{"response":{"docs":[{"id":"geh_vhpohr_719","title":"Oral history interview of Samuel Floyd Daniel","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Brazil, Natal, -5.805398, -35.2080905","Canada, Nova Scotia, Halifax, 44.6486237, -63.5859487","Iceland, Reykjavík, 64.145981, -21.9422367","Strait of Gibraltar, 35.95, -5.6","United Kingdom, England, London, 51.50853, -0.12574","United Kingdom, England, Plymouth, 50.3712659, -4.1425658","United States, New York, New York County, New York, Hoffman Island, 40.57898605, -74.05390232869","Vietnam, Cam Ranh Bay, 11.893334, 109.170167"],"dcterms_creator":["Bruckner, William Joseph, 1944-","Daniel, Samuel Floyd, 1923-"],"dc_date":["2003-11-05"],"dcterms_description":null,"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Kenan Research Center, Atlanta History Center, 130 West Paces Ferry Rd., Atlanta, GA 30305"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center","Veterans History Project oral history recordings"],"dcterms_subject":["World War, 1939-1945--Personal narratives, American","World War, 1939-1945--Participation, African American","World War, 1939-1945--Campaigns--Africa, North","Vietnam War, 1961-1975--Personal narratives, American","Vietnam War, 1961-1975--African Americans","Merchant marine--United States","V-2 rocket","Race relations","Liberty Ships","National Maritime Union of America","Alcoa Rambler (Merchant ship)","Thaddeus Kosciuszko (Liberty ship)"],"dcterms_title":["Oral history interview of Samuel Floyd Daniel"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/719"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. 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FILED IN THE UNITED STATES DISTRICT co~rtNg',if~1ifil~~SAS EASTERN DISTRICT OF ARKANSAS LITTLE ROCK DIVISION NOV  3 2003 LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866 WRW/JTR - PULASKI COUNTY SPECIAL SCHOOL  DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. CORRECTED ORDER JAMES W. McCORMACK, CLERK By:_, ____ -=--~== PLAfN'fml( DEFENDANTS INTERVENORS lNTERVENORS Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools ' final budget for rhe 2002-2003 school year and proposed - budget for the 2003-2004 school year. The MRC communicated the budget to the Court in a letter dated July 31 , 2003 (attached). I have attached a copy of the budget to this order, and if there are any objections, parties must respond withi~ five days; otherwise, the MR.C's final budget for the 2002-2003 school year and proposed 2003-2004 budget will be accepted as presented and become effective immediately. IT IS SO ORDERED this 3rd day ofNovember, 2003. -w1,.... oocu1v1c:.1\" i r::.,'I' c:.,--.c ... ~ ,,;~ I n,;, p  ~'C - E~T 1  -.; COiv1 ... :,-.,~ '- 00CKET SH c:. 1 ' . -  - .NIT~ULE 58 AND/0~- 0NJJ--?j., BY UNITED ST A TES DISTRICT JUDGE WM. R. WILSON, JR. WILL BOND NEIL CHAMBERLIN VIA FEDERAL EXPRESS BOND \u0026amp; CHAMBERLIN TRIAL LAWYERS 602 W. MAIN JACKSONVILLE, ARKANSAS 72076 November 5, 2003 Michael E. Gans, Clerk Eighth Circuit Court of Appeals 24.329 Thomas F . Eagleton U.S. Courthouse lll S. 10~ Street St. Louis, MO 63101 (314) 244-2400 RECEIVED NOV 1 0 2003 OFFICE OF DESEGREGATION MONITORING TELEPHONE: (501 ) 982-9081 FAX: (501 ) 982-9414 RE: United States Court of Appeals for the 8t h Circuit, Little Rock School District v. Pulaski County Special School District No. l, et al. , Mrs. Lorene Joshua, et al., Katherine Knight, et al., Greg Bollen, James Bolden, Martha Whatley and Sue Ann Whisker, Case No. 03-3088 - Brief and Appendix Dear Mr. Gans: Enclosed is an original and eleven copies of Appellants' Brief and an original and three copies of Appellants' Appendix for filing in the above-referenced case. The Addendum on Appellants' Brief is in excess of 15 pages. This is a unique case in which the Judge essentially made his ruling from the bench. I have included the transcript of the Judge's ruling in the Addendum as instructed by your office. After the Brief and Appendix is filed, please forward filemarked copies back to me . I have included a large envelope with postage for your convenience. If you have any questions or concerns , please do not hesitate to contact me. By copy of this letter I have forwarded counsel for all parties involved in the litigation at the lower court copies of the Brief and Appendix. I have also forwarded a copy to the local district judge. Regards, TWB:tt Michael E. Gans November 5, 2003 Page Two cc: Greg Bollen Sam Jones Scott Smith Christopher Heller John W. Walker P.A. Mark Burnette Stephen Jones Ann Marshall Tim Gauger Judge William Wilson I i le I I I I I I I 1 I 1 I I I I le I I RECEIVED IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT NO. 03-3088 GREG BOLLEN, et al. Appellants v. PULASKI COUNTY SPECIAL SCHOOL DISTRICT Appellee . Appeal from the United States District Court for the Western District of Arkansas Honorable William R. Wilson, Jr., District Judge BRIEF OF APPELLANT Will Bond Bond \u0026amp; Chamberlin  602 W. Main Street Jacksonville, AR 72076 (501) 982-9411 AR Bar #95145 Attorney for Appellants NOV 1 O 2003 OFFICE OF DESEGREGATION MONITORING I - I I I -I I 1e I I I I I I -  II RECEIVED NOV 1 0 2003 OFFICE OF IN THE UNITED STATES COURT OF APPEALS DESEGREGATION MONITORING FOR THE EIGHTH CIRCUIT NO. 03-3088 GREG BOLLEN, et al. Appellants V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT Appellee Appeal from the United States District Court for the Western District of Arkansas Honorable William R. Wilson, J.r., District Judge APPENDIX Will Bond Bond \u0026amp; Chamberlin  602 W. Main Street Jacksonville, AR 72076 (501) 982-9411 AR Bar #95145 Attorney for Appellants u.fl~~l?RT EASTEAN CIS'fA!Oi ARKANSAS IN THE UNITED STATES DISTRICT CO1URT NOV 1 0 2003 EASTERN DISTRICT OF ARKANSAS LfITLE ROCK DIVISION JAMES W McCOAMACK, CL.ERK By: -------,=E=P.\"\"\"C..,...,LE\"\"R-K LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV0086.6 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. ORDER PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Pending is Pulaski County Special School District's fee petiti,c\u0026gt;n (Doc. No. 3804). The Arkansas Department of Education has responded (Doc. No. 3814) ai1d the PCS SD has replied (Doc. No. 3816). In its fee petition PCS SD seeks a total fee award of $78,32650, an amount which includes attorney time expended both in this action and a related state court action. Additionally, the attorney time is billed at counsel's standard hourly rate, rather than the lower hourly rate counsel charges its client, the PCSSD; therefore ~e PCSSD's fee petition will be reduced for the following reasons: 1) C.ounsel for PCS SD seeks compensation from the ADE at $215 per hour, his standard hourly rate. However, counsel nonnally bills PCSSD at an hourly rate of $150. Therefore, $150 an hour is the rate which will be used to detennine compensation owed by the ADE in the current action. 2) Total compensation will include only time spent on the federal issues. Time spent on matters related to the state court proceeding is not closely enough related to this award of attorney's fee. 3) Because work performed by counsel in March 2001 and AJpril 2002, were not necessary to present the PCSSD's Motion to Enforce, and was work that would have nonnally been perfoIIDed for PCSSD, counsel is not entitled to compensation from the ADE for those hours. 4) PCS SD requests payment for time spent addressing appellate issues following the August 18, 2003 hearing. This request is premature and will not be i;(lcluded in the total compensation. 5) A total of five hours will be allowed for preparation of PCSSD's fee petition . . With the limitations established above, the award here breaks down as follows: 'lli,te Perfonned May 2003 June 2003 July 2003 August2003 September 2003 Total Total Amoynt 5,715 .00 10,667.50 18,835.50 9,152.50 750.00 $44,820.50 Upon review of both PCSSD's fee petition and the ADE's response, and based on my findings of fact and conclusions of law, counsel for the PCSSD is entitled to compensation from the ADE in the amount of $44,820.50 . .IT IS SO ORDERED this 10th day of November, 2003 u)'! ,~./l.llhA1, f'r UNITED STA TES DISTRICT JUDGE WM. R. WILSON, JR. TO: DATE: FAX COVER SHEET UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS Chris Heller Sam Jones Steve Jones John Walker Timothy Gauger Mark Hagemeier Ann Marshall Mark Burnette //- /O,D3 Telephone: 501-604-5140 Fax Number: 501-604 5149 376-2147 376-9442 375-1027 374-4187 682-2591 682-2591 371-0100 375-1940 There are .3 pages, including this Cover Sheet, being sent by this facsimile transmission. MESSAGE SENT BY: ~ U.S. District Court 600 Wes1 Capitol, Room 423 Little Ro,;k, Arkansas 72201 Matt Morgan, LRSD Law Clerk 501-604-5141 UNITED STATES COURT OF APPEALS FOR THE EIGIITH cmcUIT GREG BOLLEN, JAMES BOLDEN, MARTHA WHATLEY and SUE ANN WHISKER V. CASE NO. 03-3088 CASE NO. 03-3404 PULASKI COUNTY SPECIAL SCHOOL DISTRICT PCSSD MOTION FOR ENLARGEMENT OF TIME TO FILE APPELLEE'S BRIEF RECEIVED DEC -1 2003 OFFICE OF DESEGREGATION MONITORING APPELLANTS APPELLEE Appellant's opening brief was originally due on October 15, 2003 . Appellants obtained an enlargement of time until and including November 6, 2003, to file their opening brief. The PCS SD requests an equivalent period of time until and including December 23, 2003, within which to file its opening Appellee's brief. The PCSSD brief is currently due on or about December 6, 2003. WHEREFORE, the PCSSD prays for an enlargement of time until and including December 23, 2003, within which to file its appellee 's brief. 463029-v1 Respectfully submitted WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, AR 72201 (501) 371-0808 FAX: (501) 376-9442 CERTIFICATE OF SERVICE On November 26, 2003, a copy of the foregoing was served by U.S. mail on the following : Mr. Will Bond Bond \u0026amp; Chamberlin 602 West Main Street Jacksonville, AR 72076 Mr. Scott Smith State Department of Education #4 Capitol Mall Little Rock, AR 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark, LLP 2000 Regions Center 400 W. Capitol Little Rock, AR 72201 Ms. Ann Marshall Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Tim Gauger Senior Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201-2610 442823-v1 2 Mr. John W. Walker John W. Walker P.A. 1723 S. Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon 1010 W. Third Street Little Rock, AR 72201 Mr. Stephen Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 TCBY Tower 425 West Capitol A venue Little Rock, AR 72201 TOM COURTWAY Interim Director State Board of Education JoNell Caldwell, Chair Little Rock Shelby Hillman, Vice Chair Carlisle Sherry Burrow Jonesboro Luke Gordy Van Buren Calvin King Marianna Randy Lawson B- ville MaryJane Rebick Pine Bluff Jeanna Westmoreland Arkadelphia Arkansas Department of Education #4 Capito/Mall, Little Rock, AR 72201-1071 501-682-4475 December 2, 2003 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 http:/ /arkedu.state.ar.us ~1ECEIVED DEC - :1 2003 OFFICE OF DESEGREGATION MONITORING RE: Little Rock School District v. Pulaski County Special School District, et al. US. District Court No. 4:82-CV-866 Dear Gentlemen and Ms. Marshall: Per an agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of November 2003 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. s~; o.JA ~smt? General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. No. LR-C-82-866 PLAINTIFF PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for November 2003. Respectfully Submitted, cott Smith, # Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 ..... CERTIFICATE OF SERVICE - I, Scott Smith, certify that on December 2, 2003, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 .. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENEJOSHUA, ETAL INTERVENOR$ KA THERINE W. KNIGHT, ET AL INTERVENOR$ ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2003 Based on the information available at October 31, 2003, the ADE calculated the Equalization Funding for FY 03/04, subject to periodic adjustments. B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I  II ~ ~ --- -- ' - ' ' I I I r I 01- ..:;;__, 1 G  \"'3 L ,._ ...; 2003-04 ENROLLMENT AND RACIAL BALANdf:~~cc, ,, . ., . ~:-~ cu~::;, ,. PULASKI COUNTY SPECIAL SCHOOL DIST~-~-~ .r. Ann S. Marshall Federal Monitor December 16, 2003 Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Polly Ramer Office Manager L.~ ,-' C.:lL. ~ RECEIVED RECEIVED OEC 2 6 2003 DEC 2 6 2003 OESEGREGr{iW~ ~~1mORIHG IN THE UNITED STATES DISTRICT COURT OFFICE OF EASTERN DISTRICT OF ARKANSAS DESEGREGATION MONITORING WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PCSSD MOTION FOR TWO TEMPORARY PORTABLE BUILDINGS AT SYLVAN HILLS SCHOOL PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. On December 16, 2003, the ODM issued its annual report concerning enrollment and racial balance in the PCSSD. At pages 5 and 16 of the report, the ODM concludes that Sylvan Hills High School is currently operating at 103% capacity. It should be noted that this capacity reflects the District's recalculation of building capacities for the 2003-2004 school year. (ODM Report, p. 5). 2. The ODM report simply confirms a problem with which the PCSSD has struggled with thus far during the first semester. It is short at least two classrooms at Sylvan Hills High School. 3. The purpose of this motion is to seek an order of this Court approving the acquisition and use of two portable buildings for the second semester at Sylvan Hills High School. As a practical matter, the PCSSD must seek approval to utilize those _ ___ ,p. ortable buildings for the 2004-2005 schoo ear since it is highly unlikel.J-----\"-'-th...a,,,..._,,,_,_.__ _____ 468157-v1 - informed judgment can be made regarding permanent additions at the Sylvan Hills campus this year. 4. The use of these portable buildings will not have negative racial balance consequences. As the ODM report notes at page 9: \"Sylvan Hills High, which once had an enrollment less than 20% African-American, has been within the target range for the last 14 years.\" 5. The Sylvan Hills High School enrollment over time is depicted at page C-9 of the current ODM report. WHEREFORE, the PCSSD prays for an Order of this Court authorizing it to install and utilize two portable buildings for classroom instruction at Sylvan Hills High School beginning with the second semester and continuing through the 2004-2005 - school year, and for all proper relief. 468157-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 By __ ....::._---l1----......,..-t--::-;__ ______ _ 2 0) nty Special ct CERTIFICATE OF SERVICE On December 23, 2003, a copy of the foregoing was served via facsimile and U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895  Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 468157-v1 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 3 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 EDWARD L. WRIGHT ( 1903-197'7 ) ROBERT S . LINDSEY ( 191 3- 1991 ) ISAAC A . SCOTT, JR . JOHN G. LILE GORDON S . RATHER , JR. ROGER A. GLASGOW C. DOUGLAS BUFORD . JR . PATRICK J. GOSS ALSTON JENNINGS , JR . JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY Ill LEE J. MULDROW N.M. NORTON CHARLES C. PRICE CHARLEST . COLEMAN JAMES J. GLOVER EDWIN L. LOWTHER, JR . WALTER E. MAY GREGORY T. JON ES BETTINA E. BROWNSTEIN WALTER McSPAOOEN JOHN D. DAVIS JUDY SIMMONS HENRY \\VRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2300 LITTLE ROCK, ARKANSAS 72201 -3699 (501) 371 -0808 FAX (501) 376-9442 www . wlj .com OF COUNSEL ALSTON JENNINGS RONALD A. MAY BRUCE R . LINDSEY JAMES R . VAN DOVER Wri ter 's Direct Dial No . 501-212-1273 mjoncs@wlj .com . December 23, 2003 KIMBERLY WOOD TUCKER RAY F. CO X. JR . TROY A. PRICE PATRICIA SIEVERS HARRIS KATHRYN A. PRYOR J. MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J. SALLINGS WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER KYLE R. WILSON C. TAD BOHANNON KRISTI M. MOODY J. CHARLES DOUGHERTY M. SEAN HATCH J. ANDREW VINES JUSTIN T. ALLEN MICHELLE M. KAEMMERLING SCOTT ANDREW IRBY PATRICK 0 . WILSON REGINA A. SPAULDING MARY ELIZABETH ELDRIDGE BLAKE S. RUTHERFORD PAUL D. MORRIS Lk~ w pnctio:: bdff I Uaitoi Suter PMl1:DI ~nd Tndt:twrk Ollie,: RECEIVED VIA FEDERAL EXPRESS OVERNIGHT DEC 2 R 2003 OFFICE OF DESEGREGATION MONITORlNG Mr. Michael Gans, Clerk of the Court U.S. Court of Appeals for the Eighth Circuit Thomas F. Eagleton Court House Room 24.329 111 S. 10th Street St. Louis, Missouri 63102 RE: 03-3088/03-3404 Greg Bollen, et al. v. Pulaski County Special School District Dear Michael: I have enclosed the original and 11 copies of the Joint Brief of Appellee/Cross-Appellant and Joshua Intervenors together with the original and four copies of Separate.Appendix in this matter. Please file the brief and appendix and return file-stamped copies to me in the enclosed envelope. I have also enclosed a diskette containing the brief in Acrobat format. By copy of this letter, I am serving two copies of the brief and appendix, along with a diskette, on counsel for appellants. If you have questions or comments, please contact me. MSJ:ao Enclosures 459324-vl Cordially yours, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP Cf- WRIGHT , LINDSEY \u0026amp; JENNINGS LLP December 22, 2003 - Page2 cc/w/encls.: Mr. Will Bond (2 copies with diskette) Mr. Scott Smith (1 copy w/o diskette) 459324-vl Mr. Christopher Heller (1 copy w/o diskette) Mr. John W. Walker ( 1 copy w / o diskette) Mr. Mark Burnette (1 copy w/o diskette) Mr. Stephen Jones ( 1 copy w / o diskette) Ms. Ann Marshall (1 copy w/o diskette) Mr. Tim Gauger (1 copy w/o diskette) Honorable Wm. R. Wilson, Jr.(1 copy w/o diskette) NO. 03-3088/03-3404 IN THE UNITED STATES COURT OF APPEALS -, FOR THE EIGHTH CIRCUIT GREG BOLLEN, et al. V, PULASKI COUNTY SPECIAL SCHOOL DISTRICT APPELLANTS APPELLEE/CROSS-APPELLANT On Appeal From The United States District Court for the Eastern District of Arkansas Honorable William R. Wilson, Jr. Presiding Judge JOINT BRIEF OF APPELLEE/CROSS-APPELLANT AND JOSHUAJNTERVENORS John Walker John \\Valker, P.A. 1723 Broadway Little Rock, Arkansas 72206 (501) 374-3758 Attorney for Joshua Intervenors 4593',4 VI M. Samuel Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol A venue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 Attorneys for Pulaski County Special School District -... I I I NO. 03-3088/03-3404 IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT GREG BOLLEN, et al. APPELLANTS I V. I I I  I I I I I I I ' I PULASKI COUNTY SPECIAL SCHOOL DISTRICT APPELLEE/CROSS-APPELLANT John Walker John Walker, P.A. 1723 Broadway On Appeal From The United States District Court for the Eastern District of Arkansas Honorable William R. Wilson, Jr. Presiding Judge SEPARATE APPENDIX OF APPELLEE/CROSS-APPELLANT AND JOSHUAINTERVENORS M. Samuel Jones, III Little Rock, Arkansas 72206 (501) 374-3758 WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 Attorney for Joshua Intervenors 467883-vl Attorneys for Pulaski County Special SchoolDistrict fOM COURTWAY [nterim Director ;;tale Board of Education loNell Caldwell, Chair ~ittle Rock :ihclby Hillman, Vice Chair '.:arlisle Sherry Burrow Tonesboro Luke Gordy Van Buren '.:alvin King 14arian11a ~andy Lawson 3en ue vfary e Rebick 'ine Bluff eanna Westmoreland lrkadelphia Arkansas Department of Education #4 Capitol Mall, Liitle Rock, AR 72201-1071 501-682-4475 December 30, 2003 Mr.M. SaniuelJones,III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 http:/ /arkedu.state.ar.us RECEIVED ~ OFFICE OF DESEGREGATION MONITORJNG RECEIVED Jt\\i~ 0 2 2004 OFFICE OF DESEGREGATION MONITORING RE: Little Rock School District v. Pulaski County Special School District, et al. US. District Court No. 4:82-CV-866 Dear Gentlemen and Ms. Marshall: Per an agreement with the Attorney General's Office, I ani filing the Arkansas Department of Education's Project Management Tool for the month of December 2003 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. -\u0026amp;::~~/.~ ~ Gener:;tl Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for December 2003. Respectfully Submitted, ~A~ sCIIlith, #922 Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on December 30, 2003, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, 2201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the AD E'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 December 31 , 2003 Based on the information available at November 30, 2003, the ADE calculated ihetqualization Funding for FY,03/04,' subject to penodic adjustments: 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.    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\u003e   \n\n  \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n  \n\n  \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"},{"id":"bcas_bcmss0837_1035","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2003-11"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1035"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nAgenda RECEIVED NOV 1 q 2003 OFACEOF DESEGREGATION MONITORING Little Rock School District Board of Directors' Meeting Happy Thanksgiving! November 2003 (\") \"0  ::O i=~ bl o  :\no::O om--\u0026lt;., ::0 C: -z :\non o--\u0026lt; rr--cz5 ~Cl) F ~\n::: m -o r- ::0 8g l::m mo -c: ~~ 0~ ::0:::::1 ~m z\no (\")Cl) m I. 11. 111. IV. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests REGULAR MEETING November 20, 2003 5:30 p.m. B. Performance - Rockefeller Elementary School Choir REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Mann Magnet Middle School - Jim Fullerton \u0026amp; Becky Webb Colaianni Piano \u0026amp; Organ Company, Inc. - Gil \u0026amp; Teri Colaianni Metropolitan Career \u0026amp; Technical Center - Mike Peterson \u0026amp; Allie Freeman Maverick Transportation - Ms. Sam Carr \u0026amp; Mike Jeffress C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association E. Joshua lntervenors REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update (\")~ )\u0026gt;\nIC . m J= C -tll: Oz o\u0026gt;\nIC\nIC C-\u0026lt; m-n\nIC C: -z\nIC(\") o-t ~~ (\")\"' \u0026gt; ~\n= Proposed Agenda for November 20, 2003 Page2 V. APPROVAL OF ROUTINE MATTERS: A. Minutes B. Personnel Changes C. Attendance Report VI. ADMINISTRATIVE SERVICES DIVISION: A First Reading: Policy Revisions ACBB - Equitable Student Assignment JC - School Attendance Zones JCA - School Choice B. Student Assignment Plan, 2004-05 VII. SCHOOL SERVICES DIVISION A. Safety and Security Plan for Central Office VIII. CURRICULUM AND INSTRUCTION: A Waiver Providing Incentive for Students Taking AP Exams B. Program Evaluations for Elementary and Secondary Literacy C. Program Evaluation Agenda, 2003-04 D. Proposed Changes to Middle and High School Curriculum IX. BUSINESS SERVICES DIVISION: A Second Reading: Policy DGA- - Authorized Signatures B. Donations of Property C. Financial Report X. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions XI. EMPLOYEE HEARINGS XII. ADJOURNMENT c-,-., ) \u0026gt;Aml .r..-. r_.... !C Oz o\u0026gt; Al Al o-\u0026lt; m.,, Al C: -z AIC\"\u0026gt; o-\u0026lt; r- c5 r-z C\")UI ~ PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS WELCOME/PERFORMANCE Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERSHIPS C. REMARKS FROM CITIZENS D. LR.CTA E. JOSHUA To: From: Through: Subject: Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 November 20, 2003 Board of Education Debbie Milam, Director, ViPS/Partners in Education Morris L. Holmes, Interim Superintendent Partners in Education Program: New partnerships The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. We recommend that the Board approve the following partnerships: Horace Mann Magnet Middle School and Colaianni Piano \u0026amp; Organ Company, Inc. Metropolitan Career and Technical Center and Maverick Transportation :x,::c mm !E c3 !li!~ (/)(/) -\n::\nCllo 031: ?\n~ CZ ffio 31:  CD::::! mo :X,Z (I)(/) !'\" .z.... m !....  C C a :x, MANN MAGNET MIDDLE SCHOOL and COLAIANNI PIANO \u0026amp; ORGAN CO. PARTNERSHIP PROPOSAL Colaianni Piano \u0026amp; Organ Co. will contribute the following to the partnership: \u0026gt; Instructional enrichment for students through sponsored visits by performing artists, piano tuners, company representatives, etc.\nmotivational materials for students and instructors \u0026gt; Performance opportunities for students by hosting piano recitals \u0026gt; Discounts on music accessories, equipment purchases, and rental of instruments\nLending equipment (non instrument) and assisting with \"set-up\" for special events Mann Magnet School will contribute the following: \u0026gt; Prepared future pianists and customers \u0026gt; Recognition for your contribution \u0026gt; Personal satisfaction from contributing to the community Partnership Between Maverick Transportation and Metropolitan Career and Technical Center Metropolitan Career and Technical Center will: 1. Recognize Maverick Transportation Incorporated as a Partner-in Education on the Schools website under the Metropolitan sub link and in the monthly newsletter distributed to parents and students throughout the district. 2. Recognize Maverick Transportation Incorporated as a Partner In Education at the next Little Rock School Board meeting. 3. Display the plaque received at the Little Rock School Board meeting recognizing the partnership with Maverick Transportation Incorporated in the Central office at Metropolitan Career and Technical Center. 4. Metropolitan Career and Technical Center will identify qualified students for employment possibilities as training apprentices with Maverick Transportation, Incorporated. S. Arrange field trips for diesel technician/ automotive service technician students and/or parents to tour Maverick Transportation, Incorporated facility as a part of a group learning experience. 