{"response":{"docs":[{"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. 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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},{"id":"geh_vhpohr_249","title":"Oral history interview of Kenneth Larry Lowenstein","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Northern Ireland, Neagh, Lough","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Kentucky, Hardin County, Fort Knox, 37.89113, -85.96363","United States, Ohio, Greene County, Wright-Patterson Air Force Base, 39.81791, -84.04995","United States, Texas, Kelly Air Force Base, 29.37325125, -98.5663553693529"],"dcterms_creator":["Lowance, Lynn","Lowenstein, Kenneth Larry, 1919-2006"],"dc_date":["2004-05-19"],"dcterms_description":["In this interview, Kenneth Lowenstein recalls his experiences during World War II. He recounts what motivated his pre-war enlistment, why he chose the Air Force and what his training was like. He was being recruited by the Royal Canadian Air Force who wanted airmen who had washed out of pilot training in the USAF. Because of his journalism courses in college, he was assigned to write articles for the Armed Forces publication \"Stars and Stripes,\" as well as brief articles about his unit's personnel to be published in local newspapers back home. He describes his experiences as his unit followed and documented Patton's 3rd Army through Germany. The mission of his unit was to document captured German military artifacts to be sent back to the U.S. He describes having a German officer surrender an entire town to his unit's commanding officer. He recalls the issue of the pets of American personnel and their attempts at bringing them home after the war. He describes his post-war career, which","Kenneth Lowenstein was in the U.S. Air Force in Europe during World War II.","LYNN LOWANCE: Today is Wednesday, May 19th, 2004 and this is the beginning of an interview with Mr. Kenneth Larry Lowenstein at the Atlanta History Center in Atlanta Georgia. Mr. Lowenstein was born November 20th, 1919. My name is Lynn Lowance, and I'll be the interviewer. Mr. Lowenstein, could you state for the recording what war and branch of service you served in. KENNETH LOWENSTEIN: Just a correction – my birth date is November 26th. LYNN LOWANCE: Oh, thank you. KENNETH LOWENSTEIN: That's okay. And I was in World War II during 1941 through 1945. During my senior year in college before Pearl Harbor, because I believed strongly in what our government was trying to achieve against the Nazis and Germany, I enlisted as an Aviation Cadet, which in those days were “flying cadets.” There was a special group of cadets that were sent to special training. In fact, I was sent to Oklahoma City in 1941. It was November – I believe November 21, 1941 to take my primary training at Oklahoma City at a base called Cimeron Field, which incidentally was owned by a famous pilot at that time whose name now slips my mind. He was part of the Postengetti era of pilots. And from there I unfortunately washed out and not capable of handling the training as quickly as they wanted us to and re-enlisted again on the outside, because standing there were people from the Canadian Air Force and they wanted to take all us washed-out cadets who had good background in training and train them in their style up in Canada. Well, I accepted that assignment and was waiting to be sent to Montreal and the date was November – actually it was November 10th that I was to report. Unfortunately or fortunately, Pearl Harbor happened December the 7th and all foreign enlistments to our boys were cancelled so therefore I had to start all over again. I went back and took my test and went back to be a bombardier navigator – trained to be a bombardier navigator. I was sent to school and at a certain point and time they reported that they had enough bombardier trainers and so we were sent over to enlisted personnel at Kelly Field in San Antonio, Texas. Well that was going along fine. I was working there on the base newspaper and taking my basic training and so forth when a request came for aerial observers. That's the guys that flew those small air planes and spotted to the armored forces. Well, I qualified for that, and I went to Fort Knox, Kentucky to become an Armored Force Officer, however, about a week later they had filled that school up and we returned to the Air Force to be sent overseas since all original organizations had split up in various areas. So there I was back as an enlisted man being shipped overseas, and the first assignment that I got was in England. And from England we were dispersed to Ireland and sent to a base outside of a little place called Loch Nay, which is known as the largest eel lake in the world. It was built by the Irish and Captain Ellis as I remember was the name of the man that owned it. And we were on a little base there that trained B-24 pilots and I was assigned as the PR, public relations man, and assigned to be a reporter for the “Stars and Stripes” as a correspondent. LYNN LOWANCE: Had you had any experience with public relations or writing? KENNETH LOWENSTEIN: Oh, yeah, in college I took journalism courses and so forth. In fact, I worked for a newspaper and a magazine in college and I was experienced in that since I knew about writing and editing. LYNN LOWANCE: Where did you go to college? KENNETH LOWENSTEIN: I went to New York University. In fact, when I came back to wait for my reassignment I worked for the New York Daily News in their promotion department and worked for at that time someone I hadn't known, Ed Sullivan. LYNN LOWANCE: Oh my – KENNETH LOWENSTEIN: What was it? The dance contest that he put on – what was that? And the boxing and so forth, so I got a taste of promoting situations in the newspaper field, which helped me a great deal to promote myself as journalist for the Army. And since very few people were in that area, particularly in these small units, I naturally got the assignments, which was great because all I did was go around writing stories about my fellow soldiers, my fellow airmen, and sent it to their local newspapers. And I guess I wrote some several hundred releases over the years. In fact, I was fortunate somehow; I don't know how I did it, I got flimsies, the flimsies is the second page of the release that I sent to “Stars and Stripes,” and I kept the flimsies. And I still have every single flimsy that I wrote. I got all those stories and I got a couple of samples of where they appeared in the papers. Actually, it does prove that I did write them and that they were printed somewhere. But it was very exciting to do that. And I was very fancy. I wore a correspondent label on my shirt and in order to impress people I didn't wear any of my stripes. I was a Staff Sergeant, but they thought I was a real correspondent like Walter Cronkite or Ed Murrow or something like that. I used to go around with all of the writers or the journalists that came over. For example, one time I was in Paris I ran into a fellow named Doug Edwards who later became very famous on CBS News and he wanted to take me for a drink at the Sank [?] Hotel which was in Paris and was the hang out for the journalists, the correspondents. I said “Look, I'm not really...” – He says “forget it” and he took his hat off – his officer's hat, put it on my head, put his arm around my shoulder and says “let's go have a drink.” So that's how I got in there and we had a jolly old time as we say. It was kind of fun. But I traveled with all my units into Germany. We were in several war zones. The unit that I was assigned to was kind of interesting. They put together a group of people who were experts in different phases in armament and so forth and trained us to go into Germany and to follow the Third Army, which was Patton's army, so as they picked up and found the air fields and the plants where they put all the stuff we were supposed to take them over, wrap them up, package them and send them back to the states at Wright Field, which is in Ohio and was a source of experimentation for all the Air Force. In fact, we came across a number of the first issues of the other thing that you – we have now, the airplanes. We sent all of that stuff back and all in my notes, I did stories on it. I've got all those stories and I've got all the notes on that. It's too specific to go through it right now, but we got that and sent it all back to the states and by that time we had gone into – we had started from Le Havre and went down Le Havre into Germany, through France into Germany into a little town called Neunkirchen. We went through all of that. Offenberg, Schweitzegun [PHONETIC], Nordingen, Heidelberg, all that, into the area of the German territory where Hitler had his wren's nest and so forth. And we followed them all the way down taking up this material. We found some very interesting things. For example, we found lipstick factories where phony –actually they were making cartridges. We found dummy airplanes that tried to get our bombers to drop bombs on them, but they never really got away with it. In fact one interesting experience was that we captured – four of us were out in the jeep looking for something, I can't remember what, and a German officer came up with a white flag and full dress uniform and surrendered the city, a little town to us. And the senior officer in our jeep was a captain and he didn't know what to do. He says “come on let's go in there and see what it's all about.” Well they surrendered about 200 people and they surrendered their guns and their cameras and everything and we took them over. And on the way back, we were driving, we ran into an infantry outfit and my captain says to the colonel, “There's a town we just captured; do you want to take them?” And he says “what are you guys in the Air Force doing in Germany, in this combat area? You're not supposed to be here.” He says “Well, this is where we were assigned.” He says “Well, if you ever come across a situation like this again, be sure to let us know because that could make a lot of trouble if we're unaware of what's happening.” But that was – so I captured a town. LYNN LOWANCE: [LAUGHTER] KENNETH LOWENSTEIN: I didn't get a medal for it or anything like that but at least nobody shot me. And that was kind of fun. We went back through Paris to London and spent some time in London. In Paris I was there for – the end of the war was over. My colonel wanted us to get pets. We had a lot of pets and they wouldn't let us take them back to the states. So he assigned me to go to Paris to write a story for the “Stars and Stripes” about getting our officers' pets and enlisted men's, their dogs or parrots or whatever, back to the states. So I spent three or four days in Paris on my own with a very good friend, by the way, that lives in Atlanta Georgia. His name is Billy Landrum. And I'd been looking for Billy Landrum and I could never seem to find him. There were quite a few Billy Landrums in Atlanta, but I never really caught the right one, but I'm still looking for him and hope to see him, if he's still alive before I go too. LYNN LOWANCE: What did you find out that they were doing about people's pets? KENNETH LOWENSTEIN: Well, we wrote a story about it. It went into the newspaper and it was approved – I mean, the general public or the Army approved sending pets back home. So they were allowed to do that and the colonel was very happy because he had a very nice story. He wanted to get it back. But as I remember it was approved to do that and a lot of guys who brought their animals, pets, or whatever it is – no women just pets, although you could say women were pets. And, of course we had no fraternization rules at the time, but I can tell you now that nobody paid much attention to that except for in the Zone of the Interior now that it's over so to speak. But a lot of guys got married over there and some didn't, but we finally got back to the states and were sent to our homes and that's where – I had already had a bride at home. I was overseas for two and a half years and the problem was when I saw my bride for the first time after coming back after two and a half years I didn't recognize her. You know two and a half years we kind of grew up. She was – when we got married she was 20 and I was 22, but we managed to live together and bring up two little girls for some 30 years. Unfortunately, she passed away and a couple years later I re-married. But after we – we were brought up in New York state, did everything up there in New York and finally when she passed on and I re-married, my new bride said let's get out of New York; it's a busy, busy place, we want to relax after your being in the service. So we found Atlanta and we moved down here and now today we're married 31 years. So between the two marriages I have like 63, 64 years of marriage, two persons. Two different wives, two different agendas and it worked out beautifully. I was very lucky on both sides. LYNN LOWANCE: What was your first wife's name? KENNETH LOWENSTEIN: My first wife's name was Muriel. And my second – my current wife's name is Joyce. And she takes good care of me. Us WW II guys have a few little aches and pains but she's been very strong and very helpful and has taken care of me through all of the situations. In fact, without her I wouldn't be able to exist. LYNN LOWANCE: How about your daughters' names? KENNETH LOWENSTEIN: We have four daughters between us. LYNN LOWANCE: Okay. KENNETH LOWENSTEIN: I have a Barbara and a Carol and she had a Penny and a Patsy. All but one is married. Well, one is a single parent; she has two children, Summer and Jesse, and my other daughter, Barbara, is a school teacher in Stanford, Connecticut. They do not have children. They opted against having kids, but she's a school teacher and has a lot of kids. My wife's first daughter is a renowned jewelry designer, very well known in the business, Penny Pervel. And she has two boys, both just graduated from Wisconsin – University of Wisconsin. And she has another daughter, Patsy, who lives in Jerusalem and has four children. Two of them, one is married, one is getting married and one has a child, so we're also great grandparents. She is going to Israel for the second daughter's marriage in June, and she'll get to see her great granddaughter for the first time and see the other one that got married, who she didn't know the husband either. But it will be a joyous occasion and she's going to enjoy it. Unfortunately, I'm not physically able to do the trip otherwise I certainly would go with her. But they'll take care of me at home. I'll get a babysitter who will take good care of me. LYNN LOWANCE: How about sharing some of your stories that you remember that you wrote for “Stars \u0026 Stripes”, some of the situations. KENNETH LOWENSTEIN: Oh, yeah. Coming to think of it, I brought some – this is an arm band that I took off one of the guys, one of the soldiers in the city we captured. But before that we didn't have Camels, cigarettes, anything like that, but we had what we called – what is the name of it? LYNN LOWANCE: Zipper? KENNETH LOWENSTEIN: Oh, the zippers. Yeah. Zippers. This is – I don't think you can smoke them. This is one of the cigarettes that we brought in the PX when it was 10 cents. And this looks – this strange, warped piece of metal, an interesting story about that is that I was visiting a buddy in one of the camps outside of London – LYNN LOWANCE: Do you remember his name? KENNETH LOWENSTEIN: Yeah, Kenny Sneldon [PHONETIC]. Kenny has since passed and he's my best friend actually. He's a wonderful guy from New York and he got a Dear John letter while he was there and some years later married one of the girls that was in his outfit that he met in London. So it turned out. They have a couple of kids. I lost track since he has passed on. But Bushy Park was where we were and he was assigned to the General's headquarters, General Eisenhower, and he worked for one of the generals there. But that piece of metal that I showed came from a V2 bomb. We got me a bed in one of the barracks and went out that night for some drinking and eating and whatever else that goes along with that and when I came back to the barracks the door of the barrack was lying on my bed. In other words, if I had been asleep or lying on my bed that door probably would have knocked me out and I wouldn't be here to talk about it. But that piece of metal – I went outside and I scrounged around and I found that piece of metal, which was, as I said, part of a V2 bomb, very interesting. We saw lots or heard lots of them in London and England and so forth. After a while we paid no attention to them at all. But one other thing, before going overseas we – I don't know if you can see this. LYNN LOWANCE: Uh-huh. KENNETH LOWENSTEIN: But this is a cut down bayonet – we all carried knives with us. Never had to use it; thank you. But we always carried little knives with us, as well as our guns, and I still have that and so forth. Now when I got out of the service I got my medal – these are things that you wear on your uniform. There are small versions of the medals. I see one here is the ETO, European Theatre, the pre-Pearl Harbor one, the Good Conduct Medal, naturally, the North American Decoration Medal, the Germany Occupation Medal and Ribbon. There are six of them here and they look kind of cute and I like to wear it on Soldiers' Day so they say what's this for, Daddy, what did you do while you were in the Army? So those are some of the things that I have and I've given you some pictures which you may or may not want to put into this interview. But that was all part of it. LYNN LOWANCE: How about specific stories? Any others that you wrote that come to mind that were really interesting to you? KENNETH LOWENSTEIN: There was one story if I remember. I got them all and I didn't bring all the stuff with me. The captured town was one of them. The other thing we came across was a piece of a machinery that was in a tunnel, must have been a mile long and I would say a mile high where they built aircraft to keep it from being bombed out. LYNN LOWANCE: Where was that? KENNETH LOWENSTEIN: That was in Germany. LYNN LOWANCE: Okay. KENNETH LOWENSTEIN: And then we found wind tunnels, things of that nature that they tested. There was one camera they said that it would shoot one thousand to one million frames per second and that story broke and that was amazing that they – the Germans were fantastic in their product that they got. Thank goodness that their leader was not that fantastic otherwise we would be speaking German today. But we kept ahead of – we really didn't know what we were doing. We just took orders and you know whatever it was and some of us were more lucky than others. I remember getting to Belgium just after the Battle of the Bulge. Thank goodness we were not in the Bulge because first of all it was very cold weather during that time so we kind of missed that. But I remember buying some little cookies and cakes in Luxembourg. We were in Luxembourg but we didn't do any – we were going through. The amazing thing is that coming down from Le Havre all the way down to Germany, through Germany, that we did things that were not necessarily, if I could use the word kosher, but we did them anyway. For example, when we came over the house – when we came over these homes that were just evacuated we would take – I mean we could take anything we wanted, silverware, glassware, clothing, anything that they could box up and send home and everybody did it. The fact of the matter, and this is not an exaggeration as far as I'm concerned, I saw a lieutenant colonel in the Air Force box up a whole house, crate it and send it to his home town. I don't know who it was, where it went or whatever, but I do remember having – it being put on a truck and being shipped out. You know we're all the same. It just depends on what army you're in. So that was kind of interesting. We were very loyal to each other. We helped everybody out and we did the best we could. LYNN LOWANCE: How many were in your unit? KENNETH LOWENSTEIN: About 2500. LYNN LOWANCE: Oh, my goodness. KENNETH LOWENSTEIN: Yeah. It was a big unit. LYNN LOWANCE: And you all moved – KENNETH LOWENSTEIN: All moved together, yeah. I remember we stopped off at Mannheim, which is at the river I think across the bridge, and some Germans came out that owned a whiskey plant and they offered us champagne and everything in boxes. And we put it all on the truck, and of course we drank it as we drove along and you could see some of the GIs inebriated themselves as the trucks went on, as we drove through the place. And of course we did some silly things. Call them silly if you will; maybe they were worse than that. But as we drove through a town sometimes we'd see homes and houses and there was no compunction to take your gun and shoot a round of bullets at the house. Everybody – well, not everybody – we did it and it was not as sweetie pie as you think it was. LYNN LOWANCE: How did you – when you would make the journey what were your accommodations? Did you put up a tents or -- ? KENNETH LOWENSTEIN: Well, mostly accommodations were the ground. LYNN LOWANCE: Okay. KENNETH LOWENSTEIN: We'd find buildings. For example, in Nancy, France, we found a furniture factory. We just put our stuff on the ground and slept that way and lived that way and cooked that way and so forth. But you know, it wasn't easy but we were young, thank goodness, and we could take a lot of it and we went right along with it because we were on a victory ride so we felt a lot better – we even played softball. We had teams against the officers and the enlisted men, and we played volley ball, and we went into town and mixed with the natives and so forth. Things that we were not supposed to do but we did it, they all did it. LYNN LOWANCE: How were you received? KENNETH LOWENSTEIN: Okay. There was no shooting. They received us well because we had things that they wanted. Whether it be chocolate or nylon or whatever. We had food and we had other things and so they accepted that, cigarettes, you know, we were big into cigarettes at the time and we shared, you know, tit for tat so to speak. And it worked out okay for us. LYNN LOWANCE: How about your communicating back to the states with people? KENNETH LOWENSTEIN: The only thing we had was V-mail, the old V-mail. A sad story that I have to tell is that I had to save – I was just newly married and I wrote to my bride every single day and I had saved all the V-letters she had and I put them together and have them in a box down in the basement of our first house and when we moved she threw them out. That was the story of my life in the war, every day. She didn't realize what they were and so forth but I've still got some good memories that I'm writing about in my book, which I titled Famous People Who Knew Me. It's going to be a memoir; first part will be the war, second part my civilian life, and third part [unintelligible] as we say. LYNN LOWANCE: Did you have any time off, any leave that you took? KENNETH LOWENSTEIN: Oh, yeah, when we were in the right location. We could go to Paris or Stuttgart. In fact, we were stationed outside of Stuttgart. And we could go to Munich. We could go down there and so forth. In fact, we'd go to Switzerland and we'd sneak across the border and go to Switzerland or something like that. But there was no danger. We went out, in fact, it was kind of silly as I remember and we'd go out anyway. We could care less if there were snipers out there or not. We didn't even think about it. By that time the German army was completely whipped and exhausted and glad to get it over with anyway. So they were not that dangerous. We lost no personnel that way at all. The only ones we lost were people being sent home or sent to another regiment or air force unit. LYNN LOWANCE: Were you involved in any combat at all? KENNETH LOWENSTEIN: Our unit got two, what they call little Bronze Stars to put on our medals for being and occupying – and being at war zones. In other words, we were considered in war zone even though we were not in any fighting or battle. We never saw any of that really. But we were in the zone so we were entitled or to identify we got these little Bronze Stars to put on our medals on the bars of our uniform and so forth. LYNN LOWANCE: Tell me about your training before you went over. What did you think about that? KENNETH LOWENSTEIN: Well, when I went into the flying cadets it was just like going to West Point or any other major unit. We had underclassmen – we were underclassmen. We had upperclassmen that were second year men who did everything to us to make us break down and so forth and the training was very stringent. LYNN LOWANCE: What would a typical day have been like in training? KENNETH LOWENSTEIN: It's interesting, I was a unit bugler so I had to get up early in the morning and then go back to bed, but we'd get up about 6:00, 6:30, have chow and then go to class and learn ground stuff and then when we were ready we got to take our solos. We went with our instructors a couple of times and when they felt we were ready to solo we would go to solo. Well, I soloed and I did fine. I soloed once; I soloed twice. The second time I soloed I wanted to practice what they call wheel landings, that's balance the wheels first and then land it. Well, I did that and I got a little nervous and that's one of the reasons I washed out. Instead of leveling my stick out to level the wings off, I pulled back so the nose of the plane went up and went out of control and dove into the ground about, I don't know, maybe a hundred feet or so before it stopped and I jumped out of the plane, hopped in – jumped back in again to turn the engine off on that. In the meantime, one of the officer's in a go-cart came out to see if I was all right, which I was, but the only thing that happened to me is that the bridge of my nose got a little bumped up. But otherwise I walked away from it and I was immediately put on suspension to go take what they called a test flight with the CEO to see if I could manage to get back. But by that time I was distraught, never having been in an airplane anyway before a nose dive. But I did manage to solo. And so they washed us out, as I said earlier, and never made it into pilot's training because by that time everybody was all set and then we had another [unintelligible] everything. But that was very exciting and after the solos we'd have classes and on the weekends we were allowed to go into Oklahoma City. In fact, each class was only, I think 13 week classes. It really went by fast. We had a big party dance and we had a base and we went to the dance and it was great. Our station – we knew where we were because we were between Oklahoma City – between El Amino and Yukon. Those are two towns, El Amino, Yukon in Oklahoma, and that was where we were to fly. That's where we took our training. And so if we were out of that area we were in trouble. But we managed – we could see bases – train tracks on one side and a lake – and a river on the other side so that kept us pretty good. But it was – in fact, I remember vividly getting up there on my first supervised solo and getting up in the air all by myself in this airplane. I was so excited I screamed. I yelled out “I'm flying; look at me!” I remember that. I did it all by myself. And I found out a lot of the other guys had that same experience, that it's so exciting to be able to fly. It was a wonderful experience, one of the greatest experiences in my life, flying a plane alone. LYNN LOWANCE: Had you been interested in aviation before that? KENNETH LOWENSTEIN: Not really. The reason I picked out the Air Force is because I didn't wanted to be drafted, but I wanted to get in before because I wanted to pick my branch of service, and if I picked the infantry, that's dirty work. But Air Force at least if you get killed quicker you [unintelligible] but at least you have a nice place to live and you got decent food. So that's why I picked the Air Force and unfortunately – or as I say, fortunately, I didn't make it. So it was a wild experience for a 21-year-old. LYNN LOWANCE: I also thought it was interesting what you were saying about the Canadians being there. Was that kind of normal that they would try and – KENNETH LOWENSTEIN: Yeah, they figure that the men that were accepted for the Air Force in the United States were physically perfect. They had to be. The fact of the matter is they never figured standing next to some football player, great big men, and I was 145 or 146 pounds. And I passed and these big guys they were flunked out, high blood pressure, whatever. But I was perfect, you know, just a skinny kid. So first of all they got some people, good health and you had to have a minimum two years of college to get into the Air Force, this group, so we all had at least two years of college, which means that we were not stupid particularly, and they knew how strict the Americans were with their pilots because it was very tricky. I say we were right in being there because I saw good guys, a few of them I trained with, spin in testing out the spin and never pulled out and they went to the ground. As I remember, two guys went that way. And they were perfectly nice guys all from the northeast but it happened. So they figured that they'd make good pilots if given a little bit more of chance and opportunity. So they waited for us and there was nobody prohibiting them from signing us up, so we didn't really sign up we just said we'd go at the time we'd go, but as I say December 7th came before December 10th -- and I said November before I think. December 7th came before December 10th so all those things were cancelled and I had to start all over again, which was okay, too, part of the experience. But most of the time, with my background in journalism I ended up editing the base newspapers and getting special privileges like more rations of gas and so forth and I got around. I've got most everyone I've ever – the papers I wrote both in the Army and up until the time we got out. In fact, coming back on the boat, the USS Lejeune, a group of us edited a newspaper on board the ship, and they were ex-newspapermen, journalists who later on turned out to be – one was the editor, Sports Editor of the Year at Time, another was a feature columnist for the New York Times; the third guy – what does he do. Oh, he was a columnist for the Daily Mirror but they were all guys that went into the service. Like what's his name, the guy on 60 Minutes who I knew very well? What's his name? Rooney, Andy Rooney. Andy and I corresponded a couple of times. But they were professionals. I went back and got a job that I had for a couple of weeks with the New York Daily News because I had to take a [?] back after we got out of the service. But I was only paid $25 a week and somebody offered me a job at WOR in New York for $40 a week, and with a wife and baby, if you got $40 that was fairly good, which I took, and that's how I started, got involved in radio and television and broadcasting. LYNN LOWANCE: Specifically what else did you do for the rest of your career? KENNETH LOWENSTEIN: Are you talking about after the service? LYNN LOWANCE: Uh-huh. KENNETH LOWENSTEIN: I was just going to say that we had fun in the service. I'll tell you one thing. LYNN LOWANCE: Okay. KENNETH LOWENSTEIN: We had a friend who had one of those fairs. He lent us a wheel and we'd take the wheel out and we'd spin the wheel and have the guys put money down and bet on it. And what my buddy and I, Teddy Sloan [PHONETIC], God bless him, he was very good, what we did is when we – the money came in so fast there was one frank for me, one frank for – because when it all finished whatever the overload was we'd give it to the winner. But we kept pocketing one for us, one for them. So then we'd go to Belfast, which is where we were stationed and had a great ole night thanks to our buddies. But anyway after I got out of the Army I still wanted to get into journalism broadcast and it was very difficult because they'd say “what did you do?” I'd tell them what I did in the Army and