{"response":{"docs":[{"id":"kai_chm-oh_88","title":"I WAS THERE: James M. Merrion","collection_id":"kai_chm-oh","collection_title":"Oral History Collection (Chicago History Museum)","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005"],"dcterms_creator":["Merrion, James M.","Grannan, Jill"],"dc_date":["2008-09-25"],"dcterms_description":["Mr. Merrion was a student at DePaul University College of Law in 1968 when he volunteered at the Democratic National Convention (DNC). He was assigned to the Conrad Hilton Hotel as a driver for lower-level politicians attending the convention. Too many drivers had been hired so that he spent most of his time inside the hotel. At one point, he was in a room with other DNC volunteers that overlooked the mounting tension in Grant Park. As the situation escalated, a rock was thrown through the window of this hotel room. The next day Merrion was called for driving duty, running errands for Vice President Hubert Humphrey�s grandson and eventually meeting Humphrey."],"dc_format":["audio/mpeg","image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Chicago, Ill. : Studs Terkel Center for Oral History, Chicago History Museum","Chicago, Ill. : Chicago History Museum"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Oral History Collection (Chicago History Museum)","I WAS THERE: The 1968 Democratic National Convention Oral History Project"],"dcterms_subject":["DePaul University. College of Law","Democratic National Convention (1968 : Chicago, Ill.)","Oral history","Interviews","Riots","Elections","Political science"],"dcterms_title":["I WAS THERE: James M. Merrion"],"dcterms_type":["Sound","Text","StillImage"],"dcterms_provenance":["Chicago History Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://collections.carli.illinois.edu/cdm/ref/collection/chm_oh/id/88"],"dcterms_temporal":["1968"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["© 2015 Chicago Historical Society, all rights reserved","For permission to reproduce, distribute, or otherwise use this image, please visit https://images.chicagohistory.org or contact rightsrepro@chicagohistory.org."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio file: 43:10 minutes"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"kai_chm-oh_104","title":"I WAS THERE: Robert Remer","collection_id":"kai_chm-oh","collection_title":"Oral History Collection (Chicago History Museum)","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005"],"dcterms_creator":["Remer, Robert","Russick, John"],"dc_date":["2008-09-24"],"dcterms_description":["Having interned in Washington, D.C. for the Young Democrats, Mr. Remer volunteered for the Democratic Party during the Democratic National Convention, witnessing the preparations for the convention. He discussed the use of the new technology of magnetic badges that were first introduced at the 1968 convention and also talked about Mayor Richard J. Daley's hold on the printing presses. Remer played an integral role trying to get a minority resolution printed and distributed that would have made the Democratic National Committee more democratic. The measure never reached the floor."],"dc_format":["audio/mpeg","image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Chicago, Ill. : Studs Terkel Center for Oral History, Chicago History Museum","Chicago, Ill. : Chicago History Museum"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Oral History Collection (Chicago History Museum)","I WAS THERE: The 1968 Democratic National Convention Oral History Project"],"dcterms_subject":["Democratic National Convention (1968 : Chicago, Ill.)","Oral history","Interviews","Riots","Elections","Political science"],"dcterms_title":["I WAS THERE: Robert Remer"],"dcterms_type":["Sound","Text","StillImage"],"dcterms_provenance":["Chicago History Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://collections.carli.illinois.edu/cdm/ref/collection/chm_oh/id/104"],"dcterms_temporal":["1968"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["© 2015 Chicago Historical Society, all rights reserved","For permission to reproduce, distribute, or otherwise use this image, please visit https://images.chicagohistory.org or contact rightsrepro@chicagohistory.org."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio file: 32:39 minutes"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"kai_chm-oh_35","title":"I WAS THERE: Richard Fizdale","collection_id":"kai_chm-oh","collection_title":"Oral History Collection (Chicago History Museum)","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, Illinois, Cook County, Chicago, Grant Park, 41.87948, -87.61894","United States, Illinois, Cook County, Chicago, Lincoln Park, 41.9217, -87.64783","United States, Illinois, Cook County, Chicago, North Side, 41.90003, -87.6345","United States, Illinois, Cook County, Chicago, West Rogers Park, 42.00336, -87.70061"],"dcterms_creator":["Fizdale, Richard","Alter, Peter"],"dc_date":["2008-09-19"],"dcterms_description":["Mr. Fizdale, as a man in his late 20s in 1968, recounted how he became acquainted with Abbie Hoffman, Jerry Rubin, Phil Ochs, and Paul Krassner in early 1968. During the Democratic National Convention, Mr. Fizdale then used these connections to house Jerry Rubin in his North Side apartment. Mr. Fizdale also participated in some of the marches in Grant and Lincoln parks and was shocked by the police reaction to the demonstrators. He did not, however, support all methods used by the protestors."],"dc_format":["audio/mpeg","image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Chicago, Ill. : Studs Terkel Center for Oral History, Chicago History Museum","Chicago, Ill. : Chicago History Museum"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Oral History Collection (Chicago History Museum)","I WAS THERE: The 1968 Democratic National Convention Oral History Project"],"dcterms_subject":["Democratic National Convention (1968 : Chicago, Ill.)","Oral history","Interviews"],"dcterms_title":["I WAS THERE: Richard Fizdale"],"dcterms_type":["Sound","Text","StillImage"],"dcterms_provenance":["Chicago History Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://collections.carli.illinois.edu/cdm/ref/collection/chm_oh/id/35"],"dcterms_temporal":["1968"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["© 2015 Chicago Historical Society, all rights reserved","For permission to reproduce, distribute, or otherwise use this image, please visit https://images.chicagohistory.org or contact rightsrepro@chicagohistory.org."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio file: 41:41 minutes"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"nge_ngen_robert-sengstacke-abbott-1868-1940","title":"Robert Sengstacke Abbott (1868-1940)","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Chatham County, Savannah, 32.08354, -81.09983","United States, Georgia, Glynn County, Saint Simons Island, 31.15051, -81.36954","United States, Illinois, Cook County, Chicago, 41.85003, -87.65005"],"dcterms_creator":["Davis, Pablo J."],"dc_date":["2008-09-19"],"dcterms_description":["Encyclopedia article about Georgia native Robert Sengstacke Abbott who founded, edited, and published the Chicago Defender, for decades the country's dominant African American newspaper. Through the pages of the Defender, Abbott exercised enormous influence on the rise of the black community in Chicago, Illinois, and on national African American culture.","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":["text/html"],"dcterms_identifier":null,"dcterms_language":["eng"],"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 newspaper editors--Illinois--Chicago","Chicago defender","African American newspapers--Illinois--Chicago","African American civic leaders--Illinois--Chicago","Civic leaders--Illinois--Chicago","African American boys--Georgia--Savannah","African American lawyers--Illinois--Chicago","Civil rights movements--Illinois--Chicago"],"dcterms_title":["Robert Sengstacke Abbott (1868-1940)"],"dcterms_type":["Text"],"dcterms_provenance":["New Georgia Encyclopedia (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.georgiaencyclopedia.org/articles/arts-culture/robert-sengstacke-abbott-1868-1940/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: \"[article name],\" New Georgia Encyclopedia. Retrieved [date]: http://www.georgiaencyclopedia.org."],"dlg_local_right":["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_medium":["articles"],"dcterms_extent":null,"dlg_subject_personal":["Abbott, Robert S. (Robert Sengstacke), 1868-1940"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1493","title":"Report: ''Update of the Status of the Pulaski County Special School District's Implementation of its Desegregation Plan,'' Office of Desegregation and Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["2008-09-17"],"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":["School improvement programs","Little Rock (Ark.)--History--21st Century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School buildings","School discipline","School employees","School facilities","School administrators","School management and organization","Student assistance programs","Student suspension","Gifted \u0026 talented"],"dcterms_title":["Report: ''Update of the Status of the Pulaski County Special School District's Implementation of its Desegregation Plan,'' Office of Desegregation and Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1493"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["128 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rogp_049","title":"Helen Lewis, 15 September 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Short, Bob, 1932","Lewis, Helen, 1924"],"dc_date":["2008-09-15"],"dcterms_description":["Helen M. Lewis was born in 1924 in Cumming, Georgia. While at Georgia State College for Women she helped form the Student League for Good Government, in order to campaign for Jimmy Carmichael's 1946 gubernatorial race. When Carmichael lost the race, Lewis went to graduate school at Duke University, but returned to Georgia, where she answered letters for Governor M.E. Thompson. She finished her master's in sociology at the University of Virginia in 1950, and a Ph. D. in sociology at the University of Kentucky in 1970. She was an advocate of integration, and was involved in the Long Civil Rights Movement of the 1940s. As an educator, librarian, and administrator Lewis worked for the University of Virginia's College at Wise, Berea College in Kentucky, and the Highlander Research and Education Center in Tennessee. She has been active in Appalachian issues, including labor, poverty, and education.","Lewis discusses her student activism at Georgia State College for Women in the 1940s. In particular she focuses on her support for progressive Democrat Jimmy Carmichael in Georgia's 1946 gubernatorial race and her civil rights advocacy with the Young Women's Christian Association (YWCA). She also discusses her career teaching and addressing issues of labor, poverty, and education across the Appalachian region.","Finding aid available in repository.","Interviewed by Bob Short."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["Georgia State College for Women","Young Women's Christian Association","Governors--Election","Civil rights movements--Georgia--History","Civil rights movements--United States--History","Student movements--Georgia--History","Poverty--Appalachian Region","Education--Appalachian Region","Labor--Appalachian Region","Civil rights movements","Economic history","Education","Labor","Poverty","Student movements","Universities and colleges--Alumni and alumnae","Appalachian Region--Economic conditions","Appalachian Region","Georgia","United States"],"dcterms_title":["Helen Lewis, 15 September 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-049/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 049, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview : sd., col."],"dlg_subject_personal":["Carmichael, Jimmy","Lewis, Helen, 1924-"],"dcterms_subject_fast":null,"fulltext":"Helen Lewis interviewed by Bob Short \r\n2008 September 15 \r\nAthens, GA \r\nReflections on Georgia Politics \r\nROGP-049 \r\nOriginal: video, 69 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\nDate of Transcription:  September 25, 2009 \r\n \r\nBOB SHORT:  We're glad to welcome Dr. Helen Lewis, former college professor, a long time educator, and a campaigner for Jim B. Carmichael in 1946.  So it's 1946.  Jimmy Carmichael is running against Eugene Talmadge for governor and you were there. \r\n \r\nHELEN LEWIS:  I had just graduated from college, Georgia State College for Women where we had gotten really interested in politics.  