{"response":{"docs":[{"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"},{"id":"bcas_bcmss0837_1048","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":["2004-05"],"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/1048"],"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.\nRECEIVED MAY 1 1' 2004 OFFICE OF DESEGREGATION MONITORING Agenda Little Rock School District Board of Directors' Meeting CONGRATULATIONS GRADUATES May2004 :- C').., \ntl i=C ..... !I: Oz o\u0026gt;\nc\nc c-\u0026lt; m-n\nc C: -z\nc C') 0 ..... ,.... l5 r-z C')(I) \u0026gt; ~ ..,\nc g ~m mC ,.... C: C')~ o,.... ~~ =l m\nc \"' \u0026gt;. ~.,, \"'O .C.:, _X :-'I!, nx =l rr \u0026gt; C\": g8 z1!: en-c z u !l j\na :z !=' C') ..... \u0026gt; - I. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS REGULAR MEETING *May 20, 2004* 5:30 p.m. PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call 11. PROCEDURAL MATTERS A. Welcome to Guests 111. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Baseline Elementary School, represented by Eleanor Cox \u0026amp; Shara Hampton McDonald's - Geyer Springs \u0026amp; Baseline Stores, represented by Kristen Nosier C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update * Rescheduled from May 27 to allow for high school graduations. C') \"0 ),,:,C . m ~c .... :1: Oz o\u0026gt; :,c:,C m0--\u0026lt;.,\na C: -z\nan o---\u0026lt; rr--cz5 C')\"' ,,\u0026gt;...... -- Proposed Agenda for May 20, 2004 Page 2 V. APPROVAL OF ROUTINE MATTERS: A. Minutes Regular Meeting - 04-22-04 Special Meeting- 05-13-04 B. Personnel Changes C. Rehire of Staff Members D. Contract Negotiations VI. CURRICULUM \u0026amp; INSTRUCTION: A. Federal Grant: Smaller Learning Communities B. Federal Grant: Community Technology Center C. State Grant: 21 st Century Community Learning Center D. State Grant: Enhancing Education Through Technology Grant E. State Grant: Arkansas Better Chance for School Success F. Adoption of Health Textbooks G. Adoption of Family \u0026amp; Consumer Science Textbooks and Industrial Technology Education Textbooks VII. ADMINISTRATIVE SERVICES: A. Act 1220 - Recommendation for Compliance B. CARE Program Tuition Increase C. Student Handbook Revisions, 2004-05 VIII. BUSINESS SERVICES DIVISION: A. Donations of Property B. Financial Report IX. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions X. ADJOURNMENT (')\"ti \u0026gt;. ~m ~c .... :i::: Oz o\u0026gt; ~~ om--\u0026lt;., ~c -z ~(') ,o---c\u0026lt;5 r-z C') u, \u0026gt; := PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME Ill. REPOl\u0026lt;lli/Kt:\u0026lt;.:OONIIIUN:. A. SUPT. CITATIONS 0 . t'M.l'\\lllCf\\.\nJ 111 ~uvvn 1,..., ,. D. CTA To: From: Through: Subject: Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 May 20, 2004 Board of Education Debbie Milam, Director, ViPS/Partners in Education o/ Morris L. Holmes, Interim Superintendent Partners in Education Program: New partnership.~ The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. The following school and business have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. We recommend that the Board approve the following partnership: Baseline Elementary School and McDonald's-Geyer Springs and Baseline stores !I' ~ C: 0 m .C,,: .z.. . O:,,. ?\n!:l mc5 z I: zm... . ~ a, C: 8 .m.. .C,,: ~... m a, 0z 0., , .~.. .nm.. . C/) BASELINE ELEMENTARY SCHOOL 3623 Baseline Rd. Little Rock, Arkansas 72209 Partnership Agreement between Baseline Elementary and McDonald's Restaurant - Geyer Springs \u0026amp; Baseline Stores McDonald's Restaurant agrees to do the following: Present an assembly with Ronald McDonald during Red Ribbon Week (2004 - October 291h or other date during the week of October 25) Furnish one or more readers for VIPS reading day (2 nd Tuesday in November) Purchase uniforms Mentor two students Provide an opportunity for one or more intermediate students to job shadow at McDonald's (sometime during the month of February) Furnish a Career Day speaker Provide an opportunity for small group field trips to McDonald's for intermediate students Furnish flyers and coupons for a Baseline family night at McDonald's Geyer Springs location 3 or 4 times a year Participate in Baseline's community service project Sponsor a family for Christmas Sponsor a child by providing uniforms and school supplies Baseline Elementary agrees to do the following: Choir and/or drill team will perform for McDonald's during the holidays or other special events as arranged Collaborate with McDonald's on a float or banner for the Southwest Christmas Parade (usually the Saturday after Thanksgiving) Furnish a calendar of school events and invite McDonald's personnel to appropriate events Provide appropriate tokens of appreciation for partnership 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 THROUGH: SUBJECT: Dr. Morris Holmes, Superintendent Student Assignment Update DATE: May 20, 2004 Student Assignment Committee Update The first session of the Student Assignment Committee has been set to convene in the LRSD Board Room, 810 W. Markham, on Wednesday, June 2, 2004, at 6:00 p.m. Ms. Patty Barker's name has been added to the committee. Appropriate information has been provided. Periodic updates will be given to keep you up on where things are. Mr. Daugherty, Co-Chair, may address additional updates and/or response to questions. Brown 50th Anniversary May 17, 2004 marked the 50th Anniversary of Brown vs. Board of Education of Topeka. (A ruling by the 1954 U.S. Supreme Court that outlawed school segregation in the United States). This ruling is of significant importance and has had lasting implications in Arkansas and the Little Rock School District. LRSD presently detects strength, taking pride in our diversity and embracing a broad range of opportunity. As we acknowledge this anniversary and enter the '04-05 school year, we will take time to reflect on historical and present issues that result from this event. Additional information may be accessed via the LRSD website ( w\\\\'\\\\. lrsd.org). Pre-K 4 Year-Old Program Expansion Application is being made to the Arkansas Department of Education for Arkansas Better Chance for School Success (ABCSS). The district is seeking funding for approximately sixty-six (66) PreK classrooms for 4-year-olds. We await notification in early-mid summer to initiate 2004-05 student application and assignment. :..n.. m C') :z:c 0 8 -\u0026lt; :,\n, m i3 :: r\u0026gt; a, C 8 .m... C.. , .~... m ~ a, C oc z: O\u0026lt; ..,: :,\n,of C... m, C..'.). . en : r' )\u0026gt; C: !: C \"Cl \"\"\"t C \" ,,,. \\J, '~c. I -::::..,: j . , \\ ~1/ '.n Individual Approach to a World of Knowledge\" DATE: TO: FROM: PREPARED BY: SUBJECT: May 20, 2004 Board of Directors Donald M. Stewk\ninancial Officer Morris L. Holmes, Interim Superintendent Bill Goodman ~~ May 2004 Construction Report - Bond Projects Please note the number of projects that are under construction. All are scheduled for completion by the start of the 2004-05 school year. The only exceptions are the interior renovation of Central High School and the renovation/addition to Dunbar Middle School. The Central project will be completed before the start of the 2005-06 school year. The Dunbar project is scheduled for completion late this fall. The contract for partial asbestos abatement and the microbial remediation at Mitchell has been awarded. The contractor has sixty (60) days to complete this work. Once completed, the remodeling work for Mitchell will begin. Please call me at 447-1146 if you have any questions. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us S01-124-2000  fax: 501-324-2032 :.n.. p:: :,:: z 0,. . 8 -\u0026lt; ::0 m ~ ~ ~ ::0 m :,:: ~ .0. , ~,..., .., !T )\u0026gt; C !: C\n, Cl\n, \"\"t C\n, Facility Name Baseline Booker Brady Central Dunbar J. A. Fair Geyer Springs Henderson McClellan Mitchell Parkview Pulaski Hgts. Elem Pulaski Hgts. MS Southwest CONSTRUCTION REPORT TO THE BOARD MAY20, 2004 BOND PROJECTS UNDER CONSTRUCTION I Project Description Cost I t::st. completron Date Renovation $953,520 Jul-04 Roof $48,525 Aug-04 Addition/renovation $973,621 Aug-04 . Renovation - Interior $10,200,266 Aug-05 Renovation/addition I $6,149,023 Dec-04 6 classroom addition \u0026amp; cafeteria/music I room addition I $3,155,640 May-04 Roof Repair $161 ,752 Aug-Qi Lockers $80,876 Aug-04 1 Classroom Addition $2,155,622 Jul-04 I Building Remediation $165,000 I Jul-04 Addition $2,121,226 . Jun-04 Renovation I $1,193,259 Aug-04 Renovation $3,755,041 Aug-04 I Addition I $2,000,000 Aug-04 Tech Ctr / Metro Renovation Addition/Renovation - Phase II $3,679,000 Jun-04 Wakefield Rebuild $5,300,000 I Jul-04 BOND PROJECTS CONSTRUCTION - SUMMER2004 Facility Name I Project Description Cost I Est. completJon Date Booker ADA Rest rooms I TBD Au!tQi Central I Reflecting Pond $50,000 Aug-04 Central IHVAC Renovation - Band Area I $225,ooo I Au!tQi Chicot 1Drainage $64,700 Aug-04 Chicot Sound Attenuation \u0026amp; Fire Alarm $53,919 Aug-04 Mitchell !Renovation $2,212,493 Aug-05 Western Hills ADA Rest rooms $15,~ Auq-04 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED Facility Name I Proiect Description Cost I Est. Completion Date Booker Electrical Upgrade Unknown I Unknown Carver I Media Center Expansion I Unknown , Unknown Chicot Electrical Upgrade I Unknown ! Unknown Cloverdale Elementary Addition Unknown Unknown Dodd 1Fire Alarm Upgrade TBD Unknown Fair Park Addition Unknown Unknown Forest Heights Remodel $1,400,000 Unknown Garland Remodel Unknown Unknown Gibbs Addition Unknown Unknown Mablevale Fire Alarm Upgrade TBD Unknown McDermott Fire Alarm Upgrade TBD , Unknown Meadowcliff Remodel I -- --- - - -U-nknown Unknown Pulaski Hgts. MS ~gy monitoring system installation . Unknown Unknown Rightsell -- - Renovation -- $2,494,000 ~ ug-06 Washington - Fire Alarm Upgrade TBD Unknown Electrical Upgrade \u0026amp; HVAC -- . $640,0~ -- - Western Hills ~ g-05 ------ -- ----- Western Hills Fire Alarm Upgrade TBD Unknown - Parkinq addition-- ---- - $193,777 - Woodruff Unknown CONSTRUCTION REPORT TO THE BOARD MAY20, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description I Cost I t::st. completion Date Administration Asbestos abatement $380,495 Mar-03 Administration Fresh air system $55,000 Aug-03 Administration Fire alarm $32,350 Aug-03 Administration Annex Energy monitoring system installation I I May-02 Alternative Learning Ctr. 'Energy monitoring system installation $15,160 Oct-01 Alternative Learning Ctr. Energy efficient lighting $82,000 Dec-01 Badgett Partial asbestos abatement $237,237 Jul-01 Badgett Fire alarm $18,250 I Aug-02 Bale Classroom addition/renovation $2,244,524 Dec-02 Bale Energy monitoring system Mar-02 Bale Partial roof replacement $269,587 Dec-01 Bale HVAC $664,587 Aug-01 Booker 'Energy efficient lighting $170,295 Apr-01 Booker Energy monitoring system installation $23,710 Oct-01 Booker Asbestos abatement --- $10,900 Feb-02 Booker Fire alarm $34,501 Mar-02 Brady Energy efficient lighting $80,593 . Sep-02 Brady Asbestos abatement $345,072 I Aug-02 Carver Energy monitoring system installation $14,480 I May-01 Carver 1 Parking lot $111 ,742 Aug-03 Central Parking Student parking $174,000 Aug-03 Central/Quigley Stadium light repair \u0026amp; electrical repair $265,000 I Aug-03 Central/Quigley Athletic Field Improvement I $38,000 Aug-03 Central/Quigley I Irrigation System $14,500 Aug-03 Central Purchase land for school Unknown Dec-02 Central I Roof \u0026amp; exterior renovations $2,000,000 Dec-02 Central Ceiling and wall repair $24,000 Oct-01 Central Fire Alarm System Design/Installation $80,876 Aug-01 Central Front landing tile repair $22,470 Aug-01 Cloverdale Elem. Energy efficient lighting I $132,678 Jul-01 Cloverdale MS Energy efficient lighting I $189,743 Jul-01 Cloverdale MS Major renovation \u0026amp; addition I $1,393,822 I Nov-02 Dodd Energy efficient lighting I $90,665 Aug-01 Dodd Asbestos abatement-ceiling tile I $156,299 I Jul-01 Dodd Replace roof top HVAC I $215,570 I Aug-02 Facilities Service I Interior renovation i $84,672  Mar-01 Facility Services Fire alarm I $12,000 l Aug-03 Fair Park HVAC renovation/fire alarm I $315,956 I Apr-02 Fair Park Energy efficient lighting I $90,162 Aug-01 Fair Park - Asbestos abatement-ceiling ! $59,310 __ Aug-01 J. A. Fair - --- Energy efficient lighting I $277,594 Apr-01 J. A. Fair Press box _,___ - $10,784 Nov-00 - - -- - - J. -A. F-air- - - Security cameras $12,500 Jun-01 - --\nc\n:thletic Field Improvement - $38,000 - J-. A-. F-air --- ---- Jul-03 J-. A. Fair - Irrigation System $14,000 Jul-03 Roofrepa~ --- J. A. Fair $391 ,871 I - __ ~ug-03 -Forest Pa-rk -- -- Replace window units w/central HVAC I $485,258 Nov-03 Forest Park Diagonal parking --$111 ,742 Aug-03 -- Forest Park - -- Energy efficient lighting $119,788 May-01 'Energy efficient lighting - Fulbright__ _ $134,463 Jun-01 Fulbright --Energy monitoring system installation $11 ,950 - - Aug-01 Fulbright ___ - . Replace roof top HVAC units -- -- $107,835 Aug-0~ Fulbright -- - Parking lot ---- $140,000 - ~-02 FulbriQht Roof repairs $200,000 Oct-02 2 :..\".. ~ :zc 0  -\u0026lt;\n,:, m c3 .\n,.:.,. !l \"t \"\n, (/ C :, \"rn r :, G ' f)\n,:, m :c ~ .0. , ..~..,, !T :,, C: !: C\n, (/\n, \"\"t C ::' CONSTRUCTION REPORT TO THE BOARD MAY20, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description I Cost I Est. Completion Date Franklin . Renovation $2,511 ,736 Mar-03 Gibbs Energy efficient lighting $76,447 Apr-01 Gibbs Energy monitoring system installation ~ $11,770 Jul-01 Hall Major renovation \u0026amp; addition $8,637,709 Sep-03 - Hall Asbestos abatement $168,222 Aug-01 Hall Energy efficient lighting $42,931 Jul-01 Hall Energy efficient lighting $296,707 Apr-01 Hall Infrastructure improvements $93,657 I Aug-01 Hall Intercom Feb-01 Hall Security cameras $10,600 Jun-01 Henderson Energy efficient lighting I $193,679 Jul-01 Henderson Roof replacement gym $107,835 May-01 Henderson Asbestos abatement Phase I $500,000 Aug-01 Henderson Asbestos abatement Phase 2 $250,000 Aug-02 IRC 1 Energy efficient lighting $109,136 --J-ul-02 Jefferson Asbestos abatement $43,639 Oct-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 Aug-02 Mabelvale Elem. Asbestos Abatement $107,QQQ I Aug-02 Mabelvale Elem. Energy efficient lighting I $106,598 Dec-02 Mabelvale MS Renovate bleachers $134,793 Aug-01 Mabelvale MS Renovation I $6,851,621 Mar-04 Mann , Partial Replacement $11,500,000 Apr-04 Mann !Asphalt walks\nThe total $1.8 million - Dec-01 Mann Walkway canopies is what has been Dec-01 Mann Boiler replacement used so far on the Oct-01 Mann Fencing , projects listed Sep-01 Mann Partial demolition/portable classrooms completed for Mann. Aug-01 McClellan Athletic Field Improvement $38,000 Jul-03 McClellan Irrigation System $14,750 I Jul-03 McClellan Security cameras I $36,300 Jun-01 McClellan Energy efficient lighting I $303,614 I May-01 McClellan Stadium stands repair $235,000 Aug-01 McClellan Intercom $46,000 Feb-02 McDermott I Energy efficient lighting $79,411 Feb-01 McDermott I Replace roof top HVAC units I $476,000 Aug-02 Meadowcliff Fire alarm I -- $16,175 . Jul-01 -Me-adowcliff Asbestos abatement - $253,412 ~g-02 -Me-adowcliff . Eng~gy efficient lighting $88,297 - Dec-02 Metropolitan __ - - Replace cooling tower - $37,203 - --De-c-00 Metropolitan Replace shop vent system - $20,000 - ~y-01 Metro~olitan Energy monitoring system installation $17,145 - Aug-01 Mitchell - - -- ~rgy efficient lighting $103,642 - - ~r-01 Mitchell ___ Energy monitoring system installation $16,695 Jul-01 --- - - Mitchell Asbestos abatement $13,000 Jul-01 -- -- -- ----- --- --- Oakhurst HVAC renovation $237,237 ALJ_g-01 Otter Creek --- -- -energy monitoring system installation ~695 May-01 Otter Creek Energy~fficient lighting - - - $81,828 . Apr-01 - Otter Creek Asbestos abatement $10,000 Aug-02 - -- --- -- - - -Ott-er Creek -- Parking lot - - $138,029 - ~g-02 Otter Cree-k - 6 classroom addition $888,778 Oct-02 - - --- - Otter Creek Parkinq Improvements $142,541 Auq-03 3 CONSTRUCTION REPORT TO THE BOARD MAY 20, 2004 BOND PROJECTS THAT HAVE BEEN COMPLETED Est. Completion Facility Name Project Description Cost Date Parkview HVAC controls $210,000 Jun-02 Parkview Roof replacement ' $273,877 Sep-01 Parkview 'Exterior lights $10,784 Nov-00 Parkview HVAC renovation \u0026amp; 700 area controls I $301,938 Aug-01 Parkview Locker replacement $120,000 I Aug-01 Parkview Energy efficient lighting $315,000 Jun-01 Procurement Energy monitoring system installation $5,290 Jun-02 Procurement Fire alarm $25,000 Aug-03 Pulaski Hgts. Elem Move playground $17,000 I Dec-02 Rightsell Energy efficient lighting $84,898 Apr-01 Rockefeller Energy efficient lighting $137,004 Mar-01 Rockefeller Replace roof top HVAC $539,175 I Aug-01 Rockefeller Parking addition $111,742 Aug-02 Romine Asbestos abatement $10,000 I Apr-02 Romine Major renovation \u0026amp; addition $3,534,675 Mar-03 SecurityfTransportation , Bus cameras I $22,500 I Jun-01 Southwest Asbestos abatement $28,138 Aug-00 Southwest New roof I $690,000 Oct-03 Southwest Energy efficient lighting $168,719 Jan-02 Southwest Drainage I street widening $250,000  Aug-03 Student Assignment Energy monitoring system installation $4,830 I Aug-02 Student Assignment Fire alarm $9,000 Aug-03 Tech Center Phase 1 Renovation $275,000 I Dec-01 Technology Upgrade . Upgrade phone system \u0026amp; data Nov-02 Terry Energy efficient lighting $73,850 Feb-01 Terrv Driveway \u0026amp; Parking $83,484 I Aug-02 Terry Media Center addition $704,932 Sep-02 Wakefield Security cameras $8,000 Jun-01 Wakefield Energy efficient lighting $74,776 Feb-01 Wakefield Demolition/Asbestos Abatement $200,000 Nov-02 Washington Security cameras $7,900 Jun-01 Washington Energy efficient lighting $165,281 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 Watson Major 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 I Jul-01 Williams Renovation i $2,106,492 - Mar-04 Williams Parking expansions\n- $183,717 -De-c-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 Aug-02 4 =\" -\u0026lt; Ill :z:c 0 r 8 -\u0026lt;\n,c m ~ ~ 9..,' n\ni (/ C :, :, ,n. ~ a G ' !