they'd say “yeah, but what did you do?” You know, it's a difficult – what you experience in the Army as a young person is nothing. It didn't mean anything, you had to have experience. So finally you take a job as a clerk here and as an assistant here and so on and each year you get another deal and your resume gets a little better, a little better, and finally I ended up doing public relations for CBS where I was Director of Press Information for CBS Television Network for seven years. And also the Director of Public Relations for a major advertising agency called Major-Boles [?] and little by little got involved in Hollywood and a press agent for stars of the stage and screen, you know, like Elizabeth Taylor, Ed Sullivan – there are so many of them. LYNN LOWANCE: You mentioned Bob Hope. KENNETH LOWENSTEIN: Oh, I got a picture of Bob Hope. He was one of the USO guys. I didn't know Bob Hope. He was one of the few I didn't know. But Arthur Godfrey, I worked with Arthur for several years. The young people won't remember him but us older folks remember Arthur Godfrey. And they always say “Oh, yeah, my mother loved Arthur Godfrey!” So well, okay, they loved him, but when I worked for him I had a great time. And I was mostly in the public relations, publicity business for stars and stuff and later got into the business of publicizing products and so forth. So I had a fairly long run of it. And when I came down to Atlanta with my background in broadcasting I got a job at Channel 2 and from there I got a job at WXIA-TV and I spent my time there and created a show called The 11 Alive Community Affairs Awards, which is my baby and it's still going on 27 years later. They invite me every year to the show and sometimes introduce me, which I love. LYNN LOWANCE: Did you see any USO shows during your service? KENNETH LOWENSTEIN: Oh, I saw a lot of them. In fact – LYNN LOWANCE: Tell me about them. KENNETH LOWENSTEIN: Well Hal Lloyd was one – I don't know the name of people – he was a tap dancer. I think he played Harold Tee in the movies years ago, and Bob Hope, and this gal, I think her name was Robin something. Anyway, I've got a picture of her. And I've got a picture of me with the whole group of the guys around a star – she was in the show “Glockimora,” whatever the name of that thing was. The name slips, but she was there and she was very big in those days. And then there were some other stars that would come up and we would see from the distance. of course. But they did their bit. LYNN LOWANCE: How many service men would they perform in front of? KENNETH LOWENSTEIN: Oh, I've seen them perform in front of thousands. Yeah, yeah, they did from 200 to a thousand. It depends on what their schedule was and I guess the USO entertainment group set that up knowing where different people were and were careful that they weren't in danger and so forth. But they did their job. The big fair, the Red Cross – the AeoroClub Nurses – not nurses from the Red Cross. They were always able – there was always that story that they sold donuts for five cents apiece. I don't remember them doing that. But the only thing I objected to that was the Red Cross gals always hung out with the officers not the enlisted men. LYNN LOWANCE: [LAUGHTER] KENNETH LOWENSTEIN: It was very simple. Why not? The officers had the officers club. We had a sergeants club, so they had a better deal than we did. But bitter as we were, we got over it of course. But I'll never forget, always the Red Cross and the GIs got shafted in favor of officers. So that's what I can say about that. LYNN LOWANCE: When it was time for you to come back home did you have much warning about that? KENNETH LOWENSTEIN: Well, as the war progressed we were on the point system. You had to have so many points to get home regardless and every battle star was a five point, ten points, whatever. And so, you hoped to get the different battle stars, different medals to give you credit. And of course time overseas – time was something good. So we had a feeling about when it was coming. The thing was we wanted to be careful that we didn't – when we went to Germany that we weren't going to be sent to the east as most of our guys, you know, when they got out they just packed them up and sent them over to fight the Japs and so forth. But we watched it clearly. It didn't come as a shock when we were sent home. We did it gradually so just had to have patience and that was all. The war was over and unless you were going to be assigned to a German town or something like that with your unit you were occupation. LYNN LOWANCE: So you really didn't go home as units; you went home kind of individually? KENNETH LOWENSTEIN: Yeah. Well, not quite individually. LYNN LOWANCE: Or just a few? KENNETH LOWENSTEIN: We came together but we were transferred into different groups because not everybody in one unit was ready to go. LYNN LOWANCE: Uh-huh. KENNETH LOWENSTEIN: Because of the numbers – because of having assignments they were worrying about what's going on over there. But most of us went together from my unit. Fort Dix is where we got off. It's a shame we were so anxious to get home we forgot to get the names and the numbers and all of the stuff from other people so we could – we were just glad to get home. You know two and a half years is a long time. That's what I tease about the current soldiers. They're over there six months, they're nervous already. Any month is a tough time, but we were there two and a half years and not knowing when would have an opportunity to get home because of the war. So I can understand their unhappiness, but two and a half years is a long time. LYNN LOWANCE: Did many people that you knew over there decide to be career military? KENNETH LOWENSTEIN: No, everybody – the only one decided to go career military were officers. The enlisted personnel, I'm out of here. I don't want no part – we just dumped it and let it go and it's just as well. LYNN LOWANCE: Did you stay connected with any of the veterans groups, organizations? KENNETH LOWENSTEIN: Well, I belong – I joined a thing called – what is it? I first joined the Foreign Legion – LYNN LOWANCE: VFW? KENNETH LOWENSTEIN: Well, I joined the VFW, I joined the American Legion, but they had nothing for me. I was too busy trying to make a career for myself and I wasn't [unintelligible] . . . citizens first, veterans second [unintelligible] because we were veterans. We believed in the citizens first, veterans second. [BACKGROUND CONVERSATION – CANNOT HEAR MR. LOWENSTEIN] LYNN LOWANCE: Was that mainly the New York area or were they also -- ? KENNETH LOWENSTEIN: Well, it was mainly in the New York area. LYNN LOWANCE: Okay. KENNETH LOWENSTEIN: The civil intellectuals. LYNN LOWANCE: Let me see if – can you think of anything else that you wanted to talk about as far as your experiences over there? KENNETH LOWENSTEIN: Actually, I consider the fact that I returned alive without any injuries and so forth a very fine experience. A lot of men didn't come back that way but I was fortunate. I didn't place myself. I didn't have a father who was President or Secretary of State or anything like that to put me places so it was all by chance that I got there and that I got to different spots on my own. I worked for it, and I was just the same as anybody else. LYNN LOWANCE: Did you finish college before you left? KENNETH LOWENSTEIN: No, I finished two years of college. I got a certificate in Business Management and I have some points from the second year too. But after that when I knew I was going to go in the service I didn't care what points I got. I failed courses and so forth. Now since I've been working for Kennesaw State University for Betty Siegel, the president, I'm going to get a degree from them. And I've asked them if I could get a degree with my two years and the two years credit for business – what they call professional – I forget what it's exactly in. But they said they're going to look into it and see if I can earn it. If they can they're going to graduate me on my 85th birthday, which – LYNN LOWANCE: Did you qualify for a GI Bill? KENNETH LOWENSTEIN: Not any more. LYNN LOWANCE: I just wondered if there were a time limit on it? KENNETH LOWENSTEIN: I think there was. LYNN LOWANCE: [LAUGHTER] I think that's marvelous. KENNETH LOWENSTEIN: After 62, I went to Georgia – LYNN LOWANCE: Oh, that's right. You don't have to pay. KENNETH LOWENSTEIN: Yeah. LYNN LOWANCE: That's wonderful. One of the questions that we have here, do you think that your military experience influenced your thinking about war or about the military in general? KENNETH LOWENSTEIN: Oh, yeah, I'm sure that it had a lot to do with my feelings. I'm certainly against war of any kind and I think I have the feeling that the war that we went to in World War II was a right war for us to go to where we had a situation there was anti-American, anti everything. And I'm convinced that we did the right thing. The other wars I'm not too sure whether they were right or wrong but if called upon I think that I would serve and do my duties as an American citizen. But I think war is a waste and I don't understand why we ever get involved in it. It's a losing game. Nobody wins. LYNN LOWANCE: Is there anything – we've got a few more minutes. Is there anything that you'd like to tell your wife, your children, just about yourself in general since this is being created for prosperity? KENNETH LOWENSTEIN: Well, no, not really because they know me pretty well and I've got a lot of this kind of material that – I don't mean to brag. I like to show my pictures and my stuff that I collected and talk about it. In fact, as I said, I'm trying to finish this book before I leave this earth and a lot of it will be in there. As far as the first part will be my experiences in the war and the second part will be my experiences as a civilian, and I think it should be fun. I have a printer or a publisher who is interested in doing it and he will do it if I'll only get it done. That's the answer, getting it done. LYNN LOWANCE: If you were going to tell me one thing about yourself that you would describe yourself how would you describe yourself to me? KENNETH LOWENSTEIN: How would I describe myself? Outgoing, fun-loving, not overly bright but a decent sort of guy. LYNN LOWANCE: Well, thank you so much for sharing all of this. It will be wonderful to get it down and get you a copy of it. KENNETH LOWENSTEIN: Yeah, that would be great. LYNN LOWANCE: Thanks. [pause] Mr. Lowenstein has thought of one more thing he'd like to talk about. KENNETH LOWENSTEIN: I think that you find that I have a sense of humor and a good feeling about people. Strangely enough it's because of my father or the lack of having a father. Because not having a male to guide me I had to look to others and I had to look to others to get along with people. And to get along with people you can't be a bad guy; you have to be pleasant and nice and everything else. So I think my attitude is because I was brought up fatherless. LYNN LOWANCE: Did your father die? KENNETH LOWENSTEIN: Yeah, my father died at 38. LYNN LOWANCE: Oh, and how old were you? KENNETH LOWENSTEIN: I was about 11 – 10 or 11. So you know, Boy Scouts were my leaders. I loved the Boy Scouts and I loved all of that stuff. LYNN LOWANCE: Did you have any brothers and sisters? KENNETH LOWENSTEIN: I had a little sister. She's three years younger than I am. LYNN LOWANCE: Okay. Did your mother have to work after your father – KENNETH LOWENSTEIN: No, fortunately, my father was successful in business and left us to a point where we did not have to worry, neither my sister, myself, or my mother. In fact, all the money he left is gone. It was spent and there goes your inheritance. So the kids approved because they're fairly successful themselves. LYNN LOWANCE: And how old did your mother live to be? KENNETH LOWENSTEIN: Eighty-seven. LYNN LOWANCE: Okay. KENNETH LOWENSTEIN: Of course, she was in position up until about 85. She lived to be 87. I would hope to make 85 in November. So we'll see what happens. LYNN LOWANCE: And your sister is three years younger? KENNETH LOWENSTEIN: Yeah, she's 80. LYNN LOWANCE: Where does she live? KENNETH LOWENSTEIN: She lives on Long Island. Great Neck, Long Island. LYNN LOWANCE: And what's her name? KENNETH LOWENSTEIN: Lorraine. LYNN LOWANCE: Okay. And her last name? KENNETH LOWENSTEIN: Well, she's been married twice. Bucksmeyer [PHONETIC] is her last name. She lost her first husband in an accident. A roof fell on him and it was very unpleasant. We've finally gotten back together. We came apart over the years and we've grown to appreciate each other. It's nice to have that. LYNN LOWANCE: Wonderful. Thanks for adding that. KENNETH LOWENSTEIN: Thank you."],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["World War, 1939-1945--Personal narratives, American","Edwards, Douglas, 1917-1990","Sullivan, Ed, 1901-1974","Landrum, Billy","Snowden, Kenny, 1915-1975","Rooney, Andrew A.","Stars and Stripes (Newspaper)","New York University","New York Daily News (Firm)","LeJeune (Transport ship : AP-74)","Kennesaw State University","American Red Cross","United Service Organizations (U.S.)","Cimarron Field (Okla.)"],"dcterms_title":["Oral history interview of Kenneth Larry Lowenstein"],"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/249"],"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":["51:08"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_baac_metapth17369","title":"Fanny Mae Tyson Caldwell's Funeral Service Bulletin","collection_id":"pth_baac","collection_title":"Building the African-American Community","dcterms_contributor":null,"dcterms_spatial":["United States, Texas, Travis County, Austin, 30.26715, -97.74306"],"dcterms_creator":null,"dc_date":["2004-05-14"],"dcterms_description":["The bulletin from the funeral service for Fanny Mae Tyson Caldwell at St. John Regular Baptist Association Tabernacle. Mrs. Caldwell was a long-time educator in Pflugerville, TX.  Included in the bulletin are one of her favorite poems, \"The House by the Side of the Road\",  the order of the service, her obituary, a Litany of Gratitude in her honor, and a family tribute."],"dc_format":["image/png"],"dcterms_identifier":["local-cont-no: frm-0002","ark: ark:/67531/metapth17369"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Persons--Texas--Austin","Baptist associations--Texas--Austin","African Americans--Texas--Austin","African American women--Texas--Austin","Funeral rites and ceremonies--Texas--Austin","African American women educators--Texas--Austin"],"dcterms_title":["Fanny Mae Tyson Caldwell's Funeral Service Bulletin"],"dcterms_type":["Text"],"dcterms_provenance":["Jacob Fontaine Religious Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth17369/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["bulletins"],"dcterms_extent":["8 p. ; 28 cm."],"dlg_subject_personal":["Caldwell, Fanny Mae Tyson"],"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_284","title":"Oral history interview of Catherine Tift Porter","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, Virginia, City of Norfolk, 36.89126, -76.26188"],"dcterms_creator":["Bruckner, William Joseph","Porter, Catherine Tift, 1922-"],"dc_date":["2004-05-05"],"dcterms_description":["In this interview, Catherine Tift Porter recalls her experiences on the home front in Atlanta during World War II. She recalls her childhood and schooling. She describes the times just prior to and the day of the attack on Pearl Harbor. She was at the movies watching \"Sergeant York\" on the day of the attack. She describes hearing President Roosevelt's speech. She describes living conditions during the war; she knitted socks, visited wounded soldiers and went to tea dances. She describes her brother's attendance at Annapolis and his war service in Korea. She recalls the feelings of society at President Roosevelt's death. She describes the preparations her husband was involved in as part of the Joint Assault Signal Company (JASCO) preparing to invade Japan, and the way she felt about the atomic bomb. She recalls attending the Chicago World's Fair in 1933. She discusses the growth of Atlanta in her lifetime. She describes seeing the Enola Gay on display in Washington, D.C.. She reports on the effect of the war on industry; her father owned a mill that produced canvas and rope. She recalls being prompted to apply for the Office of Strategic Services (OSS). She discusses the change in women's employment since the war.","Catherine Porter was a civilian living in Atlanta during World War II.","JOEL BRUCKNER: This is May 5th, 2004. We're at the Atlanta History Center in Atlanta Georgia. My name is Joel Bruckner [PHONETIC] and I'm with Catherine Porter. And Catherine Porter is participating as an interviewee in the Veteran's History Project, and Ms. Porter we really appreciating you coming today, would you give me your name, the spelling, and tell me when and where you born? CATHERINE PORTER: My name is Catherine T. Porter, C-A-T-H-E-R-I-N-E P-O-R-T-E-R. And I was born in Atlanta. I lived here all my life. JOEL BRUCKNER: And when were you born in Atlanta, what is your birthday? CATHERINE PORTER: I was born July 15, 1922. JOEL BRUCKNER: You have a birthday coming up pretty soon? Where do you live now? CATHERINE PORTER: I live very close to the History Center. JOEL BRUCKNER: Ms. Porter would you tell us a little bit about your upbringing in Atlanta and your family, and what it was like growing up in Atlanta during that period of time? CATHERINE PORTER: Well we lived on Fourteen Street, which now has Colony Square and Four Seasons, and everything else. But it was all residential then. And I was there until I was about seven and then we moved to the country which was Ansley Park. And most of my life was in that Ansley Park. And I went to Spring Street School and then went to Washington Center which was just a girl's, only about two hundred students there, girl's high school. I graduated and went to Sweet Briar College in Virginia between Lynchburg and Charlottesville. JOEL BRUCKNER: Did you graduate form Sweet Briar? CATHERINE PORTER: Graduated there in '44. JOEL BRUCKNER: So you were in college when World War II started? CATHERINE PORTER: Yes. I was nineteen. JOEL BRUCKNER: Tell us a little bit about life before the war started, before Pearl Harbor was bombed? What was the attitude of people and their fears or war concerns? CATHERINE PORTER: I can remember Sweet Briar's out in the country kind of. So, we studied hard during the week, but on the weekends the girls liked to go places. And so we would go to all the colleges and we were going to Annapolis a lot. And they had a place there for the girls to stay, Caldwell Hall. On Sunday afternoons the whole academy would march, they would have these parades every Sunday afternoon in the big stadium for spectators to sit in. And I remember watching these boys parade up and down the field and I thought you know they're all going to be killed. And we knew something was going to happen because you see Hitler had already gone into Poland '39, I mean the war really had started abroad. And so if you had any sense at all, you knew ultimately the United States would be drawn into it somehow. We didn't know about Japan. JOEL BRUCKNER: What was the attitude of young adults at the time, your friends' attitude about potential war? CATHERINE PORTER: As I said I was there when I watched these fine looking young men all in, you know, straight aisles going up and down the field in these uniforms. And all of them going to VMI also, which is in Virginia, and having the same sort of feeling that these young men would some day would be important. JOEL BRUCKNER: Where were you when Pearl Harbor was bombed? CATHERINE PORTER: As I said on the weekends we took off and that weekend I had gone to Lynchburg which is about ten or fifteen miles from Sweet Briar, and they had a bus we could ride into Lynchburg. And I went to the movies. And I had seen Sergeant York, which was about World War I. And I think it was Gary Cooper and I came out of the movies, wonderful movie, about World War I and these little boys were going up and down the street selling Extra's Newspapers. This was in the afternoon and so they had time to print something because Pearl Harbor happened in the early morning apparently. And they were saying Pearl Harbor had been bombed, and I thought what in the world, am I still back in the movie, I can't believe this. You know it was just unbelievable to come out of a World War I movie and hear that we had been bombed, and we knew that meant we were going to war. So, then we all came back and we didn't have television you see until after World War II, so we had to hear what we heard even through the newspapers on radio. JOEL BRUCKNER: Tell us about that day, that as the day went on and you were talking with your friends and witnessing what people were saying? CATHERINE PORTER: Well because there was great commotion all up and down the street, and then we caught our bus and went on back to school. And we had gotten back to school, that was all anybody could talk about. Now I don't remember whether we gathered and listened on the radio or how we you know, but we knew what had happened. We just, you know, we just knew. But I remember listening, I guess it was on the radio, Roosevelt was very, Franklin Roosevelt was very eloquent as we all know, and I remember he was talking about a day of infamy. And he was declaring war. So we kept up with all of it, but I guess it was by radio, it had to be by radio. JOEL BRUCKNER: So as time went on from that day? CATHERINE PORTER: We just went on just because we were out there in the boon docks, and so we went on and just stayed. And anything we knew came in the form of radio or talking to people on the telephone, our families, or the young boys we knew. JOEL BRUCKNER: Did you know quite a few boys who ended up going overseas? CATHERINE PORTER: All right one of my favorite friends was Adam Ansler. And he was a senior, and so this was December 7, '41, and so they about the next week graduated that class, of course that was about six months early and gave them their orders. And he went to Norfolk, he was assigned to a battleship the USS Idaho, it was in Norfolk. And I remember the next weekend or so getting permission to go to Norfolk and see him before they sailed. And that was extremely interesting because you see, we, most of our ships had been destroyed out there or damaged in some way at Pearl Harbor. And so our Atlantic fleet was in tack still but he was pretty worn. So, this ship I remember it was very elegant it had paneled, we ate in the dining room now. The officers ate together you see and he was just an infantry, but even so we ate in this paneled dining room. And they had Filipino mess boys, as they call them, waiting on you. And I remember they had silver napkin rings, real silver each one of the officers with their name on it. And that impressed me. And then after dinner, we went into a room and they had a movie. So, it was sort of pre-war. It was very elegant but still. JOEL BRUCKNER: Sounds like it. CATHERINE PORTER: But that was just the same month as Pearl Harbor. We hadn't got into all the ship building and the twenty-four, what happened during the war. JOEL BRUCKNER: Was the war on the subject of what everybody was talking about? CATHERINE PORTER: If they were peace, peace. See they had gone to war there; they'd only been in a short time. So, it was later when things heated up. JOEL BRUCKNER: Okay, now where did he go? CATHERINE PORTER: He was sent to the Pacific. JOEL BRUCKNER: Did you correspond with him at all? CATHERINE PORTER: Yes, yes. And that was not a problem. He was out there about two years and then he came back and he wanted to go into the Air Force. And so he requested, and they would do that, they would let them transfer off the ship and go for training for air. JOEL BRUCKNER: Tell us a little bit to the extent you can about his letters? You know what he said; I mean what he said, or what his experiences were when he was on there? CATHERINE PORTER: Well. JOEL BRUCKNER: Your reaction when you would see a letters from him? CATHERINE PORTER: You know it's a shame I destroyed those letters, but so many of them, you move from house to house. He was later killed anyway so, I didn't save them. JOEL BRUCKNER: He got killed in the war? CATHERINE PORTER: Actually he was really; he was a squadron leader in North Island, which is in San Diego the air base there. And they're not sure what happened to him. He went out one day and they never had an S.O.S or whatever you send out. And when they came back in, he wasn't with them. So, you can say he was killed. JOEL BRUCKNER: Yeah. Did a lot of your friends in college, a lot of them girls have boyfriends? CATHERINE PORTER: Oh yes, oh yes and a lot of them married. They preferred, they would leave college and get married, and I think they felt that they rather be with this person they were so crazy about for a short time even if they do not come back. Even this lost their lives. And sometimes they did overseas. JOEL BRUCKNER: How did your life change as a student once the war started as far as the things you would do day to day and the blackouts? CATHERINE PORTER: Well you won't believe this. Here we were out in the boon docks and we would have blackouts, but they would let you know ahead of time, because we couldn't stay in there if they were having blackouts all the time. And then we would have soup days, where we would have just soup. And the money that would have gone for all that food for the students went for the war effort. It was total war; the United States was just total war efforts. As you know that from papers and books and all that, I mean you couldn't bacon I remember but once a month, or we had meat rations and gas of course was rationed, everything, eggs, you couldn't get but a dozen of eggs about once a month. We didn't have much, we had plenty to eat, but it was rationed. And one thing, I remember about the ladies, couldn't get any nylons stockings, because all the nylon was for parachutes and whatever they needed. And let's see what else, of course. And then everybody was in the service. Every able body, young man from about seventeen to forty-five. Now as they got older, I think they could choose. But my age, a teenager and even to twenty-five at least they were told to be drafted. Nobody was out; everybody I knew went to war. It was in uniforms, and they all looked good in uniforms. And a lot of them married; well you want me to tell you about Atlanta? JOEL BRUCKNER: Yes. CATHERINE PORTER: What went on here? JOEL BRUCKNER: Yeah that would be real interesting to us. CATHERINE PORTER: All right when I graduated which was '44 came back to Atlanta and we rolled bandages for the Red Cross, what do you call them? Knitted socks if you can believe it, we knitted socks for the soldiers. And there was this house that used to be SAE house of Georgia Tech, they converted it into a Red Cross, I mean for all of us to come and roll bandages and send stuff overseas. It was right across the street from the Biltmore Hotel, on West Peachtree. And then, so we rolled bandages, we knitted socks, we sold war bonds. There was a counter or what ever you want to call it, in the main lobby of the C\u0026S Bank down at Five Points that was the C\u0026S Bank Headquarters at that time. And so there was a counter where you could stay and sell war bonds, and people were buying war bonds like crazy. So we did that. Also there was a hospital out in North Atlanta, near Chamblee called Lawson General Hospital, and some of us who were young of course, they asked us to go out and visit and sit and talk with the boys that had been injured see and were there. And I remember one day going to see one, I'll never forget this. In those days everybody smoked, there was nobody who didn't smoke. Now I didn't, but most people smoked. And this boy was in the bed of course, and he had on a flannel robe. And he was smoking which was allowed, but it was not inflammable. And all of a sudden I looked at this boy, and he was on fire. I mean all these flames were coming up. I was horrified and with that I threw myself on top of him and peed on him and everything. JOEL BRUCKNER: Saved his life. CATHERINE PORTER: I couldn't believe it, but anyway he didn't burn up and neither did I. But I remember that, and then I remember they had a life ward out there at the hospital, and they must have been boys who were disturbed or something in someway. And I remember going on the life ward one time, and I thought uh-oh what's this going to be like. But it was fine, there was nothing; they just locked the door behind you because maybe these people would get out. Let's see Lawson, oh and then this was, this had a real impact on the girls my age, let's say 19 to 20 say 21 entering World War II. There was a lady named Miss Wilma Dutton and I don't think this was sponsored by the USO, but it could have been. And she took it; she took it on herself to have these tea dances in the afternoon at the Georgian Terrace Hotel. And invited all of us, all the people she knew, I mean of that age girls. And there must have been fifty of us at least that would go, we wouldn't go to every dance but we they were fun because she'd invite all the boys out there from the naval airbase, which again was out near Lawson General Hospital, anyway North Atlanta, there was a Naval Air Base out there. And those boys were perky go light, they were just trained and getting ready to go overseas. So, they were pilots, and more marriages came from these tea dances, I mean half of my friends met their husbands at those tea dances that Miss Dutton had at the at the Georgian Terrace. JOEL BRUCKNER: That's amazing. CATHERINE PORTER: Isn't that something? JOEL BRUCKNER: Yes. CATHERINE PORTER: And I kept up with those friends for years. I'd go see them, they'd been, and you know they moved out of Atlanta. They all lived all over everywhere, but they left Atlanta to marry these boys. JOEL BRUCKNER: That's pretty interesting. Did any of your family members go into the service? CATHERINE PORTER: I just have one brother who's younger than I am, and he ended up going to Annapolis and graduated in '49. So, see he was too young for the World War II, or just missed it. And he would go in the Korean War in '50. JOEL BRUCKNER: Yeah, when you were in Atlanta, or were in college, did you know any Japanese or German decent families of people that were victims of the war? CATHERINE PORTER: I knew, and I'm not going to name of course who they are, two German families. And I was told that the FBI kept a watch on them. I don't know whether the people themselves ever knew that or not. JOEL BRUCKNER: Yeah. CATHERINE PORTER: But I heard that. Now when I was in college one summer I was a counselor at a camp in West Virginia, Camp Allen Gaines, which was very near the Greenbrier Hotel. And we all heard the name of the hotel and on our day off like a Saturday afternoon, they'd give us a half a day off from camp. We went and I remember going up to the gates of the Greenbrier, and looking in the gates and there Japanese were interned in there. But it was a gorgeous place to be interned. So, I don't know whether those Japanese were of a certain level or what because you hear so many stories about that it was not the best thing in the world for some Japanese. But those at the Greenbrier had the luxury. JOEL BRUCKNER: Where were you when you found out the war was over? CATHERINE PORTER: Well my biggest memory was when Roosevelt died, because you see all of us thought Roosevelt was wonderful. Because we came along in the depression you see, and Roosevelt came in and closed the banks and got into the CCC WPA and all these different programs, which my father fumed the map over because he probably was a Capitalist or something. And those people didn't care for Roosevelt, but the young who were still ideally speaking, thought everybody should be more tolerant. We don't figure out that our parents had to have some money to pay for us to go to college, you know, but we were full of