Ellis Arnall had allowed 18-year-olds to vote and I was one of the first to be able to vote.  As a matter of fact, I was able to cast my first vote for Franklin Roosevelt the last time he ran.  And so we became very interested in trying to maintain the progressive government that Ellis Arnall had produced.  And since he could not secede himself and had selected Carmichael, we became big Carmichael supporters in the college.  And we formed a league of women voters, one of the first of young people, young women students, but we also formed something called the Student League for Good Government.  And that was sort of, I think throughout the state.  I know the University of Georgia had a Student League for Good Government.   \r\nAnd so when the campaign started, they asked me and George Doss from the University of Georgia to come and be in the campaign headquarters and organize students for Carmichael.  And so we did, and we lived in the campaign headquarters at the Piedmont Hotel all summer and had an office called the Student League for Good Government.  And we organized students all over the state of Georgia.  We had students in every county.  We had them in giving out sound trucks.  We had some Allen Collie, who was from Grantville, whose mother ran the women's campaign for Carmichael.  He was running around in a sound truck.  He also flew an airplane and dropped leaflets in some places.  We had students writing radio spots and doing those letters to the editor, making speeches at Kiwanis Clubs and anywhere that they were allowed to.   \r\nBut we had students organized I think in every county of Georgia.  Well, in the headquarters they thought we were kind of a joke and we were called the children's crusade and so there was a lot of joking with us and a lot of students hanging out there all the time.  It was a very lively place and very exciting summer, and we were so sure we were going to win.  And actually, we did bring in I think we always said 100,000 extra votes into that campaign more so than any campaign prior to that had ever had voted in Georgia.  And so we took full credit for all of that, which probably wasn't exactly true.  But anyway, that's how I was there and we were very excited.  We were so sure we were beating both Rivers and because Ed Rivers was running, as well as Herman -- as Eugene Talmadge.   \r\nAnd the night of the election, we were just, you know, exuberant.  We were so sure we were winning.  We went over into the -- visited the Rivers' Headquarters and talked about didn't he look natural and treated it like it was a big funeral.  And so we were just a -- and then when the county unit votes came in and we had lost the election, it was a very, very sad place if you can imagine so.  It was a really important time for me because I had just graduated from college and I was going to graduate school that fall.  So I left the state and went to Duke University that fall.  So I missed all the excitement when Talmadge died and Herman claimed the office and we had three governors.  And so I was very -- I just wanted to be back because it convinced me that I wanted to go into politics. \r\n \r\nSHORT:  Well, did you have a political career after that? \r\n \r\nLEWIS:  Well, not really.  My idea at that particular time was I was going to go to -- I'd already been accepted at Duke and I was going to go to Duke for a year and then I was going to come back and buy a county -- a newspaper.  And some of the people in the Democratic Party were all in favor of that and were going to help me do that.  And then I would get into politics.  So I was all determined to get into politics.  Instead, I go to Duke.  It's right after World War II.  Veterans coming in.  I'd been at a woman's college for four years and so what did I do is get married to a Virginian.  Ended up at the University of Virginia and -- but I did come back after the year at Duke and worked for Melvin Thompson.   \r\nThey called me after the court had decided that Thompson was the legal governor and I had made friends with Dewitt Roberts.  And Dewitt Roberts was the sort of public relations ghost writer, he was called, the real ghost for Ellis Arnall's books.  As a matter of fact, I helped him do some research for The Shore Dimly Seen and so he just insisted I come back and work with the Thompson as Governor and be one of the ghost writers.  So I worked there for the year after from '47 and we had a house across the street from the capital, which Herman Talmadge called the haunted house.  And I think in one of his big editorials, I was named as the littlest ghost, or the smallest ghost or something and one of the things that I did was, well I answered a lot of letters.  You know, the governor gets a whole lot of requests for information about certain things, about departments and what's going on in this.   \r\nSo I just, I answered letters.  He was doing a sort of a weekly sort of fireside chat kind of thing.  I wrote some of those speeches and other speeches when he -- I remember Dewitt Roberts had me write one he was giving to a fraternity here at the University of Georgia, and it was supposed to be glorifying the Old South.  Well, I was pretty much an activist and a radical in those days and this was sort of a joke that I was going to have to right something supporting the glory of the old confederacy or something, which was not the sort of thing I wanted to write.  So I did that.   \r\nAlso, one of the things I did was one of the legislators had a son in college who needed a term paper on the prison system.  So I wrote a research paper for him on the history of the prison system in Georgia.  So those were the kinds of jobs that I had in the haunted house.  And I stayed there until June of '48, I guess, and that summer I -- I'd married.  I had married in that Fall of '47 so that while I was working there, I was married and we were living in a trailer out at Emory University on the campus for veterans who had come back from the war and who were -- because what happened was my husband, who was a graduate student at Duke with me, when I came back to Georgia he came and enrolled in Emory.   \r\nAnd we married, and I lived in this trailer in the middle of the campus between the post office and the cafeteria.  So it was one of those little trailers that didn't even have a bathroom in it and you had to sort of go up the walkway to a big trailer, which had all the bathrooms and here were all these wives, and children, and people running up as the students were going between the post office and the cafeteria.  And I wondered how many young men decided never to get married based on seeing how we were living in this little slum in the middle of Emory University.  But okay, that's another story.  But anyway, that's where I was living.  So that summer, I got asked to work with the YWCA office in Atlanta and I had been very active in the YWCA at Georgia State College for women and we had been actively involved in what I call the early civil rights movement because we were going to integrated meetings and things like that. \r\nSo I was very interested in the YWCA.  So I worked in that office that summer and that's another story that I'll tell you later, if you would like, about how a group of us got arrested and made the front page of the Atlanta Constitution for mixed dance.  But that's another story. \r\n \r\nSHORT:  Let's get back to --  \r\n \r\nLEWIS:  Carmichael. \r\n \r\nSHORT:  -- the election of 1946.   \r\n \r\nLEWIS:  Okay. \r\n \r\nSHORT:  Actually, Mr. Carmichael received more votes statewide than Governor Talmadge, but he was defeated by the county unit system.  What was his reaction to that? \r\n \r\nLEWIS:  Well, we were all just devastated.  I mean and at that time, I think that stirred up the whole movement against the county unit system and then with James Mackie, who was at Emory, who began to lead a real campaign against that.  And all of us were really, I mean it was a sad place that evening in our headquarters and a lot of people came by, and everybody was, you know, just sort of devastated because we had done, we thought, such a good job and we had brought in the votes.  And it was -- so I don't remember any personal reactions that he had.  I mean, I just remember the whole sense of distress on the part of everybody who was there.   \r\nHe was in and out of the campaign office, and as a matter of fact I had a room in the Piedmont Hotel, which was also used during the day for anybody who was there including Jimmy Carmichael, who would be need to change clothes, or dress, or take a shower, or shave.  And so I was oftentimes going back to my room and finding Jimmy Carmichael's clothes and this got to be quite a joke with the other students who would come and visit, and they'd say, uh-oh, what's going on here.  What is your role in this campaign.  But he was not, I mean we were so busy, you know, organizing the students and keeping all of that going that there was not a lot of interaction with him.  So in that sense, I'm not that clear on -- I don't think he hung around the office a lot that night.  I think he probably went home to his family.  I'm not sure.  So that's not --  \r\n \r\nSHORT:  Do you recall what part, if any, Governor Arnall played in that race? \r\n \r\nLEWIS:  No.  He must have done some campaigning, but I don't know.  And I never saw him much either. \r\n \r\nSHORT:  That race was typical of Georgia's two-party system at the time.  You had the Ed Rivers group, which included Governor Arnall and Mr. Thompson.  Then you had the Talmadges who had prevailed for at least 20 years prior to that election.  Did Carmichael have any real interest in politics after that election? \r\n \r\nLEWIS:  Not that I know of because I was away during that next year at Duke and then I was back for a year in the -- in the office, you know, working for Thompson.  And I don't remember him ever showing up, or hanging out, or anything.  I think he just disappeared, went back home.  We of course was in the haunted house, which was this house across the way and it was more like a press room.  There were reporters in and out of there.  They came to us for information.  The Atlanta Constitution, Ken Turner, was that his name, Ken --  \r\n \r\nSHORT:  Ken Turner, yes. \r\n \r\nLEWIS:  Yeah, he would show up and check with what was going on with Dewitt Roberts and all of us, and it was -- so we, there was things going on.  I think this was the time when they bought Jekyll Island.  There was a lot of that going on at the time.  So I dont think Carmichael, you know, had any relationship.  Now, if he did over in the Capitol, that was kind of across the road and we would maybe go over to the office to pick up mail, and get our assignments, and that sort of thing.  But that was our main responsibility.  And after that, I don't know that they -- I don't think the Student League for Good Government even continued on college campuses.  I think it was a -- such a state of depression and such a state of repression because up until that time, there had been sort of a safe period I felt, call it in Georgia under Ellis Arnall.  And we were still going to integrated conference at Atlanta University, Paine College in Augusta.  The YWCA was very active in opposing segregation, but there had been crosses burned on campus at GSCW.  The woman who headed up this organization for the preservation of white women said that GSCW and Agnes Scott were communists schools because students were going to integrated meetings.  So there was a lot of sort of activism going on in the '30s and the '40s. \r\nBy the middle of the '40s, there was this, as I say, safe period.  But Guy Wells, who was the president of GSCW, came to the YWCA and said, \"I want you to keep doing these integrated meetings, but don't tell me.\"  So what happened was all the activism went underground and I think, and that continued into that summer of '48.  These things were secret, you know, and they were not recorded.  I mean, you can go to the college newspaper now, look at all the '40s.  There's never a mention of any of those conferences or any of those things that were going on.  In the '30s it was very open and in the newspapers.  By that time it had gone underground and by the '50s, the Y had just sort of gone out of business almost.  It became just Bible study and devotions, and all of the really activism, I mean when I was there, we had Clarence Jordan coming and speaking.  We had Frank McAllister coming and speaking.   \r\n \r\nSHORT:  Tell us who Clarence Jordan is. \r\n \r\nLEWIS:  Clarence Jordan was a Baptist preacher who had bought this land down in South Georgia and started an integrated farm.  And he was harassed by the Ku Klux Klan.  People in Americus wouldn't even sell him seeds.  He was run out of the Baptist church.  It was a dangerous place there, but he continued and developed this Koinonia from which Habitat for Humanity developed and grew.  And it still exists as a communal farm with -- and they sell pecans, and fruitcakes, and things like that, and still have an ongoing operation.  He died and after that it was not as active as it was before, but it's still a business and still a cooperative farm.   \r\nAnd Jimmy Carter even went there as a student, I think, and did a little work.  And I mean it now has a good reputation.  But in the early days it was like something that to be destroyed, something of a scourge on the good old South, you know.  And anyway, those people came and talked, Lucy Randolph Mason was a real impressive, wonderful woman, a labor organizer.  So those were the things that were happening.  By the '50s, all of that was gone and the college no longer gave financial support to the Y and they encouraged the denominations, the religious denominations to take over.  And so the whole activism, by 1960, a student got suspended and had to leave the college because she attended black conference in Paine and also went to black churches.  So all the sort of student activism left the campuses and became part of SNCC, and SOC, and all of those other organizations.   \r\nSo if you wanted to be an activist then, you couldn't do it through the college as you did in the '30s, and '40s, and '20s even.  There were interracial meetings in the '20s and a lot of sort of activism on the part of in women's, southern women's colleges.  When I tell that story to people that I was doing all this stuff in the '40s, that it was early civil rights movement, they say, \"Oh, no, that didn't start then.  It started after '54.  It started in the '60s.\"  But that was happening at that particular time.  And so, but after Arnall and when Talmadge came back the segregationists really put such pressure on the colleges that they were afraid to do anything.  And they soon got rid of Guy Wells, and he ended up working with the Southern Regional Council and supporting, working for the integration of the schools.  And so it was a pretty interesting period of time. \r\n \r\nSHORT:  In looking back in history, what do you think was the turning point in people of Georgia accepting racial integration as a way of life? \r\n \r\nLEWIS:  I guess when Eisenhower sent the troops to Little Rock, when there was a real and Lyndon Johnson signed the civil rights act.  I mean, it became clear that there was going to be a lot of pressure.  I was in Virginia at that time teaching in a branch college of the University of Virginia.  Prince Edward County and the Virginia schools, you know, refused to integrate and there were schools all over, and of course that was the beginning of all these little private Christian schools so that people could go -- not go to the integrated schools.  But it -- there's still a lot of racism and there's still a lot of people homeschooling, and sending kids to private schools still in the south.   \r\nBut there's a whole lot more acceptance and I think that's why young people -- some of the younger people who've grown up in integrated schools don't have some of those phobias and problems that some of the older people in the -- in -- their parents or their grandparents had as credible changes, really, in terms of the amount of fear which they had had.  I remember spending a week when it was back in the '40s, '44, I guess.  I spent a weekend in the dormitory at Spellman living with black students, and eating in the cafeteria with black students and that was, you know, like the first time I'd ever been in a social relationship with black people, you know.  And you couldn't go out and eat together in public.  And that was the same time when we all got arrested, I mean a little later, it was '48 when we got arrested in Atlanta and I was working with the YWCA. \r\nBut anyway, I remember going, eating in the cafeteria and sitting by this, with black women.  And one of them got up and left that was sitting next to me, and the other woman on the other side said, \"Oh, I'm real sorry, but you know, she's prejudiced against white people.\"  And it just shocked me because I thought, I'm supposed to be the one that's prejudiced. I didn't know prejudice acted both ways.  So all of these were real eye opening experiences, which was sponsored through the YWCA.  It was one of the very earliest of these sort of, you know, early civilized activities.   \r\nAnd let me tell you about that summer of '48, if you don't mind.  Do you want to hear that? \r\n \r\nSHORT:  Sure. \r\n \r\nLEWIS:  Okay.  I was -- had been working in the haunted house and I was getting ready to leave and go to Virginia.  So I took the job that summer.  They needed somebody in the YWCA regional office, which was located I think on Lucky Street.  It was and it was a building which had next to it the CIO offices and they had sort of a training center there where they were training union organizers.  And we were next door.  And so a group of seminarians came to Atlanta to do sort of work with poor people and help build houses, or ramps, or so forth.  And there were two blacks in the group and the rest, they were from Vanderbilt, Yale, different colleges and seminaries.  And they were sponsored by the interracial commission of Atlanta, I think and they were living on the black campus at Atlanta University.   \r\nAnd, but they asked the YWCA if they would have a little reception for them.  So we asked the CIO if we could use their little training room next door and so we had a reception for them.  And I was there in the office so I invited all the YWCA women from GSCW who were in Atlanta that summer.  Some had just graduated and had jobs, and one was working with the Red Cross, I think, or the Girl Scouts.  It was the Girl Scouts.  Others had jobs and others were just home for the summer.  So we had a group come in and we were having a little reception, and we were doing some little dance like a little get together thing like the Virginia Reel.   \r\nAnd the police come in.  And they said, oh keep on, keep doing what you're doing.  And we looked at them and then they had us all sit down, and they called us out individually and said, what would your daddy think if he saw you dancing with a black man.  They used the N word of course.  So individually they did that to each one of us, gave us a ticket for disorderly conduct, disturbing the peace and then told us to go home and come to court later.  So they didn't take us to jail.  And there was some preachers there and their wives.  There was another black couple.  So I think there were at least three black people and 18 white people.  Something like that was the numbers.  And so we went home. \r\nThe next morning on the front page of the Constitution was mixed dance and listed everybody's names and addresses.  So I mean I had to call my father up in Cumming, Georgia.  And I said, \"Look at the paper.\"  You know, explain to your neighbors what's going on.  And so luckily he said, \"Well, I'm proud of you.\"  But because he had been a pretty liberal anti-Talmadge person for years and the -- but other students and other people, some of the girls lost their jobs.  Some of them lost their -- got run out of their apartments. Parents were really upset and, you know, wrote all sorts of letters back and forth, and telegrams to their daughters about, you know, what do you mean being in a mixed dance and that sort of stuff.  Well, it appeared then again in the Sunday papers.  It appeared in the Journal and the Constitution, which were two separate ones.  And then of course, Herman got hold of it.   \r\nSo when we were supposed to go to court, the Klan was out.  And so we got James Mackie from Emory as our lawyer, and I have a piece -- he wrote up a piece describing what happened and for everybody's family and for everybody to know.  And there was a lot of complaints to Ralph McGill and everybody for doing that, and it was kind of a mistake.  The police had been watching that place because they had integrated training sessions at the CIO.  So they wanted to catch a CIO training session and instead they caught this bunch of YWCA girls and preachers, you know.  And so it was a little embarrassing, but it was a very, I mean, a shocking experience for all of us.  Finally, we all -- Mackie got the charge dropped to disorderly conduct, got that and just disturbing the peace and we all paid $25 except for two or three people who lived in Atlanta and agreed -- decided to go ahead and fight it through.  But the rest of us had going back to school or had things to do.  I was moving to Virginia and so we paid our $25 and that was the end of it. \r\n \r\nSHORT:  Who was Mayor back then, do you remember?  Was it Mr. Hartsfield? \r\n \r\nLEWIS:  Might have been.  I'm not -- this would be '48.  I'm not sure.  But we should have -- and I imagine the people who lived here and continued to probably made their complaints to the Mayor.  But the rest of us just went our way and got out of it.  But that was --and so, the whole, I mean there was this sort of open period I think when Ellis Arnall was there.  There was, well, because he did not fight against the primaries being integrated.  He did not fight against the transportation that was integrated during that period.  There was a lot of little changes that happened and he was urged to, you know, try to fight against it and he didn't.  It was open and then he allowed 18-year-olds to vote and that's how we got involved in politics and we were the first state to do that.  And so I feel real proud that I was one of the first 18-year-olds that got to vote. \r\nWell, by the time I was in the campaign I was 20, 21, I guess at that point, but I was still pretty young and sort of idealistic.  And it was right after the war, and we were going to have peace and never have war again.  And I know one student and I were going around making speeches at Kiwanis about the United Nations and how important that was.  So it was like, we thought, you know, the New South was with us until the segregationists came back and put such pressure on schools so that the schools have never -- well the activism, students became active, but they were active without the cooperation of the administration because Guy Wells was a pretty remarkable president of that college.  So anyway, that's where we are. \r\n \r\nSHORT:  Let me ask you a question about, again about Carmichael.  I have here a statement that he made at speaking to students at Emory University in 1950 in which he told the audience, \"I sicken of these people who are always waiving the confederate flag and telling us what a glorious heritage the South has.  No one denies this heritage, but too many of our people want to keep on living on who they are and where they came from.\"  And he encouraged Georgians to embrace change and my question about Carmichael is, if he had been elected, do you think he would have taken steps towards racial harmony in Georgia? \r\n \r\nLEWIS:  I think he would have tried.  I mean I think, you know, he was still up against sort of a strong, powerful group of people in Herman and that crowd.  I mean, Herman's newspaper, the Statesman, New Statesman was just on everybody's case.  And so there was -- and there was, but I do think like Ellis Arnall, he would have continued that more safer period for other groups to be active and do stuff.  He might not have been able to do as much with his legislature as he would have wanted to do, but I think he would have made a period where -- and I believe, well they did of course get rid of the county unit system.  And that was, so there were progressive things happening in Georgia, but it was harder.  It was much, much harder when you had, you know, Lester Maddox and the whole crowd, you know, in power there's a limit to what, you know, colleges can do because they're going to lose their money.   \r\nAnd colleges were, I mean I know during the '30s, a group of YWCA girls at GSCW went to Fort Valley and had a day talking to black students and faculty.  The word got out that they had caroused and had an orgy with black male students and this was, this woman who headed up, I've forgotten her name.  