\"\u0026gt;\n,c m ::c ~ 0.. , en \u0026gt;..,.,, !T )\u0026gt; C !: C\ni (/\ni .n., C ~ Date: May 20, 2004 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS To: Board of Directors From: ~andy Becker, Internal Auditor Re: Audit Report - May This is the fifty-fifth communication regarding status of the current year projects and reviews. Activity Funds a) Working with one high school, two middle schools and one elementary school to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Working with the new Activities Advisory Board to develop plans for the new school year and beyond. b) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. c) Working with the Activities Advisory Board to provide ways to assist the different Booster groups in our schools. Board Policy and Regulation a) Coordinating development of payroll guidelines with Financial Services as part of Financial Services Section of the District Operations Manual. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Facilitating technology upgrade in cooperation with the English Department for Yearbook and Newspaper production staff in LRSD high schools to improve access to tools needed for students and staff. f) :,0 m % ~ 0.. , ~ .)...\u0026gt;,, Audit Report - May 2004 Page 2 of2 Training a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. c) Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. d) Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. e) Working with Information Services on streamlining of data processes regarding SIS reporting. f) Monitoring cost reduction efforts in the District. g) Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. h) Reviewing leave accountability system. a) Provided technical assistance to school staff on grant writing. b) Served as co-chair of Strategic Team One - Financial Resources. c) Served as District coordinator of United Way's Day of Caring (April 17, 2004). 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: May 20, 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  On May 3 professional development sessions were held at all schools to provide training to staff in the integration of technology into the curriculum. Teacher trainers at each school provided the training after coming to the IRC for training from Southwest Educational Development Laboratory. Comments from principals and teachers have been very positive with requests to provide similar sessions in the future.  Since the last Board meeting we have received notification on our E-rate applications for this year: o Our 2003-2004 applications for WAN lease, telephone service, electronics and cabling were all not funded. The reason given is that our documentation did not prove that price was the primary factor in selecting the vendor. We will appeal this decision. Some of these same applications have been funded in the past. o The E-rate web site this week posted a commitment to fund media retrieval systems in the amount of $1.3 million for 8 LRSD schools. Those schools are Brady, Fair Park, Franklin, Mitchell, Rightsell, Rockefeller, Wakefield, and Watson.  Henderson Middle School has been approved to get an EAST lab next year. This brings the LRSD total of EAST labs up to 10. 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 April 22 - May 20, 2004 Technology Plan is approved from 2003-2006. ?' ,: n\nI'. \"C :a :a n,. C' ~ G ' p\n,o m ::c ~ 0.. , ~..,,,, DATE: TO: FROM: THROUGH: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS May 20, 2004 Board of Education Beverly Williams,~ector, 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 A.C.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) years. Teachers with an effective date of employment after August 18, 2003 are considered intern teachers. !ll n 0 ii: .if.,.: ~ ::i:: n .mz. . m\no ~ C) !l $! lri .z..Z... C: ~ n h Personnel Changes Page 2 May 20, 2004 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsfferminations Certified Employees Woods-Cobbs, Sha Rhonda Elem I 8-7-03 Reason: Personal FRANKLIN 4-28-04 Moore, Kenneth Reason: Tennination Means, Barbara NONE NONE Asst. Principal HALL 7-22-96 4-8-04 New Certified Employees Title I SOUTHWEST 3-29-04 Certified Promotion Certified Transfer 2-02 TCH925 66-15 ADC105 6-18 TCHl 1 ANNUAL SALARY 29199.00 57060.00 51099.00 annual 15436.16 prorated Personnel Changes Page 3 May 20, 2004 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignations/Terminations Non-Certified Emplovees Blount, Sandra 0cc. Therapist 2-14-00 60-12 Reason: None Given SPECIAL ED. 3-29-04 AN925 Bunton, Deborah Child utrition 8-12-03 3-01 Reason: None Given HENDERSON 3-2-04 FSH550 Cobbs, Larry Bus Driver 8-17-87 3-11 Reason: Retired TRANS. 2-12-04 BUSDRV Davis, Reshaunda Custodian 9-26-95 1-01 Reason: Health HALL 4-12-04 CUS925 Enlow, Robert Child Nutrition 4-11-03 3-01 Reason: Accepted Another BRADY 4-19-04 FSH550 Position Folsom, Barbara Instr. Aide 9-18-95 1-03 Reason: Retired GEYER SPRINGS 8-7-03 INA925 Henry, Carl Security Officer 4-20-01 30-19 Reason: Accepted Another MCCLELLAN 4-23-04 ANl0 Position Hill, Richard Custodian 1-9-01 3-05 Reason: None Given HENDERSON 4-22-04 CUS12 Houchins, Aliscia Secretary 8-1-00 42-07 Reason: Personal FACILITY SERV. 5-14-04 CLK!2 ANNUAL SALARY 43608.00 8364.00 14954.00 10626.00 8364.00 11970.00 21948.00 18909.00 21948.00 !I' n 0 I: .ii.=. nm ::,: n zm ..... m\no f\u0026gt; ~ C, !l ~i\ni .z...Z.... C:\no -\u0026lt; ,n-n !\"\u0026gt;\no m ::,::\nii m 0.. , .C.l.) ..)..\u0026gt;,, Personnel Changes Page 4 May 20, 2004 NAME Lopez, Juan Reason: Leaving City Lynch, Christine Reason: Accepted Another Position Lynch, James Reason: Retired Lyons, Peggy Reason: Accepted Another Position Parker, Raushanah Reason: None Given Sistrunk, Daphne Reason: None Given Smith, Marika Reason: Personal Smith, Tresa Reason: one Given Alexander, Keith POSITION SCHOOL Custodian SOUTHWEST Custodian BRADY Maintenance FACILITY SERV. Instr. Aide FAIR.PARK Child Nutrition GEYER SPRINGS Child Nutrition MCCLELLAN Instr. Aide STEPHENS Adult Ed. ADULT ED. START DATE END DATE 8-11-03 4-2-04 5-5-03 4-22-04 7-30-90 6-1-04 1-20-04 4-16-04 11-3-03 4-5-04 11-10-03 4-5-04 8-25-03 4-28-04 2-19-90 4-8-04 SALARY CLASS 1-01 CUS12 1-01 CUS925 49-19 MAINT. 1-10 INA925 3-01 FSH4 3-01 FSH550 1-10 INA925 31-20 A 925 New Non-Certified Emplovees Instr. Aide 4-1-04 1-10 SOUTHWEST INA925 ANNUAL SALARY 13784.00 10626.00 38700.00 14472.00 5917.00 8364.00 14472.00 23304.00 14472.00 annual 3129.08 prorated Personnel Changes Page 5 May 20, 2004 NAME Bailey, Ada Boyd, Misty Carter, Charles Floyd, Robert Forte, James Henderson, Keily Iglesias, ZOraida POSITION SCHOOL Instr. Aide FAIR.PARK Care CARE Labor/Driver FACILITY SERV. Bus Driver TRANS. Instr. Aide SOUTHWEST Care CARE Instr. Aide WASHINGTO START DATE END DATE 5-4-04 4-19-04 4-9-04 4-2-04 4-9-04 4-19-04 4-20-04 SALARY CLASS 1-01 INA925 1-02 CARE 40-03 MAINT. 3-04 BUSDRV 1-10 INA925 1-02 CARE 1-10 INA925 ANNUAL SALARY 10881.00 annual 1117.51 prorated 6.48 per hr. 18343.00 annual 4294.21 prorated 11621.00 annual 2480.89 prorated 14472.00 annual 2659.72 prorated 6.48 per hr. 14472.00 am1ual 2112.13 prorated !II 0 0 :I: .!.I.C. m 0 :c 0 .mz.. . m\n,o ~ ~ C) !l z~Z~ ........ C\n,o -\u0026lt; 0,.. .. 0 ~\n,o m :c\n.\nm .0. , \"...'. ..\u0026gt;..,, Personnel Changes Page 6 May 20, 2004 NAME Johnson, Lott Lanum, Robert McClelland, Bernard Meek, Kimberly Menhart, Gloria Palmer, Jerry POSITION SCHOOL Security Officer FAIR Custodian MCDERMOTT Custodian WOODRUFF Instr. Aide FULBRIGHT Instr. Aide FULBRIGHT Custodian SOUTHWEST START DATE END DATE 4-12-04 4-12-04 3-24-04 4-21-04 4-12-04 4-5-04 SALARY CLASS 36-10 SOFR9 1-01 CUS928 1-01 CUS12 1-01 INA925 1-07 INA925 1-01 CUS12 ANNUAL SALARY 14050.00 annual 2470.33 prorated 10626.00 annual 1963.50 prorated 13784.00 annual 3929.91 prorated 9466.47 annual 1330.42 prorated 7150.76 annual 1004.97 prorated 14849.00 annual 9605.00 prorated Personnel Changes Page 7 May 20, 2004 NAME Saler, Maria Scarver, Rachel Williams, Denita NONE NONE POSITION SCHOOL Child Nutrition HALL Custodian FAIR Security Officer METRO START DATE END DATE 4-6-04 4-12-04 4-22-04 Non-Certified Promotion Non-Certified Transfer SALARY CLASS 3-09 FSH550 1-01 CUS925 36-11 SOFR9 ANNUAL SALARY 8686.00 annual 1756.19 prorated 5313 .00 annual 981.75 prorated 14473.00 annual 1908.53 prorated !Jl n 0 E .~... nm ::z: n .mz.. . m \"' r\u0026gt; ~ C\u0026gt; !l ~/\nl .z...Z.... C: \"-\u0026lt;' n,... . n r\u0026gt; \"m' ::z: ~ 0.. , ~....,, '54.n Individual Approach to a World efKno1v/edge\" DATE: May 20, 2004 TO: FROM: Board of Education ~ Ms. Beverly Williams, Director-Human Resources THROUGH: Dr. Morris Holmes, Interim Superintendent of Schools Re: Rehire of staff members It is recommended that all certified teachers, except those in intern positions, or those funded with grant funds which end prior to June 30, 2005, be rehired effective May 20, 2004, for the 2004-05 school year. It is recommended that all other Little Rock School District employees be rehired effective May 20, 2004 for the 2004-05 school year, except those in positions funded with grant funds which end prior to June 30, 2005. Any employee who is recommended by the Superintendent for non-renewal or termination pursuant to the Arkansas Teacher Fair Dismissal Act or the Arkansas Fair Hearing Act is not recommended for rehire for the 2004-05 school year, unless through the grievance process and/or their board hearing the non-renewal or termination recommendation is not upheld. 810 \\Y/ Markham  Little Rock, Arkansas 72201  www.lrsd.org 501-44 7-1000  fax: 501-44 7-1001\ns \u0026gt;n  C: \",-'\noo gg ~E ZI: -\u0026lt; po z ~ !II n 0 I: ~ -\u0026lt; Ill ::z: n zm -m\u0026lt;\no '~n Individual Approach to a World if Knowledge\" May 20, 2004 To: Little Rock School District Board of Directors From:  .~orris L. Holmes, Interim Superintendent of Schools Prepared by:('f-severly Williams, Director of Human Resources Re: Contract egotiations It is recommended that the following contract revisions be approved as were negotiated with the Little Rock Classroom Teachers Association. These changes are for the 2004-05 school year and are addendums to the previously negotiated agreements. Transportation- Bus Drivers, Aides, and Monitors Security Officer 810 \\X'. 1arkham  Little Rock, Arkansas 72201  www.lrsd.org 501-447-1000  fax: 501-447-1001 !ZI 0 0 :I: .~.. p:: ::z: 0 m .z. . m ,ID != n n !Tl \u0026gt; a, 0 V, V, C) ~..... LRSD Board of Directors and the LRCTA Bus Drivers, Aides, and Monitors Negotiated Agreement for the 2004-05 School year 1) Salary: a. 10% for the 2004-05 school year b. There is no guarantee in this package that additional funds allocated to LRSD because of Act 59 and/or changes in the Lakeview Court Settlement will be added to the teacher salary schedule. c. The two top out stipends mentioned on page 46 of the 2000-2003 agreement will be applied for the term of this agreement. 2) Article 21 Employee Benefits (Insurance): 1. Up to $260 for the 2004-05 school year. 2. Employees currently receiving the $550 in lieu of health insurance will not receive the stipend for the 2004-05 school year. They will be given an opportunity to enroll in a health insurance program during open enrollment in the fall. 3) The language offered by the board proposals on April 16, 2004, relative to Articles 9, 12, 13,14, 19 and pay codes must be agreed to with the following changes: Article 9, Section J (9) or failure Article 9, Section J, Note: Drivers who are convicted of a DWI or who have three moving violations on their driving records are no longer eligible to drive a LRSD School Bus. Such drivers will be reassigned to a LRSD vacant position for which they are qualified and will be compensated at the corresponding grade/step for the new position. If there are no vacant positions or no vacant positions for which they are qualified, then they will be terminated from the Little Rock School District. If a driver commits a third at-fault accident and that at-fault charge is subsequently overturned within three (3) months of the infraction, the driver will be restored to his/her original position. Drivers who have an at-fault accident overturned, within three (3) months and submit proof of this to the District, will have the at-fault status for the accident removed from their personnel file. A1ticle 13, new Section G on LRCTA proposal April 19, 2004 Article 14, Section A, Change future summer employment to summer employment for the next two years 4) Article 14 E (3), Change On or around to By October 1 of each year, (Unless an emergency prevents the Administration from compiling the necessary information.) all routes will be open for bidding. Article 19 E, add the following to the last sentence, except attendance incentive pay. Pay code Changes: 113 to $7.00 400 to $6.00 401 A to $3.50 INS 1 to $10.00 per hour Superintendent Cabinet will be $40.00 5) Current Contract Language will be in effect for articles 1, 2, 8, and 11 !I' n 0 IC .~.. m n % n .zm. . m \"' ~ n n !'