idealism. So, Roosevelt, I married December 7th of '44. Somebody said why did you do that, and I said so we could remember the anniversary. And my husband was still in the Navy, so we were sent out to San Diego. And I remember the Navy had taken over the Del Coronado Hotel. So we again were living in luxury really but we didn't stay there about three weeks though because our money gave out. And then we went to boarding house. But while we were at the Del Coronado I remember we were at the pool one day and somebody came out and said Roosevelt had died. We were just like, we thought, what in the world is going to happen to us? We can't survive Truman, as it ended up Truman made some very difficult just wonderful decisions. JOEL BRUCKNER: Yeah. CATHERINE PORTER: But then when the war was over, okay, my husband was taken off the ship and that was when we married, when between when he was taken off the ship and put with a group called Joy Assault, they called them JASCO, Joint Assault Signal Corps. And they were people who had been on ships, and we were getting ready to invade Japan, which none of us knew. But it was going to be just like D-day in Europe. It as going to be D-day in Japan and so they took these Navy people that had been on a ship and understood the communications and how that worked. And they were going to land with the Marines or the Army, whoever was going in on the overseas, and they would have all the radio equipment you see, and would do the communications between the ship and the shoreline. It was the same thing they did on Europe. And so my husband after a while was sent to the Philippines. And I came back home and stayed with my family. And this must have been about soon after Roosevelt died in April of '45; this time would have been maybe late August or '45. And I mean they knew the war was over of course I was still over there because they told my husband they could come on home because he wasn't on a ship, he wasn't attached to anything. But then we had to go down to Jacksonville for him to be there close to the house, so we stayed down there for about a month or so before we got to just go home. JOEL BRUCKNER: What was the feeling of your friends and just generally the populist that you were around when the bombs were dropped? CATHERINE PORTER: When the first one was dropped, I remember thinking how horrible because of course they, we still didn't have TV. down, but we knew lots of people had been killed and it was awful. But you couldn't help but think this is going to stop everything. Then of course when the second one was dropped that did stop everything. That was my feeling of relief. This is the end, it's over, and everybody can come home. Great relief, and also I knew that my husband's life had been saved. I remember going up to see the Nola Gay airplane in Washington, and there was a young teenager. This was many years later when they put the Nola Gay airplane on exhibition, and this young teenager in front of me. He said he wasn't going; he didn't want to see that, that had dropped those and killed all those people. Well I couldn't stand it; I tapped him on the shoulder. I said look you see this man right here; I said he is alive because of that, and I said probably millions of Japanese. I said they were awful, the last man, they were not going to give up their island. We would have lost, no telling how many people, and I said that saved all of our lives. JOEL BRUCKNER: Good for you. CATHERINE PORTER: I couldn't help but say something. JOEL BRUCKNER: Well I'm glad you did. CATHERINE PORTER: Because it saved my husband's life. They had told my husband that [Unintelligible]. JOEL BRUCKNER: What happened on the day the Japanese surrendered in Atlanta or wherever you were? What kind of celebration was there, and what was the? CATHERINE PORTER: Of course I had seen pictures of that since, but I guess those were in the Newspaper still. Because I think it was '46, '47', '48 before we got the TV. The first TV I ever saw I was fascinated; we didn't even have washing machines and dryers, and things like that until after World War II. Because I remembered one of my friends had a dryer and washing machine, and I went over to look at it. JOEL BRUCKNER: Did you watch her use it? CATHERINE PORTER: She was rich, she could afford one. JOEL BRUCKNER: When did you see your first TV? CATHERINE PORTER: You won't believe this, but back when I was twelve or thirteen; my mother took me to the Chicago's World Fair. It was back in the early ‘30's. They had the knowledge then, and how to do it. And there was this, and they wanted me to sit in front of something and had my face protected you know, and I was so timid and I wouldn't do it. And my mother said, one day you'll be sorry you didn't do it. But they knew a long time ago how to do this, they just never produced one. And so I don't remember exactly the first time, yes I did, I think the first one I saw was in Rich's and they were televising some models, and showing them on some live models there at Rich's, girls modeling clothes. I think that's the first time I ever saw one. JOEL BRUCKNER: I know this has nothing to do with World War II, but what was your view of that. The reaction to the Chicago World's fair as a twelve year old? CATHERINE PORTER: Oh that was exciting, because I wanted to hear about Chicago when there were games you know and Al Capone and all that. I had heard of that as children, maybe movies or something I don't know. And we had not been in the hotel for twenty minutes when my mother had not liked the room they had picked for us. So, she called to the manager and the manager comes to show us another room. It was not a big hotel, and evidentially it was out near the University of Chicago. It was not in downtown Chicago, it must have been out. And somebody came in and robbed the hotel. We hadn't been there any time, and I said, “oh me.” Just when I had heard about Chicago and I remember looking in the paper and it wasn't mentioned in the paper of course. JOEL BRUCKNER: What is the biggest change you've seen in Atlanta since from the time you were growing up and now? CATHERINE PORTER: Well of course putting the expressway through Atlanta was a big, big impact. In fact the expressway, the interstates, [Unintelligible] had connected everything. See I can remember when you went out into the country and there wasn't any electricity at all. But here in Atlanta, I think, the interstate and then of course all the tall buildings all that had been built and everything, there's just so much around you. But the biggest thing would be the interstate for me that changed. JOEL BRUCKNER: Going back to World War II just before we head back. A lot of things were going on, did you realize at the time that was one of the most significant historical events in the world history really? CATHERINE PORTER: Well it certainly affected our lives, because it went on for four years, and to a young person four years is a long time. And I think in my mind I just thought it was going on forever. Young people are very adaptable, they accept whatever happens. This is just part of life. And so, I just thought, we're just going to be in war a long time. And I don't think you, you didn't think beyond really. I just thought we were going to be, of course then after the war we were concerned about, we began to realize, we liked our way of life, and we didn't want to be communistic. So, we liked our form of government, thought we had the best form of government. But as a young person, I don't know that we looked far enough ahead of what was going to happen after the war. And certainly did not see Korea, you know I didn't see the Korea War. JOEL BRUCKNER: Well your story is really fascinating. Is there anything else, you'd like to preserve for prosperity about your life or your upbringing in Atlanta, particularly your experiences in World War II or after World War II before we end our interview? CATHERINE PORTER: Atlanta to me is a just a gorgeous city, and I've traveled the world. And I think in the spring there's no more beautiful place than Atlanta with the Dogwood and gorgeous homes. The people in Atlanta, their homes have meant a great deal to them. The people with the most money had land and beautiful homes. And the things kind of kind went [Unintelligible], as you know the south didn't really rise again until after World War II really. There was no bread money in Atlanta. I remember hearing Bill Slang [PHONETIC] who was the head of C\u0026S Bank, say if you needed big kind of money, and this was probably back in the '50's, he said you still had to go to Boston or New York. The insurance companies were from Boston for big money, he said you can't get it, and he was head of the bank. And after World War II Texas money came in, Oklahoma money came in. People came in and invested in Real Estate. JOEL BRUCKNER: Is there anything that has happened in your life, just as far as the impact on the country that matched your experiences of going to World War II? CATHERINE PORTER: [Unintelligible]. JOEL BRUCKNER: Is anything, in your opinion, impacted your life or our country as much as World War II? You lived through it, and you saw it, and you were there, anything that impacted? CATHERINE PORTER: Not in my lifetime, no. Of course I think in several boys, unfortunately the big events in the history of this country, you know is a tragedy anyway you look at it. Which ever side you're on, it was a tragedy to have a war. But in my life time I guess World War II certainly was, anyway the depression. Now anybody my age still remembers the depression. And it was very hard to me to spend money or waste money. Because I remember the bread lines, I remember people coming to the house for food. And they weren't coming for whiskey or something. Now when I grew up we didn't know a thing about drugs, drugs were just unheard of. Maybe I was just living in a cocoon or something, but everybody smoked. My group didn't drink, but you did know about that were otherwise alcoholics. JOEL BRUCKNER: Well you've been with us for some of the most historical events in this country, and we really appreciate you sharing your experiences? CATHERINE PORTER: Well I've lived a long time. JOEL BRUCKNER: Well you've lived a good life and you've got a lot more to live. CATHERINE PORTER: And I tell you the boys they didn't argue, they didn't fuss, they went to war. They wanted to go to war. Some of them volunteered, they were not drafted, they wanted to be in the war. Everybody wanted to fight, everybody wanted to protect this country and our way of life. It was a sacrifice on everybody's part. My father had of course a yarn mill, and they mad loaf and canvas that helped make tents, because tents were made out of canvas, and bags [Unintelligible] because canvas they ran seven days a week, twenty-four hours a day during the war, but that was just one industry. And they learned [Unintelligible] and different people would come out there and farm, get production you know because of the war effort. This is true in the ship building and whatever. Everything that was being done, it was totally war. I mean this whole country was just geared for war. JOEL BRUCKNER: In unity huh? Well is there anything else you'd like to share with us because you've got a lot of great experiences? CATHERINE PORTER: Well I'm sure when I get home I'll think about it. Well I just remember in Norfolk, they had lights on the ships when they were being built, this was later on during the war. You know our production was twenty-four hours a day, seven days a week in every industry. The airplane industry, the ship, the cotton, the manufacturing, anything they could make they were making it. We need some more people like that. JOEL BRUCKNER: Well yours is a unique story and once again we really appreciate what you did for the country. CATHERINE PORTER: Well I didn't do anything. JOEL BRUCKNER: During the war and since then. CATHERINE PORTER: Oh one thing, my class graduating at Sweet Briar in '44, they encouraged us to enlist and become a WAV or a WAC. And about seven in our class did. My family didn't encourage it. Well I could you tell you one little thing, I was a major in International Studies in French. And I had French all my life so I could speak French and read it and write it, and everything. I went to a little French school when I was about three or four before I went to school. And so [Unintelligible], and so my French professor said, what are your plans after college? And I didn't have any. And he said, why don't you, he said you would be well qualified for office of strategic services. Well I didn't know what in the world officer of strategic services was, and so he arranged it all. He said go into Lynchburg and take a civil service exam, which I did, and evidentially passed it. And so they had that, and I later found out that the FBI had sort of looked into my background, and my life. So I went to Washington, and when I get back, there was this funny looking thing, looked like a mobile home building. Well see everything was just thrown together because you know no big building had been built. And I went in there and the [Unintelligible] was waiting on me, expecting me, you know I had an appointment with them. And she offered me a job immediately; she said we would like to have you. And I said what would I be doing? You know I thought, what is this company, Office of Strategic Services? She said, well you could translate. And I said well that's fine. And I said how much money I would make. And she said, $135.00 a month, well actually that was good in those days, because my husband only made a $150.00 as infantry. So, that wasn't too bad. But I knew it would be hard to find a place to live in Washington because it was just jam packed with service people all over the place or somebody working with the government. And I said, well let me see. I can go home and talk to my family, because they would have to supplement where I lived probably. That $135.00 isn't going to take care of it. And she said well Ms. [Unintelligible] I can assure you that in six months you'll be making more money but she said we got to start you besides you haven't ever worked before. And I said I understand that. But anyway I came home and my family did not encourage it. And then I got a letter from them, saying if I would go overseas, they could pay me more money. Well the war was still going on, this was '44. And that's when my true cards came out, I thought go overseas and the excitement over there. And I had never been out of this country, or ever in my life had never been anywhere but the United States. I would have [Unintelligible], so instead I got married. JOEL BRUCKNER: I guess your family was glad that you stayed here? CATHERINE PORTER: I know. In those days women were not encouraged, when I came along there were very few jobs for women. There was teaching, nursing, sell clothes, or something like that, or being a secretary. And those were about the four things that women did. They didn't go on to be lawyers and doctors. And in fact many in the south were not graduates. I thought I was an old maid, and I wasn't but twenty-two years old. But all my friends had married young, service people. So, it was a different mind set now, women have graduate degrees, their doctors or lawyers, or head of companies. JOEL BRUCKNER: Yeah. CATHERINE PORTER: But it was good. And I've often thought about supposed I had gone with the OSS; I would have left the country. JOEL BRUCKNER: Well you've led a good one. CATHERINE PORTER: I had five children. JOEL BRUCKNER: Congratulations again on everything you've done, and thank you so much for your time. CATHERINE PORTER: Well I've lived a long time. [END INTERVIEW] [CJ]"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["World War, 1939-1945--Personal narratives, American","World War, 1939-1945--Georgia--Atlanta","Dutton, Wilma, Mrs.","Lane, Mills B. (Mills Bee), 1912-1989","Sweet Briar College","United States Naval Academy","Virginia Military Institute","Idaho (Battleship : BB-42)","Georgia Institute of Technology","Citizens and Southern Banks in Georgia","Lawson General Hospital (Atlanta, Ga.)","Naval Air Station Atlanta (Chamblee, Ga.)","American Red Cross","Georgian Terrace Hotel (Atlanta, Ga.)","Camp Allegheny for Girls (W.Va.)","Greenbrier (White Sulphur Springs, W. Va.)","Hotel del Coronado (Coronado, Calif.)"],"dcterms_title":["Oral history interview of Catherine Tift Porter"],"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/284"],"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":["1:08:52"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_293","title":"Oral history interview of Robert A. (Bob) Rivers and Elaine Puckett Rivers","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Iran, 32.0, 53.0","Philippines, Manila, 14.5906216, 120.9799696","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Houston County, Robins Air Force Base, 32.60911, -83.58444","United States, Georgia, Houston County, Warner Robins, 32.61574, -83.62664","United States, Texas, 31.25044, -99.25061","United States, Virginia, York County, Langley Air Force Base, 37.09801, -76.4206"],"dcterms_creator":["Palmer, Janet","Rivers, Robert A., 1934-; Rivers, Elaine Puckett, 1939-"],"dc_date":["2004-05-05"],"dcterms_description":["In this interview, Bob and Elaine Rivers discuss growing up during World War II in Atlanta. They describe family members and neighbors who served in the war, rationing, Victory Gardens, and blackouts. They recall how their play was influenced by the war. Bob recalls following the major events of the war in the newspaper. They describe the feelings of the community on the death of President Roosevelt. Bob describes his uncle's career in the Army in Iran supplying oil to the Russians; he was sent several articles from the region by his uncle. He relates digging up Minié balls from the area where the Civil War Battle of Ezra Church was fought. He recalls using the \"Aircraft Spotters Handbook\" with his childhood friend, and being allowed to serve as assistants to the neighborhood air raid warden, Mr. Wire. They both describe comic books and radio shows being influenced by the war. They talk of patriotism, frugality, and economy. Bob relates seeing a Japanese mini-sub on display and going to see the Georgia Crackers baseball team at the Ponce de Leon baseball park by streetcar. His father called it \"wartime baseball\" because the teams were made up of players that were too young, too old, or from Cuba. He remembers watching Georgia Tech-University of Georgia football games. Bob relates his service in the Air Force as a navigator on refueling flights.","Elaine and Bob Rivers grew up in Atlanta during World War II.","Elaine Puckett Rivers and Robert A. \"Bob\" Rivers interviewed by Sarah Eberhard and Janet Palmer on May 5, 2004 Palmer: Today is May 5, 2004. My name is Janet Palmer and I am doing my interview with Mr. Robert Rivers – Bob Rivers and Elaine Rivers at the Atlanta History Center on the Veterans History Project. Mrs. Rivers, would you please state your name, spell your name and give me your birth date. Mrs. Rivers: Elaine Rivers. [name spelled out: E-L-A-I-N-E R-I-V-E-R-S]. Date of birth is 5/24/1939. Palmer: And Mr. Rivers, would you state your name and spell it and give me your birthday. Mr. Rivers: Yes. Robert Rivers, but I go by Bob Rivers. [name spelled out: R I V E R S]. My date of birth is January 18, 1934. Palmer: Mrs. Rivers, I'll start out with you. Can you tell me, tell me about your ________________________________________. Mrs. Rivers: Alright. I was born in Atlanta and we lived in the Brookhaven section. And the biggest impact that it had on me, I knew that my father had to leave home and go be a soldier because we were having a war. And I had, previous to that time, I would stay at home with my mother and my father managed a store in Brookhaven, a variety store. And he leave that work and my mother had to go to work and take his position as a store manager. And so, that put myself having to go to the local nursery school in Brookhaven. And I was very unhappy about it. And my older sister, which she was a year older and then my baby brother, we all had to stop nursery school. And I remember crying about it and begging to go to the store with her. I knew what was going on and my father at the time was 35 year old, was wearing bifocals and had 3 children and he was drafted. So this had a big impact on the family. He did not see well enough to fight in combat and he was sent to the Philippine Islands in a city in Manila. And he was put in a _______________ master core where basically he was checking out uniforms to the soldiers in that area. So, I remember my grandmother who was living in College Park, near the Atlanta airport at the time, her house had a central hall which she had closed off and when they called the blackout, my lil' brother and I would be staying there some and then she would take us to the central hall of her home and ____________________. And I think she had a small lamp in there and that she'd say now we're going to play a little game so we wouldn't be fighting and we would all sit down on the floor on the quilt. And she'd say I'm going to tell you a story and we're just going to be really quiet and we'll play in here for a while and then later on we'll go to bed. And so that was her way of handling the blackout for small children and I can remember sitting there. So later, I remember before my dad left, the soldiers had been gathering at the building on Peachtree Road, which was later the Veterans Hospital and the Veterans Administration Building an old brick building and we walked through there and looked through a wire fence and we could see my father and many soldiers standing behind that wire fence on Peachtree Road and some of them were sitting on grass and I knew he was just about to leave then to be transported out, but I can remember seeing the men in uniforms there. And I remember the day that he came home and they came to Atlanta's terminal station which is no more. But I was walking along and holding my mother's hand and I can remember this, I think it was a cold day and I had on a little wool coat and bonnet and many, many soldiers were getting off the trains down there. And I thought, how would we ever find him and it was my mother and my older sister __________________, as far as I can remember. And then I saw a soldier with two women walking toward us. And my thought was they already had their soldier. And as they got closer, then I saw it was my father with my grandmother and my aunt and they were approaching us. They picked him up from his train and were coming to meet us there on the grounds of the terminal station and so, that was a, real happy reunion. And later we took pictures at home _______________ some of those pictures of his first day back and he was in his khaki uniform and we were just so happy to have him back. And then, I remember when Franklin Delano Roosevelt died, and he was such a beloved President. Everyone loved Roosevelt and everyone cried and he was in Warm Springs, Georgia when he died. I think I was in 2nd grade. And the railroad tracks came right by my school grounds and we knew that the President's body would be coming past. And they brought all the children outside onto the school grounds and I remember standing up on a little stone wall there watching the train and everyone just sort of stood in a silent reverence when our President had died. And I remember watching that train go past (of course, we couldn't see anything but the train). But that was a time when things were done that way and everyone felt patriotic and very sad over the President's death. And those are my main memories as a small child of how the Second World War affected me and my family. Palmer: Did you have any other references? [?? Inaudible language with man/woman ??] Mrs. Rivers: Well, yes I have several uncles that went also. Palmer: Do you remember getting letters from your father or any correspondence from your father? Mrs. Rivers: Yes. We have letters that he wrote back to us and I don't know if we still have any of them. But he wrote to his mother and at one time I found a portion of a letter that he had written to my grandmother and kept that – I may still have that somewhere. And I remember at one time he had either sent us or brought home to us a little package of soldiers' rations like they gave us. Seems like it was maybe a metal box and has a little can they had _______________. Palmer: Do you remember any [?? Inaudible ??] Mrs. Rivers: No. I only remember, you know, that he was gone because there was a war and when it was over he came home and I remember games we played as children and I remember a little girlfriend and myself sitting on the front porch swinging and swinging and we were playing that we were in an airplane. And she would say “bombs over Tokyo”. [Mrs. Rivers laughing with Ms. Palmer] And we'd say “bombs away”. We knew that planes were dropping bombs so this affected the children's play area at times. Man: Where did you get this information? Mrs. Rivers: I think from listening to the adults talk. And I remember my mother and her friends talking about people like “Toe Joe”. And I would remember they would say that name and kind of laugh. You know, maybe some of the other words but that was, I just heard them talk about it. And none of my uncles were injured and my father wasn't. And they were all able to go through the war and come back home. Which was fortunate, you know, that my father wasn't in ways in harm's way because he was out there in the Pacific. And, but he wasn't going to get shot at really unless, you know, unless he was bombed ____________________. They were all in harm's way when they out. I'm sure they probably rode troop ships to the ____________________. Palmer: Do you remember anything about rations or, ... Mrs. River: Yes, yes. I remember hearing the talk about them and I remember you know, you couldn't by meat everyday or if we were supposed to have a day or so a week where we didn't eat meat and one meal that we used to talk about or hear talked about was eating peas and potatoes for a meal. And I remember that there were rationing for gasoline, but my mother said we could only get a certain amount of gasoline every week and shoes were rationed. I remember that sort of thing we talked about, about the adults around the week. Man: [?? Inaudible ??] Mrs. Rivers: I guess not. Man: [?? Inaudible ??] Mrs. Rivers: No. I think we, I think we had enough to eat, but it was just that some meals had to be vegetarian and that new shoes were, you know may be farther apart. But I think we had one pair of shoes for everyday and one pair of shoes for Sunday – that's sort of thing. Man: Did you have a victory [?? Inaudible ??] Mrs. Rivers: We, I remember having a victory dog. It was in our backyard in Brookhaven. [Laughing] And we had vegetables planted back there, I had never see the eggplants growing in that sort of thing and I remember that we had some chickens also, which I'm certain wouldn't be allowed now. [Laughing] Palmer: What was the, was the regimen adjusted when your dad came back? Did he go back to his same job? Or what was that period like after he came home. . . . Mrs. Rivers: I believe he was gone about 3 years. And when he came home, then of course, my mother wasn't able to come off of her job later, but he did not go back to the same job. But he had previously been in the hardware business., and he wanted to go back into hardware. And I think he went to some courses first _______________ some type of school about hardware and then he went into a management position at the hardware store in Brookhaven, it was called “Brookhaven Supply,” where he was there for the rest of his life and we continued living in Brookhaven. So it was, I don't really remember their being much of an adjustment, except that we had two more little sisters after he came back home. [chuckling] So, he never talked a lot about it, except he talked about some of the Philipinos, the way they ate _______________, He would, he said that they had a, they would cook a large pot of rice outside and then they would put fish into it like sardines or other small fish and stir them into the big pot. And then the Philipinos would sit around the pot and eat the rice and fish like that and he never wanted to eat rice again after he came home. [chuckling] Palmer: And one of the things I thought was interested in was when, when you went to elementary school and you were saying during all of this, _________________________ curriculum, or that when the war was going on was that something that was _________________________ in school or was it just _________________________ or did it have an effect on just the days that _________________________ elementary school child? Do you, in terms of just _______________________ or _________________________ geography or anything like that? Mrs. Rivers: I don't think we did. I don't think it was brought up to children much. I don't recall it being brought up in school other than that we would always pledge allegiance to the flag everyday. And we knew that we had to stand up and do the pledge for the flag, anything patriotic like that and we prayed everyday in school. Palmer: Did you practice the blackout drills or anything like that? Mrs. Rivers: I don't think we ever had to during school because it was generally at night. ________________________________________ turning off all the lights in case, you know, that there were planes coming over Atlanta. I supposed they thought it could have happened back then and didn't, so we were fortunate in that. Man: [?? Inaudible ??] Mrs. Rivers: Well, in a way I think it did. I think it instilled in the children at that time from a certain reality, but we were taught not to waste food and to take care of our shoes and to take care of our toys and our clothes and things of this nature. Of course, I had gotten _________________________ too, [chuckling] so they were always practicing through _________________________, so I knew that people did things to save money. The women canned food and they would cook tomatoes in the summer and put them up in glass jars and have for next winter and that's before things go, I think it instilled in all of us, you know a certain sense of the economy that things might not always be the same and that I think it made us have the appreciations for appreciating the military too. That men had to give up portions of their lives if not all of it. And they go to defend their country and the patriotism was instilled in children _______________. So, that's something that I feel appreciates is wheel-chair service. Man: Mrs. Rivers, before we interview Mr. Rivers, is there anything else that you can think of that _________________________. Mrs. Rivers: I don't believe so. Man: Thank you. Palmer: Thank you. Eberhard: My name is Sarah Eberhard and I am continuing the interview with Mr. Rob Rivers and want to start off by asking what your first memories are of the, after the War II era and what triggered those? Do you have any family or close friends that were in ____________________. Mr. Rivers: Well let me say that I was 7, when December 7, 1941 occurred, the beginning of the war, when I was 11, when the A-bomb was dropped on Hiroshima, Nagasaki and during that time, I was attending George _______________ Harris Grammar School, but as we used to call it our elementary school as they say now out at West End. So I had begun kindergarten actually in 1939, so I was already in the schools when the Germans invaded Poland in September 1, 1939. I don't remember anything at all about them, nor do I remember anything specifically about Pearl Harbor. But first, the memory of an actual occurrence during World War II that I have was _______________ trade over Tokyo, which I believe was April 1942. At that time, I was 8 years old. I can remember going out and getting the bagels in the morning. It must have been a Sunday morning. We always took the Atlanta Journal Constitution. I remember getting the paper and showing it to my dad, who