channel and had no problem after that [BOTH laugh]. But terrorism was not mentioned. We couldn't start the meeting because it--a continuation of the meeting, I think the last one was at Helsinki and Parliamentary devices of the Soviets kept us from starting the meeting. And finally the Prime Minister of Spain had us come over to his office, it's 4 o'clock in the morning. We'd been up all night trying to start the meeting and broke the log jam and we got started at 5 a.m. My wife was with me and when I got back to the hotel she said, \"Have you gone crazy? Where have you been?\" [SHIPP laughs] But there wasn't any terrorism in the air then. Nobody thought anything like that. \r\nSHIPP: Cold War still going on. \r\nBELL: Cold War was it. We seem to have to have a preoccupation with something. Right now terrorism is a big thing. \r\nSHIPP: You were a life-long democrat, very active democrat. Very enthusiastic and very successful democrat yet when President Bush the elder started running for office you supported him and you were a key advisor to him and you had represented him in Iran Contra. Would you talk about that relationship some? \r\nBELL: Yeah. I've forgotten, who'd he run against? Dukakis. \r\nSHIPP: He ran against Dukakis and he ran against Mondale. \r\nBELL: Yeah. The first time -- no Mondale ran against Reagan. \r\nSHIPP: That's right. Right. He ran against Dukakis in '88. \r\nBELL: Yeah, that's when I voted for President Bush but I didn't take any active role. I don't think I told anybody I voted for him. Didn't--made no public announcement of it. But I met President Bush when he was head of the CIA and I was Attorney General. And he called me to ask me to get him relieved because he was embarrassed to be up there with all the democrats. Said, \"All my friends are gone and I'm still stuck out here at the CIA. See if you can't get something done.\" Well, we'd had a delay in picking the head of the CIA because President Carter had in mind a man who it turned out was a conscientious objector in World War II and ten senators called me over to the meeting and told me to tell President Carter they didn't want to embarrass him but they couldn't confirm him. So he had to find somebody else then. So there was a delay. So that's when I met President Bush the first time, and I liked him. And then while he was President I happened to be in Washington for some reason and I was in the White House and I was told that President Bush wanted to see me. He knew I was in the White House. So I went up to his office, the oval office and he started he said, \"Where'd you get such a sun tan?\" I said, \"Well, I've got a house at Sea Island, I've been out in the sun playing golf down there.\" He said, \"I went there on my honeymoon. I never have been back. I'd like to go back.\" Said, \"Get me up a golf game and I'll stop there on a trip somewhere.\" Well it turned out he and Barbara finally decided they'd come down for the weekend. So they came down and stayed at the hotel and first time they'd been back since their honeymoon. And then one other time I did something with him-- \r\nSHIPP: How'd you get involved in the Iran Contra? \r\nBELL: I'm going to tell you. I was playing golf. I'd been reading about it in the newspaper and I was down at Sea Island playing golf and I got a call and a messenger came out on the golf course and said, \"The White House is calling you.\" And I said, \"Well, hit the ball, let's go. I don't ever respond to the White House. They got to have a name before I'll call back. Hundreds of people working at the White House.\" So these guys I was playing golf with sort of startled that I didn't rush in. Well we got in about 45 minutes later and I returned the call and said, \"President Bush is looking for you. He wants to talk to you.\" Of course I felt terrible then. Still I hadn't called in to begin with. But he said, \"I've got a problem here. Iran Contra--the special prosecutor Judge Walsh has named me now as a subject of his investigation after I gave these pardons and I'd like to get you to represent me.\" Said, \"I've been using Boyden Gray because he was the White House counsel but I need some outside advice.\" So I went on up there and started representing him and we got, found a way out of it. Turned out he had a diary that he'd been producing all these records he forgot to produce a diary that he'd kept a short period of time, two-three years earlier when he was Vice President. That got to be a big point of controversy with Ward and had some personal references in it. I wouldn't produce it unless he'd let me redact those things and he wouldn't do it and I finally compromised it by letting Ward read it and then he gave up, we got that part of it settled. And then he dropped the charges later. \r\nSHIPP: Well, now, when President Bush the elder ran against Bill Clinton, where were your support and sympathies? \r\nBELL: Oh, I supported President Bush by that time. I did it for a simple reason, I didn't think Clinton was qualified. He'd only been the governor of Arkansas. He never worked in Washington a single day and it blew my mind that he could be as qualified as Bush was who had all this foreign policy experience, CIA experience, and whatnot. It turned out Clinton had been studying all his life, I guess to be President and he knew a lot about Washington even though he hadn't been there. But, I didn't support it. \r\nSHIPP: But then four years into that he ran against Senator Dole-- \r\nBELL: And I represented Dole. \r\nSHIPP: You represented Dole? \r\nBELL: I didn't represent him, I helped him. \r\nSHIPP: So you, by that time, had pretty well left the Democratic Party? \r\nBELL: Yeah, I introduced Senator Dole to the students at Georgia Tech the weekend before the election. \r\nSHIPP: And then-- \r\nBELL: Told them if they would elect him they would have a drug-free White House. [That] got the biggest hand of the night. Bigger hand than he got. (Shipp laughs). \r\nSHIPP: Then you represented George W. Bush when he was elected and you were involved in the Florida election controversy. Tell us about that. \r\nBELL: Well I didn't do much down there. Jim Baker was actually the lawyer in charge of all the other lawyers. And they assigned me to go watch the ballot counting in Palm Beach, which I did. It seemed to me that they were doing a pretty good job at Palm Beach and so I reported back and I went in to talk with the three election officials. First thing they wanted to do was get my autograph. \r\nSHIPP: Must have made the other side a little nervous. \r\nBELL: Yeah. We were--anyway, we had a nice visit. They showed me what they were doing if a ballot had any votes where the hole was punched all the way through they counted that ballot because that indicated to them the person knew how to vote and that the machine was working. I thought that was the way they should have been doing it in Fort Lauderdale and these other places, which they weren't doing because we sent people to Fort Lauderdale and they were not doing that. And then I went over to Tallahassee later on and met with Jim Baker and went over some briefs that were being filed and then I--when the case got in the Supreme Court I represented some think tank, I've forgotten who it was, I think it was maybe one run by-- \r\nSHIPP: Who--it wasn't Hudson or Kato? \r\nBELL: No, it was another one. What's the preachers name down there? Robertson? \r\nSHIPP: Robertson, right. \r\nBELL: Robertson, it's one they back. I've forgotten what it is, anyway they employed me to file amicus briefs and we had a young lawyer in the Washington office that did most of the work on the briefs and he's a young man now who's a Deputy Solicitor General, argues in the Supreme Court all the time. But we filed two or three different briefs for that group. That was a client. \r\nSHIPP: Coming forward a little bit, you also were an advisor to Defense Secretary Rumsfeld on military tribunals and of course-- \r\nBELL: On the rules. \r\nSHIPP: On the rules and of course that is suddenly back in the news big time, military tribunals and the treatment of prisoners and everything. Discuss your role in that matter and discuss your views. \r\nBELL: Well we made the rules for the military tribunal and so far they have not had a single trial and it's designed for the Guantanamo prisoners about--I don't think there's any complaints about them. And I've now been appointed to the review panel of the military tribunal which is like the court of appeals, the same work I used to do. \r\nSHIPP: Right. \r\nBELL: For those same Guantanamo cases whenever they're tried. They haven't been tried yet, so there's nothing to do and I have not been sworn in but when I am sworn in I told them I'd be glad to do this as a volunteer, you know, not charge the government for doing it. They said, No, this was a military tribunal. You had to be an officer in the military to serve on the review panel. So I'm going to be made a Major General, commissioned as a Major General to just to do this appellate review work. \r\nSHIPP: Well you served in the army you came out a Major, is that right? \r\nBELL: Major. Right. \r\nSHIPP: In World War II? \r\nBELL: It's a big jump in rank. (BOTH laugh) I recently had to go to Walter Reid Hospital to get examined. \r\nSHIPP: To go back to the military (Shipp laughs). \r\nBELL: I think--I'm sure they had to give me some waivers on many of my ailments, but I don't think it's going to take more than two or three months to do this. Once they have a trial. They never have had a trial yet. \r\nSHIPP: What's your view of all the controversy going on now about the treatment of prisoners and talk about the Geneva Convention and-- \r\nBELL: Well, you know, I don't really want to say much about that because I'm not--I haven't studied the law of war yet and I have to get up to date on all those things. But the rules that were made up for the Guantanamo prisoners are good rules. They're almost the same, almost as good as soldiers get, our own soldiers get. And the review tribunal I've seen those rules and we can actually reduce sentences. We can't increase them but we can reduce sentences. And then we can be overruled by the President and I'm assuming that means the Secretary of Defense as well since he works for the President. So it seems to me that's a good system. Now those people over their--they're holding in Iraq, some of those people will be released, some of them will be tried by the new Iraqi government. I haven't heard anything about any of them being tried by the U.S., same with Afghanistan. The only one I've heard anything about being tried are the ones in Guantanamo. Now running those prisoners overseas that's a whole different story there, trying to get information out of them and what they did to them. \r\nSHIPP: The other big major recent controversy you were involved in was a committee that studied what happened in the Robert Hanssen case. Robert Hanssen being the chief FBI counterintelligence man who turned out to be a Russian spy. \r\nBELL: Not only was he a spy, he caused several Russian people that were helping us in Russia to be put to death. He should have got the death penalty himself. \r\nSHIPP: What did you determine in investigating--the method of handling that case? \r\nBELL: Well, there's a written report so I'm not telling anything I shouldn't tell, a public report that we made, the seven of us under Director Webster who was the Chairman. All of us had experience in this sort of thing. This man was paid to be a Russian spy. His wife found out about it and objected and made him go to a priest. And this was over a ten year period. He went to the priest and confessed and the priest told him just don't spy anymore but give the money they paid you, you've got to give that to charity. That's all that happened. Wife went and told a brother who was an agent about it. And the brother reported it to the special agent in charge in this particular office which I think was in Chicago as I remember it. And they did nothing about it. This man, he was in the intelligence end of the FBI and he was seeing all the secrets and knew who all our people were who had given us information. He had access too all that kind of information and he's feeding it back to them, so he quit spying for about three years. But of course they knew him and knew how to get in touch with him. They got in touch with him again and he decided he'd start again and he by that time he had a wife and seven or eight children but he had a girlfriend and he was getting money for her. And they finally caught him, but it was a lack of controls. \r\nSHIPP: Judge, a few years ago and I believe it was in the Reagan Administration or the first Bush Administration the CIA operative named Eugene Hasenfus fell into the hands of the communist regime in Nicaragua and they were about to shoot him and you wound up representing him in his trial. Tell us about those harrowing days. \r\nBELL: Well the, one of assistant Secretaries of State, well--earlier than Hasenfus was from Wisconsin, I've forgotten the name of the smaller town but not Milwaukee but he had a lawyer up there. His family got a lawyer after he was captured and the state department, assistant secretary for Inter-American Affairs, Latin American Affairs was in the matter and there's two of them. One or the other called me at my house at Sea Island to see if I would take the case and go down there and get him out. I recommended they get former Vice President Mondale of Cyrus Vance. Mondale told them that it wasn't his type case. And Vance told them he had to go to Europe. So he called me back and they said they're getting ready to try him for Kangaroo court, probably going to execute him. So I said, \"Okay, I'll go. I'll do it.\" My wife heard all this. She thought I'd gone crazy. And so I did and you know [unintelligible] went with us. And I got one lawyer from the law firm and then a young lawyer in Atlanta named Taylor Boone was in church at Sunday and the preacher was preaching a sermon on something to help other people so he was sitting there and he thought, \"Well, you know I ought to go help on the Hasenfus case because I speak fluent Spanish. Probably Judge Bell can't speak Spanish and I might be of some help.\" And he had some experience in foreign law practice. So he volunteered to go so that was a team, plus a lawyer from Milwaukee. And we all went down there and we did pretty well the first week as you recall. They--we stayed in the hotel. Didn't get shot although there was young people with AK-47's all over the place. We were trying the case to some extent in the media, particularly television. And Ortega, the dictator, while we were there went out to the Coca-Cola plant which they'd taken over but this was symbolic. Made a speech about Senor Bell being there to represent Hasenfus. Said, \"Senor Bell is a rich lawyer. Hasenfus is a poor man. Who's paying Senor Bell?\" And the crowd would shout, \"Reagan, Reagan [with Spanish accent pronounced Ree-gen]\" meaning President Reagan. Course I wasn't being paid at all. Never was paid. But it was a volunteer thing. But Ramsey Clark had gone down there and gotten there ahead of me and they put him up in the finest suite in the hotel and he told them that I was working for the CIA. And of course that poisoned the water before I could even get started down there. And then they set the trial for maybe two weeks later, something like that. When I got back down there the second time they took my luggage and I didn't have any clothes for three days. They wouldn't let me use the hotel. I had to go stay with the Ambassador to Ambassadors residence and we went to the trial, I can't remember, we went to trial the first trip or the second trip but it was bad. Anyway, they never did execute him. They had him--convicted him, had him in jail. Wouldn't let us talk to him and I came back home thinking this was just a failure. Senator Dodd from Connecticut called me up and said he was going down there that as a young man he was in the Peace Corps in Nicaragua and he wanted to know if I would object to him interviewing Hasenfus. He was going to ask Ortega to go to prisoner and interview Hasenfus. And I said, \"No, that'll be fine. I hope you can interview him.\" But I said, \"While you're down there if you'll tell them you need him as a witness against, in the Iran Contra investigation they might let him go.\" So he said he'd try that. And that's how he got out. And then never used him as a witness. It turned out in the hearing they didn't need him. But he did--they did release him and we had--I sent a lawyer to Miami to meet him when they brought him into Miami. \r\nSHIPP: And he later returned home and had more children, one of whom he named for you. \r\nBELL: Name, well, for the three of us: Warner Hayes, Taylor Boone, and me. He was--he's got three names, three given names. It's an exciting thing and one of the interesting side stories is Dr. Lowery who is head of the Southern Christian Leadership Conference was invited to come down to witness the trial. Ortega called him and said they needed somebody to come who would testify that the trial was fair, that sort of thing. So Dr. Lowery, unbeknownst to Ortega Dr. Lowery called me to see if he ought to go. So I suggested he go. And then they put him in the hotel but they wouldn't let me meet with him. That was the second week. But he had Reverend Oswell with him who was Mrs. King's first cousin. He worked for SCLC as well. And he would meet with me and tell me what was going on. And that was quite helpful. Dr. Lowery was helpful and when he was released I gave Senator Dodd and Reverend Lowery all the credit for getting him released. And Dr. Lowery called me and asked me if I wanted to run for office. I told him I did not and he said, \"Well, if you do I can get you lots of votes.\" Said, \"You're the first person that's ever given me credit for anything.\" (laughter) \r\nSHIPP: You mentioned Dr. King and before we started the tape here you mentioned two of the great national mysteries, one being the assassination of President Kennedy that Senator Russell certainly had some doubts about the conclusion and I believe you said that--when you were I the Justice Department as Attorney General you reopened or had reinvestigated the assassination of Dr. Martin Luther King, Jr. \r\nBELL: I did, yeah. It had been, I think it had been investigated twice before but I ordered them to reinvestigate because I could not believe that a person who had been at school through third grade, been in prison most of his life could escape from prison, end up with an automobile and a rifle and have a passport. He could go to Canada and ended up in London. How all that could be done by one man who just escaped prison. So I thought there was somebody else in it. Well we never found out who it was. And that, to this day, nobody knows who it was. \r\nSHIPP: Same conclusion. \r\nBELL: Yeah. \r\nSHIPP: Is there anything-- \r\nBELL: One more great mystery to me is Deep Throat. I always had an idea that somehow or another Russians were mixed up with the Deep Throat. \r\nSHIPP: Deep Throat was the confidential source of the Washington Post who broke Water Gate. Who do you think Deep Throat was? \r\nBELL: Well, I suggested to the CIA that the Russians may have been tapping the phone lines and picking up the recording since Nixon was recording everything. And they said, \"Oh, that's impossible. That didn't happen.\" But I believe it could have happened and I thought maybe they were feeding the information back out. \r\nSHIPP: To the Washington Post. \r\nBELL: Yeah. \r\nSHIPP: And those two reporters are still famous and became millionaires or multi-millionaires on the basis of that. \r\nBELL: Yeah. And nobody knows yet who Deep Throat was. Never have told, but if it was the Russians it was the greatest foreign intelligence cue in the history of the world. They broke down the government of this country. \r\nSHIPP: Couldn't you also argue that terrorist were largely responsible for ending Carter's political career also? \r\nBELL: Oh yeah. The Iranians. \r\nSHIPP: You're an old Mercer man but in 1998 you were the 73rd recipient of an honorary Doctor of Laws degree at the University of Georgia. I'd like to mention that since we're doing this under the auspices of the University of Georgia and then earlier this year you received the Atlanta Bar Associations highest honor. In looking back over your very distinguished career and having seen so much history. What do you think was the high point and the low point of some of--where did things really change and where did we start into the modern era we are now? \r\nBELL: I think in my generation I feel like I was born with one foot in the old South and one foot in the new South and I think that was the dividing line. And it probably came from people who served in World War II. We frequently we're called the Greatest Generation but we were the first generation of Americans that got college degrees. And I think that had something to do with it. And the generation before me just couldn't handle the changes that we had to go through. It was too much for them. And I think it was my own generation that had brought about the changes. I think of all the people who were in the Vandiver Administration, all the young people, we were young then, and how we saw things differently. I know the first time I ever reflected on the fact that--of the kind of school we gave the blacks it struck me that this kind of thing can't last. They're really getting a second-rate education while the whites are getting much better education. And once you start seeing things like that, you know, you know what's going to change. And the question is how do you change? How can you bring about change? How can you adjust to change? And I think amongst the greatest things my own generation has done is adjusted to the change and lead into change. That would be the way I'd come out. \r\nSHIPP: Well, we've moved now into a generation very few of whom have had any military experience or traveled as widely as your generation. We seem to be--some people say we're sliding back into a very conservative, maybe even towards an isolationist era in public opinion, what do you think of that? \r\nBELL: I think, well, I think the way we're reacting to Iraq we got two things going on at the same time. We got terrorism in the background but we're trying to spread democracy, spread human rights and there's a price you have to pay to do that. And we're paying the price in Iraq. But Iraq is, on a grand scale, maybe one of the most important things ever done because if we could settle out the problems of the Middle East the terrorism problem would go away. The Palestinian-Israeli problem would be solved and all that part of the world, given the fact that modern communication, is like being next door. We have to deal with those sorts of things. I think Iraq is a key and but it has to be done successfully. We have to have the staying power. We just can't cut and run every time we have a problem. And we got in there now we need to stay in there until we get it straightened out. I went back and was reading a biography of General McArthur and they brought up in the beginning the fact that his father failed in the Philippines after--the Spanish gave us the Philippines in the Spanish-American war. Course they had so much problem with the natives, former terrorism and sent General McArthur's father there to command it, straighten it out. He failed. In two years he hadn't straightened it out. They then sent William Howard Taft who later became President but at that time was a U.S. Circuit judge over there as a Civilian Administrator. Took three more years, took five years to ever get the Philippines straightened out. It may take that long in Iraq and we have to have the patience to do that and I'm not certain the younger generation is for that. I don't know if they have that much staying power. Course, they haven't had that much experience. They don't think in long term ways and I think even the television has something to do with that. We have instant news. We don't have any reflection. We don't think deeply. We don't read deeply. And I think that is all bad. \r\nSHIPP: Are you optimistic about the future? \r\nBELL: I am. \r\nSHIPP: Are you optimistic about the South? \r\nBELL: I'm optimistic about the South particularly and I see part of the country almost socialist way taking care of people. But I think the South and the West are the great hopes. And I think we'll find some leaders. I think we don't have as many leaders as we should. For some reason, I don't understand why we don't have more leaders. I think polling has something to do with it. Polling keeps you from leading. It gets you where you won't take a risk. And big business people that start new business, that sort of thing. They take risk. You take--we're taking a risk in Iraq. And it's costing a lot. But I think you have to have somebody that has a vision to see those sorts of things. And we have certain institutions that are ineffective. United Nations is ineffective. It's good for some thing but it's certainly not good as a peacekeeper. It's not good as somebody to keep order. And NATO should be expanded I think. I think the President may be working in that direction. But you don't just have to have European countries. There's other countries that we ought to get into something like NATO and they ought to be people who will help with the hard things and then we ought to have somebody that maintains the peace. We ought not to have to do both. And we need to work toward that way. Another thing I don't think we're doing is I had high hopes that President Bush and Putin would get together and deal with the Israeli-Palestinian problem. The Russians have great influence in the Middle East. They're not doing anything. They need to be brought into the equation. If you had Bush and Putin cooperating on the same problem we'd get it solved. \r\nSHIPP: Going back to your days as a young man in the Vandiver Administration with a solid south, solid democrats. Did you ever think you'd see the day we were the solid again and a solid republican? \r\nBELL: No I never did. You know, Reggie Murphy's got in his biography of me the story of my mother when I went to see her about--to tell her I was going to be the Kennedy Campaign manager and that he was a Roman Catholic. She's granddaughter of a Baptist preacher and I was worried about what she says and what she thought about it. And she said, \"I already knew about it. I read it in the newspaper.\" And said, \"I thought about it a lot and I'd rather you support a Roman Catholic than a Republican.\" (Shipp laughs) \r\nSHIPP: Our very patient and gracious guests today has been Judge Griffin B. Bell who is one of the more remarkable citizens to be produced in the Georgia political arena and in his 50 years of practicing law in public and private life who has probably seen more and participated in more history than any other Georgian that I know. Thank you very much Judge Bell. \r\nBELL: Good. I've enjoyed it. \r\n[End of Interview]  \r\n "},{"id":"tws_33969_34120","title":"Samuel Hollis, General Executive Assistant to Mayor Edmund Orgill, 2004","collection_id":"tws_33969","collection_title":"Everett R. Cook Oral History Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2004-06-14"],"dcterms_description":null,"dc_format":["application/msword","image/png","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/289914428"],"dcterms_subject":["Oral history","Interviews","Memphis (Tenn.)","Civil rights","Political science"],"dcterms_title":["Samuel Hollis, General Executive Assistant to Mayor Edmund Orgill, 2004"],"dcterms_type":["Sound"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/34120"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Orgill, Edmund"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1411","title":"Report: ''The Status of the North Little Rock School District Implementation of its Desegregation Plan,'' Office of Desegregation and Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["2004-06-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School management and organization","School buildings","School facilities","School employees","School enrollment","School discipline","School integration","Student activities","Student assistance programs","Student suspension"],"dcterms_title":["Report: ''The Status of the North Little Rock School District Implementation of its Desegregation Plan,'' Office of Desegregation and Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1411"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["116 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1765","title":"Court filings regarding Little Rock School District's (LRSD's) and Joshua intervenrs' proposed findings of fact and conclusions of law, Pulaski County Special School District (PCSSD) motion and memorandum regarding Majority to Minority Transfer Program (M-to-M) disagreement, and Arkansas Department of Education (ADE) project management tool.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2004-06"],"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","Education--Arkansas","Arkansas. Department of Education","Project management","School districts","Little Rock School District","Joshua intervenors","Educational planning","Office of Desegregation Monitoring (Little Rock, Ark.)","African Americans--Education","Education--Evaluation","School discipline"],"dcterms_title":["Court filings regarding Little Rock School District's (LRSD's) and Joshua intervenrs' proposed findings of fact and conclusions of law, Pulaski County Special School District (PCSSD) motion and memorandum regarding Majority to Minority Transfer Program (M-to-M) disagreement, and Arkansas Department of Education (ADE) project management tool."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1765"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["45 page scan, typed"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\u003e   \n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n \n\n \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n \n\n\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eCourt filings: District Court, Little Rock School District's (LRSD's) proposed findings of fact and conclusions of law; District Court, the Joshua intervenors' proposed findings of fact and conclusions of law concerning the Little Rock School District's (LRSD's) implementation of the compliance remedy; District Court, combined Pulaski County Special School District (PCSSD) motion and memorandum regarding Majority to Minority Transfer Program (M-to-M) disagreement; District Court, Little Rock School District's (LRSD's) response to Pulaski County Special School District's (PCSSD's) combined motion and memorandum regarding Majority to Minority Transfer Program (M-to-M) disagreement; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    IJ\\T THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KJ--fIGHT, ET AL RECEIVED JUN - 8 2004 orr,.1~r!ilf DESEGREiiAk,, .,/i~~mmtro LITTLE ROCK SCHOOL DISTRICT'S PLAIJ\\TTIFF DEFENDANTS IJ\\TTERVENORS IJ\\TTERVENORS PROPOSED FINDIJ\\TGS OFF ACT AND CONCLUSIONS OF LAW For its Proposed Findings of Fact and Conclusions of Law, the Little Rock School District (\"LRSD\") states: Proposed Findings of Fact 1. On September 13, 2002, the District Court found that LRSD had substantially complied with its Revised Desegregation and Education Plan except with respect to  2. 7 .1 of that Plan. The Court therefore declared that LRSD is a unitary school district in all other respects but set forth a compliance remedy to address LRSD's failure to substantially comply with  2.7.1. Memorandum Opinion, September 13, 2002. 2. LRSD promptly developed a proposed Compliance Plan designed to assure its compliance with the Court's compliance remedy. LRSD provided this proposed Compliance Plan to all counsel in the case and to the Office of Desegregation Monitoring on October 4, 2002. The Page 1 of 10 LRSD Board approved the Compliance Plan on October 10, 2002. The Compliance Plan addresses - each aspect of the Compliance Remedy. 3. LRSD received responses from the Office of Desegregation Monitoring and from the Joshua Intervenors concerning its proposed compliance plan. OD M's response, dated October 10, 2002, was in the fom1 of\"observations and questions.