6. Provide a display area for your company to market and recruit potential students and for parents to review during Open House, Parent Day, or Job Fair. Maverick Transportation, Incorporated will: 1. Provide a representative to serve on the Advisory Council to the Diesel Technology/ Automotive Technology Program in order to provide guidance regarding the enhancement of the school's diesel curriculum, and provide support where possible. 2. Provide mentoring/apprenticeship opportunities for high school students recommended by the school. 3. Sponsor one or more of the students for a paid summer internship or apprenticeship as early as the summer after junior year and to be continued at a minimum of part- time internship during their senior year which will provide a variable work experience with an emphasis on skill development . 4. Assign a mentor to each student and agree to allow for each mentor to receive training prior to the summer internship period. 5: -Provide guest speakers to share new and innovative ideas about Maverick Transportation in the diesel technology classroom. 6. _ Provide an opportunity for field trips and visiting the facility at Maverick Transportation. 7, Provide assistance with the annual Arkansas Skills USA Competition in Hot Springs. 8. Provide assistance with \"Open House\" at Metropolitan !I' .n\"...'. me: C::0 8~ m-\u0026lt; -\u0026lt;\u0026gt; c::tn .., (I) Ci:') ~z m~ z... . !=' n 0 z ~ :0 m ~ ::!l rn .z... m ~ \"f! c\u0026gt;:: 0 =I 0 :0 .r_'1,..P.. 0 :0 c,, :en ~\n: DATE: TO: Little Rock School District 810 West Markham Street Little Rock, AR 7220 l November 20, 2003 Board irectors FROM: --~P'\\'onald M. Stewart, Chief Financial Officer orris L. Holmes, Interim Superintendent of Schools PREPARED BY: Bill Goodman ~6 SUBJECT: November 2003 Construction Report - Bond Projects I reported in September a financial update on the bond construction projects. The September report was based on data from Financial Services through July 2003. It showed that approximately $86,000,000 had been obligated and/or spent from the $132,000,000 Bond Fund, representing two-thirds (2/3) of the total. As of the end of September 2003, we have spent and/or obligated approximately $98,000,000, which equals 75% of the Bond Fund. This data explains the reason for the long list of completed projects and the decline of the number of projects under construction. The construction contract for the five-classroom addition to Brady Elementary has been awarded. Construction will start soon. The construction of the additions to Parkview Arts/Science Magnet High School has begun. The renovation of projects at Mann Magnet Middle and Mabel vale Middle schools will be completed in December. The move from the portable classrooms into the new and renovated classrooms will take place during the holidays. Please call me at 447-1146 if you have questions. !JI\nl:l\no lS zz .m.. =...\". m C') ::c C: \"C ~ m Facility Name Baseline rady~--Central Dunbar CONSTRUCTION REPORT TO THE BOARD NOVEMBER 20, 2003 BOND PROJECTS UNDER CONSTRUCTION I I I t:st. c.\nompletlon Project Description Cost Date Renovation --A-d-dition/renovation -- --------::-~---~---\n-,~:~~~ JJuu~:~: -----~-,--, Renovation - Interior $10,200,266 Dec-05 Renovation/addition --- -=:=-_$6,161,~ -- Aug-04 ----16 classroom addition \u0026amp; cafeteria/music i-:-J...,. . A..,._ .F.,...a_i.r,....--=---------..,,_room addition $3,155,640 Feb-04 Mabelvale MS Renovation _____ ~ $6,851 ,621- Dec-03 Ma~ -- Partial Replacement - -- $11 ,500,000 Dec-03 MCCieiian Classroom Addition - - $2,155,622 Jul-04 Parkview -- Addition -- - - -\n- --$~226 Jun-04 --- Pulaski Hgts. Elem Renovation ___ _ $1 ,193,259 Aug-04 Pulaski Hgts. MS Renovatron- ----$3,755,0~ Aug-04 Southwest ____ Addition - - $2,000,000 _-_-_-_Aug-04 Tech Ctr/ Metro Renovatfon Addition/Renovation - Phase II -- $2 ,725.000 Jun-04 Wakefield --- Rebuild i. ~5,300,00~ Jul-04 Williams Renovation - --$2, 106~-- Jun-=64 Williams __ Parking expansions $183,717 Jun-04 Wilson I Renovation/expansion $1,263,876 Nov-03 BOND PROJECTS CONSTRUCTION - WINTER 2004 I I I t:st. c.\nompIet1on Facility Name Project Description Cost Date Mitchell Renovation $750,000 Aug-04 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I I I t=st. l\nOmpIeuon Facility Name Project Description Cost Date Pulaski t!._gts. MS Energy monitoring system installation Unknown Rightsell !Renovation $660,000 Unknown Wilson Energy monitoring system installation I Unknown Woodruff Parkinq addition -- $193,777 Unknown BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I I I Est. Completion Project Description Cost Date Administration Asbestos abatement ____ $380,495 ! Mar-03 A_d_minist_ra_ti_on ____+ -F[_ r_es_h air system ________$_ 5_5,000 I Aug-03 Administration Fire alarm $32,350 Aug-03 Administration Annex I Energy monitoring system installati~ ' May-02 Alternative Learning Ctr. Energy monitoring system installation ' $15,160 : Oct-01 ~lternati.':_e Learnin'g\"'\"_C_tr_. __,_E~n_e__ r_g y efficient lighting __ $82,000 Dec-01 Badgett__ I Partial asbestos abatement $237,237 Jul-01 Badgett Fire alarm $18,250 Aug-02 Bale !classroom addition/renovation , $2,244,524 Dec-02 Bale I Energy monitoring system I I Mar-02 Bale !Partial roof replacement __ $269,587 Dec-01 1-----------~IHVA-C ---------- $664,587 Aug-01 ,Energy efficient lighting $170,295 Apr-01 Bale Booker Booker Booker I Energy monitoring system ins~lat_io_n_~'----$_2_3_,7_1_0-+I ____ O_ct_-0_1 Asbestos abatement $10,900 . Feb-02 Booker I Fire alarm $34,501 Mar-02 CONSTRUCTION REPORT TO THE BOARD NOVEMBER 20, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Description I Cost I Est. Completion Date Brady ~ ergy efficient lighting $80,593 Sep-02 Brady Asbestos abatement $345,072 Aug-02 - --- Carver Energy monitoring system installation $14,480 May-01 - -- Carver Parking lot --$111 ,742 Aug-03 --- Central Parking Student parking - $174,000 Aug-03 Central/Quigley Stadium light repair \u0026amp; electrical repair $265,00-0 - --Aug-03 Central/Quigley__ Athletic Field Improvement -------r $38,000 Aug-03 Central/Quigley Irrigation System ~ 4.500 -----\nijj g-03 -- Central Purchase land for school Unknown Dec-02 ------- ~ of \u0026amp; exterior renovations - Central $2,000,000 Dec-02 Central Ceiling andwall repair-- - -- ~ 4,000 I Oct-01 -- Central Fire Alarm System Design/Installation . $80,876 Aug-01 - Central Front landing tile repair - $22,4~ Aug-01 -- Cloverdale Elem_. ____ Energy efficient lighting __ $132,678 Jul-01 Cloverdale MS Energy efficient lighting ____ --- $189,743- Jul-01 Cloverdale MS -- - Major renovation \u0026amp; addition $1,393,822 I Nov-02 -- -- Dodd Energy efficient lighting $90,665 Aug-01 - - -- - $156,299 --- Dodd Asbestos abatement-ceiling tile Jul-01 Dodd I Replace roof top HVAC - __$2 15,570 Aug-02 - I interior renovation -- Facilities Service $84,672 Mar-01 Facility Services Fire alarm I $12,000 Aug-03 Fair Park HVAC renovation/fire alarm ! $315,956 __ Apr-02 -- - - -Fair Park Energy efficient lighting - --r $90,162 ~ g-01 Fair Park Asbestos abatement-ceiling $59,310 Aug-01 -- J. A. Fair - E nergy efficient lighting __$2 77,594 Apr-01 J. A. Fair Press box $10,784 I Nov-00 -- - -- J. A. Fair security cameras __ I $12,500-- Jun-01 -- -- -- J. A. Fair Athletic Field Improvement ' $38,000 Jul-03 -- - J. A. Fair Irrigation S~stem I $14,000 Jul-03 ---- J. A. Fair , Roof repairs $391,871 I Aug-03 -- Forest Park 1 Replace window units w/central HVAC ' $485,258 Nov-03 Forest Park I Diagonal parking -- - $111,742 Aug-03 Forest Park Energy efficient lighting I $119,788 May-01 Fulbright 1 Energy efficient lighting I $134,463 Jun-01 Fulbright I Energy monitoring system installation $11 ,950 Aug-01 Fu!!?right Replace roof top HVAC units I $107,835 Aug-02 Fulbright Parking lot i $140,000 Sep-02 Fulbright I Roof repairs I $200,000 Oct-02 Franklin Renovation I $2,511 ,736 I Mar-03 Gibbs Energy efficient lighting I $76,447 I Apr-01 Gibbs !Energy monitoring system installation I $11,770 Jul-01 Hall I Major renovation \u0026amp; addition $8,637,709 I Sep-03 Hall Asbestos abatement $168,222 Aug-01 Hall I Energy efficient lighting $42,931 Jul-01 Hall l Energy efficient lighting I $296,707 Apr-01 Hall I Infrastructure improvements I $93,657 I Aug-01 Hall Ilntercom I I Feb-01 Hall Security cameras I $10,600 : Jun-01 2 :\u0026lt; ::0 \u0026gt;0  C: 3-1:z:::! Zm ~i en :::l m ~ !ll ril ::0 ~ z z m r- ~ \u0026gt; :::l m z ~z n m ill c3 ::!l !\" .z... m ~ ,\u0026gt;- \u0026gt; C: C a ::0 :..n.. m n % C: -c ~ m Facility Name Henderson CONSTRUCTION REPORT TO THE BOARD NOVEMBER 20, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED I I I Est. Completion Project Description Cost Date Henderson --- Energy efficient lighting__ ____ $193,679 Jul-01 Roof replacement gym $107,835 May-01 Heriderson ---- Asbestos abatement Phase I - ---+- - $500,000 Aug=oT Henderson IRC -=--=----=-_-__ A_s_b_e_st_o_s abatemen!Phase 2 ___ -:- ~ 50,000 _ Aug-02 Jefferson Jefferson-- - --- Laidlaw Mabelvale Elem. ~aleE~ Mabelvale Elem. Mabelvale Elem. Energy efficient lighting $109,136 Jul-02 - Asbestos abatem~ - -- ~ 3,639 ____ Oct-01 1Renovation \u0026amp; fire a'iarm - - $1 ,630,000 Nov-02 - - Parking lot ___ ~ $269,588--,..-__ Jul-01 -:_ Energy monitoring syste~ nstallation ---rt 2,150 Aug-01 Replace HVAC units - $300,000- Aug-02 Asbestos Abatemen-t -- $107,000 Aug-02 Energy efficient lighting - - - $106,598 Dec-02 Mabelvale MS _ Renovate bleachers _ -~ $13 4,793-= Aug-01 Mann Mann Mann Asphalt walks - - The total $1 .8 million Dec-01 -Walkway canopies _ __ is what has been Dec-01 -- - M-ann ___ Boiler replacement used so far on the Oct-01 ______ F encing ~_ =--- projects listed Sep-01 Mann Partial demolition/portable classrooms completed for Mann. Aug-01 McClellan Athletic Field Improvement ___ -_-_ --$38,000 Jul-03 McClellan McClellan Irrigation System $14,750 Jul-03 'Security cameras _ ~ 6,300---~ 01 McClellan -Mc-Clell-an- Energy efficient lighting $303,614 May-01 ____ ~um stands repair - ____ $235,000 Aug-01 McClellan -- - McDermott -- -Mc-De-rmott Meadowcliff Intercom ________ $46,000 Feb-02 Energy efficient lighting $79,411 Feb-01 - - !Replace roof top HVAC units $476,000 Aug-02 ----- ~-- Fire alarm $16,175 Jul-01 -- -- Meadowcliff Asbestos abatement _ __ _ $253,412~ ___ A_ug_-02 Meadowcliff . Engergy efficient lighting _ _ $88,297 Dec-02 Metropolita_n_ _____ _,_IR__e,p_l_ace_ co_o_li~ng tower _ $37,2_0~3-,---__,,..D.,..e.._c-\"0\"\"0\"7 Metropolitan Replace shop vent system $20,000 I May-01 Metrop_o_lit_an ______IE ne_r=g,y__m_o_n_ito_r_in_g,,'-s..,y__st_e_m_i_nst_alla_tio_n_ _l __- =-$-.1,...7~,-1c-4..,...5c--t-____A~ ug-01 Mitchell Energy efficient lighting $103,642 I Apr-01 Mitchell Energy monitoring system installation $16,695 Jul-01 Mitchell Asbestos abatement $13,000 , Jul-01 Oakhurst 'HVAC renovation ' $237,237 I Aug-01 --------+=--------..,.....,...--c--,---_..,-----=--=-+---.,...,---=-::c-:-1 Otter Creek !Energy monitoring system installation $10,695 1 May-01 Otter Creek Energy efficient lighting $81,828 Apr-01 Otter Creek Asbestos abatement $10,000 ' Aug-02 Otter Creek Parking lot $138,029 Aug-02 ------ Otter Creek !6 classroom addition $888,778 Oct-02 Otter Creek 'Parking Improvements $142,541 , Aug-03 Parkview I HVAC controls I $210,000 Jun-02 Parkview !Roof replacement I $273,877 1 Sep-01 Parkview 'Exterior lights $10,784 ____N_ o_v-_0_0, HVAC renovation \u0026amp; 700 area controls $301,938 Aug-01 1~P-a-rk_v..i,.e.._w_ _______. ,.,L,- o-c.,k...er_r_e-pl,a-ce_m_en_t___ $120,000 Aug-01 Parkview Parkview i Energy efficient lighting $315,000 Jun-01 Procurement [Energy monitoring system installation , $5,290 ' Jun-02 Procurement 1 Fire alarm $25,000 I Aug-03 Pulaski Hqts. Elem Move playground $17,000 Dec-02 3 CONSTRUCTION REPORT TO THE BOARD NOVEMBER 20, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED I I I Est. Completion Facility Name Project Description Cost Date Rightsell Energy efficient lighting $84,898 Apr-01 Rockefeller Energy efficient lighting 1 $137,004 Mar-01 Rockefeller - ~ lacerooftopHVAC-- I --$539,175 Aug-01 Rockefeller - Parking addition I $11D~ Aug-02 Romine --- --Asbestos abatement ___ ---_____ 1 $10,000 Apr-02 Romine - ~ jor renovation \u0026amp; addition $3,534,675 M\"ar-03 Security/Transportation Bus earner~ -- - $22,500 Jun-01 Southwest --- ~ bestos abatement - - ---- $28, 1~ - Aug-00 Southwest - --New roof - - -- --,- - $690,000 - - Oct-03 Southwest ----- Energy efficient lighting - =- , $168,719 Jan-02 Southwest Drainage/ street widening~-- I $250,000 Aug-03 Student Assignment ~ Energy monitoring system installation $4,830 - Aug-02 Student Assignment Fire alarm-- --==-~------_-_-_-_-- $9,000 --~ ug-03 Tech Center Phase 1 ~ Renovati~ ~- - $275,000 - Dec-01 TechnologtQpgrade - ~ P!I'\"ade phone system \u0026amp;data ___ -,-- Nov-02 Terry Energy efficient lighting _ I $73,850 _ _ Feb-01 I.~ry~---- Driveway \u0026amp; Parking i $83,484 Aug-02 Terry Media Center addition , $704,932 Sep-02 Wakefield - - Security cameras I $8,000 Jun-01 Wakefield -rfnergyetticient lighting $74,776 Feb-01 Wakefield - --fi5ernolition/Asbestos Abatement 1 $200,000 Nov-02 Washington Security cameras $7,900  Jun-01 Washington 'Energy efficient lighting $165,281 Apr-01 Watson -=- - --Energy monitoring system installation $8,530 Jul-01 Watson Asbestos abatement $182,241 Aug-01 Watson I Energy efficient lighting $106,868  Aug-01 Watson - -- Asbestos abatement ______ $10,000 ~ g-02 Watson_ ______ ~ jor renovation \u0026amp; addition $800,000-- ~g-02 Western Hills !Asbestos abatement $191,946 Aug-02 Western Hills ilntercom $7,100 Dec-01 Western Hills Energy efficient lighting ' $106,000 Jul-01 Williams Energy efficient lighting $122,719 I Jun-01 Wilson Parking Expansion 1 $110,000 Aug-03 Woodruff I Renovation 1 $246,419 Aug-02 4 :c: ::0 )1,0  C: !!\niE Zm ~i u, ........ m :,0 u, ?' ril :,0 ~ z z ,m- !'\" .z... m ! ,- )I, C: 0 ~ :,0 :..n.. m n ::c C:\n:g .).I.,. m Date: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS November 20, 2003 To: Board of Directors From: ~andy Becker, Internal Auditor Re: Audit Report - November This is the forty-ninth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two middle school and one elementary school to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Working with the new Activities Advisory Board to develop plans for the new school year and beyond. b) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. c) Working with the Activities Advisory Board to provide ways to assist the different Booster groups in our schools. Board Policy and Regulation a) Coordinating development of payroll guidelines with Financial Services as part of Financial Services Section of the District Operations Manual. Technology a) Monitoring technology plans to determine how use of technology will improve and streamline the workflow for staff persons. Training a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. !D \"D m ~ z z ,m... f\u0026gt; ~ mz g z C') m Fil c8 ~ :n m--\u0026lt; C') :c C: \"D ~ m Audit Report - November 2003 Page 2 of 2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Working with Information Services on streamlining of data processes regarding SIS reporting. Monitoring cost reduction efforts in the District. Monitoring payroll for compliance with board direction and internal controls. Reviewing leave accountability system. (New). Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Assisted with ShareFest 2003, Saturday, November 1, 2003. Report attached. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: November 20, 2003 TO: Little Rock School District Board of Directors FROM: Lucy Neal, Director Technology and Media Services John Ruffins, Director Computer Information Services THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject Summary Objectives Expected Outcomes Population/Location Budget Amount Managers Duration Long Range/Continuation Technology Report  The District has been notified that E-rate funds up to $1.2 million have been approved for telephone services for the 2002-2003 school year. Those services include the wide area network, local, long distance, cellular and paging services. Additional forms must be filed before we receive the money, and we are in the process of filing those forms now.  Although we have not received notification of funding for applications for 2003-2004, we are now in the application window for applying for the 2004-2005 school year.  Plans continue for the completion of the Technology Center next spring. The RFP for cabling has been issued and will open before Christmas. Jay Stanley Company in North Little Rock was awarded the contract for audiovisual and distance learning equipment.  131 LRSD teachers have applied to participate in the online technology courses funded by EETT (Enhancing Education Through Technology) funds. Teachers from North Little Rock and Pulaski County will also participate. To provide an update to the Board of Directors on the status of technology projects To continue to implement the approved technology plan NIA NIA Lucy Neal - Instructional John Ruffins - Technical October 24, 2003 - November 20, 2003 Technology Plan is approved from 2003-2006. !ZI \"ti m ~ zz ,m.... !ZI ~ C: \"t!O S:!:11 z-\u0026lt; - \u0026gt; \"'U) ~Cl) 6 G5 \"'~ .zm.. . DATE: TO: FROM: THROUGH: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS November 20, 2003 rBo ard of Education Beverly Williams, Director, Human Resources Dr. Morris Holmes, Interim Superintendent of Schools Personnel Changes It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.C.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) years. Teachers with an effective date of employment after August 18, 2003 are considered intern teachers. Personnel Changes Page 2 September 25, 2003 NAME Dockett-Wilson, Tammi Reason: Personal Downing, Nancy Reason: Accepted Another Ganahl, Christopher Reason: Personal Fall, Libasse Reason: Cert. Expired Hunnicutt, Susan Reason: Personal Pletcher, Carmen Reason: Leaving City May, Hazel Reason: Retired Moreland, Hillary Reason: Personal Mueller, Melanie Reason: Accepted Another Position POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsff erminations Certified Employees Lang. Arts 8-24-87 6-17 CLOVERDALE EL. 9-29-03 TCHl0 Elem. II 8-21-89 3-18 MCDERMOTT 11-3-03 TCH925 Gen. Math 8-14-03 1-12 ALC 10-31-03 TCH925 Spanish I 8-7-02 1-02 CENTRAL 10-9-03 TCH925 Germani 1-3-99 6-05 CENTRAL 10-21-03 TCH925 Elem. III 8-7-03 1-06 WASHINGTON 12-19-03 TCH925 Counselor 8-23-82 6-21 PARK.VIEW I 0-14-03 CNLl0 Elem. III 8-7-03 1-01 STEPHENS 9-19-03 TCH925 Speech Path. 8-9-00 62-09 TERRY 10-30-03 SPE925 ANNUAL SALARY 48650.00 46015.00 36756.00 27056.00 36398.00 30630.00 53213.00 26546.00 41148.00 Personnel Changes Page 3 September 25, 2003 POSITION NAME SCHOOL START DATE END DATE Rolax, Shirley Kindergarten 8-21-73 Reason: Retired CLOVERDALE EL. 1-5-03 Tucker-Redam, Holly Elem I 8-14-00 Reason: Accepted Another WILSON 10-1-03 Position New Certified Eml!lol'.ees Alexander, Reba Cosmo 9-29-03 METRO Anders, Mika English 9-29-03 CENTRAL Bartholomew, Roseleta Social Studies 10-8-03 ACC Birtcher, James Law Enforcement 10-13-03 ALC SALARY CLASS 6-21 K925 1-04 TCH925 1-04 TCH950 3-06 TCH925 1-01 TCH925 1-02 TCH925 ANNUAL SALARY 53213.00 28588.00 28588.00 annual 23376.65 prorated 16642.00 annual 13521.63 prorated 26546.00 annual 20600.80 prorated 28597.40 annual 21745.94 prorated s\n= n \u0026gt;c:: - ~ ~o ~c:: \u0026gt;:: ~~ :oz \"\n-' f\u0026gt; \u0026gt; ~ m z 0 \u0026gt; z n m :0 m ~ ~ ~~ !l\u0026gt; :0 0 ~ !\no\nz: ~ Kl ,~..~.n 0 ~\n\"' !\"' ~c:: ~~ z-\u0026lt; - \u0026gt; i\u0026amp;l 0~ UI~ m .z.. . Personnel Changes Page 4 September 25, 2003 NAME Howse, Marion Logan, Jacob Lee, Canaa Prime, Stacie Robinson, Preston Scott, John Smith, Jeffrey POSITION SCHOOL English ALC American History START DATE END DATE 10-13-03 9-8-03 MABELV ALE MID. Math 10-20-03 CENTRAL Technology Spec. 8-15-03 GIBBS Civics 10-6-03 HALL Instrumental 8-7-03 PARK.VIEW Career Orien. 8-7-03 MABELV ALE MID. SALARY CLASS 6-20 TCH925 1-01 TCH925 2-03 TCH925 4-01 TCHl0 6-09 TCH925 1-03 TCH925 1-01 TCH925 ANNUAL SALARY 51713.00 annual 39323.43 prorated 26546.00 annual 23642.53 prorated 28894.00 annual 21219.03 prorated 30553.00 annual 30871.26 prorated 40482.00 annual 31837.41 prorated 31574.00 26546.00 annual 16591.25 prorated Personnel Changes Page 5 September 25, 2003 POSITION NAME SCHOOL START DATE END DATE Sutton, Wilma Social Studies MANN 10-13-03 Thom, Ellen Elem IV 10-20-03 RIGHTSELL Thomas, Shauna Music 10-15-03 FOREST HGTS. White, Susan Social Studies 9-26-03 FAIR West, Angela Elem I 10-20-03 WILSON Certified Promotion NONE Certified Transfer NONE SALARY CLASS 1-02 TCH925 1-01 TCH925 1-10 TCH925 4-04 TCH925 5-11 TCH925 ANNUAL SALARY 27056.00 annual 20573.83 prorated 26546.00 annual 19494.72 prorated 34714.00 annual 26035.50 prorated 32595.00 annual 26653.20 prorated 41120.00 annual 30197.50 prorated ~ n .\n\u0026lt;a= \u0026gt;-. .\nna ::e\u0026lt;= ::: ~ !:\na z U\u0026gt; :-' ~ \u0026gt; =I mz C \u0026gt;z n m\na m ~ ~ '.'.:~ !l\u0026gt;\na C ~ !\nc:Z z~ G')\na ~s ,....n n~ in U\u0026gt; !D .U..\u0026gt;. C -.,c ~ z-\u0026lt;\n_,1\n~U\u0026gt; c!:,c:\n.,,z i: m .z.. . Personnel Changes Page 6 September 25, 2003 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsfferminations Non-Certified Employees Adams, Sam Instr. Aide 4-2-01 1-09 Reason: Health WASHINGTON 12-1-03 INA925 Brandon, Mark Custodian 8-8-03 1-01 Reason: None Given HALL 10-13-03 CUS925 Brown, Johnny Custodian 9-14-03 1-01 Reason: None Given KING 10-13-03 CUS928 Bunting, Devona Custodian 9-8-03 1-01 Reason: Personal FULBRIGHT 10-23-03 CUS925 Coleman, Devin Custodian 4-14-02 1-02 Reason: Abandonment CLOVERDALE MID. 10-8-03 CUS12 Doerpinghaus, Sherri Nurse 9-21-98 1-09 Reason: None Given RIGHTSELL 10-10-03 NURSES Dickerson, Mary Child Nutrition 2-1-02 3-02 Reason: Accepted Another BALE 10-28-03 FSH550 Position Flowers, Martha Care 8-15-03 1-06 Reason: None Given CARE ~ 10-31-03 CARE Iverson, Marcus Custodian 9-27-01 1-03 Reason: None Given MCCLELLAN 10-3-03 CUS928 ANNUAL SALARY 13750.00 10329.00 10329.00 10329.00 13955.00 33693.00 8161.00 6.84 11201.00 Personnel Changes Page 7 September 25, 2003 POSITION NAME SCHOOL START DATE END DATE 9-23-02 Johnson,Shameka Care Reason: None Given CARE 10-31-03 Kendrick, Gloria Instr. Aide 8-9-00 Reason: Health TERRY 11-3-03 Pace, Martha Secretary 8-25-67 Reason: Health CLOVERDALE MID. 12-2-03 Reyes, Norma Care 8-18-03 Reason: None Given CARE 10-31-03 Shiflett, Linda Secretary 8-19-87 Reason: Retired FINANCIAL SERV. 12-31-03 Sterley, Pamela Child Nutrition 8-12-03 Reason: Accepted Another WESTERN HILLS 10-27-03 Position Tyler, Earnest Child Nutrition 4-7-03 Reason: None Given OTTERCREEK l 0-16-03 Usry, Yolanda Clerical 1-30-95 Reason: Terminated HALL 10-24-03 Walker, Edith Child Nutrition 8-20-98 Reason: Retired CHICOT 11-1-03 Warner, Charlotte Care 8-15-03 Reason: None Given CARE 10-31-03 SALARY CLASS 3-05 CARE 1-10 INA925 31-20 CLK925 4-01 CARE 51-20 AN12 3-01 FSH550 3-01 FSH550 39-08 CLKl0 1-06 FSH5 1-03 CARE ANNUAL SALARY 7.40 14067.00 22656.00 6.25 41148.00 8130.00 8130.00 20100.00 7532.00 6.43 s\n= n .\nC:o: \no -an ~c:: ~ ~~ ::oz en :- ~  =l mz C  nz m Rl ~ ~ ~~ !l \no C ~ !\nc\nz: z~ C\u0026gt;\no ~s ,....n \u0026lt;\"i~\nen !JI ~c:: -a C s\n:m z~ !I ..,,z ii: .zm.. Personnel Changes Page 8 September 25, 2003 NAME Baltimore, Jacqueline Barnes, Connie Beny, Roshawn Bracy, Saundra Burl, Felicia Brewer, Chanda POSITION SCHOOL START DATE END DATE SALARY CLASS New Non-Certified Employees Child Nutrition 10-21-03 3-01 MCCLELLAN FSH550 Child Nutrition 9-29-03 3-01 FULBRIGHT FSH550 Bus Driver 10-13-03 3-02 TRANS. BUSDRV Clerical 10-23-03 39-01 HALL CLKl0 Child Nutrition 10-3-03 3-01 HENDERSON FSH550 Child Nutrition 10-14-03 3-01 PARK.VIEW FSH550 ANNUAL SALARY 8130.00 annual 6130.82 prorated 8130.00 annual 6752.79 prorated 10118.00 annual 7787.45 prorated 16308.00 annual 11407.57 prorated 8130.00 annual 6575.08 prorated 8130.00 annual 6264.10 prorated Personnel Changes Page 9 September 25, 2003 POSITION NAME SCHOOL Cane, Sandra Custodian HALL Clark, Gerald Custodian BALE Dixon, Sarah Instr. Aides FAIR PARK Dukes, Marion Instr. Aides FAIR PARK Fisher, Lisa Bookkeeper SOUTHWEST Goodman, Phyllis Care CARE Gordon, Eura Child Nutrition MCCLELLAN START DATE END DATE 9-16-03 9-29-03 9-22-03 10-13-03 9-29-03 10-25-03 10-13-03 SALARY CLASS 1-01 CUS925 1-01 CUS12 1-10 INA925 1-10 INA925 39-12 CLKl0 1-07 CARE 3-14 FSH550 ANNUAL SALARY 5164.50 annual 4406.67 prorated 13399.00 annual 10035.00 prorated 14067.00 annual 11861.90 prorated 14067.00 annual 10721.34 prorated 22656.00 annual 17856.95 prorated 6.97 8533.00 annual 6621.23 prorated\ni,,s ~,... .,,~ m::c 3g Cl)rm(/) nm C:\n:o\n:o~ :\n!m -0 Cl) ~ s\n= (\") \u0026gt; C: - ~ ~o ~c: \u0026gt;:: ~~ ::oz ~ r, \u0026gt; ~ mz 0 \u0026gt;z (\") m\n:o m ~ .\n.:.o. ~\nS !l\u0026gt;\n,:,O ~ !I\no?