was very elated. And we had, in the paper that morning, we saw area photos of the Japan/Tokyo, which was being bombed by the B-25s. And I remember that quite well. Some instances that I remember actually during the War was the _______________. My mother had a part-time job down in downtown Atlanta and she would go in on Saturday and I had gone in with her that morning and I remember as we sat there it was in the Rhodes-Haverty Building, I remember that. And I remember, I guess I was old enough at that time, I was 10, so I was able to read the paper, look at the pictures and saw the big headline about the allies landing at Normandy and I was quite thrilled about that. I also remember, I guess, that in late 1944, when McArthur landed back in the Philippines, fulfilling his promise to return and then I can also remember, of course, the VE Day and VJ Day, I remember when the bomb was dropped. Nobody really knew what it was at the time. So those are my memories of actual events during WWII and I also remember when Roosevelt died and how sad all the neighbors were, the adults as well as the kids. So those are some things that I remember actually happening. Another thing I remember is Patton's army ________ across Europe after D-Day. I can remember seeing the newspapers. They always had these battle lines and they showed the battle lines constantly moving eastward toward Berlin. I remember following that and being real excited that the Allies were moving on in to the Reich and the war would soon be over. My dad was not in very good health. He always said he was too young for the first World War and too old for the second. He was not in real good health. I'm sure he was classified as in poor health. So my daddy never went to serve but my mother's younger brother, ____ James, was a career army man. I think he went in probably, I'm not sure of this, but I think he probably went in before Pearl Harbor. He was probably in his late 20's at that time and served throughout the war and retired from the army as a master sergeant. His time though, he was right in combat but he was in the Persian Gulf command. He was stationed in _____ Bay, Iran. They were helping supply oil to the Russians, called the Eastern Front. I can remember getting Iranian money back when he would send it to me in letters to my mom and he would also occasionally write me a letter. I remember the V-mail, the lightweight airmail, when letters would come in. One of my favorite mementos of WWII was when my uncle James was either going to or coming back from Iran, he was on a troop ship that landed in Italy, Naples, I believe it to be exact. At one time I had a ring that he had sent me and _______ on the ring. One of my most prized possessions was a German helmet that he had traded for or somehow another got a hold of, and my little buddies and I, _________ we had more fun playing with that German helmet. I wish I still had it, but I don't know, my mother was kind of a _______ and she probably threw it away as some point. I don't know whatever happened to the German helmet. But we had a lot of fun playing with it as well as many balls that we dug up ________ church which was the civil war battle that was fought out in southwest Atlanta, so my little buddy and I, Leroy, who lived next door, we would dig up many balls and we would play __________. I also have another story that is real funny. My mother decided, I guess in '42 or '43, something during the war, that she wanted me to play the piano. So they ordered me a very nice piano that was in a large wooden crate and I took piano for a couple of years, but I was not much interested in piano. But I had more fun playing with a crate than I ever did with the piano. That crate during WWII was out in our backyard and that crate became a submarine, a tank, a fort, and I want you know we killed more Japs, and that's what we called them, during WWII, I know that's probably not correct to express it that way, but we were pretty much propagandized, so they were Japs and of course the Germans and we just killed them by the droves out in my back yard, because that is what we did. We played war pretty much all time. I guess we played Cowboys and Indians a little bit, but we played war most of the time. The stories that I remember about a neighbor that we had, this lady, very nice lady, she commented to my mama one time, that I was running around shooting a machine gun, bullets, throwing hand grenades, imaginary, of course. She speculated out loud she wondered “How in the world does he make noises like that,” coming out of this little 8-10 year old boy. So we had a lot of fun playing war. My little buddy next door, Leroy and I – I remember that we had a walkie-talkie situation rigged up over our driveway from my window to his bedroom. We could tap out Morse Code on this and we both learned the Morse Code because that – I think the troops used that. So we both learned the Morse Code and we also had something called the aircraft's father handbook. It was a book that had all of the allied airplanes: the German, the Japanese, the Italian airplanes. It would show different views of these aircrafts over ________. Mitsubishi, for example, had flown over Stokes Avenue me and Leroy would have been able to identify them. We knew all the airplanes, not only U.S. and British but also for the axis powers too. So we were quite into the war. Now Leroy was the baby in the family. He had 3 older brothers who were all in the service and he also had an older sister. I remember ________ was a army lieutenant, Jack was a ___________ for B-17, I believe that flew combat missions over Germany and R.B., who is the youngest of those three, he was in the Merchant Marine. I can remember coming home after the war and being in total awe of all of these boys. Now the only thing about it, these boys always punched Leroy when Leroy and I would get into little fights we were inseparable when we were kids. The brothers would always give him tips on how to beat me and so he would always have the advantage. I was an only child. So Leroy could handle me pretty well. I remember another thing, my wife mentioned the blackout drills. We had __________ Stokes had ________, which is where I lived. Four houses out from where I lived Mr. Wire was our block warden. Mr. Wire let Leroy and I become his assistants. What a thrill that was. You can imagine a 9 and 10 year old boy and give him a flashlight. I don't think we had helmets but we accompanied Mr. Wire when he went up and down the street and if we saw a light we would have to go to the door and tell them to cut off that light. I often wondered to this day exactly what we thought was going to attack Atlanta, GA. Now I could understand it if it was Savannah or Charleston or somewhere like that because we did have submarines right off the coast. They said that in those fort cities that you could actually see burning U.S. freighters right off the coast that had been torpedoed by German submarines. But, how in the world they thought these planes would get over Atlanta, I don't know. Maybe it was a psychological thing that they wanted everybody to really get in the spirit of things. I can remember being, ____________ when I wasn't duty with Mr. Wire, I can remember like my wife does, having an interior hallway that we would get into and with my flashlight we would read comic books. I remember the comic books, Superman, Capt. Marvel, people like that, they were always fighting the Nazis or Japanese. I can remember during school time, all the kids drew pictures of fighter planes, gun tanks, we just drew constantly. It was all war-oriented. Like my wife, I remember pledging allegiance to the flag, saying prayers and another thing I remember was Kate Smith singing “God Bless America.” I get kind of emotional thinking about it. Eberhard: ________ at school _________ Mr. Rivers: Yeah, we were just patriotic as we could be. So those are some memories I have. Eberhard: For those of you … it sounds like it was because of the ages _______ it was almost the norm. It's like you said your very first thoughts or memories are all war-related. Was it different, was it much of the lifestyle changes you came out of it and what ____ because again, that's all you had ever known. Mr. Rivers: Well, a couple of things that I remember that I forgot to mention was that I remember the _________ Tuesdays we use to have. I remember my dad and mom, and of course no one took a vacation during the war. I don't ever remember, I guess I was too young before the war. I think they take me to Florida one time, like maybe the late 30's, but I really don't remember that. First vacation I remember was 1947 because people did not travel. You couldn't go by car. We had an old 1938 Plymouth that my dad inherited from his dad, who past away about that time, and we drove the old '38 Plymouth from that time on until 1949, when we bought a 1949 Ford. That '38 Plymouth, my mother use to say we drove – we pushed that car all the west end because nobody could afford to buy a new car. I remember the rationed stickers on the front window. Another memory I have – my dad would take us down to eat, I guess this was during WWII, we would go down to downtown Atlanta, this was quite a shopping center, and all that type of thing, and there was an S\u0026W Cafeteria in downtown Atlanta, right on Peachtree Street. I think it was probably one night when we went and ate down there that I guess they had a war-a-thon drive because they had a ____________ mini submarine that was on display right there in the middle of the street. I can remember as a kid, I guess my daddy lifted me up and you could look through the porthole or some place they had cut in the Japanese submarine and you could actually look in and see the Japanese characters written on the controls and all of that. I'm sure they were selling war bonds during that show. I remember seeing that. That was a big memory for a kid to see a Japanese submarine. That was really something. Eberhard: Similar to what you just mentioned. Around the city of Atlanta is there anything, are they any specific events that you remember related to the city of Atlanta in terms of how Atlanta as a city reacted to the war effort. Mr. Rivers: Well, let me say this, my daddy use to take me out to Ponce de Leone Ballpark during the war years. I guess I was 10 when he decided I was old enough to see the old Atlanta Crackers play. We would ride the streetcars, Atlanta had streetcars back then. You had to be my age or so to remember streetcars. We would ride down to Ponce de Leone Ballpark and to me it was such a thrill to see. To me they were like major leaguers, but they were not, they were minor league baseball. My daddy who had grown up in the ‘20s was a longtime baseball fan. He always put down the teams in '44 and '45. He would call it wartime baseball because most of the really able-bodied young men were off in the service and so we had a lot of 16-17 year old boys playing professional ball or guys who were in their 40's who were too old to fight or they had a bunch of Cubans that would come on. They had a lot of Cuban ball players, and I still remember the names. To me it was great baseball, but daddy would always shake his head and say “this is wartime baseball,” because they would make a lot of errors. They weren't as good as the players back in the ‘30s. Daddy also put that down. Of course daddy was a sport's fan. He would always take me to Georgia Tech football games. He was a graduate of Georgia Tech. Georgia Tech and I _________ because Georgia Tech back in '43, '44, all during the war they had what you'd call the V-12 Program. That was where they took these young men who were training to be naval officers or navy pilots and while they were completing their studies they could play football. So they had a bunch of young studs, they were playing Georgia for example, who really didn't have a program, __________ and there were a lot of Georgia players were full ________ and Tech would just beat Georgia _________ back then and to this day Georgia doesn't challenge __________ of those war years because they felt like Tech had an unfair advantage. So I cut my team from Georgia Tech football to Atlanta Cracker baseball. After the war the veterans starting coming back and I'm sure my daddy thought the quality of play improved quite a bit. Eberhard: As the war years ended and you continued on through school. I know you were in the service later on. Tell a little bit about this has effect – continued to throughout your life – did this affect you going into service and I know you're a member to organizations now, just _______ tell a little bit of how it's continued to ______ gone on. Mr. Rivers: Well it made quite an impression on me because I have __________, WWII especially. Certainly I go along with Tom Brokow who calls that “the greatest generation.” I have – my uncle served, my daddy didn't serve because of his health and age, however, I just had a tremendous admiration for men who served during that time. I've had the pleasure during my life of meeting a number of people who are combat pilots through bombing missions or were actually captured by – I know 2 men that were captured by the Germans, in both cases and spent time in prison camps. I just make a point to go up and shake their hand because I just think that my service back in the ‘50s, there was really very little going on. I have absolutely no, I'm absolutely not a hero, but I do know those on flying status that flew in aircrafts similar to some of the bombers in WWII and often thought when I was serving my time – “gosh, what if somebody had been shooting at me,” I said – you always wonder if you could have done as well as those men who were flying combat mission in WWII. I never felt that I had any really good war stories at all, but I have the utmost admiration for those guys that served back there. Being such a buff and fan of WWII my two sons, I made sure they got to see every movie like Patton and Midway and all of that and made them have an appreciation for that. As a result both of them are real buffs of WWII now because I would kind of indoctrinating them on that. Eberhard: In your services, is that following your graduation from high school that you managed _________. Mr. Rivers: I went over to the college and was in ROTC both in high school and college and that's where I graduated through college on ROTC. I got my separate lieutenant's ______, then I went to navigator training and served a year learning to be a navigator and then flew for 2 years as on a _________ refueler which was similar to the B-29 except the _________ was taken out ________. Jet fuel tanks _________ we'd have to refuel it. I used many of the same – this was in the mid-50s. We use to run with the same navigation coordinates that we used in WWII, in fact, the environment that I flew in was more like WWII than what it would be now to be flying compared to the mid-50s. Eberhard: Where were based during your ______________ Mr. Rivers: All of my bases were in the continental U.S. I __________ in Texas. I was stationed at Langley Air Force Base in Virginia and also stationed in Roy Robbins Base out in Macon. We flew all around practice missions over the country and down in the Caribbean, generally speaking. I tell you what, it made me have appreciation for what some of those navigators, pilots went through flying bombing missions over Germany. It gave me a little inkling of it, I'll put it that way. Eberhard: Did you ______ during your time. Mr. Rivers: Yeah, there was a background commander ________ that I flew with a few time who went to Canada and joined the RCAL and actually before America got in the war. _________________ Eberhard: Do you remember when servicemen started coming home. Were there festivities and parades or anything like that? Mr. Rivers: I guess I remember the stories ______ of the older students ______ talking my high school _______ I think we had some older boys that had been in the service during WWII. I was just entering the 8th grade when the war ended so I guess when I was in junior high school. I think in '47 when I started high school I remember some older kids that came back who had actually been in the army or navy. Eberhard: ____________ war effort Mr. Rivers: No, not at all. He was an accountant and he worked for the state Georgia Highway Department and he also worked for the private construction company. He was real supportive of ______ long after my father had past away. Eventually, I inherited some bonds that he had bought way back in the '40s, war bonds. He bought a lot of war bonds back in the ‘40s. I went and took bonds ________ that he had passed on to me – it was kind of like looking back and seeing those bonds from 1943 and 1944. My daddy was very conservative. He got his big experience I guess was the Depression. We use to talk and he'd tell me a lot about the Depression. But he was supportive, of course, of the war effort. But, he was not in good health. Eberhard: I know you mention following __________ in the papers. What role did the radio play. Did you listen to radio every night, on certain dates or certain times or were there special programs you made a point to listen to. Mr. Rivers: The main thing I remember is the – I remember radio quite well. I don't know that we ________ remembered _________ all that much. I'm sure I did. I remember a lot of shows they use to have in the afternoon that were for kids, like Jack Armstrong and _________________ Eberhard: I always listened to the Lester Brown show. Mr. Rivers: Lester Brown show. Eberhard: I think the Lester Brown show was on Saturday mornings. That was a radio show for kids. Mr. Rivers: There was one called “Let's Pretend.” Eberhard: We'd always listen to the radio. We would hear patriotic songs like Kate Smith singing and that kind of thing. Mr. Rivers: I break up when I see Kate Smith. Every time I think of her singing that, it breaks me up. Eberhard: ___________ I'm sure you mentioned that after the war you __________ did you look forward to seeing some of those shorts before the movie started that would show you some __________ on the war. Mr. Rivers: ___________ new, yeah. ____________ I guess there was so much on Sundays ____________ films that Hollywood made were even after the war where they always pictured the Japanese as always bucked-teeth and always ________ they would scream _____________. We were sort of propagandized, no question about it, but you know I think it was justified _____________. Eberhard: Are there any other memories that you have that you'd continue speaking about. Mrs. Rivers: I just remember something else that we did in school. We would have scrap metal drives and everyone was suppose to collect 10 cans from home that you had opened and had vegetables ___________ had labels peeled off and stamped them down flat and these flat tin cans were turned in at the schools so that they could be used as, I suppose it was government or industrial use. I'm not really sure what they went for. Any kind of scrap metal like that was recycled and reused and paper drives, too. Old newspapers would be saved and turned in at schools. Mr. Rivers: Also we collected grease, because I understand that people back then cooked with bacon grease – a lot of us did, at least down South. _________ would go down and have grease drives because if I understand it they use it somehow or another to make the ___________. Eberhard: Now was there anything else? Mr. Rivers: I think that was pretty much it. Eberhard: Are you involved with any organizations, _________ or WWII-type organizations military? Mrs. Rivers: Well, I'm very involved in United Daughters of the Confederacy which is an organization for women, of course, who are decedents from Confederate soldiers. I had at least three great great grandfathers who fought for the Confederacy and that's another military ___________ and so I'm very interested in that organization and what we do is to honor those of all wars. And we find the graves of Confederate soldiers and we mark those graves as Confederate soldiers and dedicate them and hold ceremonies for them and we often give _________ of military service to, to servicemen like my father or anyone who has been in the military in any of the American wars and who is also descendants of a Confederate soldier, so we often give these medals. Quite a few are given every year and honor our servicemen who are still living or I can still have one issued posthumously for my father because he served in World War II. So, this is something I _________ that World War II helped to teach a lot of _______ appreciate patriotism for veterans of all wars. Bob Rivers: _______ similar organization, we're the, I guess, brother organization to the United Daughters of the Confederacy. We're the Sons of the Confederate Veterans or more popularly known as the SCV. I had a great grandfather, John Rivers, who fought as a 17 – 18 year old for the Confederacy in Sherman's Army, came down into Georgia and so I'm a direct descendant of John Rivers and I also have some uncles in their graves who fought in and some were killed during the war between the States and so we're related _____________ both very supportive of our Southern heritage and also we're - I would like to get the word out to say my fellow members of my graduating class from Brown High School of 1951. They would be, of course, my age and _______ many of them would have memories of World War II and relatives, parents and brothers, or what have you and I hope to get the word out so that some of them can come down and do what Elaine and I have done today. Mrs. Rivers: ______________. I have a picture of my father here. His name was Marion _____ Puckett, and like I said he was in the Quartermaster Core in World War II and was stationed in the Philippine Islands and he gave about three years out of life away from his family and business to serve his country, and men quite often had their pictures made in their uniforms during that time. And then this is another picture of my father and mother over here _________ service uniform again and I think that all the men were proud of their service uniforms at that time and were very patriotic. And then I have another picture that was taken on the day that he came back home and this is a picture of my father in his khakis standing with his own mother, her name was Antoinette Hughes Puckett and she lived to be 104 years old so she far outlived her son. And she died in 1986. But, I think it was a sign of the times, that everyone was proud of their military service and ______ their uniform and what it stood for and what _________ they gave up the sacrifices that everyone made during that time. Eberhard: Thank you. Mr. Rivers. Bob Rivers: Yes, this is my uncle, James A. Graves. He was _________ Army. You can see from the patch that, patches that he was a Master Sergeant when he retired and he served during the entire 4 years of World War II in the Persian Gulf _________ and although he didn't see any combat, he was still, like my wife said, in harms way. I think anybody that was there at that time was ____________ pictures here so you can see it here, the entire photo shows the trading company or platoon my uncle was in and the other two photos _________ shows my uncle on the left having a bite to eat with some of his army buddies and the __________ one shows my uncle on the left as you look at with some Iranian kids that they __________ while they were over in Iran back in the 4 years. I have another one that I wanted to show. This is to show patriotism that endeared the youngsters. This is me, me on your right, I'm here and my little buddy, Leroy, we had our sailor hats on. We were very proudly giving a pretty good salute, I think, you know. And, so we always were, with our sailor caps or _________ goggles or something like that and so that just shows the patriotism that the kids felt. Eberhard: Thank you ___________ so we Bob Rivers: We enjoyed this Eberhard: I want to see your pictures a little more closer up. Bob Rivers: O.k."],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["World War, 1939-1945--Personal narratives, American","Puckett, Marion King, 1908-1964","Puckett, Antoinette Hughes, 1882-1986","Graves, James Austin, 1913-1973","Jett, Leroy","Jett, Norman E., 1918-1978","Jett, Jack O., 1921-1966","Jett, Richard B., 1925-1982","Smith, Kate, 1907-1986","Rivers, Robert Lee, 1905-1972","Rivers, Evelyn Graves, 1909-1996","Atlanta Constitution (Atlanta, Ga. : 1868)","United States. Army. Quartermaster Corps","United States. Army. Quartermaster Base Depot Company, 4499th","S \u0026 W Cafeteria","United Daughters of the Confederacy","Sons of Confederate Veterans (Organization)","Brookhaven Variety store","Brookhaven Supply","Terminal Station","V-mail","War bonds","scrap metal drives","grease collection"],"dcterms_title":["Oral history interview of Robert A. (Bob) Rivers and Elaine Puckett Rivers"],"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/293"],"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":["51:49"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_124","title":"Arkansas Department of Education's (ADE's) Project Management Tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2004-05","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":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/124"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant\nArkansas CEIVED J' \\l~ 1 - 200~ DEPARTMENT OF EDUC'ifE .F TORING 4 STATE CAPITOL MALL  UTILE ROCK, ARKANSAS 72201-1071  (501) 682-4475  http://arkedu.kl2.ar.us May 28, 2004 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 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 Dr. Kenneth James, Director 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 BNfHOl/NOV/ NOl1V93H93S3U :l033H:l0 OOl - I tmr 03Al303H 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 am filing the Arkansas Department of Education's Project Management Tool for the month of May 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier STATE BOARD OF EDUCATION: Chair - JoNell'Caldwell, Little Rock  Vice Chair - Shelby Hillman, Carlisle Members: Sherry Burrow, Jonesboro  Luke Gordy, Van Buren  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 DIVISION RECEIVED JUM 1 - 2004 Off\\CE OF DESEGREG~TION ,10NITORIMG 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 AD E's Project Management Tool for May 2004. Respectfully Submitted, .gJt_gdb Scott Smith, #92251 Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on May 28, 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 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED JUN 1 - 2004 OFFICE OF LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS DESEGREGATION r,10NITOR!NG V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1 . Projected Ending Date Last day of each month, August - June. 2. Actual as of May 31, 2004 Based on the information available at April 30, 2004, the ADE calculated the Equalization Funding for FY 03/04, subject to periodic adjustments. B. Include all Magnet students in the resident District's average daily membership for calculation. 1 . Projected Endin_g Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of May 31, 2004 Based on the information available at April 30, 2004, the ADE calculated for FY 03/04, subject to periodic adjustments. C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 31, 2004 On April 30, 2004, distributions of State Equalization Funding for FY 03/04 were as follows: LRSD - $43,548,659 NLRSD - $22,970,520 PCSSD - $41,700,933 The allotments of State Equalization FundinQ calculated for FY 03/04 at April 30, 2004, subject to periodic adjustments, were as follows: LRSD - $53,226, 139 NLRSD - $28,075,080 PCSSD - $50,967,808 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 31, 2004 Based on the information available, the ADE calculated at April 30, 2004 for FY 03/04, subject to periodic adjustments. E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. . 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal SeNices Office. (Continued) 2. Actual as of May 31, 2004 Based on the information available, the ADE calculated at April 30, 2004 for FY 03/04, subject to periodic _adjustments. It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 31, 2004 Based on the information available, the ADE calculated at April 30, 2004 for FY 03/04, subject to periodic adjustments. G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 31, 2004 Distributions for FY 03/04 at April 30, 2004, totaled $10,189,336. Allotment calculated for FY 03/04 was $12,459,153 subject to periodic adjustments. H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1 . Projected Ending Date Last day of each month, August - June. 2. Actual as of May 31, 2004 Calculated for FY 02/03, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. (Continued) 2. Actual as of May 31, 2004 Distributions for FY 03/04 at April 30, 2004, 2003 were: LRSD - $3,252,281 NLRSD - $2,817,736 PCSSD - $8,974,855 The allotments calculated for FY 03/04 at April 30, 2004, subject to periodic adjustments, were: LRSD - $4, 192,396 NLRSD - $3,832,804 PCSSD - $11,854,856 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1 . Projected Ending Date Ongoing, December of each year. 2. Actual as of May 31, 2004 In September 2002, the Magnet and M-to-M transportation budgets for FY 02/03 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of May 31, 2004 In January 2003, General Finance was notified to pay the second one-third payment for FY 02/03 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. L. ADE pays districts three-equal installments of their proposed budget. 1. Projected Encfmg Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. (Continued) 2. Actual as of May 31, 2004 In September 2003, General Finance made the last one-third payment to the Districts for their FY 02/03 transportation budget. The budget is now paid out in three equal installments. At September 2003, the following had been paid for FY 02/03: LRSD - $3,835,562.00 NLRSD - $742,399.62 PCSSD - $2,252,050.92 In September 2003, General Finance made the first one-third payment to the Districts for their FY 03/04 transportation budget. The budget is now paid out in three equal installments. At September 2003, the following had been paid for FY 03/04: LRSD - $1,243,841.33 NLRSD - $263,000.00 PCSSD - $727,406.63 In February 2004, General Finance made the second one-third payment to the Districts for their FY 03/04 transportation budget. The budget is now paid out in three equal installments. At February 2004, the following had been paid for FY 03/04: LRSD - $2,487,682.66 NLRSD - $526,000.00 PCSSD - $1,454,813.26 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of May 31, 2004 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. 5 I. FINANCIAL OBLIGATIONS (Continued) M. N. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of May 31, 2004 (Continued) In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. School districts should receive payment by October 1, 1998 In July 1999, each district submitted an estimated budget for the 99/00 school year. In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program. In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001, paperwork was generated for the first payment in the 01/02 school year for the Magnet and M-to-M transportation program. In September 2002, paperwork was generated for the first payment in the 02/03 school year for the Magnet and M-to-M transportation program. In September 2003, paperwork was generated for the first payment in the 03/04 school year for the Magnet and M-to-M transportation program. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of May 31, 2004 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD- 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, 1he ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. 6 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of May 31, 2004 (Continued) In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD- 6. Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. The ADE accepted a bid on 16 buses for the Magnet and M/M transportation program. The buses will be delivered after July 1 , 1999 and before August 1, 1999. The buses will be distributed accordingly: LRSD - 8\nNLRSD - 2\nPCSSD - 6. In July 1999, the ADE purchased 16 new Magn-et and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001. The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two type C 47 passenger buses and fourteen type C 65 passenger buses. Prices on these units are $43,426.00 each on the 47 passenger buses, and $44,289.00 each on the 65 passenger buses. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001, the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898. In June 2002, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include five 47 passenger buses for $42,155.00 each, ten 65 passenger buses for $43,850.00 each, and one 47 passenger bus with a wheelchair lift for $46,952.00. The total amount was $696,227. 7 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of May 31, 2004 (Continued) In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. Specifications for 16 new Magnet and M-to-M school buses have been forwarded to State Purchasing for bidding. Bids will be opened on May 12, 2003. The buses will have a required delivery date after July 1, 2003 and before August 8, 2003. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the 65 passenger buses. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of May 31, 2004 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1 . Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 31, 2004 Obligation fulfilled in FY 95/96. 8 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of May 31, 2004 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. S. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of May 31, 2004 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1 . Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 31 , 2004 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of May 31 , 2004 Obligation fulfilled in FY 95/96. 9 I. FINANCIAL OBLIGATIONS (Continued) u. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1 , 1995. 2. Actual as of May 31, 2004 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01. Distribution in August 2001 for FY 01/02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01 /02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of May 31, 2004 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01. 10 V. Process and distribute payments for Office of Desegregation Monitoring.(Continued) 2. Actual as of May 31, 2004 (Continued) Distribution in August 2001 for FY 01 /02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. 11 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1 . Projected Ending Date January 15, 1995 2. Actual as of May 31, 2004 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 12 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 31, 2004 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 an_d concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. 13 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 31, 2004 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was-provided on the school improvement process. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 31, 2004 (Continued) In May 1998, unannounced monitoring visits were completed, and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monitoring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed, b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SAT-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement. While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request. 15 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 31, 2004 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21, 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LASO on November 8, 2000. Staff development regarding ways to. improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001. The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 16 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 31, 2004 (Continued) On July 26, 2001, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11, 2001 in room 201-A at the ADE. On October 11, 2001, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 1 O, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 1 O was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11, 2002 in room 201-A at the ADE. On April 11, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11, 2002 in room 201-A at the ADE. 17 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 31, 2004 (Continued) On July 18, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Dr. Charity Smith, Assistant Director for Accountability, talked about section XV in the Project Management Tool (PMT) on Standardized Test Selection to Determine Loan Forgiveness. She said that the goal has been completed, and no additional reporting is required for section XV. Mr. Morris discussed the court case involving the LRSD seeking unitary status. He handed out a Court Order from May 9, 2002, which contained comments from U.S. District Judge Bill Wilson Jr., about hearings on the LRSD request for unitary status. Mr. Morris also handed out a document from the Secretary of Education about the No Child Left Behind Act. There was discussion about how this could have an affect on Desegregation issues. The next Implementation Phase Working Group Meeting is scheduled for October 10, 2002 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from October 10. It will take place on October 29, 2002 in room 201-A at 1 :30 p.m. at the ADE. On October 29, 2002, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings with the parties to discuss possible revisions to the ADE's monitoring plan will be postponed by request of the school districts in Pulaski County. Additional meetings could be scheduled after the Desegregation ruling is finalized. The next Implementation Phase Working Group Meeting is scheduled for January 9, 2003 at 1 :30 p.m. in room 201-A at the ADE. On January 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. No Child Left Behind and the Desegregation ruling on unitary status for LRSD were discussed. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from April 10. It will take place on April 24, 2003 in room 201-A at 1 :30 p.m. at the ADE. 18 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 31, 2004 (Continued) On April 24, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Laws passed by the legislature need to be checked to make sure none of them impede desegregation. Ray Lumpkin was chairman of the last committee to check legislation. Since he left, we will discuss the legislation with Clearence Lovell. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. On August 28, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The Desegregation ruling on unitary status for LRSD was discussed. The LRSD has been instructed to submit evidence showing progress in reducing disparities in academic achievement for black students and white students. This is supposed to be done by March of 2004, so that the LRSD can achieve unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2003 at the ADE. On October 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mark Hagemeier, Assistant Attorney General, discussed the Desegregation ruling on unitary status for LRSD. The next Implementation Phase Working Group Meeting is scheduled for January 8, 2004 at the ADE. On October 16, 2003, ADE staff met with the Desegregation Litigation Oversight Subcommittee at the State Capitol. Mr. Willie Morris, ADE Lead Planner for Desegregation, and Dr. Charity Smith, Assistant Director for Accountability, presented the Chronology of activity by the ADE in complying with provisions of the Implementation Plan for the Desegregation Settlement Agreement. They also discussed the role of the ADE Desegregation Monitoring Section. Mr. Mark Hagemeier, Assistant Attorney General, and Scott Smith, ADE Staff Attorney, reported on legal issues relating to the Pulaski County Desegregation Case. Ann Marshall shared a history of activities by ODM, and their view of the activity of the school districts in Pulaski County. John Kunkel discussed Desegregation funding by the ADE. 19 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of May 31, 2004 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of May 31, 2004 To date, no action has been taken by the LRSD. 20 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1 . Projected Ending Date December, 1994 2. Actual as of May 31, 2004 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of May 31, 2004 The information for this item is detailed under Section IV.E. of this report. C. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of May 31, 2004 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of May 31, 2004 The information for this item is detailed under Section IV.E. of this report. 21 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of May 31, 2004 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support _their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 22 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of May 31, 2004 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State oard of Education once the process is completed. 23 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature tor repeal of those laws that appear to be impediments to desegregation. (Continued} 2. Actual as of May 31, 2004 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The com.mittee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet tor the first time on June 11, 2001 ar9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 24 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of May 31, 2004 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11, in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-B at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-B at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school distr.ic15 in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, anJ regulations of the Districts. 25 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued} 2. Actual as of May 31, 2004 (Continued} On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 1748 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the NLRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. On October 27, 2003, the ADE sent letters to the. school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies. 26 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of May 31, 2004 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1 . Projected Ending Date Ongoing 2. Actual as of May 31, 2004 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of May 31, 2004 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 27 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 28 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMTwas the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the AD E's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 29 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress mad~ in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 30 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in ADE's Monitoring Plan. In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process. The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement. The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposin~ the joint motion. The Board was informed that the ADE was waiting on a response from Court. 31 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions: (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement. In February, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied. The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also scheduled to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would: (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 32 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21, 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas StateBoard of Education reviewed and aporoved the PMT and its executive summary.tor the month of March. 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board qt Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) On July 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 10, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the:. month of June. On August 12, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. 35 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) On September 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 18, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 14, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 11, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 8, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. 36 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 31, 2004 (Continued) On January 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 10, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. 37 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1 . Projected Ending Date Ongoing 2. Actual as of May 31, 2004 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31, 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCNCOE peer team visits. 38 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 31, 2004 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. 39 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 31, 2004 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97/98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted. 40 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 31, 2004 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of May 31, 2004 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education prograrr,.s. 1. Projected Ending Date Ongoing 41 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of May 31, 2004 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. D. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of May 31, 2004 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of May 31, 2004 The information for this item is detailed under Section VI.F. of this report. 42 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of May 31, 2004 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of blaek children. 43 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On March 6-9, 1997, three members of the AD E's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a sc.\nhool that incorporates traditional and multi-age classes in its curriculum. 44 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21, 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff development program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Eock School District, and the Oak Grove Elementary School in the Pulaski County School District. 45 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On Jurie 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LASO. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACTAAP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LASO personnel through a staff development training class. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LASO. The workshop was also set to cover the components of the new ACTAAP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 46 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On January 1 O, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACTAAP program, and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted tor the LRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action,\" and \"Creating Learning Environments Through Leadership T earns.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding, \"The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessrr,ant Portfolio System Training was provided tor testing coordinators through teleconference broadcast on November 27, 2000. 47 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Bl.lilding. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training, Dr. Reynolds addressed the following: 1) how to use and interpret information obtained on the direct obseNation form, 2) how to use this information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (i.e., parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACTAAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing. Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend. On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum. This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled \"Things you can do at home to support your child's learning.\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 48 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training. There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September 7, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, P.E. Teacher\nLisa Poteet, Speech Language Pathologist\nJane Harkey, Principal\nKathy Penn-Norman, Special Education Coordinator\nAlice Phillips, Occupational Therapist. On September 15, 2000, the Governor's Developmental Disability Coalition Conference presented Assistive Technology Devices \u0026amp; Services. This was held at the Arlington Hotel in Hot Springs. Bryan Ayres was the presenter. On September 19, 2000, Autism and Classroom Accommodations for the LRSD at Jefferson Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Melissa Chaney, Special Education Teacher\nBarbara Barnes, Special Education Coordinator\na Principal, a Counselor, a Librarian, and a Paraprofessional. On October 6, 2000, Integrating Assistive Technology Into Curriculum was presented at a conference in the Hot Springs Convention Center. Presenters were: Bryan Ayers and Aleecia Starkey. Speech Language Pathologists from LRSD and NLRSD attended. On October 24, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On October 25 and 26, 2000, Alternate Assessment for Students with Severe Disabilities for the LRSD at J. A. Fair High School was presented. Bryan Ayres was the presenter. The participants were: Susan Chapman, Special Education Coordinator\nMary Steele, Special Education Teacher\nDenise Nesbit, Speech Language Pathologist\nand three Paraprofessionals. On November 14, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Ro.ck. Bryan Ayres was the presenter. On November 17, 2000, training was condu.:ted on Autism for the LRSD at the Instructional Resource Center. Bryan Ayres and Shelley Weir were presenters. 49 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On December 5, 2000, Access to the Curriculum Via the use of Assistive Technology Computer Lab was presented. Bryan Ayres was the presenter of this teleconference. The participants were: Tim Fisk, Speech Language Pathologist from Arch Ford Education Service Cooperative at Plumerville and Patsy Lewis, Special Education Teacher from Mabelvale Middle School in the LRSD. On January 9, 2001, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. Kathy Brown, a vision consultant from the LRSD, was a participant. On January 23, 2001, Autism and Classroom Modifications for the LRSD at Brady Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Beverly Cook, Special Education Teacher\nAmy Littrell, Speech Language Pathologist\nJan Feurig, Occupational Therapist\nCarolyn James, Paraprofessional\nCindy Kackly, Paraprofessional\nand Rita Deloney, Paraprofessional. The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcast on February 5, 2001. Presenters were: Charlotte Marvel, ADE\nDr. Gayle Potter, ADE\nMarcia Harding, ADE\nLynn Springfield, ASERC\nMary Steele, J. A. Fair High School, LRSD\nBryan Ayres, Easter Seals Outreach. This was provided for Special Education teachers and supervisors in the morning, and Limited English Proficient teachers and supervisors in the afternoon. The Special Education session was attended by 29 teachers/administrators and provided answers to specific questions about the alternate assessment portfolio system and the scoring rubric and points on the rubric to be used to score the portfolios. The LEP session was attended by 16 teachers/administrators and disseminated the common tasks to be included in the portfolios: one each in mathematics, writing and reading. On February 12-23, 2001, the ADE and Data Recognition Corporation personnel trained Test Coordinators in the administration of the spring Criterion-Referenced Test. This was provided in 20 sessions at 10 regional sites. Testing protocol, released items, and other testing materials were presented and discussed. The sessions provided training for Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Pilot Tests. The LRSD had 2 in attendance for the End of Course session and 2 for the Benchmark session. The NLRSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. The PCSSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. 50 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On March 15, 2001, there was a meeting at the ADE to plan professional development for staff who work with Limited English Proficiency (LEP) students. A $30,000 grant has been created to provide LEP training at Chicot Elementary for a year, starting in April 2001. A $40,000 grant was created to provide a Summer English as Second Language (ESL) Academy for the LRSD from June 18 through 29, 2001. Andre Guerrero from the ADE Accountability section met with Karen Broadnax, ESL Coordinator at LRSD, Pat Price, Early Childhood Curriculum Supervisor at LRSD, and Jane Harkey, Principal of Chicot Elementary. On March 1-2 and 8-29, 2001, ADE staff performed the following activities: processed registration for April 2 and 3 Alternate Portfolio Assessment video conference quarterly meeting\nanswered questions about Individualized Educational Plan (IEP) and LEP Alternate Portfolio Assessment by phone from schools and Education Service Cooperatives\nand signed up students for alternate portfolio assessment from school districts. On March 6, 2001, ADE staff attended a Smart Step Technology Leadership Conference at the State House Convention Center. On March 7, 2001, ADE staff attended a National Assessment of Educational Progress (NAEP) Regional Math Framework Meeting about the Consensus Project 2004. On March 8, 2001, there was a one-on-one conference with Carole Villarreal from Pulaski County at the ADE about the LEP students with portfolios. She was given pertinent data, including all the materials that have been given out at the video conferences. The conference lasted for at least an hour. On March 14, 2001, a Test Administrator's Training Session was presented specifically to LRSD Test Coordinators and Principals. About 60 LRSD personnel attended. The following meetings have been conducted with educators in the three districts in Pulaski County since July 2000. On July 10-13, 2000 the ADE provided Smart Step training. The sessions covered Standards-based classroom practices. 51 VI. REMEDIATION (Continued} F. Evaluate the impact of the use of resources for technical assistance. (Continued} 2. Actual as of May 31, 2004 (Continued} On July 19-21, 2000 the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were 200 teachers from across the state in attendance. On August 14-31, 2000 the ADE presented Science Smart Start Lessons and worked with teachers to produce curriculum. This will provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. On September 5, 2000 the ADE held an Eisenhower Informational meeting with Teacher Center Coordinators. The purpose of the Eisenhower Professional Development Program is to prepare teachers, school staff, and administrators to help all students meet challenging standards in the core academic subjects. A summary of the program was presented at the meeting. On November 2-3, 2000 the ADE held the Arkansas Conference on Teaching. This presented curriculum and activity workshops. More than 1200 attended the conference. On November 6, 2000 there was a review of Science Benchmarks and sample model curriculum. A committee of 6 reviewed and revised a drafted document. The committee was made up of ADE and K-8 teachers. On November 7-10, 2000 the ADE held a meeting of the Benchmark and End of Course Mathematics Content Area Committee. Classroom teachers reviewed items for grades 4, 6, 8 and EOC mathematics assessment. There were 60 participants. On December 4-8, 2000 the ADE conducted grades 4 and 8 Benchmark Scoring for Writing Assessment. This professional development was attended by approximately 750 teachers. On December 8, 2000 the ADE conducted Rubric development for Special Education Portfolio scoring. This was a meeting with special education supervisors to revise rubric and plan for scoring in June. On December 8, 2000 the ADE presented the Transition Mathematics Pilot Training Workshop. This provided follow-up training and activities for fourth-year mathematics professional development. On December 12, 2000 the ADE presented test administrators training for midyear End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcasts on April 2-3, 2001. Administration of the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy took place on April 23-27, 2001. Administration of the End of Course Algebra and Geometry Exams took place on May 2-3, 2001. Over 1, 100 Arkansas educators attended the Smart Step Growing Smarter Conference on July 1 O and 11, 2001, at the Little Rock Statehouse Convention Center. Smart Step focuses on improving student achievement for Grades 5-8. The Smart Step effort seeks to provide intense professional development for teachers and administrators at the middle school level, as well as additional materials and assistance to the state's middle school teachers. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the first keynote address on \"The Character-Centered Teacher''. Debra Pickering, an education consultant from Denver, Colorado, presented the second keynote address on \"Characteristics of Middle Level Education\". Throughout the Smart Step conference, educators attended breakout sessions that were grade-specific and curriculum area-specific. Pat Davenport, an education consultant from Houston, Texas, delivered two addresses. She spoke on \"A Blueprint for Raising Student Achievement\". Representatives from all three districts in Pulaski County attended. Over 1,200 Arkansas teachers and administrators attended the Smart Start Conference on July 12, 2001, at the Little Rock Statehouse Convention Center. Smart Start is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the keynote address. The day featured a series of 15 breakout sessions on best classroom practices. Representatives from all three districts in Pulaski County attended. On July 18-20, 2001, the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were approximately 300 teachers from across the state in attendance. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) The ADE and Harcourt Educational Measurement conducted Stanford 9 test administrator training from August 1-9, 2001. The training was held at Little Rock, Jonesboro, Fort Smith, Forrest City, Springdale, Mountain Home, Prescott, and Monticello. Another session was held ~t the ADE on August 30, for those who were unable to attend August 1-9. The ADE conducted the Smart Start quarterly meeting by video conference at the Education Service Cooperatives and at the ADE from 9:00 a.m. until 11 :30 a.m. on September 5, 2001 . The ADE released the performance of all schools on the Primary and Middle Level Benchmark Exams on September 5, 2001. The ADE conducted Transition Core Teacher In-Service training for Central in the LRSD on September 6, 2001. The ADE conducted Transition Checklist training for Hall in the LRSD on September 7, 2001.  The ADE conducted Transition Checklist training for McClellan in the LRSD on September 13, 2001. The ADE conducted Basic Co-teaching training for the LRSD on October 9, 2001. The ADE conducted training on autism spectrum disorder for the PCSSD on October 15, 2001. Professional Development workshops (1 day in length) in scoring End of Course assessments in algebra, geometry and reading were provided for all districts in the state. Each school was invited to send three representatives (one for each of the sessions). LRSD, NLRSD, and PCSSD participated. Information and training materials pertaining to the Alternate Portfolio Assessment were provided to all districts in the state and were supplied as requested to LRSD, PCSSD and David 0. Dodd Elementary. On November 1-2, 2001 the ADE held the Arkansas Conference on Teaching at the Excelsior Hotel \u0026amp; Statehouse Convention Center. This presented sessions, workshops and short courses to promote exceptional teaching and learning. Educators coukJbecome involved in integrated math, science, English \u0026amp; language arts and social studies learning. The ADE reoelved from the schools selected to participate in the National Assessment ofEducational Progress (NAEP), a list of students who will take the test. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On December 3-7, 2001 the ADE conducted grade 6 Benchmark scoring training for reading and math. Each school district was invited to send a math and a reading specialist. The training was held at the Holiday Inn Airport in Little Rock. On December 4 and 6, 2001 the ADE conducted Mid-Year Test Administrator Training for Algebra and Geometry. This was held at the Arkansas Activities Association's conference room in North Little Rock. On January 24, 2002, the ADE conducted the Smart Start quarterly meeting by ADE compressed video with Fred Jones presenting. On January 31 , 2002, the ADE conducted the Smart Step quarterly meeting by NSCI satellite with Fred Jones presenting. On February 7, 2002, the ADE Smart Step co-sponsored the AR Association of Middle Level Principal's/ADE curriculum, assessment and instruction workshop with Bena Kallick presenting. On February 11-21, 2002, the ADE provided training for Test Administrators on the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Exams. The sessions took place at Forrest City, Jonesboro, Mountain Home, Springdale, Fort Smith, Monticello, Prescott, Arkadelphia and Little Rock. A make-up training broadcast was given at 15 Educational Cooperative Video sites on February 22. During February 2002, the LRSD had two attendees for the Benchmark Exam training and one attendee for the End of Course Exam training. The NLRSD and PCSSD each had one attendee at the Benchmark Exam training and one attendee for the End of Course Exam training. The ADE conducted the Smart Start quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9:30 a.m. until 11 :30 a.m. on May 2, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan. The principal's role in the process was explained. The ADE conducted the Smart Step quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9:30 a.m. until 11 :30 a.m. oo May 9, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan. The principal's role in the process was explained. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) The Twenty-First Annual Curriculum and Instruction Conference, co-sponsored by the Arkansas Association for Supervision and Curriculum Development and the Arkansas Department of Education, will be held June 24-26, 2002, at the Arlington Hotel in Hot Springs, Arkansas. \"Ignite Your Enthusiasm for Learning\" is the theme for this year's conference, which will feature educational consultant, Dr. Debbie Silver, as well as other very knowledgeable presenters. Additionally, there will be small group sessions on Curriculum Alignment, North Central Accreditation, Section 504, Building Level Assessment, Administrator Standards, Data Disaggregation, and National Board. The Educational Accountability Unit of the ADE hosted a workshop entitled \"Strategies for Increasing Achievement on the ACT AAP Benchmark Examination\" on June 13-14, 2002 at the Agora Center in Conway. The workshop was presented for schools in which 100% of students scored below the proficient level on one or more parts of the most recent Benchmark Examination. The agenda included presentations on \"The Plan-Do-Check-Act Instructional Cycle\" by the nationally known sp~aker Pat Davenport. ADE personnel provided an explanation of the MPH point program. Presentations were made by Math and Literacy Specialists. Dr. Charity Smith, Assistant Director for Accountability, gave a presentation about ACT AAP. Break out sessions were held, in which school districts with high scores on the MPH point program offered strategies and insights into increasing student achievement. The NLRSD, LRSD, and PCSSD were invited to attend. The NLRSD attended the workshop. The Smart Start Summer Conference took place on July 8-9, 2002, at the Little Rock Statehouse Convention Center and Peabody Hotel. The Smart Start Initiative focuses on improving reading and mathematics achievement for all students in Grades K-4. The event included remarks by Ray Simon, Director of the ADE. After comments by the Director, Bena Kallick presented the keynote address \"Beyond Mapping: Essential Questions, Assessment, Higher Order Thinking\". This was followed by a series of breakout sessions on best classroom practices. On the second day, Vivian Moore gave the keynote address \"Overcoming Obstacles: Avenues for Student Success\". Krista Underwood gave the presentation \"Put Reading First in Arkansas\". This was followed by a series of breakout sessions on best classroom practices. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) The Smart Step Summer Conference took place on July 10-11, 2002, at the Little Rock Statehouse Convention Center and Peabody Hotel. Smart Step focuses on improving student achievement for Grades 5-8. The event included remarks by Ray Simon, Director of the ADE. After comments by the Director, Vivian Moore presented the keynote address \"Overcoming Obstacles: Avenues for Student Success\". This was followed by a series of breakout sessions on best classroom practices. On the second day, Bena Kallick presented \"Beyond Mapping: Essential Questions, Assessment, Higher Order Thinking\". Ken Stamatis presented \"Smart Steps to Creating a School Culture That Supports Adolescent Comprehension\". This was followed by a series of breakout sessions on best classroom practices. On August 8, 2002, Steven Weber held a workshop at Booker T. Washington Elementary on \"Best Practices in Social Studies\". It was presented to the 4th grade teachers in the Little Rock School District. The workshop focused around the five themes of geography and the social studies (fourth grade) framework/standards. Several Internet web sites were shared with the teachers, and the teachers were shown methods for incorporating writing into fourth grade social studies. One of the topics was using primary source photos and technology to stimulate the students to write about diverse regions. A theme of the workshop included identifying web sites which apply to fourth grade social studies teachers and interactive web sites for fourth grade students. This was a Back-to-School ln-seNice workshop. The teachers were actively involved in the workshop. On August 13 Steven Weber conducted a workshop at Parkview High School in the LRSD. Topics of the workshop included: 1. Incorporating Writing in the Social Studies Classroom 2. Document Based (open-ended) Questioning Techniques 3. How to practice writing on a weekly basis without assigning a lengthy research report 4. Developing Higher Level Thinking Skills in order to produce active citizens, rather than passive, uninformed citizens 5. Using the Social Studies Framework 6. Identifying state and national Web Sites which contain Primary Sources for use in the classroom The 8:30 - 11 :30 session was for the 6 - 8 grade social studies teachers. The 12:30 - 3:00 session was for the 9 - 12 grade social studies teachers. Several handouts were used, also PowerPoint, primary source photos and documents, and lnternet --.-eb sites (i.e., Library of Congress, Butler Center for Arkansas Studies, Natisnal Archives, etc.). This was a Back-to-School ln-seNice workshop. The teachers were actively involved in the workshop. Marie McNeal is the Social Studies Specialist for the Little Rock School District. She invited SteVn Weber to present at the workshop, and was in attendance. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 31, 2004 (Continued) On September 30 through October 11, 2002, the ADE provided Professional Development for Test Administrators on the End of Course Literacy, Algebra and Geometry Exams. The training was held at the Holiday Inn Airport. All three districts in Pulaski County sent representatives to the training. On October 3, 2002, Charlotte Marvel provided in-service training for LEP teachers in the Little Rock School District. On December 6, 2002, the Community and Parent Empowerment Summit was held for parents of children attending the LRSD. It took place at the Saint Mark Baptist Church in Little Rock. Dr. Charity Smith, Assistant Director for Accountability, presented information on No Child Left Behind, Supplemental Services, after school tutoring, how parents can help, and the Refrigerator Curriculum. Mr. Reginald Wilson, Senior Coordinator for Accountability, presented information on ACTAAP, including how to find information on the AS-IS Website and what is included in the school report cards. Donna Elam spoke on the topic \"From the School House to the Jail House\". On December 1 O - 12, 2002, the Math Workshop \"Investigations in Number, Data and Space\" was held at the Clinton Elementary Magnet School in Sherwood. Training for Kindergarten and First Grade Teachers was held on December 10, and included Making Shapes and Building Blocks, Quilts, Squares and Block Towns. Training for Second and Third Grade Teachers was held on December 11, and included Shapes, Halves, Symmetry and Turtle Paths. Training for Fourth and Fifth Grade Teachers was held on December 12. Fourth grade covered Seeing Solids and Silhouettes. Fifth Grade was about Containers and Cubes. The sessions provided quality time for teachers to discuss the curriculum, reflect on implications, provide mutual support, and co\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. 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Department of Education","Project management","Joshua intervenors","African Americans--Education","Education--Evaluation"],"dcterms_title":["Court filings regarding Court order filed May 12, 2004 requiring glossary of acronyms and educational terms, plaintiff's response to the order, 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/1782"],"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":["70 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\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eCourt filings: District Court, order; District Court, plaintiff's notice of filing documents in response to the Court order filed May 12, 2004; District Court, plaintiff's notice of filing glossary of acronyms and educational terms in response to the Court's order filed May 12, 2004; 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.    A072A (Rev.8182) ECEIVED MAY 1 -\" 2004 OFFICE OF ESEGREGATION MONITORING IN THE UNITED STATES DISTRICT,COURT EASTERN DISTRICT OF ARKANSAS MAY 1 2 - LITTLE ROCK DIVISION JAMES W. McCORMACK, CLERK .By: ______ --=-=-=-=::-:-:::-:= DEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. RECEIVED DEFENDANTS INTERVENORS INTERVENORS MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MAY 1 '. 2004 OFFICE OF DESEGREGATION MONITORING ORDER In preparing for the June 14 and 15 evidentiary hearing on LRSD 's Compliance Report, it is apparent that a number of matters need to be brought to the attention of counsel for LRSD and Joshua: (1) The LRSD Board, in approving the October 10, 2002 \"Compliance Plan,\" also adopted \"IL-Rl ,\" which sets forth ''the written procedures for evaluating the 2. 7 programs.\" While the October 10, 2002 Compliance Plan is attached as Exhibit A to LRSD's March 14, 2003 ''Notice Of Filing Program Evaluations Required By Paragraph C Of The Court's Compliance Remedy'' (docket entry #3745), \"IL-R 1\" is not attached to that document or otherwise included in the record. Counsel for LRSD must immediately provide me with a copy of \"IL-RI.\" (2) Exhibit A to LRSD's \"Compliance Report\" is an October 25, 2002 letter from Mr. John Fendley, one of LRSD's attorneys, to all parties, responding to certain written \"concerns\" raised by Joshua's counsel, Mr. John Walker, regarding 864 A072A (Rev.8/82) LRSD's proposed \"Compliance Plan.\" In oroer for the Court to place Mr. Fendley's October 25, 2002 letter in context, I need the following additional documents: (a) Mr. Walker's October 10 and 24, 2002 letters to Mr. Fendley raising his \"concerns\" about the \"Compliance Plan\"; and (b) a copy of the document that Mr. Fendley repeatedly quotes Mr. Walker referring to in his October 10 and October 24, 2002 letters as ''your document.\"1 Counsel for LRSD must immediately provide me with copies of the foregoing documents. (3) In my September 13, 2002 Memorandum Opinion, I thought I made it clear that I am a big fan of plain English and have no desire to learn the acronym-filled lexicon of the professional educator. Therefore, I am now directing counsel to comply with the following rules in all oral and written communications with the Court in this case: (a) Do not use any educational acronyms unless they are first defined. The pleadings that I have reviewed to date in preparing for the June 14 and 15 hearing are littered with references to \"SAIPs,\" \"DRAs,\" \"DIBELs,\" \"ELLA,\" \"CRT,\" \"SMART,\" \"THRIVE,\" \"ACTAAP,\" \"SREB,\" \"CREP,\" and \"SFA.\" Counsel for LRSD must immediately prepare a glossary which defines all acronyms used in all exhibits attached to LRSD's Compliance Report. A copy of this glossary is to be provided forthwith. 11 speculate that \"your document\" is probably LRSD's \"Compliance Plan,\" which I already have. If my speculation is correct, LRSD's counsel should so advise me and need not provide the Court with a copy of that document. -2- A072A (Rev.8/82) (b) During the hearing on June 14 and I 5, please instruct your witnesses to testify usingplain English- not professional educatorese. Based upon the parties' previous written submissions and testimony taken in earlier hearings, I fear this may pose a significant challenge for some of the witnesses (and me). If so, I encourage these witnesses to begin now to practice speaking in plain English, so that they will be ready to testify by the June 14 and 15 hearing. ( 4) On or before June 7, 2004, counsel for Joshua and LRSD must submit proposed Findings of Fact and Conclusions of Law on the issue of whether LRSD has substantially complied with its obligations under Section VII of the Court's September 13, 2002 Memorandum Opinion and 2.7.1 of the Revised Plan. (5) On April 22, 2004, we had a telephone conference during which LRSD's Compliance Hearing was rescheduled from April 26 and 27, 2004, to June 14 and 15, 2004. During that telephone conference, I stated that I would make every effort to render my decision on LRSD's Compliance Report by June 30, 2004. Based upon my current work load, I now believe the earliest I will be able to enter my decision is thirty to sixty days after the conclusion of the evidentiary hearing in this matter. IT IS SO ORDERED. DATED this / ~ay of May, 2004. -3- TO: DATE: FAX COVER SHEET UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS Chris Heller Sam Jones Steve Jones John Walker Robert Pressman Timothy Gauger Mark Hagemeier Ann Marshall Mark Burnette Clay Fendley \u0026gt; .-'/Z-v'( Telephone: 501-604-5140 Fax Number: 501-604 5149 376-2147 376-9442 375-1027 374-4187 781-862-1955 682-2591 682-2591 371-0100 375-1940 907-9798 - TI1ere are j_ pages, including this Cover Sheet, being s~nt by this facsimile transmission. MESSAGE SENT BY: Office of Judge Wm. U.S. District Court 600 West Capitol, Room 423 Little Rock, Arkansas 72201 Matt Morgan, LRSD Law Clerk 501-604-5141 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED MAY 1 4 2004 OFACEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO.4:82CV00866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL PLAINTIFF'S NOTICE OF FILING DOCUMENTS IN RESPONSE TO THE COURT'S ORDER FILED MAY 12, 2004 DEFENDANTS INTERVENORS INTERVENORS Plaintiff Little Rock School District (\"LRSD\") for its Notice of Filing states: 1. Attached are the following documents requested by the Court in its Order filed May 12, 2004: A. Little Rock School District Proposed Compliance Plan Revised Plan  2. 7 .1 (Appendix 1 of which is \"IL-RI\"); B. Letter from John W. Walker to Chris Heller dated October 10, 2002; and, C. Letter from John W. Walker to Chris Heller dated October 23, 2002 (received by fax on October 24, 2002). 2. As to Mr. Walker's references to \"your document,\" the Court is correct that Mr. Walker is referring to the Proposed Compliance Plan attached hereto as Exhibit A. Page 1 of 3 3. As to the educational acronyms, Counsel has requested that the authors of the comprehensive evaluations immediately prepare a glossary of acronyms used in their respective evaluations. These will be consolidated into a single glossary for all exhibits and provided to the Court as soon as possible. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: { P,,, ~ \\-..U ._ Christopher Heller Page 2 of 3 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 May 13, 2004: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 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 ~\\UP-..~ Christopher Heller Page 3 of 3 Little Rock School District Compliance Committee Proposed Compliance Plan Revised Plan 2.7.1 ...  EXHIBIT I ft The District Court's Compliance Remedy On September 13, 2002, the District Court issued its Memorandum Opinion (hereinafter \"Opinion\") finding that the Little Rock School District (\"LRSD\") had substantially complied with all areas of the Revised Desegregation and Education Plan (\"Revised Plan\"), with the exception Revised Plan  2. 7 .1. Section 2. 7 .1 provided: LRSD shall assess the academic programs implemented pursuant to Section 2.71 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. The District Court's Opinion set forth a detailed \"Compliance Remedy\" to be implemented by the LRSD. The Opinion first stated: Because LRSD failed to substantially comply with the crucially important obligations contained in 2. 7 .1, it must remain under court supervision with regard to that section of the Revised Plan until it: (a) demonstrates that a program assessment procedure is in place that can accurately measure the effectiveness of each program implemented under 2. 7 in improving the academic achievement of African-American students; and (b) prepares the program evaluations identified on page 148 of the Final Compliance Report and uses those evaluations as part of the program assessment procedure contemplated by  2. 7 .1 of the Revised Plan. The Opinion then outlined the \"details\" of the Compliance Remedy 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 2.7 to improve the academic achievement of African-American students. LRSD now has over three years of testing data and other information available to use in gauging the effectiveness of those programs. I expect LRSD to use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated. 1Revised Plan  2. 7 provided, \"LRSD shall implement programs, policies and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan.\" 1 B. LRSD must maintain written records regarding its assessment of each of those programs. These written records must reflect the following information: (a) the written criteria used to assess each program during the 2002-03 school year and the first semester of the 2003-04 school year; (b) the results of the annual assessments of each program, including whether the assessments resulted in program modifications or the elimination of any programs; and ( c) the names of the administrators who were involved with the assessment of each program, as well as at least a grade level description of any teachers who were involved in the assessment process (e.g. , all fourth grade math teachers; all eighth grade English teachers, etc.). C. LRSD must use Dr. Nunnerly2 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. I will accept all program evaluations that have already been completed by Dr. Nunnerly or someone with similar qualifications and approved by the Board. All program evaluations that have not yet been completed on the remaining programs identified on page 148 of the Final Compliance Report must be prepared and approved by the Board as soon as practicable, but, in no event, later than March 15, 2003. In addition, as these program evaluations are prepared, LRSD shall use them, as part of the program assessment process, to determine the effectiveness of those programs in improving African-American achievement and whether, based on the evaluations, any changes or modifications should be made in those programs. In addition, LRSD must use those program evaluations, to the extent t!1ey may be relevant, in assessing the effectiveness of other related programs. *** F. On or before March 15, 2004, LRSD must file a Compliance Report which documents its compliance with its obligations under 2.7.1. Any party, including Joshua, who wishes to challenge LRSD's substantial compliance with 2.7.1, as specified above, may file objections with the court on or before April 15, 2004. Thereafter, I will decide whether the LRSD has substantially complied with 2.7.1, as specified in the Compliance Remedy, and should be released from all further supervision and monitoring. 2The Court is clearly referring to Dr. John Nunnery. 2 Proposed Compliance Plan As the Compliance Committee understands the District Court's Opinion, the Compliance Remedy requires the LRSD to: 1. Continue to administer student assessments through the first semester of 2003-04; 2. Develop written procedures for evaluating the programs implemented pursuant to Revised Plan 2.7 to determine their effectiveness in improving the academic achievement of African-American students; 3. Maintain written records of ( a) the criteria used to evaluate each program; (b) the results of the annual student assessments, including whether an informal program evaluation resulted in program modifications or the elimination of any programs; and (c) the names of the administrators who were involved with the evaluation of each program, as well as at least a grade level description of any teachers who were involved in the evaluation process; 4. Prepare a comprehensive program evaluation of each academic program implemented pursuant to Revised Plan  2. 7 to determine its effectiveness in improving the academic achievement of African-American students and to decide whether to modify or replace the program; and 5. Submit for Board approval the program evaluations identified on page 148 of the LRSD's Final Compliance Report that have been completed, and complete, with the assistance of an outside expert, the remaining evaluations identified on page 148 of the LRSD's Final Compliance Report. What follows is an explanation of how the Compliance Committee derived these five requirements from the District Court's Opinion, and what the Compliance Committee proposes to do to comply with each requirement. Assessment and Evaluation When first read, the District Court's Compliance Remedy seemed simple and straightforward, but as the Compliance Committee attempted to develop this Proposed Compliance Plan; numerous questions arose. The most fundamental question related to the District Court's use of the term \"assessment\" in Paragraphs A and B of the Compliance Remedy. The ambiguity of this term was the subject of testimony at the hearing. The District Court included in its Opinion Dr. Lesley's testimony on the difference between \"assessment\" and \"evaluation,\" see Opinion, p. 152, but it is unclear whether the Court accepted this testimony. 3 It is clear that the District Court understood the distinction between \"testing data,\" which . are derived from student assessments, and \"program evaluations,\" which are used to determine the effectiveness of programs. See Opinion, p. 152 (''LRSD acknowledged in the Interim Compliance Report that it was required: (a) to use both the testing data and the \"program evaluations\" to determine the effectiveness of the key academic programs implemented pursuant to 2.7 ... \" (emphasis in original)). Even so, the District Court appears to have used the term \"assessment\" in some instances to refer to only student assessments and in other instances to refer to both student assessments and evaluations. This required the Compliance Committee to determine the District Court's intended meaning. In making this determination, the Compliance Committee considered the context in which the term was used, the District Court's findings of fact as set forth in the Opinion, what would be in the best interest of African-American students, and hopefully, common sense. An explanation of each requirement of the Compliance Remedy is provided below. To avoid any ambiguity, Compliance Committee hereinafter uses the term \"assessment\" to refer to student assessments and the term \"evaluation\" to refer to the program evaluations, whether formal or informal. 1. Continue to administer student assessments through the first semester of 2003-04. This requirement derives from Paragraph A of the Compliance Remedy. Given Paragraph A's reference to ''testing data,\" it seems clear that Paragraph A concerns, in part, student assessments. The Compliance Committee proposes to comply with this part of Paragraph A by implementing the 2002-03 Board-approved assessment plan. The 2002-03 Board-approved assessment plan incorporates four changes that have been made since the LRSD's Final Compliance Report. First, the Board eliminated the fall administrations of the Achievement Level Tests (ALTs) in 2001-02. The administration recommended this for three reasons: (1) the loss of instructional time resulting from testing and test preparation; (2) fall results did not provide significantly different information from the previous spring' s results; and (3) the cost of administering and scoring the tests. Second, the fall administration of the Observation Surveys and Developmental Reading Assessment will only be used by the teacher for diagnostic purposes. The scores will not be reported to or maintained by the LRSD. This change saves considerable time in test administration and allows more time for instruction. It was approved by the Board on September 26, 2002. Third, the LRSD will no longer administer the AL Ts. The administration recommended the complete elimination of the AL Ts for the following reasons: (1) the lack of alignment with the content and format of the State Benchmarks; (2) the loss of instructional time resulting from 4 - testing and test administration; (3) the new federal accountability requirements in the No Child Left Behind Act require annual testing by the State in grades 3-8, making the LRSD's administration of the ALTs redundant; and (4) the costs of administering and scoring the tests. The Board approved this change on September 26, 2002. Finally, the Arkansas Department of Education (\"ADE\") has moved the administration of the SAT9 from the fall to the spring, effective 2002-03. The 2002-03 Board-approved assessment plan calls for the administration of the following student assessments in English language arts and mathematics: Kindergarten Grade 1 Grade2 Grade4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 7-10 Grades 9-11 Grade 10 Grade 11 Observation Surveys (5) Developmental Reading Assessment Observation Surveys (5) Development Reading Assessment Observation Surveys (3) Development Reading Assessment Norm-referenced test to be identified for gifted/talented screening Benchmark Literacy examination Benchmark Mathematics examination SAT9 Total Battery Benchmark Literacy examination Benchmark Mathematics examination SAT9 Total Battery Benchmark Literacy examination Benchmark Mathematics examination End-of Course Algebra I examination End-of Course Geometry examination SAT9 Total Battery End-of-Level Literacy examination All of these assessments are administered in the spring. Consequently, the final student assessment before March 15, 2004, will be administered in the spring of 2003. 2. Develop written procedures for evaluating the programs implemented pursuant to  2. 7 to determine their effectiveness in improving the academic achievement of African-American students. This requirement derives from the opening paragraph of the Compliance Remedy. To comply with this requirement, two proposed regulations have been drafted, IL-Rl for formal evaluations and IL-R2 for informal evaluations, attached as Appendixes 1 and 2, respectively. 5 Proposed regulation IL-Rl combines generally accepted principles of program evaluation with practices that have been in place in the LRSD for the past two years. See, ~ Robby Champion, \"Map Out Evaluation Goals,\" Journal for Staff Development, Fall 2002, attached as Appendix 3. This regulation will be submitted to the Board, Office of Desegregation Monitoring (\"ODM\") and the Joshua Intervenors (\"Joshua\") for review and comment before being :finalized. Proposed regulation IL-R2 specifically addresses the next requirement and is discussed therewith. 3. Maintain written records of (a) the criteria used to evaluate each program; (b) the results of the annual student assessments, including whether an informal program evaluation resulted in program modifications or the elimination of any programs; and (c) the names of the administrators who were involved with the evaluation of each program, as well as at least a grade level description of any teachers who were involved in the evaluation process. This requirement derives from Paragraph B of the Compliance Remedy. Paragraph B apparently came about as a result of the District Court's concern about the LRSD making program modifications based on informal evaluations of student assessment data. See Opinion, p. 155 (\"I have grave reservations about anyone this side of Solomon being wise enough to use two or three semesters' worth of erratic composite test scores to make reliable decisions about which remediation programs for LRSD's African-American students were actually working.\"). Proposed regulations IL-R2 was drafted to specifically address this requirement. It prohibits substantial program modifications from being made without a written record as required by Paragraph B. This regulation will also be submitted to ODM and Joshua for review and comment before being finalized. Proposed regulation IL-Rl also complies with this requirement. It mandates that the criteria used to formally evaluate a program be identified as the research questions to be answered, the first of which will be, \"Has this curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students?\". See Appendix 1, IL-Rl, p. 5. Recommended program modifications and the members of the evaluation team are routinely included in formal evaluations. As to the results of annual student assessments, the LRSD will continue to maintain a computer database with the results of annual students assessments administered pursuant to the Board-approved assessment plan. 6 4. Prepare a comprehensive program evaluation of each academic program implemented pursuant to 2.7 to determine its effectiveness in improving the academic achievement of African-American students and to decide whether to modify or replace the program. This requirement derives from Paragraph A of the Compliance Remedy. To comply with this requirement, the Compliance Committee proposes to prepare the following new, comprehensive evaluations: ( a) Primary Reading/Language Arts, (b) Middle and High School Literacy and (c) K-12 Mathematics and Science. Each evaluation will be prepared in accordance with proposed Regulation IL-Rl and will incorporate all available student assessment data relevant to the program being evaluated. Based on Paragraph F of the Compliance Remedy, the LRSD understands these evaluations must be submitted to the Court on or before March 15, 2004. Some may argue that Paragraph A and Paragraph C together require the LRSD to prepare new, comprehensive evaluations of all the programs identified on page 148 of the LRSD's Final Compliance Report. The Compliance Committee considered and rejected this argument for three reasons. First, Paragraph A's description of the programs to be evaluated differs from that of Paragraph C. Paragraph A states that the LRSD \"must continue to assess each of the programs implemented under 2.7 . . . \" The Compliance Committee understands this to mean that the LRSD should continue to prepare evaluations of \"some of the key programs,\" as identified in the Interim Compliance Report. See Opinion, p. 151 (\"In addition to the \"Assessment Plan,\"  2. 7 .1 of the Interim Compliance Report noted that the LRSD was preparing \"evaluations\" of some of the key programs designed to improve African-American achievement in order to provide a more in-depth look at the effectiveness of those programs.\" (emphasis in original)). In contrast to Paragraph A, Paragraph C requires the LRSD to prepare evaluations \"of each of the programs identified on page 148 of the Final Compliance Report.\" The Compliance Committee understands this to mean that the LRSD should complete all of the evaluations identified on page 148 of the Final Compliance Report and submit those to the Court. See Opinion, p. 156 (\"[A]s of March 15, 2001 , the date the Final Compliance Report was filed with the Court: (1) PRE had prepared only draft evaluations of some of the programs in question; (2) none of those evaluations had been approved by the Board . .. . \" (emphasis in original)). The District Court's statement in Paragraph C that it will accept evaluations already completed and approved by the Board further indicates that Paragraph C does not require new, comprehensive evaluations. Second, recognizing this distinction between Paragraph A and Paragraph C resolves a potential conflict between Paragraph C and Paragraph F. Paragraph C provides, \"All program evaluations that have not yet been completed on the remaining programs identified on page 148 7 of the Final Compliance Report must be prepared and approved by the Board as soon as practicable, but, in no event, later than March 15, 2003.\" However, Paragraph F does not require the LRSD to file a compliance report on its compliance with Revised Plan  2. 7 .1 until March 15, 2004. The Compliance Committee concludes that March 15, 2004, is the deadline for submitting the new, comprehensive evaluations of\"the programs implemented pursuant to 2. 7.\" See Paragraph A of Compliance Remedy. This is consistent with Paragraph A's requirement that the LRSD include assessment data through December 31, 2003. Obviously, such data could not be included in an evaluation filed on or before March 15, 2003. Finally, it makes the most sense for the LRSD to expend the greatest time and resources preparing evaluations of the programs designed to improve African-American achievement. While the requirement for new, comprehensive evaluations derives from Paragraph A, some may argue that Paragraph C's requirement that the LRSD use an outside expert \"to prepare evaluations of each of the programs identified on page 148 of the Final Compliance Report\" applies to the new, comprehensive evaluations. The Compliance Committee hopes the District Court and the parties agree that the team approach to program evaluation set forth in proposed regulation IL-Rl renders this argument moot. Proposed Regulation IL-Rl states that the program evaluation team must include \"[a]n external consultant with expertise in program evaluation, the program area being evaluated, statistical analysis, and/or technical writing .... \" Appendix 1, p. 4. The exact role of the external consultant \"may vary, depending upon the expertise required for the production of the program evaluation.\" Id. The Compliance Committee believes that the LRSD's practice over the last two years of using the team approach to program evaluation has produced credible evaluations. Moreover, participation of the LRSD staff on the evaluation team provides them an excellent learning experience that they do not typically receive when an evaluation is prepared entirely by an outside expert. The evaluations prepared over the last two years using the team approach are as follows: 1. 