\" LRSD responded to each observation and question on October 11 , 2002 in a letter from LRSD lawyer Clay Fendley to all other counsel and Ms. Marshall. LRSD provided a detailed response to Joshua's concerns in a letter dated October 25 , 2002 from Clay Fendley to all other counsel and Ms. Marshall. LRSD concluded its response to Joshua with the following paragraph: 4. If Joshua continues to have concerns about the LRSD's Compliance Plan, Joshua should consider this the LRSD' s written response to alleged non-compliance in accordance with Revised Plan  8. Pursuant to Revised Plan 8.2.4, Joshua has 15 days of receipt of this letter to submit the issue to ODM for facilitation of an agreement. Paragraph A of the Compliance Remedy requires that \"LRSD must continue to assess each of the programs implemented under  2. 7 to improve the academic achievement of AfricanAmerican students.\" LRSD met this requirement by preparing comprehensive evaluations of its elementary and secondary literacy programs, and its mathematics and science programs in accordance with its Compliance Plan. 5. Paragraph B of the Compliance Remedy requires that \"LRSD maintain certain written records regarding its assessment of each program, including the written criteria used to assess each program, the results of the annual assessments of each program, and the names of the administrators who were involved in the assessment of each program.\" LRSD has maintained the required records in accordance with its Compliance Plan and much of the required information is set forth in the text Page 2 of 10 of the literacy and the mathematics and science evaluations. 6. Paragraph C of the Compliance Remedy requires that \"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.\" The Court held that \"all program evaluations that have already been completed by Dr. Nunnery or someone with similar qualifications and approved by the Board\" were acceptable. The deadline for preparation and approval by the LRSD Board of these program evaluations was March 15, 2003 . LRSD was required to use the program evaluations to determine the effectiveness of the programs and improving African-American achievement and in determining whether modifications to the programs should be made. 7. LRSD determined that the following evaluations were prepared with the help of outside experts and that, following Board approval, they would be acceptable to the Court: Early Literacy, Mathematics and Science, Charter School, ESL, Southwest Middle School's SEDL Program and Collaborative Action Team. These program evaluations have now been approved by the LRSD Board of Directors. 8. On November 4, 2002, Dr. Lesley reported to the LRSD Board, counsel for Joshua and ODM the status of LRSD's work to implement its compliance plan. Dr. Lesley noted that on October 24, 2002 the Board approved the 1999-2000 and 2001 PreK-2 Literacy Program Evaluation, which was completed with the assistance of Dr. Ross, and the 2000-01 Charter School Program Evaluation, which was completed by Dr. Larry McNeal. Joshua and ODM received copies of all of those evaluations. Dr. Lesley also provided to Joshua and ODM copies of the Collaborative Action Team Evaluation and the Southwest Middle School's SEDL Evaluation. Page 3 of 10 9. On December 3, 2002, Dr. Lesley wrote to counsel for Joshua and to ODM to let - them know that the Board would consider approval of the mathematics and science evaluations for the years 1998 through 2002 on December 19, 2002. Dr. Lesley provided copies of the program evaluation documents to Joshua and ODM. Dr. Lesley also reported to Joshua and ODM that, by the end of December 2002, six of the fourteen program evaluations listed on page 148 of LRSD 's Final Compliance Report will have been approved. 10. In accordance with LRSD's Compliance Plan, the remammg eight program evaluations listed on page 148 ofLRSD's Final Compliance Report were to be completed with the help of outside experts. Those evaluations are Extended Year Schools, Middle School Implementation, Elementary Summer School, HIPPY, Campus Leadership Teams, Lyceum Scholars Program, Onward to Excellence and Vital Link. 11 . LRSD contracted with Dr. Steve Ross, a program evaluation expert approved by the Joshua Intervenors, to prepare guidelines for the completion or revision of these eight evaluations. In late November, 2002, Dr. Ross prepared a document called \"Guidelines for Completing Eight Program Evaluations in the LRSD.\" Dr. Ross also consulted with Dr. William Moore and Dr. Larry McNeal, consultants who were selected to complete some of the eight program evaluations. See Agreement for Contracted Services between LRSD and Dr. Ross dated January 10, 2003. 12. In accordance with the guidelines prepared by Dr. Ross, Dr. Moore completed evaluations concerning the Middle School Transition and Extended Year Education; Dr. McNeal completed evaluations concerning Lyceum Scholars and Elementary Summer School; and Dr. Ross completed evaluations concerning Vital Link, Onward to Excellence, HIPPY and Campus Leadership Teams. Page 4 of 10 13 . All fifteen of the \"page 148\" Program Evaluations were approved by the LRSD Board - of Directors and were submitted to the Court on March 14, 2003 in accordance with paragraph C of the Compliance Remedy. 14. Some of \"page 148\" evaluations were of limited use to LRSD for various reasons explained by Dr. Ross and Dr. Lesley. For example, some of the programs had already been discontinued and the data available for some of the other programs provided a greater risk of producing a misleading evaluation result than a useful one. LRSD made the best use it could of the evaluations completed by outside experts in accordance with Dr. Ross' guidelines. 15. Paragraphs D and E of the Compliance Remedy require Joshua and ODM to monitor LRSD' s compliance with  2. 7 .1 of the Revised Plan. Joshua was also required to follow the requirements of 8 of the Revised Plan: Joshua must monitor LRSD's compliance with  2.7.1 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. Memorandum Opinion, September 13, 2002, p. 172. (emphasis in original) 16. On November 1, 2002, Joshua invoked the procedure set forth in  8.2.4 of the Revised Plan regarding the adequacy ofLRSD's Compliance Plan. Joshua presented the following arguments: a. LRSD was not planning to evaluate all of the programs it had identified to fulfill the requirements of 2.7; Page 5 of 10 b. C. The Pre-K-2 Literacy Program evaluation was not adequate for submission to the LRSD Board for approval; LRSD's plan for revising and completing the \"page 148\" evaluations was inconsistent with policy IL-Rl ; d. LRSD should not use its Developmental Reading Assessment (DRA) or obsen1ation survey as it had in previous evaluations because those are administered by teachers who have a potential conflict of interest; e. LRSD's external consultants should write the comprehensive program evaluations in order to avoid a conflict of interest inherent in internal program evaluations; f. Careful consideration should be given to implementation ofremediation activities as a part of the program evaluation process. 17. ODM responded on November 4, 2002 that the ODM associate monitor responsible for monitoring program evaluation in the LRSD was unavailable due to injuries suffered in an accident and that ODM would assist with facilitation of the dispute upon his return. The facilitation process began with a meeting at ODM on February 7, 2003. The second and last facilitation meeting was held February 28, 2003. Following that meeting, LRSD's lawyer provided additional information to Joshua on March 4, 2003 and Dr. Lesley provided additional information to Joshua on March 6, 2003 . On April 8, 2003 Joshua sent a letter to Clay Fendley requesting additional information. Joshua concluded the letter with the following sentence: As we are in need of deciding whether to raise any of these matters before the court, we would appreciate a prompt response to this letter. LRSD provided no response to this letter. The facilitation process had failed. Page 6 of 10 18. Joshua did nothing further to pursue the Compliance Plan issues in accordance with -  8 of the Revised Desegregation and Education Plan until March 10, 2004. On that date, counsel for Joshua wrote to ODM in an attempt to revive the issues Joshua had previously raised concerning LRSD's Compliance Plan. Joshua did not present any of its Compliance Plan issues to the Court in a timely manner as required by paragraph D of the Compliance Remedy. 19. LRSD's decision to continue to implement its Compliance Plan notwithstanding Joshua's objections is in accordance with the terms of the Revised Plan: Unless and until ordered to do otherwise by the District Court, LRSD shall be free to implement the programs, policies and procedures the party [Joshua] alleges failed to comply with this Revised Plan. Revised Desegregation and Education Plan  8.2.6. 21 . The LRSD contracted with Dr. Steve Ross to prepare comprehensive evaluations of the LRSD's elementary and secondary literacy programs. These evaluations, which were combined in a single report, were completed and approved by the LRSD Board in November of 2003 . The cost of the evaluation was approximately $100,000.00. 22. Dr. Don Wold, a program evaluator funded through LRSD's National Science Foundation Grant, along with Dennis Glasgow, Interim Associate Superintendent for Curriculum and Instruction and Vanessa Cleaver, LRSD's Director of the National Science Foundation Grant, authored the Comprehensive Mathematics and Science Evaluation. The Comprehensive Mathematics and Science Evaluation was completed and approved by the Board in December 2003. The Literacy and Math/Science evaluations were provided to the Joshua Intervenors and to ODM on January 12, 2004. The cost of this evaluation was funded by the National Science Foundation Grant. Page7of 10 23 . The LRSD substantially complied with its Revised Desegregation and Education Plan - and the Court's compliance remedy by implementation of its Compliance Plan. Proposed Conclusions of Law 1. LRSD properly incorporated the requirements of the Compliance Remedy in its Compliance Plan. LRSD's substantial compliance with its Compliance Plan is tantamount to substantial compliance with the compliance remedy. 2. Joshua challenged LRSD's Compliance Plan pursuant to  8 of LRSD's Revised Desegregation and Education Plan. After it was apparent that the ODM facilitation process had failed, Joshua took no action to bring the Compliance Plan issues to the attention of the Court. Joshua failed to present to the Court in a timely manner the compliance issues it first pointed out to LRSD on November 1, 2002. Consequently, LRSD implemented its Compliance Plan for about 18 months without the Court being made aware that Joshua had any objection to it. Joshua has - therefore waived its argument that LRSD's Compliance Plan is insufficient to bring LRSD in line with the Court's compliance remedy. See LRSD v. PCSSD, 921 F.2d 1371, 1387 (8 th Cir. 1990) (\"Consent decrees partake of the nature of contracts, as well as of judicial action . . . . \") 3. Given the fact that Joshua abandoned its pursuit of a remedy under 8 of the Revised Plan, it was proper for LRSD to continue to implement its Compliance Plan according to 8.2.6 of the Revised Plan. 4. Even if Joshua had presented the Compliance Plan issues to the Court in a timely manner, I find that the LRSD Compliance Plan appropriately incorporates the requirements of the compliance remedy. I further find that LRSD has followed the requirements of its Compliance Plan and consequently, has met the requirements of the compliance remedy. LRSD v. PCSSD, 60 F.3d Page 8 of 10 435, 436 (8th Cir. 1995) (\"The interpretation of a consent decree should be a practical enterprise, e influence, perhaps, by technical rules of construction, but not controlled by them.\") 5. LRSD is declared to be unitary with regard to all aspects of its operations, because it has substantially complied with the Court's compliance remedy with respect to  2.7.1 of the Revised Plan. All federal supervision and monitoring of LRSD is terminated forthwith. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller ( #81 08 3) 2000 Regions Center 400 West Capitol Littl72~201-3e493 :o~ (501~2~ BY:-=-==-c--'-''---~~-\"\"'---\"c....MC'----\"= Christopher Heller Page9of 10 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on the 71h day of June, 2004: Mr. John W. Walker JOHNW. WALKER,P.A. 1 723 Broadway Little Rock, AR 72201 Robert Pressman 22 Locust A venue Lexington, MA 021 73 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Tim Gauger Mr. Mark A. Hagemeier Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Page 10 of I 0 ' \" .. RECEIVED JUN - 8 200't FILED c.u,..-U.S. DISTRICT COURT ~, ERN DISTRICT ARKANSAS OFFICE OF IN THE UNITED STATES DISTRICT COURT JUN O 7 2004 A DESEGREGATION MONITORING EASTERN DISTRICT OF ARKANS~MES W M W WESTERN DIVISION By  cCORMACK, CLERK DEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-8 66 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. 'LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS The Joshua Intervenors' Proposed Findings of Fact \"and - Conclusions of Law Concerning the LRSD's Implementation of . the Section 2.7.1 Compliance Remedy - On September 13, 2002, this court held that the LRSD had failed to substantially comply with Section 2.7.1 of the agreed upon desegregation and education plan. [Mem. Opin. at 150-60] Accordingly, the court set forth a \"Compliance Remedy.\" [Id. at 170-72] This court's September 2002 opinion identified the purpose of Section 2. 7. 1, the importance of substantial compliance with its terms, and the capacity which the LRSD must demonstrate as one element of its burden to justify the termination of the court's supervision. This court wrote: .... I find that the purpose of Sec. 2.7.1 was to make sure that the programs under Sec. 2.7 actually worked to improve the academic achievement of African-american . students. I further find that LRSD' s substanti al compliance with Sec. 2.7.1 was crucial to its commitment to improve the academic 1 achievement of African-American students; for, without performing a rigorous annual assessment of each of the many dozens of programs implemented under Sec. 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, replaced with new programs [at 150; emphasis in original] 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. [at 168] These elements of the court's opinion help to frame the issues presented by the Joshua Intervenor's opposition to the LRSD effort to be released from court supervision, heard by the court on June 14-15, 2004. Based upon the record, the court enters the following findings of fact and conclusions of law. 1 I. Findings of Fact A. The Lack of Capacity of the LRSD to Perform the Requisite Assessments and Evaluations (1.) Based upon the facts set forth in paragraphs 2 through 26, the court finds that the LRSD has failed to \"[demonstrate] that a program assessment procedure is in place that can accurately measure the effectiveness of each program implemented under Sestion 2. 7 in improving the academic achievement of African-American students; ... \" [\"Compliance Remedy,\" Mem. Opin. at 170; see also id. at 168] [Haney, Hunter, Jones, Marshall testimony] 1 LRSD and Joshua Intervenors' exhibits are cited LRX at --and JX at---, respectively. Witnesses are cited by their last names. 2 The Lack of Adequate Staff (2.) In its ruling of September 13, 2002, this court cited the recognition of the school board and upper ec;::helon administrators that the LRSD had been without the capacity to prepare what the court termed \"in-depth and analytic program evaluations.\" [Mem. Opin. at 156; see id. at 153 (Dr. Lesley); at 156-57 (school board); at 157 (Superintendent Carnine)]; at 159 (Dr. Lesley). (3.) The LRSD Compliance Plan was heavily dependent on actions by former Associate Superintendent Bonnie Lesley. [LRX 3 (\"Action Plan Timeline\" at 15-16)] Doctor Lesley left the district for employment out-of-state on March 14, 2003. [JX 11 at 5] The slow . pace of filling her position played a substantial part in continuing the lack of adequate staffing for the assessment \\ evaluation task. [Id. (ODM notes filling of position on an interim basis on June 26, 2003)] [Jones and Marshall testimony] (4.) Overall, the evidence establishes that subsequent to the court's entry of the Compliance Remedy, the LRSD has continued to have an inadequately staffed evaluation \\assessment capacity. [ JX 11 at 2 (third paragraph), 5, 6, 16 (second paragraph) 2 (ODM report, March 30, 2004); Jones and Marshall testimony] 2 The ODM report states in part: \"In the summer of 2001, the associate superintendent who led PRE had resigned and that position had remained empty. As a result, the top positions in both PRE and the instructional division were vacant at the critical time for preparing program evaluations. [footnote omitted]\" [JX 11 at 16] \"PRE\" refers to the Department of Planning, Research and Evaluation. 3 The Failure to Identify the Programs Subject to the Compliance Remedy (5.) In the opinion of September 13, 2002, this court found that the LRSD had identified \"many dozens of programs [as] implemented under Section 2.7 [of the agreed upon Plan] \" [Mero. Opin. at 150] The court's Compliance Remedy provides in part as follows: 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 Section 2.7 to improve the academic achievement of AfricanAmerican students. . [Mero. Opin. at 170; emphasis added] Nevertheless, despite inquiries from ODM, the LRS D never identified, with clarity, the programs which it deems to be subject to this mandate. [JX 11 at 23 (ODM report, March 30, 2004); Jones testimony] Standards for Conducting Evaluations (6.) In the light of the court's opinion [Mero. Opin. at 151- 52;  153; 156-58], the LRSD properly concluded [LRX 3 at 7 (LRSD Compliance Plan)] that it must each year complete some comprehensive evaluations of key parts of the curriculum \"designed to improve and remediate the academic achievement of African- American students \" [Plan Section 2.7] (7.) In 2000, Dr. Ross met with the LRSD Compliance Committee. A part of the  discussion is described in the ODM report, March 30, 2004, as follows: .... [Dr. Ross] also described the program evaluation process, which included a classroom observation plan developed at the University of Memphis. The observations were to ensure that programs were being consistently implemented in the classrooms throughout the district 4 . . ... [JX 11 at 3; Jones testimony] (8.) Dr. Ross prepared for the LRSD a document, dated December 3, 2002, regarding the completion of 8 of the 14 \"page. 148 evaluations\" (that is evaluations listed on page 148 of the March 2002 interim compliance report) . It is titled \"Guidelines for Completing Eight Program Evaluations in Little Rock School Disti:ict.\" [JX 6] 3 The document articulates, among others, the following premise [JX 6 at l]: Program evaluations that focus predominately on student achievement outcomes while lacking sufficient implementation data have reduced value due to inability to determine the nature of the 'treatment . . ' The study will also fail to inform policymakers about the practicality of the program, how it was used and reacted to by stakeholders, or whether and\\or how it needs to be improved to impact at-risk learners. (9.) On October 10, 2002, the LRSD school board adopted Regulation IL-Rl titled \"Program Evaluation Agenda.\" The Regulation sets forth standards and procedures for the content of program evaluations in the LRSD. [JX 2] (a) LRSD Regulation IL-Rl [JX 2 at 3] identifies the need for the evaluation process to satisfy \"accuracy standards,\" including one concerning \"program documentation.\" Program Documentation. The program being evaluated should be described and documented clearly and accurately so that it is identified clearly .. (b) LRSD Regulation IL-Rl also contains the following 3 The LRSD concluded that 6 of the 14 \"page 148 evaluations\" could be approved by the school board \"without additional work .... \" [LRX 3 at 5] Dr. Ross' Guidelines addressed the completion of the other 8 \"page 148 evaluations.\" [JX 6 at 1-2] 5 provision: \"Program Evaluation Procedures\" [JX 2 at 4-5] 6.C. Write a clear description of the curriculum\\ instruction program that is to be evaluated, with information about the schedule of its implementation. (c) Regulation IL-Rl provides in part (JX 2 at 5) that \"the first meetings [of the evaluation team] will be devoted to the following tasks _D. Agree on any necessary research questions that need to be established in addition to the question,  Has this curriculum\\instruction program been ineffective in improving and remediating the academic achievement of Afri can-American  students?' (See Policy IL, 2.7.1 of the Revised Desegregation and Education Plan, and Judge Wilson's Compliance Remedy.) Thus, LRSD policy recognized that the court's Compliance remedy required a focus on individual programs (\". . . thi_s . . . program . \"). (10.) LRSD Policy IL (\"Evaluation of Instructional Programs\") [JX 1) provides that \"all program evaluations will follow standards established by the National Joint Cammi ttee on Standards for Education Evaluation.\" Policy IL-Rl further identifies these standards as The Program Evaluation Standards, 2nd Edition: How to Assess Evaluations of Educational Programs (Thousand Oaks, _CA,; Sage Publications) . [JX 2 at 1] These standards include the following content in the section on \"accuracy standards\" [at 125, 127-28]: STANDARD The program being evaluated should be described and documented clearly and accurately, so that the program is clearly defined. Overview It is necessary for the evaluator to gain a sol~d understanding of the program being evaluated, including both the way it was intended to be and the way it actually was 6 / implemented, and to convey this description to others. Failure to gain such understanding will lead to an evaluation that, when completed, is likely to be of questionable .use. A valid characterization of a program as it actually was implemented will describe its unique features and component parts in order to facilitate comparisons 0 the program with similar programs. A good description of the program will also facilitate attempts to associate components of the program with its effects. * GUIDELINES A. Ask the client and the other stakeholders to descr.ibe _orally, and, if possible, in writing -- the interided and the actual program with reference to such. characteristics as personnel, cost, procedures, location, facilities, setting, activit~es, objectives, nature of participation, and potential side effects .... C. Engage independent observers to . describe the program if time and budget permit. D. Set aside time at the beginning of the evaluation to observe the program and the staff and participants who are involved. The Literacy Evaluation (filed by LRSD on March 12, 2004) ( 11.) The LRSD offers as one comprehensive evaluation the ttLittle Rock School District Literacy Program Evaluation.tt The LRSD provided or approved a list of research questions for this study not including the question quoted in para. 9(c), identified by the LRSD as a necessary element of any evaluation to be a part of the effort to satisfy the court's Compliance Remedy. 4 Where the focus was to be the impact of individual programs on African American achievement and the possible need for program changes, this omission led to an evaluation with an insufficient focus on 4 See Literacy Evaluation at 1; at 4 (indicating that question most relevant to the Compliance Remedy was given lesser emphasis). 7 particular programs and their impact on the intervenor class. (12.) The Literacy Evaluation contains insufficient description of the program(s) being evaluated to satisfy LRSD or professional standards. See Literacy Evaluation at 10-11; paragraphs 9-10, supra; Haney, Hunter, Jones testimony. This is particularly the case at the middle school and high school levels. [Literacy Evaluation at 11] Interviews of middle and high school teach~rs revealed a lack of knowledge of any literacy plan at those levels. [Literacy Evaluation at 7, 13, 43] (13.) The Literacy Evaluation does not provide senior administrators or the school board in.formation on particular programs adequate to determine whether any particular program should be eliminated, modified, or better implemented. [Hunter and - Jones testimony] There are evaluation models allowing a focus on individual programs. [Haney and Hunter testimony; LRX 16 at 6] (14.) The Literacy Evaluation provides scant information on the extent of implementation of any particular program. As Sec. 2.7.1 refers to \"modifying how the program is implemented,\" this deficiency is highly significant. [Haney, Hunter testimony] ' (15.) The Literacy Evaluation is in the main an evaluation of student test scores, rather than an evaluation of the impact of particular education programs. [Literacy Evaluation at 44-47; Haney and Hunter testimony] The Literacy Evaluation is marked by several technical problems (absence of data on use of teacher questionnaires; lack of demographic information on teachers in focus groups; inadequate data on student whose files were excluded 8 from analyses). [Hunter testimony] (16.) There are at least two problems in the analyses of the trends in African American students' scores on successive version of Arkansas benchmark tests. [Literacy Evaluation at 44-45] There is no discussion of \"equating\" successive versions (that is, considering whether later versions are of comparable rigor). There is no consideration of whether the pattern reported at upper grades is attributable to the dropping out, disproportionately, of black students with weaker achievement levels. [Haney and Marshall testimony; JX 13] (17.) To satisfy professional standards for evaluations, a report that addresses progress on standardized tests should include other data bearing on the presence or absence of academic progress, such as grade to grade progression data (that is, whether students are being promoted or retained) and drop out data. [Haney and Marshall testimony] ( 18.) The Literacy Evaluation is deficient when measured against the standards earlier articulated by Dr. Ross. See paragraphs 7-8. The text of the Literacy Evaluation shows that it \"focus [es] predominately on student achievement outcomes while lacking sufficient implementation data . \" The description of programs is .exceedingly terse and, at grade l1=vels 10-12, almost non-existent . [Literacy Evaluation at 10-11] It reflects no observation of classrooms by outside observers to assess actual program implementation. The latter problem is a consequence of the schedule for the evaluation adopted by the LRSD, as well as the 9 inadequacy of funding (not sufficient to pay for classroom observation) . This study can not help to answer the question \"whether and\\or how [the literacy program] needs to be improved to impact at-risk learners.\" LRSD Regulation IL-Rl [JX 2] includes as one criterion for i denti fying evaluation topics the following question [at 4]: \"Can the .results of the evaluation influence decisions about the program?\" See also LRX 16 at 6 (memorandum by Dr. Ross dated April, 2004 recognizing the parameters of the Literacy Evaluation). The Math-Science Ev aluation (filed by LRSD on March 12, 2004) (19 .. ) The LRSD offers as one comprehensive evaluation \"An Evaluation of Mathematics and Science programs in the Little Rock School District from 1998 to 2003. The Math-Science Evaluation contains insufficient description of the program ( s) being evaluated to satisfy LRSD or professional standards. See Math-Science Evaluation at 5-10; paragraphs 9-10, supra; Haney, Hunter, Jones testimony] (20.) The Math-Science Evaluation does not provide senior administrators or the school board information on particular programs adequate to determine whether any indi victual program should be eliminated, modified, or better implemented. [Hunter and Jones testimony] (21.) The Math-Science Evaluation identifies methods for determi ning the extent of implementation of educational programs, but does not provide results for the math-science program. [MathScience- Evaluation at 11] As Sec. 2.7.1 refers to \"modifying how 10 the program is implemented,\" this deficiency is highly significant. [Haney, Hunter testimony] (22.) The Math-Science Evaluation is in the main an evaluation of student test scores, rather than an evaluation of the impact of particular education programs. [Math-Science Evaluation at 25-103; Han~y and Hunter testimony] (23.) There are at least two problems in the analyses of the trends in African American students' scores on successive version of Arkansas benchmark tests. [~, Math-Science Evaluation at 30- 34] There is no discussion of \"equating\" successive versions (that is, considering whether later versions are .of comparable rigor) . There is no consideration of whether the pattern reported at upper grades is attributable to the dropping out, disproportionately,. of black students with weaker achievement levels. [Haney and Marshall testimony; JX 13] (24.) To satisfy professional standards for evaluations; a report like the Math-Science Evaluation that addresses progress on standardized tests should include other data bearing on the presence or absence of academic progress, such as grade to grade progression data and drop out data. [Haney testimony; Marshall testimony] Other Factors (25.) The overall weakness of the Page 148 evaluations also evidences the lack of capacity of the LRSD to fulfill paragraphs (a) and (A) of the Compliance Remedy. See infra, paras. 27-28 and Mem. Opin. at 170-71. 11 (26.) The ODM report of March 30, 2004, states: \"Contrary to the spirit of the regulation for program evaluation, the [LRSDJ literacy evaluation team's involvement was limited to tacit approval of the evaluation plan and assisting with data collection.\" [JX 11 at 16] In a memorandum written in April 2004, Dr. Ross wrote: \"I was never contacted during the entire study period by any literacy evaluation team member.\" [LRX 16 at 4] The lack_of involvement of LRSD personnel is a negative factor in terms of the system's internal capacity for conducting evaluations and assessments -- a criterion for assessing compliance with the courtordered remedy. B. The Preparation of the Page 148 Evaluations (27.) The LRSD did not comply in substance with .the requirement of the court-ordered remedy that it [prepare] the program evaluations identified on page 148 of the Final Compliance Report . [Compliance Remedy, Mero. Opin. at 170] (28.) The evaluations filed by the LRSD on March 14, 2003 do not satisfy the standards for evaluations adopted by the LRSD on October 10, 2002 [JX 2], or the professional standards on which they are based. See \"The Joshua Intervenors' Comments on the Submission of Page 148 ' Evaluation,'\" filed April 14, 2003; JX 11 at 21 (ODM R~port, March 30, 2004) (citing views of Dr. Ross about 8 of the 14 evaluations \"that, for the most part, the evaluations of the subject programs 'were worthless'\" and \"that the evaluations we:re of little or no use to the district\"); LRX 16 (memorandum written by Dr. Ross in April 2004) (\"all [eight] were woefully 12 ! I I inadequate and seemingly 'worthless' for informing policy or - practice\"). See JX 5(a)-(c) (memoranda by Dr. Lesley for the school board identifying deficiencies in 3 of the remaining 6 evaluations) . C. The Use of Evaluation and Assessment Results (29.) The LRSD provided no discussion of any use made of the results of evaluation\\assessment in the science area until furnishing an exhibit for these hearings. [JX 11 at 15 (ODM report, March 30, 2004); LRSD Exhibit List, April 21, 2004, LRX 17] (30.) The LRSD did not use the \"page 148 [evaluations]\" \"as part of the program assessment process, to determine the effectiveness of those programs in improving African American achievement and whether, based on the evaluations, and changes- or modifications should be made in those programs.