= z~ C\u0026gt;\n:o ~~ rm ~(/) m Cl) !II ~ C: -oo z ~.... Nl\ni\"' oG'i UI~ .mz.. . Personnel Changes Page 10 September 25, 2003 NAME Harris, Fayette Hubbard, Myia Jacob, Lanina Jackson-Ayers, Lenora Jackson, Michelle J arnes, Henrietta Johnson, Tammy POSITION SCHOOL Child Nutrition CENTRAL Instr. Aide WILSON Instr. Aide WOODRUFF Instr. Aide GEYER SPRINGS Instr. Aide MCDERMOTT Child Nutrition FRANKLIN Child Nutrition STEPHENS START DATE END DATE 10-24-03 10-20-03 10-6-03 10-13-03 9-12-03 9-29-03 10-30-03 SALARY CLASS 3-01 FSH550 1-05 INA925 1-10 INA925 1-10 INA925 1-10 INA925 3-01 FSH550 3-01 FSH550 ANNUAL SALARY 8130.00 annual 5997.54 prorated 12481.00 annual 9175.22 prorated 14067.00 annual 11101.52 prorated 14067.00 annual 10821.34 prorated 14067.00 annual 12242.09 prorated 8130.00 annual 6752.79 prorated 8130.00 annual 5819.84 prorated Personnel Changes Page 11 September 25, 2003 POSITION NAME SCHOOL Johnson, Tammy Child Nutrition STEPHENS Jordan, Christene Care CARE Lucas, Chester Security Officer HALL McClendon, Marcus Care CARE McDonald, Keri Instr. Aide JEFFERSON Moragne, Lola Custodian FAIR Overton, Lawrence Security Officer RIGHTSELL START DATE END DATE 10-30-03 11-3-03 10-15-03 10-25-03 10-13-03 9-18-03 10-2-03 SALARY CLASS 3-01 FSH550 2-02 CARE 36-16 SOFR9 2-02 CARE 1-10 INA925 1-01 CUS925 36-10 SOFR9 ANNUAL SALARY 8130.00 annual 5819.84 prorated 6.80 16336.00 annual 12207.12 prorated 6.80 14067.00 annual 10721.34 prorated 5164.50 annual 4350.53 prorated 13657.00 annual 10880.58 prorated :s\n= 0 \u0026gt;c:  ::0 \u0026gt;\na -an ~ C: \u0026gt;~ ~~ ::oz ~ !\"\u0026gt; \u0026gt; =I m z 0 \u0026gt;z 0 m ~ c3 ~ ~\ns !l \n,::,O ~ ~ 0\nz z~ C) ::0 c3 ~ r-m \u0026lt;'IC/) iii Cl) !II C...l.) C: -ao ~ z-\u0026lt; -..., 1n ~Cl) c!,c:\n.,, I m .z.. . Personnel Changes Page 12 September 25, 2003 NAME Porter, Dorothy Neal, ShelJie Randall, Joe Raynor, Gwendolyn Reed, Audrey Scott, Ronnie Smith, Tunza POSITION SCHOOL Nurse METRO Child Nutrition WILSON Security Officer CENTRAL Child Nutrition CHICOT Bus Driver TRANS. Instr. Aide KING Instr. Aide GIBBS START DATE END DATE 9-29-03 10-6-03 9-3-03 10-15-03 10-13-03 10-1-03 10-13-03 SALARY CLASS 1-07 NURSES 3-17 FSH4 36-13 SOFR9 3-01 FSH550 3-02 BUSDRV 1-05 INA925 1-03 INA925 ANNUAL SALARY 31651.00 annual 25716.44 prorated 6037.00 annual 4849.95 prorated 14939.00 annual 13625.68 prorated 8130.00 annual 6219.67 prorated 10,118.00 annual 7787.45 prorated 12481.00 annual 10052.26 prorated 2908.75 annual 2216.94 prorated Personnel Changes Page 13 September 25, 2003 POSITION NAME SCHOOL START DATE END DATE Summons, Raymond Security Officer 9-4-03 MITCHELL Stewart, Jacqueline Parent Coor. BASELINE 10-14-03 Taylor, Tanne Instr. Aide 10-2-03 WASHINGTON Taylor, Tanne Care 11-3-03 CARE Taylor, Wallace Instr. Aide 10-21-03 CHICOT White, Gloria Child Nut. Trainee 10-13-03 CHILD NUTRITION Williams, Charlotte Child Nutrition 9-22-03 HALL SALARY CLASS 36-10 SOFR9 1-06 INA925 1-10 INA925 3-01 CARE 1-10 INA925 2-01 FSMEAL 3-01 FSH550 ANNUAL SALARY 13657.00 annual 12231.27 prorated 6399.00 annual 4842.49 prorated 14067.00 annual 11253.00 7.12 14067.00 annual 10341.15 prorated 11593.00 annual 8912.90 prorated 8130.00 annual 6974.92 prorated ~ n \u0026gt; C:  \"' \"' \"D c5 ~ C: ::: ~~ \"'z \":-\u0026lt;' !\"' \u0026gt; =l m z C \u0026gt;z n m \"m' c3 \"...'. ~\ns !l \n,\n,C ~!\nc\nz: z~ C)\"' c3 ~ ~m !:i\u0026lt;n m \"' !D \"...'. C: \"DC \u0026gt;~ Z-1 Nt ~\"' oi:'i u,Z ii: m z... . Personnel Changes Page 14 September 25, 2003 NAME Williams, Angela Williams, Racquel NONE NONE POSITION SCHOOL Instr. Aide ROMINE Security Officer MCCLELLAN START DATE END DATE 11-4-03 10-14-03 Non-Certified Promotions Non-Certified Transfer SALARY CLASS 1-10 INA925 36-11 SOFR9 ANNUAL SALARY 14067.00 annual 9580.77 prorated 14065.00 annual 10587.39 prorated Date: To: From: Through: Re: bjg LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS November 20, 2003 Board of Education Beverly Williams, Director Human Resources Morris L. Holmes, Ed. D. Interim Superintendent Attendance Report Oral Presentation / Update ~ n  C:  ::0  2!! -an ~ C: ::\nji~ ::0 z u, :- LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent LITTLE ROCK, AR 72202 TO: FROM: THROUGH: SUBJECT: DATE: Background Phone: (501) 447-2950 E-Mail: j cba bbs(l1)s t uasn.lrsd.kl 2.ar .us Board of Directors Junious Babbs Compliance Committee Dr. Morris Holmes, Interim Superintendent First Reading - Revisions to Policy ACBB\nJC\nJCA November 20, 2003 On September 13, 2002, the District Court granted LRSD partial unitary status finding that the District had substantially complied with the Revised Desegregation and Education Plan (\"Revised Plan\") in all areas except 2.7.1. The Revised Education Plan is referenced in existing policy and incorporates a number of student I school assignments that are race-based. Since LRSD has been declared unitary with regard to student assignment, revision is being recommended. Attached are copies of the proposed revised policy. Recommendation The Board tabled action on policies ACBB, JC, and JCA at the November 6 special meeting. It is recommended that approval on these revisions to policies ACBB: Equitable Student Assignment, JC: School Attendance Zones and JCA: Student Assignment I School Choice be granted at this time. (Attachment)\ni,,s ~:..,~ m:z: ::\n!o -o \u0026lt;nrmnm.,, C:\n:c\n:c~ :.\n,!,.m,, \u0026gt; z s\n= LITTLE ROCK SCHOOL DISTRICT NEPH: ACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to maintain diversity in Little Rock School District schools to the extent practicable, recognizing that there is no requirement that every Little Rock School District school be racially balanced. Revised: Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBD, JC, JCA LITTLE ROCK SCHOOL DISTRICT NEPH: JC SCHOOL ATTENDANCE ZONES School Attendance zones will be established by the Board of Education and all modifications or alterations in zone boundaries will be approved by the Little Rock School Board. The basis for LRSD student assignments is the geographic attendance zone which ties each residential street address within district boundaries to a specific elementary, middle and high school. Student assignment priority will be given to the Attendance Zone student. Recommendations to establish, modify or alter attendance zone boundaries will include consideration of the operational needs of the school system. Any recommendation for establishment or alteration of boundaries will include an analysis and justification based on these factors. Revised: Adopted: May 25, 2000 s\n= f LITTLE ROCK SCHOOL DISTRICT NEPH: JCA SCHOOL CHOICE It is the policy of the Board of Education to implement student assignment programs and procedures designed to ensure that students may benefit from attending a school other than the one serving their neighborhood attendance zone. The Student Assignment Plan includes attendance zone school precedence and educational choice options that maintain student diversity to the extent practicable. Providing students and their families with school choice is a key component of the assignment plan. School Choice is viewed as a healthy method of providing opportunity for students to take advantage of unique curriculum offerings, special emphasis and program activities. Procedures will be established that enable students to make application to enroll in a school outside of their designated attendance zone. Initial registration begins during a two-week open enrollment period scheduled the first two months of the calendar year. Parents and students will be informed of available options. ATTENDANCE ZONE SCHOOLS-Students are assigned to the designated attendance zone school by their recorded residence. During the open enrollment period, priority will be provided to attend the attendance zone school site. STIPULATION/ ORIGINAL MAGNET SCHOOLS were created in 1987. Seats are reserved for students in the Little Rock School District, North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). Each district conducts an application process and assigns students to these schools. SPECIAL TY MAGNET SCHOOLS with \"themed\" or \"specialty\" programs have coursework that supplements the regular curriculum. They are available to students seeking school options or choices outside of their attendance zone schools. These specialty programs are sited at schools that also serve as attendance zone schools. Students from PCSSD may participate in these specialty programs as M-to-M transfer students. If the number of out of zone applicants exceed the number of program seats available, a weighted random assignment process will be used to identify those students who will be assigned. M-to-M Transfer program is a collaborative effort between the LRSD and PCSSD, which allows students school choice across district boundaries if certain criteria are met. NCLB Transfers available to students in schools identified by the Arkansas Department of Education as \"low-performing\". Staff Preference Transfers allow students who live in the LRSD to attend the schools in which their parents are employed. Act 624, Act 762 and Act 609/School Choice Transfers are Arkansas statues which are available to students who wish to transfer across school district boundaries. Transfer No Transportation (TNT) Transfers permit students to attend a school other than their attendance zone school if space is available after a certain number of seats are set aside or \"reserved\" for attendance zone students and if the parent / guardian assumes responsibility for the student's transportation. If demand exceeds available space, the priority will be to promote diversity. Revised: Adopted: May 25, 2000 Cross References: Board of Education Policy AC, ACB, ACBB, ACBD, JC LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent LITTLE ROCK, AR 72202 TO: FROM: THROUGH: SUBJECT: DATE: Background Phone: (501) 447-2950 E-Mail: j unious.babbs@lrsd.org Board of Directors Junious Babbs Compliance Committee Dr. Morris Holmes, Interim Superintendent 2004-05 Student Assignment Plan November 20, 2003 On September 13, 2002, the District Court granted LRSD partial unitary status finding that the District had substantially complied with the Revised Desegregation and Education Plan (\"Revised Plan\") in all areas except  2. 7 .1. The Revised Plan incorporated a number of race-based student assignment policies as a part of the District's effort to eliminate the vestiges of its past discrimination. LRSD's being declared unitary changes the analysis with regard to the constitutionality of the LRSD's intradistrict race-based student assignment policies and requires a change in the student assignment plan. LRSD being declared unitary should not at this time affect the constitutionality of interdistrict race-based student assignment policies related to the stipulation magnet schools, interdistrict schools and M-to-M transfers. Those policies remain necessary to eliminate the vestiges of past discrimination by the Pulaski County Special School District and the State of Arkansas. Recommendation It is recommended that the Board of Education approve one of the attached Student Assignment Plans for 2004-05. (Attachment) :s\n= 2004-2005 LRSD STUDENT ASSIGNMENT PLAN (Plan A) The proposed 2004-05 Little Rock School District (LRSD) Student Assignment Plan recognizes attendance zone school precedence\nhowever, additional attention and focus have been developed with the intent to provide both educational choice options and maintain student diversity (to the extent practicable). The basis for LRSD student assignments are the geographic attendance zones which ties each residential street address in the district to a specific elementary, middle and high school. First priority of student assignment is in the Attendance Zone School. The Board of Directors on recommendation by the Superintendent must approve any modification or alteration to attendance zones. Providing students and their families with school choice is a key component of the current student assignment plan. School Choice is viewed as a healthy method of encouraging students to take advantage of unique curriculum offerings, special emphasis and program activities. In light of the success of current choice options (27% of LRSD students attend a school via school choice option) it allows all LRSD students regardless of where they reside an opportunity. Recognizing the importance of student diversity and evidence that supports improved academic achievement, social connection and life preparations in a multicultural society, LRSD is committed to offering assignment opportunities or choices that might promote further diversity. A recent survey indicated the following:  School assignment options outside the Neighborhood School Attendance Zone are important. Parent - 85.4% Agree I Strongly Agree Staff - 82.9% Agree I Strongly Agree Community - 77. 7% Agree I Strongly Agree  It important that schools reflect a diverse student population Parent- 90.0% Agree I Strongly Agree Staff- 92.2% Agree I Strongly Agree Community- 61.1 % Agree I Strongly Agree Attendance Zone Schools - Each child is assigned to a designated attendance zone school by their recorded residence. During the open enrollment period, priority will be provided to attend the attendance zone school site. Although the majority of students in LRSD attend their attendance zone school (70%), school choice or assignment options are available. 2004-05 TRANSFER CHOICE OPTIONS Stipulation I Original Magnet schools and M-to M transfer options will continue to utilize racebased placement decisions. [Judge Wilson indicated in the September 2002 partial unitary ruling that \"the Court's decision in this case does not affect interdistrict transfers between the LRSD, PCSSD and NLRSD.\"] Stipulation /Original Magnet Schools were created in 1987. Seats are reserved for students in the Little Rock School District, North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). Each district conducts an application process and assigns students to these schools:  Parkview Arts/Science Magnet High School  Mann Art/Science Magnet Middle School  Booker Arts Magnet Elementary School  Carver Math and Science Magnet Elementary School  Gibbs International Magnet Elementary School  Williams Basic Skills Magnet Elementary School Specialty Magnet Schools with \"themed\" or \"specialty\" programs have coursework that supplements the regular curriculum. They are available to students seeking school options or choices outside of their attendance zone schools. These specialty programs are sited at schools that also serve as attendance zone schools, therefore, part of the schools' population is zone students and part is specialty magnet students. Students from PCSSD may participate in these specialty programs as M-toM transfer students.  Central International Studies Magnet High School  Hall University Studies High School  Fair Environmental Sciences/Systems Engineering/Medical Studies Magnet High School  McClellan Business-Finance/Multimedia-Graphic Design/Engineering Magnet High School  Dunbar International Studies/Gifted and Talented Interdistrict Magnet Middle School  Henderson Health Sciences Interdistrict Magnet Middle School  Cloverdale Economics/Multimedia/Engineering Magnet Middle School  Mabelvale Environmental Sciences/Medical Sciences/Information Communications Technology Magnet Middle School  Martin Luther King High Intensity Learning Interdistrict Elementary School  Romine Computer Science/Basic Skills Elementary School  Rockefeller Early Childhood (Pl - P4).  Washington Basic Skills / Math Sciences Interdistrict Magnet Elementary School If the number of out of zone applicants exceed the number of program seats available, a weighted random assignment process will be used to identify those students who will be assigned. Criteria indicators considered in the weighted random process include the student's race, achievement test performance and economic status (free and reduced lunch). Weighted Random Assignment Process Step 1. Define a SCHOOL ATTRIBUTE for each school based on three separate characteristics of its Attendance Zone (AZ) students. The three characteristics are race, achievement test performance and economic status (free and reduced lunch). Step 2. Define a STUDENT ATTRIBUTE for each student requesting a transfer to Specialty Magnet Program School based on the same three characteristics as the school attribute. (A default weight will be added for students with missing data - i.e. achievement test performance and economic status). In addition the following weighted value will be added: Sibling (Provide a weight for students with a sibling at the requested school site) AZ Student Weight (Provide a weight for AZ students who enter the zone after the open enrollment period and seats are not available) Step 3. Compare the Student Attribute to the School Attribute and assign a weight for each student requesting a transfer. Weights are allocated by comparing the characteristics of the school to the characteristics of the student in an inverse relationship. For example, a low-performing student requesting to go to a school with a larger proportion of high-performing students might receive a greater weight in academic proficiency\nwhereas, a high-performing student applying to the same school would receive a reduced weight factor. Step 4. The computerized lottery will identify the student population of these specialty schools' attendance zones and then increase the likelihood that students of opposite attributes will be selected thereby diversifying the schools population. The selection process will be random. \"Applicant Pool\" - Students who do not get their 1st choice will remain in a \"pool\" for a seat in their first choice school. Each time a seat becomes available in a school that has an applicant pool, the random number of applicants and the student's respective place in the pool determine which student(s) will obtain the available seat. (Numbered Waiting Lists will no longer exist for these Specialty Magnet Schools.) ADDITIONAL SCHOOL CHOICE OPTIONS OUTSIDE OF STIPULATION MAGNET AND SPECIALTY MAGNET SCHOOLS M-to-M Transfer program is a collaborative effort between the LRSD and PCSSD, which allows students school choice across district boundaries if certain criteria are met. NCLB Transfers available to students in schools identified by the Arkansas Department of Education as \"low-performing\". Staff Preference Transfers allow students who live in the LRSD to attend the schools in which their parents are employed. Act 624, Act 762 and Act 609/School Choice Transfers are Arkansas statues which are available to students who wish to transfer across school district boundaries. Transfer No Transportation (TNT) Transfers permit students to attend a school other than their attendance zone school if space is available (after a certain number of seats are set aside or \"reserved\" for attendance zone students) and if the parent assumes responsibility for the student's transportation. If demand exceeds available space, priority will be provided to promote diversity. 2004-2005 LRSD STUDENT ASSIGNMENT PLAN (Plan B) The proposed 2004-05 Little Rock School District (LRSD) Student Assignment Plan recognizes attendance zone school precedence\nhowever, additional attention and focus have been developed with the intent to provide both educational choice options and maintain student diversity (to the extent practicable). The basis for LRSD student assignments are the geographic attendance zones which ties each residential street address in the district to a specific elementary, middle and high school. First priority of student assignment is in the Attendance Zone School. The Board of Directors on recommendation by the Superintendent must approve any modification or alteration to attendance zones. Providing students and their families with school choice is a key component of the current student assignment plan. School Choice is viewed as a healthy method of encouraging students to take advantage of unique curriculum offerings, special emphasis and program activities. In light of the success of current choice options (27% of LRSD students attend a school via school choice option) it allows all LRSD students regardless of where they reside an opportunity. Recognizing the importance of student diversity and evidence that supports improved academic achievement, social connection and life preparations in a multicultural society, LRSD is committed to offering assignment opportunities or choices that might promote further diversity. A recent survey indicated the following:  School assignment options outside the Neighborhood School Attendance Zone are important. Parent - 85.4% Agree I Strongly Agree Staff- 82.9% Agree I Strongly Agree Community - 77. 7% Agree I Strongly Agree  It important that schools reflect a diverse student population Parent- 90.0% Agree I Strongly Agree Staff- 92.2% Agree I Strongly Agree Community- 61.1% Agree I Strongly Agree Attendance Zone Schools - Each child is assigned to a designated attendance zone school by their recorded residence. During the open enrollment period, priority will be provided to attend the attendance zone school site. Although the majority of students in LRSD attend their attendance zone school (70%), school choice or assignment options are available. 2004-05 TRANSFER CHOICE OPTIONS Stipulation I Original Magnet schools and M-to M transfer options will continue to utilize racebased placement decisions. [Judge Wilson indicated in the September 2002 partial unitary ruling that \"the Court's decision in this case does not affect interdistrict transfers between the LRSD, PCSSD and NLRSD.\"] Stipulation /Original Magnet Schools were created in 1987. Seats are reserved for students in the Little Rock School District, North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). Each district conducts an application process and assigns students to these schools:  Parkview Arts/Science Magnet High School  Mann Art/Science Magnet Middle School  Booker Arts Magnet Elementary School  Carver Math and Science Magnet Elementary School  Gibbs International Magnet Elementary School  Williams Basic Skills Magnet Elementary School Specialty Magnet Schools with \"themed\" or \"specialty\" programs have coursework that supplements the regular curriculum. They are available to students seeking school options or choices outside of their attendance zone schools. These specialty programs are sited at schools that also serve as attendance zone schools, therefore, part of the schools' population is zone students and part is specialty magnet students. Students from PCSSD may participate in these specialty programs as M-toM transfer students.  Central International Studies Magnet High School  Hall University Studies High School  Fair Environmental Sciences/Systems Engineering/Medical Studies Magnet High School  McClellan Business-Finance/Multimedia-Graphic Design/Engineering Magnet High School  Dunbar International Studies/Gifted and Talented Interdistrict Magnet Middle School  Henderson Health Sciences Interdistrict Magnet Middle School  Cloverdale Economics/Multimedia/Engineering Magnet Middle School  Mabelvale Environmental Sciences/Medical Sciences/Information Communications Technology Magnet Middle School  Martin Luther King High Intensity Leaming Interdistrict Elementary School  Romine Computer Science/Basic Skills Elementary School  Rockefeller Early Childhood (Pl - P4).  Washington Basic Skills / Math Sciences Interdistrict Magnet Elementary School If the number of out of zone applicants exceed the number of program seats available, a weighted random assignment process will be used to identify those students who will be assigned. Criteria indicators considered in the weighted random process include student achievement test performance and economic status (free and reduced lunch). Weighted Random Assignment Process Step 1. Define a SCHOOL ATTRIBUTE for each school based on two separate characteristics of its Attendance Zone (AZ) students. The two characteristics are achievement test performance and economic status (free and reduced lunch). Step 2. Define a STUDENT ATTRIBUTE for each student requesting a transfer to Specialty Magnet Program School based on the same two characteristics as the school attribute. (A default weight will be added for students with missing data - i.e. achievement test performance and economic status). In addition the following weighted value will be added: Sibling (Provide a weight for students with a sibling at the requested school site) AZ Student Weight (Provide a weight for AZ students who enter the zone after the open enrollment period and seats are not available) Step 3. Compare the Student Attribute to the School Attribute and assign a weight for each student requesting a transfer. Weights are allocated by comparing the characteristics of the school to the characteristics of the student in an inverse relationship. For example, a low-performing student requesting to go to a school with a larger proportion of high-performing students might receive a greater weight in academic proficiency\nwhereas, a high-performing student applying to the same school would receive a reduced weight factor. Step 4. The computerized lottery will identify the student population of these specialty schools' attendance zones and then increase the likelihood that students of opposite attributes will be selected thereby diversifying the school population. The selection process will be random. \"Applicant Pool\" - Students who do not get their 1st choice will remain in a \"pool\" for a seat in their first choice school. Each time a seat becomes available in a school that has an applicant pool, the random number of applicants and the student's respective place in the pool determine which student(s) will obtain the available seat. (Numbered Waiting Lists will no longer exist for these Specialty Magnet Schools.) ADDITIONAL SCHOOL CHOICE OPTIONS OUTSIDE OF STIPULATION MAGNET AND SPECIALTY MAGNET SCHOOLS M-to-M Transfer program is a collaborative effort between the LRSD and PCSSD, which allows students school choice across district boundaries if certain criteria are met. NCLB Transfers available to students in schools identified by the Arkansas Department of Education as \"low-performing\". Staff Preference Transfers allow students who live in the LRSD to attend the schools in which their parents are employed. Act 624, Act 762 and Act 609/School Choice Transfers are Arkansas statues which are available to students who wish to transfer across school district boundaries. Transfer No Transportation (TNT) Transfers permit students to attend a school other than their attendance zone school if space is available (after a certain number of seats are set aside or \"reserved\" for attendance zone students) and if the parent assumes responsibility for the student's transportation. If demand exceeds available space, priority will be provided to promote diversity. f) m ~ r C: N)\u0026gt; o-, oc5 6z .... )\u0026gt; C) m z C )\u0026gt; ~ :l:o a~ :=,!