\" c\u0026gt;c n \"\"'' C) .z~.. For Board Approval April 16, 2004 Board Proposal #2 ARTICLE 9. DISCIPLINE/nJST CAUSE A. No employee shall be disciplined (including warnings, reprimands, suspensions, reductions in rank, discharge, lay-off, terminations or other actions that would adversely affect the employee) without just and sufficient cause. B. The specific grounds forming the basis for disciplinary action will be made available to the employee and the Association upon request. C. An employee shall be entitled to have present a representative of the Association during any disciplinary action except oral warnings. When a request for such representation is made, no action shall be taken with respect to the employee until such representative of the Association is present provided that the Association representative must be available within twenty-four (24) hours of notice of the impending action. Further, in the event that a disciplinary action is proposed, the employee shall be advised of the right to representation under this provision of the Agreement prior to the action being taken. In the event an employee voluntarily waives their right to representation he/she shall be asked to sign a form stating such intent. D. The employer agrees to follow a policy of progressive discipline which normally includes one (I) written warning, one (I) written reprimand, suspension without pay, and discharge with exception of certain offenses stated in Section J which are grounds for immediate termination or provide for a specified penalty. Any disciplinary action taken against an employee shall be appropriate to the behavior which precipitates said action. Suspension without pay will normally be for 3 to I 0 working days. E. Employees who are terminated shall be given all accrued wages no later than the next payday. F. Employees who have not completed the initial probationary period of six (6) months may be discharged for any cause that is not arbitrary or capricious. 19 G. H. Employees who have not completed the initial probationary period of six (6) months shall not have access to the Grievance Procedure for disciplinary action or discharge. All employees are expected to conform to reasonable standards of performance and conduct. I. There are occasions when persons, because of the nature of their misconduct, may be suspended and recommended for immediate termination. J. Following are examples of serious offenses for which an employee will be recommended for immediate termination. These offenses may include, but are not limited to: I. Conviction, at a trial court level, of any felony or misdemeanor which is manifestly inconsistent with the safe and efficient operation or reputation of the school or department. 2. Fighting, threatening or attempting to do bodily injury to an employee or student. Bodily injury means physical pain, illness or any impairment of physical condition. 3. 4. Carrying weapons. A weapon is any object that could cause injury to another person or is not required to be in the possession of that employee in the normal course of his/her job. Stealing or misappropriation of property of the School District or the employees of the Little Rock School District. 5. Malicious mischief, the abuse, misuse or deliberate destruction or damaging of property, tools or equipment of the Little Rock School District or other employees of the LRSD. 6. Altering, tampering or falsification of time cards, \"sign-in out\" rosters or other reporting documents relative to attendance, promptness or departure. 7. Drinking alcoholic beverages on the job or during the duty day\nor the possession of, or introduction of, any alcoholic beverages on LRSD prope1iy at any time. This also includes reporting to work while under the influence of alcohol. 8. Use of non-presc1ibed narcotics, and/or the use, possession, or transmitting on LRSD vehicles or premises of drugs or substances capable of modifying mood and/or behavior. 20 !I' n 0 I: .~.. Ill :c n .mz. . m ::0 ~ IT IT !'\" \u0026gt; \"n' \"\"'' C) z~ ..... 9. Insubordination, including refusal or failure to perform work assigned and/or refusal to obey orders of supervisors. 10. Disorderly, disruptive or immoral conduct on LRSD vehicles or premises. 11. The making of or publishing of false, vicious or malicious statements concerning a supervisor or other employee of the Little Rock School District. 12. Falsification of personnel or other official school or insurance records, or making false statements when applying for employment. 13. Falsifying or refusing to give testimony concerning accidents involving school vehicles and/or incidents which are being investigated. 14. Failure to observe or purposefully disregard school district and department policy or procedure. 15. Use of District facilities, personnel, or equipment for non-District purposes. ote: Drivers who are convicted of a DWI or who have three moving violations on their driving record are no longer eligible to drive a Little Rock School District school bus. Additionally, drivers charged with three at fault accidents are no longer eligible to drive a Little Rock School District school bus. Such drivers will be considered for reassignment to other LRSD vacant positions for which they are qualified and will be appropriately compensated at the corresponding grade/step for the new position. However, drivers in this circumstance may request a position as a bus monitor if there are available positions. The decision to allow the driver this option rests 1,1,rith the Director of Transportation aHd will be based OH the driver's seHiority, overall job performaHce, and atteHdaHce. 21 For Board Approval Date: April 13, 2004 Board Proposal #2 ARTICLE 12. EMPLOYEE EVALUATION A. Each employee, upon employment or at the beginning of the school year, whichever is later, shall be apprised in specific terms of his/her responsibilities, which shall be consistent with the District adopted job description. Employees will be informed of the specific criterion upon which they will be evaluated and who is responsible to evaluate the employee. Each employee shall be given a copy of the evaluation form. The evaluator shall distribute this material, including an explanation. Evaluators shall be administrative personnel of the District. Employees shall be evaluated by their immediate supervisor. The immediate supervisor will be identified at the time of bidding or when permanent assignments are made. Other observations shall be made in writing at the time of observation. Evaluation criteria shall be based upon the specific skills outlined in District approved job descriptions. Evaluation criteria shall not require the employee to give unreasonable service or loyalty to any individual or to tolerate or endure abusive behavior or dangerous or threatening circumstances. (The evaluatiofl iHstrumeHt shall deHote Good, Fair, Needs Improvemeflt, Needs RetrainiHg for each criteriofl and o,rerall performance and shall have appropriate space for explaHatory commeHts.) B. It shall be the District's responsibility to assist employees in becoming oriented to the District and to improve their work performance through direct observation of the employee. The appropriate supervisor/administrator shall provide written summaries of these observations, together with any recommendations the administrator may have for the employee. All employees shall be evaluated at least once a year with 20 day probation for performance. C. Any employee who disagrees with an observation or recommendation may submit a written answer which shall be attached to the file copy of the observation in question. Any overall unsatisfactory rating, observation or recommendation which adversely affects the employee's standing may be grieved through the grievance procedure. D. All administrators/supervisors involved in performance evaluation shall be fully and properly trained in the techniques and criteria to be used in the evaluation process. Administrators/supervisors involved in evaluation shall be knowledgeable of the job 24 !D (\") 0\ni: !I: Pl ::,: (\") .mz.. . m\no rn \u0026gt; a, (\") u, u, C) ~ .z.. . area of the employee. No evaluation shall unduly interfere with the employee's carrying through his/her job assignment. E. In the event termination or non-renewal of the employee's contract is recommended, the employee and the Association shall be furnished a copy of such recommendation by certified mail or receipted hand-delivery with a statement of the reasons on which it is based. F. If an employee who has completed the required probationary period receives a notice pursuant to Section E above and Act 631 of 1991 desires a hearing, that employee is entitled to appeal the action under the Grievance Procedure (Article V). In such cases, the employee shall initiate the grievance at Level Two. 25 For Board Approval Date: April 13, 2004 Board Proposal #2 ARTICLE 13. EMPLOYMENTPROCEDURES A. Employees in the bargaining unit will serve in one of the following job classifications: B. 1. Full-Time Substitute Special Education Driver. A driver who has been selected to Substitute for any driver, monitor or aide position which is either unassigned or temporarily vacant due to employee absence. Must possess a Commercial Driver's License. When two or more persons who bid for a Full-Time Substitute Special Education Driver position are relatively equal in qualifications as determined in accordance with written, job-related, selection criteria (performance and attendance), seniority will govern. 2. 3. 4. Special Education Driver. A driver who has been selected to operate a special education vehicle in support of students with special needs. Must possess a Commercial Driver's License. When two or more persons who bid for a Special Education Driver position are relatively equal in qualifications as determined in accordance with written, job-related, selection criteria (performance and attendance), seniority will govern. Special Education Driver's Aide. An employee who has been selected, based upon demonstrated ability and/or the recommendation of dispatch and supervisory personnel, to assist the Special Education Driver in maintaining equipment, discipline, control, and comfort for students assigned to special education vehicles. The aide must possess the same driver's certification as school bus drivers and must maintain driving proficiency to allow for assignment as a driver when required. Slniority is not thl primary consicilration in Slllction for this position. (This position is bling phasld out through attrition. to bl rnplacld by Splcial Education Bus Monitors). Special Education Bus Monitor. An employee selected to provide assistance to students loading, unloading, and riding on special education buses. Employee must meet qualifications listed in the approved job description. 5. The District will no longer hire bus monitors, however, all bus monitors presently employed for the 2003-04 school year will be grand fathered into that position. The position will then be eliminated as the positions are vacated. Seniority shall be defined as the length of service within the District as a member of the bargaining unit. Accumulation of seniority shall begin on the employee's first working day. A holiday shall be counted as the first working day in applicable situations. In the 26 !JI (\") 0 I: .i.i.:. ~ ::c n m .z.. . m\n,o !'Tl \u0026gt; a, enn u, C) z~ ..... event that more than one individual employee has the same starting date of work, position on seniority list shall be determined by drawing lots. C. Probationary employees shall have no seniority until completion of the probationary period at which time their seniority shall revert to their first day of work. D. The employer shall prepare, maintain and post the seniority list. The initial seniority list shall be prepared and posted conspicuously in the Drivers' lounge with revisions and updates prepared and posted thereafter. A copy of the seniority list and subsequent revisions shall be furnished to the Association. E. Seniority shall be lost by an employee upon termination, resignation, retirement or transfer to a non-bargaining unit position unless they return to the District within three (3) years. Seniority shall not be lost by an employee who is returning to a bargaining position from a supervisory position. If an employee is on unpaid leave for more than 30 consecutive days then seniority will be deducted beginning on the first day of the leave. F. An employee who is resigning shall give two weeks notice. G. Each employee will be made available a copy of his/her job description upon hire. If the employee is transferred or the job description changed, the employee will be made available a copy of the appropriate description at that time. In case of a change, the incumbent employee will be provided orientation and training in the new responsibilities. The Board will provide CTA a copy of all job descriptions in the unit and will provide updated descriptions when revisions are made. The Board will provide a listing of all employees in the unit by job title. If LRSD requests the Director of Transportation to temporarily employ drivers to work outside their normal round of duties, said drivers shall be employed on the basis of seniority and qualifications. H. All employees must obtain a TB skin test or large chest X-ray consistent with Health Department regulations. I. A withholding tax form shall be executed at the time of employment. J. The Board will not subcontract work customarily performed by its employees: (I) unless adequate existing equipment and/or facilities are not available to perform the work when it is needed, or (2) unless the Board does not have employees covered by this contract in sufficient number and/or skill to perform such work, or (3) unless it is deemed necessary to transfer or subcontract such work because of other demands on such equipment and other facilities to do other work which is to be performed. 27 K. Drivers on leave will only be allowed to bid on routes if their estimated return to work day is less than thirty (30) days after the first day of route bidding. L. Drivers on leave who fail to return to work within the thirty (30) days of the first day of route bidding must forfeit the route and the route will be reposted for bidding. M. Drivers absent in excess of forty-five (45) consecutive days will forfeit their routes, which will be reposted for bidding. 28 !I' n 0 !IC .~... ~ ::z: n .zm.. . m\n:o rn \u0026gt; 0:, n en en C) ~ .z.. . For Board Approval Date: April 16, 2004 Board Proposal #3 ARTICLE 14. HOURS OF WORK MID OVER+IME A. The normal work year for school-term employees shall be that number of student days mandated by the State Department of Education. However when summer employment is available, it shall be posted for (7) days. Hiring for summer positions shall be based on-seniority, good work attendance, and job performance. Drivers/ aides who accept summer employment and who do not complete the assignment obligation will not be considered for summer employment for the next two (2) years. Exceptions will be made for emergency and/or extreme medical conditions. B. Regular pay shall be paid on early dismissal days and drivers will work adjusted schedules as required to meet needs of students transported. Drivers shall receive regular pay for time worked on emergency days. C. When inclement weather forces the closing of any work sites, all local radio and television stations, including KLRE, shall be notified so that announcements may be made no later than 6:00 a.m., if possible. D. Reporting Time. All OOef6 transportation employees will be required to report to work in the morning not later than thirty minutes before the first scheduled stop on the first run or 6:00 AM whichever comes later. All OOef6 transportation employees are required to report not less than 30 minutes before too their first scheduled afternoon pickup time. Additionally, all transportation employees must report 30 minutes before their noon run. E. Assignment/re-assignment Of Bus Routes. The following procedures will be followed in assignment and re-assignment of bus routes. 1. At the beginning of the school year all returning drivers will be assigned, to the extent possible, to the route which most closely resembles the route the driver drove at the end of the previous school year. 2. New (first year) drivers will be assigned open routes based upon the director' s/supervisors' assessment of aptitude. These assignments will be made following the initial assignments ofreturning drivers and after the conclusion of the bid process. 