2. Dr. Steve Ross was the external consultant in the production of the Early Literacy program evaluation for 1999-2000 and 2000-01 . He was asked to Fead a nearfinal draft and to provide feedback, which he did. His suggestions were then incorporated into the final report before it was published and disseminated. Other team members included Bonnie Lesley (associate superintendent), Patricia Price (program director), Pat Busbea (program specialist), Ed Williams (statistician), and Ken Savage (computer programmer). Dr. Julio Lopez-Ferraro is the National Science Foundation (''NSF\") program officer who over-sees the LRSD's implementation of the grant-funded 8 3. 4. Comprehensive Partnership for Mathematics and Science Achievement (\"CPMSA\"). NSF trained a team ofLRSD staff to produce the mandated annual program evaluations for this initiative and then assembled an external team of practitioners and researchers who came to the LRSD each year to validate our :findings and provide written feedback. The LRSD team members who participated in writing of the annual progress reports included Vanessa Cleaver (project director), Dennis Glasgow (director of mathematics and science), Bonnie Lesley (associate superintendent and co-project investigator), Virginia Johnson (CPMSA program evaluator), Ed Williams (statistician), and Ken Savage ( computer programmer). Mr. Mark Vasquez, an attorney and former employee of the Office for Civil Rights in Dallas, has been retained by the LRSD for the past three years to provide guidance in the design and production of the English as a Second Language (\"ESL\") program evaluation. Other team members have been Bonnie Lesley (associate superintendent), Karen Broadnax (program supervisor), Ed Williams (statistician), Ken Savage (computer programmer), and Eddie McCoy (program evaluator). Dr. Larry McNeal, a professor at the University of Arkansas at Little Rock in education administration and a private consultant in program evaluation, was retained by the LRSD to lead the team that produced the program evaluation for the Charter School. Other members of that team included Linda Watson ( assistant superintendent), Krista Young (program director), and Ed Williams (statistician). Dr. McNeal wrote this report. The team approach, supported by an external expert, ensures that all areas of expertise (program, implementation, technical and evaluative) are included. No one person would have all the knowledge and skills that a team would have. As these examples show, the external expert does not always perform the same role in every project. Rather, the role changes, depending on the expertise that is required for a credible report. 5. Submit for Board approval the program evaluations identified on page 148 of the LRSD's Final Compliance Report that have been completed, and complete, with the assistance of an outside expert, the remaining program evaluations identified on page 148 of the LRSD's Final Compliance Report. The following program evaluations identified on page 148 of the Final Compliance Report have been completed: 1. Early Literacy. A comprehensive report for 1999-2000 and 2000-01 was prepared, completed, and presented to the Board in fall 2001. An update to this report for 2001-02 was presented to the Board in June 2002, with an emphasis on 9 2. 3. 4. 5 6. 7. 8. 9. 10. the improved achievement of African-American students and closing the achievement gap. Mathematics and Science. Three years (1998-99, 1999-2000, and 2000-01) of program evaluations as required by the NSF were prepared, presented to the Board, and submitted to NSF, and NSF has responded to each evaluation. Extended Year Schools. The LRSD staff prepared, completed, and presented to the Board in the spring of 2002 an evaluation of the Extended Year Schools. Elementary Summer School. The LRSD staff prepared, completed, and provided to the School Services Division an evaluation of elementary summer school programs for 2000-01. HIPPY. The HIPPY program was evaluated by the LRSD staff in July 1999. The report was prepared, completed, and submitted to the program director and the Cabinet. Charter School. This program evaluation was prepared, completed, and presented to the Board in June 2001. ESL. The Office for Civil Rights has required the LRSD to prepare a program evaluation in this area for each of the past three years: 1999-2000, 2000-01 , and 2001-02. The first two of these reports have been prepared, completed, submitted to the Board, and submitted to OCR. (A third program evaluation will be completed in October when state scores arrive and will be ready by the March 15, 2003 deadline). Lyceum Scholars Program. Two separate evaluations of this alternative education school program were prepared by the LRSD staff. Southwest Middle School's SEDL Program. Southwest Middle School was the recipient of a two-year technical assistance grant from the Southwest Educational Development Lab (\"SEDL'') to build professional community. SEDL prepared a comprehensive program evaluation that included Southwest among other grant recipients outside the LRSD. The LRSD staff provided SEDL data for this evaluation. Onward to Excellence (Watson Elementary). A grant from ADE funded a partnership between Watson Elementary and the Northwest Educational Development Lab to implement a school improvement initiative. The LRSD staff provided data to Watson's principal for preparation of program evaluations. The principal submitted two annual program evaluations to ADE. 11. Collaborative Action Team (\"CAT\"). This one-year partnership with SEDL provided in 2000-01 for establishing and training a Collaborative Action Team of parent and community volunteers supported by LRSD staff to improve parent involvement. SEDL wrote a 249-page evaluation of their three-year grant-funded program, of which LRSD was included only the last year. The LRSD staff provided SEDL data for this evaluation. 12. Vital Link. The LRSD staff prepared a program evaluation, and it was provided to the project director. A question arises as to which of these evaluations are acceptable to the Court without additional work. The first sentence of Paragraph C of the Compliance Remedy provides, \"LRSD must use Dr. Nunnerly (sic) or another expert from outside LRSD with equivalent qualifications and expertise to prepare program evaluations of each of the programs identified on page 148 of the Final Compliance Report.\" The second sentence of Paragraph C states that the District Court ''will accept all program evaluations that have already been completed by Dr. Nunnerly (sic) or someone with similar qualifications.\" It is unclear whether an \"expert from outside the LRSD\" must have prepared the completed evaluations for them to be accepted by the District Court, or whether it is sufficient that they were prepared by someone within LRSD with \"similar qualifications.\" The District Court's findings of fact suggest that the District Court will accept only program evaluations already completed by an outside expert. The District Court noted that Dr. Lesley testified ''that, by the end of November 2000, it was her opinion that no one in PRE had the expertise to prepare program evaluations.\" Opinion, p. 153. Thus, the District Court likely concluded that the only acceptable program evaluations would be those prepared by persons outside the LRSD. Applying this standard, the Compliance Committee believes that the following evaluations are acceptable to the Court, following Board approval, without additional work: Early Literacy, Mathematics and Science, Charter School, ESL, Southwest Middle School's SEDL Program and CAT. The remaining program evaluations identified on the bottom of page 148 of the Final Compliance Report must be \"completed\" by an outside expert. They are: Extended Year Schools, Middle School Implementation, Elementary Summer School, HIPPY, Campus Leadership Teams (\"CLTs\"), Lyceum Scholars Program, Onward to Excellence and Vital Link. The Compliance Committee's proposal for completing each of these evaluations will be discussed below. In deciding how to go about completing these evaluations, the Compliance Committee focused on what makes sense to do at this time considering the goal of improving African-American achievement and the limitations inherent in asking an expert to \"complete\" an evaluation. 11 Extended Year Schools. This evaluation was completed by the LRSD staff. The Compliance Committee proposes retaining an outside expert to review the report and, if possible, draw conclusions and make recommendations based on the existing data. Middle School Implementation. A draft of this evaluation was presented to the Board in July and August 2000, but it was never completed. The Compliance Committee proposes retaining an outside expert to rewrite the report and, if possible, prepare an evaluation based on the existing data. Elementary Summer School. This evaluation was completed by the LRSD staff. The Compliance Committee proposes retaining an outside expert to review the report and, if possible, draw conclusions and make recommendations based on the existing data. HIPPY. This evaluation was completed by the LRSD staff. The Compliance Committee proposes retaining an outside expert to review the report and, if possible, draw conclusions and make recommendations based on the existing data. CLTs. The LRSD staff conducted a survey of CL Ts during 2000-01 . A summary of the survey findings was presented during a CL T training session, but no formal report was ever prepared. The Compliance Committee proposes retaining an outside expert to review the survey data and, if possible, prepare an evaluation based on the existing survey data. Lyceum Scholars Program. This evaluation was completed by the LRSD staff. The Compliance Committee proposes retaining an outside expert to review the report and, if possible, draw conclusions and make recommendations based on the existing data. Onward to Excellence. This evaluation was completed by the LRSD staff. The Compliance Committee proposes retaining an outside expert to review the report and, if possible, draw conclusions and make recommendations based on the existing data. Vital Link. This evaluation was completed by LRSD staff. The Compliance Committee proposes retaining an outside expert to review the report and, if possible, draw conclusions and make recommendations based on the existing data. 12 - Action Plan Timeline The Compliance Committee proposes implementation of this Compliance Plan in accordance with the following timeline. 1. Provide copies of this Week of September 30, Clay Fendley proposed Compliance Plan 2002 Ken James to ODM and Joshua for their reactions. 2. Incorporate, as possible, Week of October 7, 2002 Attorneys suggested revisions from Ken James ODM and Joshua. Compliance Team 3. Place Compliance Plan October 10, 2002 Ken James on the agenda for Board Attorneys review and approval. 4. Place 2002-03 Program October 24, 2002 Ken James Evaluation Agenda on the Bonnie Lesley Board's agenda for review and approval. 5. Place on Board agenda October 24, 2002 Bonnie Lesley for approval two previously Linda Watson presented program evaluations ( early literacy, and charter school). 6. Place on Board agenda November 2002 Bonnie Lesley for approval the evaluations of Southwest Middle School's SEDL program and the Collaborative Action Team (also conducted by SEDL). 7. Place on Board agenda November 2002 Bonnie Lesley for approval the previously Karen Broadnax presented ESL program evaluations for 1999-2000 and 2000-01, plus the new evaluation for 2001-02. 13 - 8. Place on Board agenda December 2002 Bonnie Lesley for approval the three Vanessa Cleaver previously presented Dennis Glasgow program evaluations for the NSF-funded CPMSA program, plus the new Year 4 report for 2001-2002. 9. Issue Request for Mid-October 2002 Bonnie Lesley Proposals (RFPs) from Darral Paradis available external experts to review and complete the eight remaining program evaluations listed on page 148. 10. Form a screening team Late October 2002 Ken James to determine Compliance Team recommendations to the Superintendent for designating external experts to review and complete the eight remaining program evaluations listed on page 148. 11. Select and negotiate Mid-November 2002 Bonnie Lesley consulting contracts with designated external experts. 12. Assign appropriate staff Mid-November 2002 Ken James to each external expert to Bonnie Lesley provide needed information, data, access to program staff, etc. 13. Monitor the work to Mid-November Bonnie Lesley ensure timely completion. 2002-February 2003 14. As each J)aper is December 2002-February Bonnie Lesley completed and ready for 2003 circulation, send copies to ODM and Joshua for their review and comments. 14 - 15. As each paper is December 2002-F ebruary Ken James completed, place on the 2003 Bonnie Lesley Board's agenda the item to be reviewed and approved. 16. Write Interim March 15, 2003 Attorneys Compliance Report relating Compliance Committee to programs on page 148 to be completed. 17. Establish staff teams for March 1, 2003 Bonnie Lesley each of the three programs on the Board's Program Evaluation Agenda to be completed for 2002-2003 (Elementary Literacy, Secondary Literacy, and K- 12 Mathematics/ Science). 18. Publish RFPs to March 1, 2003 Bonnie Lesley identify external experts to Darral Paradis serve on each of the two staff teams for the Board's - Program Evaluation Agenda (K-12 mathematics/science external experts are provided by NSF). 19. Establish consulting Late March 2003 Bonnie Lesley contracts with the two external experts required for the Elementary Literacy and Secondary Literacy program evaluations. 20. Train each program May 2003 Bonnie Lesley evaluation team, including the external expert, on the requirements of the approved Compliance Plan and IL-R. 15 - 21. Monitor the completion May-October 2003 Bonnie Lesley of the work on all three program evaluations required in the Board's Program Evaluation Agenda. 22. Send copies of the With October 2003 Board Ken James completed Elementary agenda packet Bonnie Lesley Literacy program evaluation to ODM and Joshua for information. 23. Complete the October board meeting, Bonnie Lesley evaluation of the 2003 Pat Price Elementary Literacy program and place on the Board's agenda for approval. 24. Send copies of the With November 2003 Board Ken James Secondary Literacy program agenda packets Bonnie Lesley evaluation to ODM and - Joshua for information. 25. Complete the November board meeting, Bonnie Lesley evaluation of the Secondary 2003 Pat Price Literacy program and place on the Board's agenda for approval. 26. Send copies of the With December 2003 Board Ken James completed CPMSA program agenda packet Bonnie Lesley evaluation to ODM and Joshua for information. 27. Complete the five-year December board meeting, Bonnie Lesley evaluation of the CPMSA 2003 Vanessa Cleaver project (science and Dennis Glasgow mathematics) and place on the Board's agenda for approval. 28. Write Section 2.7.1 March 15, 2004 Ken James Final Compliance Report Attorneys for federal court and file Compliance Team with Court. - 16 Appendix 1 Proposed IL-Rl LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IL-R1 PROGRAM EVALUATION AGENDA Purpose The purpose of these regulations is to provide guidance to the staff involved in the evaluation of programs required in the Board's Program Evaluation Agenda. They do not necessarily apply to grant-funded programs if the funding source requires other procedures and provides funding for a required evaluation. Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Boardapproved Program Evaluation Agenda shall be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994 ). The Program Evaluation Standards, 2nd Edition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) They are as follows: Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows:  Stakeholder identification. People involved in or affected by the evaluation should be identified so that their needs can be addressed.  Evaluator credibility. The people conducting the evaluation should be both trustworthy and competent to perform the evaluation so that the evaluation findings achieve maximum credibility and acceptance.  Information scope and sequence. Information collected should be broadly selected to address pertinent questions about the program and should be responsive to the needs and interests of cljents and other specified stakeholders.  . Values identification. The perspectives, procedures, and rationale used to interpret the findings should be described carefully so that the bases for value judgements are clear.  Report clarity. Evaluation reports should describe clearly the program being evaluated, including its context and the purposes, procedures, and findings of the evaluation, so that essential information is provided and understood easily. 1  Report timeliness and dissemination. Significant interim findings and evaluation reports should be disseminated to intended users so that they can be used in a timely fashion.  Evaluation impact. Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. Feasibility Standards Feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal.  Practical procedures. Evaluation procedures should be practical so that the disruption is kept to a minimum while needed information is obtained.  Political viability. The evaluation should be planned and conducted with anticipation of the different positions of various interest groups so that their cooperation may be obtained, and so that possible attempts by any of these groups to curtail evaluation operations or to vias or misapply the results can be averted or counteracted.  Cost-effectiveness. The evaluation should be efficient and produce information of sufficient value so that the resources expended can be justified. Propriety Standards The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results.  Service orientation. Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants.  Formal agreements. Obligations of the formal parties to an evaluation (what is to be done, how, by whom, and when) should be agreed to in writing so that these parties are obligated to adhere to all conditions of the agreement or to formally renegotiate it.  Rights of human subjects. Evaluations should respect human dignity and worth in their interactions with other people associated  with an evaluation so that participants are not threatened or harmed.  Complete and fair assessments. The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated so that strengths can be built upon and problem areas addressed.  Disclosure of findings. The formal parties to an evaluation should ensure that the full set of evaluation findings, along with pertinent limitations, are made accessible to the people affected by the 2   evaluation, as well as any others with expressed legal rights to receive the results. Conflict of interest. Conflict of interest should be dealt with openly and honestly so that it does not compromise the evaluation processes and results. Fiscal responsibility. The evaluator's allocation and expenditure of resources should reflect sound accountability procedures and be prudent and ethically responsible so that expenditures are accounted for and appropriate. Accuracy Standards Accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine the worth of merit of the program being evaluated.           Program documentation. The program being evaluated should be described and documented clearly and accurately so that it programs is identified clearly. Context analysis. The context in which the program exists should be examined in enough detail so that its likely influences on the program can be identified. Described purposes and procedures. The purposes and procedure of the evaluation should be monitored and described in enough detail so that they can be identified and assessed. Defensible information sources. The sources of information used in a program evaluation should be described in enough detail so that the adequacy of the information can be assessed. Valid information. The information-gathering procedures should be chosen or developed and then implemented in a manner that will ensure that the interpretation arrived at is valid for the intended use. Reliable information. The information-gathering procedures should be chosen or developed and then implemented in a manner that will ensure that the information obtained is sufficiently reliable for the intended use. Systematic information. The information collected, processed, and reported in an evaluation should be review systematically so that the evaluation questions are answered effectively.  Analysis of quantitative information. Quantitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Analysis of qualitative information. Qualitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Justified conclusions. The conclusions reached in an evaluation should be justified explicitly so that stakeholders can assess them. 3   Impartial reporting. Reporting procedures should guard against distortion caused by personal feelings and biases of any party so the evaluation reports reflect the evaluation findings fairly. Metaevaluation. The evaluation itself should be evaluated formatively and summartively against these and other pertinent standards so that its conduct is appropriately guided, and on completion, stakeholders can closely examine its strengths and weaknesses. Program Evaluation Procedures The following procedures are established for the evaluation of programs approved by the Board of Education in its annual Program Evaluation Agenda: 1. The Division of Instruction shall recommend to the Superintendent annually, before the budget for the coming year is proposed, the curriculum/instruction programs for comprehensive program evaluation. The recommendation shall include a proposed budget, a description of other required resources, and an action plan for the completion of the reports. Criteria for the proposed agenda are as follows: A. Can the results of the evaluation influence decisions about the program? B. Can the evaluation be done in time to be useful? C. Is the program significant enough to merit evaluation? (See Joseph S. Wholey, Harry P. Hatry, and Kathryn Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: JosseyBass Publishers. 5-7.) 2. The Superintendent shall recommend to the Board of Education for approval the proposed Program Evaluation Agenda-with anticipated costs and an action plan for completion. 3. For each curriculum/instruction program to be evaluated as per the Program Evaluation Agena, the Associate Superintendent for Instruction shall establish a staff team with a designated leader to assume responsibility for th~ production of the report according to the timelines established in the action plan approved by the Board of Education. 4. Each team shall include, at a minimum, one or more specialists .in the curriculum/instruction program to be evaluated, a statistician, a programmer to assist in data retrieval and disaggregation, and a technical writer. If additional expertise is required, then other staff may be added as necessary. 5. An external consultant with expertise in program evaluation, the program area being evaluated, statistical analysis, and/or technical writing shall be retained 4 as a member of the team. The role of the external consultant may vary, depending upon the expertise required for the production of the program evaluation. 6. The team leader shall establish a calendar of regularly scheduled meetings for the production of the program evaluation. The first meetings will be devoted to the following tasks: A. Provide any necessary training on program evaluation that may be required for novice members of the team, including a review of the Board's policy IL and all of the required criteria and procedures in these regulations, IL-R. B. Assess the expertise of each team member and make recommendations to the Associate Superintendent for Instruction related to any additional assistance that may be required. C. Write a clear description of the curriculum/instruction program that is to be evaluated, with information about the schedule of its implementation. D. Agree on any necessary research questions that need to be established in addition to the question, \"Has this curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students? (See Policy IL, 2. 7 .1 of the Revised Desegregation and Education Plan, and Judge Wilson's Compliance Remedy.) E. Generate a list of the data required to answer each research question, and assign responsibility for its collection and production. All available and relevant student performance data must be included. (See Judge Wilson's Compliance Remedy.) F. Decide who will be the chief writer of the program evaluation. G. Plan ways to provide regular progress reports (e.g., dissemination of meeting minutes, written progress reports, oral reports 'to the Superintendent's Cabinet and/or Compliance Team) to stakeholders, including the Associate Superintendent for Instruction, the Superintendent of Schools, the Office of Desegregation Monitoring (until Unitary Status is achieved), and the Joshua lntervenors (until Unitary Status is achieved). (See Joellen Killion (2002). Assessing Impact: Evaluating Staff Development. Oxford, OH. National Staff Development Council (NSDC); Robby Champion (Fall 2002). \"Map Out Evaluation Goals.\" Journal of Staff Development. 78-79; 5 Thomas R. Guskey (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press; Blaine R. Worthen, James R. Sanders, and Jody L. Fitzpatrick (1997). \"Participant-Oriented Evaluated Approaches.\" Program Evaluation: Alternative Approaches and Practical Guidelines; 153-169; Beverly A. Parsons (2002). Evaluative Inquiry: Using Evaluation to Promote Student Success. Thousand Oaks, CA: Corwin Press; and Joseph S. Wholey, Harry P. Hatry, and Kathryn E. Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass Publishers.) 7. Subsequent meetings of the program evaluation team are required for the following tasks:  to monitor the completion of assignments;  to collaborate in the interpretation and analysis of data;  to pose any necessary new questions to be answered;  to review drafts and provide feedback to the writer;  to formulate recommendations, as required, for program improvement, especially to decide if a recommendation is required to modify or abandon the program if the findings reveal that the program is not being successful for the improvement of AfricanAmerican achievement;  to assist in final proofreading; and  to write a brief executive summary, highlighting the program evaluation findings and recommendations. 8. A near-final copy of the program evaluation must be submitted to the Associate Superintendent for Instruction at least one month before the deadline for placing the report on the Board's agenda for review and approval. This time is required for final approval by staff, for final editing to ensure accuracy, and for submission to the Superintendent. 9. When the program evaluation is approved for submission to the Board of Education for review and approval, copies of the Executive Summary and complete report must be made for them, for members of the Cabinet, for ODM (until Unitary Status is achieved), and for the Joshua lntervenors (until Unitary Status is achieved). 10. The program evaluation team shall plan its presentation to the Board of Education on the findings and recommendations. 6 11. The Associate Superintendent for Instruction shall prepare the cover memorandum to the Board of Education, including all the required background information (see Judge Wilson's \"Compliance Remedy\"): A. If program modifications are suggested, the steps that the staff members have taken or will take to implement those modifications. If abandonment of the program is recommended, the steps that will be taken to replace the program with another with more potential for the improvement and remediation of African-American students. (See Section 2. 7 .1 of the Revised Desegregation and Education Plan and Judge Wilson's Compliance Remedy.) B. Names of the administrators who were involved in the program evaluation. C. Name and qualifications of the external expert who served on the evaluation team. D. Grade-level descriptions of the teachers who were involved in the assessment process (e.g., all fourth-grade math teachers, all eighth grade English teachers, etc.). 10. When the program evaluation is approved by the Board of Education, the team must arrange to have the Executive Summary and the full report copied and design a plan for communicating the program evaluation findings and recommendations to other stakeholders. This plan must then be submitted to the Associate Superintendent for approval. 11. Each program evaluation team shall meet with the Associate Superintendent for Instruction after the completion of its work to evaluate the processes and product and to make recommendations for future program evaluations. (See \"Joellen Killion (2002). \" Evaluate the Evaluation.\" Assessing Impact: Evaluating Staff Development. Oxford, OH: National Staff Development Council. 46, 123-124.) 7 Appendix 2 Proposed IL-R2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IL-R2 INFORMAL PROGRAM EVALUATION Introduction The purpose of this regulation is to ensure that a written record exists explaining a decision to significantly modify an academic program. It is not the intent of this regulation to require a formal program evaluation before every significant program modification. Definitions \"Academic Program\" means one of the core curriculum programs of English/Language Arts, Mathematics, Science or Social Studies. \"Significantly modify\" means a material change in the content or delivery of an academic program implemented throughout the entire District. Written Record A written record must be prepared and maintained explaining a decision to significantly modify an academic program. The written record required by this regulation must include the following information: (a) the written criteria used to evaluate the program; (b) a summary of the student assessment data or other data on which the decision was based; and (c) the names of the administrators who were involved with the evaluation of each program, as well as at least a grade level description of any teachers who were involved in the evaluation process (e.g., all fourth grade math teachers; all eighth grade English teachers, etc.). 1 Appendix 3 Robby Champion, \"Map Out Evaluation Goals,\" Journal for Staff Development, Fall 2002 78 .CHAMPION ,;Map .out evaluat:i:o.n  goals A master plan can guide yo_u down the rocky path of ~valuatio~  W . hen you launch a inajor professional dev~lop,nent evaluation, regardless of the . project's scope, you may quickly find yourself on a slippery, often rocky road, . . . . with twists and unexpected turns. . .  Before venturing too far and becoming disillusioned about program evaluation, create a  master plan. While itTequires an upfront investment of time and may delay starting, it quickly becomes an invaluable road map that helps you avciid delays and detours along the way. Developing an evaluation master plan is most useful when you are ~aunching a major, summative program evaluation. A \"summative\" evaluation is done at major junctures in a  program's life. cy~le and emphasizes . docu~ menting impact Information from summative evaluations is used to make important decisions about the initiative, such as whether to continue,  alter, expan.d, downsize, or eliminate it A \"formative\" evaluation, on the other hand, means  monitoring and collecting.data, often informally and spontaneously, throughout program implementation. Fonnative evaluation helps show implementers where to make adjustments so a program can eventually achieve significant results. A thoughtfully prepared master plan for a major evaluation effort would:  Focus the evaluation effort and help implementers avoid being sidetracked by leadership changes and new opinions;  Create a realistic tirneline and work plan that  Robby Champion is president of Champion Training \u0026amp; Consulting. You can contact her at Champion Ranch at Trumbell'Canyon, Mora, NM 87732, (505) 387-2016, fax (505) 387-5581, e-.mail: Robbychampion@aol.com. provides .needed momentum for the work; . :  Be a key informational document to provide an overview and answer specific questions . throughout the process;  Help recruit people to assist with the project ' on.the myriad evaluation.tasks;   Give the message that the evaluation will be open and not secretive. Whetper your evaluation must be   completed within a few months or will extend . for several years, think through four phases of work before starting. PHASE I: ORGANIZE THE  PROCESS  L Form a steering committee, including any needed outside expertise. . 