\no ml') go C: :r.r - C: C) :I: :r.\n,o iil~ :r. u, .8...1 \"\" DATE: TO: FROM: Prepared by: Title/Subject: Summary: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 20, 2003 Little Rock School District Board of Directors Dr. Morris L. Holmes, Interim Superintendent Sadie Mitchell, Associate Superintendent School Services Division Robert Jones, Director Safety and Security Department Officer John D. Thompson Little Rock Police Department Crime Prevention Coordinator Security and Security Plan for Central Office In consultation with the Little Rock Police Department Crime Prevention Office, the School Service Division and the LRSD Safety and Security Department have surveyed the Administration Building for security improvements and have identied 11 safety measures that would significantly enhance and improve the safety and security layout of this building. Enclosed you will find a plan that outlines the procedures to be followed for the Administration Building at 810 West Markham. The plan includes procedures for specific emergency situations, as well as identifies key personnel who will assist with certain notification tasks in alerting other personnel during a building emergency or crisis. Other recommended measures are listed below: 1. Tint the windows in the employee lounge downstairs on the first floor and in the main lobby on the second floor to prevent individuals from observing the interior of the administrative office. (Estimated cost is $400.00) s\n= ~ i c:: N  o..,. C, c5 ~z ~ mz ~ 2. Add four CCTV cameras, two on the west side of the building, one on the east side of the building, and one to view the front parking lot. (Estimated cost is $2,000.00) 3. Add a combination code lock on the door between the superintendent's office and the boardroom to prevent easy access into the superintendent's office. (Estimated cost is $400.00) 4. Add dutch doors in the Business and Human Resources offices so that individuals can view who is approaching the door. The door can remain locked in both the Human Resources and Business Office. (Estimated cost is $1200.00) 5. Secure the glass sliding door in the lounge. (Estimated cost is $25.00) 6. Add door contacts on the exit door in the Business Office on the west side of the building so entrance into the building can be monitored. (Estimated cost is $200.00) 7. Add a warning device system such as a bell or a horn to be used in the event of an emergency. (Estimated cost is $500.00) 8. Add a full-time security person and necessary office equipment. The security office desk would be stationed in the reception area. The security person would monitor all activities and cameras during the day and for all board meetings. (Estimated cost is $30,000.00) 9. Establish a visitor's logbook. (Estimated cost is $25.00) 10. Encourage all employees to wear an employee nametag and all visitors to wear a visitor's nametag. (Estimated cost is $75.00) 11. Request additional training from the Little Rock Police Department and the Safety and Security Department for all personnel at 810 West Markham. (No cost) Objectives: Continue to maintain a safe and secure environment for all staff members in the Little Rock School District. Expected Outcomes: Budget: Implementing the changes recommended by the Little Rock Police Crime Prevention Office will help to provide a safe and secure environment for all staff, patrons and board members working and entering the building at 810 West Markham. The cost to implement all recommendations is approximately $34,825.00. Recommendation: It is recommended that the Little Rock School District Board of Directors approve the implementation of, and authorize expenditure of funds for the Safety and Security Plan for the Administration Building. s\n= Central Office Security Plan The following Administrative Directives should be reviewed by each employee housed in the Administration Building and adhered to in the case of an emergency: EBAB - ACTION TO BE TAKEN IN THE EVENT OF A HAZARDOUS CHEMICAL SPILL ECAA - ARMED INTRUSION PROCEDURES EBCC - BOMB THREAT PROCEDURES EBCG - GUIDEUNES FOR 911 AMBULANCE USE In addition, the following measures are to be taken: Evacuation Routes In case of fire or other emergency, evaluation routes are posted in all rooms and are to be followed in case of emergency. Emergency Mass Care Shelter Procedures The American Red Cross has designated fifteen (15) Little Rock schools as mass shelters. The closest designated school to the Administration Building is Dunbar Magnet Middle School. At the direction of the Office of the Superintendent, proceed to Dunbar. Threatening Weather  Kim Hochstetler will have a NOAA (National Oceanic Atmospheric Administration) weather radio at the front desk. When an alert is given, she will notify Diane Edwards, Beverly Griffin, and carol Armstrong who will then notify by phone a key person in each department (see phone tree).  The designated person in each department will then notify all members of that department.  Everyone is to remain alert for the emergency sirens for the city.  Communications will keep in contact with radio and TV for further information.  In the event of a tornado, everyone will proceed to the Business Office, Print Shop, or the first floor restrooms for safety. Fire or Fire Drill  In the event of a fire or a fire drill, evacuation should take place according to the procedures posted in each room.  At no time should the elevator be used. All employees are to assemble across the street in the LRSD parking lot.  Each Department Head will determine if all of their employees have safely evacuated the building and will report this to the Director of Communications. Bomb Threat  In the event of a bomb threat, the person taking the call witl notify Diane Edwards, Beverly Griffin, or Carol Armstrong. At this time, notification of the evacuation will take place by following these measures:  The emergency horn/siren will be activated by the superintendent's office staff to initiate a building evacuation.  All employees will evacuate the building and report the LRSD parking lot directly across from the building. In the event that Homeland Security issues a code red advisory, the school district will take the following additional security steps:  Assign security to outside building security.  Immediately issue a locked-door policy, only allowing entrance to the building through the front door, and If possible, have the front door observed at all times.  Anyone entering the building through the front door must sign in and must give proof of identification.  Be alert to any suspicious person such as: 1. Unseasonable dress or conspicuous or bulky clothing 2. Nervous handling of parts of clothing 3. Profuse sweating and slow paced walk while focusing on people around 4. Attempting to avoid security personnel 5. Heavily perfumed or recently shaved 6. Cannot give a good reason for being at the building Administrative Staff Certified in CPR Name Michelle Bonds Frances Jones Marian Lacey Beverly Griffin Mark Milhollen Sadie Mitchell Don Stewart Charlotte Washington James Washington Beverly Williams Suellen Vann Expires in January, 04 January, 04 January, 04 January, 04 January, 04 January, 04 January, 04 January, 04 November, 03 January, 04 Emergency Phone Tree The person receiving the emergency information will notify Beverly Griffin, Diane Edwards, or carol Armstrong who will then notify the persons listed below their name in bold. The person whose name is in bold will notify the people below him/her. In he event that the contact person cannot be reached, the next person will be contacted and will assume responsibility for contacting others in their department. Beverly Griffin Dr. Holmes Sandy Becker Lloyd Sain Bill Goodman John Ruffins Mary Smith Margaret Anderson Vera Bates Jackey Bruce Rodney campbell Walter Crockran Greta Freeman Alfreda Hall Helen McGraw Nancy Morgan Pam Neal John Smith Sharon Stephens Mattie Ruth Tipton Linda Shiflett Julian White Beverly Williams Kim Hockersmith Pauline Williams Denise Brown Marcy Eckolls Rita Jones Robert Robinson Sue Rodgers Diane Edwards Suellen Vann Michelle Bonds Julie Davis Larry Pickett Dennis Walker Kim Hochstetler Leon Adams Dorothy Green Valerie Hudson Lionel Ward Ken Savage Kevin Crawford Bill Barton James Washington Linda Austin Blondell Lee Shea Cochran Barbara Hobbs Carol Armstrong Don Stewart Sadie Mitchell Charlotte Washington Kay Gunter Frances Jones Debbie Price Linda Smith Marian Lacey Mark Milhollen Jean Ring Kathy Davidson Janecia Cleek Tanya Cox Rhetta Mayfield Joel Richards Shirley Bray Benita Browning Lynette Sanders carolyn Wallis LITTLE ROCK SCHOOL DISTRICT ADMINISTRATIVE DIRECTIVE: EBAB (2) Effective: May 1, 2000 ACTION TO BE TAKEN IN THE EVENT OF A HAZARDOUS CHEMICAL SPILL In the event of a major hazardous chemical spill the following plan will be initiated: 1. Immediately call 911 emergency number. 2. Give 911 operator all pertinent information on the chemical spill. 3. If possible make contact with the driver of the chemical truck and obtain the truck bill of lading information. 4. Keep the 911 phone line open unless requested to clear by the. 911 operator. 5. On a secondary line immediately contact the administration reference to the chemical spill. 6. When emergency personnel arrive, all instructions from emergency personnel will be immediately acted on. 7. The Superintendent, or his designee, will implement the District's crisis management plan. After you call 911 for assistance there will be a 3-5 minute period before emergency agencies respond to your building. This time period will be critical for the safety of your staff and students. If building evacuation is necessary: A. Advise 911 operator and school administration. B. Instruct teachers to bring class rott book. C. Determine direction of prevailing wind. D. Always have students go upwind to avoid fumes. E. Move at least 500 ft. (2 blocks) from hazardous substance spill. F. Immediately on reaching safe area have teachers do roll call. G. The District will provide transportation to a safe location. H. Release children only to custodial parent (check ID). LITTLE ROCK SCHOOL DISTRICT ADMINISTRATIVE DIRECTIVE: EBAB (2) Effective: May 1, 2000 Continued If a hazardous chemical spill occurs so close to a school that the best decision is to stay inside the school building for protection: A. Advise 911 operator. B. Shut down main electrical power sources to all ventilation systems. C. Turn off main gas supply D. Close all exterior doors and windows. E. Instruct teachers to take roll F. Require all persons (especially students with special needs) to go to the opposite end of the building from major chemical spill. G. Have custodial staff place material around doors and windows to prevent fumes from entering the building. H. Release children only to custodial parent (check ID). Cross reference: Board Policy EBAB :s\n= LITTLE ROCK SCHOOL DISTRICT ADMINISTRATIVE DIRECTIVE: ECM Effective: January 21, 2000 ARMED INTRUSION PROCEDURES If an armed intruder enters your school, the first three to five minutes of the emergency may determine whether or not injuries may occur. Staying calm is critical. Administrative Action: 1. Access the situation. 2. Principal/main office should be immediately contacted. 3. Advise staff by prearranged code so that a locked door policy can be immediately initiated and all students removed from the hallways. a. The prearranged code should be known only by the faculty or staff to keep the students from panicking and inadvertently escalating the situation. 4. Call 911 and advise the operator of all pertinent information, such as: a. Suspect race b. Approximate age c. Dress d. Number of individuals e. Injuries or shots that have been fired f. Location of subject in the building 5. All bells and alarms should be cut off to avoid startling the intruder or inadvertently escalating the situation. 6. Unless advised b'y the 911 operator, the phone line should be kept open and the 911 operator advised of the movements of the intruder. 7. After teachers have been alerted through the code system that an intruder is in the building, the teachers should instruct the students to stay away from the door, go to a solid wall if possible, staying low on the floor below window level. 8. Teachers and staff will observe, if possible, the movements of the suspect without leaving their rooms and report intruder movement to the principal's office. 9. No teacher is to be a hero. Their first thought is for the safety of the students in their care. 10. No student or teacher will leave the room until being advised by the principal or law enforcement officers. 11 . When the first law enforcement officers arrive, the principal will immediately advise them of the situation and have a map or blueprint of LITTLE ROCK SCHOOL DISTRICT ADMINISTRATIVE DIRECTIVE: ECAA Effective: January 21, 2000 continued the school available. Remember that when the law enforcement office arrives, they are in charge of the situation. 12. If building evacuation is necessary, the principal or designee will do the following: a. Advise 911 operator. b. Instruct the teachers to be sure to have roll books. c. Ensure that evacuation is orderly and that students stay with the teachers. d. Notify teachers and staff of the route to take to leave the building. e. Instruct teachers, students, and staff not to carry any items with them. As a safety factor for law enforcement officers, purses, book bags, coats, etc. will be left in the room. f. If time allows, close and lock all windows and doors when exiting the building. 13. When law enforcement personnel arrive, cooperate with and assist them-they are in charge. 14. As soon as practical, notify the Superintendent's office and the Safety and Security Department. 15. Activate the Crisis Building Plan. Cross reference: Board Policy EGA \u0026amp; EBC LITTLE ROCK SCHOOL DISTRICT ADMINISTRATIVE DIRECTIVE: EBCC Effective: September 30, 2002 BOMB THREAT PROCEDURES Whenever a bomb threat is received in a building, the principal/building manager must contact the police. The principal will decide if evacuation of the building is necessary and, if so, to what extent the building should be evacuated. The evacuation will be accomplished by a standard fire drill. Unless the principal is reasonably certain that the bomb threat is a prank or hoax, the building should be evacuated. Each principal/building manager shall work with staff to devise a search plan for the building. This search plan should be placed into effect in all instances of bomb threats. The Little Rock Police Department must always be notified of any bomb threat. LRPD will dispatch an officer to the scene and will notify the Fire Department if additional help is needed. Notification by telephone shall be made to the following: 1. Little Rock Police Department 2. Safety and Security Department 3. Principal's/Manager's Immediate Supervisor Principals/building managers should call the Department of Safety and Security if they believe that their telephone should be monitored for bomb threats. This directive is effective immediately and replaces Administrative Directive EBCC. Cross reference: Board Policy EBCC Attachment BOMB THREAT ACTION PLAN In the event of a bomb threat: 1. The person receiving the threat should try to obtain as much information as possible about the bomb and its location. Try to ascertain the exact location of the bomb, the time for detonation, what it looks like, the type of explosive, why it was placed, and any other information possible. 2. 3. 4. 5. 6. If the threat is made by telephone, the exact time should be noted. Immediately inform the school principal and assistant superintendent. Immediately call the police department (911) and inform them of the bomb threat and all the details that were obtained when the threat was received. The police will notify the fire department and bomb squad. All threats should be reported even if the building is not evacuated. In the event of an evacuation, the following should take place: a. Everyone should be at least 100 feet from the building. b. Staff members should make visual checks of their work area and report anything unusual. DO NOT TOUCH ANYTHING SUSPICIOUS. c. Teachers are responsible for the students under their supervision and should take attendance at the evacuation-holding site to account for each child. Children who are unaccounted for are to be reported to the principal immediately. d. Teachers-will make sure all windows and doors are shut during the evacuation procedure and that they have possession of the class roster and grade book(s). School personnel shall not conduct a search or disturb anything without permission from the police department. Wait for law enforcement personnel to arrive. The police will coordinate the search with assistance from designated building staff. 7. After law enforcement personnel and fire department authorities have conducted a thorough search, the principal, upon the recommendation of the police and/or superintendent, will permit re-entry into the building. !=' :il:n 6li5 ~\na me') Qo C: ::c,.. - C: C) :ii: ::c\na iq ~ ::c rn 8('C ..... 8. Decisions regarding school dismissal or other further actions are the prerogative of the superintendent. 9. CAUTION: Never tune to an FM radio frequency during bomb threat conditions, as some bombs are programmed to detonate by an FM radio signal. LRSD BOMB THREAT REPORT SCHOOL NAME.: SCHOOL ADDRE.55: TIME RECEIVED: DA TE RECEIVED: TIME REPORTED TO POLICE: DATE REPORTED TO POLICE: EXACT WORDS OP CALLER: QUESTIONS TO ASK: 1. Where is the bo1J1b to explode? 2. Where is the bomb right now? 3. What kind of bomb is it? 4. What does the bomb look like? 5. Why did you place the bomb? 6. Where are you calling from? DESCRll'TION OF CALLERs VOICE: Male D Female D Young D Middle-aged D Old D TONE OF VOICE: Serious D Joking D Giggling/Laughing D Tense 0 Very Sure D Unsure D Accent: 0 Yes 0 No If yes, what kind? FAMILIAR VOICE: D Yes D No If yes, whose? OTHER VOICE CHARACTERISTICS: WERE THERE A~ BACKGROUND NOISES'? D Yes  No If yes, what kind? I TIME CALLER HUNG UP: I ACTION TAKEN: I NAME OF RECIPIENT: TITLE: .. ADDRESS: PHONE.I ACTION TAKEN BY RECIPIENT: LITTLE ROCK SCHOOL DISTRICT ADMINISTRATIVE DIRECTIVE: EBCF Effective: March 1, 2001 GUIDELINES FOR 911 AMBULANCE USE The following guidelines are included in the \"LRSD Standing Orders for Accidents and Illnesses\" for students and should be followed in emergency situations for any person at an LRSD facility or function. After determining that a person is having a life-threatening emergency, you should call 911 and then start CPR if appropriate. You must call an ambulance for anyone who: 1. is choking, unable to breathe, and/or loses consciousness\n2. is having difficulty breathing and seems very distressed (the signs of breathing difficulty may be cyanosis (bluish coloration around mouth), severe wheezing or asthma attack, and/or retractions (all the chest muscles are used to breathe)\n3. has no pulse, a very slow pulse, and loses consciousness (start CPR)\n4. has severe pulsating bleeding uncontrolled with pressure (try to control bleeding with direct pressure over the wound)\n5. has had a penetrating stab wound (control bleeding first and cover any chest wound)\n6. has had a penetrating gun shot wound\n7. has suffered an accident and has a possible broken neck, back, pelvis, hip, or upper leg (do not attempt to move\nlet the Emergency Medical Technician stabilize the fracture)\n8. is in the final stages of labor with contractions every 5 minutes or delivery is imminent\n9. is unconscious and cannot be aroused for any reason (start CPR if there is no breathing or pulse)\nLITTLE ROCK SCHOOL DISTRICT Continued ADMINISTRATIVE DIRECTIVE: EBCF Effective: March 1, 2001 10. has a seizure that lasts longer than 1 O minutes\n11 . is involved in an automobile accident or is hit by a vehicle and has multiple injuries and/or altered or loss of consciousness\nor 12. has suffered a severe burn from a fire, chemicals, or electricity (remove all clothing from the burn). When calling 911: 1. remember to give the following information:  Your name  Site name and location  Name of person requiring emergency care  Brief description of the problem  Location of person at the site\n2. follow any phone instructions given by the dispatcher\n3. do not hang up until told to do so by the dispatcher\nand 4. write down specifically your observation and response. This directive is effective immediately and remains effective until changed in writing. I i :\n:r,. fa Satvi'c.e..s $-\\oro.1~ Date of Drawing cJ i .. \\l2S_  ~~~\n1\n...., .,..'! JJ\\l ............. 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Ji 9_\u0026lt;.c] VOO  ONIOV3M ONZ =A:\u0026gt;t10d y S3:\u0026gt;IAM3S SS3NISne 'XI TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 November 20, 2003 Board of Directors FROM: Dennis Glasgow, Interim Associate Superintendent THROUGH: ~ Morris Holmes, Interim Superintendent SUBJECT: Waiver providing incentive for students to take AP Exams Summary-a proposal is described to give eligible AP students the option to waive the second semester exam requirement if they take the AP Exam. Objective-to encourage students in AP courses to take the corresponding AP exams in those courses. Expected Outcomes-the number of students in AP courses who take the corresponding AP Exams will increase. For 2002-2003 only 10.3% of the 3,287 students enrolled in AP course took the AP Exam. Population-students enrolled in AP courses Budget Amount-No budget is proposed. Students who are identified for free and reduced lunch have almost all the cost of their AP Exams covered by the College Board and participating schools. Students who take more than two AP Exams receive a discount on any additional exams they take. The cost of an AP Exam is $80 each for the first two and $30 each for the third and above exams. Manager-high school principals will manage the program in their own buildings. Mable Donaldson will oversee the program for the district. Duration-the beginning date is the second semester of the 2003-04 school year. The program will be assessed after AP Exams are taken in spring, 2004. Any needed adjustments will be considered at that time. Long Range-the program will be maintained as long as it is deemed successful. Other Agencies Involved-none g z ~ cz5 u, r\u0026gt; i C: N)\u0026gt; C) ... C) c5 .~.. z,.. C, mz ~ Expectations of District-Principals and their staff will work with students on a \"need\" basis to assist them obtain financial aid. If funding is found to be an acute problem, the district will seek ways to ameliorate the problem. Needed staff-none Comments-the legitimacy of our AP Program can be questioned at schools where very few students take AP Exams. Recommendations-we recommend that a waiver be granted to students in AP courses to allow the option of taking the corresponding AP Exam in lieu of the second semester final exam. Tyler Fuller, Central High student, brought a proposal before the Board that would allow students the option of taking the AP Exam in lieu of the second semester exam in the AP course(s) they are taking. High school principals, curriculum staff, and AP teachers were given an opportunity to reflect on and respond to the proposal. With that input an incentive is proposed to increase the number of students who take AP Exams. Problem: Only 338 out of3,287 students (duplicate count) took an AP Exam (See attached 2002-03 AP enrollment chart.). Proposed Solution: 1. Students in AP courses should be encouraged to take the corresponding AP exams in those courses to:  Engage students in preparing for and taking challenging exams  Give students an opportunity to earn college credit, thus saving tuition money for families  Assist the schools and district to evaluate the efficacy of the AP Program 2. Students in AP courses who meet certain criteria will be granted a waiver that will allow them the option of not taking the second semester final exam in the course if they take the AP Exam. Students may, however, elect to take the final exam in addition to the AP Exam. Criteria that students must meet to gain the waiver are:  70% average for both the third and fourth nine-weeks grading periods in the AP course  Attendance, tardies, citizenship, and disciplinary requirements shall be the same as the Semester Exam Exemption for Senior Students: 1) The student shall not accumulate more than three (3) excused absences and shall have no unexcused absences in the class. 2) The student shall not accumulate more than one (1) tardy in the class. 3) The student shall not receive a citizenship mark of two (2) or higher in the class. 