28 3. On or ru:ound By October 1 of each year, (Unless an emergency prevents the Administration from compiling the necessary information.) all routes will be open for bidding. Employees will be afforded an opportunity to ''bid\" on-RmS routes of their choice. For this purpose a route will be considered to be a combination of morning/afternoon school runs assigned to an individual bus to make most effective use of limited vehicular resources. The assignment of runs routes will be based on driver seniority. This will be the only time during the school year that all routes will be open for bidding. Scheduled bidding times will be established by management and strictly followed. Each driver will be allowed fifteen (15) minutes to bid. Those drivers who cannot be present may authorize a unit member or management to bid for them if their proxy is given in writing. Those who exceed their time or fail to show will be placed at the bottom of the list. A seniority list will be posted at least three (3) days prior to the bidding with all parties given an opportunity to correct any errors. The tentative route list-s book for bidding will be posted during the same period. Any necessary changes to the routes after posting and before bidding will be posted and highlighted. Also, no changes will be accepted one (1) work day before bidding starts. All changes prior to that day will be posted prior to the start of bidding. After bidding begins, students will be added to the appropriate runs as required. 4. Following assignment of this route no further bidding will be made. A driver will be assigned to drive the remaining open route. This cut-off of bidding is necessary to retain stability of operations and preclude a domino effect of all routes. 5. It is possible that the nature of the route originally bid could be changed significantly during the course of the school year. The determination of when a route falls into this category will be made by the director based upon the recommendations of the supervisors and dispatchers. lt is also possible that additional routes could be added during the school year or that routes become vacant due to resignation or termination of the driver. 6. If the events of the preceding paragraph occur, the route will be posted for bids for two working days prior to assignment. No bids will be accepted beyond 5 :00 p.m. of the second working day following posting of the routes. Drivers who bid on and accept routes made available under the circumstances related in the preceding paragraph will not be allowed to bid on any 29 !I' C') 0 I: .~.. m C') % C') .mz. . m ::0 r\"' \u0026gt; a, C') \"\"'' C, ~ .z. . additional routes for another thirty (30) days. If the bidding process causes another route to become vacant, the administration may appoint a driver to fill the vacancy until all routes are bid the following October. 7. Full-time Substitute positions are not subject to the above procedures. All Fulltime Substitute positions will, however, be posted for two working days to allow drivers to indicate their interest in the position. 8. All routes will be paired with two runs. If for any reason a second run is deleted or the route is put up for bid without a second run, management reserves the right to add one at any time during the year. Additionally, for any route that can not be paired drivers will be asked to do an additional run during the time frame they would normally have a second run and there will be no additional compensation. The procedures outlined in this policy statement are intended to insure equity and consistency in assignments within the Transportation Department. Changes in assignments outside of the bidding process will be made only for reasonable cause. The Superintendent shall have the right, at his/her discretion, to make administrative changes in assignments. Such assignments shall have precedence over all other assignments. F. Training requirements for bus driver personnel are a condition of employment. We are obligated by law to train personnel in matters of safety and performance. Therefore it is incumbent upon the District to provide this opportunity to all unit personnel. Prior to the opening of school, on panmt conference days, and t@acher work days and throughout the school year the District will provide thirty hours of paid mandatory in-service. Personnel may take additional training during the year. The District will pay $25.00 per @ach tlH=ee how= s0ssion or~ $10.00 per hour up to a total of 45 hours per year per employee for staff development. 30 For Board Approval Date: April 13, 2004 Board Proposal # 2 ARTICLE 19. LEAVES A. B. 1. Attendance Incentive - An attendance incentive will be given to all drivers, aides, and monitors who have perfect attendance. If a driver, aide, or monitor is required to serve jury duty or is Ofl military lsa.vs, these absences will not count against the employee. There will be three separate periods established for achieving perfect attendance. The employee shall not miss any days for sick leave, military leave, be on leave without pay, or be off the payroll for any reason to qualify for the perfect attendance incentive. ($200, $200, $200, $200) 1. The first incentive period will begin the first day of contract and end ovember 30. The incentive of $200 will be paid on the supplemental 2. 3. payroll in December. The second incentive period will begin December 1 and end February 28 (29). The incentive of $200 will be paid on the supplemental payroll in March. The third incentive period will begin March 1 and end the last day of school. The incentive of $200 will be paid on the supplemental payroll in June. 4. An additional $200 incentive will be paid if the employee bas \"perfect attendance\" for the entire year. 5. An incentive of $100 for missing only day aoo or $75 for missing only 1 day will also be paid psr paid per period. Sick Leave Accumulation of sick leave shall begin with the first month of employment, or the first day of the school year, whichever is applicable and shall accrue at the rate of one day per month. 2. If the employee resigns or leaves his/her employment position before the end of the school term, the Little Rock school District may deduct from his/her last pay check full compensation for any days of sick leave taken in excess of the days earned. 35 !II 0 0 :I: .ii.=.. ~ :,: 0 .mz.. . m\no fl !T1 \u0026gt; ~ V\u0026gt; V\u0026gt; C\u0026gt; .~... 3. An employee is entitled to sick leave days only for reason of personal illness or illness or death in his/her immediate family. Immediate family shall be considered to include father, mother, son, daughter, brother, sister, husband, wife, grandparents, grandchildren, sister-in- law, brother-in-law, mother-inlaw, father-in-law, aunt, uncle, and other persons living in the same household. 4. A record of sick leave used and accumulated must be maintained by the District. Sick leave that is unused during any school year shall be carried forward until 175 days have been accumulated. 5. An employee who qualifies for sick leave may use any amount up to his/her total number of accumulated days. 6. Accumulated days of sick leave that are used may be restored up to 175 days in the same manner that they were first accumulated. +. The Superintendent of Schools may advance three days sick leave to ntw.' employees upon the employee's v,'Fitten request and the recommendation ofth@ supervisor or department head. 7. In cases where an employee frequently claims sick leave for personal illness, or upon an absence of five (5) days or more due to personal illness, the District may require a doctor's certificate verifying the illness. 8. Two sick leave days may be used for personal reasons. C. Leave Without Pay Leave of absence, without pay, may be granted by the Director of Human Resources to an employee upon written request and recommendation of the Director of Transportation under the terms stated below: 1. For personal illness, if it can be shown that rest and recuperation will contribute to the welfare of the employee. 2. Request for leave of absence must be submitted by the employee to the supervisor or department head at least two weeks prior to the beginning of the leave, except in case of emergency. 3. Failure to notify the supervisor or department head of intention to resume work, or failure to report for duty at the expiration of a leave of absence or extension granted, or failure to ask for additional leave of absence in case of protracted absence shall be considered a resignation. 36 4. Employees who are on leave without pay do not accrue seniority while on leave. D. E. F. G. Military Leave Military leave will be granted, without loss of status and art1mdance incsntive, but with no pay, according to the provisions of the Military Leave Act. Jury Service and other Related Appearances Any employee called for jury duty, or who is subpoenaed to testify during work hours in any judicial or administrative matter related to district business, including requested attendance during an arbitration fact-finding proceeding shall be paid his/her full compensation for such time with no loss of any leaves, seniority, or Joss of any other benefits. When subpoenaed in non-District related business, the leave will be without pay, but will be considered as an eKcused abs@c@ 1Nith no loss of any other benefit except the attendance incentive pay. Maternity Leave The District will grant an unpaid leave of absence for maternity leave. The leave will commence upon the request of the employee and her physician. Accumulated sick leave days can be used in the maternity leave at the discretion of the employee as disability as defined by the employee's physician. The employee will be allowed to return to work upon release from her physician. Emergency Leave An unpaid leave for health or other emergency reasons may be granted by the Director of Human Resources upon written request. This leave may be extended with the approval of the Director of Human Resources for a specific period oftime. H. Bereavement Leave Employees may use sick leave days for leave connected with the death of members of the immediate family. Immediate family shall be considered to include father, mother, son, daughter, brother, sister, husband, wife, grandparents, grandchildren, sister-in-law, brother-in-law, mother-in-Jaw, father-in-law, aunt, uncle, and other persons living in the same household. I. Union Leave The Union will be allowed to use up to six (6) unpaid leave days per year. Not more than two (2) such days may be used at any time. The Union president shall authorize to the Director of Transportation the names of those persons to be granted such leave. 37 !II 0 0 E .~.. ~ % 0 .mz. . m\n,a C) !l $! ~ z....Z.... C: ~ 0 h !\" \u0026gt; CJ 0 \"\"'' C) $! .z.. . J. On-The-Job-Injury Any employee suffering an on-the-job-injury shall be paid his/her full compensation for such time with no loss of any leaves, seniority, or loss of any other benefits, subject to the regulations of the State of Arkansas Workers' Compensation Commission to the limit that the payment of Workers' Compensation and other accrued leaves do not exceed 100% of the employee's regular salary. K. Absenteeism Because unwarranted absenteeism wastes the District's money, and works a hardship on employees who maintain good attendance records, the administration will follow a policy of progressive discipline for absences and tardiness. An employee who is absent from his/her position for five (5) consecutive days without notifying the Director of Transportation shall be considered as abandoning his/her position. L. Family Medical Leave Qualified Bus Drivers/aides/monitors may take up to twelve (12) weeks of unpaid leave under the terms of the Family and Medical Leave Act except immediate family. (See Article XIX, Section H for definition.) After the leave has been approved the Bus Driver/Aide/Monitor will receive full normal health care coverage for up to twelve (12) weeks of the leave. When the maximum of twelve (12) weeks has expired the language in any other provisions of this contract shall apply. 38 Date: To: From: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 May 20, 2004 Board of Education Dr. Morris L. Holmes, Interim Superintendent Prepared by: Linda Austin, Director of Planning and Development Subject Federal grant submission: Smaller Learning Communities Summary The District submitted a Smaller Learning Communities (SLC) proposal to the U. S. Department of Education on April 29, 2004. The proposal includes two LRSD high schools, Central and J. A. Fair. Objectives The LRSD SLC proposal includes three broad objectives: 1) to restructure the target schools into smaller learning communities based on students' career and academic interests to create a more personalize and supportive school environment\n2) to improve overall academic achievement in reading and mathematics for all students and narrow the achievement gap that exists between minority and non-minority students\nand 3) to enhance teacher capacity to incorporate researchbased instructional strategies into their daily teaching practices that engage students in learning through targeted, ongoing professional development and capacity building activities. Budget amount $749,928 Duration September 2004 - August 2007 !JI n 0 lll: .ii.=. m n ::c n m .z. . m\n:o !TI \u0026gt; a:, n V\u0026gt; V\u0026gt; C\u0026gt; ~ z.. . Date: To: From: LITTLE ROCK SCHOOL DISTRICT 810 WEST MAKRHAM LITTLE ROCK, AR 72201 May 20, 2004 Board of Education Dr. Morris L. Holmes, Interim Superintendent Prepared by: Linda Austin, Director of Planning and Development Subject Federal grant submission: Community Technology Center Summary The District proposes to submit a Community Technology Center grant application in partnership with EAST, Inc. to expand the newly established Central High 9th grade technology center Objectives The LRSD CTC proposal includes three broad objectives: 1) to expand access to information technology and related training for disadvantaged residents of the Central High community Budget Match Duration 2) to provide extended instructional services through after school, Saturday and summer programming 3) to enhance teacher capacity to incorporate technology-based instructional strategies into teaching practices through professional development $500,000 In-kind match is required September 2004 - August 2005 ~.... s 8 :,r\n\u0026gt; 8 ~ 0z (J) !\"' \u0026gt; a, (\") (J) (J) C\u0026gt; ~ .z.. . Date: To: From: LITTLE ROCK SCHOOL DISTRICT 810 WEST MAKRHAM LITTLE ROCK, AR 72201 May 20, 2004 Board of Education Dr. Morris L. Holmes, Interim Superintendent Prepared by: Linda Austin, Director of Planning and Development Subject State grant submission: 21 st Century Community Learning Center Summary The District proposes to submit a 21 st Century Community Learning Center (CCLC) grant application to create a community learning center at Mabelvale Magnet Middle School. Purpose Budget Duration The LRSD Mabelvale 21 st CCLC proposal will include extended learning opportunities that will operate after school, before school, on Saturdays, and during the summer. These programs will include intensive academic enrichment opportunities along with other high interest activities designed to complement the students' regular academic program. $150,000 - Year One $390,000 - Year Two through Year Five $540,000 - Total Request September 2004- July 2009 .p.. s a:, 8 ::\u0026gt;\u0026lt;  8 '.!l 0z \"' !TI  a:, (\") \"\"'' C\u0026gt; .z~.. Department of Instructional Technology 3001 S. Pulaski Little Rock, Arkansas 72206 May 20, 2004 TO: Board of Directors FROM: Lucy Neal, Director, Technology and Media Services THROUGH: Morris L. Holmes, Interim Superintendent SUBJECT: EETT Grant A tri-district grant proposal was submitted to Arkansas Department of Education for an EETT (Enhancing Education Through Technology) Grant on May 13, 2004. This grant is a partnership grant submitted by the three districts in Pulaski County. It will provide mobile Alphasmart labs to four middle schools in each of the three districts to support literacy, mathematics and science instruction. It will also provide professional development in how to use the mobile labs for teachers in the schools involved. LRSD schools selected are Cloverdale Middle School, Henderson Middle School, Mabelvale Middle School and Southwest Middle School. The total amount requested from the grant is $300,000. LRSD share of the funds is $100,000. No matching funds are required. We are asking the Board's approval to maintain the submission of this grant. p -4 8 a, 8 :,,:: \u0026gt; 8 ~ 0z \"' -4 a, C:. ~~ o\n:o zm zn\noJl\n:o C\u0026gt; ~~ m!I:: !