Do you remember the name of the woman who headed up that Society for the Protection of White Women?  She called Talmadge and sent letters to all of the legislature about this affair and Guy Wells had to fire the YWCA Secretary named Polly Moss.  They claimed that she had negro blood because otherwise there would be no way in which she would have allowed those students to go down to Fort Valley.   \r\nWell, it was at that point that she -- that Talmadge, you know, when he got the whole school system discredited, you know, he required Guy Wells to get rid of the accountant firm because they were progressive democrats and had been working with the Y and taking students to interracial meetings.  And made them fire another teacher and hire this woman who was a real segregationist.  And the only way he was going to get any money was at that time.  So having a segregationist, a strong segregationist in power meant that the colleges and universities, well all people who were relying on state funding to tow the ground.  You know, so it would have made a big difference.  It could have made a big difference in the activity of students and in the type of teaching that you got.  I know that the faculty got really, really scared.  I read some things.   \r\nThe YWCA kind of went underground as well as in the '50s and they formed, their conferences were no longer called interracial conferences.  They were called human relations conferences.  And they, Ella Baker, Casey Hayden, Mary King were all on the payroll at the YWCA as they were helping SNIC get organized and they were doing these interracial conferences still and calling them human relations conferences.  And they would offer to go to a college.  The YWCAs were, in many of these colleges, were no longer being supported by the college, but they would call people in the sociology department or political science department and suggest that they come.  And they would talk, do a lecture on human relations.  And they were able to get into the colleges under that, under human relations rather than the YWCA.   \r\nSo I mean there was a whole lot of underground work that was going on, but it was hard to do, much harder to do in the '50s and '60s.  And the black colleges were more open, of course, and the private colleges were more open, but the state colleges pretty much, I mean, you know, suspended students, they were careful not to let things be written, editorials for integration.  There was one woman at Auburn who's a novelist now.  I read in the paper the other day that she got suspended -- she got suspended because she wrote an editorial for integration at Auburn University and she -- Seton, her name is Seton.  She has a new book out, doing book signings lately.  She wrote the book On Peachtree Street and all of those. \r\n \r\nSHORT:  Anne Rivers. \r\n \r\nLEWIS:  Anne Rivers.  Yeah, Anne Rivers Seton.  She got suspended from Auburn for writing in the college newspaper about a pro-integration.  So it was -- the colleges clamped down. \r\n \r\nSHORT:  Atlanta's business establishment supported Ellis Arnall in his race against Eugene Talmadge in 1942 and Mr. Carmichael again in 1946, but they never surfaced again until Carl Sanders ran in 1962.  Some people give Sanders credit for being a New South governor because of his moderation on racial issues and his progressive program for Georgia.  What was the civil rights movement at that time? \r\n \r\nLEWIS:  Well, by then I was -- what was his day? \r\n \r\nSHORT:  He was elected in 1962. \r\n \r\nLEWIS:  1962, I was in, living in the coalfields of Virginia and it was kind of like I had disappeared from the civil rights movement.  I'd been active in those early days at GSCW.  By the time I got to the University of Virginia in '48, the first black student came into the law school there and he and I were on panels together and talked about stuff.  But then I ended up teaching way out in the coalfields and the issues there were strip mining, black lung disease, union reform.  And so my students and I got very much involved, and I got very much involved in the United Mine Workers and all of the problems there.  \r\nSo the civil rights movement just kind of passed me by.  I would read about it in the paper. I'd read about it Selma and say, oh my gosh, if I had been, stayed in Georgia I would be there, you know, I would be involved.  I would have been involved probably in the sit-ins in Atlanta and stuff like that.  But I was not -- I was not there.  And I was involved and got in trouble, actually, as a teacher and with my students in some of the protests against strip mining and working with community groups and activist groups in the mountains.  So I left the civil rights movement. So when I came back to Georgia, I was out of Georgia for 50 years.   \r\nSo I moved back to Georgia ten years ago and it's kind of like the politics of something I don't even understand anymore.  I mean, it is another world.  I mean, we had no republicans when I was here.  Now, I mean we had the conservatives and the liberal democrats and so it's probably better that they call themselves what they are now instead of pretending to be democrats when they weren't.  So it's like just it's -- I've had a hard time relearning Georgia politics and it was -- it's sort of sad because that was going to be my life at one time.  But then marriage and becoming a college professor, teaching sociology and anthropology and being in the coalfields for 40 years really got me involved in the Virginia politics and then -- but only on sort of that.  And Appalachian studies, is I started one of the first courses in Appalachian studies and have been very much involved in Appalachian regional kinds of issues and particular around mining. \r\nAnd so I lost -- I was no longer involved in the sort of real southern civil rights movement.  But I followed it in the newspaper, but that's all.  So Georgia politics, I just disappeared from my life. \r\n \r\nSHORT:  You hear a lot of criticism of federal programs nowadays.  What effect do you think the Appalachian Commission has had on Appalachia? \r\n \r\nLEWIS:  It's modernized a lot of stuff, but it also -- it opened it up with big roads.  I was always critical of it.  As a matter of fact, when Jimmy Carter came in as president I was on his list to be the Director of the Appalachian Regional Commission.  There was no way I would have been selected because I had been fairly critical of the Appalachian Regional Commission for putting their money into such -- not really doing anything.  For instance, land reform is one of the biggest problems in the mountains.  When you have 80% of the land and minerals owned by coal companies, there's no way that those counties can really, you know, make big changes.  They don't have the resources.  So you can put in big roads that helps people get out, but the mechanization of the mines, the consolidation of the mines, the lack of safety in the mines were such big, big problems.  And what happened was the coal companies kind of co-opted the politics in those states and in those counties.  \r\nAnd it was just -- so they did not -- I had to force, I was with a group that forced the Appalachian Regional Commission to do a land study on land and minerals. They had never even done a study which said how much land and how much minerals we even owned or do anything about the tax structure.  There was no severance tax on coal when I got up there. And I started with some of my students and people in town.  And some of the little local coalminers, operators joined in trying to get a severance tax on coal.  The small operators were told by the big companies where they had to sell their coal.  Get out of there.  And it took several years, but eventually there was a severance tax on coal and now all those states have it.  So but there was -- it was -- they, okay, they've done some good stuff.  They built some schools.  They did some water systems and I used to go with groups and they've done some good stuff with education, but they have not gotten to some of the root causes and maybe they never would or could.  But so I've been sort of a semi, I wouldn't vote to do away with it, but I also would like them to be more involved in sustainable grassroots community development. \r\n \r\nSHORT:  What did you think of Lyndon Johnson's war on poverty? \r\n \r\nLEWIS:  It was helpful.  It was really helpful.  It was good.  I guess they lost the war, but there's -- there's still a lot of poverty because nobody's dealing with the root causes.  And so you have continuing problems with poverty, out migration.  I don't see, you know, maybe -- I mean, right now the mountain top removal type of mining and the real push now for more coal and using more coal in our energy crisis is -- is absolutely devastating what's left of the mountains.  And what's so sad is it's going to effect -- it's effecting the water resources for the whole eastern seaboard because they're covering up rivers and covering up streams with all that overburden, and water tables are dropping.  I mean, this is not the way, this is not sustainable.  There's never -- it's not at all sustainable.  So. \r\n \r\nSHORT:  What do you think are the root causes of poverty?  Is it education as most people think? \r\n \r\nLEWIS:  It's the great division between the rich and the poor, which is the greatest we've ever had and the tax system which favors corporate businesses.  I mean, we need land reform in many places too and we need, I guess that's why I'm an Obama supporter.  I don't think even there he will be able to do all that needs to be done, but this sort of the way in which corporate capitalism has taken over without any sort of criticism of it, you know, the market is going to solve it all.  It is not.  We've got to have more regulation and we've got to have a greater distribution of the wealth and we've got to put some resources in the of hands of rural communities, and rural policies, and agro business policies have got to be changed.  We got to go back to more regional agriculture and it's -- there's just a whole lot of structural changes I think that need to be made.  I mean, the economy is not a moral economy and so that's it, I think, is that distribution of wealth.  We need some jubilees.   \r\n \r\nSHORT:  If you were asked to give advice to a young student in Georgia College and State University now, who is interested in becoming involved in politics, what would you say to them? \r\n \r\nLEWIS:  I'd say do it.  I mean they need to participate.  They need to not just vote, but they need to really get involved and as 18-year-olds they can, you know.  I -- when I did the inaugural lecture for the new president down there and what I did was talk about the '40s and the kind of civic education we got, the kind of participation in trying to develop integration and I just said they need to go back to having more civic education, more political education, and more participation in politics by young people.  I think -- I don't think the League of Women Voters still exists down there because it's now a coed school and the YWCA hardly exists, and there's no other organization pushing.  The denominations don't push it.  The social gospel is kind of dead.   \r\nAnd so I would like to -- I think it's happening and some of it is happening through service learning.  Students have been asking for more responsibility to the communities where they live and to the communities they come from.  And they go and work with, you know, poor or what's communities and sort of that has sort of brought forth a group of students now that are pushing to be more activist.  So I see movement in some of the colleges and so it's time the administration got on board and made this more possible.  And because those were the experiences that educated me more than a lot of the classes.  It was those extra -- I went in 1945, I took a bus from Atlanta, Georgia to Hartford, Connecticut, three day journey and worked -- I was with a YWCA project called Student in Industry. \r\nWe all had to go out -- we lived at a coop house.  It was interracial.  There was a young Japanese there who had come out of the concentration camps.  There was a black student from Harvard whose parents were afraid for him to even come to that summer project because there were two young girls from Georgia going to be there, white girls, and they were afraid that they would mistreat their son.  But we became really good friends.  We all had to get jobs and at night we had seminars on labor and industry.  