4) The student shall receive no out-of-school suspensions or expulsions in the said semester. 3. Students' scores on the AP Exam will not be used as part of their semester grade. 4. The final exam score will be part of the semester grade for students who elect to take both the AP Exam and the final exam\nhowever, the resulting semester grade cannot be lower than the average of the two nine-week grades. 5. Students' second semester grades that elect the option of taking the AP Exam in lieu of the second semester final exam will be based on an average of the percentage grade for the third and fourth nine-weeks. Schools will provide assistance to students to obtain financial aid for which they might be eligible. ~ g z ?\ncz5 (/) !='\ni::c-, 6lij i,2\n,o mo QO c:: :,:I\"\" -C:: C') !C ::C\n,o ~~ :Cu, 8r ,-- School Central High McClellan J.A. Fair Hall High Parkview Total Little Rock School District AP Enrollment for 2002-03 Enrollment Took AP Test Percent that took test 1387** 193 14% 345** 12 3.5% 233** 14 6% 452** 8 1.8% 870** 111 13% 3287** 338 10.3% ** Some students are enrolled in more than one course. #of AP Exams taken 410 19 21 9 191 650 TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 November 20, 2003 Board of Directors FROM: Dennis Glasgow, Interim Associate Superintendent THROUGH: if/(' Dr. Morris Hohnes, Interim Superintendent SUBJECT: Program Evaluations for Elementary and Secondary Literacy Short Summary-The Board is asked to review and approve the program evaluations for Elementary Literacy (PreK-5) and Secondary Literacy (6-12). Objectives-I) to improve the education for all students by evaluating selected programs each year to determine their impact on student achievement, 2) to comply with the requirement of section 2. 7 .1 of the Revised Desegregation and Education Plan to submit for District Court Approval the program evaluations listed. Expected Outcomes-Programs will be maintained, adjusted, or eliminated based on the recommendations of these long-term program evaluations. Population-Dr. Steve Ross, external program evaluation consultant, district staff and teachers were involved in the evaluations. Staff and teachers will use these evaluations as a benchmark for future program decisions. Budget Amount/Source ofBudget-Staff members' time and materials are included as a part of the regular operating budget for the Math/Science and Literacy Departments. Dr. Ross' consultant contract is included in budget. Manager-Dennis Glasgow, Interim Associate Superintendent for Instruction, and Dr. Ed Williams, Statistician Duration-The formal program evaluations of the elementary literacy program and secondary literacy program began during the 2002-03 school year and continued through the first semester of the 2003-04 school year. Analysis of and response to the program evaluations will continue through the spring semester of 2004 and for the next few years as additional data is gathered. 8 \u0026gt; !D g z ~ cz3 U\u0026gt; Long Range/Continuation-all program evaluations are used as a benchmark for program planning in future years. The two formal literacy evaluations will conclude with the approval of the Board and the District Court. Other Agencies Involved-The Office of Desegregation Monitoring has monitored the program evaluation process. Expectations of Staff-Staff members from literacy and other curriculum staff served on the evaluation teams for these program evaluations. Program evaluation is embedded in the job expectations of staff\nconsequently, this is an ongoing commitment for our staff. An important job of the literacy evaluation teams is to read the evaluation reports, analyze them, and use that information to help decide our future direction in literacy. Needed Staff-No additional staff were needed since Dr. Ross prepared the formal evaluation reports. Comments-Dr. Ross is a noted expert in program evaluation. We appreciate his involvement in producing these program evaluation reports. The two literacy evaluations and the math/science evaluation that will come before the Board in December are the three remaining evaluations from section 2. 7 .1 of the LRSD Revised Desegregation and Education Plan. Dr. Steve Ross has been contracted as a program evaluation specialist to develop the program evaluations of the two literacy program and to review the mathematics and science program evaluation, which is being developed by the program evaluation team for Comprehensive Partnerships in Mathematics and Science Achievement (our NSF grant). Recommendations-we recommend approval of program evaluations for Elementary Literacy and Secondary Literacy as submitted. Dr. Ross will provide the completed program evaluations for you review prior to the November Board meeting. TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 November 20, 2003 Board of Directors FROM: Dennis Glasgow, Interim Associate Superintendent TffROUG~r. Morris Holmes, Interim Superintendent SUBJECT: Program Evaluation Agenda for 2003-04 Short Summary-The Board is asked to approve the continued program evaluations for Elementary Literacy (PreK-5), Secondary Literacy (6-12), and Mathematics and Science (K-12) as well as a new program evaluation of the LRSD Reading First Project (K-3) as the Program Evaluation Agenda for 2003-04. Objectives-to improve the education for all students by evaluating selected programs each year to determine their impact on student achievement. Expected Outcomes-Programs will be maintained, adjusted, or eliminated based on the findings of program evaluations over a sufficient period of time to determine the effectiveness of the program. Population-District staff and teachers will be involved in the evaluations, in addition to external evaluators. Budget Amount/Source of Budget-Staff members' time and materials are included as a part of the regular operating budget for the Math/Science and Literacy Departments. Dr. Ross' consultant contract is included in budget. LRSD Reading First Project evaluation will be provided by the Arkansas Department of Education as part of the overall Arkansas Reading First project. Manager-Dennis Glasgow, Interim Associate Superintendent for Instruction Duration-The formal program evaluations of the elementary literacy program, secondary literacy program, and mathematics and science program began during the 2002-03 school year and will continue through the first semester of the 2003-04 school year. Analysis of and response to the program evaluations will continue through the spring semester of 2004 and for the next few years as additional data is gathered. The 8 z ?\nzi5 \"' f) \"T'I ~ z 0 \u0026gt; I'\"' ~ c8 ~ \"' ?\u0026lt; 0 I'\"' 0 \"z' C) ill ~ ~ \"' LRSD Reading First Project will receive its first annual evaluation at the end of the 2003- 04 school term, another annual evaluation at the end of2004-05, and a three year summative evaluation at the end of 2005-06. Long Range/Continuation-all program evaluations are used as a benchmark for program planning in future years. The two formal literacy evaluations and the math/science evaluation will conclude at the end of the current school term\nthe LRSD Reading First Project will continue, at a minimum, for the three years of the grant period. Other Agencies Involved-The National Science Foundation is involved in the math/science program evaluation, and the Arkansas Department of Education is involved in the LRSD Reading First Project. Expectations of Staff-Staff members from literacy, math, and science are serving on the evaluation teams for these program evaluations. Program evaluation is embedded in the job expectations of staff\nconsequently, this is an ongoing commitment for our staff. Needed Staff-No additional staff are needed since Dr. Ross and ADE consultants are preparing the formal evaluation reports. Future program evaluations will require the continued assistance of external consultants or the employment of an additional staff member with program evaluation expertise. Comments-the program evaluation agenda as proposed includes the core curricular areas of literacy, math, and science. Literacy and math are currently part of the high stakes testing programs required by NCLB. Science will be added to that testing program by the Arkansas Department of Education in the near future. Recommendations-we recommend approval of the four programs for program evaluation during the 2003-04 school year. The two literacy evaluations and the math/science evaluation are the three remaining evaluations from section 2. 7 .1 of the LRSD Revised Desegregation and Education Plan. Arkansas Reading First (LRSD Reading First is LRSD's part of Arkansas Reading First) is a project of the Arkansas Department of Education (ADE) for which the District will receive $4.3 million over a three-year period (FY 2003-06). The purpose of the grant is to improve the reading achievement of students in Grades K-3. The project was initiated at the beginning of the current school year. Dr. Steve Ross has been contracted as a program evaluation specialist to develop the program evaluations of the two literacy program and to review the mathematics and science program evaluation, which is being developed by the program evaluation team for Comprehensive Partnerships in Mathematics and Science Achievement (our NSF grant). MGT of America, based in Tallahassee, Florida, is the agency contracted by the ADE to collect and analyze the data and provide periodic reports of progress for the Arkansas Reading First project. The schools included in the Arkansas Reading First grant to LRSD are Bale, Baseline, Chicot, Dodd, Fair Park, Mabelvale, Mitchell, Rightsell, Romine, Stephens, Wakefield, and Wilson. All LRSD Reading First schools will participate in the national and state project evaluation as well as administer the standard district assessments administered annually. The project requires administration of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Kaminsky and Good, 1996) assessment to monitor growth in the acquisition of critical early literacy skills to (a) identify children in need of intervention and (b) evaluate the effectiveness of intervention strategies. DIBELS are standardized, individually administered tests that provide a measure of risk in letter naming fluency, phoneme segmentation and oral reading fluency. In addition, the schools are required to administer the Developmental Spelling Analysis (DSA: Ganske, 1999) to students in grades 1-3. The DSA makes it easy for teachers to identify each child's stage of development in spelling and to provide appropriate instruction that impacts not only spelling achievement, but also reading achievement. The first evaluative report that LRSD will receive on Reading First will be the annual evaluation report after the first year of implementation. The funds for the program evaluation are included in the Arkansas Reading First project. Dr. Ross' contract was included in this year's LRSD budget, and a program evaluator is on staff for the mathematics and science program evaluation, funded by the National Science Foundation grant. We ask that you approve the four programs identified as the Program Evaluation Agenda for the 2003-04 school year. 8 z ?\nz~ en TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 November 20, 2003 Board of Directors Dennis Glasgow, Interim Associate Superintendent Dr. Morris Holmes, Interim Superintendent Proposed Changes in the Middle School and High School Curriculum Short Summary-the Board is asked to approve the proposed course changes in the middle school and high school curriculum. Objectives-to approve changes in the curriculum as mandated by Board Policy IG. Expected Outcomes-additions, deletions, and modifications will be made in the middle school and high school curriculum based upon input by the schools, the curriculum staff, and others. Population-the curriculum serves students, teachers, parents, and the community. Budget Amount/Source of Budget- there is a reasonable assurance that funding exists to develop the curriculum for new courses and submit them to the Arkansas Department of Education for approval, provide the necessary professional development, and purchase the required instructional materials. Manager-Dennis Glasgow, Interim Associate Superintendent for Instruction Duration-the curriculum changes are proposed for the 2004-05 school term. Long Range/Continuation-curriculum changes are submitted to the Board annually for its consideration. Other Agencies Involved-some of the curriculum changes are in response to grant funded initiatives, such as the Magnet School Assistance Program and Small Learning Communities Grant. ?\u0026lt; ,n... 0 \"z' G) ~ ~ ~ \"' Expectations of Staff-staff members from the curriculum department and from the schools will be expected to prepare new course proposals for submission to ADE. Needed Staff-the course changes are expected to be handled within existing budgetary resources. Comments-the curriculum changes for the middle schools and high schools are submitted to the Board each year and are part of an evolving process to give our students the best programs possible. Recommendations-we recommend approval of the proposed course changes for middle school and high school. Policy IG: Curriculum Development, Adoption, and Review requires that the Board of Education approve all new courses to the curriculum. The Division of Instruction, therefore, annually surveys the schools, the curriculum staff, and others to determine whether there should be courses added to the curriculum, courses deleted, or courses modified in any way. Those proposals are reviewed by the curriculum directors, they make recommendations, and then the proposals are reviewed and approved/rejected by the Associate Superintendent for Instruction. The courses recommended to the Board of Education are those that have been through the process. There is a reasonable assurance that funding exists to develop the curriculum for new courses and submit them to the Arkansas Department of Education for approval, provide the necessary professional development, and purchase the required instructional materials. Another factor in determining a recommendation is whether a school has adequate staffing to teach new courses and whether there is adequate student interest. All proposed changes to middle and high school courses are listed below: PROPOSED HIGH SCHOOL COURSE CHANGES FOR 2004-2005 Business Education 1. Change the title of Entrepreneurship to Enterprise Management (McClellan Only) Career and Technical Education 2. Change the title of Advertising Design/Computer Animation Advertising Design/Computer I to 3. Change the title of Advertising Design/Computer Animation II to Advertising Design/Computer II 4. Change the title of Advertising Design/Computer Animation Ill to Advertising Design/Computer Ill 5. Delete Engineering (Project Lead the Way) - this course does not exist 6. Delete Fashion Merchandising, one of McClellan High School's old magnet courses 7. Delete Advertising, one of McClellan High School's old magnet courses 8. Delete Carpentry Exploration, this course has not been taught in four years 9 Delete Retailing, one of McClellan High School's old magnet courses 10. Delete Industrial Cooperative Training I - Related, course is no longer offered 11. Delete Industrial Cooperative Training I - OJT, course is no longer offered 12. Delete Industrial Cooperative Training II - Related, course is no longer 13. Delete 14. Delete 15. Delete 16. Delete 17. Delete 18. Add 19. Add 20. Add offered Industrial Cooperative Training II, course is no longer offered Engineering Drafting, course is no longer offered Basic Mechanical Drawing, course is no longer offered Advanced Mechanical Drawing, course is no longer offered Architectural Drafting, course is no longer offered Computer Integrated Manufacturing, a new course at McClellan High Only (See description on page 8) GIS Spatial Technology and Remote Sensing (STARS) at Metro (See description on page 8) Furniture Manufacturing I at Metro (See description on page 8) Family and Consumer Science 21 . Change Family and Consumer Science course description to clarify content Metropolitan 22. Change Culinary Arts I course description to clarify course content 23. Change Culinary Arts Ill course description to clarify course content g z ?\nzi5 \"' 24. Change Medical Professions Education I course description to clarify content 25. Change Radio Broadcasting I course description to reflect state curriculum frameworks and description 26. Change Radio Broadcasting II course description to reflect state curriculum frameworks and description 27. Change Radio Broadcasting Ill course description to reflect state curriculum frameworks and description 28. Change Visual Production II course description to more accurately reflect course content 29. Change Visual Production Ill course description to more accurately reflect course content Art 30. Add English 31 . Change 32. Delete 33. Delete 34. Delete 35. Delete 36. Delete 37. Delete 38. Delete 39. Delete 40. Delete 41. Delete 42. Delete 43. Delete 44. Delete 45. Delete Media Production, a new course at McClellan High Only (See description on page 9) Contemporary Literature (1/2 unit) to Contemporary Literature (1 unit). This course will include contemporary literature and science fiction at Hall High only. English 1A R./W Workshop (051006), all 9 grade workshops will use 051014 English 18 R./W Workshop (051008), all 9 grade workshops will use 051014 English 1A PAP (051010), all 9 grade PAP workshops will use 051016 English 18 PAP (051012), all 9 grade PAP workshops will use 051016. Communications/Grammar, each course should use its own number listed elsewhere Debate 1 A, debate is no longer offered as 1 semester Debate 1 B, debate is no longer offered as 1 semester ESL Language Arts Plus I, no longer used ESL English 1A Workshop (051504), use double block R./W 051508 ESL English 1 B Workshop (051506), use double block R./W 051508 Language Arts Plus II, no longer offered English 2A Workshop (052006), all 10 grade workshops use 052014 English 28 Workshop (052008), all 10 grade workshops use 052014 English 2A P AP (052010), all 10 grade P AP 2 periods workshops use 052016 46. Delete 47. Delete 48. Delete 49. Delete 50. Delete 51 . Delete 52. Delete 53. Delete 54. Delete 55. Delete 56. Delete 57. Delete 58. Delete 59. Delete 60. Delete 61. Delete 62. Delete 63. Delete 64. Delete 65. Delete 66. Add English 2B P AP (052012), all 10 grade P AP 2 periods workshops use 052016 Public Speaking (1/2 unit), students now take debate Public Speaking (1 unit), students now take debate Group Dynamics (1/2 unit), no enrollment Group Dynamics (1 unit), no enrollment Leadership (052110), all students will now take Leadership Skills for Student Council (052112) Interpersonal Communication, no enrollment ESL Language Arts Plus II, no enrollment ESL English 2A Workshop (052504 ), all ESL workshops use 052508 ESL English 2B Workshop (052506), all ESL workshops use 052508 Language Arts Plus 111, no requests Technical Writing, paired with statistic - moved to math Research for 21 st Century, no longer offered Introduction to Creative Writing (053010), all creative writing use 054008 Communications 3, no more communication classes above level II Mass Media A, no longer offered ESL Language Arts Plus 111, no longer offered Language Arts Plus IV, no longer offered Mass Media B, no longer offered ESL Language Arts Plus IV, no longer offered Digital Imaging, new course at Hall High only (See description on page 9) 67. Change the title of Photography A (1/2 unit) to Photography IA (1/2 unit) 68. Change the title of Photography (1 unit) to Photography I (1 unit) Foreign Languages 69. Delete Latin Ill, no regular Latin above Latin II, only AP classes 70. Delete Latin IV, no regular Latin above Latin II, only AP classes 71. Change Latin Ill AP course description to clarify content 72. Change Latin IV AP course description to clarify content 73. Add Spanish II for Native Speakers (1 unit), a new course at Hall High only (See description on page 9) 74. Change the title of Spanish for Native Speakers I to Spanish I for Native Speakers 75. Change Spanish I for Native Speakers course description to clarify content 76. Add Latin V AP (See description on page 10) 77. Delete German IV, no regular German above German Ill, only AP classes !D 8 z ?. cz5 \"' 78. Delete 79. Delete 80. Delete 81. Delete 82. Delete German V, no regular German above German 111, only AP classes French IV, no regular French above French Ill, only AP classes French V, no regular French above French Ill, only AP classes Spanish IV, no regular Spanish above Spanish Ill, only AP classes Spanish V, no regular Spanish above Spanish Ill, only AP classes Physical Education 83. Add Principles of Strength and Conditioning I, a new course at Central High only (See description on page 10) 84. Add Principles of Strength and Conditioning 11, a new course at Central High only (See description on page 10) 85. Add Introduction to Exercise Physiology, a new course at Central High only (See description on page 10) Science 86. Add 87. Add Criminalistics, new course at Hall High only (See description on page 10) Veterinary Science, new course at Hall High only (See description on page 10) Social Studies 88. Delete World History Pre-AP, ADE does not recommend a PreAP and an AP course at the same level 89. Delete U.S. History Pre-AP, ADE does not recommend a PreAP and an AP course at the same level 90. Add Campaigns \u0026amp; Elections, new course at Hall High only (See description on page 11) 91. Add Media in Politics, new course at Hall High only (See description on page 11) PROPOSED MIDDLE SCHOOL COURSE CHANGES FOR 2004-2005 English 1. Delete Expressions! 6, no longer offered 2. Delete Expressions! 6-8, no longer offered 3. Delete Reading/Writing 6A P AP (056004 ), all P AP 6 grade 2 periods will use 056008 4. Delete ESL Expression!, no longer offered 5. Delete R/W Workshop 6B P AP (056010), all P AP 6 grade 2 periods will use 056008 6. Delete Research 6 GT (Dunbar), (056014) included in double block 7. Delete Global Expressions 6-7 (Dunbar) (056015), no longer offered 8. Delete Global Expressions 6-7 (Dunbar) (056016), no longer offered 9. Delete Global Communications 6 (Dunbar) (056019), no longer offered 10. Delete Global Communications 6 (Dunbar) (056020), no longer offered 11. Delete R/W Workshop 6B GT (Dunbar) (056022), all 6 R/W GT 2 periods will use 056012 12. Delete Read/Write 6A (056100), all R/W 6 grade 2 periods will use 056002 13. Delete Read/Write 6B (056102), all R/W 6 grade 2 periods will use 056002 14. Delete Language Arts Plus 6, no longer offered 15. Delete ESL R/W Workshop 6A (056220), all ESL R/W 6 grade 2 periods will use 056202 16. Delete ESL R/W Workshop 6B (056222), all ESL R/W 6 grade 2 periods will use 056202 17. Delete Write On! 7A, no longer offered 18. Delete Write On! 7B, no longer offered 19. Delete Write On! 7-8, no longer offered 20. Delete Research 7 GT (Dunbar) (057014), included in double block 21. Delete Read/Write Workshop 7B P AP (057108), all R/W 7 P AP 2 periods will use 057020 22. Delete Read/Write 7B GT (Dunbar) (057022), all R/W 7 GT 2 periods will use 057012 23. Delete Read/Write Workshop 7 A (057100), all R/W 7 2 periods will use 057002 24. Delete Read/Write Workshop 7B (057102), all RW 7 2 periods will use 057002 25. Delete Language Arts Plus 7, no longer offered 26. Delete ESL Read/Write 7 A (057220), all ESL R/W 7 2 periods will use 057202 27. Delete ESL Read/Write 7B (057222), all ESL R/W 7 2 periods will use 057202 28. Delete Reading 7, no longer offered 29. Delete Expression! 8, no longer offered 8 z ~ iz5 \"' 30. Delete 31. Delete 32. Delete 33. Delete 34. Delete 35. Delete 36. Delete 37. Delete 38. Delete 39. Delete 40. Delete 41. Delete 42. Delete 43. Add Science 44. Add Read/Write 8A P AP (058004 ), all R/W 8 P AP 2 periods will use 058020 Write On! 8A, no longer offered Write On! 88, no longer offered TV Writing/Production 8, no longer offered Research 8 GT (Dunbar) (058014), included in double block Read/Write Workshop 88 P AP (058016), all R/W 8 P AP 2 periods will use 058020 Read/Write 88 GT (Dunbar) (058022), all R/W 8 GT 2 periods will use 058012 Read/Write Workshop 8A (058100), all R/W 8 (2 periods) will use 058002 Read/Write Workshop 88 (058102), all R/W 8 (2 periods) will use 058002 Language Arts Plus 8, no longer offered ESL Read/Write Workshop 8A (058220), all ESL R/W 8 2 periods will use 058202 ESL Read/Write Workshop 88 (058222), all ESL R/W 8 2 periods will use 058202 Reading 8, no longer offered Technical Theatre, (Mann Magnet Only) (See description on page 7) Active Community Research (Mann Magnet Only} (See description on page 7) En2lish Proposed New Middle School Courses Little Rock School District, 2004-2005 Technical Theatre (Mann Magnet Only) This course is designed to aquaint the students with all aspects of the technical theatre: set design, management, construction, setting the stage, operating the equipment, and safety. Grade: 7-8 Prerequisite: No required prerequisites, theatre students are strongly encouraged to take this course as a part of there area of concentration. Credit: 1 unit Science Active Community Research (Mann Magnet Only) This course would include community based research and data collection of ecological, environmental, biological, geological, chemical, and economic issues concerning the development of the Fouche Creek area near Horace Mann Arts \u0026amp; Science Magnet Middle School. This course would serve as a resource for the Audubon Society and the community in the development and the maintenance of a nature center in the community. The course would require some independent research and developed writing skills for presentation of the information. The research would require proficiency in complex mathematical computation and analysis of data. Students would need to possess adequate communication skills in order to communicate findings and progress to the community. Grade: 7-8 Prerequisite: The student would need to show an interest in science by being enrolled as a Horace Mann Science Magnet student. They must also have taken, or be currently enrolled in, Algebra I. Credit: I unit 8 z ?