\" \u0026gt; a, n \"\"'' C\u0026gt; ~ z -4 TO: FROM: ',_!_,,# !.~ ,,,~ 'H - l' fj ~ , ' ~~ '54n Individual Approach to a World of Knowledge\" May 20, 2004 Board of Directors Krista Underwood, Director of Early Childhood /Elementary Literacy THROUGH: Mr. Dennis Glasgow, Interim Associate Superintendent SUBJECT: Arkansas Better Chance for School Success (ABCSS) Grant Proposal Summary -- The Early Childhood Department requests approval to submit an application to the Arkansas Department of Human Services, Division of Child Care and Early Childhood Education, for new and continued funding of developmentally appropriate early childhood programs for the three and four ( 4) year old children who reside in the district. Objectives -- The overall goal of the LRSD ABCSS program is to expand the opportunity for quality early childhood education experiences for the three- and four-year-old children in the district who are educationally deprived. Expected Outcomes -- Having access to nurturing, supportive educational experiences will prepare preschool children to enter kindergarten with the necessary cognitive, physical, social and emotional, and early language and literacy skills for success in school. The outcomes of the project will be measured through an online assessment system required by the project. Population -- Three and four year old children who reside in the district and who meet specific criteria established by the ABCSS program. Source of Budget/Budget Amount -- The Arkansas Department of Human Services has announced the availability of funds to assist in providing early childhood programs which identify and assist educationally-deprived children, ages three (3) and (4) years, as specified in the Arkansas Better Chance Program for School Success, Act 49 of 2004. This proposal will allow the District to make application in a competitive process for approximately $5.5 million in continuous funding from the Arkansas Department of Human Services, Division of Early Childhood Education. The funds will support centerbased early childhood education opportunities for the four-year-old children in the district and home-based (HIPPY) educational opportunities for the three year old children in the district. 810 \\'\\'. t- 1arkham  Little Rock, Arkansas 72201  www.lrsd.org 501-447-1000  fax: 501-447-1001 p -, g a, 8\n,,\n\u0026gt; 8 ::!l 0z u, -, a, C: . -n ::!\u0026gt; O\n:a zm z\ng g ~~ m!I: ~ -u,, C: 0 :m:amz :S -, u, ::c a~ Zo u, a, Manager -- Krista Underwood, Director of Early Childhood and Elementary Literacy Duration -- ABCSS funding is renewed annually upon submission of the grant continuation application. Long Range -- Continuation of and expansion of early childhood services offered in the District. Other Agencies Involved -- none Needed Staff -- Based upon the amount of funding provided and the level of the expansion of the preschool program, the District will potentially need 1) one clerical position to complete, submit, and maintain the required quarterly reports and other miscellaneous information and 2) one coordinator's position to manage the implementation of the expansion of the early childhood program. Comments -- The District decided to make application for every school which met the eligibility criteria even though some schools fell in the category of lowest priority for funding. Recommendation -- We recommend approval of the request to submit this proposal to the Arkansas Department of Human Services. ARKANSAS BETTER CHANCE FOR SCHOOL SUCCESS (ABCSS) LITTLE ROCK SCHOOL DISTRICT PROGRAM PROPOSAL  Site Information  Program Abstract May 14, 2004 0 ~ C: C\n,om mz S--\u0026lt; (l)::C 6~ ZC (I) a, ARKANSAS BETTER CHANCE PROGRAM APPLICATION COVER SHEET 2004-2005 NAME OF DISTRICT/AGENCY Little Rock School District ADDRESS -81-0 W-. -Ma-rkh-am- ---- CITY _L_t_'ttl_e_Rock---'-'--'----- ZIP CODE COUNTY _P_u_ la_ ski_ ___ CONGRESSIONALDISTRICT -\"-2 _ TIN# 716014717 MAIN OFFICE CONT ACT PERSON(S): Krista Underwood 1ELEPHONE NO. E-MAIL ADDRESS _5~0c.\n:l_-44\n...\n...\n..7--=-3\n.:32::.:\n5_ _____ FAX NO. Krista. underwoodcaUrsd. org THREE AND FOUR YEAR OLD CHILDREN 501-447-7619 72201 CENTER-BASED PROGRAM MODEL (178 days minimum) HOME-BASED (Full Program year) TOTAL NUMBER OF ABC CHILDREN TO BE SERVED TOTAL NUMBER OF NON-ABC CHILDREN TO BE SERVED (acrou the district) List all sites that will serve ABC Children CENTER-BASED HOME-BASED 1202 95 150 0 ABC Site No.of No. of No. of Counties Program School Districts No. of Name ABC Non-ABC ABC Will Program Will Serve ABC Children Children Class- Serve Days of rooms Ooeration HIPPY 95 0 n/a Pulaski LRSD 178 Bale 60 0 3 Pulaski LRSD 178 Baseline 60 0 3 Pulaski LRSD 178 Brady 40 0 2 Pulaski LRSD 178 Carver 20 0 1 Pulaski LRSD 178 Chicot 80 0 4 Pulaski LRSD 178 Cloverdale 60 0 3 Pulaski LRSD 178 Dodd 40 0 2 Pulaski LRSD 178 Fair Park 40 0 2 Pulaski LRSD 178 Franklin 60 0 3 Pulaski LRSD 178 Fulbright 20 20 l Pulaski LRSD 178 Geyer Springs 60 0 3 Pulaski LRSD 178 King 80 0 4 Pulaski LRSD 178 Mabelvale 40 0 2 Pulaski LRSD 178 Meadowcliff 60 0 3 Pulaski LRSD 178 Otter Creek 40 0 2 Pulaski LRSD 178 Rightsell 10 0 1 Pulaski LRSD 178 Program Begin \u0026amp; End Dates August 19, 2004 - May 23, 2005 August 19, 2004 - June 3. 2005 August 19, 2004 - June 3 2005 August 19, 2004- June 3 2005 August l 9, 2004 - June 3 2005 August 19, 2004- Tnn3 ~fin\u0026lt; August 19, 2004 - June 3, 2005 August 19, 2004 - June 3 2005 August 19, 2004 - June 3. 2005 August 19, 2004 - June 3 2005 August 19, 2004 - June 3 2005 August 19, 2004 - Tnn 3 ~M\u0026lt; August 19, 2004 - June 3. 2005 August 19, 2004 - June3. 2005 August 19, 2004 - June 3. 2005 August 19, 2004 - June 3 2005 August 19, 2004 - June 3. 2005 Rockefeller 40 60 2 Pulaski LRSD 178 August 19, 2004 - Jtme 'l '\u0026gt;llll\u0026lt; Romine 30 0 2 Pulaski LRSD 178 August 19, 2004- June 3 2005 Stephens 80 0 4 Pulaski LRSD 178 August 19, 2004 - '--1 '\u0026gt;llll\u0026lt; Wakefield 40 0 2 Pulaski LRSD 178 August 19, 2004 - June3 2005 Washington 100 0 5 Pulaski LRSD 178 August 19, 2004 - Tun1 ?MS Watson 40 0 2 Pulaski LRSD 178 August 19, 2004- June3 2005 Western Hills 40 0 2 Pulaski LRSD 178 August 19, 2004 - T,- 1 ?1\\1\\( Wilson 40 0 2 Pulaski LRSD 178 August 19, 2004- June3 2005 Woodruff 22 0 2 Pulaski LRSD 178 August 19, 2004- Tun 1 ?/lll( TOTAL 1297 0 62 PROGRAM'S FISCAL YEAR BEGINNING \u0026amp; ENDING DATES: July 1 _2004=.June 30.,2005 Is your program audited by Legislative Audit? Yes If not, a copy of your audit is required each year. If your program is a joint application, list all agencies involved I certify that the infonnation in this application is correct to the best of my knowledge. SIGNATURE ~ ~ DMSION OF CHILD CARE \u0026amp; EARLY CHILDHOOD EDUCATION ARKANSAS DEPARTMENT OF BUMAN SERVICES P.O. BOX 1437, SWT S-160 LIITLE ROCK, AR 72203 501-682-9699 =\" :r  m 8~ \"-D,: z..:. 5z-g-, 0 \"...' C: 0 ::Om mz S\"\"' u,:,:: 0~ ~55 ! .p.. s a, 8 :,,\n 8 =!l zi5 \"' Program Abstract Little Rock School District Arkansas Better Chance for School Success PROGRAM ABSTRACT I. Over all Program Goals and Objectives The overall goal of the LRSD ABCSS program is to develop and expand the early childhood education opportunities for the three- and four-year old children in the district who are educationally deprived either through the center-based or home-based (HIPPY) setting. Having access to nurturing, supportive educational experiences will prepare the children to enter kindergarten with the necessary cognitive, physical, social and emotional, and early language and literacy skills for success in school. Center-based Program Goals The District goals for the center-based programs will be achieved through the following program objectives: 1) Development of teachers' capacity to deliver research-based developmentally appropriate instruction to enhance all areas of a child's development\n2) Development of teachers' capacity to deliver research-based developmentally appropriate literacy instruction in the areas of oral language development, phonological awareness, print awareness, and alphabet knowledge\n3) Provision of both English and Spanish materials/supplies to provide a print-rich environment\n4) Utilization of screening assessments or other appropriate measures to determine whether children are developing the language, cognitive, and early literacy skills they need for later academic success\n5) Utilization of assessment data for program evaluation\n6) Inclusion of the Preschool program in the District's Literacy plan to ensure alignment of programming from Preschool to Grade 5 and easy transition from Preschool to Kindergarten\n7) Opportunity for parental engagement in children's early learning\n.... a, C:. :::\n~ i5::o zm z\n:g no ::0 C) ~~ m:r:: r, u...,. C: C ::om mz S-\u0026lt; u,::,: i5 ~ ZC u, a, 8) Activities to ensure children's smooth transition to elementary school programs\nand 9) Dedication of a portion of the Office of Early Childhood staff time to monitoring implementation of the ABCSS program in selected schools. The objectives for each school's preschool program are included with the site information. HIPPY Program Goals and Objectives The Little Rock School District HIPPY program operates with two major sets of goals and objectives: 1) Child-focused Goals\n2) Parent-focused Goals. The child focused goals include two years of educational experiences with emphasis on language development, sensory and perceptual discrimination skills and problem solving. The parent focused goals include, self-esteem, parent as educator skills, problem solving skills, advocacy for child's educational needs, and transition from home to school. II. Type of Program and Curriculum Used Center-based Program Using the state's Early Childhood Framework as a basis, the Little Rock School District's center-based four-year-old-program uses a curriculum that was developed by a task force composed of specialists, teachers, instructional aides, and parents. The curriculum is based on the National Association for the Education of Young Children (NAEYC) and the (International Reading Association) IRA standards for programming for the preschool child. The District curriculum provides instruction that is sensitive to the developmental changes in growth and learning that occurs according to the child's strengths, interests, needs, and experiences. The program offered in all sites across the district offers a learning environment that is safe, yet provides challenging and achievable opportunities. Play is recognized as an important vehicle for the social, emotional and cognitive development of children and a reflection of their development. The curriculum is sensitive to the cultural and ethnic heritage of children and provides for interaction with students from various backgrounds in diverse settings to respect and value each other. In addition, the LRSD preschool program accepts and mainstreams special needs children in their classrooms and all facilities are handicapped accessible. The district provides services through the Tri-district Early Intervention Program. HIPPY Program The LSRD's home-based program (HIPPY) serves the specific purpose of maximizing efforts for trained District personnel to work in a cooperative, collaborative manner with parents to effectively intervene in the lives of three- and four-year-old HIPPY participants to improve learning. The program is coordinated with and under the supervision of the Little Rock School District Early Childhood Education Program which allows alignment of programming with the District's preschool center based program. The collaborative effort also provides the needed resources, such as support staff, opportunities for professional development and instructional materials for HIPPY children that are provided to the center-based teachers and children. Ill. Teacher qualifications Little Rock School District currently employs certified personnel licensed in early childhood or elementary education to teach in every preschool classroom. In addition, all teachers' aides and Home-Based Educators in the district are required to have a Child Development Associate's (CDA) certification. The District ensures that the practice of hiring highly qualified personnel will continue as the expansion of the preschool program is implemented. IV. Number of students to be served The number of students projected to be served by LRSD ABCSS center-based program is 1202 four ( 4) year olds. The number of students projected to be served by the LRSD home-based (HIPPY) program is 95, with the majority of the children being the age of three (3). 3 ~ a, C-~:,n.. . o\n,c zm z\ng no\n,c Cl ~ ~ m\nI: r\u0026gt; ~ C: 0\n,cm ms~z en ::c 0~ ZO en a, V. History of program operation Center-based Program Little Rock School District received its first Arkansas Better Chance (ABC) grant in 1991 and opened three preschool classrooms. The District received funding for 78 children through ABC in six classrooms in three schools in the district (Woodruff, Romine, Rightsell). Since that time the District has shown continued commitment to providing preschool opportunities by expanding the preschool program into every school, except the four Magnet schools. Unfortunately, although the District has committed significant funding for preschool, the funding has not been sufficient to allow placement for every child. Every year the Little Rock School District may have as many as 500 children on a waiting list for placement into its 4-year old program. HIPPY Program The HIPPY program has been in operation in the Little Rock School District since 1986 and is one of the four oldest in the state. Prior to this year, even though the HIPPY program was under the supervision of the LRSD Early Childhood and Elementary Literacy Department, the base office was housed in other locations. Last July 2003, the base office was relocated to the LRSD Instructional Resource Center which also houses the Early Childhood Department. The Director of Early Childhood and Elementary Literacy has been more involved in overseeing the maintenance and operation of the program and the Coordinator works part time as a literacy specialist in the Department, allowing more collaboration and alignment between the two programs related to job performance, resources, and professional development. VI. License status/Quality Approval/ Accreditation status All of the existing Little Rock School District preschools are licensed by DHS and have obtained Quality Approval/ Accreditation. During the 2003-04 school year, the average ECERs rating for all programs in the district was 6.9, with many sites receiving a perfect rating of 7.0. A letter from 4 the Division of Childcare and Early Childhood Education (DCECE) indicating the license and quality approval status of the preschool programs across the district is provided in Appendix A. In addition, the review of the HIPPY program by the state resulted in an exemplary report with the program garnering 93% on the Validation Instrument. It is the intent of the District to continue the exemplary efforts made by program staff to work toward an even stronger validation rating. The district ensures that qualified personnel will be employed in the preschool programs and the same rigor of quality currently offered in the District will be maintained in all sites funded through ABCSS. The District utilizes a personnel evaluation system that monitors any employee whose certification is deficient. After a designated amount of time, any employee who has not met the licensing requirements is removed from the position. VII. Justification of need Justification for funding the LRSD preschool center-based and home-based program is based on four issues: high poverty, low achievement, a history of high quality preschool programming and local interest. High Poverty. According to the 1989 census, approximately 24% of the children 5 years and younger who live in Little Rock live below the poverty level. Family composition is related to income and poverty--youth with two parent families generally have greater incomes than youth from families with only one parent. About 3 out of 10 families in Little Rock are single-parent families-about 2 out of 10 of those are white families and 5 out of 10 are African American families. About 22% of Little Rock's children live in poverty, but for African American youth the poverty rate climbs to 37%. The district's total African-American population is approximately 69% and many of the schools for which the district is making application have an African-American population of 65-95%. In addition, the district Hispanic population increases every year with the enrollment currently at approximately 3%. 