\" [Compliance Remedy, Mem. Opin. at 171-72] There is no suggestion of such use iri either the March 2003 or the March 12, 2004 submissions of the LRSD; see also JX 11 at 22 (ODM report, March 30, 2004). D. The Failure of the LRSD to Provide Information (31.) Subsequent to the court's  entry of the Compliance Remedy, the LRSD has acted in a manner limiting the availability of information about its compliance activities. (a) LRSD Policy IL-Rl (\"Program Evaluation Agenda\") adopted by the LRSD in October, 2002, provides in part [JX 2 at 5, emphasis added] that the \"team leader\" for each evaluation shall G. Plan ways to provide regular progress reports (e.g., dissemination of meeting minutes, written progress reports, oral reports to the Superintendent's Cabine~ and\\or Compliance 13 I I !I I I team) to stakeholders, including the Associate Superintendent for Instruction, the Superintendent of Schools, the Office of desegregation Monitoring (until Unitary Status is received), and the Joshua Intervenors (until Unitary Status is achieved). Thereafter, the LRSD did not implement this provision. [LRSD exhibits for this hearing; Jones and Marshall testimony] (b) On April 8, 2003, as part of the Section 8 process, counsel for the Joshua Intervenors directed a letter to the LRSD concerning the plan for carrying out evaluations and the provision to Joshua of information on observation of the educational program within several schools. [LRX 15] The LRSD ignored this letter. [LRSD exhibits for this hearing; testimo~y to be adduced] (c) On October 27, 2003, the LRSD provided a terse, nonsubstantive status report to ODM and counsel for Joshua Intervenors (John W. Walker). [JX 7; Marshall testimony] (d) The LRSD school board approved the Literacy Evaluation in November, 2003. The school board approved the Math-Science Evaluation in December, 2003. [LRSD Compliance Report, March 12, 2004, at 3-4] The LRSD did not provide these evaluations to counsel for the Joshua Intervenors until January 12, 2004 (and then provided them only to John W. Walker). [LRX 8] E. Other Factors (32.) The data in the Literacy and Math-Science evaluations shows the extent to whi ch African American achievement lags behind white student achievement. This data demonstrates the importance of the LRSD's having the capacity to assess and evaluate individual education programs in terms of effectiveness for blac~ students and the need to better implement, modify, or replace programs. 14 l l (33.) The Joshua Intervenors set forth concerns regarding the LRSD's implementation of the Compliance Remedy in a letter to Ms. Ann Marshall, ODM, on March 10, 2004 (with a copy to counsel for the LRSD) . [ See The Joshua Intervenors' Memorandum in Support of Their Opposition, April 15, 2004, Attach. BJ (34.) LRSD submissions subsequent to the court's entry of the compliance Remedy do not show that in that period the LRSD worked with the Arkansas Department of Education to remediate the racial academic achievement disparities which continue to exist in the system. See for example the achievement data in the Math-Science evaluation. The LRSD did not comply with the requirements of the Pulaski County School District Desegregation Case Settlement Agreement, March 1989 (as revised September 28, 1989), Section I.II- (a, c), III-G. II. Conclusions of Law ( 1.) This court held that the LRSD did not substantially comply with Section 2.7.1 of the agreed upon remedial plan. [Mem. Opin., 9-13-02, at 150-160] As a consequence of this noncompliance, the court's compliance remedy placed the burden of demonstrating compliance with the remedy on the LRSD. [Id. at 170, preface] (2.) In order to decide whether the LRSD has substantially complied with the Compliance Remedy, the court must determine whether the deficiencies alleged by the Joshua Intervenors \"were serious enough': (1) to constitute 'substantial noncompliance'; and ( 2) ' to cast doubt' on LRSD' s ' future compliance with the 15 I i i j \\I :I ,I 1 constitution.'\" [Id. at 77] Once again, the LRSD has the burden of proof with regard to substantial compliance. (3.) The record establishes: (a) On the whole, t~e \"page 148 evaluations\" do not support a determination that the LRSD substantially complied with the Compliance Remedy. (b) Because the Literacy and the Math-Science evaluations have a li~ited or non-existent focus on individual programs, they do not permit a determination of whether any particular program should be modified, or replaced. (c) Due to the gathering and presentation of inadequate information on program implementation, the Literature and MathScience evaluations do nor permit a determination of whether individual programs should be implemented in a different manner. (d) Multiple elements of the record establish that the LRSD . has not \"demonstrate[d] that a program assessment procedure is in place that can accurately measure the effectiveness of each program implemented under Sec. 2.7 in improving the academic achievement of African-American students; . II (4.) The LRSD has failed to establish substantial compliance with the Compliance Remedy by a preponderance of the evidence. ( 5.) Th_e \"LRSD has [not] substantially complied  with [Plan] Section 2. 7 .1, as specified in [the court's] Compliance Remedy\" [Mem. Opin., Sept. 13, 2002, at 172] Therefore, the LRSD must continue to be subject to further supervision and monitoring of its implementation of the court-ordered remedy, until it demonstrates 16 j I l  substantial compliance with that remedy for a period of two additional school years, at minimum (the period of additional jurisdiction must be sufficient to allow ac:Iequate evaluations) . Additional court supervision of this duration will afford the LRSD the time needed to achieve compliance with the remedy; and, as well, give the Joshua Intervenors, ODM, and the court the time to insure that compliance t merely transitory. --ll-~.....,,_,,...c:;:...-=..:..._.,__-=!)7.---'-1~9\" n 22 Locust Avenue Lexington, MA 02421 781-862-1955 17 t,/ John W. Walker Rickey Hicks John W. Walker , P . A. 1723 Broadway Little Rock, AR 72206 501-374-3758 I I I ,I :1 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been served, via U.S . Mail, postage prepaid to the following individuals:  Hon. Judge J. Thomas Ray Mr. Chris Heller United States Magistrate Friday, Eldredge \u0026amp; Clark 600 West Capitol, Suite 2000 Regions Center I Little.Rock, AR 72201 Littie Rock, AR 72201 I Mr. Scott Smith, General Counsel Ms. Ann Marshall I Arkansas Department of Education ODM I #4 Capitol Mall, Suite 404A 124 W~st Capitol, Suite 1895 I Little Rock, AR 72201 Little Rock; AR 72201 I Mr. John C. Fendley, Jr. Mr. Mark Hagemeier I I John C. Fendley, P.A. Mr. Timothy Gauger 51 Wingate Drive 323 Center Street I - Little Rock, AR 72205 Little Rock, AR 72201 I I Mr. M. Samuel Jones Mr. Stephen W. Jones Wright Lindsey \u0026amp; Jennings JACK, LYON \u0026amp; JONES 200 West Capitol, Suite 2200 425 West Capitol, Suite 3400 Little Rock, AR 72201 Little Rock, AR 72201 Mr. Mark Burnett Mitchell \u0026amp; Blackstock 1010 West 3rd Little Rock, AR 72201 !dalt!\u0026amp; IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT I V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGijT, ET AL. COMBINED PCSSD MOTION AND MEMORANDUM REGARDING M-TO-M DISAGREEMENT The PCS SD for its combined motion and memorandum, states: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS RECEIVEJ JUN - 8 20011 OFFlCE OF DESEGREGATION fiiO:: .. : ::,J 1. To promote brevity, the PCSSD is combining its motion and memorandum into one document. 2. This dispute centers around different interpretations of the M-to-M stipulation by the PCS SD and the LRSD. The PCS SD is concerned that these disagreements will not be resolved in time to permit all current M-to-M students and applicants to actually transfer for the impending year and be guaranteed transportation. Hence this motion. 3. Counsel is informed that the LRSD is requiring existing M-to-M students to resubmit an application to it to reaffirm school choices and M-to-M status as these students matriculate from one organizational level to the next. 504196-v1 4. Rather than requiring reapplication, the PCSSD has developed a \"tracking form\", attached as Exhibit A, which should suffice for LRSD's needs but not require a reapplication. 5. While the tracking form is very similar to the M-to-M application, it avoids the disruption and concern expressed by students and parents that a reapplication jeopardizes their , M-to-M status by promoting unnecessary delay and prncedures. The PCSSD believes that the current LRSD process and procedures are inconsistent with Paragraph 6 of the M-to-M stipulation, attached as Exhibit B, which states: The commitment to accept a student shall be for the duration of the student's voluntary participation. Once a student exercises his or her right to participate, the student will continue in the initially selected school for at least one full school year or until the student graduates or affirmatively withdraws from participation as herein set out. Students will not have to transfer each year or exercise a transfer choice to remain in the host district. Students shall be encouraged to continue to participate at their initial school of choice. It is expected that the student will follow the pattern of assigned schools for the resident students in the school in which the transfer student first enrolls. 5. The PCSSD has proposed a solution to these issues but as indicated by its memorandum dated May 25, 2004, attached as Exhibit C, the LRSD has not agreed. 6. PCSSD interprets Paragraph 6 of the M-to-M stipulation to mean that once an LRSD student acquires M-to-M status in the PCSSD, then that student becomes, for all purposes, a PCS SD student unless or until the student affirmatively seeks to withdraw. In that sense, the PCSSD believes that these former LRSD students acquire the same rights as to future school assignments as are enjoyed by indigenous PCSSD students. This includes not only mandatory assignment patterns but the availability of assignment via the PCSSD's intra- 504196-v1 2 district voluntary transfer programs as well as the privilege to apply for PCSSD specialty schools pursuant to the rules which apply to all PCSSD students. 7. Upon information and belief, LRSD's contract with Laidlaw requires that all M-to- M students be identified and \"processed\" sometime this summer. Obviously, if the process is not finalized by then, these students may be denied transportation and hence will not transfer. 8. Upon information and belief, the LRSD is \"holding\" tracking forms until this dispute is resolved. (Please seen Exhibit C). WHEREFORE, the PCSSD prays for an order of this Court directing the parties to comply with the language of Paragraph 6 of the M-to-M stipulation and to conform their I current policies and procedures to the M-to-M stipulation so that the M-to-M process may - proceed smoothly and without creating unnecessary concern on the part of M-to-M students and their parents and for all proper relief. 504196-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 3 CERTIFICATE OF SERVICE On June 7, 2004, a copy of the foregoing was served via U.S. mail on each of the following : Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 504196-v1 4 Mr. Mark A. Hagemeier Assistant Attorney General . Arkansas Attorney General's Office 323 Center Street, Suite 200 Little. Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Mr. Robert Pressman 22 Locust A venue Lexington, Massachusetts 02173 PAGE 06/06 05/04/2004 ,15: 24 5014901352 EQUITY PUPIL SERVICE -..., ,' .: ... '\" PCSSD (M to M) STUDENT TRACKING FORM ',, lbis form is to track (M to M) student movement to the next grade and or organizational level. If . the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other ~ctors, such as racial composition of the requested school. STUDENT'S NAME: ____________ StudentID # ___ _ STUDENTS RESIDENCE ADDRESS: ______________ _ City: _____________ State: _____ _,Zip Code:, ____ _ GRADE LEVEL AS OF SEPT. 2004: DATE OF BIRTH: __ SEX: __ RACE:_ SCHOOL ATTENDED DUR.lNG THE 2003-04 SCHOOL YEAR: --------- PARENT OR GUARDIAN HAVING CUSTODY OR CHARGE OF THE STUDENT __ _ PARENTS'S MAILING ADDRESS: ________________ _ City:. __ --:'.\"::\"'.\"\"-:------------State: ______ .Zip Code: ____ _ PARENT'S IIOMEPHONE NUMBER __________ _ PAREN'I''S WORK PHONE NUMBER OTHER NUMBER WHERE PARENT C_AN_B_E_RE_A_C_HED ____ SCHOOL REQUESTED ___________________ _ DOES nns STUDENT REQUlRE TRANSPORTATION ___ YES -----'NO DOES TIIlS STUDENT REQlT.IRE SPECIAL SER VICES ___ YES ------'NO IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: HEALrn: PLAN ____ IBP/SPECIAL EDUCATION ---SE_C_11-:::0N 504 ACCOMMODATION PLAN ___ SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information or school records necessary to complete the requeste~_transfer. PARENT'S SIGNATURE: ______________ DATE: ___ _ Form completed by: _____________ Counselor's office Forward to the OFFICE OF EQUITY AND PUPIL SER VICES DATE APPROVAL DATE TRANSFER APPROVED:______ DATES OF ATTENDANCE _____ _ SCHOOOL TO WHICH TRANSFER APPROVED: ____________ _ EXHIBIT A ,,,, ------- - --------- \\ , ... ..  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT MRS. LORENE JOSHUA, ET AL. PLAINTIFF INTERVENORS vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL, SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS STIPULATION FOR PROPOSED ORDER ON VOLUNTARY MAJORITY TO MINORITY TRANSFERS Plaintiff Little Rock School District (\"LRSD\"), and defendants Pulaski County Special School District (\"PCSSD\"), . North Little Rock School District (\"NLRSD\"), and Arkansas State Board of Education (\"State Board\"), being in agreement on the voluntary majority-to-minority transfers, submit the following stipulations for the proposed order: 1. Beginning in the 1987-88 school year and continuing thereafter, LRSD, PCSSD and NLRSD will permit and encourage voluntary majority-to-minority interdistrict transfers. The three districts will cooperate in the development of programs to acquaint parents, guardians and students with interdistrict opportunities. The implementation 0 majority-to-minority transfer provisions i s contingent upon the implementation of all other provisions of the remedy ordered by the Court. 2 . Eligibility: EXHIBIT 6 ------- ------------------    a . Black students who are members of the raci~l m~jority at a school in any participating district which district is 50 peicent or more bl~ck in its enrollment shall be eligible to transfer voluntarily to a school and district in any other participating district in which school and district they would be in the racial minority.  .. , b. White students who are members of the racial majority at a school in a particip~ting district which c. district is more than 50% white in its enrollment shall be eligible to transfer voluntarily to a school and district in any other participating district in which they would be in the raci,al minority . Prior to the transfer of ' any stud.ent, the home district shall issue a statement that the transferring student is in good standing. If the student is not in good st~nding, the student may be permitted to transfer on a provisional basis. 3. Students wishing to transfer shall file applications with their home districts. Applications must be filed before May 1 of the preceding school year and a student may not transfer more than once in any school year. The home district will process all applications and forward copies to the host' districts. The home district will furnish its complete file on each student with his/her application . 2   4. Transfer assignments will be made subject to av a1abi li ty of space in schoo-ls and grade levels, and the host districts' ability to comply with state startdards. 5. The host district shall honor the placement for the students as certified by the ho\"me district, which shall be communicated to the parent or' guardian prior to transfer. If, during the first semester, testing, performance, remedial efforts, and consultati6n indicate that an adjustment of placement should be made, it shall be made after the first semester in consultation with the student's parent or guardian. 6. The commitment to accept a student shall be for the duration of the student's voluntary participation. Once a student exercises his or her right to participate, the student will continue in the initially selected school for at least one full school year or until the student graduates or affirmatively withdraws from participation as herein set out. Students will not have to transfer each year or exercise a transfer choice to remain in the host district. Students shall be encouraged to continue to participate at their initial school of choice. It is expected that the student will follow the pattern of assigned schools for the resident students in the school in which the transfer student first enrolls. 7. Students who have elected to transfer shall remain students of the host district until they choose to return to the district where they reside . 3 8. Host districts shall not have the authority t6 ' remand tr tsfer students to the home district. Host districts shall have the authority to discipline, -suspend or expel a transfer student using the same due process procedures applicable to resident students. 9. On~e admitted, transfer students will be expected to meet the same_ general standards, a':cademic and other, as applied to students of the host district. 10. Information about each district's academic and disciplinary policies and procedures will be made available to prospective transfer students on request ; This should include information on pupil-teacher ratios, promotion and retention; I . counseling assistance, grading, student code of conduct, disciplinary action, and suspensian and expulsion. 11. The host district shall respond to the educational needs of students without regard to their status as a transfer or resident student . Transfer students shall be eligible and encouraged to part{cipate in all school programs funded and sponsored by the host district (academic, athletic, extra-curricular and other) and shall not suffe r any disability or ineligibility because they are voluntary interdistrict transfer students. Participation in after-school activities will be fac i litated by the provision where needed of extra-curricular buses or other forms of transportation which will be available to all such transfer students, the cost of which shall be. borne by the State as provided in paragraph 12. 4 ' 12. The State Board shall pay the full cost of t1tisporting students opting for interdistrict transfers. However, the State Board shall have the option .of (1) paying the school districts for transporting the students or (2) contracting for the services or (3) transporting the students with a state operated system. 13. The State Board shall pay the home and host districts ih accordance with the following procedures: a. Each year school districts shall calculate and certify to the State Board of Education their cost per student in regular schools (grades K-12) including -all add-ons for special education, TAG,  vocational education and other purposes. The cost per student shall include all costs for instruction and support services minus student transportation, food serv i ce, and restricted federal program costs. (To the extent that the host district does not receive pro~rata increases in restricted federal program costs by hosting transfer students who are eligible to participate in federal programs, the cost per student shall be increased on a pro-rata basis for such transfer students.) The State shall pay the , costs for full-time equivalent students who have been transferred to the host district. Payments made for the current year shall be based on costs for the 5  previous year. The host district shall report each transfer student on forms as required by the State Department of Education. b. Each host district shall estimate the full-time equivalent of transfer students and transmit such estimate, along with the names of the students, to c. the State in September \u0026amp;f each year when payment begins. A correction wili be made in January of each year. Payments shall be ~ade by the State monthly through forward funding to each district based upon the September estimate as corrected. The students transferred to the host district shall not be counted , I in the number used to calculate regular state aid for the district. Each home district shall receive from the State for each student who voluntarily transfers from his/her home district to a host district one-half of the State a{d (table rate) it would have received had the student remained in his/her home district. Information about these students shall be reported on forms as required by the State Department of Education and shall be reported at the same time as the reports are made by the host district. The students transferred from the home district shall not be counted in the number used to calculate regular 6   state aid for the home district. All transfers' of handicapped students shall be contingent on the availability of appropriate programs and resources, as identified in the IEP, at the host school. d. The provisions contained herein do not apply to magnet schools and ' programs. 14. All parties to this stipulation recognize that the present racial balance of the North Lit t le Rock School District approximates that of the entire county and they are desirous of n~t upsetting that balance through the operat i on of the Majority to Minority Transfer Program. The parties further recognize that any court approved student assignment plan by any party could be compromised if the Majority to Minority Transfer Program caused significant changes in student assignment plans. To avoid this result, all parties agree that any party may choose to include or not include said Majority to Minority transfer students for purposes of student assignment under any court order. Further, all parties recognize that substantial participation in the Majority to Minority program could have the result of creating technical departures from targeted I student ratios at one or more schools. All parties agree that any such departure resulting from the lawful operation of th~ Majority to Minority program shall not give rise to a claim or contention that such departure from targeted ratios constitute 7 '  violations of any law or regulation and, specif i cally, shall ne be urged or suggested as grounds for liability in this or similar litigation. Additionally, any such resulting departures from targeted ratios shall not require the districts affected to reconstitute or recompose ,the stdent body of any affected school~ ,, Agreed this 26~h day of August, 1986. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NOR DIS 2258L 8 LITTLE ROCK SCHOOL DISTRICT ARKANSAS STATE BOARD OF ~~ 06/04/2004 16:24 5014901352 EQUITY PUPIL SERVICE PAGE 04/06 NAY 2 6 20015 LITTLE ROC:K SCHOOL DISTRJCT 501 SHERMAN STREET Lrrn..E ROCK, AR. 72202 STIJDENT REGIS TR.A TION OFF'Ic;E Phouc (501) 447.2950 Fax: (501) 447-2951 May 25, 2004 TO: FROM: THROUGH: Karl Brown, Assistant Superintendent for Eq'!-ljty and Pupil Services Julie Wiedower, D~tor of Student Registratio~  ~  Junious Babas;,,Associate Superintendent for .Administrative Se~ces  RE: PCSSD Tracking Forms Last week we received copies ofa l'CSSD Tracking Form for current M to M students who will be changing organizational levels for the 2004-05 scho0l year. In looking over these forms we identified a variety of concerns and questions regarding specific students. Other questions arose regarding the status of the assignments - some fonns are signed, some are not- and a number offonns list a LRSD school yet the parents have not completed a M to M Withdrawal form. In fact, some of the tracking forms are on students who are not even on our database as M to M transfer students! Clearly, we need to sit down aod go over the form so we can understand how your district intends to utilize it and how we can address some of these issues. However, at this point such a meeting would be premature. Our district has received a draft \"Memorandum of Understanding Between the LR.SD and the PCSSD Regarding Majority to Minority Tra.,sfers\" but we have not agreed to this Memorandum. Since the PCSSD Tracking Fonn is a part of this yet-unsigned document, I have asked Becky Rather to \"hold\" the forms until agreement is reached. Once that occurs we look forward to a meeting to iron out the aforementioned difficulties with the forms. Hopefully tb.e Memorandum will be addressed before the middle of June so accurate data will be available as our transportation routes are created. Cc: /or. Brenda Bowles, Director of Equity and Pupil Services Donna Creer, Executive Director, Magnet Review Committee Chris Heller Becky Rather EXHIBIT ---- --------- - ------------ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED JUN If ;:004 OFFICE OF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTER VEN ORS INTERVENORS LITTLE ROCK SCHOOL DISTRICT'S RESPONSE TO PCSSD'S COMBINED MOTION AND MEMORANDUM REGARDING M-TO-M DISAGREEMENT Comes now, Little Rock School District (hereinafter, \"LRSD\") by and through their undersigned attorneys, Friday, Eldredge \u0026amp; Clark, for Response to Pulaski County Special School District's (\"PCSSD\") Combined Motion and Memorandum Regarding M-to-M Disagreement states: 1. LRSD does not require existing M-to-M students to resubmit an application to it to reaffirm M-to-M status at the conclusion of one organizational level to the next. According to the Stipulation for Proposed Order on Voluntary Majority to Minority Transfers (\"Stipulation\"), attached as Exhibit B to PCSSD's motion, students who elect to transfer via the M-to-M program remain students of the host district until such time as they choose to return to the district where they reside. 2. Rather, LRSD asks students who participate in the M-to-M program progressing from one organizational level to the next (i .e., from elementary school to middle school or from middle school to high school) to submit a form affirming the school choice site. LRSD implemented this process for two reasons: (1) to ascertain the space available in each of its schools to accommodate the LRSD attendance zone population each year, and (2) to ascertain the M-to-M students attending schools at the next organizational level outside of established PCSSD feeder patterns. This process does not violate the provisions of Paragraph 6 of the Stipulation. 3. The \"tracking form\" the PCS SD speaks of in its Motion and Memorandum is strikingly similar to the M-to-M application, as PCS SD concedes. Because of the similarity between the two documents, several parents wishing to withdraw their students from the M-to-M program are misguided regarding their student 's school assignment. 4. As an example, in the tracking forms attached hereto as Exhibit A, the PCSSD's Assistant Superintendent's approval stamp has given many parents the impression that their student has been assigned to the school requested upon completion of the tracking form . This, - notwithstanding the fact that (1) the students have not submitted M-to-M withdrawal forms; (2) the students do not reside in the requested school's attendance zone; (3) the school requested is a LRSD specialty magnet school and the student has not applied for admission to the specialty magnet, thinking that the PCSSD tracking form is the application; or (4) the requested school is not a school in the LRSD. See Exhibit A. 5. Moreover, LRSD believes PCSSD's interpretation of Paragraph 6 of the M-to M stipulation to be clearly violative of the plain language of Paragraph 2 of the same stipulation which, in pertinerit part, states: a. Black students who are members of the racial majority at a school in any participating district which district is 50 percent or more black in its emollment shall be eligible to transfer voluntarily to a school and district they would be in the racial minority. b. White students who are members of the racial majority at a school in a participating district which district is more than 50% white in its 6. enrollment shall be eligible to transfer voluntarily to a school and district in any other participating district in which they would be in the racial minority. Among the specialty schools the PCSSD speaks ofin Paragraph 6 of its Motion and Memorandum are College Station Elementary, Fuller Middle School and Mills High School. 7. During the 2003-2004 school year, each of the aforementioned school sites was more than 50 percent black. LRSD, therefore, believes that to assign an indigenous LRSD student to a PCS SD school that is more than 50 percent black via an M-to-M transfer contravenes the plain language in Paragraph 2 of the M-to-M stipulation and the goals of the M-to-M program as a whole. WHEREFORE, the LRSD prays for an order directing the parties to comply with Paragraph 2 of the Stipulation and for all other proper relief Respectfully submitted, Christopher J. Heller Khayyam M. Eddings FRIDAY, ELDREDGE \u0026amp; CLARK, LLP 2000 Regions Center 400 West Capitol Avenue Little Rock, Arkansas 72201 (501) 376-2011 FBAX: (501) ~7 -214~~- y: ~---- Khayyam dings (020 Attorneys for Little Rock School District CERTIFICATE OF SERVICE On June 17, 2004, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings, LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Bank Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Clayton Blackstock Mr. Mark Burnette 1010 W. Third Street Little Rock, Arkansas 72201 Mr. Robert Pressman 22 Locust A venue Lexington, Massachusetts 021 73 CERTIFICATE OF SERVICE On June 17, 2004, a copy of the foregoing was served via U.S . mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings, LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Bank Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Clayton Blackstock Mr. Mark Burnette 1010 W. Third Street Little Rock, Arkansas 7220 I Mr. Robert Pressman 22 Locust A venue Lexington, Massachusetts 02173 PCSS (M tt M) ~TU:ENT TRACKING FIHlM This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENT'S NAME STUDENTS RESIDE City: L, ..\\-\\  State:  Alf) Zip Code: -Z. GRADE LEVEL AS OF SEPT. 2004: -3L_DATE OF BIRTH:oi /z.~EX:_r_RACE: / SCHOOL ATTENDED DUR.t\"'NG T'\".dE 2003-04 SCHOOL '{EAR:~ ,\\ 1 \\00 'o\"1'{\\5:)V\"\\ }v~ \\ cld .Q PARENT OR GU G CUSTODY OR CHARGE OF THE STUDENT __ _ . ss: l3r\u0026gt;to LA h lsc::i n (6 cL - City. L1 +I\\ R riucK State: \u0026amp;\\'2. ( Zip Code: :2 L-Z.05 s~ PARENT'S HOivlE PHONE NUMBER fu, J seo s- :sc:\u0026gt;\"3.~ rv\" ~ PARENT'S WORK PHONE NUMBER 5 \\RCf -35 I~- -~~r OTHER NUMBER WHERE PARENT CAN BE REACHED ~~ ~ , ~ SCHOOL REQUESTED Cenrz1J ~\\ ~V ) Q/.Y ~ DOES THIS STUDENT REQUIRE TRANSPORTATION v / YES ____ 0 DOES THIS STUDENT REQUIRE SPECIAL SERVTCES ___ YES V: NO IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: _____ HEALTH PLAN ____ IEP/SPECIAL EDUCATION __ SECTION 504 ACCOMMODATION PLAN ___ SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information or school records necessary to co plete the requeste tr sfer.  Form completed by: ----~R., l-rf-l5- -----Counselor's office Forward to the OFFICE .OF EQUITY AND PUPIL SER VICES j/ ~l\\ D--LR B ~_; APPROVAL DATE 5, 3/vf DATE I TRANSFER APPROVED: ______ DATES OF ATTENDANCE _____ _ SCHOOOL TO WHICH TRANSFER APPROVED: ____________ _ .. j EXHIBIT !g A ~ --..-- :c ., PCSSD (M to M) STUDENT TRACKING FORM This fonn is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENT'SN p S'S MAILING ADDRE 'i' J  City: L:+-H::e. 12 oJc. Zip Code:7 J-..iu-y P ARENT' S HOME PHONE NUMBER _i:,;........,.,L;z'-'\"9._-...1...fJ .,\u0026lt;/-~ --L-1_,_7 _____ PARENT'S WORK PHONE NUMBER 7 S 3 , 5' SE; g OTBER NUMBER WHERE PARENT CAN BE REACHED SCHOOL REQUESTED ~  r{\\C i'l e. ~ -'---\"'--='-----=--=---------+-,--tt--- DOES TIIlS STUDENT REQUIRE TRANSPORTATION V .,. YES---~ DOES THIS STUDENT REQUIRE SPECIAL SER VICES ___ YES ___ _ IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: ____ HEALTH PLAN ____ IBP/SPECIAL EDUCATION __ SECTION 504 ACCOMMODATION PLAN ___ SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information or school records necessary to complete the reques,ryd transfer. PARENT'S SIGNATURE: th(L,'\\),\\_ r::_,c_,Ju;:!J DATE: 4  .::23. O'j  Fann completed by: --------------Counselor's office Forward to the OFFICE OF EQUITY AND PUPJL SER VICES : I . - \u0026lt; o/\\---R B ~ APPROVAL TRANSFER APPROVED: ______ DATES OF ATTENDANCE _____ _ SCHOOOL TO WHICH TRANSFER APPROVED: -------------- PCSSD (M to M) STUDENT TRACKING FORM This form is to track (Mto M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENT'SNAME~StudentID # .So 14 g STUDENTS RESIDENCE ADDRESS:~ /_J J/r '-II\u0026lt;~ City: u+H \u0026lt; ~:\u0026lt; /k State: (}d-,_ _ Zip Code:  ';7 .zc// ,. GRADE LEVEL AS o'F SEPT. 2004: __yz_DATE OF BIRTH: 7/i4/9,3~EX:_..J::_RACE: i-if:1fthi1 SCHOOL ATTENDED DURING THE 2003-04 SCHOOL YEAR: Lt\u0026gt; , {_, , n-itY\\ fl lw;,{'J ~,-t.-- p AREN GE OF THE STUDENT ,J City: L-- ,(, u:..., -  ~~ate: _13(2_,,_-~------=----Zip Code:/ )--,.?-{,Cf PARENT{S~bME PHONE NUMBER ']-/ )- :7(C:; --'-,--~~--\"'---'~----,---- PARENT'S WORK PHO NE Nillv IB ER iu J .)-V)-'t X~- 1,,;_, .1g.~,=;-if{. :-' J ; OTHER NUMBER WHERE/~ARENT ~~ BE RpACHED :'fi r t ' 1\u0026lt;/ 7(-.,S - I:: J / :, - B\"t! // 17 d l \u0026gt;I .) SCHOOL REQUESTED .f-1''!\u0026amp;:..r .::\u0026gt; f-n-:,e c - ./ --- , ,, u 1\\ t L V DOES THIS STUDENT REQfuRE TRANSPORTATION ; /- YES ___ T\" ~_-\\-flo L- I-.