I mean that was an incredible education.  I worked in a place that made the Norton Bomb Site and they put me on as an expediter to run around the factory to put things together to make things produce, but they did it mostly as a joke because I spoke with such a southern accent that they thought it would amuse the workers.   \r\nSo that was my job for the summer until they discovered that I had worked in the library and they put me then in a room with all the patents to develop a library system for all of their papers and things.  So they finally put me to work at a decent job, but that summer was an incredible education and so I think through service learning at colleges today that students are beginning to participate more.  And so my advice is to get involved in politics.  It's pretty important. \r\n \r\nSHORT:  Well, you certainly have and you've had a wonderful career.  I want to thank you on behalf of the Richard Russell Library and the University of Georgia for being with us.   \r\n \r\nLEWIS:  I'm pleased to have been asked.  Thank you for letting me tell some of my story.   \r\n \r\nSHORT:  Anything else you want to say? \r\n \r\nLEWIS:  I don't think so.  You may want to read this thing that I wrote about the -- well, you have a copy here.  That's mine.  He'll give you a copy, but you need a copy of that because it really gives you a lot of names of everybody in the -- who were involved in this project in the Carmichael campaign headquarters.  I think -- \r\n \r\nSHORT:  One of my great heroes in this life has been a fellow named Walter Brooks.  I guess you won't remember Walter Brooks.  He was associated with Senator Talmadge, Governor Talmadge.  He was my mentor as a speechwriter and he had -- he had the most respect for Dewitt Roberts you'd never believe.  Dewitt Roberts was his hero. \r\n \r\nLEWIS:  Well, Dewitt was a great friend of mine.  He was so upset that I went onto Duke.  He wanted me to stay and be part of that.  They had my whole life planned.  Dewitt had my life planned.  Allen Collie whose mother was the head of the women's campaign and they were big politicians and came out of mill owning families in Grantville, he was at that meeting when we all got arrested.  And he and I were kind of boyfriends that summer.  I mean, they had the idea that he was going to be governor and I was going to marry Allen and then we were going to be the first family of Georgia.  That was the scheme.   \r\nWell, I said, you know, that he had just graduated from Princeton and he was kind of a Kennedy sort of person.  He got killed next summer.  He was a pilot and he was with the National Guard and there was a crash and he died.  And so that ruined that little episode.  Besides that, I had gone to Duke and then met someone and so that romance was gone.  Wasn't much of a romance.  It was just kind of a little flirtation and it -- so but they were -- Dewitt had it all planned and then he had it planned that I would buy this county newspaper.  And a friend of mine, Amelia Nodeler was running a newspaper in the town and she was a GSCW student.  And so then I would run for the legislature.  They had it all -- my life planned and I was excited about it until I changed my -- changed my plans and became a college professor instead.   \r\nBut I've always was, as a teacher, I must say that I was all more of an organizer of students than I was the proper lecturer.  I got them involved in grassroots groups, involved in United Mine Workers and black -- but this was the -- their families problems.  I mean the students started Virginia Citizens for Better Reclamation.  As a result, I got fired and it was for nurturing radical students, the dean said.  So I must say that I was politically involved with my students in all these social movements in the mountains and that to me was -- I told the dean, well I thought that was what teaching was all about, nurturing radical students.  So anyway, so I continued to be active and active politically wherever I was, but which made it difficult, I mean somewhat difficult, you know, in terms of, you know, the administration. \r\n \r\nSHORT:  Did you know Doug Wilder? \r\n \r\nLEWIS:  I mean I didn't know him personally, but [indiscernible] yeah, I know who we was. \r\n \r\nSHORT:  He was a great friend of mine. \r\n \r\nLEWIS:  Oh, great.  Great. \r\n \r\nSHORT:  When he ran for governor, well he was lieutenant governor.  When he ran for governor, I helped host a series of fundraisers for him --  \r\n \r\nLEWIS:  Oh did you?  Good for you. \r\n \r\nSHORT:  -- in the city of Atlanta.   \r\n \r\nLEWIS:  All right.  Good.  Yeah.   \r\n \r\nSHORT:  He was elected and then reelected.   \r\n \r\nLEWIS:  Uh-huh. \r\n \r\nSHORT:  Very nice guy. \r\n \r\nCRAIG BREADEN:  Can I ask a question while the camera's still rolling, because I just, I didn't turn it off. \r\n \r\nLEWIS:  Oh, you didn't turn it off?  Oh.  Yeah. \r\n \r\nBREADEN:  I wanted to ask one more question and Bob can chime on this too, but what impact do you think World War II had and the end of the war have on the election in '46 for governor?  Or was there an impact?  Because Ellis Arnall was obviously elected as the war was beginning for the United States and taking this more progressive path.  And then with the close of the war, did that have impact on what happened in '46? \r\n \r\nLEWIS:  I don't know.  I think it was more the sort of, the beginnings of a rise in the sort of beginning to integrate facilities and things that really produced more fear on the part of people that influenced it more.  Because actually there was sort of a euphoria at the end of the war.  I mean, you know, about peace and prosperity and that should have helped more than hinder.   \r\n \r\nBREADEN:  And he did win the popular vote. \r\n \r\nLEWIS:  Yeah.  Yeah. \r\n \r\nSHORT:  Well, the problem being was the county unit system. \r\n \r\nLEWIS:  Yeah. \r\n \r\nSHORT:  When you take three small counties with a population of 30,000 and equal a vote in Fulton County, which has a population of 400,000, there's no way in the world you're going to -- winning the popular vote is going to get you elected.  You got to run in those counties.  You got to have county organizations.  You got to have the sheriffs and the county commissioners and all those people out there turning out the vote for you.  And that's why the machine in Georgia was so powerful.  It started with Eugene Talmadge in 1926 when he ran for agriculture commissioner and extended through 1962 when the county unit system was abolished.  And the county unit system elected all the governors between that period and therefore you didn't get candidates running because they feared losing because they couldn't win out in the ustings. \r\n \r\nLEWIS:  He was an incredible speaker too.  I mean I went to one of those big rallies and the first thing he'd do and get up on the stage, and it was an outdoor stage, and he had people up in the trees that were going to yell to him.  And he would, you know, and they'd say, \"Take off your coat, Gene.\"  Red suspenders.  \"Tell us about your son, Herman.  Herman's fitting in the war\".  And then he did this whole thing about the farmer has three friends, Sears Roebuck, God Almighty, and Gene Talmadge, you know.  And he was incredible.  I mean it was just the show.  It was a wonderful show and he was just that real populist leader among -- he had bragged that he never carried a county with a streetcar in it.  You know -- \r\n \r\nSHORT:  Didn't want to carry a county with a streetcar. \r\n \r\nLEWIS:  Yeah, didn't want to carry it and he could jump on the media and all this media against him and that just proved to be fine.  When I got to the coalfields, it was kind of like the coal companies had the same kind of control over local politicians in the coalfields, that Talmadge and his gang had over Pine Tree counties, you know. \r\n \r\nSHORT:  You know, if they gave Oscars to politicians for acting, Eugene Talmadge would have a mantle full of them. \r\n \r\nLEWIS:  Oh, wouldn't he. \r\n \r\nSHORT:  Because you know he was a Phi Beta Kappa graduate of the University of the University of Georgia.  Brilliant man. \r\n \r\nLEWIS:  Smart as a whip. \r\n \r\nSHORT:  But he was a 135 pound lineman on the Georgia football team.  He was an accomplished boxer, but you would think that he was just an old dirt farmer from Telfair County.  And he had people convinced of that and they never, never saw through his acting ability. \r\n \r\nLEWIS:  Well, my family were always anti-Talmadge.  My father was a rural mail carrier.  He almost got fired once, I think, when I think maybe it was when Ellis Arnall got elected.  He put aspirins in the mailbox of this man he argued politics with, a big Talmadge supporter.  Well, he got reported and he almost got fired from carrying the mail because he had done this with this aspirin in this mailbox.  And so I grew up pretty strong anti-Talmadge, but I must say I admired the old man for his acting ability and his, I mean he was incredibly entertaining as well. \r\n \r\nSHORT:  What do you think caused all of his demagoguery? \r\n \r\nLEWIS:  How you get elected.  It's how you get elected. \r\n \r\nBREADEN:  Did he lose to Arnall in '42 because of the UGA scandal and -- ? \r\n \r\nLEWIS:  I think it was.  I think regardless of, you know, poor farmers and wanting the small, you know, cheap tags and all that sort of stuff and feeling he was on their side, they still believed in education and they wanted their kids to get a good education.  So I think that whole thing, that allowed Ellis Arnall to get elected.  And so if that was the main thing was to get those colleges reaccredited so that people's kids would have a decent education.  And --  \r\n \r\nSHORT:  And Arnold had a lot of plusses.  Arnold had been, you know, attorney general.  He was very well liked.  He had the legislature behind him and that's important. \r\n \r\nLEWIS:  I was sorry that he never got a real good federal position or continued in politics, or was able to continue in politics.  I mean he just kind of was not, I mean he was thought -- I mean I know he was recommended for several positions in the federal government.  I mean 'cause he was a good politician and a good statesperson, statesmen.  So but I did do some work on his book. \r\n \r\nSHORT:  Shore Dimly Seen. \r\n \r\nLEWIS:  Yeah. \r\n \r\nBREADEN:  What did you do for that? \r\n \r\nLEWIS:  I just did some research.  Dewitt Roberts wrote the book.  I mean mostly. \r\n   \r\nSHORT:  You know, ghostwriters aren't supposed to say things like that.  \r\n  \r\nLEWIS:  I'm not supposed to say that.  He helped with the book.  He did the major research.  He did some of the research.  We did some of the research. \r\n \r\nSHORT:  I used to face that all the time.  People said, who wrote his speech.  He did.   \r\n \r\nLEWIS:  Yeah.  \r\n \r\nSHORT:  He did.  And I wrote speeches for governors and never saw them until they walked out the door with them.   \r\n \r\nLEWIS:  Well, I think that -- the few little speeches I got to write for Thompson, his little fireside chat things he did, you remember those? \r\n \r\nSHORT:  Oh, yeah and I always felt sorry for Melvin Thompson because when he served those two years he really never had a chance.  The legislature was opposed to him because it had elected Talmadge and they were angry because the courts had overturned them.  So they didn't give him any money.  They did nothing for him and he sat there for two years, you know signing executive orders and making civic club speeches, but he really never had a chance.   \r\n \r\nLEWIS:  No.  And so that was my big moment in politics in Georgia, which is not much of a big moment.  So I left and went to Virginia, but we all were kind of scattering at the end of that campaign.  I tell you, we were talking about leaving the country.  Bill Allen, who had been one of the PR people there and everybody was talking about leaving.  Ed Bridges I think was one of the reporter's names that worked with us and it was some possibility of my going to work with the Atlanta Constitution and I was kind of thinking about that and had talked to them about it.  And then, but then that the whole marriage, going back to graduate school and becoming a college professor.  So but because I was a little bit more of an activist as a college professor, that career was fraught with danger too.  Okay.  Well, thank you so much. \r\n \r\nSHORT:  Thank you.  Thank you.  