5 _, CD -cn .... \u0026gt; o\n:o zm z~ no\n:o C\u0026gt; ~~ m!I: !\"' !!l C 0\nom mz :-5-t en ::c 0~ ZO en a, In the Little Rock area, high quality preschool programming would diminish the disparity in achievement that exists between high poverty and low poverty children. Low achievement. Nineteen (19) of the District's elementary schools are in school improvement because oflow performance on the state's Benchmark Exam in math or literacy. The District's student performance on the State's Criterion Reference Test (CRT) has improved every year, but still continues to be less than satisfactory. High Quality Programming. Recognizing the value of preschool education to the later success of children in poverty, LRSD has dedicated district funds to implement preschool programs in all elementary schools except the four Magnet schools. Every year the District's preschool programs have achieved quality status, and DCCECE can be assured that LRSD will continue to provide the high quality preschool programming that is currently being offered on a limited basis. High Interest. The high quality preschool programs offered by LRSD has resulted in numerous requests for placement. At any given time during the year, there are as many as 500 students waiting placement in the District's preschool program .. Limited Local Resources. For the past several years, the district has offered preschool programming to more than 1000 preschool children (approximately 53 classrooms of four-year-olds and HIPPY) with funding that is little more than the level of district match funding that will be required of the ABCSS FY2004-05 grant. The District is anticipating increasing the number of children served in both the center-based and home-based programs to 1429 (approximately 20 new classrooms), including the children to be served through the continuation grant. Even though the district has diligently dedicated local funds to preschool programs for several years, the funding has not been sufficient to provide preschool placement for all children and with the level of implementation that the District desires. In addition, NCLB has required the District to redirect funds 6 to providing additional services for students in Grades K-12, therefore, impacting the amount of District funding that is available for preschool expansion. VIII. Status of Elementary Schools Regarding Percent (%) of Children Proficient in Math and Literacy on 4th Grade Benchmark Exam Little Rock School District will be requesting funding for the following schools with the highest priority for funding (3 or 2): Bale, Baseline, Brady, Chicot, Cloverdale, Dodd, Fair Park, Franklin, King, Mabelvale, Rockefeller, Stephens, Wakefield, Washington, Watson, Wilson, and Woodruff. In the schools with a priority ranking of 3 or 2, the average percent of students performing on below proficient on the 2002 and 2003 administration of the Primary Benchmark Exam in literacy was 54% and math was 68%, with averages ranging from 77% and 83% below proficiency, respectively in literacy and math, to 33% and 53% respectively. A table of the assessment data is attached. (See Appendix B.) IX. School Improvement Status Of the 25 schools for which the district is making application, sixteen (16) are in school improvement and include the following: Bale (Year 2), Baseline, Brady, Chicot (Year 3), Cloverdale, Dodd, Fair Park, Franklin, King, Mabelvale, Rockefeller, Stephens, Wakefield, Washington, Watson, and Wilson. x. Academic Distress Status: not applicable XI. Percentage of children in the school area receiving free and reduced lunches. In the schools for which the District is making application, the average percent of children who qualify for free and reduced lunch is approximately 75% with the range being from a high of 95% to a low of 21 %. Schools receiving a priority ranking of 2 or 3 for funding have an average poverty level of approximately 82%. Appendix C provides a table of the free and reduced lunch percentages for each school for which the District is making application. 7 -\u0026lt;IJl C:. :::\n~ o\nn zm z\ng no\nn C) ~ ~ m:I: 0 !!l C: C\nnm mz S-\u0026lt; (1)% 0~ Zc (I) a, XII. Number of children currently enrolled in kindergarten in the elementary school The number of kindergarten children enrolled in the elementary schools for which the district is making application is 1480. The total number of Kindergarten children in the District is 2010. XIII. Description of Daily Schedule Center-based Program In compliance with the Arkansas Better Chance Schools and the Early Childhood Environment Rating Scale, the daily schedule of the LRSD provides a balance of structured and unstructured activities which focus on active learning and time for discovery through play as well as opportunities for small and large group interactions. Schedules reflect a substantial portion of the day in which children are involved in free choice center activities while participating daily for an additional hour in outdoor play. It is the goal of the Little Rock School District to establish consistent routines allowing for smooth transitions between daily events in order to meet individual needs of children. HIPPY Program Homebased Educators who reside in target neighborhoods are trained to teach the HIPPY curriculum to parents of three and four year old children. Each Homebased Educator is assigned 27 families and visits each family's home every week for one hour to instruct parents in the use of the learning material. Parents are required to attend a monthly group meeting where they meet with their Homebased Educator one and one half hours to review curriculum, look at the materials covered in the previous weeks and discuss individual progress. Parents who attend group meetings are exempt from a home visit on that particular week. XIV. Match/Integration of Funding Sources The Little Rock School District ensures that the required district match funding (40%) will be provided to support implementation of a high quality preschool program in all schools and in the HIPPY program. District funds will be allocated and used in the following ways: 8 Title I funds will be used in ABCSS schools to: Purchase classroom materials Provide professional development opportunities District operating funds will be used in ABCSS schools to: Purchase classroom materials Employ personnel to supervise and provide technical assistance Provide costs of maintenance and operation Provide office supplies and copier expenses Provide costs of the online assessment required of the project Library Media Funds will be used in ABCSS schools to: Purchase books to support classroom libraries Purchase materials for shared reading LRSD Division of Curriculum and Instruction will use district funds to employ personnel to assist in the folloPwroivnigd:e follow-up professional development in the form of modeling and technical assistance to support implementation of Pre-ELLA and Early Childhood Benchmark Training. Provide monitoring of the implementation of Pre-ELLA training Provide technical assistance for state monitoring for Quality Assurance Assist and monitor the administration of the required assessments Analyze data to assist Pre K teachers and principals in instructional decision making and in program evaluation 9 !.-.\u0026gt;.. s a, 8 ::.. \u0026gt; 8 :-s 0z VI .... a, C: . ~~ 0\na zm z~ no\na C) ~~ m:11: ~ ~ C: C :am mz s-\u0026lt; V, ::c 0~ ZC v, CD LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 May 20, 2004 TO: Board of Directors FROM: Rene' Carson, Middle Level Science Specialist Dennis Glasgow, Interim Associate Superintendent THROUGH: Dr. Morris Holmes, Interim Superintendent SUBJECT: Adoption of Health Textbooks Short Summary - The Board is asked to approve the selection of new health books for the 2004-05 scheol year. Objectives - 1) to replace the existing textbook used in the high school, which is approximately 10 years old, with a current and very appealing health textbook, 2) to add a grade appropriate textbook for the sixth grade health program, 3) to add a health focus with an appropriate textbook in the fifth grade program. Expected Outcomes - The health program of the district will be improved and strengthened by the replacement of the textbook used in the high schools. Since the change to the middle school concept, there has not been an appropriate health book for the sixth grade health program. The previous book was used in the eighth grade program. The new textbook is developmentally appropriate for our sixth grade students. Health will be added to the science curriculum in the fifth grade. Instruction about the body systems will be an added as part of the fifth grade curriculum so our students will be better prepared for the Benchmark Science Exam to be given in 2006-07. Population - Health is offered as a senior high elective for a half unit of credit. Students may choose health as an elective in grades 9-12. In middle school, health is offered in sixth grade as a companion to physical education. The students receive a semester of health instruction and a semester of physical education. Health has not been offered in elementary school for the last several years as a separate course. The science curriculum does not cover the body systems, and adding health to the existing science curriculum will strengthen our students' understanding of their bodies. Budget Amount/Source of Budget - Each high school will need approximate 350 health textbooks. Each middle school will need 2 class sets for the sixth grade classes. Each elementary school will need a class set of books for each fifth grade classroom. ~.... E a, 8 ::.. \u0026gt; 8 :!l 0z fJ) 0 ~ C: 0\n,:,m mz S-\u0026lt; U,::C 0~ Zo U\u0026gt;a, LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 May 20, 2004 TO: Board of Directors FROM: Rene' Carson, Middle Level Science Specialist Dennis Glasgow, Interim Associate Superintendent THROUGH: Dr. Morris Holmes, Interim Superintendent SUBJECT: Adoption of Health Textbooks Short Summary - The Board is asked to approve the selection of new health books for the 2004-05 scheol year. Objectives - l) to replace the existing textbook used in the high school, which is approximately 10 years old, with a current and very appealing health textbook, 2) to add a grade appropriate textbook for the sixth grade health program, 3) to add a health focus with an appropriate textbook in the fifth grade program. Expected Outcomes- The health program of the district will be improved and strengthened by the replacement of the textbook used in the high schools. Since the change to the middle school concept, there has not been an appropriate health book for the sixth grade health program. The previous book was used in the eighth grade program. The new textbook is developmentally appropriate for our sixth grade students. Health will be added to the science curriculum in the fifth grade. Instruction about the body systems will be an added as part of the fifth grade curriculum so our students will be better prepared for the Benchmark Science Exam to be given in 2006-07. Population - Health is offered as a senior high elective for a half unit of credit. Students may choose health as an elective in grades 9-12. In middle school, health is offered in sixth grade as a companion to physical education. The students receive a semester of health instruction and a semester of physical education. Health has not been offered in elementary school for the last several years as a separate course. The science curriculum does not cover the body systems, and adding health to the existing science curriculum will strengthen our students' understanding of their bodies. Budget Amount/Source of Budget- Each high school will need approximate 350 health textbooks. Each middle school will need 2 class sets for the sixth grade classes. Each elementary school will need a class set of books for each fifth grade classroom. ~.... s Ill 8\n,\n: \u0026gt; 8 ~ 0z U) -c\u0026lt;:: :I ll ~~ o\n:o zm z\ng no\n:oG'l ~~ m 31: !\"' !!l C 0\n:om mz s--\u0026lt; U)::,: 0~ ZO U) a, Manager - Rene' Carson, Middle Level Science Specialist Duration - These textbooks will be used until the next health adoption in the state textbook cycle. Long Range/Continuation - NI A Other Agencies Involved - NI A Expectation of District - The district should expect quality health instruction from the teachers of the health program. The textbook for the program will be an excellent resource for the teachers and will provide up-to-date information for our students. Needed Staff - NIA Comments - The health and wellness of our students has been on the news more this year than in previous years. Legislation was passed that required the Body Mass Index of students be taken and sent home to help educate the parents about the needs and current state of their children's health. Obesity in our children is an increasing problem and should be addressed in our health and physical education curriculum. An outstanding health education program is an essential element of our District's curriculum. Recommendations - Fifth Grade- Your Health. Harcourt, 2003 Edition Sixth Grade - Teen Health, Course I, Glencoe/McGraw Hill, Red, 2003 Edition Senior High Health Program - Health, Glencoe/McGraw Hill, 2003 Edition Committees Fifth and Sixth Grade Health Debbie Hipps - Booker Arts Magnet Irish Williams - Fulbright Elementary Donna Corrothers - Otter Creek Elementary Karen Koepple - Henderson Middle School Damian Patterson - Pulaski Heights Middle School Andrew Logan - Dunbar Magnet School Marvin Burton - Principal, Henderson Middle School Sue Strickland - Board Representative Senior High Health Committee JoAnne McLendon - Central High School Darryl Seward - Central High School Barbara Mathis - Parkview Magnet School John Daniel - Hall High School Dr. Linda Brown - Principal, Parkview Magnet School Larry Berkeley - Board Representative Rene' Carson - Ex-officio member Sharrell Tate - Ex-officio member To: From: Through: Subject: LITTLE ROCK SCHOOL DISTRICT CAREER AND TECHNICAL EDUCATION 7701 SCOTT HAMILTON DRIVE LITTLE ROCK, AR 72209 May 20, 2004 Board of Directors Carol Green, Director, Career-Technical Education Dennis Glasgow, Interim Associate Superintendent Dr. Morris Holmes, Interim Superintendent Textbook Adoption Recommendation Family and Consumer Science Industrial Technology Education Short Summary - The Board is asked to approve the textbooks recommended for adoption in the areas of Family Consumer Science grades 7-12 and Industrial Technology Education grades 7-9. Objectives - To adopt textbooks as recommended for the adoption period of 2005-2010 Expected Outcomes - Students will have access to the most recent published textbooks and supplemental materials. Population - All Little Rock School District students enrolled in Family and Consumer Science courses and Industrial Technology courses. Budget Amount/Source of Budget - Little Rock School District and magnet schools textbook budgets Manager(s) - Carol Green, Director, Career-Technical Education Dennis Glasgow, Interim Associate Superintendent Sharrell Tate, Textbook Coordinator Duration - This adoption is proposed for the period of July, 2004 - June, 2010 Committee Members - Maureen Pierce, Teacher, Central High Shannah Ellender, Teacher, Central High Evelyn Callaway, Teacher, J .A. Fair Kat Sherbett, Teacher, J.A. Fair Liz Lucker, Teacher, Hall High JoAnn Arrington, Teacher, Hall High Gertie Jackson, Teacher, Dunbar Middle Annithia Harris, Teacher, Cloverdale Middle Pat Carr, Teacher, Forest Heights Middle Michelle Vire, Teacher, Mabelvale Middle !.J.