___, DOES THIS STUDENT REQUIRE SPECIAL SERVICES __ YES L --- NO~~ IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: ~ r-1-.t, ____ HEALTHPLAN ____ IEP/SPECIALEDUCATION c:::?\"1311L-1.I __ SECTION 504 ACCO:MMODATION PLAN ___ SPECIAL TRANSPORTATION I give permission to the school in ~J:li'?h my child is currently enrolled to release any information or school records necessary to ~/9~plet~_ th~/eqtie~;ied l ,axsfer., , / /' _I  -, , - ; I /fl . I~ PARENT'S SIGNATURE:  // ik.~i-_(:: _/L,, (j l -f::.[-[ 1,.._'-I,(._ i, ,,, ..-! / / I                              ~/ ,,                                                 .... ~ Form completed by: ______________ Counselor's office Forward to the OFFICE OF EQUITY AND PUPIL SERVICES }.'  ;( w.X )3 ~A__) APPROVAL DATE 7 TRANSFER APPROVED: ______ DATES OF ATTENDANCE _____ _ SCHOOOL TO WHICH TRANSFER APPROVED: ____________ _ PCSSD (M to M) STUDENT TRACKING FORM This form is to track (M to M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STUDENT' S N 1.-f\"r----.,-Student ID # ___ _ STUDENTS RESIDENCE ADDRESS: ur:::due C.1 cc \\-e..., City: CY:) State: Al?) Zip Code: r) ?..,,'2.DLj GRADE LEVEL AS OF SEPT. 2004: C/+i=DATE OF BIB.TH: ~-15 -9 /SEX:../'.D_ RACE:_6 SCHOOL ATTENDED DURIN\"G THE 2003-04 SCHOOL YEAR: G:\\d:c:: \\ th 11 b ke:i;::11{;, _( P OR GUARDIAN HAVING CUSTODY OR CHARGE OF 1HE STUDENT ___ d City: _ __,__..___ _________ State: -'---=-----Zip Code: --1'----'-\"'==--+---1-1- p ARENT' S HO:rvJE PHONE NUMBER ~ ~~LP~'S-- ':/~?(_Jq _____ PARENT' S WORK PHONE NUMBER ~::\u0026gt;...,__'1-'-4.-- '---=2..=t\u0026gt;::...5.:-,::_4...,__ ____ OTHER NUMBER WHERE PARENT CAN BE REACHED (-t -+-'-'---- --r..-tir--M-~---r.::#:.:t-l SCHOOL REQUESTED ' I H-C DOES THIS STUDENT REQUIRE TRANSPORT A ION-~_ YES _ __ _ DOES THIS STUDENT REQUIRE SPECIAL SERVICES ___ YES -~-- IF YES, PLEASE INDICATEEo,v SERVICES APE RECEIVED: ____ HEALTH PLAN ____ IBP/SPECIAL EDUCATION __ SECTION 504 ACCOMMODATION PLAN ___ SPECIAL TRANSPORTATION I give permission to the school in which my child is currently enrolled to release any information or school records necessary to complete the requested transfer. PARENT'S SIGNATURE: C1 _r~ 0 ~ _C'\\ y - Form completed by: -------------Counselor' s office Forward to the OFFICE OF EQUITY AND PUPIL SERVICES j/ J\\ 0vJ:. J3 ,I....Q,,u,)::::r\\. ) APPROVAL DATE I TRANSFER APPROVED: _____ DATES OF ATTENDANCE _____ _ SCHOOOL TO WHICH TRANSFER .APPROVED: ____________ _ PCSSD (M to M) STUDENT TRACKING FORM MAY D 7 2004 This form is to track (M to :M) student movement to the next grade and or organizational level. If the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial composition of the requested school. STIJDENT'S NAME Student ID # 5 {)dl /.p STUDENTS RESIDENCE ADDRESS:  0 K It=. - k IV City: N LR.  State: . Zip Code:::,....C.C\u0026gt;\u0026lt;l...-:1........,__,.,.. GRADE LEVEL AS OF SEPT. 2004: },Q__ DATE OF BIRTH/1 /'7 i\".13SEX: - RACE:_ SCHOOL ATTENDED DURING THE 2003-04 SCHOOL YE : C Lf t-ITOITELFMENtAR_ V PARENT OR G GCUSTODY OR CHARGE OF THE STUDENT --- { rvE I give permission to the school in which my child is currently enrolled to release any information or school records necessary to mplete the requested transfer. PARENT'S SIGNATURE: -+l--\u0026lt;--\"'--rra__'---r_'i._f\\ ._ _;_f;n--.d'----=~-1--=--lc._R__! __D ATE #+ ..........................    II    ~  Fonn completed by: _____________ Counselor's office Forward to the OFFICEpF EQUITY AND PUPIL SER VICES !J wJ! j3 . 7\\ ~ ~ APPROVAL DATE TRANSFER APPROVED: _____ DATES OF ATTENDANCE _____ _ SCHOOOL TO WHICH TRANSFER APPROVED: -------------- 04/15/2004 08:15 5013709755 QUALITYSECURITY PAGE 02 PCSSD (M to M) STUDENT TRACKING FORM This form is to track (M to M) student movement to the next grade and or organizational level. lf the student wishes an alternative placement other than the pattern of assigned schools for resident students, these assignments will be made with consideration of space available at the requested school and other factors, such as racial mposition of the r uested school. STUDENT' S N STIIDENTS RESIDENCE ADORES . City: L,''1/-{ ICCJeJ\u0026lt;.. --\"C:~...._--\"\"\"-'~~--=-'--\"------::------ GRADE LEVEL AS OF SEPT. 2004: SCHOOL ATTENDED DURING -04 SCHOOL P ODY OR CHARGE PARE t , City: /.-_,.fife KJe ,t State: _.,__._.__._ _ Zip Code: 7 ,Po2c:J .;2..,. PARENT'S HOME PHONE NUMBER 5 c, / - ,Z!lr./ - ~ I 5 8' PARENT'S WORK PHONE NUMBER .So I~ 3 :2\u0026lt;2  'l 15 1/ OTHER NUMBER WHE13Ji_P ARENT CAN BE REACHED SCHOOL REQUESTED  J )u.nba..r /YJ .  Sc.)----- --1-.,.....;t-t-\"\"-\"\"--......,..,,.. DOES THIS STIJDENT REQUIRE TRANSPORTATION __ YES v DOES THIS STIJDENT REQUIRE SPECIAL SER VICES ___ YES v-7 IF YES, PLEASE INDICATE HOW SERVICES ARE RECEIVED: NO NO _____ HEALTH PLAN ____ IBP/SPECIAL EDUCATION __ SECTION 504 ACCOMMODATION PLAN ___ SPECIAL TRANSPOR TATTON I give permission to the school in which my child is cun-ently enrolled to release any information or school records necessary to complete the requested transfer. -- - Form completed by: _____________ Counselor's office Forward to the OFFICE QF EQUITY AND PUPIL SERVICES i) B . ,,,... fi I  i\\ 00_.!( ..A--Q..,v\\..,\"'1-y\u0026lt;.__) APPROVAL DATE ' TRANSFER APPROVED: _____ DATES OF ATTENDANCE ____ _ SCHOOOL TO WIITCH TRANSFER APPROVED: ____________ _ Arkansas DEPARTMENT OF EDUCATION 4 STATE CAPITOL MAU. . LITTLE ROCK, ARKANSAS 72201 -1071  (SOI) 682-4475  hllp:/ / arkedu.state.ar.us Dr. Kenneth James, Director June 30, 2004 Mr. M. San1uelJones,III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1 723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen Vf. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 RECEIVED JUL 1 - 2004 OFFICE OF DESEGREGATION r110NITORlNG RE: Little Rock School District v. Pulaski County Special School District, et al. U.S. District Court No. 4:82-CV-866 Dear Gentlemen and Ms. Marshall: Per an agreement with the Attorney General's Office, I an1 filing the Arkansas Department of Education's Project Management Tool for the month of June 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, IA  Wa,i ~ Tripp Walter Staff Attorney Arkansas Department of Education TW:law cc: Mark Hagemeier STATE BOARD OF EDUCATION: Chair - JoNell Caldwell, Little Rock  Vice Chair - Shelby Hillman, Carlisle Members: Sherry Burrow, Jonesboro  Calvin King, Marianna  Randy Lawson, Bentonville MaryJane Rebick, Little Rock  Diane Tatum, Pine Bluff  Jeanna Westmoreland, Arkadelphia An Equal Opportunity Employer ..' . ~ UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DNISION RECENEO JUL l - 1uu~ off\\Ct Or R\\RG tltStGPitG~i\\Oti i,10ti\\i0 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for June 2004. Respectfully Submitted, ~~ ,, 6# ,, '1./~711 Alexis Tripp Walter, Bar # 2003183 Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501 -682-422 7 .. ' . .. CERTIFICATE OF SERVICE I, Tripp Walter, certify that on June 30, 2004, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1 723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 ~ a, \"~/'M/~JZf Alexis Tripp Walter    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\u003e   \n\n  \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n  \n\n  \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"},{"id":"bcas_bcmss0837_1061","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":["2004-06"],"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/1061"],"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 JUN 2 2004 OFFICE OF DESEGREGATION f,iONITORlNG Little Rock School District Board of Directors' Meeting ENJOY A JAFE \u0026amp; HAPPY JUMMER! JUNE 2004 Ann Marshall, Federal Monitor OFFICE OF DESEG. MO ITORING n~ \u0026gt;.\nmti ,,-- ,_-- 1E Oz o\u0026gt; ~ 31 m..,\nti C: -z\ngn o--1 ,,-- iz5 n\"' ~,- IX\n,c n IT =l 31: ,::.~ m~ zu (/) \"T e :I I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests REGULAR MEETING June 24, 2004 5:30 p.m. 111. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: IV. V. A. Superintendent's Citations B. Remarks from Citizens (persons who have signed up to speak) C. Little Rock Classroom Teachers Association REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update APPROVAL OF ROUTINE MATTERS: A. Minutes: Special Meeting - 05-19-04 Regular Meeting - 05-20-04 Special Meeting - June 8, 2004 Special Meeting - June 10, 2004 Special Meeting - June 11, 2004 B. Board Meeting Oates, 2004-05 School Year C. Personnel Changes Bargaining Rights of LRSD Paraprofessionals \u0026amp; Custodians Hiring of Additional Teaching Staff :- (\")\"ti ,.,\u0026gt;. .....\n.,.m,.:_..,. ... :!I: Oz o\u0026gt;\n,:,\ntJ C-\u0026lt; m..,\n,:, C: -z\n,:,n 0-1 ,....5 l\"'\"Z (\")(/) \u0026gt; F .\n=,, g ~mme ,.... C: (\")~ o,.... ~~ :::: m ~ Regular Board Meeting June 24, 2004 Page2 VI. CURRICULUM \u0026amp; INSTRUCTION: A. Program Evaluation Agenda for 2004-05 B. Contract for Technology Services C. Federal Grant Submission: Mentoring Programs VII. BUSINESS SERVICES DIVISION: A. Proposed Budget for Annual School Election B. Memorandum of Understanding: Protection of Historic Resources \u0026amp; Cultural Landscape C. Donations of Property D. Financial Report VIII. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions IX. STUDENT DISCIPLINARY ACTION X. ADJOURNMENT n-,:, \u0026gt;,... ... ...\nm._D.. - ii: Oz o\u0026gt;\nD ~ ~ ...\n,\n, C: -z\n,\n,n o\"\"' i= ~ n v, ~ PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MA TIERS/ WELCOME Ill. REPORTS/RECOGNITIONS A. SUPT. CITATlbNS ti. KtMAKI\\.:, tKUM CITIZENS C. LRCIA LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 TO: Board of Directors FROM: Junious Babbs OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501) 447-2955 E-Mail: junious.babbs@lrsd.org PREPARED BY: SUBJECT: Julie Wiedower, Director of Student Registration Requested Data DATE: June 24, 2004 In response to Student Registration Office (SRO) related questions in the June 10th agenda meeting, the following information is provided. Mrs. Wiedower will be present to provide appropriate updates and answer questions. 1. High School Enrollment Figures Central Hall Fair McClellan Parkview 04-05 Students Assigned 2402 1375 1147 1041 1121 as of June 15, 2004 03-04 Students Assigned 2197 1345 1082 1139 1161 as ofJunel7, 2003 03-04 Students Enrolled 2111 1327 1023 1006 1131 as of October 1, 2003 2. 2004-05 Central High Enrollment ~ !Othgr 11 thgr ~ New M to M students from PCSSD 33 4 0 New students to LRSD 61 6 18 3 :..n.. m C') :z:c 0 r- 8 -\u0026lt; RI c3 ~ f' CD C 8 !:!l .C,, 0 ~ m p CD 0 ozoz .O,, !.! l jg RI l\nc3 .C.'.). .\n.D.. u,_ !\" z.... m ~ ,\"f!.:. C 0 :::. 0\nD 3. 2004-05 Specialty Magnet Programs Enrollment Magnet Students School Magnet Program From Outside Name of School Population Population Attendance Zone B NB T B NB T B NB T CENTRAL 1251 1141 2392 256 286 542 205 244 449 HALL 1028 342 1370 57 55 112 26 35 61 FAIR* 922 206 1128 79 47 +126 56 38 94 McCLELLAN* 946 87 1033 22 7 +29 5 2 7 DUNBAR 490 316 806 95 260 +355 47 200 247 HENDERSON 519 135 654 113 56 169 53 34 87 CLOVERDALE * 589 117 706 13 II +24 0 3 3 MABELVALE * 485 149 634 63 51 +114 24 23 47 KING 342 266 608 43 182 225 WASHINGTON 388 157 545 41 108 149 ROMINE 234 91 325 27 53 80  All Specialty Magnet Schools have an established attendance zone (az).  After assignment of az students, magnet seats are then made available as space allows. *Entire school population participates in magnet courses (MSAP Grant). + Students magnet program application '54n Individual Approach to a World ef Knowledge\" DATE: June 24, 2004 TO: Board of Directors FROM: Morris L. Holmes, Interim Superintendent PREPARED BY: Bill Goodman ~ SUBJECT: June 2004 Construction Report - Bond Projects Several future construction projects have been added to this month's report. The Director of Facility Services is in the process of negotiating contracts with architects. The future projects are: Media Center expansion at Carver Addition to Fair Park Remodel at Forest Heights Addition to Gibbs Remodel at Meadowcliff There are several school projects that are supposed be finished by the time school starts. As always, it will be frantic. We are keeping our fingers crossed that there will be a limited amount of inconvenience to the students and staff. Please call me at 447-1146 if you have any questions. 810 W Markham  Little Rock, Arkansas 72201  www.1rsd.k12.ar.us 501 -324-2000  fa,-x: 501 -324-2032 :..\"..' ~ :z:c 0  -\u0026lt;\no m  .r,\u0026gt;, m\no ~z z ,m... (\") ::c ~ C) m Cl\u0026gt; !\" .z... m ~ ,\u0026gt;... \u0026gt; C 0 :::\n0\no CONSTRUCTION REPORT TO THE BOARD JUNE 24, 2004 BOND PROJECTS UNDER CONSTRUCTION I I I t:st. t,\nompIetIon Facility Name Project Description Cost Date Baseline Renovation ______ _________ $953,520 1 Jul-04 Booker ADA Rest rooms ________ ~ $25,000 Aug-04 ,_B_o_o_ke_r_ __ _____---+ _R_o_o_f_ ___________ $48,525 Aug-04 Brady Addition/renovation___ ____ $973,621 Aug-04 Central Renovation - Interior $1Q,20Q,266 Aug-05 -C-en- tral --------HVACRenovation - Band Area ____ $225,000 1 Dec-04 Central Reflecting Pond - $50,000 Aug-04 Chicot 'Drainage ___ ----~- $64,700 1 Aug-04 Chicot I Sound Attenuation --------,.- $43,134 Aug-04 _D_od_dFire Alarm Upgrade--=- ___ ____,__ $9,200 . Aug-04 1 D_u_n_ba_r _______ __,Ren_o_va_tion/addition $6,149,023 Dec-04 6 classroom addition \u0026amp; cafeteria/music J. A. Fair room addition ____ ____ $3,155,640 Jul-04 Geyer Spr-in_g_s-----+R- oo_f_R_e_p_a-ir- $161 ,752 - ---A-ug-04 Henderson ____ lGckers -- - --~ $80,876 Aug-04 Mablevale Elem - Fire Alarm Upgrade ____ $12,00Occ--=.-=_-=_-=_-=_:=:=:=A:=u~g--0-4 McClellan Classroom Addition-- $2,155,622 Jul-04 McDermott - Fire Alarm Upgrade - ~~~~--=---- $7,700- Aug-04 Mitchell Building Remediation __-= ._-:_- $165,000 Jul-04 Otter Creek Icooling Tower I $50,000 Jul-04 Parkview Addition - - - __ _,__ $2,12'f:'226 Aug-04 Pulaski Hgts. Elem _--Renovatio~ --------~-_ $1 ,193,259~-_- _-_-_A~u~g-04 Pulaski Hgts. MS Renovation $3,755,041 ~ g-04 Southwest -- Addition - - - $2,000,000 ~ g-04 Tech Ctr / Metro Renovation Addition/Renovation - Phase II - - $3,679,000 Jun-04 Wakefield _-_~---_ ~Rebuild ---- $5,300,000 ----J-u-1-04 Washington lfire Alarm Upgraae- ~- $11]60 ~ _ Aug-04 Western Hills --ADA Rest rooms - -- $25,000 _ A~ g-04 Western Hills -- Fire Alarm Upgrade -- $8,400 Auq-04 BOND PROJECTS CONSTRUCTION - SUMMER/ FALL 2004 I I I t:st. 1.,\nompIet1on Facility Name Project Description Cost Date Mitchell Renovation $2,212,493 Auq-05 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I I I Est. Completion Facility Name Project Description Cost Date Booker ___ Electrical Upgrade _ Unknown Unknown Carver __ Media Center Expansion _ __ _ $167,490 Unknown Chicot : Electrical Upgrade Unknow\n-- Unknown Cloverdale Elementary Addition _____ t- $520,750~ Aug-05 Fair Park - Addition _ _ __ -= _ $799,000 __ Unknown Forest Heights _ Remodel _ ~ $1 ,547,000 Unknown Garland Remodel . Unknow\n::_ Unknown Gibbs =-~~~~- ~ dition -=_=-- -- __ - $705,670  Unknown Meadowcliff Remodel ___ $164,150 Unknown Pulaski Hgts~ - - Energy monitoring system installation - Unknown Unknown Rightsell _____ Renovation ::- $2,494,00_0__ Aug-06 Scott Field ____ Renovate Track $200,000 Unknown Western Hills Electrical Upgrade \u0026amp; 1::!VAC _-, - $640,000 - Aug-05 Woodruff Parkinq addition $193,777~ Unknown CONSTRUCTIONREPORTTOTHEBOARD JUNE 24, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost Administration IAsbestos abatement __ $380,495 __ M_ar_-0_3 :~~:~:::~:::~~ I ~~~s:I=~~s~yst_em____ ___ _ __ :\n:~~~ :~~:~\nAdministration Annex Energy monitoring system installation May-02 Alternative Learning Ctr. Energy monitoring system installation -- ___ $_1_5~, 1_60 ____ Oct-01 Alternative Learning Ctr. Energy efficient lighting $82,000 Dec-01 Badgett Partial asbestos abatement $237,237 Jul-01 Badgett JFire alarm - - -- $18,250 Aug-02 Bale Classroom addition/renovation _ ___ $2,244 ,524 _ _ Dec-02 Bal_e _____ ~ nergymonitoring system Mar-02 Bale -Partial roof replacement $269,5~ Dec-01 Bale HVAC -- $664,587 Aug-01 Book~ Energy efficient lighting $170,295 Apr-01 Book~ --- -7Energy monitoring system installation $23,710 Oct-01 Booker l Asbestos abatement -- --+ - --$10,900 Feb-02 Book_er __ Fire alarm - ' $34 ,50_1~-- Mar-02 Brad Energy efficient lighting -T- - $80,593 Sep-02 Bradc\"-y ______ ~ Asbestos abatement $345,072 Aug-02 Carver I Energy monito- r-in_g_s-ys-te- m- in-stallation ----'$_14-',~480--'-___ May-01 Carver Parkinglot $111 ,742 Aug-03 Central Parkin=g ___ --'-S=-tudent pa~rk_in~g_______ $174,000 Aug-03 Central/Quigley Stadium light repair \u0026amp; electrical repair 7 $265,000 Aug-03 Central/Quigley Athletic Field Improvement -~----$-3-8~,0-0_0_ Aug-03 Central/Quigley I rrigation System $14,500 1 Aug-03 Central P urchase land for school Unknown Dec-02 Central Roof \u0026amp; exterior renovations $2,000,000 Dec-02 Central - Ceiling and wall repair 1 - - $24-,0-00-- Oct-01 Central 'Fire Alarm System -D-e-si-g-n/-ln-s-ta_ll_a_tio_n ______ $_8_0~,8-76_ Aug-01 Central 1Front landing tile repair -- $22,470 - Aug-01 Cloverdale Elem. Energy efficient ligh_tin~g__ $132,678 Jul-01 Cloverdale MS Energy efficient lighting $189,~ Jul-01 Cloverdale MS Major renovation \u0026amp; addition $1 ,393,822 Nov-02 Dodd - Energy efficient lighting +- $90.~ Aug-01 Dodd - Asbestos abatement-ceiiing!ile $156,~ - Jul-01 Dodd Replace rooftop HVAC $215_,_570 Aug-02 Facilities Service Interior renovation -r- $84,672 Mar-01 Facility Services Fire alarm ---- ,. $12,000 - Aug-03 Fair Park -HVAC r-e-n-ov-a-ti-on/fire alarm $ 315,956~ Apr-02 Fair Park --Energy efficient lig~ ---..-- ~ 2 Aug-01 Fair Park ______. ..,.A.,. sbestos abatement-ceiling $59,310 Aug-01 J. A. Fair Energy efficien_t_lig-ht-in_g_~------ $277,594 Apr-01 J. A. Fair Press box $10,7~ Nov-00 J. A. Fair Security ca~m~e,-ras____ $12,500 - JJ~:~\nJ. A. Fair Athletic Field lmprovem_ ent__ _____ $38,000 Jul-0 J. A. Fair Irrigation System $14_,_ooo 3 J. A. Fair Roof repairs t- $391 ,871 Aug-03 Forest Park _ __ _ Replace windowunits w/central HVAC----,... $485,258 Nov-03 Forest Park Diagonal parking $111 ,742 Aug-03 Forest Park Energy efficient lighting ,. - $119,788 May-01 Fulbright Energy efficient lighting $134,463 ~ Jun-01 Fulbright Energy monitoring_s_y~st~em_i-nstallation __l -- $11 ,950 Aug-01 Fulbright Replace rooftop HVAC units $107,83~ Aug-02 Fulbright Parking lot $140,000 Sep-02 Fulbri ht I Roof repairs $200,000 Oct-02 2 !\"' ,::, m\n,o !S z z ,m-n ::c  z C) m \"' !Tl z_, m I  C: 0 :::. 0\n,o CONSTRUCTION REPORT TO THE BOARD JUNE 24, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED I l l Est. Completion Facility Name Proiect Descriotion Cost Date Franklin Renovation $2,511,736 Mar-03 Gibbs Energy efficient lighting $76,447-- Apr-01 Gibbs Energy monitoring systerninstaliation\n----$11,770 - Jul-01 Hall Major renovation \u0026amp; addition __ $8,637,709 - Sep-03 Hall !Asbestos abatement I $168,222_,__ Aug-01 Hall Energy efficient lighting -i--- $42,931 Jul-01 Hall Energy efficient lighting $296,707=-~---- Apr-01 Hall I infrastructure improvements 1 - $93~657 Aug-01 Hall Intercom _______ Feb-01 Hall Security cameras -1-- $10,600 - Jun~01 Henderson Energy efficient lighting i ---r-, 93,679- --Juf:o1 Henderson Roof replacement gym___ i $107,835 ___ May-01 Henderson Asbestos abatement Phase I _ __ $500,000 Aug-01 Henderson Asbestos abatement Phase 2 _ _ _ $250,oo_c - - Aug-02 IRC Energy efficientllgi,Ting $109,136 Jul-02 Jefferson Asbestos abatement -----= ~ - $43,639 ~. -- Qci-01 Jefferson Renovation \u0026amp; fire alarm I $1,630,000 Nov-02 Laidlaw Parking lot_________ $269,588 ~-- Jul-01 Mabelvale Elem. 'Energy monitoring system installation ,.. - $12,150-= _ Aug-01 Mabelvale Elem. Replace HVAC units -- I - $300,000 Au.9.-02 Mabelvale Elem. TAsbestos Abatement I $107,000 - - Aug-02 Mabelvale Elem. Energy efficient lighting - $$1 1 0 34 6.,5 7 99 8 3 _:__ ~:~:~2 Mabelvale MS --Renovate bleachers ___-:= _-:=_-:=_-=-._ 1 Mabelvale MS - Renovation -- -.. $6,851,621- Mar-04 Man!!__ - -- 'Partia!Replacement __ ~ __ $11 ,500,000-=-- Apr-04 Mann -- - - _Asphalt walks -- -- - The total $1 .8 million Dec-01 Man~ _ Walkway canopies ____ __ _ iswhathasbeen Dec-01 Mann Boiler replacement used so far on the Oct-01 M~-- _ _:=_ - -\nFencing -~~~~- ___-:= _-:=_-:=_ __ projects listed - - Sep-01 Mann______ Part@!_Q_emolition/portable classrooms completed for Mann. Aug-01 McClellan_____ __6thletic Field Improvement ---\"- _ $38,000 Jul-03 McClellan Irrigation System __ + _ $14,750_ Jul-03 McClel~ _ Security cameras -~- - $36,300 ____ Jun-01 McClellan Energy efficient lighting _ $303,614 May-01 McClellan --- Stadium stands repair $235,000 Aug-01 McClellan __ -_-__ --Intercom ---------=--=----=--- - $46,000-- Feb-02 McDermott _ __ _Ene!ID'. efficient lighting_ - $79,411~ - Feb-01 McDermott__ __ Replace rooftop HVAC units __ _ -+---- $476,000 Aug-02 Meadowcliff Fire alarm __ __ _ - $16,175 Jul-01 Meadowcliff Asbestos abatement $253,412 Aug-02 Meadowcliff - - - - Engergy efficient lighting $88,297 Dec-02 Metropolitar, Replace cooling tower -- - ~7,203- Dec-00 Metropolitan _ _ -Replace shop vent system_ + $20,000 - May-01 Metropolit~ Energy monitoring system installation +- _ $17,145 Aug-01 Mitchell Energy efficient lighting - $10f642 Apr-01 Mitchell -= _ ~ Energy monitoring system installation $16,695 - - Jul-01 Mitchell _2sbestos abatement __ $13,000 Jul-01 Oakhurs_t__ HVAC renovation $237,237 _ Aug-01 Otter Creek _ _ Energy monitoring system installation _ $10,695 May-01 Otter Creek __ _ - Energy efficient lighting $81,~ Apr-01 Otter Creek Asbestos abatement _ __!:10,00.Q_j_ Aug-02 Otter Creek Parking lot ___ __ $138,029 Aug-02 Otter Creek ____ 6 classroom addition $888,778 Oct-02 Otter Creek Parkinqlmprovements -- -- - $142,541 Auq-03 3 CONSTRUCTION REPORT TO THE BOARD JUNE 24, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED I I I Est. Completion Facility Name Project Description Cost Date Parkview HVAC controls $210,000 Jun-02 Parkview I Roof replacement $273,877 J__ ~-01 Parkview Exterior lights $10,784 Nov-00 Parkview I HVAC renovation \u0026amp; 700 area controls $301,938 =- Aug-01 Parkview 'Locker replacement I $120,000 Aug-0__!_ Parkview Energy efficient lighting 1 $315,000 Jun-01 Procurement Energy monitoring system installation $5,290 : Jun-02 Procurement I Fire alarm I $25,000 Aug-03 Pulaski Hgts. Elem Move playground I $17,000 Dec-02 ~ghtsell __ ....,..,Energy efficient lighting 1 $84,898 _ A~-01 Rockefeller I Energy e~ghting -- I $137,004 Mar-01 Rockefeller I Replace rooftop HVAC - $539,175 Aug-01 Rockefeller Parking addition ~-----~----_-_ ----$111)42--,- - - Aug-02 Romine Asbestos abatement I $10,000-- ~r-02 Romine -- Major renovation \u0026amp; addition ---- $3,534,675 - Mar-03 Security/Transportation Bus earner~ ---- - ~ -- $22,500 - Jun-01 Southwest jAsbestos abatement I $28,138___ Aug-00 Southwest New roof I $690,ooo - Oct-03 Southwest Energy efficient lighting $168,71~ Jan-02 Southwest Drainage / street widening I --$25Q,OOO .L. Aug-03 Student Assignment ~ nergy monitoring system installation I $4,830 Aug-02 Student Assignment --Firealarm ' $9,000 --- Aug-03 Tech Center ptiase-, --+-Renovation -----,---=- --1-- $275,000 Dec-01 Technology Upgrade ---iu\"pgrade phone system \u0026amp; da-ta-- I Nov-02 Terry - ~ Energy efflCientlighting-- 1 $73,850 - Feb-01 Terry -- - Driveway \u0026amp; Parking ! $83,484 -r---- Aug-02 Ter- -- - --rMeciiaeenter addition-- I $704,932 Sep-02 Wakefield - - Security cameras _____ _,__ __ $8,000-r- Jun-01 Wakefield -- -- Energy efficient lighting $74,776 -, - - Feb-01 Wakefield -- ~ ----i-DemOlition/Asbestos Abatement ___ $200,000 Nov-02 Washington Security cameras -- --- .,. $7,900 -- Jun-01 Washington - - Energy efficient lighting -- ----1--- $165)81- -=- Apr-01 Watson _._Energy monitoring system installation $8,530 Jul-01 Watson - - Asbestos abatement -+ -- $182,241 - Aug-01 Watson -=- --Energy efficient lighting ___ -- $106,868 _ Aug-01 Watson Asbestos abatement $10,000 Aug-02 Wais~ ---- ~ ajar renovation \u0026amp; addition $800,_000 Aug-02 Western Hills Asbestos abatement -- -- -- $191,946 Aug-02 Western Hills -- --,Intercom ----.___ $7,100 - Dec-01 Western Hills Energy efficient lighting - _ $106,000 Jul-01 Williams Renovation -----t--- $2,106,492 Mar-04 Williams Parking expansions -----.....- $183,717' - Dec-03 Williams -- Energy efficient lighting ---+-~~~$122,719 -,--- Jun-01 Wilson - -- -Renovation/expansion $1 ,263,876 _ Feb-04 Wilson-- --- Parking Expansion ___ $110,000 Aug-03 Woodruff - Renovation - $246,419 Auo-02 4 .r.\u0026gt;, m\nJD is zz m,.... n :z: ~ Cl m \"' fT1 .z.... m\nJD z \u0026gt;,.... \u0026gt; C: C ::. 0\nJD Date: June 24, 2004 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS To: Board of Directors From:@Sandy Becker, Internal Auditor Re: Audit Report - June This is the fifty-sixth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two middle schools and two 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 ewspaper production staff in LRSD high schools to improve access to tools needed for students and staff. .:n.. Pl ::c z 0 8 -\u0026lt;\nD m i3 ::!:l .r.\u0026gt;, m\nD ~z z ,m- C') ::c \u0026gt;z C) m \"' Audit Report - June 2004 Page 2 of2 Training a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. c) Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. d) Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. e) Working with Information Services on streamlining of data processes regarding SIS reporting. f) Monitoring cost reduction efforts in the District. g) Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. h) Reviewing leave accountability system. a) Provided technical assistance to school staff on grant writing. b) Served as co-chair of Strategic Team One - Financial Resources. c) Served as District coordinator ofUnited Way's Day of Caring (April 17, 2004). Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: June 24, 2004 TO: Little Rock School District Board of Directors FROM: Lucy Neal, Director Technology and Media Services John Ruffins, Director Computer Information Services THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject Summary Objectives Expected Outcomes Population/Location Budget Amount Managers Duration Long Range/Continuation Technology Report  Both Computer Information Services and Instructional Technology departments are preparing for the move to the new LRSD Technology Center within the next few weeks.  The number of secondary language arts classrooms that utilize Read 180 software from Scholastic is expanding to five more sites. When the expansion is completed, there will be classrooms at 10 of the 13 secondary schools that use this software to help students learn language arts skills.  Staff from Computer Information Services is performing summer maintenance at all sites to ensure that all machines have the latest updates and service packs. 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 May 20, 2004 - June 24, 2004 Technology Plan is approved from 2003-2006. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: June 24, 2004 TO: Little Rock School District Board of Directors FROM: Lucy Neal, Director Technology and Media Services John Ruffins, Director Computer Information Services THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject Summary Objectives Expected Outcomes Population/Location Budget Amount Managers Duration Long Range/Continuation Technology Report  Both Computer Information Services and Instructional Technology departments are preparing for the move to the new LRSD Technology Center within the next few weeks.  The number of secondary language arts classrooms that utilize Read 180 software from Scholastic is expanding to five more sites. When the expansion is completed, there will be classrooms at 10 of the 13 secondary schools that use this software to help students learn language arts skills.  Staff from Computer Information Services is performing summer maintenance at all sites to ensure that all machines have the latest updates and service packs. 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 May 20, 2004 - June 24, 2004 Technology Plan is approved from 2003-2006. LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENT'S OFFICE 810 WEST MARKHAM LITTLE ROCK, AR 72201 (501) 324-2012 Date: June 24, 2004 To: From: Re: Board of Directors Morris L. Holmes, Ed.D. Interim Superintendent Board Meeting Dates, 2004-05 School Year The proposed schedule of meeting dates for the 2004-2005 school year is presented for your review and approval. By Board policy, the second and fourth Thursday of each month are designated as regular meeting dates. The exceptions occur in November and December to avoid conflict with the holidays. The administration recommends approval of the following schedule: MONTH AGE DAMEETI G REGULAR MEETING July 07-08-04 07-22-04 August 08-12-04 08-26-04 September 09-09-04 09-23-04 October 10-14-04 10-28-04 November 11-11-04 11-18-04 December 12-09-04 12-16-04 January 01-13-05 01-27-05 February 02-10-05 02-24-05 March 03-10-05 03-24-05 April 04-14-05 04-28-05 May 05-12-05 05-26-05 June 06-09-05 06-23-05 Em n .z... .. , Om 2!,!C zm C..,,)..~.. ::0 C) 8~ ~z E..,. en .,.. ~:!! z Ca,  c ,- en !llz :cm gi:: ,.... gi m\n:o !ii~ ..,.m c5 en z p .., m ::0 lS zz I!) n ::c ~ C) m en DATE: TO: FROM: THROUGH: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS June 24, 2004 Board of Education \\ fj1Beverly Williams, Director, Human Resources Dr. Morris Holmes, Interim Superintendent of Schools Personnel Changes It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with AC.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for ail 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 18, 2003 are considered intern teachers. !mI: n .z.... ., ., Om i!,!C zm c,~ -o,\n: o C, 8~ ~z !I: .... rn ::a, 15. ::!I: ::0 -C rn  \"\"n Om\n:oz l'i--t rn~\nJr- Personnel Changes Page 2 June 24, 2004 NAME Allison, Misty Reason: None Given Alverson, Raymond Reason: Retired Armstrong, J runes Reason: Retired Balenko, Mary Reason: Retired Batt, Ann Reason: Retired Brezee, Scott Reason: None Given Caruth, Phyllis Reason: Retired Davis, Kenneth Reason: Retired Davis, Waverly Reason: Retired Dugan, Frances Reason: Retired POSITION SCHOOL START DATE END DATE SALARY CLASS Resignations/Terminations Certified Emplovees Elem I 8-7-02 1-02 BOOKER 6-8-04 TCH925 Librarian 8-23-76 4-19 CENTRAL 6-1-04 LIB950 Science 8-16-94 4-13 FAIR 5-28-04 TCH925 Reading 8-20-79 5-20 BALE 5-28-04 CED925 Elem II 8-12-99 6-12 WASHINGTON 5-28-04 TCH925 Phyical Ed. 7-17-03 4-01 MCCLELLAN 5-28-04 TCHl0 Trigonometry 8-23-76 6-21 CENTRAL 5-28-04 TCH925 Special Ed 1-16-01 4-19 SPECIAL ED. 5-28-04 SPE925 Elem ill 8-15-94 1-17 FULBRIGHT 5-18-04 TCH925 Kindergarten 2-27-78 6-21 BRADY 6-1-04 K925 ANNUAL SALARY 27834.00 49737.00 42985.00 52205.00 44797.00 31431.00 54700.00 49737.00 43513 .00 54700.00 Personnel Changes Page 3 June 24, 2004 NAME Faulkner, Elizabeth Reason: Retired Foster, Nancy Reason: Retired Guest, Julia Reason: Health Grossman, Elizabeth Reason: Accepted Another Position Hall, Shirley Reason: Retired Hennessey, Jennifer Reason: Accepted Another Position Higginbotham, Patricia Reason: Retired Holcomb, Irene Reason: Retired Hornsby, Courtney Reason: Personal Isely, Randee Reason: Accepted Another Position POSITION SCHOOL Reading CHICOT Math PUl. HGTS. MID. Math HENDERSON English FAIR Elem I CLOVERDALE Psy. Examiner HENDERSO Math PUL. HGTS. MID. Economics MANN Oral Comm. CENTRAL Special Ed. START DATE END DATE 8-7-02 5-28-04 8-20-90 5-28-04 8-21-73 5-28-04 8-7-03 5-28-04 8-23-68 6-29-04 8-20-01 6-30-04 8-10-81 5-28-04 11-7-83 5-28-04 8-13-97 5-28-04 12-17-01 MABELV ALE MID. 7-1-04 SALARY CLASS 4-13 CED925 4-18 TCH925 5-20 TCH925 1-01 TCH925 6-21 TCH925 61-11 ADC105 6-21 TCH925 2-17 TCH925 3-07 TCH925 1-03 SPE925 ANNUAL SALARY 42985.00 48237.00 52205.00 27309.00 54700.00 43608.00 54700.00 44879.00 35291.00 28359.00 !I: mn z.... .. , Om 2!!C zm ~C) .~- ,0 C) 8~ ~z :1:\"\"' C/) .,,. ~\na z C: to \u0026gt;c: ,- C/) ~z ::i::m 8~ ,- Kl m\n,o i\n~ nm gt/) z ~::i::c-:o ::i::!I: ::i::O -C: C/). O\"m'n '\u0026lt;\"\u0026gt; z.... gi~ m .,,. ~s\n,o . 8n ~ls :I: ,0 m\u0026lt;\"\u0026gt; \u0026lt; C: ~ l:: . !I: \u0026gt;go C)_ mz ZC/\u0026gt; ,c.-.