\ncz5 Cl) Proposed New High School Courses Little Rock School District, 2004-2005 Career and Technical Education Computer Integrated Manufacturing (McClellan High Only) This course applies principles of robotics and automation and builds on computer solid modeling skills developed in Introduction to Engineering Design. Students use CNC equipment to produce actual models of their three-dimensional design. Fundamental concepts ofrobotics used in automated manufacturing, and design analysis are included. Grade: 11-12 Prerequisite: Concurrent enrollment in college preparatory mathematics, Introduction to Engineering Design, Digital Electronics, and Principles of Engineering. Credit: 1 unit GIS Spatial Technology and Remote Sensing (STARS) This course will allow students to learn how to solve locally based problems. Each project/application has an emphasis on a career cluster and the unique way problems are solved using a GIS (Geographic Information System). Problem solving is the key to success in the classroom-based projects. The students will plan, conduct, and present solutions for applications in the areas of environmental studies, business, transportation, disaster management, and government. Grade: 11-12 Prerequisite: Credit: Introduction to Geographic Information Systems (GIS) Remote Sensing 1 unit Furniture Manufacturing I This course is designed to introduce the basic principles of assembling and finishing wooden furniture. Instruction includes awareness of careers related to furniture making, basic design principles, safety procedures, sketching, layout, and preparing stock. Each student will be able to assemble and finish a useful furniture piece as a required individual project. Grade: 10-12 Prerequisite: Credit: Exploring Industrial Technology is preferred 1 unit Media Production (McClellan High Only) In this course the student will explore all phases of video production from pre-production setup to post-production editing. They will develop skills and proficiency in the operation of video production equipment. Camera operation, lighting, basic audio, and recording equipment will be covered. This course will introduce the student to the process of evaluating client needs and preparing written production documents. The student will explore the varied sources of rental and purchased services, material, and equipment as well as copyright laws as they apply to personal work and the work of others. Students will learn script-writing techniques for all types of media. Grade: 11-12 Prerequisite: Credit: English Visual Design I, Visual Design II, and Web Design and Animation 1 unit Spanish II for Native Speakers (Hall High Only) This course is for heritage speakers who have developed reading and writing skills, but need more help with vocabulary, spelling, grammar, editing, and development of critical thinking skills. Students will continue reading and writing in Spanish and the study of Spanish language literature. Grade: 11-12 Prerequisite: Credit: Spanish I for Native Speakers 1 unit Digital Imaging (Hall High Only) This course will establish a foundation in digital imaging. Students will learn and apply computer hardware components. Emphasis will be on aesthetics and content as well as computer hardware and software applications. This course will address issues pertaining to art, culture, and technology. No previous experience with computers is required. This is not a programmmg course. This course will include projects demonstrations, lectures, lab, and critiques. Grade: 10-12 Prerequisite: Credit: Keyboarding, Word Processing 1 unit Latin V AP (Central High Only) This course will allow those students who begin their study of the Latin language in middle school to continue their Latin through Level V, like those who study Spanish or French. Grade: 10-12 Prerequisite: Credit: Latin IV AP or the equivalent 1 unit 8 z ?\niz5 u, Physical Education Principles of Strength and Conditioning I (Central High only) Students will be taught correct exercise technique using body weight and free weight exercises. Prime movers in each exercise are identified and exercise vocabulary used through out the course. Students will learn the meaning of aerobic and anaerobic exercise, agonist and antagonist muscles, eccentric and concentric contraction, 1 RM max, etc. NOTE: This course satisfies the physical education requirement for graduation. Grade: 9-12 Prerequisite: None. Students will have to pass a physical examination to participate in the class. Credit:  unit Principles of Strength and Conditioning II (Central High only) Students will continue to develop correct exercise technique using body weight and free weight exercises. Prime movers in each exercise are identified and exercise vocabulary used throughout the course. Students will learn the meaning of aerobic and anaerobic exercise, agonist and antagonist muscles, eccentric and concentric contraction, 1 RM max, etc. Advanced exercise techniques and conditioning will be taught in this class. Exercise of a vigorous nature will be included in this class. Grade: 9-12 Prerequisite: Principles of Strength and Conditioning I, be a varsity member of an athletic team at Central High School, or provide proof of a continuing program of personal fitness. The student must be at least seventeen years of age. Students will have to pass a physical examination to participate in the class and have parental consent. Credit:  unit Introduction to Exercise Physiology (Central High only) This course will provide basic concepts and relevant scientific information as the foundation for understanding nutrition, energy transfer, and exercise and training. The contribution of and adaptation of the body's systems to exercise is the basis of the course. Grade: 11-12 Prerequisite: Biology, Chemistry, and Physical Education Credit:  unit Science Criminalistics (Hall High Only) This course will be a lab-based course and involve the application of scientific methods to solve legal problems. This course will focus on crime scene evidence, lab analysis techniques, (such as chromatography, DNA, analysis, fingerprinting, and fiber analysis), and recording and presenting data. Mock crime scenes will be investigated and real case studies analyzed. Guest speakers in the field will also be utilized to supplement the classroom activities. Grade: Prerequisite: Credit: 11-12 Physics, Biology, and Chemistry (An 11 th grade student may take this course at the same time they are taking Chemistry if they have the other two prerequisites.) 1 unit Veterinary Science (Hall High Only) This course covers animal anatomy and physiology, animal handling skills, proper nutrition, animal genetics, animal diseases, and animal related career options. This course provides an opportunity for students to explore and gain experience in the field of veterinary medicine. Grade: 11-12 Prerequisite: Physics, Biology, and Chemistry. (An 11 th grade student may take this course at the same time they are taking Chemistry if they have the other two prerequisites.) Credit: 1 unit Social Studies Campaigns \u0026amp; Elections (Hall High Only) While following the progress of the 2004 presidential election, students will explore techniques of campaigning. The platforms of the participating parties will be contrasted and the issues researched. Students will learn how to become informed voters with an impact upon the political process. Grade: 10-12 Prerequisite: Civics Credit:  unit 8 z ~ ~ z \"' .~ :\u0026gt;\u0026lt;- Media in Politics (Hall High Only) This course will examine how the mass media both responds to and helps shape public opinion, political outcomes, and public policy. The nature and impact of propaganda and the role of the media in campaigns will be explored. There will be an emphasis throughout on the importance of journalistic ethics and responsibility in a free society. Students will learn how to critically interpret mass media news reporting and political advertising. Grade: 10-12 Prerequisite: Civics Credit:  unit '.\n4.n Individual Approach to a World of Knowledge\" November 20, 2003 TO: Board of Directors FROM: Morris L. Holmes, Interim Superintendent of Schools PREPARED BY~ld M. Stewart, Chief Financial Officer SUBJECT: Second Reading of Revision to Board Policy DGA: Authorized Signatures Act 671 of 2003 amended Arkansas Code  6-13-618 requmng the signatures of the Superintendent as Ex Officio Financial Secretary and the primary, or alternate, Board disbursing officer of the District on all checks. It is recommended that the Board of Directors approve Policy DGA as revised and attached to comply with State law. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 8 z ?\ncz5 \"' ?\u0026lt; 0 6 \"z' C) ill I \"' LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DGA AUTHORIZED SIGNATURES The facsimile signatures of the Superintendent of Schools, in his/her capacity of Ex Officio Financial Secretary, and the President of the Board, as the primary board disbursing officer of the District, are required on all District checks. The facsimile signature of the Vice President of the Board, as the alternate board disbursing officer of the District, will be required in the event that the President of the Board's signature cannot be used. Revised: Adopted: March 24, 2000 Legal References: Arkansas Code 6-13-618, as amended Act 671 of 2003 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 DATE: November 20, 2003 TO: Board of Education FROM: ~~arral Paradis, Director of Procurement and Materials Mgmt. ~ THROUGH: Morris L. Holmes, Interim Superintendent of Schools SUBJECT: Donations of Property Attached are requests to donate property to the Little Rock School District as follows: School/De2artment Item Donor Central High School $250.00 cash to be Merry Golds Garden applied toward Club members completion of the Reflecting Pool Central High School 1991 Yamaha golf cart valued at $2,000.00 John Lewellen Forest Heights 56 American flags, Mardell' s Christian Middle School valued at $83.44, to Family Bookstore be used in classrooms for citing the Pledge of Allegiance Forest Heights Kelvinator water Mr. Dennis Todd Middle School fountain, valued at $100.00, for use in Ms. Sneed's classroom .f.l, z \u0026gt;z n \u0026gt;,...\n,o m\ng ~ \"' ?\u0026lt; ,n... 0 \"z' C) Rl ~\n,o\n,,: \"' Board of Education November 20, 2003 Page 2 School/Department Fulbright Elementary School Fulbright Elementary School Fulbright Elementary School Geyer Springs Elementary School $3,000.00 cash to be used for student incentives, classroom and instructional materials, and technology supplies and maintenance Initial brand DVD player, valued at $57.95, for use in Ms. Amy Thompson's 4th grade classroom Sony brand CD/Cassette/ Radio boom box, valued at $60.00, for use in Ms. Amy Thompson's 4th grade\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_455","title":"Little Rock School District Literacy Program Evaluation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Center for Research in Educational Policy, University of Memphis, Memphis, Tennessee"],"dc_date":["2003-11"],"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)","Center for Research in Educational Policy, The University of Memphis, Memphis, Tennessee","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","Literacy"],"dcterms_title":["Little Rock School District Literacy Program Evaluation"],"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/455"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRECEIVED JAN 1 3 2004 CREP OFFICE OF DESEGREGATION MONITORING Center for Research in Educational Policy \u0026gt; Little Rock School District Literacy Program Evaluation Steven M. Ross John Nunnery Lana Smith Aaron McDonald Allan Sterbinsky Center for Research in Educational Policy University of Memphis 325 Browning Hall Memphis, TN 38152 Toll Free: 1-866-670-6147 November 2003Little Rock School District Literacy Program Evaluation Executive Summary The present report provides the results from a study of the different literacy programs used in the Little Rock School District (LRSD). After expending substantial effort and resources to improve the reading ability of students in the district, administrators at LRSD wanted to examine the effectiveness of the different programs used within the district for literacy instruction. To facilitate this exanunation, the Center for Research in Educational Policy (CREP) at The University of Memphis was employed to provide an independent, third party evaluation. The evaluation methodology and data analysis were oriented around the following research questions: 1. 2. 3. What are teacher perceptions of and reactions to the different literacy programs? After controlling for gender, eligibility for free or reduced-price lunch, and prior achievement, did African American students exhibit similar levels of academic achievement as other students? What proportion of the variance in 2003 literacy achievement was uniquely attributable H to whether students were African American? 4. What was the trend in the achievement of African American students on the Literacy Benchmark examination from 2001 to 2003? 5. Were differences in achievement gains between African American students and other students similar at different grade levels and for different test instruments? 6. Was there a relationship between the literacy program implemented at the elementary schools, school composition variables (i.e., school poverty and percentage of African American students enrolled), and the achievement of African American students? Method H M The evaluation design was based on both quantitative student achievement data as well as qualitative data from K-12 faculty members who are responsible for literacy instruction. The primary data sources were (a) a questionnaire completed by teachers, (b) focus groups conducted  _ - ^.1__ with faculty members representing different literacy programs in the district, and (c) student achievement data including the Literacy Benchmark scale score, SAT-9 Reading subscale score. II H M and the SAT-9 Language subscale score. During the 2002-2003 school year, two CREP researchers conducted seven focus groups at the Neighborhood Resource Center using a structured interview guide. Each focus group was approximately one-hour in duration. Teachers signed a permission form to be interviewed and were given assurance that their comments would be confidential and anonymous. The sessions were audiotape-recorded and supplemented with the researchers hand-written notes. III The Literacy Program Teacher Questionnaires were printed and shipped to LRSD personnel. The district staff members disseminated the questionnaires to the individual schools along with instructions for completing and returning the forms to the district. After the district III staff received the completed forms, they were sent to CREP for analysis. Similarly, district Page 1 of 471 H Id Id personnel assembled the student achievement data into an electronic format. The data files were then sent to CREP researchers for analysis. Id The focus group and surveys were analyzed thematically and descriptively, respectively. A synthesis was then developed to highlight findings by literacy program and grade level (e.g., elementary and secondary) as provided by the district. The achievement methodology and analysis is discussed in the achievement section below. Id Results Id Teacher Focus Groups and Literacy Program Teacher Questionnaire Id A synthesis of themes and related findings from the seven focus groups and teacher questionnaire is provided in bulleted format for a concise overview. The reader is encouraged to examine the full report for detailed findings. Id Id Id Most Effective Program Elements (Elementary)  Professional development (PD) when received  New materials  Emergent literacy/readiness skills for Kindergarten  Positive impact on student writing  Literacy Coaches (in RR program)  Providing instruction at students level d d Most Effective Program Elements (Secondary)  Positive Impact on student writing  Paired reading (instructional strategy)  Portfolios and interactive journals d M Least Effective Program Elements (Elementary)  Inconsistent implementation across and within schools  Texts not aligned with SAT-9  Some leveled texts and vocabulary are not appropriate  Transient student population is problematic  Parent/community involvement is not at desired levels d d Least Effective Program Elements (Secondary)  Gaps in training that is offered to teachers  Lack of consistency in literacy instruction and programs (across and within schools)  Lack of teacher support from non-literacy subject areas  Parent/community involvement is not at desired levels d Teacher support for the Programs (Elementary)  Level of support varies across schools (and within schools) Page 2 of 47V  Support for ELLA and Effective Literacy is high because they fit well with what teachers were already doing or moying toward anyway  SEA is most polarized (loye or hate the program) Teacher support (Secondary)  Generally positiye attitudes, but not much support from non-literacy teachers District support (Elementary)  Lack of consistency for teachers to attend training (substitutes\nayailability of training)  District proyides materials, but could also use teacher aides in the classroom District support (Secondary)  Literacy coaches would be beneficial  Need to use district time set aside for inseryices to plan a more comprehensiye literacy approach *  M Professional Deyelopment (Elementary)  Quality of professional deyelopment receiyed has been mixed, but teachers are generally positiye  Literacy Coach (proyiding leadership and training) has been beneficial  General consensus that there is a lack of ongoing training (or opportunity to attend recommended/mandated number of days) II II Professional Deyelopment (Secondary)  Quality of professional deyelopment receiyed has been mixed  Would like more training  Teachers do not see training sessions as tying together. Not sure what big picture literacy plan is II II Classroom Changes (Elementary)  Positiye impact on Kindergarten students  More emphasis on student writing  Students are learning reading strategies  There has been some return to traditional instructional practices II Classroom Changes (Secondary)  More cooperatiye learning (with mixed results)  Special Education teachers assist students in classes (instead of pullout program) * * M Impact on Students (Elementary)  Learned better cooperation skills  Increased confidence in reading  Students are learning reading strategies Page 3 of 47I hl u H Impact on Students (Secondary)  There is some increased motivation to read  Assessments and leveled readers are creating more success and confidence for students  Students are writing more often II M Impact on Teachers (Elementary)  Negative impact on time and stamina  Additional instructional strategies and materials have been beneficial  Increased sharing of ideas H H Impact on Teachers (Secondary)  Increased sharing of strategies  Focus on bringing lower performing students to proficiency level  High school teachers had lower levels of agreement on all survey items (comparatively) II Student Achievement Data M The primary purpose of research focus was to examine the achievement of African American students in reading and language arts in the Little Rock School District. The five achievement oriented research questions (#2  #5 above) were used to guide the methodology and analyses. Methodology IM IM IM Subjects of the study included all students enrolled in grades 3 to 11 in the Little Rock School District during the 2002-2003 school year for whom 2003 Literacy Benchmark or 2003 SAT-9 scores were available. This included a total of 11,934 students, of whom 23.4% were Caucasian, 68.2% were African-American, and 48.5% were certified as eligible for free or reduced-price lunch. Three measures were used to assess literacy, the Literacy Benchmark scale score (Grades 4, 6, and 8), and the SAT-9 Reading subscale score, and SAT-9 Language subscale score (both Grades 5, 7, and 10). I I I i I IM Analyses IM IM District-wide achievement effects. The basic analytic model used to gauge district-wide achievement effects was a 2 (free lunch status) X 2 (gender) X 2 (African-American, nonAfrican American) analysis of variance (ANOVA). This basic model was adapted to each grade level to reflect: (a) the availability of achievement data from the prior year, in which case a 2 X 2 X 2 analysis of covariance (ANCOVA) was used\n(b) the specific 2003 outcome data that were available at each grade level (either Literacy Benchmark scores or SAT9 scores)\nand (c) the number of outcome variables. School composition and program effects. For elementary schools, information was available regarding specific literacy programs being implemented in the schools. For 5 grade, a two level hierarchical linear model (HLM) was performed to examine relationships between Page 4 of 47Ml school composition factors (aggregate poverty, mean achievement at pretest, and percentage African American enrollment), school literacy programs, and student achievement. Longitudinal cohort performance on Benchmark Examinations. For fourth and eighth grades, three consecutive years of Literacy Benchmark Performance Level data were available. The percentage of African American students scoring in Below Basic, Basic, Proficient, and Advanced categories was computed for each year from 2001 to 2003 to provide a basis for examining overall trends in performance across time. Elementary Level Results Below, conclusions and results based on analyses performed on fourth and fifth grade data are presented by research question. After controlling for gender, eligibility for free or reduced-price lunch, and prior achievement. did African American students exhibit similar levels of academic achievement as other students? I  African American students had substantially lower absolute performance than did other students.  The academic gains on literacy tests were lower for African American students than for other students. What proportion of the variance in 2003 literacy achievement was uniquely attributable to whether students were African American?  Although there was a significant relationship between African American status and student achievement, the proportion of variance in academic performance attributable to African American status was very low4.6% for fourth grade, and 5.7% for fifth grade. What was the trend in the achievement of African American students on the Literacy Benchmark examination from 2001 to 2003?  The performance of African American fourth grade students on the Benchmark Literacy examination improved dramatically between 2001 and 2003, with nearly half perfoiming at a Below Basic level in 2001, compared to only one-fifth in 2003. Was there a relationship between the literacy program implemented at the school, school composition variables, and the achievement of African American students ?  No significant relationship was observed between the type of literacy program implemented and the achievement of African American students.  The percentage of African American students enrolled in a school did not predict overall achievement or the achievement of African American students.  School poverty, as measured by the percentage of students eligible for free or reduced-price lunch, had a negative effect on the achievement gains of students. Page 5 of 47Id Secondary Level Results ri The secondary conclusions and results by research question are as follows: ri After controlling for gender, eligibility for free or reduced-price lunch, and prior achievement, did African American students exhibit similar levels of academic achievement as other students? ri  The absolute level of achievement of African American students was substantially lower than that of other students of similar gender and free lunch eligibility status.  Generally, the gains in academic achievement of African American students were similar to those of other students in grades 6 to 11. ri What proportion of the variance in 2003 literacy achievement was uniquely attributable to whether students were African American? ri  When data on prior achievement were available, the proportion of variance in 2003 achievement attributable to African American status was quite low at the secondary level, ranging from 0% to 5%. ri What was the trend in the achievement of African American students on the Literacy Benchmark examination from 2001 to 2003? ri ri  The performance of African American 8* graders on the Literacy Benchmark exam improved substantially and consistently between 2001 and 2003, with the percentage scoring Below Basic dropping from 48.5% to 34.5%, and the percentage scoring Proficient increasing from 14.9% to 23.9%. ri Were dijferences in achievement gains between African American students and other students similar at different grade levels and for different test instruments? ri ri ni  From the 5* to the 8* grade cohort, the achievement gains of African American students became more similar to those of other students, and for some subgroups surpassed those of other students in 8* grade.  