2. Learn moreabout program evaluation together.  3: Write a clear description of each  program to be.evaluated: 4. Agree on the primary purpose of the ,evaluation. . .5. Plan how you will keep. everyone informed along the way. Steering committees, charged specifically  . with program evaluati_on, are important to focus attention and maintain the energy and momentum needed for the evaluation. They also help build a spirit of collaboration and open inquiry. And they keep the evaluation on track when other priorities might push the effort aside. . Provide steering committee members with the tools to ~ucceed. Mem~ers need not be evalu- National Staff Development Council JSD Fall 2002. : .on:experis, but they do need informa- . . . on, support, and guidance to make infoirued decisions .. They need background material to learn about program evaluation and examples of good evaluation studies. Finally, they need access to experts on prof~ssional development, measurement, arid the content areas of the training programs. Before launching any evaluation effort, have a written description of each program to be evaluated. You would be amazed at the number of people who do not have a clear idea of what you mean by the \"New Teacher..Induction Program\" or  the \"Early Literacy Initiative\" since s6 many different initiatives are being under-  ta.ken simultaneously arciund the school or  district.  PHASE II: DESIGN THE EVALUATION 1. Generate questions to guide the  evaluation.'  2. Generate potential data sources/ . instruments to address the questions .. a  3. Using a matrix to provide a j. . Wrd's-eye .view, agree on the most important questions .and the best data sources. 4. Decide if collecting data from a sample group is warranted to m~e the evaluation manageable.  5. Determine the evaluation approach that makes sense: quantitative vs. qualitative/naturalistic. 6. Gather or create the instruments for data. collection. .7. Detennine a realistic schedule for . collecting data. . . 8. Create a system for coJiecting, analyzing, and interpreting data. Decisions made in Phase II are critical. They detennine the technical quality of your evaluation. In the questions you select, you determine what to examine  and what to ignore. When you finish with ~ the design phase, your program evaluation Will be shaped to .use a quantitative or a , qualitative model - or a mixture of the two. In the design phase, you make other - jor decisions, such as whether to use a sample group. You also decide whether to  do ~ in-depth case study, whether to t a It j .n g m e :a s :u r e ON THE WEB. See. an example of a matnx.'to help guide evaluations at:  www.nsdc.org/library/jsd/ champion234.html. survey the whole population, whether to use examples of student work instead of official do_cuments such as .student grades or standardized test scores, or whether to . judge adult learners' understanding of the training .content with performance tasks during training or by exit tests, classroom observations, or student feedback. If the programs to be evaluated already have stated indicators of longterm impact, generating appropriate , evaluation questions is much simpler than when programs have only vague, lofty goals. The steering cornmittee may drift  into the realm of program planning as you  encounter hurdles like fuzzy program outcomes. To avoid making misinformed evaluation design decisions, involve prograrnJeaders in your discussions . Developing or gathering insn:uments and then collecting the data:are the most expensive steps in any evaluation. Think strategically about which data to collect,  from whom to collect it. or where to find it, and the best time to collect it Your organization may already be collecting data for another purpose that now can be used for program evaluation. Some public records, such as student attendance, may be valuable if, for example, \"20% increase in student attendance at all grade levels\" is one of your program's indica-  tors of impact PHASE  Ill: PREPARE TO REPORT  1 .. Determine which audiences will want to .lrnow the results. 2. Consider several forums and  formats to disseminate the results. 3. Plan reports, presentations, photo displays, graphs, charts, etc. Remember that your job is to make the evaluation results usefuJ. to your organization, so consider a range of ways to provide information to various groups. Consider briefs in the school or district newsletter, a handout updating staff about . the schedule for data collection, five- . JSD Fall 2002 National Staff Development Council minute progress updates in faculty meet- . ings, bulleted statements on your.web site, a digital picture. album of the program's results in classrooms with . photos of students, and hallway displays of student work. If your final report is a formal document complete with exampl~s of your data collection instruments, consider writing an executive summary of . five pages or less to belp;readers get the essential information, PHASE IV: CREATE THE WORK PLAN 1. List all tasks to be completed for  the whole eve.luatiori .. 2. Create a realistic timeline. . 3. Assign work . . .4. Distribute the master plan. You will have to be creative to accomplish all the evaluation tasks. In education, we rarely have the luxury of contracting outsiders for the entire project. Enlist .stee~g committee members, partners, graduate students from the local university, and other talented .critical friends to get' the work done.  One caution: .For formal or sumrnative evaluations to be credible, avoid using insiders such as the. program designers or implementers (coaches, mentors, trainers, or facilitators) to pe:rf orm critical evaluation tasks that call for objectivity and distance. And be sure to get ongoing, high-quality technical . expertise for the ritical technical  analysis. A CATALYST FOR REFLECTION Completing a major program evaluation. usually serves as the catalyst for serious reflection on the current designs, policies, and. practices of your prof es-' . s1onal development programs - their goals, content, processes, and. contexts. In fact,revelations are often so powerful that they bring about the realization that major  changes are needed if. significant results are really expected from professional  development. People frequently conclude that designing the evaluation should be the first step in the program planning process, rather than an afterthought during implementation. II 79 JOHNW. WALKER SHAWN CHILDS Mr. Chris Heller Friday, Eldredge \u0026amp; Clark . 2000 Regions Center 400 West Capitol Little Rock, AR 72201 JOHN W. WALKER, P.A. A'ITORNEY AT LA w 1723 BROADWAY LI'ITLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 Via Facsimile - 376-2147 October 10, 2002 Re: Little Rock School District v. PCSSD, et al. Case No. 4:82CV00866 Dear Chris: OF COUNSEL ROBERT McHENRY, PA. DONNA J. McHENRY 8210 HENDERSON ROAD LITI'LE ROCK, ARKANSAS 72210 PHONE: (501) 372-3425  FAX (501) 372-3428 EMAIL: mchenryd@swbell.net - This refers to your letter of October 4, 2002, providing LRSD's proposed Compliance Plan. The court's remedy and the general subject matter are too complex for us to provide all comments and objections we may ultimately have before today's Board meeting. We do note the following: 1. More consideration is needed of the programs to be identified as \"implementation pursuant to Section 2.7 . .. \", which are to be subjected to a \"comprehensive program evaluation . . . \" Your document at page 7 identifies three areas. We note the absence of specific reference and detail regarding interventions / \"scaffolding\" -- areas of vital importance given the achievement patterns of African American students. We note also that the LRSD compliance report cited many more programs as designed to fulfill Section 2.7. 2. In a discussion prior to his testimony in the hearing Judge Wtlson, we understood Dr. Ross to indicate that the existing evaluation of the Pre-K - 2 literary program was not adequate. The notation at page 4 of your document of the changed use of the Observation Survey and the DRA relates to part of the concerns he expressed. This undermines the LRSD argument (page 11) that the existing evaluation, upon Board approval, will satisfy a part of the court's remedy. - 3. The LRSD discussion about satisfying the court's order regarding the evaluat~io111ns------.. \"\" EXHIBIT t5 i mentioned at page 148 of the compliance report does not seem to take account of the material provided, which describes an adequate evaluation. 4. We question the period for implementation of a remedy which the court has identified and, therefore, the LRSD schedule. Once again, these comments should not be taken to be the full range of concerns, which Joshua ma'y ultimately have about the court's remedy and the Compliance Plan. Nor do we intend to waive our concerns about the court setting forth a remedy, without first hearing from the parties and the ODM with regard to the court's views on an appropriate remedy. JWW:js cc: Ms. Ann Marshall All Counsel of Record ----------- - ------------ OCT.24.2002 9:06AM JOHN W WALKER PA JOHNW. WA.LR:ER SID.WN CRILDS Mr. Christopher Heller JOHN W. WALKER, P.A. ATI'ORNEY AT LAW 1723 BROADWAY L!'M'LE RoCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 October 23, 2002 FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2200 Little Rock. Arkansas 72201 Re: LRSD v. PCSSD Dear Chris: N0 . 963 P.2 Oli'COUNBEL ROBERT McBENR.Y, P.A. DONNAJ. McHENXY 821D Hzm\u0026gt;ERSON ROAD Lmu Rocx, ARKANshS 72210 P'l!ONE: (5-01) 372-3425  PAX (501) 372-8428 :E;MAn.: mchemyd@awb\u0026lt;ill.net _ 1bis letter sets forth additional comments of the Joshua Intervenors concerning the LRSD Compliance Plan. We are offering these comments, although we are unable to discern that the comments we offered earlier were given consideration. l. In using historical student assignment results, attention should be given to the quality of the data In the past, LRSD bas used results on the RA and the Observation Survey in ways not consistent with the purposes of those instruments. In addition, because teachers provided scores for their own students, the past use made of the data was in conflict with the district's recognition in the newly enacted Regulation IL-RI that \"Conflict of Interest\" must be avoided. 2. We are concerned about the manner in which the regulation describes the ''team\" process for preparin,g evaluations, again in the context of \"conflict of interest.\" In order to insure that \"conflict of interest\" is avoided, the \"external consultant\" needs to write the report and control the context of the analysis. Paragraphs 3, 5 and 6 of the \"Program Evaluation Procedures\" do not guarantee that the external expert will have these roles. Of course, if reports were prepared in the manner which we describe, there would be no bar to LR.SD staff preparing comments to the Board with a differing interpretation of the evaluation results. 3. We continue to be concerned about the global, general manner in which the ~ntent of planned evaluations is described (page 7 of the document, first paragraph). For example, the Board has adopted a policy and two regulations dealing with remediation for students whose performance is below par. Studying the actual implementation of these standards (in all or a representative sample of schools) is of vital importance to the Intervenor class because class members are so much more likely than other students to exhibit unsatisfactory p~rf ormance on the Benchmark and Stanford Achievement Tests. A satisfactory description by the School Board oftbe evaluations which it .;., - . j EXHIBIT I C, 10/ 24 / 2002 THU 09: 03 [TX/ RX NO 8580 l ~ 002 -------- --- ------------- ,,. o. r,-,,T.. . 24. 2002 8: 07AM JOHN W WALKER PA N0.963 P.3  Page Two October 23, 2002 requires the staff to undertake should make clear th.at the actual implementation of remediation activities in district schools is to receive careful consideration. This is surely an important contextual factor (see \"Accuracy Standards,\" para. 2). 4. We understand from the Plan that the LRSD plans evaluations of programs deemed to be particularly directed to achievement of A:fricnn American students for the indefinite future, not simply for the period necessary to satisfy the court. We would like to receive the Board's assurance that this is the case. We would appreciate your providing this letter to the Superintendent and the members of the school board. JWW:lp cc: All Counsel Ms. Ann Marshall Judge Thomas Ray 10/24/ 2002 THU 09 : 03 [TX/RX NO 8580] la)003 IN THE UNITED STATES DISTRJCT COURT EASTERN DISTRJCT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRJCT V. LR-C-82-866 RECEIVED PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MAY 2 n 2004 OFFICE OF PLAINTIFF DEFENDANTS MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL DESEGREGATION MONITORING INTERVENORS PLAINTIFF'S NOTICE OF FILING DOCUMENTS IN RESPONSE TO THE COURT'S ORDER FILED MAY 12, 2004 INTERVENORS Plaintiff Little Rock School District (\"LRSD\") for its Notice of Filing states: 1. fu response to the Court's Order filed May 12, 2004, attached is a Glossary of - Acronyms and Educational Terms. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRJCT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) 2000 Regions Center 400 West Capitol g~ B~ Page 1 of 2 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 May 24, 2004: Mr. John W. Walker JOHNW. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Robert Pressman 22 Locust A venue Lexington, MA 02173 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 Mr. Mark T. Burnette Attorney at Law 1010 w. 3rd Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Little Rock, AR 72201 Mr. Mark A. Hagemeier Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Page 2 of 2 GLOSSARY OF ACRONYMS AND EDUCATIONAL TERMS - Below are identifications and/or definitions of acronyms and other educational terms that appear in exhibits. While most of the acronyms and terms are generically defined and equally applicable to most school districts in Arkansas, many are defined specifically in relation to the Little Rock School District. ACSIP (Arkansas Comprehensive School Reform Improvement Plan) - Plan required by State which specifically sets steps for school improvement AFRAMER (African-American) ALP (Alternative Language Program) - Another name for ESL ALT (Achievement Level Tests) - Tests the LRSD developed, with the assistance of a commercial testing firm, for the purpose of measuring student achievement growth within a school year. The test items were selected from a menu in the test firm's item bank, so all the questions had been used numerous times in schools across the country. Students in grades 3-11 took these tests in the fall and spring of each year. The LRSD discontinued the ALT's in September 2002. ANCOV A (Analysis of Covariance) ANO VA (Analysis of variance) - Statistical test with one outcome AP (Advanced Placement) - High-level courses with curriculum developed by College Board which allows students to test for earned college-level credit while in high school. AR (Accelerated Reader) - A program based on the premise that students become more motivated to read if they are tested on the content of the books they have read and are rewarded for correct answers. Students read books at predetermined levels of difficulty, individually take a test on a computer, and receive some form of reward when they score well. AYP (Adequate Yearly Progress) -Amount of improvement in proficiency required each year to reach total proficiency under NCLB (2013). Benchmark Examination - One of the criterion-referenced examinations implemented by the Arkansas Department of Education (ADE) for all Arkansas public schools in the 4th, 6th, 8th, and 11th grades and in selected high school courses. The tests are based on the state's curriculum as outlined in the curriculum frameworks. Test results are categorized as Below Basic, Basic, Proficient, and Advanced. BL (Balanced Literacy) - An approach to literacy instruction that focuses on providing instruction that addresses student's individual strengths and needs through whole group and flexible grouping to enhance student development in all of the language arts areas-reading, writing, spelling, listening, and speaking. CAP (Concepts about Print) - One of the assessments included in the Observation Survey Assessment which assesses children's knowledge of book concepts. CAT (Collaborative Action Team)-A process designed to increase stakeholders' involvement in schools. CBL (Calculator-based Laboratories) - Probes used to collect data for classrooms. CLT (Campus Leadership Teams) - A term used to refer to school-based leadership committees CMP (Connected Mathematics Project) - Mathematics curriculum resource used in Grades 6- 8 in Little Rock School District CREP (Center for Research in Educational Policy) - This is an organization based at the University of Memphis that conducts program evaluations for educational organizations. Dr. Steve Ross and Dr. John Nunnery are two researchers for CREP. CRT (Criterion Referenced Tests) - Tests that LRSD curriculum specialists, teachers, and other staff developed using the state's curriculum frameworks and the district's curriculum to guide item development. CSR (Comprehensive School Reform) - A whole school reform model DI (Direct Instruction) - A reading program that uses very explicit instructional language and follows a highly prescriptive program of instruction that is implemented according to a predetermined scope and sequence of skills DIBELS (Dynamic Indicators of Basic Early Literacy Skills) - This is a system utilizing a variety of assessments to monitor a child's progress in developing specific literacy skills which have predictive value for future reading achievement. The assessments include, but are not limited to, letter identification, phoneme segmentation, and oral r~ading fluency. DRA (Developmental Reading Assessment) - The second of two assessments given to LRSD students in grades K-2. This assessment consists of stories that increase in difficulty as the child's reading ability increases. Students are evaluated on a variety of reading skills, including comprehension. DSA (Developmental Spelling Assessment) - An assessment to monitor student progress along a spelling developmental continuum ELLA (Early Literacy Learning in Arkansas) - A statewide three-year staff development process designed to assist teachers in grades K-2 in implementing instructional techniques that support emergent learners. ELLA helps enhance teachers' understanding of how students learn to read and encourages them to use a balanced literacy approach in the classroom. - EOC (End-of-course exam) - State-developed criterion-referenced tests implemented in Arkansas schools as part of the Arkansas Comprehensive Testing, Assessment, and Accountability Program (AT AAP). Currently, end-of-course exams are administered only in Algebra I and geometry. EXPLORE - An American College Testing (ACT) program designed to help 8th and 9th graders examine a broad range of options for their future. EXPLORE helps prepare students for their high school course work as well as their post-high school choices. ESL (English as a Second Language) - Refers to students for whom English is not their native language EYE (Extended Year Education) - Applies to schools with atypical school calendars without a long summer break. FEPE (Fluent English Proficient Exited) - students who are released from ESL program due to proficiency in English GT (Gifted and Talented) HBE (Home-based Educators) - employees of the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program ffiPPY (Home Instruction for Parents of Preschool Youngsters) - A parent-involvement readiness program for young children The program, which has been operating in the United States since 1984, offers home-based early childhood education for three-year-old children, working with their parent(s) as their first teacher. The HIPPY program provides parents with carefully developed materials, curriculum, and books designed to strengthen their children's early literacy skills and their social, emotional, and physical development. HLM (Hierarchical Linear Model) HSCP (Home, School, and Community Partnership) - A precursor to the Collaborative Action Team (CAT) HSTW (High Schools That Work) - A school-wide reform model for high schools that is based on the key practices of successful high schools IRC (Instructional Resource Center) - Offices of curriculum staff for LRSD. ITBS (Iowa Test of Basic Skills) - Norm-referenced assessment currently used by LRSD replacing Stanford Achievement Test JR TEAMS (Joint Recruiting and Teaching for Effecting Aspiring Minorities in Science) - A two week multidisciplinary pre-college science and engineering program offered through a partnership with the University of Arkansas at Little Rock aimed at increasing the number of minority students pursuing degrees in science and engineering. LEP (Limited English Proficient) - Identifies students not proficient in English LPAC (Language Proficiency Assessment Committee) LPTQ- Literacy Program Teacher Questionnaire MANOVA (Multiple Analysis of Variance) - Statistical tests with multiple outcomes MSS - (Middle School Survey) - A survey completed by teachers and students on the implementation of the middle school model. NALMS (Not Assessed Language Minority Students) NCE (Normal Curve Equivalent) - A type of standard score, NCE scores are normalized standard scores on an equal interval scale from 1 to 99, with a mean of 50. The NCE was developed by RMC Research Corporation in 1976 to measure the effectiveness of the Title I Program across the United States. An NCE gain of 0 means that the Title I Program produced only an average gain or the expected gain if there was no Title I Program. (Students must answer more items correctly on the posttest than on the pretest in order to maintain the same NCE.) All NCE gains greater than 0 are considered positive. NCLB (No Child Left Behind) - Federal legislature requiring vast assessment and increased standards for American public schools NCTM (National Council of Teachers of Mathematics) - An organization of math teachers and specialists that has provided the standards for K-12 mathematics NPR (National Percentile Rank) - National percentile ranks indicate the relative standing of a student in comparison with other students in the same grade in the norm (reference) groups (in this case, the nation) who took the test at a comparable time. Percentile ranks range from a low of 1 to a high of 99, with 50 denoting average performance for the grade. The percentile rank corresponding to a given score indicates the percentage of students in the same grade in the norm group obtaining scores equal to or less than that score. For example, a student earning a percentile rank of 62 achieved a score that was equal to or better than the scores earned by 62% of the students in the national sample. NSES (National Science Education Standards) - The standards established for K-12 science education NSF (National Science Foundation) - A government entity created in 1950 to promote excellence in science and to fund research. The LRSD received funds from NSF through a multiyear grant to improve mathematics and science instruction and achievement, naming the program Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA). Grant funding ended August 31, 2003.' NWEA (Northwest Evaluation Association) - A company that developed the Achievement Level Tests OTE (Onward to Excellence)-A whole school restructuring model PD (Professional Development) - Term used to describe the training provided to teachers to enhance their instructional or classroom management skills. PHLOTE (Primary Home Language other than English) PLAN - An American College Testing (ACT) guidance resource for 10th graders. PLAN helps students measure their current academic development, explore career or training options, and make plans for the remaining years of high school and post-graduation years. As a pre-ACT test, PLAN is a good predictor of success on the ACT. Typically, PLAN is administered in the fall of the sophomore year. PRE (Planning, Research, and Evaluation) -A department of the Little Rock School District Pre-AP (Pre-Advanced Placement) - Courses designed for middle school and high school to prepare students for success in Advanced Placement level courses. Pre-K-3 (Pre-kindergarten through 3rd Grade) RIT (Rausch Unit) - a type of scaled score. RR (Reading Recovery) - An intensive early-intervention literacy program developed in New Zealand and used in this country for many years. The program is based on helping children with poor reading readiness skills develop the skills common to proficient readers. SAIP (Student Academic Improvement Plan) - A personalized plan required by State for lower-achieving students on ACT AAP Benchmark tests Includes both areas of deficiencies and plans for remediation. SAT 9 (Stanford Achievement Test, 9th Edition) - A general education test used widely across the United States. It compares a student's performance on the test to a representative national norm group of students. For many years, the publisher of SAT-9 has had a contract with the ADE to provide tests to all students in the state's public schools in grades five, seven, and ten. The results are widely reported for every school district in the state, and each district receives data in varying - formats to allow analysis of student performance by school, class, gender, race, or wealth. (Beginning in the 2003-04 school year, the state will require a similar nationally-normed test, the Iowa Tests, rather than the SAT.) SEDL (Southwest Educational Development Laboratory) - A private, not-for-profit education research and development corporation based in Austin, Texas. SEDL works with educators, parents, community members, and policymakers in the southwestern states to develop and implement effective strategies to address pressing educational problems. SEM (Science, Engineering, and Mathematics) SFA (Success for All) - A school-based achievement-oriented program for disadvantaged students in pre-K through grade five. The program is designed to prevent or intervene in the development of learning problems in the early years by effectively organizing instructional and family support resources within the regular classroom. Specifically, the goal of Success for All is to ensure that virtually every student in a high-poverty school will finish the 3rd grade with grade-level reading skills. SLET (Secondary Literacy Evaluation Team) SMART (Summer Mathematics Advanced Readiness Training) - This is a two-week halfday summer program for rising 8th and 9th grade students who will be enrolled in Algebra I during the upcoming school year. SMART provides opportunity for students to gain the knowledge, skills, and confidence needed to succeed in Algebra I. SpEd - Special Education SREB (Southern Regional Educational Board) - A private, not-for-profit education research and development corporation based in Atlanta, GA SREB works with schools, educators and policymakers in the southern states to develop and implement effective strategies to address . pressing educational problems. One school-wide reform model, developed and sustained by SREB, is High School That Work (HSTW). SS (Scaled Score) - A type of standard score. Scaled score is calculated based on the difficulty of the questions and the number of correct responses. Scaled scores are useful for comparing student performance over time and across grades. All norm referenced scores are derived from the Scaled Score. Standard Score :- Standard scores are a universally understood score system. Standard scores are used to place raw scores in context. For example, a raw score on a test doesn't mean much because it isn't compared to anyone or not compared to any scale. Standard scores offer two advantages to the student over conventional \"raw scores.\"  standard scores take into account the relative difficulties of various exams and assignments  standard scores make it possible to measure improvement TAP (Teacher Advancement Program) - A strategy to attract, retain, motivate, and develop talented people to the teaching profession by rewarding good teachers with higher salaries. THRIVE - (Project THRIVE, a follow-up component to SMART) - This is a Saturday academy for students who are enrolled in Algebra I. Students participate in ten (10) Saturday sessions during the school year. Two primary goals of Project THRIVE are 1) to strengthen mathematical skills required to be successful in Algebra I, and 2) to prepare students for the State End-of-Course examination in Algebra I. URM (Underrepresented Minority Populations) - Includes American Indian/Alaskan Native, Black or African-American, and Hispanic or Latino. VOC - (Writing vocabulary) - One of the assessments included in the Observation Survey Assessment which WRAT (Wide Range Achievement Test) Z-scores - A test score that is converted to a common scale wherein scores from sets of data with different units can be compared. Arkansas RECEIVED J~l~ 1 - 2004 DEPARTMENT OF EDUC4ETE8fiuromNG 4 STATE CAPITOL MAil.  LfITLE ROCK, ARKANSAS 72201-1071  (501) 682-4475  http:/ / arkedu.kl2.ar.us Dr. Kenneth James, Director May 28, 2004 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 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 BNIHDllNDW NDllVB3HB3S30 :l033l:l:l0 +aoz - r nnr 03/\\l303H 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 am filing the Arkansas Department of Education's Project Management Tool for the month of May 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier --------------- STATE BOARD OF EDUCATION: Chair - JoNell Caldwell, Little Rock  Vice Chair - Shelby Hillman, Carlisle Members: Sherry Burrow, Jonesboro  Luke Gordy, Van Buren  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 RECEIVED JUH 1 - 2004 OFFICE OF DESEGREGATION faONITORING 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 May 2004. Respectfully Submitted, ,g1t ii.db Scott Smith, #92251 Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith; certify that on May 28, 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 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED JUN 1 - 2004 OFFICE OF LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS DESEGREGATION ;;i ONITORING V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENOR$ ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 31, 2004 Based on the information available at April 30, 2004, the ADE calculated the Equalization Funding for FY 03/04, subject to periodic adjustments. B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Endin9 Date Last day of each month, August - June.    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\u003e   \n\n  \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n  \n\n  \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"}],"pages":{"current_page":319,"next_page":320,"prev_page":318,"total_pages":6797,"limit_value":12,"offset_value":3816,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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