-. \u0026lt; Personnel Changes Page 4 June 24, 2004 NAME Lawson, Karon Reason: Leaving City Levin, Barbara Reason: Retired McDougal, Mark Reason: Accepted Another Position McGinness, Alana Reason: Accepted Another Position Mims,Mary Reason: Personal Mosby, Jimmy Reason: Retired O'Keefe, Lucille Reason: Retired Pritz, Colleen Reason: Leaving City Redmond, Rhonda Reason: Accepted Another Position Robinson, Susie Reason: Retired POSITION SCHOOL Art FRANKLIN Math MANN East Lab FAlR Business Ed. MCCLELLAN English DUNBAR Asst. Principal CE TRAL ElemN OTTERCREEK Pre-Algebra PUL. HGTS. MID. ElemN BALE ElemV GIBBS START DATE END DATE 8-12-96 5-28-04 8-23-76 5-28-04 8-9-00 5-28-04 8-2-00 5-28-04 8-18-92 5-28-04 8-24-73 6-8-04 8-24-87 5-28-04 8-22-88 5-28-04 8-7-03 5-28-04 8-20-90 5-28-04 SALARY CLASS 4-10 TCH925 4-19 TCH925 2-04 TCH925 5-05 TCH950 1-10 TCH925 66-20 ADC105 4-19 TCH925 2-16 TCH925 4-07 TCH925 4-19 TCH925 ANNUAL SALARY 39834.00 49737.00 30775.00 36000.00 35711.00 66240.00 49737.00 43379.00 36683.00 49737.00 Personnel Changes Page 5 June 24, 2004 NAME Schiffer, Amanda Reason: Leaving City Scrubbs, Verna Reason: Did not return from Leave Sharlow, Alan POSITION SCHOOL Elem III WASHINGTON Elem III BOOKER Music START DATE END DATE 1-5-04 5-28-04 8-21-89 6-1-04 8-7-02 Reason: Returning to School CENTRAL 5-28-04 Sneed, Mary Special Ed. 8-13-98 Reason: Accepted Another FOREST HGTS. 6-1-04 Position Watson, Billy Math 8-23-71 Reason: Retired CENTRAL 7-1-04 Watson, Gladystine Career Coor. 8-25-69 Reason: Retired HALL 7-1-04 Wood, Paula Spec. Ed. Supv. 8-19-91 Reason: Accepted Another SPECIAL ED. 6-30-04 Position New Certified EmJ?IOl'.ees Certified Promotion SALARY CLASS 4-01 TCH925 1-17 TCH925 1-02 TCH925 5-06 SPE925 6-21 TCH925 6-21 VOC105 68-12 ADCll ANNUAL SALARY 31431.00 44879.00 27834.00 37051.00 53213.00 54700.00 55380.00 !: m.z... .n. ., Om -\nmoo ~$? -,:,,-\no Cl 8 $? $? z !: .... \"' .,. ~~ z C: a,  C: ,- \"' !!lz :rm 8 gi ,- gi m\no ~~ ~~ 0z :r a, ci~ :r 0 = \"'.C : --\u0026lt;n Om ~z n--\u0026lt; \"'~ ~,- Personnel Changes Page 6 June 24, 2004 NAME NONE NONE POSITION SCHOOL START DATE END DATE Certified Transfer SALARY CLASS Resignations/Terminations Non-Certified Employees Bosley, Michael Custodian 9-5-80 1-11 Reason: Personal CLOVERDALE EL. 6-24-04 CUS12 Briggs, Bobby Custodian 9-7-76 1-11 Reason: Retired FOREST HGTS. 7-1-04 CUS12 Carpenter, Michael Care 11-17-03 1-02 Reason: None Given CARE 5-1-04 CARE Cadman, Suzanne Clerical 12-7-81 44-20 Reason: Retired Ilv1C 6-30-04 CLK12 Cranford, Rose Nurse 10-15-01 1-09 Reason: Retired FRANKLIN 5-28-04 NURSES Croswell, Carolyn Instr. Aide 8-20-98 1-06 Reason: Retired BOOKER 5-30-04 INA185 Frizzell, Jennifer Instr. Aide 2-28-04 1-07 Reason: Personal ROCKEFELLER 6-2-04 INA12 Germany, Lisa Child Nutrition 1-8-04 3-01 Reason: Personal CLOVERDALE MID.4-26-04 FSH550 ANNUAL SALARY 19385.00 19385.00 6.48 34344.00 34661.00 13166.00 17418.00 8364.00 Personnel Changes Page 7 June 24, 2004 NAME Grimmett, Bonnie Reason: Retired Holder, Alice Reason: None Given Jones, Jessinca Reason: None Given Land, Kitty Reason: None Given Modeste, Leon Reason: None Given Morgan, April Reason: Personal Peters, Novella Reason: None Given Poe, Lachunda Reason: Abandonment Reyes, Norma Reason: Abandonment Rodgers, Sylvia Reason: Abandonment Smith, Vernon Reason: Personal POSITION SCHOOL Instr. Aide CARVER Care CARE Care CARE P.O. Specialist PROCUREMENT Instr. Aide BRADY Child Nutrition WILLIAMS Care CARE Child Nutrition HALL Child Nutrition DUNBAR Child Nutrition SOUTHWEST Maintenance FACILITY SERV. START DATE END DATE 8-27-90 5-28-04 8-20-97 5-28-04 11-25-02 5-28-04 8-10-87 6-30-04 8-5-02 5-28-04 8-29-97 5-27-04 4-10-96 5-28-04 1-15-03 4-29-04 4-4-03 4-2-04 8-20-03 4-19-04 5-2-88 6-11-04 SALARY CLASS 1-10 INA925 2-12 CARE 1-03 CARE 46-20 AN12 1-10 INA925 3-07 FSH550 1-07 CARE 3-02 FSH550 3-01 FSH550 3-01 FSH550 57-20 ADN12 ANNUAL SALARY 14472.00 8.42 6.62 40116.00 14472.00 8606.00 7.17 8404.00 8364.00 8364.00 50628:00 !I:: m.z... .n. , Om -\n:moo .i.!,5,.~..\n:o C\u0026gt; 8~ !:!:i er, .,.. ~~ z  C: a, \u0026gt;,... cer:, ~z :,:m 8g: ,- gi m\n:o r-:5 mn ~~ 0 z :,: a, c\n~ :,::0 :!: C: er, ' -\u0026lt;n Om 2!!z (\")-\u0026lt; er,~\nj r- .,..\n\":o\".S On C\u0026gt; C: ~\n:o !l::\n:o m~ ~ ~ .\nI: \u0026gt;\" mC\u0026gt; -z z er, o-\u0026lt; \u0026gt;\" Personnel Changes Page 8 June 24, 2004 NAME Stewart, Marcus Reason: None Given Wal ton, Coretta Reason: Accepted Another Position Weston, Ophelia Reason: Personal Woods, Teresa Reason: Abandonment Akins, James Benton, Jimmie Coats, Wanda Compton, Jerry POSITION SCHOOL Care CARE Child Nutrition FAJR Clerical FOREST HGTS. Child Nutrition HALL START DATE END DATE 9-29-03 4-1-04 2-14-03 5-12-04 8-18-92 5-24-04 11-3-03 4-29-04 SALARY CLASS 1-02 CARE 3-01 FSH550 39-12 CLK10 3-01 FSH550 ew Non-Certified Employees Custodian 5-6-04 1-01 BRADY CUS925 Custodian 5-3-04 1-05 BASELINE CUS928 Care 4-29-04 4-01 CARE CARE Custodian 5-24-04 54-12 FACILITY SERV. ADN12 ANNUAL SALARY 6.48 8364.00 23304.00 8364.00 5313.00 annual 519.75 prorated 12363.00 annual 1343.00 prorated 6.25 36456.00 annual 3937.25 prorated Personnel Changes Page 9 June 24, 2004 NAME Fairmon, Toney Foote, William Fresh, Andrea Hayman, Tera McGee, Effie Mohammed, Abdullah POSITION SCHOOL Custodian SOUTHWEST Custodian PARK.VIEW Parent Coor. SOUTHWEST Media Clerk MANN Custodain CENTRAL Custodian MANN START DATE END DATE 5-12-04 5-13-04 5-3-04 5-3-04 5-4-04 5-10-04 SALARY CLASS 1-01 CUS12 1-01 CUS928 50-02 SOWRK 31-07 CLK925 1-01 CUS12 1-01 CUS928 ANNUAL SALARY 13784.00 annual 2052.94 prorated 10,626.00 annual 750.75 prorated 24012.00 annual 2501.25 prorated 15804.00 annual 420.32 prorated 13784.00 annual 2287.56 prorated 10626.00 annual 924.00 prorated !IC mn .z... .. , Om\nice -m .~.,,~...\n,c Cl 8~ ~z ii: .... CJ) .,,. ~~ z  C: a, \u0026gt;c: r-u, !!lz :cm 8g: ,...~ m\n,c r-s ~C') -\u0026lt;m 6(/) z :ca, i5 ~ :co :!: C: CJ). -\u0026lt;n Om\n!:!z C')-t CJ)~\njr- .,,. -\n,ca.s On Cl c: ~\n,c i:\n,c m~\nj\n:r- ,... C: . i: \u0026gt; po mCl -z ZCJ\u0026gt; c-t \u0026gt; \" Personnel Changes Page 10 June 241 2004 '..:4n Individual Approach to a World if Knowledge\" NAME Palmer, Gladys POSITION SCHOOL Custodian CENTRAL START DATE END DATE 3-21-04 Reclassification SALARY CLASS 1-01 CUS928 ANNUAL SALARY 10626.00 annual 2425.50 prorated Browning, Benita Bookkeeper Financial Services From Grade 55 to Grade 57 NONE NONE Non-Certified Promotion Non-Certified Transfer 810 WI. Markham  Little Rock, Arkansas 72201  www.lrsd.org 501-447-1000  fax: 501-447-1001 '54n Individual Approach to a World of Knowledge\" June 24, 2004 To: LRSD Board of Directors From: Dr. Morris L. Holmes, Interim Superintendent ~ Prepared by~ Beverly Williams, Director of Human Resources RE: Bargaining Rights ofLRSD Paraprofessionals and Custodians The Administration and LRCT A have agreed to the attached conditions with regard to the bargaining rights of the LRSD Paraprofessionals and Custodians effective June 18, 2004. 810 \\\\'. 1arkham  Little Rock, Arkansas 72201  w,vw.lrsd.org 501-447-1000  fax: 501-44~-1001 31: mz.... .o. , Om 2!!0 zm ,C,\u0026gt; ~,....\n,o C\u0026gt; 8~ ~z :1:\"\"' (J) :C CD c:5 :c 31: :cO -C:: (J). --\u0026lt;o Om\nDz 0--\u0026lt; !S ~ m AGREEMENT BETWEEN THE LRCTA AND THE LRSD ADMINISTRATION REGARDING THE BARGAINING RIGHTS OF LRSD PARAPROFESSIONALS AND CUSTODIANS June 18, 2004 The Administration and the Association agree to the following approach to dealing with the current crisis surrounding the bargaining rights of the Little Rock School District paraprofessionals and custodians: 1. Both groups will receive, for the 04-05 school year, the 10% raise and the negotiated increase in the District's share of the insurance coverage. 2. The Association, acknowledging that a number of factors have resulted in both paraprofessionals and custodians falling short of the number necessary for the CTA to represent a majority of the employees in each group, agrees to forgo bargaining for the 2004- 05 school year. 3. The Administration will initiate two changes to the current agreement. These changes constitute the removal of the building engineers from the custodial bargaining unit and the placement of the paraprofessionals and the custodians on the LRSD Master Salary Schedule. 4. While no longer bound by the negotiated agreements covering the paraprofessionals and custodians, the Administration, whenever possible, with comply with the general spirit of the employment and working conditions outlined in those agreements until July 1, 2005. 5. Employee disputes will be handled in a manner consistent with Arkansas State Law 6-17-208 and the LRSD employee Handbook. 6. If the Association meets the verification terms outlined in the Recognition clause of the Paraprofessional contract by January 15 of 2005, the Administration will immediately honor the terms and conditions of that contact. 7. If the Association meets the verification terms outlined in the Recognition clause of the Custodial contract by January 15 of 2005, the Administration will immediately honor the terms and conditions of that contact. Katherine Wright LRCT A President // 0 ~ / /~91 Jc Grainger Ledbetter LRCT A Executive Director Dr. Morris Holmes LRSD Superintendent u~ BeverlyJliams Human Resources Director - ---- ([  -......~~, '.:An Individual Approach to a World of Knowledge\" June 24, 2004 To: LRSD Board of Directors From: Dr. Morris L. Holmes, Interim Superintendent Prepared byf tfeverly Williams, Director of Human Resources RE: Hiring of Additional Teaching Staff The Division of School Services has requested the addition of forty-three and four tenths ( 43.4) new teaching staff members, plus the potential of an additional nineteen (19) new pre-K classrooms. 12 Elementary ( From allocations) 5 Elementary (To undo split classrooms) 26.4 Secondary ( Program needs at five different secondary schools) 19 Approximate number of Pre-K Early Childhood (Grant proposal from the state with regard to additional funding of early childhood progran1s. The District will proceed with only the number of classrooms funded by the grant.) 62.4 Total - Potential new teaching positions School Services, Student Registration, and the Human Resources Department will continue to monitor the student enrollments, grant awards, and programs to implement those positions necessary for a successful 2004-05 school year. The administration is recommending approval to proceed with the hiring and staffing of these positions prior to the approval of the Little Rock School District budget for 2004- 05. 810 \\'( i\\Iarkham  Little Rock, Arkansas 72.201  \\\\\"-vw.lrsd.org 501-447-1000  fax: 501-447-1001 Im: n .z... .. , Om ,!!O zm C) ~ \"1:lr\n, o C) 8~ ~z I: .... \"' .,,. \u0026gt;s ~:- c: CD ,\u0026gt;.. ..C.,,: !/lz ::i:m 8g: .... ~ m\n,o J\n~ ngemn z % CD c:5  % I: %0 \"- ' C.: .... n Om\n,oz 0 .... ~~ m TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 June 24, 2004 Board of Directors Dennis Glasgow, Interim Associate Superintendent Dr. Ed Williams, Statistician Dr. Morris Holmes, Interim Superintendent Program Evaluation Agenda for 2004-05 Short Summary-The Board is asked to approve the continued program evaluations for the broad areas of Elementary Literacy (K-5), Secondary Literacy (6-12), Elementary Mathematics (K-5), and Secondary Mathematics (6-12). The evaluation format for these programs will be standardized to the extent possible so that all of these programs can be evaluated on an annual basis with an added section each year that incorporates the latest student assessment data. In addition English as a Second Language (K-12) and the Pre-Kindergarten Program are proposed to complete the Program Evaluation Agenda for 2004-05. The primary research question will be, \"Was the program effective in improving the achievement of African-American students?\" (or Limited English Proficient students in the case of the ESL Evaluation). Individual components of the broad programs will be included in the program evaluations when feasible. Budget for external program evaluators and a Director of Planning, Research, and Evaluation and an Evaluation Specialist are proposed in the 2004-05 budget. Objectives- to improve the education for all students, with a focus on African-American students, by evaluating selected programs (and their components when feasible) each year to determine their impact on student achievement. Expected Outcomes- Programs will be maintained, adjusted, or eliminated based on the findings of program evaluations over a sufficient period of time to determine the effectiveness of the program. Population- District staff and teachers will be involved in the evaluations, in addition to an external evaluator(s). Budget Amount/Source of Budget- Staff members' time and materials are included as a part of the regular operating budget for the Math/Science and Literacy Departments. External  ~onsultants will be contracted to help develop the evaluation design, write the reports, and ensure impartial findings and recommendations. A budget of $50,000 is included in the proposed PRE !mI: n .z... ., , Om ,!!C zm C.,\u0026gt;,, .~...\n:o C\u0026gt; 8~ ~z :I: .... CJ\u0026gt; fl 8 z ~ cz5 CJ\u0026gt; TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 June 24, 2004 Board of Directors Dennis Glasgow, Interim Associate Superintendent Dr. Ed Williams, Statistician Dr. Morris Holmes, Interim Superintendent Program Evaluation Agenda for 2004-05 Short Summary-The Board is asked to approve the continued program evaluations for the broad areas of Elementary Literacy (K-5), Secondary Literacy ( 6-12), Elementary Mathematics (K-5), and Secondary Mathematics (6-12). The evaluation format for these programs will be standardized to the extent possible so that all of these programs can be evaluated on an annual basis with an added section each year that incorporates the latest student assessment data. In addition English as a Second Language (K-12) and the Pre-Kindergarten Program are proposed to complete the Program Evaluation Agenda for 2004-05. The primary research question will be, \"Was the program effective in improving the achievement of African-American students?\" (or Limited English Proficient students in the case of the ESL Evaluation). Individual components of the broad programs will be included in the program evaluations when feasible. Budget for external program evaluators and a Director of Planning, Research, and Evaluation and an Evaluation Specialist are proposed in the 2004-05 budget. Objectives- to improve the education for all students, with a focus on African-American students, by evaluating selected programs (and their components when feasible) each year to determine their impact on student achievement. Expected Outcomes- Programs will be maintained, adjusted, or eliminated based on the findings of program evaluations over a sufficient period of time to determine the effectiveness of the program. Population- District staff and teachers will be involved in the evaluations, in addition to an external evaluator(s). Budget Amount/Source of Budget- Staff members' time and materials are included as a part of the regular operating budget for the Math/Science and Literacy Departments. External  ~onsultants will be contracted to help develop the evaluation design, write the reports, and ensure impartial findings and recommendations. A budget of$50,000 is included in the proposed PRE !D n 0 z U\u0026gt; .... ~~ n-\u0026lt; m=:i U\u0026gt; ~ :zc 0 8 -\u0026lt; ii: zm.... .n. , Om ,!!O zm .G,,,)..~..\n,:, G) 8~ ~z :1: .... U\u0026gt; :ca, G'i . :c !I: :c 0 - C: ~n Om\n,:,z c\"\u0026gt;-\u0026lt; !S ~ m p 8 z ~ 0z U\u0026gt; budget and an increase of $50,000 is sought to bring the total to $100,000. Future program evaluations will require the continued assistance of external consultant(s) along with greater internal capacity to conduct program evaluations. Two additional staff members with program evaluation expertise will be needed. The two positions will be a Director of the Department and an Evaluation Specialist. $183,475 is included in the proposed 2004-05 budget for salary and fringes for these two positions. Manager-Dennis Glasgow, Interim Associate Superintendent for Instruction Duration-The formal program evaluations of the elementary literacy program, secondary literacy program, and elementary and secondary mathematics (and science) program began during the 2002-03 school year and was continued in the Board's Evaluation Agenda for 2003- 04 school year. Additional assessment data will be available during 2004-05 as the Benchmark Exams expand to included grades 3-8. The reports to the Board on the 2003-04 evaluations will be provided this October. Continued evaluations of literacy and mathematics will continue for the next few years as additional data is gathered. The Little Rock Reading First Project was also on the Board's Evaluation Agenda for 2003-04 and that report should be available this fall. The LRSD Reading First Project will continue, at a minimum, for the three years of the grant period and will be included as a component within the elementary literacy program evaluation, starting with the proposed 2004-05 Program Evaluation Agenda. Reports on the programs identified for evaluation on the Board's 2004-05 Agenda will be finished and reports made in the fall of 2005. Long Range/Continuation-all program evaluations are used as a benchmark for program planning in future years. The formal literacy and mathematics evaluations will be recommended for continuation each year into the foreseeable future. The ESL and Pre-K evaluations will conclude at the end of the 2004-05 school year but may be continued if desired by the Board. Other Agencies Involved-The Arkansas Department of Education is involved in the LRSD Reading First component of the elementary literacy program evaluation. The Division of Child Care, which is part of the Department of Human Services, will be involved in using the Early Childhood Environment Rating Scale (ECERS) to externally assess the Pre-K classrooms. ECERS will be used as a component of the Pre-K Program Evaluation. Expectations of Staff-Staff members from literacy, math, and English as a Second Language will serve on the evaluation teams for these program evaluations. Program evaluation is embedded in the job expectations of staff\nconsequently, this is an ongoing commitment for our staff. Needed Staff-External Program Evaluator(s) will be contracted to assist with the evaluations. Future program evaluations will require the continued assistance of external consultant(s), and the employment of two additional staff members with program evaluation expertise. The two positions will be a Director of the Department and an Evaluation Specialist. Comments-the program evaluation agenda as proposed includes the core curricular areas of literacy and math. Literacy and math are currently part of the high stakes testing programs required by NCLB. ESL is an area that was under supervision by the Office of Civil Rights until the district was released this past year. Continued evaluation of the program is recommended because LEP students are a sub-group under \"No Child Left Behind\" and because a new assessment was initiated this spring (Maculaitis Assessment of Competencies or MAC II) along with portfolio assessment. Pre-Kindergarten expansion is currently a major emphasis for LRSD. Evaluation of our structure for Pre-K expansion is important to guiding the development of the Pre-K Program in the future. Recommendations-we recommend approval of the six programs for program evaluation during the 2004-05 school year. !II (\") 0z 1/) ..... m~ ~!::l hl~ 1/) (\") :z:c 0 8 -\u0026lt; ~ mz n ..... .., Om iz!!mC C) ~ \"ti .....\n,a C) 8~ ~z ~ ..... 1/) % ID c:\n %~ ::cO - C: II)  ..... (\") Om\n,oz c')-, !S ~ m p 8 z ?\ncz5 1/) Action Plan Timeline for Board Approved Evaluation Agenda: School 2004-2005 Month Action May2004 Program evaluations for SY2004-2005 determined. June Board approves SY2004-2005 evaluation agenda. Staff teams assigned for each evaluation. July RFP for external consultant(s) developed and advertised. Benchmark and End-of-Course exam data arrives. August Contract for external consultant finalized. Completed staff teams meet to begin the evaluation process per IL-R September Protocol developed to determine level of implementation for programs. Staff teams begin preliminary analysis of achievement data. October Staff teams trained on implementation protocol. Begin collecting implementation data. Preliminary analysis of achievement data completed November - January 2005 Staff teams meet monthly to monitor adherence to IL-R February Implementation data completed. March Analysis of all data completed. April Draft reports completed. May Evaluation for SY2004-2005 reports finalized. Programs for SY2005-2006 evaluation determined. June SY2004-2005 reports presented to Board. Evaluation agenda for SY 2005-2006 approved by the Board. Staff teams assigned for each SY2005-2006 evaluation. External RFP External consultants are to provide planning support, interpretation, and technical writing of research results for one or all of the following program evaluations: 1. Elementary Literacy (K-5) 2. Secondary Literacy (6-12) 3. Elementary Mathematics (K-5) 4. Secondary Mathematics ( 6-12) 5. English as a Second Language (ESL) 6. Pre-Kindergarten (Pre-K) Essential duties include the following: 0 Provide research planning support 0 Analyze and interpret achievement and other statistical data  Compile and write evaluation reports. 0 Implement the assigned portions of the Little Rock School District's (LRSD) program evaluation regulations Education and experience A minimum of at least a program emphasis (a terminal degree is preferred), or a record of working in the field of the aforementioned programs. Evidence of knowledge and experience in technical writing and research within the areas of Elementary and Secondary Mathematics and/or Literacy, English as a Second Language, and PreKindergarten. Description of Work Over an 11-month time period, August 2004 - June 2005, the external consultant will work with LRSD staff teams to plan and implement the District's Board approved evaluation agenda. The external consultant will meet a least monthly with the staff teams to establish research questions, determine the data needed and how to gather the data, and to analyze and interpret the data. In addition, the external consultant will be the lead writer of the evaluation reports, submit these reports to the staff teams and other District personnel for peer review, and complete the final reports.\ns:: mz.... .n. , Om j!!O zm .G.,',\u0026gt;...~.\n,o G'\u0026gt; 8~ ~z\ns:: .... u, ::,:: a, ci. ::,:: :I: ::,::0 - C: !!le-, Om \"0'-zt u,~\n:\njr-f\u0026gt; 8 z ~ cz5 u, Little Rock School District 810 West Markham Little Rock, AR 72201 DATE: TO: June 24, 2004 Board of Directors FROM: Lucy Neal, Director of Technology and Media Services THROUGH: Dennis Glasgow, Interim Associate Superintendent Dr. Morris Holmes, Interim Superintendent SUBJECT: Contract for Technology Services Subject Recommendation for Contract for Technology Services for 2004-2005 Summary Due to the increasing complexity of the E-Rate process, the fact that the District is now in the appeal process for most 2003-2004 applications, and the fact that we are funded for 8 additional schools with media retrieval systems, there is a need for technical assistance with these projects. Staff is recommending a contract with Sharon Dowdy for $78,000 plus travel for the 2004-2005 school year for services related to these projects. Objectives To provide expertise in acquiring funds available from the federal E-Rate program To provide expertise in the appeal process for funds that have been denied. To manage the installation of media retrieval systems in 8 LRSD schools Expected Outcomes To continue to implement the approved technology plan Budget Amount Source of Budget Manager Duration Long Range/Continuation Comments $78,000 + travel Dedicated millage technology funds Lucy Neal July 1, 2004 - June 30, 2005 N/A The District formerly had contracts with A TS\u0026amp;R and with EDS for technology services. During the 2003-2004 school year the District contracted with EDS for the amount of $146,000. Sharon Dowdy, formerly with EDS, was project manager for the EDS contract from 2000-2004. She is now available to contract directly with the District. A Scope of Work is provided in a separate document. Recommendations It is recommended that the Board of Directors approve a contrc~ct with Sharon Dowdy in the amount of $78,000 + travel for technology services for the 2004-2005 school year. Im: n z.... .. , Om 2!!C zm C) ~ -0 ,\nx, C) 8~ ~z I: .... U\u0026gt; ::ca, i5 . ::c I: :-:\u0026lt;cO= U\u0026gt;  \"\"'n Om :nz c5 .... !S ~ m E-rate Technology Services Scope of Work Sharon Dowdy, Consultant 2004-2005  Advise on types ofE-rate filings that would benefit LRSD  Prepare all E-rate applications and submit to LRSD for review  Research and prepare documentation related to E-rate applications  Organize documentation for all E-rate related applications  Research and prepare correspondence related to E-rate Program Integrity and Selective Review requests  Research and prepare appeal documents  Do background research on FCC rules and orders related to E-rate Media Retrieval Projects  Act as project manager for implementation of Safari system at 8 new sites  Plan and facilitate regular meetings with project personnel including both LRSD staff and vendor team  Create implementation timelines for each site working with vendor and LRSD construction managers  Assist in preparation of materials lists and purchase orders for the systems  Walk schools with vendor and LRSD construction managers to determine locations and technical needs of head end rooms  Communicate with principals on all aspects of project implementation  Coordinate implementation schedule with vendor and LRSD construction managers  Monitor progress of implementation schedule and notify LRSD of any problems  Manage budget for project  Work with vendor on content of training sessions  Coordinate training schedule with principals and staff  Monitor training sessions Other  Develop technology-related RFP's in conjunction with LRSD Procurement staff  Assist in evaluation of technology-related RFP's  Participate in Technology Committee meetings  Update LRSD Technology Plan as needed When travel expenses are paid by Little Rock School District, the consultant will work exclusively on LRSD projects. Date: To: From: Prepared by: Subject: Summary: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 June 24, 2004 Board of Education Dr. Morris L. Holmes, Interim Superintendent Linda Austin, Director, Planning and Development Debbie Milam, Director, Volunteers in Public Schools Federal grant submission: Mentoring Programs The District proposes to submit a Mentoring Program grant application to implement a school-based mentoring program for children with greatest needs in the 4th through 8th grades. The government defines greatest need as those students who: (i) are at risk of educational failure or dropping out of school, (ii) are involved in criminal, delinquent, or gang activities\nor (iii) lack strong, positive role models. The program is designed to assist these children in receiving support and guidance from a mentor\nimprove academic performance\nimprove interpersonal relationships between the children and their peers\nreduce the dropout rate\nand reduce juvenile delinquency and involvement in gangs. The deadline for application is July rth. The grant period is September 2004- August 2007 Objectives: The LRSD Mentoring Program proposal includes three objectives: 1) The percentage of student/mentor matches that are sustained for a period of twelve months will increase: 0% by 2005\n25% by 2006\nand 50% by 2007. 2) The percentage of mentored students who demonstrate improvement in core academic subjects as measured by grade point average after 12 months will increase: 5% by 2005\n15% by 2006\nand 30% by 2007. 3) The percentage of mentored students who have unexcused absences from school will decrease: 10% by 2005\n.30% by 2006\nand 40% by 2007. Budget amount: $600,000\nno match required ~ 0 r- 0 \"z' C\u0026gt; :x, m ! \"\"'' ::C ID G'i ' ::c:I: ::r:O !- !lC. : on :x,m 0~ ens\\?\nl r-p 8 z ?\n0z \"' ., '.\n4.n Individual Approach to a World of Knowledge\" June 24, 2004 To: Little Rock School District Board of Directors FROM: Morris L. Holmes, Interim Superintendent PREPARED B~ark D. Milhollen, Manager, Financial Services SUBJECT: Proposed Budget for Annual School Election In order to satisfy various legal requirements concerning school elections, budget publication, and school tax rates, the Board of Directors must approve a proposed budget for the 2005-2006 school year together with a rate of tax levy sufficient to provide such funds. The requirement for publication of the budget shall be discharged by the board of directors of each school district by publication of its budget one (1) time ... not less than sixty (60) days before the annual school election. (Ark. Code Ann.  6-13-622) It is recommended that the Board of Directors approve the proposed budget of expenditures and tax levy for 2005-2006 as attached for publication in accordance with State law. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 !.=.,' z z\u0026gt; n\n!! en ~ ,n- 0 en z C\u0026gt; Rl ~\no\nen ?\u0026lt; ~c:: 0 :,,.m n......z.... ~o z~ z~ \u0026gt; ~ % a, i:'i. :z::IC :z:O -C:: e..n..,n Om \"\u0026lt;'5'..z.., gi ~ m p g z ~\nen PROPOSED BUDGET OF EXPENDITURES TOGETHER WITH TAX LEVY FOR FISCAL YEAR BEGINNING JULY 1, 2005, TO AND INCLUDING JUNE 30, 2006 The Board of Directors of the Little Rock School District No. 60-01 of Pulaski County, Arkansas in compliance with the requirements of Amendments No. 40 and No. 74 to the Constitution of the State of Arkansas and of Arkansas Code Ann.  6- 13-622 (1993 Rep!.) has prepared, approved, and hereby makes public the proposed budget of expenditures together with a supporting tax rate as follows: 1. Salary Fund Expenditures 2. Instructional Expense 3. Maintenance \u0026amp; Operation Expense 4. Pupil Transportation Expense 5. Other Operating Expense 6. Non-bonded Debt Payment 7. Bonded Debt Payment 8. Building Fund Expense 9. Dedicated Maintenance \u0026amp; Operation $ 94,516,380.00 $ 24,885,682.00 $ 14,325,390.00 $ 13,842,581.00 $ 35,563,661.00 $ 675,000.00 $ 12,439,607.00 $ 10,000,000.00 $ 4,500,000.00 The total tax levy proposed includes 32.0 mills for the maintenance and operation of schools, 12.4 mills for debt service previously voted as a continuing levy pledged for the retirement of existing bonded indebtedness, and 2.0 mills for current expenditures/dedicated maintenance and operation expenditures. Surplus revenues produced each year by debt service millage may be used by the District for other purposes. The total proposed rate includes the uniform rate of tax to be collected on all taxable property in the State and remitted to the State Treasurer pursuant to Amendment No. 74 to the Arkansas Constitution to be used solely for maintenance and operation of schools in this District. The proposed rate includes no increases. Given this 24th day of June, 2004. Little Rock School District No. 60-01 of Pulaski County Tony Rose, President Micheal Daugherty, Secretary H:ICFHUGHE\\ElectJon\\Elect1onBudget2004.doc '.\n4n Individual Approach to a World ef Knowledge\" DATE: June 24th . 2004 TO: ~[Directors FROM: ~~irector ofFacility Services THROUGH~ Dr. Morris Holmes, Interim Superintendent SUBJECT: Memorandum of Understanding, Protection of Historic Resources and Cultural Landscape The Little Rock School District is proud to report that it has become a signatory to an agreement between various agencies with the intended purpose of a mutual understanding of the importance of historic resources and the cultural landscape within and surrounding Little Rock Central High School Historic site, and to mutually commit to strive for the long-term protection of said resources. The U.S. Department of the Interior National Park Service, The Little Rock School District, City of Little Rock, and the Central High Neighborhood, Inc agreed to the Memorandum of Understanding. This agreement, coordinated by Mr. Mike Madel!, Superintendent Central High National Historic Site, is the result of mutual caring and respect for the National Site, surrounding neighborhood and the desire for cooperation in the preservation and development of this portion of the City of Little Rock. 810 W. 1arkham  Little Rock, Arkansas 72201  www.lrsd.org 501-447-1000  fax: 501-447-1001 ?