The gap in achievement gains was greater on the SAT9 than on the Literacy Benchmark examination. Presumably, the Literacy Benchmark examination is more closely aligned to the mandated curriculum than is the SAT9, which is intentionally designed to be insensitive to curricular differences. Summary and Conclusions ri The Little Rock School District is commended for the emphasis given to increasing literacy in all schools in the district and not just those in the lowest performing strata. The state and local initiatives in literacy for early learners, including ELLA and Effective Literacy, are well grounded in current research of best practice. In addition, the Reading Recovery and Success for All models are among the best researched and proven programs in the nation for lower-performing students. Impressions from interviews and survey data, however, are that Page 6 of 47ri ri ri ri these programs are often perceived as separate and discrete entities instead of integral to a district comprehensive literacy program. Teachers describe themselves or their schools as doing ELLA or Success for All and only the certified tutors doing Reading Recovery. Middle and high school teachers comments seemed to indicate that they also did not perceive themselves as being involved in a literacy plan beyond the traditional roles they have had as English teachers. Thus, it is recommended that the districts plan, or big picture of literacy, be developed and presented to teachers in a format that communicates how each program, school, grade level, and teacher contributes to and accomplishes literacy goals. ri ri ri The professional development in basic literacy has been well received and represents an enormous accomplishment for the district. Management and delivery of the professional development, however, needs to be made more consistent and available to teachers. The primary concerns voiced by teachers were scheduling problems, inadequate space and availability of training for the numbers of teachers needing to be trained, retraining for teachers who change grade levels, training for new teachers, and obtaining qualified substitutes for teachers while they attend training. The impressions of professional development communicated by upper grade teachers and those who were not implementing special programs were that professional development has been minimal, targeted to cunent hot topics (e.g., portfolios), and inconsistent in quality. ri ri ri ri Teachers perceptions of the impact of literacy programs were extremely mixed. Writing and composition were literacy areas that all teachers agreed had been emphasized and improved in their schools and classrooms as a consequence of literacy initiatives in the district. Some of the positive comments relative to ELLA had more to do with the materials teachers had received as a part of the training than the new ideas they had been provided. During the focus groups, the most impressive level of agreement that teachers voiced was by teachers who had Reading Recovery teachers as Literacy Coaches in their schools. The concept of highly trained Literacy Coaches being placed in and available to all elementary schools is a national issue presently and it is recommended that the district find ways to support this concept not only in elementary schools with large at-risk populations, but in all schools in the district. ri ri ri Regarding student achievement, substantial differences exist in the overall achievement of African American students and other students in LRSD. However, the differences in academic gains tend to be smaller at higher grade levels. The three-year trend in Literacy Benchmark scores shows substantial, sustained improvement in the academic achievement of African American students between 2001 and 2003. African American status of the student, as well as the percentage of African American students enrolled in a school, explain only small amounts of variance in student outcomes compared to prior achievement. None of the curricular programs examined in this study had a significant impact on the achievement of 5 grade students  however, these programs are most likely to have an impact at the primary grade levels. Page 7 of 47Little Rock School District Literacy Program Evaluation Report II ri The present report provides the results from a study of the different literacy programs used in the Little Rock School District (LRSD). After expending substantial effort and resources to improve the reading ability of students in the district, administrators at LRSD wanted to examine the effectiveness of the different programs used within the district for literacy instruction. To facilitate this examination, the Center for Research in Educational Policy (CREP) at The University of Memphis was employed to provide an independent, third party evaluation. The evaluation methodology and data analysis were oriented around the following research questions: ri 1. 2. ri 3. ri What are teacher perceptions of and reactions to the different literacy programs? After controlling for gender, eligibility for free or reduced-price lunch, and prior achievement, did African American students exhibit similar levels of academic achievement as other students? What proportion of the variance in 2003 literacy achievement was uniquely attributable to whether students were African American? ri ri 4. What was the trend in the achievement of African American students on the Literacy Benchmark examination from 2001 to 2003? 5. Were differences in achievement gains between African American students and other students similar at different grade levels and for different test instruments? 6. Was there a relationship between the literacy program implemented at the elementary schools, school composition variables (i.e., school poverty and percentage of African American students enrolled), and the achievement of African American students? ri Method ri The evaluation design was based on both quantitative student achievement data as well as qualitative data from K-12 faculty members who are responsible for literacy instruction. The data were collected during the 2002-2003 school year., ri Instrumentation ri ri ri Literacy Program Teacher Questionnaire. A questionnaire was developed by CREP researchers to gather faculty members perceptions of their schools literacy program. The specific areas addressed included understanding of the program, professional development, resources, pedagogical change, support, and outcomes associated with program implementation. The questionnaire was comprised of two sections. The first section included 21 items to which teachers responded using a likert-type scale ranging from strong disagreement (1) to strong agreement (5). The second section contained six items that gathered demographic information about the respondents. Teacher Focus Group. Structured interview protocols were used to conduct group interviews with randomly selected teachers. Interview guides were developed by CREP researchers to ensure consistency of questions during the different interviews. The areas addressed in the guide were as follows: general information, professional development. Page 8 of 47 i Hri classroom level changes, results/outcomes, and parent and community support. Appendix A contains a copy of the interview guide. Student Achievement Data. A variety of achievement data sources were analyzed because of the different types of literacy assessments used at each grade level. The achievement assessments included in the analysis were from all students enrolled in grades 3 to 11 in the district during the 2002-2003 school year. The three primary data sources included the Literacy Benchmark scale score, SAT-9 Reading subscale score, and the SAT-9 Language subscale score. Procedure To establish the focus groups, teachers were randomly selected from all schools in the district and then grouped for the interviews to represent the districts various grade divisions and established comprising 38 teachers (see table 1). literacy programs. A total of seven groups were Table 1 ri Number of Focus Group Participants ri ri ri ri ri ri ri Literacy Program Number of Participants ELLA____________________________ Effective Literacy___________________ Harcourt Brace_____________________ Reading Recovery__________________ Success For All____________________ Middle School Language Arts (English) High School English Total _______________ 4 6 4 6 6 7 5 38 Two CREP researchers conducted the seven focus groups at the Neighborhood Resource Center using the structured interview guides. Each focus group was approximately one-hour in duration. Teachers signed a permission form to be interviewed and were given assurance that their comments would be confidential and anonymous. The sessions were audiotape-recorded and supplemented with the researchers hand-written notes. The Literacy Program Teacher Questionnaires were printed and shipped to LRSD personnel. The district staff members disseminated the questionnaires to the individual schools along with instructions for completing and returning the forms to the district. After the district staff received the completed forms, they were sent to CREP for analysis. Similarly, district personnel assembled the student achievement data into an electronic format. The data files were then sent to CREP researchers for analysis. M Page 9 of 47r I Results Teacher Focus Group To analyze the focus groups, the tape-recorded sessions and researcher notes were summarized and recoded into bullet statements. The individual focus group summaries were then analyzed thematically and synthesized by grade level and program. The following is a synthesis of findings from the focus groups (see Table 2 for an overview). The literacy initiative in LRSD is a combination of programs supported by national, state, and district funds to provide a balanced, comprehensive approach to reading and writing instruction. Professional development is organized, supported, and provided by five district personnel. The following programs are currently used: Early Literacy Learning in Arkansas (ELLA), (Grades K-2). ELLA is a three-year staff development process designed for grades K-2. The training began in the LRSD in 1999 and consists of 12 days (6 hours per day) of staff development covering a range of topics and instructional techniques that support emergent learners. Comments from the four K-2 teachers who participated in this group were integrated with comments regarding ELLA training from three additional K-2 teachers (total n = 7) who had been trained in ELLA but were interviewed as part of the Effective Literacy group. Effective Literacy (Grades 3-5). Effective Literacy is a two-year staff development process designed for grades 3-5. It began in the district as a state initiative in 1999. The components of the program are organized into 8 full day sessions (6 hours) and include a range of topics and instructional techniques to support reading and writing development. A total of six teachers participated in the focus group although only three were teachers were currently in grades 3-5. Signatures Reading Series (1999), Harcourt Brace Publishers. This is the basal reading textbook series adopted by the district in 2000. Professional training related to the use of the reading series was provided during the first year of adoption. Since that time, no other staff development has occuned relative to the reading series. Four teachers participated in this focus group from grades 1, 2,4, and 5. Reading Recovery (Grade 1). Reading Recovery is an extensively researched and widely used early intervention/prevention program that provides at-risk first graders with one-to-one tutoring from specially trained certified teachers. The yearlong professional training of teachers is considered to be one of the greatest assets of the program. In the six schools that were represented in the focus group, the Reading Recovery teacher served as their schools Literacy Coach. Success for All (SFA), (Grades K-5). SFA is a comprehensive school reform model that uses a reading curriculum founded on research-based instructional practices, cooperative learning, and one-to-one tutoring for at-risk learners. The program was introduced in the district in 1997-98 and presently exists in six schools in the district. According to the six teachers who Page 10 of 47 participated in the interview, three of the current SFA programs will continue next year while three others are being discontinued or reconfigured to exist only in the upper grades. Middle Schools (Grades 6-9), (English/Language Arts teachers). Middle schools were reformed in the district in 1999 and encompass grades 6-9. Most of the schools now have a double-block English class (2 hours and 45 minutes) for all students. All grades participate in Reading and Writing Workshop concepts. Professional development has been largely shaped by current trends and research in literacy. Seven English teachers participated in the interview. High Schools (Grades 10-12), (English teachers). According to the five teachers participating in this focus group, all of the high schools are on block schedules (learning periods that exceed the traditional 45 to 55 minutes) with various configurations of time for English classes to accommodate different levels of learners. As in the middle schools, teacher professional development has been implemented based on national research findings, trends, and issues in literacy development. Most ejfective elements of the literacy programs Although teachers have had varying amounts of training in ELLA (from one day to as many as eight days), they were generally positive about the professional development and the materials they had received as part of the training. They indicated that one of the most effective components of ELLA training was the Developmental Reading Assessment that enabled teachers to effectively measure student progress. When implementation of the assessment first began, teachers said they had to share the testing materials and that this was very inconvenient and stressful. However, every teacher was reported to have his/her own testing materials this year. Other positive comments related to the emergent literacy emphasis for kindergarten students and the resulting improvements, especially in childrens writing. Teachers also commented positively about currently having books to use to begin teaching students to read in kindergarten (a relatively new philosophical change in reading instruction in kindergarten). I According to the teachers, the most positive aspects of Effective Literacy training were the emphases on delivery of instruction in variable groupings (whole class and small groups) and the changes in school schedules that provide two and one-half hours of uninterrupted time for reading first thing in the morning. The increased time for literacy has also given teachers more time for writing. Teachers reported the most effective aspects of the Harcourt Brace Signatures reading series to be the organization of the book around thematic units, consistent lesson structures for each day of the week, and the vocabulary emphasis in the series. In addition, the series provides English as a Second Language (ESL) materials, reinforcement of skills with workbooks, and suggested trade books to support the basal materials. Teachers from schools implementing the Reading Recovery program indicated the most effective elements included the one-to-one tutoring of students, extra time (30 minutes) for instruction of at-risk learners, and the structure of the lessons. One teacher claimed that the program works even for the hyperactive students. The most common point of agreement Page 11 of 47IM  H  II regarding effectiveness of this program, however, was that the training Reading Recovery teachers received to become certified was excellent and that schools were greatly benefiting from the leadership these teachers were providing to the schools in their roles as Literacy Coaches. Elements of the Success for All program that teachers perceived as most effective included the regrouping of students for reading instruction into more narrow ranges of ability levels and the routines of the instruction. One teacher referred to having an aide to help with instruction as one of the most effective elements of SEA\nWhen I have an aide to help teach, the kids really do much better and discipline problems go down significantly.  Middle school Language Arts/English teachers reported that students are writing more as a consequence of teacher professional development and emphasis on reading/writing workshop approaches to instruction. Other effective elements of the literacy curriculum included its H reorganization into quarters that were more manageable for instruction, and implementation of M writing portfolios that move through the grades with students. Teachers indicated that portfolios were helping to encourage high expectations for all students and the writing prompts and rubrics were especially helpful to teachers in structuring and evaluating student writing. High school English teachers were more reserved in attributing effectiveness to any H particular elements of the literacy programs that are operational in their schools. They explained, We dont know (whats been most effective) until we see the test scores. Two strategies. paired reading and interactive journals, are relatively recent approaches teachers referred to as II working well. II II II II III II Least effective elements of the literacy programs One primary concern about ELLA was the inconsistency of implementation across schools. Teachers explained that judging the effectiveness of ELLA is complicated by high rates of student mobility, especially when students move from one school with strong ELLA implementation to another school where there is less emphasis on ELLA concepts and strategies. Teachers also mentioned that although they liked the new approaches to student assessment of progress, it was difficult to individually test a class of 25 students, and there had been a change in the cap or cutoff for first grade to level 8 even though some students are at level 25 or 30. Teachers were not clear about why the level was changed and what purpose it served in helping teachers and students move to appropriate levels of instruction. Effective Literacy teachers indicated that they did not perceive any ineffective or undesirable elements of the literacy initiatives in the district. In the teachers words: We like it and We want all the training we can get. Teachers concerns about the Harcourt Brace reading series centered around the amount and depth of comprehension work required by the books and workbooks, the number and simplicity levels of the stories, and vocabulary that was too difficult for some grades and too easy for others. Another concern was that the texts were not good matches for the SAT-9 achievement test. Page 12 of 47d d d d d d d d d d d II II II Reading Recovery programs have specified guidelines regarding acceptance of students into the program and discontinuance of students after 20 weeks of instruction. Teachers indicated concerns that these policies interrupted student success and were not always in the best interests of students and their continuing progress. One teacher said, Students dont continue to make the same kind of progress in literacy groups that they have made in individual tutoring sessions. Others commented that in some cases, students have been discontinued because of behavior and not reading ability and that some schools are not accepting the lowest students or students who speak English as a Second Language (ESL). Success for All teachers most common concerns related to the lack of flexibility in the program. One teacher said that the timing of the individual activities presented in a days lesson did not include enough time to monitor for student understanding. Other related concerns were that there was no room in the schedules for review and that the program did not allow teachers to move students down in ability level even if they needed to be moved to more appropriate reading levels. Thus, when students at lower levels got behind a grade level or more, it was difficult to find an appropriate group for them. Because of a highly transient student population, teachers find that they constantly have to train the students to the routines and in cooperative learning. Teachers reported that the least effective elements in middle school literacy initiatives were the gaps in the training. Because the training started several years ago, new teachers have not received much. In addition, teachers indicated that there needed to be reading classes in middle school for all students and not just for the lowest performers. Additional concerns about literacy were that grammar was not being emphasized any longer and that increased classroom emphasis on writing did not match assessment formats. One teacher explained. When there is so much emphasis on writing, test scores go down because students are tested in multiple choice formats. One concern that teachers emphasized was the lack of consistency in literacy instruction and programs in middle schools. One teacher said, All schools are doing something different. Another teacher suggested that there was need to rewrite literacy programs and have guidelines that make programs consistent for all teachers and students. High school English teachers indicated that getting everybody (teachers) to participate and support the literacy initiatives across subject areas was difficult. They heard complaints from teachers about the increase in the amount of work for them when they gave even tiny writing assignments to students. In addition, it was hard for teachers to check to ensure that students read 25 books across multiple classes. II d Teacher Support for Literacy Initiatives Overall, teachers reported that support for ELLA, and Effective Literacy initiatives is high primarily because the concepts and strategies fit well with what they were already doing or moving toward anyway. One teacher said, It comes naturally and is working well at our school. Another indicated that much of ELLA was what she was already doing and by combining and adding the ELLA principles to it, she had created a true balanced literacy environment. Page 13 of 47 h d d d d Teachers were more equivocal about their support of the Harcourt Brace reading textbook series. According to one teacher, Its there. We use it. Another explained, If we find the books lacking in some way, we search out other materials, such as novels, and supplement the reading. Reading Recovery teachers indicated that teacher support for the program varies from school to school. Some reported that their schools were more positive than others\nhowever, there were no reports of any strong dislike of the program. The widest range of variability in teacher support for a district literacy program was reported by Success for All teachers who indicated that in some schools there was no support, in others the support was low and in some most of the teachers support the program. One teachers comment reflected how she as an individual had also ranged in her opinion of the program as she experienced it over time. She said, I hated it at first, but I like it a lot more now that I am working with the higher level kids. Middle school teachers had no comments about general support for the literacy programs at their schools. High school teachers, however, indicated that their colleagues had generally positive attitudes about literacy efforts in their schools. They indicated that they, as literacy experts, could possibly contribute more to other teachers confidence and support of literacy if the English teachers had more time to work with their colleagues in other subject areas and train them to use rubrics for grading writing assignments. d d II II II d d District Support for Literacy Initiatives The most common concern about ELLA relative to the question of district support was the lack of consistency for supporting teachers to attend training. The teachers explained that the district expects teachers to commit to eight days of training and assures them that substitutes will be supplied to relieve them of teaching duties so that they can attend the training. However, in the words of one teacher, They wont let you call and arrange for your own subs even when you know someone who is available. Then when the day comes, they don t send subs. So you can t go, or the kids get supervised by aides. Another issue of concern to teachers was not receiving supplies (e.g., phonics charts, magnetic letters), in the most recent ELLA trainings as teachers had received in earlier sessions. Teachers also expressed the need for more physical support for implementing ELLA. Specifically, they wanted to have teaching assistants for early grades who were trained in EJ.IA concepts and strategies to provide daily support during reading instruction. Effective literacy teachers also expressed concerns about having qualified substitutes in their classrooms when they are away from their classes for training. They indicated that this problem may be centered more at the individual school administrative level, however, than at the district level. Teachers responses relative to the Harcourt Brace reading texts indicated that all the