\u0026gt;, z \u0026gt;z n\ni! UI 0 ~ C: 0\ncm mz S--\u0026lt; UI :X: 5~ Zo UI Cl Brenda Byrd, Teacher, Pulaski Heights Middle Joyce Asberry, Teacher, Southwest Middle Ex-Officio Members - Carol Green, Director Dr. Katherine Mitchell, Board of Director Sharrell Tate, Textbook Coordinator Long Range/Continuation - Textbook adoptions are submitted during the state adoption period. Other Agencies Involved - N/ A Expectations of Staff - Teachers are expected to utilize textbook in instructional delivery as required per curriculum frameworks and Arkansas Department of Workforce Education standards. Needed Staff - NI A Comments - Textbooks were reviewed by the review team composed of all Family and Consumer Science middle and high school teachers. Teachers also attended the State Textbook Caravan on March 11 th, to review textbooks and discuss textbook information with vendors. The CareerTechnical Education Director, as well as Little Rock District Textbook Coordinator attended the caravan. Textbooks were evaluated on several criteria including state standards, gender bias, multiculturalism, format, technological content, supplementary materials, etc. Recommendations - We recommend the following textbooks for adoption. High School Course Clothing Foods \u0026amp; Nutrition Housing and Design Child Development Parenting Textbook Clothing: Fashion, Fabrics \u0026amp; Construction  2003 Guide to Good Food  2004 Homes: Today and Tomorrow  2002 The Developing Child  2003 Parents and Their Children  2004 Changes and Choices  2000 Consumer Education and Economics  2004 Human Relations Managing Resources Childcare Guidance \u0026amp; Management Services Child and Adult Care Professionals  2004 Nutrition and Wellness Nutrition and Wellness  2004 Family Dynamics Families Today  2004 Family \u0026amp; Consumer Sci. Creative Living  2004 Family \u0026amp; Work Connections-Building Life Skills 2004 Industrial Technology Edu. Technology: Today and Tomorrow  2004 Middle School Family \u0026amp; Consumer Science Discovering Life Skills  2004 Exploring Industrial Technology Introduction To Technology  2003 Grade Level 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 7-8 7-8 TO: LITTLE ROCK SCHOOL DISTRICT HEALTH SERVICES May 20, 2004 Board of Directors FROM: Margo Bushmiaer, Coordinator of Health Services THROUGH: Jo Evelyn Elston, Director, Pupil Services Junious Babbs, Associate Superintendent, Administrative Services Marian Lacey, Assistant Superintendent, Secondary Schools SUBJECT: Recommendation for Compliance with Act 1220 (2003) Act 1220 is legislation to improve the health of children. Act 1220 defines responsibilities of the Department of Education and the school districts. One component of this law is: Beginning with the 2004-2005 school year, every school district shall: Convene a school nutrition and physical activity advisory committee that shall include members from school district governing boards, school administrators, food service personnel, teacher organizations, parents, students, and professional groups such as nurses and community members. (A) School District Nutrition and Physical Activity Advisory Committee The School District Nutrition and Physical Activity Advisory Committee shall be structured in a way as to ensure age-appropriate recommendations that correlate to the current grade configuration of the school district 1. This shall be done utilizing at least one of the following options: a. Require each school to establish a School Nutrition and Physical Activity Advisory Committee. b. Require subcommittees to be established representing the appropriate age and grade configuration for that school district. c. Require that membership on district committee includes representatives from each appropriate grade level group ( elementary school, middle school, junior high, senior high). .!J.:,l z z\u0026gt; 0 ~ \"' )( ?\u0026lt; ~o ~5 o!!? C: z\no C\u0026gt; z\no Em m:11: Z\u0026gt; ...\no ::0: \"' -\u0026lt;al C:. :::\n~ o\n,:, zm z\ng no\n,:, C\u0026gt; ~~ m I: r\u0026gt; !!l C: 0\n,:,m :ms .z.... u,:,: 5~ ZO \"' cc 2. At a minimum the District Nutrition and Physical Activity Advisory Committee will: a. Annually, assess the school nutntton environment of each school campus beginning in school year 2004-2005 utilizing at a minimum the following modules of the School Health Index for Physical Activity, Healthy Eating and a Tobacco-Free Lifestyle available from: http://www.cdc.gov/nccdphp/dash/SHI/index.htm Module 1: School Health Policies and Environment Module 2: Health Education Module 3: Physical education and other Physical Activity Programs Module 4: Nutrition Services Module 8: Family and Community Involvement The School Health Index is a self-assessment and planning tool that will enable schools to identify the strengths and weaknesses of the school's nutrition and health environment, policies and programs. b. Assure that the School Health Index assessment is included in individual school improvement plans. Schools will document and report improvement in weaknesses noted in their annual School Improvement Plan reports to the District Nutrition and Physical Activity Advisory Committee. c. A~sist the school in implementation of Child Nutrition Standards to provide increased healthier options for all foods and beverage sold or served on the school campus. These include all foods and beverages other than those offered as part of reimbursable meals, including vending machines, snack bars, fund-raisers, school stores, class parties and other venues that compete with healthy school meals. d. Maintain and update annually, a list of recommended locally available healthier options for food and beverage sales venues. e. Review and make recommendations to the local school board regarding all food and beverage contracts. f. Maintain a list of non-food and healthy food alternatives for fund raisers. g. The District Committee will assess current physical activity within the school and the community by utilizing standards defined by the National Association for Sport and Physical Education (NASPE). h. The District Committee will develop strategies to meet physical activity standards in the school and community by utilizing standards as defined by the National Association for Sport and Physical Education. 1. Assure that the physical activity standards are included in the school improvement plans. J. Schools will document and report improvement in weaknesses noted in the annual School Improvement Plan report to the District Nutrition and Physical Activity Advisory Committee and the Arkansas Child Health Advisory Committee. I am recommending that the attached committee roster be approved and charged with the responsibilities of compliance with Act 1220 as defined in the legislation. !.J.:1, z \u0026gt;z n ~ \"' LITTLE ROCK SCHOOL DISTRICT May 17, 2004 2004 Nutrition I Physical Activity Advisory Committee NAME LOCATION Bushmiaer, Mar20 Coordinator, Health Services Barksdale, Diane Principal, Carver Blaine, Barbara Counselor, Western Hills Brown, Sandra RN, Baptist Health - Community Outreach Buck, Larry Principal, McClellan Burton, Marvin Principal, Henderson Ed2erson, Pat Parent and Student in Colle2e of Public Health Elston, Jo Evelyn Director, Pupil Services Favela, Zaul 11 t \" Grade Student, McClellan High Frasier, Coreen PE Teacher, Rockefeller Gan2oso, Ace 11th Grade Student, Parkview Ma2net Goolsby, Susan ACH Nutritionist/ Parent Kin2 \u0026amp; Mann Green, Sheila Tobacco Prevention Coordinator, Pupil Services Hayman, Kimberly Nurse: Baseline, Geyer Sprin2s, Wakefield Henderson, Julie UALR, Share America, Health Services/ Parent - PHMS Hynes, Stephanie Walker Supervisor, Child Nutrition/ Parent - Mann Islam, Arie Secretary, Athletics/ Parent - McClellan \u0026amp; Cloverdale Middle Kelley, Carla Nurse, Henderson Kni2ht, Katherine Wri2ht Teacher Rep Lacey, Marian Dr. Assistant Superintendent, Administration McCoy, Morlin Director, Child Nutrition Merritt, Re2inald Safe \u0026amp; Dru2 Free Schools Coordinator, Pupil Services Mitchell, Katherine Dr. LRSD Board of Directors Robinson, Tiffany 10th Grade Student, J.A. Fair Hieb Sco2in, Annette Assistant Director, Athletics Shindler, Lindsey 10th Grade Student, Central Hi2h Smith, Paula Romine Parent Wheeler, Gary Dr. Pediatrician, UAMS, ACH /Parent-Central High Williams, Keenan 11th Grade Student, Hall Hi2h LITTLE ROCK SCHOOL DISTRICT CARE PROGRAM DATE: MAY 10, 2004 TO: Little Rock School District Board of Directors FROM: ...~. artha Rogers,~RE Program Supervisor Jo Evelyn Elsto , irector Pupil Services Junius Babbs, Associate Superintendent THROUGH: Morris Holmes, Superintendent of Schools SUBJECT: CARE Program Tuition Fee Increase The CARE Program is a self-supporting before and after school child care program currently provided at twenty two LRSD elementary schools. Care income comes directly from parent tuition, and The Department of Human Services Childcare Vouchers or other programs that provide childcare tuition assistance to parents CARE is seeking approval to raise tuition fees by $15.00 per month or 13.64% for a maximum of $125.00 per month as compared to the current $110.00 per month. In the event that a raise is approved for the 2004/2005 school year, this increase would cover the 2.875% raise plus a 10% raise, three additional school days and one additional staff development day that have been added to the 2004/2005 school calendar. If a lesser raise were approved, CARE would increase tuition fees according to that percentage. The revenue generated by the tuition rate increase would offset the payroll increase. Your approval will allow the CARE Program time to be prepared when the raises are determined. This will help us prepare, print, and mail registration brochures mid-July and flyers and handbooks would be ready for August registration. ~ \u0026gt; a, . C: c!!! oz zm ~~ c5 kl z::o en S n m en .!1.1, z \u0026gt;z n \u0026gt; ~ en EXPLANATION OF 13.64% INCREASE IN PAYROLL 200412005 Current CARE Rates Registration fee Before \u0026amp; After School Full day CARE $25 per year $110.00 per month $12.00 per day Proposed CARE Tuition Rate Increase (Other fees would remain the same) Registration fee Before \u0026amp; After School Full day CARE $25.00 per year $125.00 per month $12.00 per day Drop-in $8.00 per day Drop-in $8.00 per day With a !3.64% rate increase, the daily rate would increase from $5.75 to $6.32 per day, an increase of .57 per day. As compared to other child care programs, CARE registration and tuition rates are and have historically been one of the most reasonable in the area. Current Childcare Rates for Local Childcare Centers ( Based on average registration and weekly rates) Registration fee Before \u0026amp; After School Full day CARE Drop-in From $25 to $100 per year $40.00 - 50.00 per week $15.00 - $17.00 $160 - 200.00 per month The Department of Human Services Daily Rate Cap for Before \u0026amp; After School Averaged over 9 months Registration fee Before \u0026amp; After School Full day CARE Drop-in Pre-K OHS does not Pay registration $219.00 per month $17.00 per day School Age OHS does not Pay registration $151.33 per month $15.20 per day The Department of Human Services daily rate cap for before and after school child care is $11.05 per day or $219.00 per month for preschool and $7.65 per day or $151 .33 per month for school age children. Increase in Payroll Estimated Through June 2004. Administrative payroll (includes fringe benefits and FICA) 12.875% Increase CARE Aides payroll (Includes fringe benefits and FICA) 12.875% Increase Three additional school days One additional staff development day 2004-2005 Total CARE payroll increase for 2004/2005 13.64% Tuition Fee Increase in revenue $314,500 X 12.875% $ 40,492 $478,657 X 12.875% $ 61,627 $ 8,550 $ 4,200 $ 12,750 $114,869 $127,534 Increasing tuition $15.00 per month would generate $1271534 in additional revenue and therefore offset the payroll increase of $114. 869. A lesser percentage would be used based on the actual raise if less than 10%. We request Board approval of this recommendation as submitted. \u0026gt;CD . C: 0!! oz zm ~~ ~ Kl Z\na:, en:s 0 m en !..I,' z \u0026gt;z 0 ,\u0026gt;.. en r\u0026gt; ~ C: 0\na:,m mz :s .... en::c o\u0026gt; zZ enO OJ 810 West Markham Little Rock, AR 72201 Phone: (501) 447-3580 E-mail: linda.watson@lrsd.org TO: Board of Education FROM: Linda Watson, Ed. D. LINDA WATSON, Ed. D. ASSIST ANT SUPERINTENDENT STUDENT DISCIPLINE Fax: (501) 447-3581 SUBJECT: 2004 - 2005 Student Handbook Revisions The attached represents the recommendations for the revision of the 2004 - 2005 Student Handbook. The old information is presented in regular type and the new or recommended revisions are presented in bold type. The information that is being deleted is presented with a strike through. The administration is recommending the approval of the revisions. DRAFT 2004-2005 STUDENT HANDBOOK REVISIONS SAFE AND UNSAFE SCHOOLS Pursuant to the requirements of the No Child Left Behind (NCLB) legislation, the following information is to be provided to parents: Safe Schools Safe schools are those where students, staff members and visitors feel safe and welcome and have the opportunity to learn, teach, work, and engage in activities without being threatened, intimidated, bullied, harassed, or made the victim of crime. Such schools provide an environment in which students are challenged academically, respected and supported socially and emotionally by peers and staff, held accountable for their actions, and able to work without fear. Perhaps, most importantly, a safe school is one where students are connected and feel a part of the school. This broad definition of a safe school extends the concept of safety beyond the realm of physical well-being to include the related areas of social climate and order. Unsafe Schools For the purpose of NCLB, the definition of a persistently dangerous public school implies a pattern of unsafe behaviors as demonstrated over time, not just a single event. The committee recommended a period of two consecutive years, during which the following are evidenced, establishes the condition of \"persistently unsafe.