\u0026lt; u...., C: 0 :,..m .o....z... ~o Zi1j ,z~.. ~ MEMORANDUM OF UNDERSTANDING Agreement Number 87310040001 Page 1 of 6 PROTECTION OF HISTORIC RESOURCES AND CULTURAL LANDSCAPE Memorandum of Understanding Between The United States Department of the Interior National Park Service, City of Little Rock, Little Rock School District, and the Central High Neighborhood, Inc. This Agreement is entered into by and between the National Park Service (NPS), United States Department of the Interior, acting through the Superintendent of Little Rock Central High School National Historic Site, the City of Little Rock (\"the city\"), acting through the Mayor, the Little Rock School District (LRSD), acting through the Superintendent of Schools, and the Central High Neighborhood, Incorporated (CHNI), acting through its President. ARTICLE I - OBJECTIVES The objectives of this Agreement are to affirm a mutual understanding of the importance of historic resources and the cultural landscape within and surrounding Little Rock Central High School National Historic Site, and to mutually commit to strive for the long-term protection of said resources and landscape. ARTICLE II - BACKGROUND Little Rock Central High School is listed on the National Register of Historic Places under Criterion A (because of its association with events that have made a significant contribution to the broad patterns of American history) and Criterion G (because it achieved significance within the previous 50 years). In 1982 the Secretary of the Interior designated the school as a national historic landmark. The period of significance for the High School, as is listed on the National Register of Historic Places nomination form, is 1954-1959. In 1998, President Clinton signed Public Law 105-356, designating the school and certain adjacent properties as Little Rock Central High School National Historic Site (hereinafter \"the historic site\"). The purpose of the historic site, as specified in the law, is \" ... to preserve, protect, and interpret for the benefit, education, and inspiration of present and future generations, Central High School in Little Rock, Arkansas, and its role in the integration of public schools and the development of the Civil Rights movement in the United States.\" Section 2.(b) of the law further states, \"Nothing in this Act shall affect the authority of the Little Rock School District to administer Little Rock Central High School nor shall this Act affect the authorities of the City of Little Rock in the neighborhood surrounding the school.\" A National Park Service Cultural Landscape Inventory completed in 1999 determined that the School's cultural landscape also is nationally significant under National Register of Historic Places Criteria A (because of its association with events that have made a significant contribution to broad patterns of American history) and Criteria C (distinctive characteristics of a period and possesses high artistic values). Agreement Number G7310040001 Page 2 of 6 This historic site is managed under a NPS General Management Plan (GMP), which was approved on July 30, 2002. Pursuant to Public Law 105-356, the GMP sets forth a management framework that ensures the administration of the historic site does not interfere with the continuing use of Central High School as an educational institution. Among many other principles, the GMP states: 1. \"The [NPS] will work cooperatively with the Little Rock School District to develop a preservation plan/policy for the building and grounds of the entire 21-acre school campus that is amenable to the school district.\" 2. \"The [NPS] will work with city agencies to develop preservation strategies for protecting the documented architectural and cultural landscape values of the high school's surrounding neighborhood.\" 3. \"Partnerships will be established with the Central High Neighborhood Association to assist with development of neighborhood preservation initiatives.\" The city, the LRSD, and the CHNI all are on record as supporting the GMP. This Agreement will serve as the initial step towards achieving the principles stated above. ARTICLE Ill-AUTHORITY The authority for this Agreement is 16 U.S. C. 1-3. ARTICLE IV - STATEMENT OF AGREEMENT The parties to this Agreement recognize that Central High School is an active educational institution that must be maintained and adapted to continue to serve the community. Similarly, the parties recognize that the neighborhoods surrounding the historic site are living communities that also must be maintained and allowed to adapt to remain viable. Th~ parties acknowledge that visitation to the historic site will continue to grow. This increased use, Which is projected to reach more than 56,000 annual visits by 2007, has potential to impact public infrastructure in the neighborhoods surrounding Central High School, possibly necessitating repairs or improvements to the infrastructure. T.he parties affirm that Central High School and the surrounding cultural landscape are nationally sign1f1cant resources deserving of special protection measures. Given the above facts, the parties agree that the historic character and features of the high school and the cultural landscape of the school campus and surrounding neighborhood must be preserved and, Wh~n practical, restored to reflect the appearance of the school and the landscape during its historic Period of significance (1954-1959). The parties further acknowledge that most property in the surrounding neighborhoods is privately owned. Under current zoning the city can encourage, but not compel , private property owners to adhere to this goal. For the purposes of this agreement, the cultural la_ndscape shall be defined as the school campus and all areas within one block of the National Historic Site (as depicted in green on the attached map). ?\u0026lt; ~ C: C \u0026gt;m o....z.. ~~ n\ni2 z \u0026gt; ~ ?\u0026lt; \u0026gt; l:: 0 C: ~ :I: m z.. . fl g z ~ 0z \"' ARTICLE V - STATEMENT OF WORK A. All Parties will: Agreement Number G7310040001 Page 3 of 6 1. Strive to maintain and/or restore a high level of historic integrity for Central High School, the school campus, and the surrounding cultural landscape that reflect the resources' period of historical significance (1954-1959). 2. Strive to identify innovative solutions to challenges associated with increased tourism and neighborhood revitalization (such as traffic flow, public transportation, parking, and pedestrian safety) that help promote the attractiveness of the neighborhoods surrounding the historic site as a place to live, work, and recreate. 3. In planning any project that might alter the historic integrity of Central High School, the school campus, or the surrounding cultural landscape, provide early opportunity for all other parties that are signatories to this Agreement to review and offer input about the project. 4. Participate in a semi-annual meeting to update other parties on the current status of projects (planned or in progress) that could affect the historic integrity of the school or the cultural landscape. 5. Participate in other meetings that might be called, as necessary or desirable, to discuss projects that merit additional discussion or that begin to emerge between semi-annual meetings. 6. Participate in development of cultural landscape management guidelines which will provide more specific guidance to all parties on key features of the school, the campus, and the neighborhood that should be preserved or restored. 7. In developing the cultural landscape management guidelines, strive to optimize consistency with the guidelines and requirements set forth in the Centennial Neighborhoods Design Overlay District (CNDOD), provided that the CNDOD guidelines and regulations, (a) are approved by the city, and (b) do not encourage or require measures that would be inconsistent with the preservation or restoration of the cultural landscape to its period of historic significance. 8. Work together to identify programs and funding sources to assist private property owners in their efforts to preserve and restore homes and businesses in a fashion that will be consistent with the cultural landscape's period of significance\nwork to disseminate information about such programs to homeowners and business people. B. The National Park Service will: 1. Serve as lead agency and provide principal staff (or contractor) for development of cultural landscape management guidelines as funding becomes available. Ensure that request for NPS funding of the guidelines is assigned a high park priority ranking. 2. Provide technical assistance on historic preservation and restoration techniques that are consistent with the Secretary of the Interior's Standards for the Treatment of Historic Properties. 3. Coordinate involvement, as necessary, between the parties and the Arkansas State Historic Preservation Officer and the Advisory Council for Historic Preservation. Agreement Number G7310040001 Page 4 of 6 4. Provide any necessary clerical or logistical support that may be necessary to facilitate the semiannual meetings discussed in Article V, Section A.1 (including recording and distribution of meeting minutes). 5. Provide a summary of input received from other parties on NPS projects, including a summary of unresolved issues (if any), to NPS decision makers (including, as appropriate, the Superintendent of the historic site, the Regional Director of the NPS Midwest Region, and/or the NPS Design Advisory Board). C. The City of Little Rock will: 1. Host one of the semi-annual meetings discussed in Article V, Section A.1 . 2. Provide a summary of input received from other parties on NPS projects, including a summary of unresolved issues (if any), to City decision makers (including, as appropriate, the City Board of Directors or the Planning Commission). 3. Encourage private property owners within the cultural landscape to voluntarily maintain or restore their homes to reflect an appearance consistent with the period of significance for the landscape (1954-1959). D. The Little Rock School District will: 1. Host one of the semi-annual meetings discussed in Article V, Section A.1 . 2. Provide a summary of input received from other parties on NPS projects, including a summary of unresolved issues (if any), to District decision makers (including , as appropriate, Central High School administrators or the Board of Education). E. The Central High Neighborhood Association will: 1. Assist in ensuring that neighborhood residents are aware of and engaged, as appropriate, in matters that the parties to this Agreement are considering. 2. Provide a summary of input received from other parties on NPS projects, including a summary of unresolved issues (if any), to Association decision makers (including, as appropriate, Association officers or the Board of Directors). 3. Participate actively in planning and review activities related to the historic site and cultural landscape. ARTICLE Vi - TERM OF AGREEMENT ~his _Agreement will be effective for a period of five years from the date of final signature, unless it is errninated earlier by one of the parties pursuant to Article VIII that follows. ARTICLE VII - KEY OFFICIALS A. Key official are essential to ensure maximum coordination and communication between the parties and for the work being performed. They are: 1. For the NPS Superintendent Little Rock Central High School Nat. Hist. Site 700 West Capitol Avenue, Suite 3527 Little Rock, Arkansas 72201 E-mail: michael_madell@nps.gov Telephone: (501) 374-3067 Facsimile: (501) 301-7762 2. For the City City Manager City of Little Rock 500 West Markham Little Rock, Arkansas 72201 E-mail: bmoore@littlerock.state.ar.us Telephone: (501) 371-4510 Facsimile: (501) 371-4498 3. For the LRSD Agreement Number G7310040001 Page 5 of 6 Director of Facility Services Little Rock School District 3601 South Bryant Street Little Rock, Arkansas 72204 E-mail: douglas.eaton@lrsd.org Telephone: (501) 447-5281 Facsimile: (501) 447-5251 4. For the CHNI President Central High Neighborhood Association 1514 South Schiller Street Little Rock, Arkansas 72202 Telephone: (501) 375-1829 B. Communications - All parties will copy all other parties on any communication regarding this agreement. C. Changes in Key Officials - Any permanent change in key officials will be made only by modification to this Agreement. ARTICLE VIII - MODIFICATION AND TERMINATION A. This Agreement may be modified only by a written instrument executed by the parties. B. Any party may terminate this Agreement by providing the other parties with thirty (30) days advance written notice. In the event that one party provides the other parties with notice of its intention to terminate, the parties will meet promptly to discuss the reasons for the notice. ARTICLE IX- STANDARD CLAUSE - CIVIL RIGHTS During the performance of this Agreement, the participants will not discriminate against any person because of race, color, religion, sex, national origin , or disability. ARTICLE X - SIGNATURES Agreement Number 87310040001 Page 6 of 6 IN WITNESS HEREOF, the parties hereto have executed this Agreement on the date(s) set forth below. FOR THE NATIONAL PARK SERVICE: Signature: Name: R. Michael Madell Title: Superintendent Date: FOR THE CITY OF LITTLE ROCK: Signature: Name: Bruce T. Moore Title: City Manager Date: FOR THE LITTLE ROCK SCHOOL DISTRICT: Signature: Name: Dr. Morris Holmes Title: Interim Superintendent Date: FOR THE CENTRAL HIGH NEIGHBORHOOD ASSOCIATION: Signature: Name: Ethel Ambrose Title: President Date: ?\u0026lt; ~ C: .o\u0026gt;..m.zC.. ~~ 0\n!i z \u0026gt; ~ ?\u0026lt; \u0026gt; C \u0026lt;- 0 C: ~ ~ ~ _J LJUUULJLJ - \" - Boundary of National Historic Site --- Boundary of National Historic Landmark W utt1r, Rocf Cemra, '\"i1qr, Schoo1 1' ::,01~oe-s LJ.-uc bbJrc Q: \\/1s1cn .. -E:nle f1v1a9r-to11F ,v,ooi ::,e~!IC'2 Station, {\n) vac,rn ,_o ~ ,.:\nomrnemoranve Garoer {I, Qu191e1 3tad1urr   Sf.te r~rr.a1p , u tie nm:k ~entra~ High scnoob Nationa, Historic SitB United States Department of the Interior  National Park Service DSC  037  20007  AUG 2001 DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 June 24, 2004 Board of Education FROM: /j(arral Paradis, Director of Procurement and Materials Mgmt. THROUGH: Morris L. Holmes, Interim Superintendent of Schools SUBJECT: Donations of Property Attached are requests to donate property to the Little Rock School District as follows: School!De12artment Item Donor Brady Elementary A check in the amount Bank of the Ozarks School of$1,000.00 to purchase trophies and ribbons for the Science Fair Awards Program Central High School $300.00 cash to be Marilyn Marshall applied toward a scholarship to benefit Meleknur Asian Central High School Services, valued at Mike and Che Dolan $2,228.22, to the of Pro Pies of AR Central High Jazz Band Cloverdale Magnet Coke products, valued The Coca-Cola Bottling Co. Middle School at $500.00, to provide refreshments at parent and faculty meetings, special programs and student activities Cloverdale Magnet $450.00 cash for 11 sixth Wal-Mart/Baseline ($400.00) Middle School grade honor roll students, Ida Pettus\" Kid Smart ($50.00) all with perfect attendance and good behavior, to begin savings accounts for college ~ C') r- 0 !z!? C\u0026gt; i UI ?\u0026lt; U--I, C: 0 n\u0026gt;mz _,--, c5 0 z~ '6 r- z ),,\n,:, -\u0026lt; ?\u0026lt; ),, 0 \u0026lt;- 0 C: ~ :I:: mz --, Board of Education June 24, 2004 Page 2 School/Department Cloverdale Magnet Middle School Fair Park Elementary School Forest Heights Middle School Geyer Springs Elementary School Henderson Health Sciences Magnet Middle School Henderson Health Sciences Magnet Middle School Henderson Health Sciences Magnet Middle School HP Computer System and printer, Canon scanner and a computer desk, valued at $1,000.00 Teaching materials, art supplies and children's books, valued at $700.00, to be used by young teachers starting their careers $500.00 cash to FHMS Athletic Department to sponsor five (5) students to the U of A Football Camp A \"Children of Promise Foundation Scholarship Fund\" which will guarantee ten 5th grade students a scholarship in the amount of$1,000.00 each. Donation of $10,000 will be made each year thereafter. $2,550.00 cash toward the purchase and lighting of the Henderson School Marque $100.00 cash to be applied toward the purchase and lighting of the Henderson School Marque $250.00 cash to be applied toward the purchase and lighting of the Henderson School Marque Ms. Alice Wickliffe, sixth-grade teacher at CMMS Ms. Sherry Sherwood Convenience Stores Plus, Inc. dba Big Ben Truck Stop BPI/Waste Services of AR in conjunction with the Geyer Springs Neighborhood Association and Geyer Springs Elementary School Henderson PTSA Pennbrook/Cloverhill Property Owners' Association City of LR through Westbrook Neighborhood Association Board of Education June 24, 2004 Page 3 !=' Schoo I/Department Item Donor .., z \u0026gt;z 0 Henderson Health $3,256.00 cash to be Combined School-Wide ,~... en Sciences Magnet Middle applied toward the and PT A Fundraiser School purchase and lighting of the Henderson School Marque Henderson Health $1,000.00 cash to be Match for Foundation Grant for Sciences Magnet Middle applied toward the Student Incentives/Combined ~ School purchase and lighting School-Wide \u0026amp; PT A Fundraiser ,0. .. of the Henderson e0n School Marque z C)\n,o m Henderson Health Second Baptist Church/John Barrow ~ Mulch, valued at $230.00,\n,o\n,,: en Sciences Magnet Middle for the Henderson School Road School Marque Henderson Health Landscape plants and United Way's Day of Caring Sciences Magnet Middle materials, valued at ?\u0026lt; en School approximately $150.00, ..... C 0 for the Henderson School :,,.m o......z.... Marque i5 0 z~ :\nMabelvale Magnet ,... Portrait package, valued Wayne Smith Photography z \u0026gt; Middle School at $450.00, donated during\n,o -\u0026lt; the dedication of the \"Carl Martin Library\" at MMMS Mabelvale Magnet Two (2) name plates MMMS Builder's Club Middle School engraved with \"Carl Martin Library\", valued at $78.64 ?\u0026lt; \u0026gt; 0 Mabelvale Magnet Refreshments, valued Mabelvale United Methodist c.... 0 C Middle School at $150.00, for the Church ~ :I: Carl Martin Library mz ..... dedication at MMMS Mabelvale Magnet Gift certificate, valued Wal-Mart Supercenter/Baseline Middle School at $25.00, for refreshments for the Carl Martin Library dedication at MMMS Mabelvale Magnet Desk, valued at $50.00, Richard Thompson of Tom James Middle School to the Carl Martin Library ofLR atMMMS Board of Education June 24, 2004 Page 4 School/Department Mabelvale Magnet Middle School Mabelvale Magnet Middle School Mabelvale Magnet Middle School Williams Traditional Magnet School Williams Traditional Magnet School Mahlon Martin Professional Library Equipment and labor (two hours), valued at $400.00, for moving columns for the Carl Martin Library at MMMS Books, valued at $100.00, to the Carl Martin Library atMMMS Carnegie columns (priceless) to the Carl Martin Library at MMMS $13,200.00 cash to be distributed as follows: Staff Appreciation: $2,112.00 Classroom Supplies: $6,663.00\nStudent Recognition: $3,950.00 Parental Involvement: $475.00 A \"Drug Free\" banner, valued at $300.00, to the counseling program Five (5) Olympus digital cameras and bags, two (2) each HP Photosmart digital cameras, Olympus deluxe digital imaging kits and picture cards, valued at $2,200.00 Lando Patton Wrecking, Inc. Mollie Martin Wiseman Mr. \u0026amp; Mrs. Carl Martin Williams Traditional Magnet School PTA Mr. Randy Wilson of Oxford Screen Printing, Inc. Little Rock Classroom Teachers Association It is recommended that these donation requests be approved in accordance with the policies of the Board. BRADY ELEMENTARY SCHOOL MEMORANDUM Date: June 2, 2004 To: Darral Paradis Director of Procurement From: lik v Ada Keown Principal Subject: Donation The Bank of the Ozarks, one of our Partners in Education, has made a contribution in the form of a check numbered 10254 7 and dated May 17, 2004. They have made this contribution in the amount of $1,000.00 to our school for the following:  Trophies and ribbons for our Science Fair Awards Program We are grateful to the Bank of the Ozarks for this generous donation. The donor's mailing address is: Bank of the Ozarks Chenal Parkway \u0026amp; West Markham Little Rock, AR 72211 It is recommended that this cash donation be approved in accordance with the policies of the Board of Education of the Little Rock School District. ,- 1 I Attachment RECEIVED JUN 4 200~. P~ - --~.1\nfNT \"'t:: \\ft ,es: t,1a''7,.~ S 'E-\"''  Phone 150 \\ .1.:,.3900  Fax (501) ,:j7.3901  Little Roel-\n, Arka-is2.s 72205 Litt{e 'Rock Centra{ Jf113fi Scfioo{ 1500 Soutfi 'Park Street Litt[e 'Rock, .Jlrkansas 72202 'Pfione 501-447-1400 :fax 501-447-1401 DATE: 5/10/2004 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: ANCY ROUSSEAU, PRI CIPAL7 }:_~/t~l/4--(__ SUBJECT: DO ATIO Marilyn Marshall of 42 Eagles est Court, Little Rock, AR 72210 graciously contributed $300.00 toward a scholarship to benefit Meleknur Aslan. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. RECEIVED MAY 11 200~ PROCURE rli t rJ T ittfe 'Rock Centra{ JfifJFi Sclioo{ 1500 Soutfi 'Park Street Litt{e 'Rock, .'Arkansas 72202 'Phone 501-447-1400 ]\"ax 501-447-1401 DATE: MAY 11, 2004 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NA CY ROUSSEAU, PRI CIPAL ~ SUBJECT: DO ATION Mike \u0026amp; Che Dolan of Pro Pies of Arkansas, 8122 Cantrell Road, Little Rock, AR 72227 very generously contributed $2,228.22 in kind services to the Central High Jazz Band. It is my recommendation that this donation be approved m accordance with the policies of the Little Rock School District. ... \"~~ '-,~~~ .. ?\u0026lt; \u0026gt; C ls C: s1 I: m z... . CLOVERDALE MAGNET MIDDLE SCHOOL To: From: Mr. Darral Paradis Director of Procurement Angela M~~ Principal Dates: May 12, 2004 Re: Donation The Coca-Cola Bottling Company donated $500.00 in Coke Products to Cloverdale Magnet Middle School for the 2003-2004 school years. The products were used to supply refreshments at parent meetings, faculty meetings, special programs and student activities. Business Coca-Cola Bottling Company 7000 Hwy I-30 Little Rock, AR 72209 Donation value $500.00 6300 Hinkson Road  Ptione (50') 4.!7-2500  Fax /50 1 ) 447-250-  Little Rock Arkansas 722c9 CLOVERDALE MAGNET MIDDLE SCHOOL To: Mr. Darral Paradis Director of Procurement I ,+ /J\\._ From: Angela Munns, Principal Date: May 10, 2004 Re: Donations A donation of $450.00 was given to Cloverdale Magnet Middle School. The donated money was given to eleven 6th grade students to begin saving accounts for college. The students who earned and received the awards had perfect attendance, good behavior and made the honor roll each 9 weeks. Business Wal-Mart Shopping Center 8801 Baseline Road Little Rock, AR 72209 Ida Pettus' Kid Smart Geyer Springs Road Little Rock, AR 72209 Donation $400.00 $50.00 6\"~ 00 H inkson Road  Pnone 1501) 447-250 o  F ax (501) 447  2~i\no ,  Little Rock, Arkansas 72209 CLOVERDALE MAGNET MIDDLE SCHOOL : Mr. Darral ParadiS-Dir. Of Procurment OM: Ms. Angela Mh~Principal Cloverdale Magnet Middle School DATE: May 28, 2004 RE: Donation from teacher to school Ms. Alice Wickliffe, a 6th grade teacher here, would like to donate a computer system for school use. It consists of the following equipment: 1. Hewlett Packard Monitor SIN THTBE 19703 MIN PI267 A 2. Hewlett Packard CPU SIN MX03 703160 System Num. P1372A 3. Hewlett Packard Printer SIN Mx:0801270 MIN 61 0CL 4. Canon Scanner SIN CZJ107273 MINN650OU 5. Computer desk 6. All necessary cords for connection This has a value of $1,000.000. Please submit this to the Board for approval. Thank you. Ms. Alice Wickliffe 5530 Arthur Drive North Little Rock, AR 72118 6300 Hinkson Road  Phone (501) 447-2500  Fax (501) 447-2501  RECEfs:,1 MAY 2 8 L'.U04 PROCURE fvh:fuT Little Rock. Arkansas 72 209 FAIR PARK ELEMENTARY SCHOOL To: Darral Paradis Procurement Dept. I d3 From: Samuel Branch, Principal Fair Park Elementary Date: May 19, 2004 Re: Donation Ms. Sherry Sherwood is donating teaching materials, art supplies, and children's books, valued at $700.00 to Fair Park to be used by young teachers starting their careers. I am recommending the District accept this donation. RECEIVED MAY 2 1 2004 PROCURE rli EfJ T Little Rock Arkansas 72205 ~ C..\".) 0 en z C\"l\n,c m fi\n,c :,\u0026lt;\nen ?\u0026lt; )\u0026gt; ~ 0 c:: sl :I:: m .z.. .. FOREST HEIGHTS MIDDLE SCHOOL To: From: Date: RE: Mr. Darral Paradis Director of Procurement Elouise J. Hudson 7f' jr' Principal May 27, 2004 Donation Convenience Stores Plus, INC. DBA Big Ben Truck Stop, 3102 W. 34th St., Suite 3, Pine Bluff, AR 71601 , wishes to donate $500.00 to Forest Heights Athletic Department to sponsor 5 students to the University of Arkansas Football Camp. It is recommended this donation be approved in accordance with the policies of the Little Rock School District. Thank you for your consideration. ...   ., t\"\":i ,. '  r- ,_ i ! ~  ~ .. -\n. .... 5901 Evergreen Street  Phone (501) 447-2700  Fax (501) 447-2701  Little Rock, Arkansas 72 205 GEYER SPRINGS ELEMENTARY SCHOOL To: Darral Paradis, Director Procurement \u0026amp; Materials Management From: ~a Hall, Principal @ Geyer Springs Elem. School Date: May 111\\ 2004 Re: Donation BFI, our school's Partner,.. In- Education, working with the Geyer Springs Neighborhood Association, and our school, has graciously and generously set up a \"Children of Promise Foundation Scholarship Fund\", which will guarantee 10 of our students currently in the 5th grade a scholarship. Each student will receive $1000, to be placed in a trust in his or her name, at Metropolitan Bank. BFI will donate a grand total of$10,000, each year for another group of (ten) 5th grade students thereafter, for the purpose of a savings for their education. It is recommended that this donation be accepted in accordance with the policies and procedures of the Little Rock School District. BFI Waste Services of Little Rock Dale Stevener General Manager 1911 West 65th Little Rock, AR 72209 5240 Mabelvale Pike I \" ! /' 1 ,- ~ ._ ,t I J. -.I ... ._, Phone (501) 447-4800 Little Rock. Arkansas 72209 !.=.,' z \u0026gt;z n ~ u, ?\u0026lt; \u0026gt; C g ~ :I: m .z... . HENDERSON HEALTH SCIENCES MAGNET MIDDLE SCHOOL To: Darral Paradis, Director of Procurement From: Marvin Burton, Principal - Henderson Magnet Middle School Date: 5/27/2004 Re: Donation Please accept the following donations to Henderson Middle School. Henderson Magnet Middle received the following donations toward the purchase and lighting of the Henderson Magnet Middle School Marque. Henderson Magnet Middle School PTSA Pennbrook / Cloverhill Property Owners Associaiton City of Little Rock thru Westbrook eighborhood Association Combined School Wide and PTA Fundraiser Match for Foundation Grant for Student Incentives Combined School Wide and PT A Fundraiser Second Baptist - John Barrow (purchased mulch) $2,550.00 100.00 250.00 3,256.00 $6,156.00 1,000.00 230.00 United Way's Day of Caring (landscape plants \u0026amp; materials) Approx. 150.00 Overall Total $7,536.00 RECEIVED 401 Barrow Road  Phone (501) Ll.47-2800  Fax (501) 447-2801  Little Rock. Arkansas iJ MABELVALE M~~m Mmrn m~m To: Darral Paradis, Director of Procurement From: Ann Blaylocl.\u0026gt;Principal Date: May 20, 2004 Re: Donation Please accept the following donations, which were made during the dedication of the \"Carl Martin Library\" at Mabelvale Magnet Middle School. It is recommended that this donation request be approved in accordance with the policies of the Little Rock School District. Wayne Smith Photography, 8300 Stagecoach Road, L.R., AR 72210 $450.00 Portrait Package-Includes sitting, proofs, \u0026amp; portrait Mabelvale Magnet Middle School Builders Club, 10811 Mabelvale West Road, Mabelvale, AR 72103 Purchased 2 name plates-(1 bronze/1 aluminum) Engraved-Carl Martin Library Value - $78.64 Mabelvale United Methodist Church - (UMW)- 10500 Woodman, Mabelvale, AR 72103 Donated refreshments for dedication - Value $150.00 Wal-Mart Supercenter, 8801 Baseline Rd, Little Rock, AR 72209 Provided gift certificate for refreshments - Value $25.00 Richard Thompson, Tom James of Little Rock, 14 Office Park, Ste. 101, L.R. AR 72211 Donation of Desk-Valued at $50.00 Lando Patton Wrecking, Inc., 8222 Stagecoach Rd., L.R., AR 72210 Moving of columns- 2 hrs. (Equipment \u0026amp; workmen) $400.00 Mollie Martin Wiseman, 5708 C Street, Little Rock, AR 72205 Book Donation - $100.00 Mr. \u0026amp; Mrs. Carl Martin, 10610 Baseline Road, Little Rock, AR 72209 Donation of \"Carnegie columns\" - priceless REC E i VE D MAY 2 1 200, PROC.U~~~?JT ~ ,n- 0 \"z' C, ~ I \"' ?\u0026lt; \u0026gt; ~ C: ~ !IC m .z.. . WILLIAMS RADITIO 'AL MAGNET SCHOOL A CHOICE FOR EXCELLENCE June 1, 2004 TO: Darral Paradis, Director of Procurement FROM: JNV,, Mary Menking, Principal SUBJECT: Donations The Williams Traditional Magnet School PTA has graciously donated $13,200.00 to our school for the following: Staff Appreciation Classroom Supplies Student Recognition Parental Involvement 2,112.00 6,663.00 3,950.00 475.00 Mr. Randy Wilson, Oxford Screen Printing, Inc., 7900 Asher Avenue, Little Rock, Ar. 72204 donated a Drug Free Banner in the amount of $300.00 to our school's counseling program. It is recommended that these donations be approved in accordance with the policies of the Little Rock School District. ECEIVED JUN 4 2004 PRG\"UD,.., ,. - ~ n t L /\nL . .. ~ 7'.:\u0026gt;C' Everg'eer. Stree!  P\"one (50  4..:7.,100  Fax (50 ) 44,--~01  L tie Rock Arkansas 72207 To: From: Through: Subject: Mahlon Martin Professional Library Professional Development Department Instructional Resource Center 3001 South Pulaski Street Little Rock, AR 72206 (501) 447-3345 May 20, 2004 Darral Paradis, Director of Procurement ~o .Anna Harris, Media Secretary n\\ifn Woods, Coordinator of Professional Development Donation to the Mahlon Martin Professional Library Little Rock Classroom Teachers Association (LRCTA) very graciously donated 5 Olympus and 2 hp photosmart digital cameras, 2 Olympus deluxe digital imaging kits, 2 Olympus picture cards, and 5 digital camera bags valued at $2,200.00 to the Mahlon Martin Professional Library. It is recommended that this donation be accepted in accordance with the policies and procedures of the Little Rock School District. r 1 RECEIVED MAY 2 1 2004 .!=.,' ,z.. z 0 i\n: ~ ?\u0026lt; ~ C: ~ :I: m .z.. . 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 June 24, 2004 Little Rock School District Board of Directors Morris L. Holmes, Interim Superintendent PREPARED BY:~Mark D. Milhollen, Manager, Financial Services  Subject  Summary  Objectives  Expected Outcomes  Population/Location  Budget Amount/Source  Manager  Duration Financial Reports District funds are reported for the period ending May 31, 2004. To report the District's financial status monthly to the Board of Directors. The Board members will be informed of the District's current financial condition. NIA NIA Mark Milhollen, Manager of Financial Services NIA  Long Range/Continuation Financial reports will be submitted monthly to the Board.  Other Agencies Involved None  Expectations of District NI A  Needed Staff NIA  Comments None  Recommendation Approval of the May 2004 financial reports. We recommend that the Board approve the financial reports as submitted. LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED MAY 31, 2003 AND 2004 - APPROVED RECEIPTS % APPROVED RECEIPTS % 2002/03 05/31/03 COLLECTED 2003/04 05/31/04 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 9,875,297 123.44% 10,100,000 11 ,812,732 116.96% 40% PULLBACK 29,400,000 17,610,502 59.90% 29,600,000 17,3 11 ,912 58.49% 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 340,000 313,397 92.18% 380,000 284,958 74.99% INTEREST ON INVESTMENTS 275,000 190,439 69.25% 200,000 190,480 95.24% ATHLETIC RECEIPTS 160,000 193,394 120.87% 240,000 195,578 81.49% TOTAL 97,432,000 86,052,153 88.32% 98,607,800 86,017,433 87.23% 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 48,781,766 88.91% 53,226,139 48,387,399 90.91% REIMBURSEMENT STRS/HEAL TH 7,590,000 7,265,757 95.73% 8,300,000 7,127,622 85.87% VOCATIONAL 1,340,000 1,272,587 94.97% 1,400,000 1,210,036 86.43% HANDICAPPED CHILDREN 1,700,000 1,250,666 73.57% 1,675,000 1,385,206 82.70% EARLY CHILDHOOD 273,358 273,358 100.00% 273,358 273,358 100.00% TRANSPORTATION 3,685,226 2,453,084 66.57% 3,875,562 2,487,683 64.19% INCENTIVE FUNDS - M TOM 3,265,000 3,436,977 105.27% 3,900,000 3,722,338 95.44% ADULT EDUCATION 1,006,014 620,758 61.70% 920,337 693,365 75.34% POVERTY INDEX FUNDS 658,607 658,607 100.00% 560,545 534,979 95.44% EARLY LITERACY LEARNING 120,000 TAP PROGRAM 285,271 285,271 100.00% 285,245 285,245 100.00% AT RISK FUNDING 650,000 283,224 43.57% 360,000 349,855 97.18% TOTAL 75,441,106 66,582,056 88.26% 74,776,187 66,457,086 88.87% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 620,000 770,000 TRANSFER FROM OTHER FUNDS 1,126,233 226,443 20.11% 1,350,000 220,518 16.33% TRANSFER FROM MAGNET FUND 1,664,438 1,109,625 66.67% 1,632,430 1,088,287 66.67% TOTAL 3,410,671 1,336,068 39.17% 3,752,430 1,308,804 34.88% TOTAL REVENUE OPERATING 176,307,777 153,991,115 87.34% 177,157,418 153,794,918 86.81% REVENUE - OTHER FEDERAL GRANTS 25,152,981 17,121,861 68.07% 24,075,790 17,265,045 71.71% DEDICATED M\u0026amp; 0 3,980,000 3,183,037 79.98% 4,000,000 3,567,745 89.19% MAGNET SCHOOLS 25,065,942 19,472,465 77.68% 24,689,351 18,649,440 75.54% TOTAL 54,198,923 39,777,363 73.39% 52,765,141 39,482,229 74.83% TOTAL REVENUE 230,506,700 193,768,477 84.06% 229,922,559 193,277,147 84.06% LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED MAY 31, 2003 AND 2004 APPROVED EXPENDED % APPROVED EXPENDED 2002/03 05/31/03 EXPENDED 2003/04 05/31/04 EXPENSES SALARIES 100,865,586 87,129,343 86.38% 100,684,982 88,478,756 BENEFITS 24,838,361 22,050,704 88.78% 26,483,772 23,191 ,165 PURCHASED SERVICES 19,795,774 17,012,549 85.94% 19,719,297 17,344,990 MATERIALS \u0026amp; SUPPLIES 8,347,098 6,545,663 78.42% 8,185,459 7,677,235 CAPITAL OUTLAY 1,616,991 1,037,938 64.19% 1,575,580 1,153,149 OTHER OBJECTS 8,508,680 5,662,958 66.56% 8,384,567 5,633,897 DEBT SERVICE 12,217,048 12,213,572 99.97% 12,098,342 12,191 ,763 TOTAL EXPENSES OPERATING 176,189,538 151,652,727 86.07% 177,131,999 155,670,954 EXPENSES-OTHER FEDERAL GRANTS 26,148,726 15,093,286 57.72% 26,056,193 17,310,162 DEDICATED M\u0026amp; 0 3,980,000 3,284,313 82.52% 4,000,000 3,592,622 MAGNET SCHOOLS 25,065,942 20,018,609 79.86% 24,689,351 20,563,641 TOTAL 55,194,668 38,396,208 69.57% 54,745,544 41,466,425 TOTAL EXPENSES 231,384,206 190,048,935 82.14% 231,877,543 197,137,379 INCREASE (DECREASE) IN FUND BALANCE (877,506) 3,719,541 (1 ,954,984) (3,860,233) BEGINNING FUND BALANCE FEDERAL, MAGNET \u0026amp; DED 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; DED M\u0026amp; 0 649,695 3,026,595 1,578,177 1,574,384 OPERATING 8,675,891 10,896,039 9,052,274 7,150,819 TOTAL 9,325,586 13,922,634 10,630,451 8,725,203 % EXPENDED 87.88% 87.57% 87.96% 93.79% 73.19% 67.19% 100.77% 87.88% 66.43% 89.82% 83.29% 75.74% 85.02% ?