Thank you. \r\n \r\n[END OF RECORDING]"},{"id":"suc_tomcrosbystr_49","title":"George Harkness oral history interview, 2008 September 8","collection_id":"suc_tomcrosbystr","collection_title":"Tom Crosby’s Rosenwald School Oral History Collection, 2006-2011","dcterms_contributor":["Crosby, Tom, 1940-","South Caroliniana Library. Office of Oral History"],"dcterms_spatial":["United States, South Carolina, Abbeville County, Due West, Due West Elementary School, 34.32734, -82.38818","United States, South Carolina, Florence County, Lake City, Carver High School","United States, South Carolina, Richland County, 34.0218, -80.90304"],"dcterms_creator":["Harkness, George, 1930-"],"dc_date":["2008-09-08"],"dcterms_description":["In this oral history interview, George Harkness discusses his educational experiences at Due West Elementary, Carver High School, Allen University, career influences in educational administration, and his time serving on the Allen University Board of Trustees which, in 2013, totaled twenty-four years. George Harkness was born on January 28, 1930 to Sallie and Curtis Harkness in Due West, Abbeville County, South Carolina. Tom Crosby interviewed George Harkness at his residence in Columbia, South Carolina, on September 8, 2008. Interview covers Harkness' education at Due West Elementary School (of the town Due West, S.C.) and Carver High School (of the town of Lake City, S.C.) from the late 1930s to 1949."],"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. 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The transcript and audio are provided for individual Research Purposes Only; for all other uses, including publication, reproduction, and quotation beyond fair use, permission must be obtained in writing from: The South Caroliniana Library, University of South Carolina, 910 Sumter Street, Columbia, SC 29208"],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["1 sound disc (22 min., 52 sec.) : digital, stereo. ; 4 3/4 in.;1 audiocassette (22 min., 52 sec.) : stereo. ; 3 7/8 x 2 1/2 in."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"eoa_eoaa_h-1669","title":"Samuel Younge, Jr.","collection_id":"eoa_eoaa","collection_title":"Encyclopedia of Alabama","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Macon County, 32.38597, -85.69267","United States, Alabama, Macon County, Tuskegee, 32.42415, -85.69096"],"dcterms_creator":["Summerlin, Donnie"],"dc_date":["2008-09-02"],"dcterms_description":["Encyclopedia article about Samuel Younge Jr. (1944-1966), the first black college student to be killed as a result of his involvement in the American civil rights movement. During the mid-1960s, Younge worked to desegregate public facilities and led voter-registration drives in Macon County and in other parts of the South. His violent death in 1966 for trying to use a whites-only restroom inspired civil rights workers in Alabama and throughout the nation to continue their work for racial equality and pushed the Student Nonviolent Coordinating Committee (SNCC) to publicly oppose American involvement in the Vietnam War.","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":["Forms part of the Encyclopedia of Alabama."],"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["African American civil rights workers--Alabama--Tuskegee","Civil rights workers--Alabama--Tuskegee","African American college students--Alabama--Tuskegee","College students--Alabama--Tuskegee","Assassination--Alabama--Macon County","Shooting (Execution)--Alabama--Macon County","Homicide--Alabama--Macon County","African American civil rights workers--Death","African American civil rights workers--Violence against--Alabama--Macon County","Student Nonviolent Coordinating Committee (U.S.)","Vietnam War, 1961-1975--Protest movements"],"dcterms_title":["Samuel Younge, Jr."],"dcterms_type":null,"dcterms_provenance":["Encyclopedia of Alabama (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://www.encyclopediaofalabama.org/face/Article.jsp?id=h-1669"],"dcterms_temporal":null,"dcterms_rights_holder":["All rights reserved. By downloading, printing, or otherwise using text, image, logo, audio and video files from this Web site, users agree that they will limit their use of such files for purposes permitted under the fair use doctrine and will not violate EOA's or any other party's proprietary rights. Fair use of copyrighted material includes the use of protected materials for noncommercial educational purposes. EOA content used for such purposes does not require express permission from EOA or the Alabama Humanities Foundation, which holds the copyrights for EOA content. All other uses require written permission from the Alabama Humanities Foundation.  Permission requests may be submitted by email to: editor@encyclopediaofalabama.org or by mail to: Encyclopedia of Alabama, Attn.: Permissions, R.B. Draughon Library, Auburn University, Auburn, AL 36849."],"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["articles","interactive resource"],"dcterms_extent":null,"dlg_subject_personal":["Younge, Sammy, 1944-1966"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_145","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":["2008-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/145"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["project management"],"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\nADE Project Management Tool Sept - October 2008 RECEIVED OCT 1 - 2008 OFFICE OF DESEGREGATION MONITORING Scon P. Richardson Assistant Attorney General Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 THE ATTORNEY GENERAL STATE OF ARKANSAS DUSTIN MCDANIEL September 30, 2008 Direct dial: (501) 682-1019 E-mail: scon.richardson@arkansasAg.gov Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al. US. District Court No. 4:82-CV-866 WRW Dear Gentlemen: By way of this letter, I am advising you that I am filing the Arkansas Department of Education's Project Management Tool for the month of September 2008 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, k-Pi--- Scott P. Richardson Assistant Attorney General 323 Center Street Suite 200  Little Rock, Arkansas 72201 (50 I) 682-2007  FAX (501) 682-2591 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS 'WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 WR W PULASKI COUNTY SPECIAL SCHOOL DISTRICTNO. 1, etal DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for September 2008. BY: Respectfully Submitted, DUSTIN McDANIEL Attorney General SCOTTP. RICHARDSON, Bar. No. 01208 MATTHEWB. McCOY, Bar No. 01165 Assistant Attorney General . 323 Center Street, Suite 1100 Little Rock, AR 72201-2610 (501) 682-1019 direct (501) 682-2591 facsimile Email: scott.richardson@arkansas.gov ATTORNEYSFORSTATEOFARKANSASAND ARKANSAS DEPARTMENT OF EDUCATION CERTIFICATE OF SERVICE I, Scott P. Richardson, certify that on September 30, 2008, 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. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones, III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol, Suite 1800 Little Rock, AR 72201 ~~-- Scott P. Richardson ARKANSAS GENERAL ASSEMBLY DESEGREGATION LITIGATION OVERSIGHT SUBCOMMITTEE and PUBLIC SCHOOL DESEGREGATION LAWSUIT RESOLUTION TASK FORCE October 1, 2008 MEETING NOTICE SENATE MEMBERS Shawn Womack, Co-Chair Paul Miller Ruth Whitaker Jimmy Jeffress Henry \"Hank\" Wilkins, IV Shane Broadway Tracy Steele Irma Hunter Brown Jack Crumbly HOUSE MEMBERS Linda Chesterfield, Co-Chair Sid Rosenbaum Will Bond Nancy Duffy Blount Pam Adcock John Paul Wells David \"Bubba\" Powers Barry Hyde Aaron Burkes NON-LEGISLATIVE MEMBERS Sherrie Mays Michele Ballentine-Linch This is to advise you that the Desegregation Litigation Oversight Subcommittee and the Public School Desegregation Lawsuit Resolution Task Force of the Arkansas General Assembly will meet jointly at 1:30 p.m. on Monday, October 20, 2008, in Room 171 of the State Capitol. The agenda will be posted on the Internet at www.arkleg.state.ar.us in advance of the actual meeting date. Please do not hesitate to contact me if you have any questions. Sincerely, Mark Hudson Mark Hudson Committee Staff IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED OCT 1 - 2008 OFFICE OF LITTLE ROCK SCHOOL DISTRICT, ET AL PLAIN-.sftEGATION MONITORING V. NO. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1 . Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2008 a cu atea tne ents B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of September 30, 2008 a on tne information av , the ADE cal cul ~-------............. penoaicad C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2008 On August 31, 2008, distnoutions of State Foundation Funding for FY 08/09 were as follows: LRSD - $5,842,277 NLRSD - $3,209,734 PCSSD - $4,372J216 The allotments of State Foundation Funding calculated for FY 08/09 at August 31, 2008, subject to periodic adjustments, were as follows: LRSD - $64,265,049 NLRSD - $35,307,077 PCSSD - $48,094,384 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2008 ase on t e information available, the ADE calculate at August 31, 2008 for~ 08/09, subject to eriodic adjustments. E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1 . Projected Ending Date Ongoing, as ordered by the Court. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued)  2. Actual as of September 30, 2008 AD ca cu a e a i.Jgus 31 2008 fo e It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2008 Ba~ea on tlie informati..9n availaple, tile ADE calculate9 at August 31, 2008 for FY 08/09, subject to periodic adjustments G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2008 Distributions for' FY 08/Q9 at August 31, 2008, totaled $1,369,145. Allotment calculated for FY 08/09 was $15,060,591 subject to periodic adjustments. H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2008 Based on the information available, the ADE calculated at June 30, 2008 for FY 07/08, subject to periodic adjustments. 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of September 30, 2008 Distributions for FY 07/08 at June 30, 2008, were: LRSD - $4,362,899 NLRSD - $3,992,864 PCSSD - $9,275,397 The allotments calculated for FY 07/08 at June 30, 2008, subject to periodic adjustments, were: LRSD - $4,362,899 NLRSD - $3,992,864 PCSSD - $9,275,397 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 September 30, 2008 In September 2007, the Magnet and M-to-M transportation budgets for FY 07/08 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of September 30, 2008 In April 2008, General Finance was notified to ay the second one-third a ment 08 Genera 8to ne D1 rst one-tnird should be not nsportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing , annually. 2. Actual as of September 30, 2008 In April 2008, General Finance made the second one-third payment to the Districts for their FY 07/08 transportation budget. The budget is now paid out in three equal installments. At April 30, 2008, the following had been paid for FY 07/08: LRSD - $2,802,393.34 NLRSD - $819,833.10 PCSSD - $2,255,969.00 In September 2008, General Finance made the last one-third payment to the Districts for their FY 07/08 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 07/08: LRSD - $4,40,451.00 NLRSD - $1,232,311.77 PCSSD - $2,948., 764.22 In September 2008, General Finance made the first one-third payment to the. Districts for their FY 08/09 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 08/09: L NL~SD - $419,360.19 PCSSD - $1,114, M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of September 30, 2008 5 I. FINANCIAL OBLIGATIONS (Continued) M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of September 30, 2008 (Continued) 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. 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 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. l_n 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. In September 2004, paperwork was generated for the first payment in the 04/05 school year for the Magnet and M-to-M transportation program .. In October 2005, paperwork was generated for the first payment in the 05/06 school year for the Magnet and M-to-M transportation program. In September 2006, paperwork was generated for the first payment in the 06/07 school year for the Magnet and M-to-M transportation program. In September 2007, paperwork was generated for the first payment in the 07/08 school year for the Magnet and M-to-M transportation program. ln .Se.Qtember 2908.,...Qaoerwork was gene~tedcforttte first ~yment 1n the 08/09 school Y,ear for the Maanet ana M-to.:.M transoortation orogrfilij] 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. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of September 30, 2008 (Continued) In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD -14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD -12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. 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. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001 . The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two 47 passenger buses for $43,426.00 each and fourteen 65 passenger buses for $44,289.00 each. 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. 7 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of September 30, 2008 (Continued) 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. In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the 65 passenger buses. In June 2004, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The price for the buses was $49,380 each for a total cost of $790,080. The buses will be distributed accordingly: LRSD - 8, NLRSD - 2, and PCSSD - 6. In June 2005, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses for the LRSD include 8 - 65 passenger buses for $53,150.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $52,135.00, and 1 - 65 passenger bus for $53,150.00. The buses for the PCSSD include 6 - 65 passenger buses for $53,150.00 each. The total amount was $849,385.00. In March 2006, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $56,810.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $54,990.00, and 1 - 65 passenger bus for $56,810.00. The buses for the PCSSD include 6 - 65 passenger buses for $56,810.00 each. The total amount was $907,140.00. In March 2007, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 4 - 47 passenger buses for $63,465.00 each, and 4 - 65 passenger buses for $66,390.00 each. The buses for the NLRSD include 2 - 47 passenger buses for $63,465.00 each. The buses for the PCSSD include 1 - 65 passenger bus with a lift for $72,440.00 and 5 - 47 passenger buses for $63,465.00 each. The total amount was $1 ,036,115.00. 8 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of September 30, 2008 (Continued) In July 2007, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1 ,036,115. In March 2008, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $66,405.00 each. The buses for the NLRSD include 1 - 65 passenger bus with a wheelchair lift for $72,850.00 and 1 - 47 passenger bus with a wheelchair lift for $70,620.00. The buses for the PCSSD include 2 - 65 passenger buses for $66,405.00 each, 2 - 47 passenger buses for $65,470.00 each and 2 - 47 passenger buses with wheelchair lifts for $70,620.00 each. The total amount was $1,079,700.00. In July 2008, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County . . Finance paid Central States Bus Sales $1,079,700. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of September 30, 2008 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2008 Obligation fulfilled in FY 95/96. 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. 9 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (Continued) Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of September 30, 2008 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. 2. Projected Ending Date Payment due date and ending July 1, 1995. Actual as of September 30, 2008 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of September 30, 2008 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 10 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. (Continued) 2. Actual as of September 30, 2008 (Continued) Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01 . Distribution in August 2001 for FY 01/02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. Distribution in July 2004 for FY 04/05 was $92,500. This was the total amount due to the Magnet Review Committee for FY 04/05. Distribution in July 2005 for FY 05/06 was $92,500. This was the total amount due to the Magnet Review Committee for FY 05/06. Distribution in July 2006 for FY 06/07 was $92,500. This was the total amount due to the Magnet Review Committee for FY 06/07. Distribution in July 2007 for FY 07/08 was $92,500. This was the total amount due to the Magnet Review Committee for FY 07/08. Distribution in July 2008 for FY 08/09 was $92,500. This was the total amount due to the Magnet Review Committee for FY 08/09. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of September 30, 2008 11 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring. (Continued) 2. Actual as of September 30, 2008 (Continued) 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 . Distribution in August 2001 for FY 01/02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. Distribution in July 2004 for FY 04/05 was $200,000. This was the total amount due to the ODM for FY 04/05. Distribution in July 2005 for FY 05/06 was $200,000. This was the total amount due to the ODM for FY 05/06. Distribution in July 2006 for FY 06/07 was $200,000. This was the total amount due to the ODM for FY 06/07. Distribution in July 2007 for FY 07/08 was $200,000. This was the total amount due to the ODM for FY 07/08. Distribution in July 2008 for FY 08/09 was $200,000. This was the total amount due to the ODM for FY 08/09. 12 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of September 30, 2008 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 vis its 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. 13 11. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97 /98. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (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. 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 September 30, 2008 (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. 16 11. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21, 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001 . The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 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 i.n monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (Continued) On July 26, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11 , 2001 in room 201-A at the ADE. On October 11, 2001, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11 , 2002 in room 201-A at the ADE. On April 11 , 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11 , 2002 in room 201-A at the ADE. 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 September 30, 2008 (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. 19 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (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 Desegregati9n 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. 20 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (Continued) On November 4, 2004, 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 ADE is required to check laws that the legislature passes to make sure none of them impede desegregation. Clearence Lovell was chairman of the last committee to check legislation. Since he has retired, the ADE attorney will find out who will be checking the next legislation. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for January 6, 2005 at 1 :30 p.m. in room 201-A at the ADE. On May 3, 2005, 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 PCSSD has petitioned to be released from some desegregation monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasability study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1 :30 p.m. in room 201-A at the ADE. On June 20, 2006, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. ADE staff from the Office of Public School Academic Accountability updated the group on all relevant desegregation issues. The purpose, content, and due date for information going into the Project Management Tool and its Executive Summary were reported. There was discussion about the three districts in Pulaski County seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 17, 2006 at 1 :30 p.m. in room 201-A at the ADE. 21 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (Continued) On March 16, 2007, the ADE Implementation Phase Working Group met to review previous Implementation Phase activities. Mr. Willie Morris, ADE Lead Planner for Desegregation, reported that U.S. District Judge Bill Wilson Jr. declared the LRSD unitary and released the district from federal court supervision. It was stated that the ADE should continue desegregation reporting until the deadline for an appeal filing has past, or until an appeal has been denied. House Bill 1829 passed the House and Senate. This says the ADE should hire consultants to determine whether and in what respects any of the Pulaski County districts are unitary. It authorizes the ADE and the Attorney General to seek proper federal court review and determination of the current unitary status and allows the State of Arkansas to continue payments under a post-unitary agreement to the three Pulaski County districts for a time period not to exceed seven years. The three Pulaski County districts may be reimbursed for legal fees incurred for seeking unitary or partial unitary status if their motions seeking unitary status or partial unitary status are filed no later than October 30, 2007, and the school districts are declared unitary or at least partially unitary by the federal district court no later than June 14, 2008. Matt McCoy and Scott Richardson from the Attorney General's Office updated the group on legal issues related to desegregation. The next Implementation Phase Working Group Meeting is scheduled for July 5, 2007 at 1 :30 p.m. in room 201-A at the ADE. On July 12, 2007, 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. He handed out the syllabus of the U.S. Supreme Court ruling from June 28, 2007 about the Seattle School District. The court ruled that the district could no longer use race as the only criteria for making certain elementary school assignments and to rule on transfer requests. Mr. Scott Richardson from the Attorney General's Office said that an expert was going to study the Pulaski County school districts and see what they need to do to become unitary. The next Implementation Phase Working Group Meeting is scheduled for October 4, 2007 at 1 :30 p.m. in room 201-A at the ADE. 22 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (Continued) On October 11 , 2007, 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. He handed out news articles about the LRSD being declared unitary and the Joshua intervenors fil ing a notice of appeal to the 8th Circuit Court. The LRSD and the Joshua intervenors have asked that the appeal be put on hold while they pursue a mediated settlement. Mr. Scott Richardson from the Attorney General's Office said that the LRSD had until October 31 to respond to the appeal filed by the Joshua intervenors. He said that the NLRSD was trying to get total unitary status and the PCSSD was working on getting unitary status in their student assignment. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2008 at 1:30 p.m. in room 201-A at the ADE. On January 10, 2008, 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. He handed out news articles about the districts in Pulaski County seeking unitary status. The Joshua lntervenors filed a motion with the 8th U.S. Circuit Court of Appeals to overturn the ruling that gave the Little Rock School District unitary status. The Little Rock School District filed its response to the motion by the Joshua lntervenors. After the Pulaski County Special School District sought unitary status, the Joshua lntervenors requested that school desegregation monitors do a study on the quality of facilities in the district, or on the district's compliance with its desegregation plan. Judge Wilson denied the requests by Joshua lntervenors. The North Little Rock School District asked for unitary status and Joshua lntervenors objected and asked for a hearing. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. 23 11. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2008 (Continued) On April 10, 2008, 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. House Bill 1829 that passed in 2007, allowed Pulaski County districts to be reimbursed for legal fees incurred for seeking unitary or partial unitary status if they are declared unitary or at least partially unitary by the federal district court no later than June 14 of 2008. Act 2 was passed in the special legislative session that started March 31 , 2008. This extends the deadline for unitary status to be reimbursed for legal fees from June 14 to December 31 . Also discussed in the Implementation Phase meeting was the push by Jacksonville residents to establish a Jacksonville School District. On April 15, 2008, the PCSSD School Board voted 4-2 against letting Jacksonville leave the district. In 2003, U. S. District Judge Bill Wilson Jr. , stopped an election in Jacksonville on forming an independent district. He said that taking Jacksonville out of the PCSSD would hinder efforts to comply with the court approved desegregation plan. A request by the PCSSD for unitary status is pending in federal district court. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On July 10, 2008, 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. He handed out a news article that talked about an evaluation of the North Little Rock School District's compliance with its desegregation plan. The evaluation was done by the Office of Desegregation Monitoring (ODM), a federal desegregation monitoring office. ODM said \"NLRSD has almost no compliance issues that would hinder its bid for unitary status\". Another article said that ODM has proposed a 2008-09 budget that would allow for closing at the end of December 2008 if the school districts in Pulaski County are declared unitary before then. Each of the districts has petitioned U.S. District Judge Bill Wilson Jr. for unitary status. Another article was handed out stating that legislators, attorneys from the Attorney General's Office and representatives of the three school districts in Pulaski County have been conducting meetings to discuss ways to phase out desegregation payments. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2008 at 1 :30 p.m. in room 201-A at the ADE. 24 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 September 30, 2008 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 To date, no action has been taken by the LRSD. 25 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of September 30, 2008 The information for this item is detailed under Section IV. E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of September 30, 2008 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of September 30, 2008 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 The information 'tor this item is detailed under Section IV.E. of this report. 26 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of September 30, 2008 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. 27 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2008 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing , no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. - The -committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed. 28 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2008 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11, 2001 at 9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 29 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2008 (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 districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 30 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2008 (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. In July 2007, 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 86th Legislative Session, and any new ADE rules or regulations. 31 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1 . Projected Ending Date Ongoing 2. Actual as of September 30, 2008 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 32 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 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. 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (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 ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 35 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (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 revis ions 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 opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 36 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (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. 37 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21 , 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 38 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 39 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (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. 40 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (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. 41 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (Continued) On January 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 10, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 14, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 11 , 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 42 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (Continued) On May 9, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 13, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 8, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 12, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. 43 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2008 (Continued) On August 14, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 17, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2007, the Arkan_sas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11 , 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. 44\n. VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 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 11 - 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 NCA/COE peer team visits. 46 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2008 (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. 47 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2008 (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 r~presentatives 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. 48 VI. REMEDIATION (Continued) A Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2008 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 49 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of September 30, 2008 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. D. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of September 30, 2008 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 The information for this item is detailed under Section VI.F. of this report. 50 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2008 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 avaiiable to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2008 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2008 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21 , 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff development program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2008 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACTAAP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD personnel through a staff development training class. The workshop also covered the components of the new ACT AAP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACTAAP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2008 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACTMP 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 ACT MP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACT MP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action ,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding, \"The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2008 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training , Dr. Reynolds addressed the following: 1) how to use and interpret information obtained on the direct observation form, 2) how to use this information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when , (i.e., parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACT AAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing. Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend. On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum. This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing , and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled 'Things you can do at home to support your child 's learning.\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2008 (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, 2 000, 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 OdDber 25 and 26, 2000, Alternate Assessment for Students with Severe Disab  :es for the LRSD at J. A. Fair High School was presented. Bryan Ayres was the presenter. The participants were: Susan Chapman, Special Education Coormnator\nMary Steele, Special Education Teacher\nDenise Nesbit, Speech Language Pathologist\nand three Paraprofessionals. On November 14, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West little Rock. Bryan Ayres was the presenter. On November 17, 2000, training was conducted on Autism for the LRSD at the Instructional Resource Center. Bryan Ayres and Shelley Weir were presenters. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2008 (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. T\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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Up to that point, she had been very active in Students for a Democratic Society and knew many of the Chicago Seven and the Weather Underground."],"dc_format":["audio/mpeg","image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Chicago, Ill. : Studs Terkel Center for Oral History, Chicago History Museum","Chicago, Ill. : Chicago History Museum"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Oral History Collection (Chicago History Museum)","I WAS THERE: The 1968 Democratic National Convention Oral History Project"],"dcterms_subject":["Students for a Democratic Society (U.S.)","Weather Underground Organization","Democratic National Convention (1968 : Chicago, Ill.)","Oral history","Interviews","Riots","Elections","Political science","Chicago Seven Trial, Chicago, Ill., 1969-1970"],"dcterms_title":["I WAS THERE: Joan Bradbury"],"dcterms_type":["Sound","Text","StillImage"],"dcterms_provenance":["Chicago History Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://collections.carli.illinois.edu/cdm/ref/collection/chm_oh/id/23"],"dcterms_temporal":["1968"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["© 2015 Chicago Historical Society, all rights reserved","For permission to reproduce, distribute, or otherwise use this image, please visit https://images.chicagohistory.org or contact rightsrepro@chicagohistory.org."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio file: 43:27 minutes"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"kai_chm-oh_112","title":"I WAS THERE: Marian Shaw","collection_id":"kai_chm-oh","collection_title":"Oral History Collection (Chicago History Museum)","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, Illinois, Cook County, Chicago, Grant Park, 41.87948, -87.61894"],"dcterms_creator":["Shaw, Marian","Alter, Peter"],"dc_date":["2008-08-29"],"dcterms_description":["Ms. Shaw was widely involved in civil rights and social issues throughout her life. She described how, as a reporter for the Roosevelt University newspaper, she witnessed the rioting in Grant Park, including the storming of the General Logan statue."],"dc_format":["audio/mpeg","image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Chicago, Ill. : Studs Terkel Center for Oral History, Chicago History Museum","Chicago, Ill. : Chicago History Museum"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Oral History Collection (Chicago History Museum)","I WAS THERE: The 1968 Democratic National Convention Oral History Project"],"dcterms_subject":["Roosevelt University","Democratic National Convention (1968 : Chicago, Ill.)","Oral history","Interviews","Riots","Elections","Political science"],"dcterms_title":["I WAS THERE: Marian Shaw"],"dcterms_type":["Sound","Text","StillImage"],"dcterms_provenance":["Chicago History Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://collections.carli.illinois.edu/cdm/ref/collection/chm_oh/id/112"],"dcterms_temporal":["1968"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["© 2015 Chicago Historical Society, all rights reserved","For permission to reproduce, distribute, or otherwise use this image, please visit https://images.chicagohistory.org or contact rightsrepro@chicagohistory.org."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio file: 39:36 minutes"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":239,"next_page":240,"prev_page":238,"total_pages":6797,"limit_value":12,"offset_value":2856,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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