\" A school would be considered persistently dangerous if the following conditions are observed: 1. For each year during the past two consecutive years, the school has had a federal or state gun-free school violation as allowed by the USC and/or Arkansas Criminal Code Annotated, or at least one violent criminal offense has been committed on school property (Violent criminal offense means homicide, rape, robbery and/or aggravated assault), and 2. For each year during the past two consecutive years, the school has experienced expulsions for drugs, alcohol, weapons or violence that exceeds 3% of the total school population as reported on October 1st of each year. NOTE: If a school is designated as an unsafe school, students will have an opportunity to transfer to another school where there is space. STUDENT CONDUCT CODE- ELEMENTARY STUDENTS Rule 10: Failure to Follow Bus Rules and Regulations All school rules and regulations governing student behavior apply to conduct on the school bus and at bus stops. If a student misbehaves on a bus or at a bus stop, he/she will receive a disciplinary sanction as it is outlined in the Student Handbook. NOT PERMITTED  Eating and drinking on the bus  Smoking  SoufQi11g or iighti11g  Playing radios, tape players or band instruments 0 Yelling at anyone on the bus or outside the bus  Throwing paper or any object on the floor of the bus or outside the window  Putting hands, arms or head out windows  Tampering with any of the bus safety devices  Defacing any part of a bus OTE: THE OFFENDER WILL PAY FOR DAMAGE TO A 'Y Bl S EQUIPMENT. EXCEPTION TO MINIMUM PENAL TIES l. A otulio11t , he poooeoooo light@ro, light@r Auili0 a11cl.'er Acu,ooablo pPoli1t0t0, 8tfl@lrn0, uo@o a11, tobaeeo proliuet, or uo00 aR, illiigal clrugo on a b1to, r: ho ph, oieall, or , o,eall, abuo@o a \\mo 1fri, e,, er eommito an aet of , anlialiom eauoing liamag@ to a bus shall not b@ p@Ffflitt@li to Filie a 00hool euo in tho Littlo Roelt Eohool Qi0tfi@t f@r a mi1tim1tm ofniR@ @@Its. ln aliditien, th@ paronti'guarliian ofa ohtlient 11he damagoo a oehool bus ::ill bo ,equi,od to r@imburo@ the Qiotriet for tho ooot ofrnpai,ing tho damag@ bof@r0 th@ traRopertation p,i, il@go io rootornli. m tho o, ont ef a ooeond eff@no@ of an, on@ eftho aeov0, a owdont r: ill bi! doniod tranopertation f@r tho romaind@r of tho oehool term. ~ 1. As a last resort, the Transportation Department may discontinue a bus route when a large number of students who ride the bus refuse to obey the regulations. If it becomes necessary for school personnel to consider eliminating a bus route because of continued misconduct by students, except in extreme circumstances, parents will be contacted by letter or telephone to inform them of the situation. A meeting with parents/guardians and school personnel will be arranged to discuss the circumstances and to consider possible solutions. 2. All regulations and sanctions pertaining to student behavior and safety that apply during the school day are applicable to students while they are riding buses to and from school. ~M\u0026gt; (\n: ( 'untinurcl rni1 htha iur nn tht 1 t'h11nl hu 1,\" ill rt tt# inn lo,,, oftran,,fHlrhttion pri ilegt!!,-. Wfl-t~~M==t-h-~ rtctnattKlt1r o+=Utl' '1t'mt 1,1t1r ur t.rhoul _:'t:UJ', '\\ote: Repeated \\'iolations of Category I Olfrmes \"ill result in the student being charged under Ruic :? I -\\. Category :?. !D .., z \u0026gt;z n \u0026gt;..... en \u0026gt;\u0026lt; ?\u0026lt; ~n EO o!!! c:Z :,\n,C., Z:,\n, :il:m m\ni: Z\u0026gt; \"\"\":,\n, ~ en STUDENT CONDUCT CODE - MIDDLE AND SENIOR HIGH SCHOOL STUDENTS Rule 8: Smoking or Use of Smokeless Tobacco Smoking or possession of matches, lighters, lighter fluids and/or tobacco products of any kind on school district property, at school-related activity or on the school bus is prohibited. (Arkansas Code 5-78-101-102) First Offense: Enrollment in, and completion of, a smoking education program. Enrollment documentation is required. ~ Two days in-school suspension for failure to complete the program. Second Offense: Enrollment in, and completion of, a smoking education program. Enrollment documentation is required.~ Four days in-school suspension and probation. ote: A student found in possession of matches, lighters, lighter fluids and/or flammable products on school buses will be required to attend a student/ parent/ administrator conference within 24 hours of the incident. Rule 10: Failure to Follow Bus Rules and Regulations All school rules and regulations governing student behavior apply to conduct on the school bus and at bus stops. If a student misbehaves on a bus or at a bus stop, he/she will receive a disciplinary sanction as it is outlined in the Stude11t Ha11dbook. NOT PERMITTED  Eating and drinking on the bus  Smoking  S euftling 8F HgffliRg  Playing radios, tape players or band instruments  Yelling at anyone on the bus or outside the bus  Throwing paper or any object on the floor of bus or outside the window  Putting hands, arms or head out windows  Tampering with any of the bus safety devices  Defacing any part of a bus\n\\OTE: THE OFFE:\\DER WILL PA\\' FOR DA\\lAGE TO A \"i\\' B\\'S EQl'IP\\IE:\\T. These rules are set to ensure that the students riding a bus m the Little Rock School District are transported as safely as possible and are, at the same time, provided a pleasant trip to their destination. STUDENT CONDUCT CODE - MIDDLE SCHOOL AND SENIOR ffiGH STUDENTS EXCEPTIO TO MINIMUM PENALTIES 1. A otuti@nt urho poooooooo lightoro, lighter th1itio enti/or flemmeblo p1'0tiueto, omolrno, uooo ens tobee88 protiuet, or uooo ens illogel srugo one buo, who phyoieelly or\n1erbelly e@uoeo e l\n,uo dri, er, or BOR'lfmto en eet of , entielioM eeuoing tiemege to e buo ohell not b@ pem1itteti to fitie e oehool buo in the Jsittle Roelt School Qiotriet fore rninimurn of nine .,.Hilo. ht eetiition, tho pe,ene\u0026lt;~ereien efe otuti0nt II ho tiemegoo e oehool buo\n1ill be ,011uiroti to ,eimi\niu,oo d~o QiotJ:iet for tho GOot offepeiring tho eemogo b0fo,o the tJ:enoportetion privilege io rcoto!'oti. 1H tho o  llnt ofe ouonti off@no@ of ens on11 ofth11 ebovo, e otutient ill I\n,@ eonieti trenoportetion for tho romeintio, oftho o@hool toflfA . .!.. 1. As a last resort, the Transportation Department may discontinue a bus route when a large number of students who ride the bus refuse to obey the regulations. If it becomes necessary for school personnel to consider eliminating a bus route because of continued misconduct by students, except in extreme circumstances, parents will be contacted by letter or telephone to inform them of the situation. A meeting with parents/guardians and school personnel will be arranged to discuss the circumstances and to consider possible solutions.\n. 2. All regulations and sanctions pertaining to student behavior and safety that apply during the school day are applicable to students while they are riding buses to and from school. 1,l,'AIU'ING: \u0026lt;?ontinu@d ntisbelta\\'ior on the o@ltool lrno will result in a loos of transportation pri\\ilogoo, temporarily or for tlte renteinder of tlte seme,\nter or u@ltool year. ote: Repeated violations of Category I Offenses will result in the student being charged under Rule 218, Category 2. !..I,I z  zn\ni! \"' \u0026gt;\u0026lt; ?\u0026lt; ~n ~5 o!!! C: z\na C) Z\na 31::m m31:: Z)\u0026gt; ....\na\n,i\n\"' STUDENT CONDUCT CODE - MIDDLE AND SENIOR IDGH SCHOOL STUDENTS Rule 14: Gambling Playing a game of chance for something of value will not be tolerated. All funds that are not claimed will be confiscated and deposited in school's Activity Fund. First Offense: Suspension: 3-5 days and probation (regular schedule schools) Suspension: 4-6 days and probation (block schedule schools) Second Offense: Long-term suspension recommendation Rule 26A. Possession/Use of Paging Devices ~tltlfltlP!i), Cellular Phones and/or Other Electronic Communication Devices The use or possession of a beeper or other electronic communication device (CD, MP3, DVD) on a school campus, a school bus or at a school-related activity, during the regular school day, is prohibited, except when they are required for medical reasons. Medical documentation must be on file with the student's administrator and school nurse. (Arkansas Codes 6-17-113 and 6-18-502) First Offense: Warning, confiscation of the device and parent conference. Second Offense: Suspension: 5 days and probation (regular schedule schools) Suspension: 6 days and probation (block schedule schools) Third Offense: Long-term suspension recommendation Rule 39: Extortion/Robbery Obtaining or attempting to obtain money or property from an individual by force or threat of force is prohibited. (Arkansas Code 6-18-502 and 6-17-113) DISCIPLINARY ACTIONS/PROCEDURES Student/Parent Reinstatement Conference When a student is being short-term suspended, a conference should be held with the parent/guardian and the student to seek resolution of the misconduct and to consider the reinstatement requirements. The parent/guardian and administrator should agree on a mutually satisfactory time for the conference. If the parent/guardian does not request a conference by the end of the suspension, the appropriate administrator shall initiate contact. The building administrator may select an alternative means for a reinstatement conference if the parent/guardian is unable to attend. Students who have been in an alternative, residential- or day-treatment, and other educational faclllty must be reinstated by the Student Hearing Office. .!l.:,J z z\u0026gt; n ~ UJ )( ?\u0026lt;\n,..n ~o co!!z?\n,\n, C) z\n,\n,\nl:m m\n1: Z\u0026gt; -\u0026lt;\n,\n, =\"' UJ POLICIES AND PROCEDURES ANTI-BULL YING Consequences for Violation of This Policy By Students in Grades 6-12 First Offense: The student or students who are the\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":"apm_marshall_marshallcr","title":"Thurgood Marshall Before the Court","collection_id":"apm_marshall","collection_title":"Thurgood Marshall Before the Court","dcterms_contributor":["Ellis, Kate","American RadioWorks","National Endowment for the Humanities"],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Smith, Stephen"],"dc_date":["2004-05"],"dcterms_description":["Web site companion to a radio documentary of the same name produced by American Radio Works. The site contains an audio file of the radio documentary, a transcript of the program, and essays on Thurgood Marshall, the Brown v. Board of Education case. The site also features a timeline indicating significant events in Marshall's life as well as national points of interest.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":null,"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":null,"dcterms_subject":["Segregation--United States","African Americans--Segregation","Courts--United States","United States. Supreme Court","Lawyers--United States","African American lawyers","Judges--United States","African Americans--Civil rights","Civil rights--United States","Civil rights movements--United States","Civil rights workers--United States","African American civil rights workers--United States","School integration--United States","Segregation in education--United States"],"dcterms_title":["Thurgood Marshall Before the Court"],"dcterms_type":["Collection"],"dcterms_provenance":["American Public Media"],"edm_is_shown_by":null,"edm_is_shown_at":["http://americanradioworks.publicradio.org/features/marshall/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["instructional materials","timelines (chronologies)","transcripts","sound recordings","articles","documentaries and factual works","letters (correspondence)","photographs","black-and-white photographs"],"dcterms_extent":null,"dlg_subject_personal":["Brown, Oliver, 1918-1961--Trials, litigation, etc.","Marshall, Thurgood, 1908-1993","Brown, Oliver, 1918-1961"],"dcterms_subject_fast":null,"fulltext":null},{"id":"apm_marshall","title":"Thurgood Marshall before the court / by Stephen Smith and Kate Ellis","collection_id":null,"collection_title":null,"dcterms_contributor":["Ellis, Kate","American RadioWorks","National Endowment for the Humanities"],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Smith, Stephen"],"dc_date":["2004-05"],"dcterms_description":["Web site companion to a radio documentary of the same name produced by American Radio Works. The site contains an audio file of the radio documentary, a transcript of the program, and essays on Thurgood Marshall, the Brown v. Board of Education case. The site also features a timeline indicating significant events in Marshall's life as well as national points of interest.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":null,"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":null,"dcterms_subject":["Segregation--United States","African Americans--Segregation","Courts--United States","United States. Supreme Court","Lawyers--United States","African American lawyers","Judges--United States","African Americans--Civil rights","Civil rights--United States","Civil rights movements--United States","Civil rights workers--United States","African American civil rights workers--United States","School integration--United States","Segregation in education--United States","Brown, Oliver, 1918- --Trials, litigation, etc."],"dcterms_title":["Thurgood Marshall before the court / by Stephen Smith and Kate Ellis"],"dcterms_type":["Collection"],"dcterms_provenance":["American Public Media"],"edm_is_shown_by":null,"edm_is_shown_at":["http://americanradioworks.publicradio.org/features/marshall/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["instructional materials","timelines (chronologies)","transcripts","sound recordings","articles","documentaries and factual works","letters (correspondence)","photographs","black-and-white photographs"],"dcterms_extent":null,"dlg_subject_personal":["Marshall, Thurgood, 1908-1993","Brown, Oliver, 1918-1961"],"dcterms_subject_fast":null,"fulltext":null},{"id":"nge_ngen_ralph-david-abernathy-1926-1990","title":"Ralph David Abernathy (1926-1990)","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Kirkland, W. Michael"],"dc_date":["2004-04-27"],"dcterms_description":["Encyclopedia article about Ralph D. Abernathy, Martin Luther King Jr.'s chief partner in the civil rights movement. Abernathy helped organize the Montgomery bus boycott and the Southern Christian Leadership Conference (SCLC), succeeding King as SCLC president and leading the Poor People's Campaign March on Washington D.C. after King's assassination. Abernathy attended Atlanta University and pastored First Baptist Church in Montgomery, Alabama as well as West Hunter Street Baptist Church in Atlanta.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata.","GSE identifier: SS8H11"],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of the New Georgia Encyclopedia."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Forms part of the New Georgia Encyclopedia."],"dcterms_subject":["African American clergy--Georgia","African American civil rights workers--Georgia"],"dcterms_title":["Ralph David Abernathy (1926-1990)"],"dcterms_type":["Text"],"dcterms_provenance":["New Georgia Encyclopedia (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.georgiaencyclopedia.org/articles/history-archaeology/ralph-david-abernathy-1926-1990/"],"dcterms_temporal":null,"dcterms_rights_holder":["If you wish to use content from the NGE site for commercial use, publication, or any purpose other than fair use as defined by law, you must request and receive written permission from the NGE. Such requests may be directed to: Permissions/NGE, University of Georgia Press, 330 Research Drive, Athens, GA 30602."],"dcterms_bibliographic_citation":["Cite as: \"Ralph Abernathy (1926-1990),\" New Georgia Encyclopedia. Retrieved [date]: http://www.georgiaencyclopedia.org."],"dlg_local_right":null,"dcterms_medium":["articles"],"dcterms_extent":null,"dlg_subject_personal":["Abernathy, Ralph, 1926-1990"],"dcterms_subject_fast":null,"fulltext":null},{"id":"nge_ngen_ralph-mark-gilbert-civil-rights-museum","title":"Ralph Mark Gilbert Civil Rights Museum","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Chatham County, Savannah, 32.08354, -81.09983"],"dcterms_creator":["Elmore, Charles J."],"dc_date":["2004-04-26"],"dcterms_description":["Encyclopedia article about the Ralph Mark Gilbert Civil Rights Museum in Savannah, Georgia, which chronicles the civil rights struggle of Georgia's oldest African American community. The museum is named for the father of the civil rights movement in Savannah, Ralph Mark Gilbert, who served as pastor of the historic First African Baptist Church from 1939 to 1956. Gilbert worked with many organizations to help African Americans including the Savannah Branch and the Georgia Conference of the NAACP. Due to Gilbert's efforts with a black voter registration drive in 1947 Savannah became one of the first cities in the South to hire black policemen. W. W. 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