\u0026lt; !!l C: C :,,,m .o.....z.... i5C Zjil ~ z \u0026gt; ~ LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED MAY 31, 2004 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES END BALANCE 07-01-03 2003-04 2003-04 2003-04 2003-04 05-31-04 $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 15,325.88 0.12 CONTINGENCY 0.00 0.00 SUBTOTAL 110,501.92 0.00 0.00 0.00 15,325.88 95,176.04 $136,268,560 BOND ISSUES ADMINISTRATION 32,802.37 87,000.00 97,962.91 9,782.50 12,056.96 NEW WORK PROJECTS 18,614,545.40 1,794,877.15 14,870,559.04 3,402,258.40 2,136,605.11 SECURITY PROJECTS 42,273.97 27,732.72 14,541.25 LIGHTING PROJECTS 29,869.56 8,679.00 21,190.56 MAINTENANCE \u0026amp; REPAIR 2,768,579.81 5,176,217.33 2,635,818.36 493,635.36 4,815,343.42 RENOVATION PROJECTS 31,306,506.59 158,459.00 17,647,102.58 5,519,415.76 8,298,447.25 TECHNOLOGY UPGRADES 2,335,019.24 1,007,370.04 224,021 .96 1,103,627.24 SUBTOTAL 55,129,596.94 0.00 7,216,553.48 36,295,224.65 9,649,113.98 16,401 ,811.79 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 (3,754,994.48) 18,319,604.75 PROCEEDS-QZAB SALE 1,293,820.97 1,293,820.97 INTEREST 7,288,776.89 1,175,653.56 (3,461 ,559.00) 5,002,871 .45 SUBTOTAL 31,107,082.11 1,176,653.56 (7,216,553.48) 0.00 0.00 25,067, 182.19 GRAND TOTAL  ~!z 1ac az l lZ :i\n! :i 2.l!.12\ni ~a:i ~2! :i a ~!\nll! a !l :i~ lZC,0. PROJECT ALLOCATIONS PROJECT CATEGORIES THRU 05-31-04 I ADMINISTRATION 673,846.55 NEW WORK PROJECTS 37,113,937.95 SECURITY PROJECTS 265,814.17 LIGHTING PROJECTS 4,883,405.13 I MAINTENANCE \u0026amp; REPAIR 16,409,827.84 RENOVATION PROJECTS 51,647,866.04 TECHNOLOGY UPGRADES 11,735,611.78 UNALLOCATED PROCEEDS 19,613,425.72 TOTAL 142,343,735.18 lN3WNMnorov x LITTLE ROCK SCHOOL DISTRICT BOND ISSUE PROJECT HISTORY THRU THE PERIOD ENDED MAY 31, 2004 EXPENSE 2000-01 889,772.32 1 443,467.00 113,930.47 2,641,482.13 1 791,385.63 397,615.34 575,016.53 I I 5,852,669.42 I I I EXPENSE EXPENSE EXPENSE ENCUMBERED 2001-02 2002-03 i THRU 05.31.04 I THRU 05-31-04 1 (485,325.77) I 149,597.63 1 97,962.91 I 9,782.50 I 4,589,606.29 11 ,671,442.11 14,870,559.04 3,402,258.40 109,609.73 27,732.72 0.00 1,832,392.06 I 379,661 .38 1 8,679.00 I 0.00 4,218,294.40 I 3,455,350.67 2,635,818.36 493,635.36 1 4,119,045.21 15,666,239.90 17,647,102.58 5,519,415.76 I 4,325,201 .40 4,500,374.61 1,007,370.04 1 224,021.96 I 18,708,823.32 I I 35,822,666.30 36,295,224.65 1 9,649,113.98 I NOUOV AMVNlldl::\u0026gt;SIO lN30nlS \"Xl S\u0026gt;IMVW3M ~NISOlO 'IIIA ENDING ALLOCATION SUBTOTAL 05-31-04 661,789.59 12,056.96 34,977,332.84 2,136,605.11 251,272.92 14,541 .25 4,862,214.57 1 21,190.56 11,594,484.42 I 4,815,343.42 43,349,418.79 I 8,298,447.25 10,631,984.54 I 1,103,627.24 I I 19,613,425.72 106,328,497.67 36,015,237.51 LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED MAY 31, 2004 I I  l Interest Rate I Fund I Purchase Maturity I Institution Type I Principal Date Date Operating I 05-28-04 TFN I Bank of America 0.830% Repo 8,400,000.00 Operating I 05-28-04 I 06-01-04 Bank of America 0.830% Treasury Bills 7,200,169.88 Operating 05-14-04 06-01-04 Twin City Bank 1.860% CD 4,612,566.63 Total I 20,212,736.51 I I l I Food Service 05-28-04 TFN Bank of America 0.780% Repo 690,000.00 l 690,000.00 I I I Activity Fund 05-25-04 I TFN Bank of America 0.790% Repo 1,000,000.00 Total I 1,000,000.00 ' I Bond Account 03-08-04 09-06-04 Regions I 1.050% I CD 400,000.00 l Capital Projects Fund 01-16-04 07-14-04 Metropolitan I 1.930% I I CD 1,000,934.31 Capital Projects Fund 01-16-04 07-16-04 I Bank of the Ozarks 1.400% CD 5,231,393.21 Capital Projects Fund 01-30-04 I 01-31-05 Bancorp South 1.850% CD I 2,100,244.72 ' I Capital Projects Fund 05-15-03 I 08-16-04 I USBANK 1.420% CD 11,000,000.00 Capital Projects Fund 01-16-04 06-10-04 Bank of America 0.910% I Treasury Bills I 5,365,126.36 Capital Projects Fund I 05-14-04 06-18-04 I Twin City Bank 1.430% CD 9,000,000.00 Capital Projects Fund 05-03-04 11-05-04 Bank of the Ozarks 1.350% CD 3,076,650.06 Capital Projects Fund I 03-15-04 09-15-04 Bank of the Ozarks I 1.400% CD 10,293,800.80  I I Capital Projects Fund 05-28-04 TFN I Bank of America 0.850% I Repo 4,315,000.00 I I Total I I I I I 51,783,149.46 ' I Deseg Plan Scholarship 12-05-03 06-15-04 I Bank of America I 1.020% I Treasury Bills 668,325.28 Total I I 668,325.28 ' I Rockefeller Scholarship I 01-15-04 06-10-04 I Bank of America 0.910% Treasury Bills 252,059.89 I Total 252,059.89 ' Risk Management Loss Fund I 05-17-04 I TFN I Bank of America 0.250% Repo 400,000.00 I 400,000.00\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"geh_vhpohr_180","title":"Oral history interview of Sally Bishop Gusa","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Cobb County, Marietta, 33.9526, -84.54993"],"dcterms_creator":["Lacy, Margaret","Gusa, Sally Bishop, 1929-"],"dc_date":["2004-05-26"],"dcterms_description":["In this interview, Sally Gusa describes her life in Marietta during World War II. She recalls hearing about the attack on Pearl Harbor and desribes many experiences she had during the war including watching the construction of the Bell Bomber Plant; seeing local boys leave to serve in the military; rationing; rolling bandages for the Red Cross; and seeing the reactions of family members upon hearing that a loved one had been killed in action.","Sally Gusa was a civilian living in Marietta, Georgia, during World War II.","Sally Gusa Interviewed May 26, 2004 by Margaret Lacy at the Atlanta History Center Interviewer: This is May 26, 2004, and we're at the Atlanta History Center. Mrs. Sally Gusa is going to tell us about her memories of Pearl Harbor before and after. Thank you for being here. Sally: Thank you for asking me, I'm thrilled to be here. Those were important times to me. I was 12 when Pearl Harbor was fired on. And that was a time when I did not know anything was wrong in the world, we just played and had a good time. I was actually in the seventh grade at that time. I grew up in Marietta and I think the population was about 8,000 when the war started. Pearl Harbor, the first thing I knew—my family always went for a Sunday ride in the car. My mother and daddy and my brother and me and my grandmother. We must have not had the radio on during the day because it was not until we started out on our ride and Daddy stopped at the gas station for gas. And in those days, the person at the gas station came out and filled the gas and washed your windshield, checked your tires. And I heard Mr. ____ say to Dad, “That's an awful thing in Hawaii, isn't it?” Until my daddy got back into the car because I asked him and mother had already started telling us about it. The next day at school really stands out in my mind because I was in 7th grade and they had a radio broadcast, I'd say about 11 o'clock when they brought in at least one. The other 7th graders, we only had two, and I think that was probably all that—we all listened to the radio in this particular room and I can remember having to sit up on top of the desk while two people sat in the bottom, in the seat, the old fashioned seat desk. That was the day that President Roosevelt gave his “Day of Infamy” speech. That was real, real touching and something I'll remember forever and ever. Also almost immediately young men started volunteering for the Army or other services, and it was real poignant to me when they left with a little suitcase, little satchel, some of them with just sacks of clothes to go to Fort Mac or wherever the induction center was. The bus left from in front of Hodges Drugstore, which was one of about three drugstores on the square in Marietta and it was one of the places where we hung out. So when the bus left there were many people there seeing these guys off, not just their families but other townspeople. Also in Marietta we had street cars. There used to be street cars that ran back and forth from Marietta to Atlanta and this was just taken for granted. They would come into Marietta and stop in front of the Courthouse and people would get on there and go around the square and then back out Atlanta Street down what is, gosh, I can't remember what they called it, it was Old Atlanta Highway down through Fair Oaks, and Smyrna and Bolton and then come into Atlanta to the Walton Street station. So that was the only mass transportation to Atlanta, I guess, but it worked well. I think it was a dime to go to Atlanta. We rode it to the Southeastern Fair. My grandmother took my cousin and me to the Southeastern Fair. We'd go spend the day and ride the street car down to the Walton Street station and then change and go out to Lakewood. But besides the boys leaving then, in high school, which was the next year, we had a favorite English teacher, Mr. Callison. His wife had been our teacher in junior high which was the 6th and 7th grades, and our high school was only comprised of 8, 9, 10 and 11; we did not have a 12th grade, but I think we got an education that's as good as anything we've got today. So Mr. Callison was our English teacher and we just adored him but we also adored his wife. We dedicated our yearbook in '46 to her. And he got called up or he volunteered and we all went down to the train station. By then, they were leaving on the train. We went down to the train station to see him off. Another thing, the way trains entered in, was that there were troop trains during the war. And I worked at the swimming pool. My Daddy was the director of recreation and I started real young selling tickets to the pool and the ballgames. But this was—I had to walk home and come up Hope Street where there was a railroad crossing. And during those war years, there were often many times that troop trains would be stopped, I don't know for what purpose, but they were there for a pretty lengthy time, and the boys would just hang out the windows. Now I'm getting older—I'm up to 15 and 16 then—and they would just hang out the windows and call us over, and I didn't hesitate to go over there to talk to them. They were on that train. And they were serving our country. They were great guys. And we'd exchange addresses and I had several pen pals that I wrote to through that. Also, I'm not aware of people bringing things to the train and maybe they did, people who lived by the tracks. But the main street, Highway 41, was Church Street in Marietta, and that was a block from my house. And they would have, not two trains, it was like a cavalcade of them, and they would stop. They would get to the Square for some reason and would be backed up way out, and then the ladies would, you know, bring what they had. If they had cakes made or they would hurry and bake some things because they knew others would be coming. The ladies were so good about taking things out to those boys there. When rationing began—first of all, let me say I lived in a great big house with my grandmother who ran a grocery store in the house. It took up about half of our downstairs. And the store was not big by any means like what we have today, just one aisle and cans stacked on each side, but there was one candy counter that I could help myself to all I liked, silver bells and stuff like that. So, when the war began, rationing started. And we didn't feel it, I think, as badly as others because we had chickens and cows here in Marietta, a block off Church Street. We had chickens and cows and pigs and we had hog killings, so we always had meat, which a lot of people didn't have. We had milk from the cows, so we had cream and butter, which a lot of people didn't have. Chicken, we ate a lot of chicken. Beef was scarce, we didn't get a lot of steaks or beef. But prior to the war, we had beef roast, but during the war we didn't have beef roast. When rationing began, the things that I can remember being rationed—and I hope I'm remembering correctly—I know that gasoline was rationed. We had ration books, and unless you were a doctor or you worked for something that was really pertinent to the war effort or for some other reason that they deemed necessary, you had an “A” ration book. And this is what we had. There was a sticker that went on the windshield and you only got a little bit of gas, I don't know how much. But these were high school years for me and the ration did hurt in that we could not drive down to our ballgames. We played teams in basketball and football. We played teams like Canton and Cartersville and teams just north of town, but we also played several of the schools in Atlanta—Decatur, Druid Hills, Fulton, North Fulton, West Fulton. And you've got to get a football team player that's A and B to junior varsity and regular varsity and you've got to get people who want to go there to see the kids play, us kids who wanted to go. Interviewer: Were you on one of those teams? Sally: Later on I was on the girls' basketball team. And then I was a cheerleader in my senior year, and so they had to get us down there, too. And so we had to use the coupons. Everybody would pool the cash coupons to go to those places. I was not on the bus going there; we always went in private cars. But for the Atlanta ones, we used the good old street car. We'd go down and change, just like we did when I said earlier, at the Walton Street station, and go to wherever we were playing, whichever of the Atlanta teams. And that was just great, great fun. Of course, there were other people on there too. There were adults. And smoking was terrible. I mean it was so much smoke—it was not the kids smoking because we didn't smoke then—but there was so much smoke you just thought you were going to choke to death. And I think one reason I started smoking in high school was self-protection on the street car. That's an awful thing to say. I was never a heavy smoker. Thank goodness for that. The other thing that was rationed was food. In the grocery store I had to help my grandmother put up how many points were required for different types of food that were on the counter. I don't have any memory of what the point values were with every thing. I just remember having to put up the signs saying how many points it took to buy those. Shoes were rationed because leather was hard to get, and in the summer we wore sandals. I guess our good shoes really were saved from year to year if your feet didn't grow too much, but I just had big feet. And in the summer, we walked everywhere in those days even before the war. Gas had nothing to do with that. So, I was working at the swimming pool and the ballpark which is, I guess, six or eight blocks from my house. And walking to work over there or just to go swimming or whatever, if the rain came we'd just take our shoes off because you had to save those shoes, and walk barefoot. It was on a farm. You could walk by the curb. But you needed to save the soles. I swear I think they were cardboard. Let's see. I don't know the exact time that it was announced that the Bell Bomber plant was coming to Marietta. I know that Rick Whales [check] was mayor of Marietta and Joyce McMillen [check] I believe was the county commissioner. And they along with others were instrumental in getting Bell Bomber to Atlanta, or to Marietta. The four-lane highway which is now Highway 41 was not built at that time. I'm not even sure if it was a two-lane road, maybe it was but I'm not—I didn't drive and I don't know if it was or not. But, that was primarily why they made it into a four-lane, to get people into the Bell Bomber. And as a young teenager, I had a friend who lived down East Dixie Avenue which was down in that direction, and they had graders out there grading the land and they went around the clock, 24 hours, around the clock. And many nights, you know, I'd spend the night partying and didn't always go to sleep, though, and we'd go out and sit on the steps and just watch those big old machines grading under the lights all night long. They just kept going. Interviewer: I know, I was told during the war [inclear] round the clock shifts. Sally: Absolutely. My aunt worked there and I had two brothers who were younger than me, so we didn't have to worry about them being drafted or anything. And my dad was past the age of it and he was too old to even volunteer. He'd always been in the National Guard up until, I guess, the late ‘30's. When Bell Bomber was announced that it was coming, I think, as I said, we had about 8,000 people in Marietta, and then I believe the population grew so that by the time I graduated from high school in '46 it was up to about 30,000. Now, I know that you can't imagine Marietta. It was just mainly the square and about five or six blocks in each direction off of it. In school, kids would ride the street cars from further out. Some of them we went to school with all through the years but others, I guess their high school came in and some were consolidated schools. And the ones that were north, of course, did not have the street car to ride on. I don't know how they got in because I don't think we had bus services to our school even then. But Bell Bomber was big news, and, of course, it was just the wrong thing to us. The bomber plant thing. All of us had grown up in Marietta. We all spoke the southern language and then when it came time to go to high school, we weren't expecting it. We knew everybody and it just only us so it was just like it's always been. Well, I went into my first class, I wanted to take typing, and I went into the first class, all the desks were taken. Sometimes there were two at a desk and people were standing around the walls and we didn't know a lot of them. Well, they had come with the Bomber plant and some of them came from other towns in Georgia and other states in the south, but a lot of these people talked funny. They were Yankees [laughter]. And they even looked different. But we didn't have many other nationalities. I think a lot of them were—we didn't have nationalities that were different. But there were a lot of really cute, nice people and we had a lot of new friends which really added to our high school years. As I started to say, my aunt did work at Lockheed, I'm sorry, Bell Bomber, and I can remember women didn't wear pants, but when the Bomber plant came, they started wearing pants to work. And they wore nets or snoods on their hair to contain their hair. And snoods were something you thought about in sort of Gone With the Wind days because they wore snoods back then. People probably don't know what I'm talking about. Interviewer: I never saw a man that didn't hate snoods. They keep you from being scalped. Sally: Absolutely. Absolutely. I wish I could remember. We had a friend whose father worked at, was a higher-up person at Bell Bomber. One of these Yankees that came in, and he had two daughters our age. And they lived on the location now where Dobbins Air Force Base is. I think Dobbins came in maybe towards the end of the war. But some of my memories are of changes in rationing and all the influx. There was a whiskey store. Stonewall whiskey store, liquor store, was two doors down from the courthouse, and on payday there would be a line from the liquor store, past the café, past the courthouse and then down Washington Avenue. The people had just gotten paid and they wanted their booze. Interviewer: Wow. I'm surprised at the business. Sally: These people, you know, I'm not surprised. Bootleg was still popular. But the bootleggers couldn't keep a supply. And these new people didn't know the bootleggers. I don't know if they didn't have friends yet who could tell them about them, or maybe they were cracking down on—maybe the bootleggers were working for them. We just didn't know it [laughter]. Interviewer: Maybe the bootleggers got drafted. Sally: Well, it could well be, the younger ones anyway. Let's see, I'm getting ahead of myself. Interviewer: Your aunt worked at the bomber plant. Sally: Yes, my aunt worked at the bomber plant, and she had two children so all of us lived in the same house. It was a zoo. And we never had babysitters because my grandmother was always home, and for a number of years my great grandmother was there. And the store was always busy so we—my mother worked downtown. She was a bookkeeper. But despite the war, we had a lot of fun at home. We had a teenage canteen which my father was instrumental as recreation director in starting. You heard about the Hollywood canteen and the canteens they had for the boys. Well, they let us, they got the kids together to help decide what we wanted to do in the upstairs of the City Hall. And I think it had maybe once been a Masonic Hall or something like that, so it was a great big Hall. We painted, the kids painted furniture and the boys that were in shop knew how to do a little carpentry, and they put some things together and we had a counter for a snack bar where the director could work. We had a snack bar, we had two pool tables, two ping pong tables, and we learned to dance up there. We had a juke box, we had a reading room where people donated a couple of sofas and books and magazines for the canteen. And our director was Mrs. Langley and her husband would help her. He worked at the bomber plant, but when he was not working he went to our dances at night. We'd have dances after the ballgames, just great times. I think that's something we need today and I'm sure the kids would never go for it. It would be too structured for them but we loved it. We called it the TAC, for the Teenage Canteen. I mentioned some of the things that were rationed besides shoes and gas. Butter was rationed, as was meat and coffee. I didn't drink coffee but . . . I guess cigarettes were rationed. I don't know if they were rationed or just hard to get. Oils, cooking oils and things like that were rationed. Metals were hard to get. It was all going to the war effort, as was rubber. Tires, I guess if your tires ran out on your car, wore out on your car, you just had—a lot of cars ended up on blocks during the war. And a lot of the metals were used. We saved tin cans for one thing. And I was trying to think—it seems like aluminum foil has always been around but I don't know if we had tin foil. We had tin foil like in gum and things like that where you'd peel the paper off of the tin foil and save just the foil, and you'd donate that. We had regular collection days. One thing we had that we saved were the tin cans, rubber and the grease and metals. Somewhere in there, margarine came in. And when it first came in, it had a little packet of orange powder that you had to work into this block of light margarine. And you'd work it almost like with your hands or a meat [pounder], something to mash it. And then you might even try to shape it nice like you did when you had a butter press. Shape it like that. Interviewer: I understand that was because of the dairy interests. Sally: Is that what it was? I didn't really know what caused it. Interviewer: It was competition. Sally: Oh. It's why we had to do it and ration ourselves. Some of the things that I did and other girls and certainly the women of the town did do it, we often volunteered for the war effort with the Red Cross. Our Girl Scouts and many individuals too would get squares to make afghans or wrap rolls for the boys in the hospitals. We would knit socks if we were able to knit that well, we could knit socks for them, and they would give you the yarn, and you'd take it home and finish the socks and you'd take them back. Some of mine I'm not sure they could wear, but the effort was there. Interviewer: So you learned to knit socks? Sally: Just squares. We did the squares first and I learned to do socks. There was one lady who came to the movies really often. The movie was a big part of our life. And she had one seat that she always sat in but throughout the movie and everything, she would continue knitting. She was very active in the Red Cross. That was very skilled. She just amazed us all. I thought that was wonderful. Oh, we rolled bandages at the Red Cross. You'd go to the Red Cross building and roll bandages. In my memory these were not gauze, these were some sheets and other items like that, that they would cut up and they would use them later, after they were sanitized, and use for bandages. Did a lot of that. My mother along with many other ladies were active in the canteen to provide entertainment for the soldiers. And I said I didn't know that Dobbins had come in, but it was there during the war because—Dobbins Air Force Base is what I'm talking about. I know it was named for a young man that was killed in the early part of the war. But that's what the U.S. Army was for. We did have it in Marietta and the ladies—I can remember the parties and the guys coming in. It probably was in, I was too young to actually dance with them and entertain them, but we might go there and serve punch and that kind of thing. One thing I remember due to Bell Bomber, during the war they had parts of the planes that they would sell, excess stuff that they couldn't use or something. Maybe this is after the war. But what were particularly liked were the nose cone-like things. They were plastic, early plastic, some sort of material. But they made wonderful punch bowls for big crowds. And they also, they sold, this may have been after the war, I'm sorry. But they sold the cots that were in the B 29's. They had cots, they were attached on one side so it only had legs on one side and they were attached to the body of the plane on the other. Some of my memories—I've already talked about the Pearl Harbor days—that was really an important time and very touching to us. And then all the boys went off to the war. As I got older in high school, the boys who were seniors, many of them volunteered immediately. Others went into college where they had the B-12 and those programs. But then others were drafted, too, because they started needing them younger and younger. And so, by the time I was a junior, the guy I dated was a senior, and he went off. He did not have to go overseas, I think, because it was so late in the war maybe. But he was in places I've never heard of, like Arlington, Texas. A place like that … I know now where Arlington, Texas, is. But that hurt. You'd get really attached to these fellows and you wouldn't see them in years. With mine, it was just one. Oh, one thing we had, back to recreation, we had ball teams that would come in, this is like some baseball, some softball. The baseball teams, we had players who were too old to go to the Army, but they would be working maybe in different work in the community. Some at General Depot. They had a team, and I can remember them coming up, and I don't remember the fellow's name, but he was a real popular baseball player. He was older than for the war but he was, I don't know, maybe he was, maybe he was in the war. But he wore the baseball uniform, and I don't know if he was in the war. It was always big news that he would come to play. The blackouts, they would have drills. My uncle was air raid warden. He had the helmet, which was later found when we sold his house, and other insignia and whatever he needed. But the blackouts—it was just drills, and we'd put blankets over our windows in one room, usually it was our living room. But we had French doors going into the hall so we had to black out those French doors as well as the glass in the front door and the two windows. We really could not then go out of the living room because we had a big window up at the top of the steps that we couldn't black out. So we all stayed in the living room while it was blacked out. For those drills, like I said, it was never real. A little bit more real was trying to go on vacation, and we had gone traditionally to Daytona Beach every summer. And the first time we went, it was not very glamorous. We went to Jacksonville Beach then. This was not during the war but we sort of looked like the Jones family. We had piles of stuff piled in the back seat of the car, and the car was old and it sort of limped along and . . . . Down in south Georgia thankfully, when you stopped to get gas, they would bring trays up with a pitcher of ice water and some glasses for you to drink in the car, which I thought was wonderful. It was marvelous. But we stayed in some little tourist camp, this was maybe '39, something like that. I just remember it raining and at the tourist camp, I wanted water that wasn't sulfur water, and I didn't know to call it sulfur water. We would just go up to the desk and ask the man for some good water, so I did and he said, “Good water, you can drink that fine water coming out of that tap. That's good water right there.” And I wanted this apple [?] water that doesn't smell bad. Then later we did go to Daytona several years. And then during the war mother took us on a train to Jacksonville. And my friend, girlhood friend, went with me. And we had the Pullman [train sleeping car] overnight to Jacksonville. My friend was in the room with me, and since it was night we didn't want to raise our curtain until we got into Macon, I believe. And there were no troop trains down there, but in Jacksonville when we came into Jacksonville for a 15 year old it was heaven. It was all these sailors, sailors every where. We had to wait for our buses to get to the beach, and the beach was blacked out. When we got out there we were supposed to get a place to live, and you always went to the boardwalk where all the activity was. But they had blacked it out. They had big doors closing it from the sea side so that you couldn't get out to the boardwalk without going to a back door which had some type of construction where you came out. When you came out the door, you didn't go out immediately into the evening even though it was the back side. They had maybe a black curtain and then there was an angle so that the rays wouldn't come out the back. So the rides were not running, but you could go inside and play the games that you play, you know, Skeeball. We [got news] from papers and magazines. Life Magazine was one that kept us abreast of what was going on in the war. And in movies, after the movie we had newsreels, and some of our most important, I guess, was just scores of prisoners of war being marched into prisoner of war camps. And dog fights with the fighters fighting in the air. That's, I've seen that in movies of some of the war years like that, and I thought oh, yeah, that was just like that newsreel we saw all the time. We, the Jacksonville thing was just a really good excursion for us, because we didn't really know a lot about what was going on. We needed a radio in those days. But we did not know that there were 10,000 sailors in Jacksonville, Florida. Interviewer: I'm sure that was heaven as well as walking [?] must have been for a lot of lonely ladies? Sally: Well, our city was not affected too much except for not being able to drive when you really wanted to go, and a little bit of rationing. The boys that went—my next door neighbor had two sons in the war, Bob and Jim Dawson. Jim was in the South Pacific and Bob was in the D-Day landing. He was a paratrooper, and he was killed. That was one of the saddest things, because I saw the messenger when he went to the home. Katherine, there is somebody from the military. There is a messenger boy came. I saw him later go up to Mrs. Dawson, and I just got chills. And then I just heard her scream. And that was just one of the saddest things to me. But he was young though. He probably was 19 and just real, real young. We were fortunate. We didn't have people in our family, but just the neighbors and the boys that went off to school. And there were not many of them, but I know I didn't even know many of the people that were graduating when I came into school who had different classes. Interviewer: My main idea was thinking about the coast, New Jersey, Florida—the folks around there during the war. I remember a report, hearing of some German soldiers coming up from the subs. Did you hear anything about that? Sally: Yes, I knew about the subs. I believe it was in New Jersey, but they actually came ashore. Some were arrested. They brought some off of Florida, but they were in Jacksonville and then farther down they were sighted. Interviewer: That many. Sally: Isn't that something. And then over in the Gulf there are still remnants of—I don't know, maybe it's from the Civil War, but there is, and I think also on the East Coast they had some remnants of light fortifications where you could look out to see if there was anything approaching from out there. Interviewer: We are lucky they didn't have aircraft carriers, aren't we? Sally Oh yeah. _______ They were up in North Carolina, I'm sorry up in New Jersey. I believe that they actually came ashore. It seemed to me like there were maybe five or six of them. Interviewer: Do you want to mention the Hawaii experience? Sally: Oh yes. In fourth grade, my teacher had us correspond with a group of fourth graders in _______, Hawaii, and my friend's name was Kunchita Cartridge [check]. I just thought that was so intriguing. And we kept writing to each other for a number of years. So that when Pearl Harbor was bombed, I did not know anything about the geography. I just knew that ______ was near Honolulu, and I was very concerned about Kunchita. Interviewer: It was Japanese? Sally: It is Japanese. One of things that she wrote about was her schooling, that she would go to school all during the week. On Saturday, she would go to Japanese school, and then on Sunday they would go to Sunday School. I have carried these letters. Okay, I have two letters from her. I think this is really interesting—the logo of the Hawaiian Islands is there. Interviewer: She was maybe about 10 or 12. Sally: Probably about 12 now. I mean when these were written. And then on the back it was plain. It was nothing. This was a letter in November of '41 before Pearl Harbor. This one came in February of '42. Interviewer: I would fix '42 ___________________. Sally: Yeah, okay. And then it's been censored on the back. “Released by ICB number 143.” Interviewer: All right. Sally: Let's see. “Dear Sally, I first want to thank you for the beautiful necklace. I enjoyed wearing it.” Apparently, I sent it for Christmas. “I am very fine. Thank you again. So is the family. I have two brothers and one sister over 18. You are telling me what fun you are having playing with snow, making me jealous, huh? But I understand you. You don't need to make me jealous but you want to tell me the news over there.” Oh, and then she writes—“Remember Pearl Harbor.” Interviewer: Oh my. Sally: [reads letter] “Upon the happening on December 7th, school was closed the next day. It was open again on January 2nd. Because we are going by war time, school starts at 8:30 and closes at 2:00, and I don't think we will have to go to school on summer vacation. We don't have school on Saturdays. I got a mask and was finger printed. Black out every night and I am not having much fun. But if I don't obey the law, you know where that will lead me. Hawaii didn't have enough trees this year”—Christmas trees she means—“but we enjoy a merry Christmas just the same, and I hope you have a merry Christmas, too. Wai Hoo Hoo is 15 miles away from Honolulu. Your pal, [name unclear]. Remember Pearl Harbor.” Interviewer: What was her citizenship? What was she? Sally: She was a U.S. citizen. Her family, I think even her family were both born in the islands. That was something that we carried on all during high school. I guess it must have been in college when we stopped writing each other. But that was a fun thing to do. Something that was really lots of fun and joyous was the day the war ended. My dad was out of town, and by then I am 16, so I am the one who would be closing up and checking out the money and everything—the swimming pool receipts. Interviewer: Four long years at war. Sally: Yeah, four. And President Roosevelt—I should mention this before we talk about the end of the war. President Roosevelt was my hero. He was President for three terms. He was the only President I ever knew really as a youngster. One thing they had during the war, and before the war—polio. What we call infantile paralysis was very prevalent in those days. We would not be able to leave our yards if there was a polio epidemic. We had to stay in our own yard. I think I remember as a younger child throwing jacks and playing jacks on the wall, and playing with my dollhouse all by myself with no friends, because you couldn't do it. Certainly the swimming pool was closed. You couldn't go swimming. Then later, one thing during those years, they would have a ball or a dance on President Roosevelt's birthday, January 30, somewhere in that vicinity, and that was always lots of fun. It was a fundraiser to raise money to fight polio. Dr. Jonas Salk, we had never heard of, you know. With him coming to Warm Springs, it would make it more personal to us. It was just us you know. I don't remember those dances, might have been too young, but later on I was old enough to dance and enjoy it. My brother and I liked to jitterbug. And jitterbug was the dance. And with my dad being responsible for that building, we didn't have to pay to go to any of the public dances they had there. They would have dancing contests. We would always win the jitterbug contests. But the prize was you got in free at the next one. We got in free anyway [laughter]. That was interesting to me that President Roosevelt—and then, of course, we came home one day, and my neighbor said, “Sally, did you hear about the President?” They didn't have announcements made in school over the intercom back then. And I said, “What about the President?” “He died.” And that was just something that couldn't happen. I just didn't think that could ever happen, and it was so sad. I had this picture that was published in Life magazine of Graham Jackson playing his accordion when the [funeral] train left, and tears streaming down his face. I get chills thinking about it. Interviewer: A powerful image. Sally: Absolutely. And another one I'm sure you remember as well as I, it was at the end of the war with all the celebration going on at Time Square—the sailor and the unknown nurse. You know, that big hug and kiss. I was here at Marietta. Daddy was away that day, and I was in charge Interviewer:A 16 year old in charge. Sally: I just meant I closed. I locked up everything and put the money in the safe. It was about, I don't know, 1 or 2 o'clock in the afternoon maybe and we got word. A friend of mind came running over from her house which was—oh, there was a lot of houses built. You know to move people into quickly during World War II in Marietta. And she came running over, she says, “Sally, those boys ought to turn on the radio,” and I didn't have a radio. And she said, “Well, come over to my house.” Well, I couldn't leave. I had to get people out of the pool. So I went out—I called somebody, and they verified it. And I went out and announced to everybody at the pool that we were closing. That I wanted to be in on the celebration. We finally got the pool closed and everything locked up and it's a wonder we made it to get it all secured, because I was so eager to get away. My friend and I and some other friends that had come back to my house walked up to the square, which was Whitlock Avenue, which is really congested now, but it was a lovely residential street then. We walked up to the square, and it was like New Year's celebration in Times Square, wherever. People were going around the square and around and round. It was full of cars, and people were singing. They were doing congo lines. If you don't know, congo is a dance. It was very popular during the war. And long congo lines. You would be dancing with your hands on somebody's waist to give you a one, two, three kick—all around the square. It would be long lines, and then people were still driving with all of us. Especially with going one way, I think at that time the square was two directions. We got into a convertible with Chick and Cotton Hill. Now Chick and Cotton Hill were brothers of Virginia Hill, who was a “moll,” I use that loosely. But a girl friend that lived with one of them, Bugsey Seigel, who was a well known gangster. During the early days of Vegas he was responsible for getting a lot going in Vegas. So, Chick, and it was fun to ride around in that convertible, sitting up on that convertible after we had been dancing around the square. It just seems like the celebration went on for ever and ever and ever. It was just wonderful, but then we decided that we really ought to go to church. I grew up Southern Baptist, and they did leave the churches open at night. We all went to church and said our prayers—and then came back and celebrated some more. It was a wonderful—despite the war, as a teenager, it was a wonderful time to grow up. It was certainly sad for all the losses. We were so fortunate that we were never bombed, and it was kept abroad. I'm sure that President Truman had the most horrendous decision that anybody could ever make. But before that I remember Jimmy Doolittle's raid and how important it was. There was a picture about that later about modern Tokyo. We had a lot of propaganda movies. That's something that ought to be mentioned. The movies were out. We didn't recognize them as propaganda, but they would have a lot of good things in there about loyalty to the country, and everybody would, the guys would all be rushing out to sign up. Everybody was so patriotic. Families hung flags in the window to indicate that they had a son. There were different colors. These were flags about this high. And it would be—mothers who had a son in the service would hang one in their window. Some of them had two or three. If the son was killed, if a person was killed, you know, it was different. It was a gold flag. It was a different color. I have not seen any of those. I guess they are in museums. One thing that I have enjoyed so much—if you haven't seen the D-Day museum in New Orleans, it's fantastic. It's absolutely wonderful. I could spend three days in there. This will probably be ____ someday. But I really encourage everybody to go down there, and I encourage everybody who comes here, you veterans out there, partake of this. We need to know what you went through over there. I just think it's so important. Interviewer: Every veteran's story is really fascinating. Every experience is different. Sally: Yes, it is. I just can't imagine what they must have gone through. The ones in Europe, and the fellows in the jungles. The rocky atolls in the Pacific, there is a different way of fighting over there, but it's just as awful. Interviewer: Do you have any military pen pal letters? Sally: I did. I did not bring one. One of them was a boy that, he graduated. He was the first Eagle Scout in Marietta, Chip Mabry was his name, a fine young man. Interviewer: Two streets are named Mabry. Sally: I don't doubt that. He went on to, down there at Statesboro, that's a Georgia college down there. But he and I were pen pals and I do still have V-mail from him. I wish I had brought it. I'm sure that by now you have heard of e-mail—I'm sorry, that's the modern version. V-mail, victory mail, these were mail, letters that they gave you the forms to write on, and they would be maybe this big and this high. And then they would photograph them and shrink them in size. They didn't go in the form that we received them in. I mean they were done like picture wise and maybe just on a film, and then okay. So they went to Europe, and then they were blown up [enlarged] over there. I guess when they were censored. And they returned them to the guys to read them. And their replies came back. Everything was censored, everything was censored. I got some letters, but I don't have them now, they would cut out the flag ______. Like if they know, this time of year in France, they black out things. They didn't want us to know everything. Interviewer: Oh, yeah. Sally:But the main part would come out again this size, square. And it would say V-mail only, and, of course, it was free for the soldiers. All the soldiers got, all the military men got free postage. Which I think was only fair. So different from now. If you look at old movies, you will see cigarettes being stuck in the mouth of every wounded soldier, it seemed like. he USO handed out cigarettes like mad. All the cigarette companies furnished the cigarettes, of course. And smoking was looked at entirely different. We didn't know that it would kill you back then. Interviewer: Uh hum. Sally: And it's so different now. I would have a hard time to go through Georgia, and if they didn't have a Coca-Cola over there, I do think they got some to the troops. Interviewer: Oh, yeah. Of course. Sally: We was thinking that and maybe this was a man who had arm [?]. I belong to Life Enrichment Services, which is a senior organization in Decatur. We had different programs where you could take maybe four courses, you know Thursday. And several times they had courses where the men came to speak—Veterans Day—to speak and tell their experiences, because the man who was heading it up was in the 8th Air Force and was pilot of a P-38. We had a lot of pilots or men who had flown airplanes. There was this one man who was a tail gunner flying with the 8th Air Force out of England going across the Channel, and I don't know how—of course, they went into France or wherever they were headed, but they had left England. He is the tail gunner. He is sort of back there by himself. He realizes that he is heading along, but it doesn't seem as noisy as usual, and he tried to radio up front and he is not getting any reply. The plane had been hit. They were under fire, so he knew that they were being attacked, but he didn't realize the plane had actually been hit. I guess he didn't feel the vibrations, but he was detached from the plane. He was just gliding through the air until he landed. He was rescued. And I thought how wonderful to live to tell that story. He had some more at the Methodist Church. The senior group had a group of their own members talk and tell about some of their experiences. And you see these gentlemen, and they are such nice, neat, mannerly gentlemen, and they went through horrendous things. To hear what they did is unbelievable. And this commentator on WSB or one of the local stations was also responsible for getting those together, getting the veterans to talk to us. There is a wealth of information out there if we could just [find] it. Interviewer: How could the man, the tail gunner, manage to get down? Sally: Well, I don't know. He came down in the water, but he was rescued. So maybe it must have been out there. So, as I said, it wasn't too far from the French coast. But those tales were interesting. Interviewer: Did you marry a serviceman? Sally: I did, but I went to college, and I didn't get out of college until ‘50. That was another experience. I went to college in ‘46 with the Georgia Bulldogs. But the boys by then were being discharged and coming back. And so there were lots and lots of them. Gasoline still wasn't plentiful, but it was more. And I remember one group of boys, I was ___ campus, where they put the freshmen and sophomore girls. I guess they didn't trust us to be on the main campus, but we had our own cafeteria and everything, we had the best food on campus. The boys would come out to eat. Every Thursday night we had steak. When we were growing up, I never had a T-bone steak. We always had cubed steak. But those boys found out about it. There was one group of them that were in a— I'd be kidding if, it was not a T model, it was a little bit later—but the top had been cut off. It was not really a convertible. They must have had 10 kids, 10 boys in that [car]. But there were a lot of veterans, and to answer your question, yes, I did marry a veteran. I married in '53. He had been a B-24 pilot, and he was stationed in Italy and North Africa. I don't know much about his experiences except that he told me that at one time they were under attack, and this was in a B-24 Liberator. He was a pilot. This must have been horrendous, but his pilot was shot, and his face was just torn up. He was able to bring the plane on in. He did not talk about it much, but he had a lot of leftover things that bothered him. He drank a lot, and he would talk and talk—maybe about the people that he knew—not so much about battles. But talk about when they were not out in combat zone. He would talk about things like that. When he was asleep, he would mutter and struggle and hit, not me, but the bed and things like that. I think he was tormented, and later he was called up. He was in a National Guard unit in California in tanks, and he was called up as a tank commander to go to Korea. There were a lot of the guys that served in World War II who were also called up for Korea. And they certainly did double time. Interviewer: That's too much. Sally: I agree. The mothers, the parents and sisters and brothers of the boys that were lost, who were lost in General Hospital out here. It was a big receiving point for a lot of the wounded after they got back to the states. I guess in pass through. I don't remember much about that. I did go to work for the Veterans Administration in '66, and a good number of the people had worked at ____ when the boys were coming back from overseas. I wish I knew more about that. Interviewer: What kind of work did you do at that time? Sally: I was a personnel manager specialist. I started out as a clerk, but I had my degree. I started after four years merit promotion. I became a personnel manager specialist and did labor relations, employee relations, hiring, taking adverse actions and then later you can do contracts, equal employment opportunity, things that got to be done. And then, you would do a desk audit for a job. Audit the report and see what people were doing, and then classify their jobs according to standards that you had accomplished. You might have two or three different standards on a fixed-duty type job. So in essence I set people's salary, but their supervisors determine what duties where assigned to them. A lot of the nurses had been nurses during the war. Their service was not credited towards their federal service which was such a—was not equal at all. Interviewer: Injustice. Sally: I think now they are being given credit for that service. Then there were some areas for the men that were not credited. I think maybe, I can't specify what that was, but I remember I had one hydrologist who may have had some service relative to the war, and he was still trying to get credit for the war to count towards his federal retirement. But it was the nurses I really felt for because we all know at least from movies and newsreels what those nurses went through. I don't know what else I can add. I know . . . Interviewer: You had quite a skilled job to know all of that. Sally: Well, it was almost too much for me [laughter]. Somebody said, don't you miss it? Don't you miss it? The only thing I miss is the people. I do miss the people. You know, you knew a lot of people by name only, but you also knew many, many people from—some of them had big, big problems and some of them were coming in to be brought on board and go out to ________ and that type of thing. It was very interesting. Interviewer: How long were you in there? Sally: I had 22 years of service. I didn't go to work for VA until my kids were in school, and I think I was working in '66 and then retired in, the end of the month from the day I turned 60. Interviewer: And you really miss it? Sally: No, I miss the people, but I got busy and I wanted to be—this is not important. I wanted to be a tour guide and a lady—I was volunteering here at the History Center and we had some sort of function where some of the people who worked in the tourism industry were there and she gave me her card and told me to come down and talk to her. So I did, and I took training immediately after I left VA. The next week I went down and started training. It was a week's training, and we ordered our uniforms. They would furnish the uniforms, but we had to buy our shoes and purses to match, so I bought my shoes and purses and they said—I went on a couple of sample tours with other guides and loved it, just loved it. Then I didn't hear from them, did not hear from them. I said well, I just thought that's the way it would be. And so by July I was at the History Center for ____________, Georgia, down at __________ Underground and the gentleman from the Georgia Film Commission sat next to me when I went to have lunch out on the porch in one of the ____________ offices and _________________. Interviewer: That was Marietta Sally: From Marietta, they were right back of our house and I'll come back to that. But we were talking and I was telling him about this experience and he said, “I bet you thought it was you, didn't you?” I said I entirely, really did, and he said no, they went bankrupt. [Laughter] Well, by then I had been staying at home and doing fun things and I didn't really want to go back to work. I was making it financially. But speaking of the Brumby Chair factory in Marietta at the time of the war, Brumby Chair Factory was very well known throughout the country for its Brumby Rockers and still is. But there was a great big factory right in back of our house that was one of main industries in Marietta before Bell Bomber and then up the street was the knitting mill. _______Proof Knitting Mill. All through my growing up years the poultry company would blow a whistle when it was time for their people to go to work and so would Brumby Chair, there might just be 15 minutes difference in the two whistles. So living right there, pretty close to both of them, we knew the noon time whistle and then the quitting time whistle. People walked a lot even before the war because it was the Depression before the war. So we'd see lots of people going to and from these jobs. But that was one way we knew when the war was over, because all the sirens sounded, the factory whistles blew all over town and they continued to blow and blow and blow. And that was one of the announcements at the end of the war that really told us the war was over and this was specific. I don't remember too much celebration, I remember going to church and remember very little about it because . . . Interviewer: We were still fighting. Sally: Still fighting, yes. And we still had a long way to go in Japan. But those—that's something else I touched on, but when the Bomber plant was built, they needed housing for these workers to come in. One of the first things they did was build Marietta Place, which was just one-level apartments, and they were down on Fairground Street, just at the foot of the hill from where the Bomber plant was. People could almost walk up that hill. Some of them are still left but not many. High Forest Homes was another apartment complex that was at the corner of Roswell Road and Fairground Highway. But also between there were a lot of wood frame houses that went up real, real fast that were duplexes, and some single unit homes that were put up really fast to accommodate these newcomers because there was such an influx of people. People rented rooms who never would have thought about renting rooms to men. A lot of boarding houses opened, even in the . . . Kennesaw House, not a boarding house as such but there was—I think it was a tearoom, so they probably didn't sell to the men but to the wives. But we did have the Dixie Cafe and the Marietta Cafe on the square. They'd been there for quite awhile and did well during the war, I'm sure. The town really grew, it grew outward. Where highway 41 crosses Roswell Street now, at that time the Leo Frank case was still very much in the minds of Marietta people, and it was just beyond that intersection at Roswell Street where Leo Frank was hung and that was something we heard about all of our lives. It was such a tragedy. But now it's so built up, I mean the town is way, way out from there. Interviewer: You know time may be catching up with us. Sally: Yes, I appreciate again your letting me come. I don't really think my stories are interesting to people compared to what the fellas could tell but I'm trying to find you something. Interviewer: We can kind of wind it up. I think you were very much a participant . . . Sally: Thank you so much. Interviewer: . . . in all of those events that took place . . . Sally: Well, it was everyday living in those days. Interviewer: You were generous to come in and tell us about it. Sally: My pleasure. Interviewer: It seems you have been enjoying your retirement somewhat, haven't you? Sally: Yes, indeed, I've gotten to travel to the extent that I never thought I would. Interviewer: Do you have any children? Sally: Oh, yes, I have two daughters, one is here, and her daughter just graduated valedictorian last night at Brookwood High and her mom had been valedictorian at _________, so I'm very proud of them. I have two grandchildren, granddaughters here. That granddaughter who graduated, and the 13 year old whose team won the city tournament this year. Then in Arkansas I have a daughter who's married to an Air Force fella and he's going to retire within a year. She's principal of a high school, she has a 23 year old girl who's on her own and works for _____ Insurance Agency. And then there's a 13 year old boy—I do have one grandson, he is just such an athlete. My dad, the recreation director, I hope is looking down from heaven because this boy is good in all kinds of sports. But again, thank you for asking me and taking interest in this interview."],"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--Georgia--Marietta","World War, 1939-1945--Personal narratives, American","Dawson, Robert Louis, 1921-1944","Bell Aircraft Corporation","V-mail"],"dcterms_title":["Oral history interview of Sally Bishop Gusa"],"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/180"],"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":["59:35"],"dlg_subject_personal":["Roosevelt, Franklin D. (Franklin Delano), 1882-1945"],"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":318,"next_page":319,"prev_page":317,"total_pages":6766,"limit_value":12,"offset_value":3804,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9441},{"value":"Civil rights","hits":8347},{"value":"African Americans","hits":5895},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5607},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4436},{"value":"Civil rights workers","hits":3530}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1809},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Herrera, John J.","hits":1312},{"value":"Baker, Augusta, 1911-1998","hits":1282},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1909},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":431}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1763},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":965},{"value":"Little Rock Central High School Integration","hits":704},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17820},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5428},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4862},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4610},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4177},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3943},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2579},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2430},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2387}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12843},{"value":"Alabama","hits":11307},{"value":"Mississippi","hits":10219},{"value":"South Carolina","hits":8503},{"value":"Arkansas","hits":4583},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3770},{"value":"Florida","hits":2601},{"value":"Ohio","hits":2391},{"value":"North Carolina","hits":1893},{"value":"New York","hits":1667}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10514},{"value":"1963","hits":10193},{"value":"1965","hits":10119},{"value":"1956","hits":9832},{"value":"1955","hits":9611},{"value":"1964","hits":9268},{"value":"1968","hits":9243},{"value":"1962","hits":9152},{"value":"1967","hits":8771},{"value":"1957","hits":8460},{"value":"1958","hits":8242},{"value":"1961","hits":8241},{"value":"1959","hits":8046},{"value":"1960","hits":7940},{"value":"1954","hits":7239},{"value":"1969","hits":7235},{"value":"1950","hits":7117},{"value":"1953","hits":6968},{"value":"1970","hits":6743},{"value":"1971","hits":6337},{"value":"1977","hits":6280},{"value":"1952","hits":6161},{"value":"1972","hits":6144},{"value":"1951","hits":6045},{"value":"1975","hits":5806},{"value":"1976","hits":5771},{"value":"1974","hits":5729},{"value":"1973","hits":5591},{"value":"1979","hits":5329},{"value":"1978","hits":5318},{"value":"1980","hits":5279},{"value":"1995","hits":4829},{"value":"1981","hits":4724},{"value":"1994","hits":4654},{"value":"1948","hits":4596},{"value":"1949","hits":4571},{"value":"1996","hits":4486},{"value":"1982","hits":4330},{"value":"1947","hits":4316},{"value":"1985","hits":4226},{"value":"1998","hits":4225},{"value":"1997","hits":4202},{"value":"1983","hits":4174},{"value":"1984","hits":4065},{"value":"1946","hits":4046},{"value":"1999","hits":4018},{"value":"1945","hits":4017},{"value":"1990","hits":3937},{"value":"1986","hits":3919},{"value":"1943","hits":3899},{"value":"1944","hits":3895},{"value":"1942","hits":3867},{"value":"2000","hits":3808},{"value":"2001","hits":3790},{"value":"1940","hits":3764},{"value":"1941","hits":3757},{"value":"1987","hits":3657},{"value":"2002","hits":3538},{"value":"1991","hits":3507},{"value":"1936","hits":3506},{"value":"1939","hits":3500},{"value":"1938","hits":3465},{"value":"1937","hits":3449},{"value":"1992","hits":3444},{"value":"1993","hits":3422},{"value":"2003","hits":3403},{"value":"1930","hits":3377},{"value":"1989","hits":3355},{"value":"1935","hits":3306},{"value":"1933","hits":3270},{"value":"1934","hits":3270},{"value":"1988","hits":3269},{"value":"1932","hits":3254},{"value":"1931","hits":3239},{"value":"2005","hits":3057},{"value":"2004","hits":2909},{"value":"1929","hits":2789},{"value":"2006","hits":2774},{"value":"1928","hits":2271},{"value":"1921","hits":2123},{"value":"1925","hits":2039},{"value":"1927","hits":2025},{"value":"1924","hits":2011},{"value":"1926","hits":2009},{"value":"1920","hits":1975},{"value":"1923","hits":1954},{"value":"1922","hits":1928},{"value":"2016","hits":1925},{"value":"2007","hits":1629},{"value":"2008","hits":1578},{"value":"2011","hits":1575},{"value":"2019","hits":1537},{"value":"1919","hits":1532},{"value":"2009","hits":1532},{"value":"1918","hits":1530},{"value":"2015","hits":1527},{"value":"2013","hits":1518},{"value":"2010","hits":1515},{"value":"2014","hits":1481},{"value":"2012","hits":1467}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":500952,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10708},{"value":"correspondence","hits":9437},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2740},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41178},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17554},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8828},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":6864},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":197},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8146},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"South Caroliniana Library","hits":4024},{"value":"University of North Texas. Libraries","hits":3854},{"value":"Hargrett Library","hits":3292},{"value":"University of South Carolina. Libraries","hits":3212},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2633},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":80736},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":80994},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}