materials needed to support literacy instruction were made available to teachers through the district. One teacher reported that when she was new in a school, however, she had to hunt for the materials for herself and that she believed that other new teachers often had this same Page 14 of 47ri ri experience. She expressed the opinion that more should be done to help new teachers become aware of the resources and textbooks that were available and where they could be found. ri ri ri ri ri ri ri Reading Recovery is largely supported through Title I, a federal source of dollars that teachers did not attribute as support from the district. Teachers comments were that when schools dont qualify for federal funds, such as Title I, then the school does not receive the same level of support that other schools do. Success for All teachers indicated that the district has not supported the number of refresher trainings recommended by the model developers due to economic conditions. Teachers also reported that three schools were forced to drop the SFA program due to Reading First requirements. Middle school teachers made no comments about district support, whereas, high school teachers made suggestions for ways in which the district could provide greater support. Specifically, teachers expressed the need for literacy coaches to not only help the English teachers do a better job, but also to help train teachers in other subject areas to use rubrics, writing prompts, and consistent scoring techniques to improve students writing. Teachers also indicated the need to use district time set aside for inservice training to plan a more comprehensive literacy approach. ri ri ri ri ri ri Professional Development Teachers reports of the amount of ELLA professional development they had received relative to the 12 required days of training was highly variable. Some teachers reported receiving as little as 3 days of training while others who had taught the same number of years (or more) had completed 12. Teachers who were new to the district indicated they are expected to go one day a month for training. According to teachers, there were also differences among schools regarding monies that paid for training (Title I in some schools). Some teachers were also offered stipends to attend training, whereas others were not. One teacher indicated that some training sessions had not been accessible because the number of participants was limited. Although teachers were generally positive about the quality of the training, some were not. One teacher said, I got more from my college class than I did from ELLA training, and another suggested that If training were better, people would buy into it more. Teachers offered several specific suggestions for ways the professional development could be improved and made more effective. Some of these ideas included selecting successful inservice teachers to do the training\nusing videos that were more realistic in terms of numbers of students in a classroom\nmaking the training more hands-on and less video and lecture\nand offering the training at better times, even during the summer. ri Although professional development in Effective Literacy began in the district at the time that ELLA began (1999), the most sessions any one teacher in the focus group had completed was four out of the eight. According to teachers, the district presently expects same teachers to complete all eight days by the end of their first year of teaching, but as with ELLA training, sessions have been limited by numbers of participants, and thus teachers have not always been able to attend them. The teachers were generally positive about the quality of the Page 15 of 47 *ri ri ri ri ri training. One teacher commented that, If we hear just one thing to help change up the day and make things better for the students, thats good. Teachers also liked scheduling the training during school hours and immediately after school. Teachers reported that the professional development provided for using the Harcourt Brace reading series was offered by company representatives at the time of adoption and that there had not been any ongoing training since that time even for new teachers or for teachers who change grades. One teacher commented that the training that was done started halfway into the year and that put me behind in using it [reading textbook]. Another concern for teachers was that the trade books that are referenced in the reading series, and modeled and suggested in the training, were not available in the school libraries, or there weren t enough of them for the students to use.  ri ri The most positive reports regarding professional development were made by teachers in Reading Recovery schools. The specially trained and certified Reading Recovery teacher at each school also serves as the schools Literacy Coach. Each has received additional training to be Literacy Coaches for whole schools beyond their specific training in the Reading Recovery program. In the role of coaches, the teachers have brought their training back to the school and trained others. Teachers were positive in their response to this model of professional development indicating that they [the coaches] help, model, and are non-threatening for teachers. ri M M Success for All teachers have had access to two sets of professional development activities. The training specific to the implementation of the SFA model was originally offered to schools when the model was first implemented in the district. Since that time follow-up trainings have been limited by funding, and as a result, have been combined and shared with other schools in the area that were implementing SFA. All teachers in SFA schools have also had access to ELLA training. Teacher descriptions and judgments of the quality of SFA training varied. Two teachers descriptions of the SFA training were highly positive. In their words: They were awesome presentations. Other responses were more critical with the primary concern being that they were redundant and provided too much information. ni II II II W Middle school English teachers response to professional development was also mixed. Some of the teachers indicated they had benefited from the trainings, while others described them as a waste of the districts money. Another concern was that some teachers need specific types of training (e.g., portfolios) while others dont. In general, all of the teachers indicated that they needed more training than they have received, especially in such topics as conferencing,,, hands-on application of teaching strategies, and how to do writers workshop like in ELLA. High school teachers comments regarding professional development indicated that they have no sense of a district coordinated plan for teachers. One teacher said, We have no overall picture of what we are doingjust pieces. They said also that they have lots of inservices that have been adequate, but that their time might be better spent if they worked with their faculties in their individual schools to brainstorm and plan their own comprehensive literacy programs. Page 16 of 47 kri ri Classroom Level Changes ri ri ri ELLA teachers described two major changes in kindergarten. Teachers are returning to doing centers as they had in the past, and they are emphasizing and involving students in writing. They also noted that there were increases in pressure put on five year olds to perform academically. Teachers at other grades had noted less change in classrooms as a consequence of ELLA. Comments such as, Teachers are falling back to the regular ways\n It isnt anything different than what I have always done\n We arent big on ELLA at our school\n and Sometimes we use pieces of ELLA indicated that changes in classrooms that could be attributed to ELLA would be difficult to observe. ri t Changes in Effective Literacy classrooms primarily involved more emphasis on writing activities. Teachers also indicated they had greater variety of reading materials available, including more technology-based programs such as Accelerated Reader. ri ri Teachers using Harcourt Brace basal textbooks as their primary vehicle for delivery of instruction also indicated that teachers are falling back into traditional methods even after we have trained on ELLA. One change that was noted, however, was that ELLA emphasizes placing students at their instructional levels and doing extra reading programs to meet their needs. The reading materials provide teachers with additional materials and suggestions for trade books that enable them to differentiate instruction. One teacher noted, however, that the text materials do not do enough to address the needs of lower level kids. ri ri Teachers in Reading Recovery schools provided the most positive and specific descriptions of how classrooms had changed as a consequence of the literacy program. Teachers reported that students were achieving higher, students were learning strategies to help themselves become more strategic readers, and writing was being emphasized more and had subsequently improved. One teacher commented that these changes had resulted from a combination of things\nResults have been convincing\nmaterials are good\nthe literacy coach has been helpful\nReading Recovery fills in gaps from the classroom. ri ri Success for All teachers found it difficult to describe changes as a consequence of the program because as two of them said: SEA is all I know. One teacher indicated that she does more cooperative learning than in the past. Others comments such as, I do my own thing when the door closes and I follow the program but I modify it seemed to imply that in some classrooms instruction is drifting from SEA practices to more traditional. ri ri Middle school teachers made no comments about notable changes to classroom instruction beyond the presence of special education teachers who now come into classrooms with students who have individualized instructional plans to assist them in the classrooms rather than pulling students out for separate classes in literacy. ri ri High school teachers said there had been lots of changes in classroom instruction recently. However, the only major change they discussed in-depth was cooperative learning. They indicated that although teachers were trying to use cooperative learning more, they are not completely satisfied with how it is working. I Page 17 of 47n  n Impact on Students RUA teachers indicated that achievement has gone up but qualified their judgments by I saying\n.. .but we cant tease out if the changes are due to ELLA or not. They also reported that the use of leveled books had given students more confidence to try things, kindergarten students were being provided with stronger foundations for transitioning into first grade reading . _J '1^ V 1 1 f -I i\"! T1 rr I and writing expectations, and that students were really involved in writing. was too early to tell how the program had impacted I V Effective Literacy teachers said that it students. One aspect of the emphasis on literacy that they noted had impacted students was the wide range of resources and materials that they now had available to them. Another observation teachers reported was their judgment that students that were new to the district were starting at lower achievement levels than students who had consistently been enrolled in the district. at According to teachers using the Harcourt Brace reading series, students have enjoyed the  stories in the texts and have learned better cooperation skills through partner reading strategies. Teachers also reported that students have learned what good readers are and that this is helping them to be more successful. q I I I q q( Teachers in the Reading Recovery schools indicated that the impact of the program on students is largely determined by the follow through and support of the regular classroom teacher. In one teachers words: Without strong communication between the Reading Recovery teacher and the classroom teacher, it wont happen for students. Although teachers indicated that many students have been helped with Reading Recovery, they also reflected again on their concern that many students regress once they are dropped from the program and do not continue to improve. Two Success for All teachers said that achievement scores of students had gone up, while another reported this was not the case at her school. Teachers reported that students were getting bored with the structure and routines of the program at this time of the year (late spring). Middle Schools teachers indicated that the Accelerated Reader program has been useful in increasing the motivation of students to read. They also reported that the assessments and leveled readers were creating more success and confidence for students and that students were writing more. According to the teachers, behavior and classroom control of students (management) are still very big issues for achievement of middle school students. q was too early to tell what impact their teaching High School teachers indicated that it had on students this year as they are judged by whether students can read and write (as indicated q on their achievement tests). Impact on Teachers 3ie One T.f.I A teacher commented that because there is stuff going on all the time, teachers constantly busy, but not necessarily in a good way. Others agreed that the pressures and Page 18 of 47  ri  time investments have had a negative impact on teacher stamina. Another teacher explained that when schools work together and all are doing ELLA, that it is not because of ELLA necessarily, but because they are working together as a team around a central focus. A final comment was that ELLA had provided teachers with strategies and ideas that helped all teachers in a school provide more consistency across a variety of student learning levels and across schools as student mobility continues to increase. fl Ejfective Literacy teachers were reported to be excited about it. They like having the additional materials and seem to be sharing ideas among themselves more than in the past. fl Harcourt Brace Reading Series teachers indicated that they have observed teachers in their schools discussing the stories in the texts with each other. They indicated that teachers were sharing ideas and expectations they have for students more than they have in the past. fl fl Reading Recovery classroom teachers reported borrowing and successfully using many of the strategies the tutors use that are particular to the Reading Recovery program. The modeling that the Literacy Coaches have done in the Reading Recovery schools was reported to be well received and useful to teachers. fl fl Success for All teachers responses were ambivalent about the impact of the program on teachers. Three teachers said that teachers at her school hated the program and that this commonality brought them together. Another teacher claimed that teachers at her school loved the program and that it brought them together also. Another teacher reported middle ground response to the program at her school by saying, They dont hate the program, but they arent particularly enthusiastic about it. n fl Middle School teachers gave no response to the question of impact on teachers while High School teachers reported that as a consequence of the emphasis on literacy in the district, they are sharing a lot more strategies. Although some of the teachers expected their schools to be on warning status, they indicated that teachers were staying focused on trying to identify students who are in most need and work at ways to bring them to proficiency level. H fl fl fl Page 19 of 47Table 2 Themes from Teacher Focus Group Theme ELLA Most Effective Element Professional Development Materials Effective Literacy______ Instruction for different student groupings (whole class/small group) Harcourt Brace______ Thematic units Reading Recovery 1 to 1 tutoring Success For AU Regrouping of students Middle School High School Developmental Reading Assessment 2.5 hours of Reading instruction Emergent literacy emphasis More time for writing Consistent lesson structures Vocabulary ESL materials Skill reinforcement Extra instruction time for at-risk students Reading/writing workshop approach Paired Reading Teacher Aides Student writing portfolios/rubrics Interactive journals Training to become RR certified Reorganization of curriculum into quarters Least Effective Element Teacher Support for Program District Support for Program Inconsistency of implementation across schools Individually testing all students (time) First grade cutoff/ level Support is high due to fit with existing practices Lack of support to attend training Lack of materials and teacher aides (None noted) Support is high due to fit with existing practices Lack of support to attend training Amount of comprehension work Story levels No link with SAT-9 Not high or low\nit is one resource Materials are available\nnew teachers need assistance Guidelines (timeframe) for acceptance to and discontinuance from program (20 week limit) Varies across schools (no strong dislike) Program primarily supported by Federal funds Lack of flexibility Gaps in training Inability to move students to lower reading level Frequent retraining on routines Varies across schools (strong dislike to strong support) Lack of support to attend training Lack of support to continue SFA Reading classes for low perf students only Lack of consistency between schools (No comments) (No comments) Lack of support from non-literacy teachers Ensuring students read 25 books across multiple classes Generally positive\nneed more time to work with peers Need Literacy Coaches Need inservice time for planning Page 20 of 47Theme ELLA Professional Development Classroom Level Changes Impact on Students Impact on Teachers Number of days received varies across schools Stipend is inconsistent Delivery and time could be improved More work centers and writing in Kindergarten Some regression to traditional methods Increased confidence Better prepared to transition to P grade Strain on time New strategies/ideas (consistency within and across schools) Effective Literacy Number of days received varies across schools Good quality Emphasis on writing More materials available More resources and materials available More materials Sharing of ideas Harcourt Brace No ongoing training Trade books not widely available Use of materials and trade books to differentiate instruction Some regression to traditional methods Learned cooperation skills and what agood reader is Sharing expectations and ideas Reading Recovery Training to become certified/ Literacy Coach is beneficial Teacher-trainer model is positive Increased student achievement and writing ability Students becoming strategic readers Literacy Coach Gains made during program, but not always continued after program New strategies available Literacy Coach well received Success For All Ongoing training is limited Varying quality of training More cooperative learning Some regression to traditional methods Mixed achievement results Boredom with routines Unity through like or dislike of program Middle School Ongoing training is limited Varying quality and applicability of training Special Ed teachers work with students in classrooms Student behavior still problematic AR program increases motivation Success and confidence from assessments/ leveled readers (No response) High School No overall training plan\njust series of unrelated inservices Need training relevant to own school More cooperative learning (varying quality) Too early to tell Sharing of ideas Focus on bringing students to proficiency Page 21 of 47 M M M  Literacy Program Teacher Questionnaire (LPTQ) The questionnaires were analyzed descriptively using the program groupings provided by the district. The groups were as follows\n(a) Balanced Literacy, (b) Direct Instruction, (c) Success For All, (d) Middle Schools, and (e) High Schools. See table 3 for a comparative overview. a Professional Development. Most teachers in the different programs agreed that they had _ thorough understanding of their schools literacy program and that they have received adequate professional development for program implementation. High school teachers tended to be less positive than other groups with regard to receiving effective professional development and support provided by external partners, although more than one-half of the high school teachers agreed with these items (60.9% and 56.5%, respectively). 1 II II n M M n Resources. Most respondents agreed that they had the materials needed to implement their literacy program, with the exception of high school teachers (39.1% agreement). A similar pattern was seen with regard to having sufficient faculty and staff for program implementation, where high school teachers agreed less often than teachers in other literacy program groups. In comparison with other teachers, faculty members from schools implementing Success For All and teachers at the High School level had lower levels of agreement that technological resources had become more available as a result of their literacy program. The majority of teachers (80.9%) implementing Direct Instruction agreed that they were given sufficient planning time to implement their literacy program. Other respondents were less positive with regard to this item, with two-thirds of the middle school respondents agreeing that they were given sufficient planning time, and less than one-half of Balanced Literacy (47.2%) and High School English (32.6%) teachers agreeing. Impact/Outcomes. Most respondents agreed that their literacy program had changed classroom learning activities and had a positive impact on students. High school teachers, however, were less likely to agree with these items. Teachers were also positive regarding the impact that their literacy program had on student enthusiasm for learning and encouraging students to have higher standards for their own work. Middle and High school teachers, however, had lower levels of agreement with these items in comparison with elementary teachers. Lower levels of agreement (less than 50%) were seen from all respondent groups regarding increased parental and community involvement as a result of the literacy programs. Teachers were also less likely to agree that they are now more involved in decision making at their schools since implementing their literacy program. Encouragingly, most teachers agreed that they are supportive of the literacy program at their school (ranging from 65.2% agreement by High School teachers to 89.4% agreement from Direct Instruction teachers). Page 22 of 47H M Table 3 Percentage of Teacher Agreement (Agree or Strongly Agree) with LPTQ Items by Program LPTQ Item H d    I I II II II II II d I have a thorough understanding of this school's literacy program.________________________________________ I have received adequate initial and ongoing professional development/ training for implementation of my school's literacy program._________________ Professional development provided by external trainers, model developers, and/or designers has been valuable. Guidance and support provided by our school's external facilitator, support team, or other resource personnel have helped our school implement its literacy program. Teachers are given sufficient planning time to implement our literacy program.____________________ Materials (books and other resources) needed to implement our literacy program are readily available. Our school has sufficient faculty and staff to fully implement its literacy program.____________________ Because of our program, technological resources have become more available.___________________________ Our literacy program has changed classroom-learning activities a great deal.__________________________ Overall student achievement has been positively impacted by our literacy program.__________________ Children in this school are more enthusiastic about learning because of our literacy program.____________ Because of our literacy program, parents are more involved in the educational program of this school. Community support for this school has increased since our literacy program has been implemented._________ Students have higher standards for their own work because of our school's literacy program.____________ Teachers are more involved in decision making at this school than they were before we implemented our literacy program._______________________________ Our literacy program adequately addresses the requirements of children with special needs.__________ Because of our literacy program, teachers in this school spend more time working together to develop curriculum and plan instruction.___________________ Teachers in this school are generally supportive of our literacy program._______________________________ The elements of our literacy program are effectively integrated to help us meet school improvement goals. This school has a plan for evaluating all components of our literacy program.____________________________ Achievement for African American students has been BL N = 551 84.9 DI N = 47 91.5 SFA N= 115 85.2 MS N = 88 84.1 HS N = 46 80.4 81.3 87.2 79.1 79.5 71.7 78.0 74.0 47.2 75.0 68.4 55.4 72.1 71.9 60.8 33.6 27.0 55.2 47.5 61.2 60.8 80.9 80.6 70.2 89.4 89.4 80.9 91.5 80.9 68.1 85.1 78.7 63.8 46.8 42.6 66.0 53.2 72.3 63.8 89.4 85.1 89.4 80.0 85.2 60.9 85.2 59.1 82.6 65.2 41.7 77.4 72.2 59.1 40.0 35.7 57.4 41.7 56.5 55.7 72.2 84.3 81.7 72.7 67.0 60.2 67.0 62.5 73.9 67.0 45.5 20.5 25.0 47.7 42.0 51.1 51.1 73.9 70.5 60.2 56.5 32.6 39.1 32.6 19.6 28.3 45.7 13.0 6.5 8.7 26.1 17.4 26.1 26.1 65.2 41.3 28.3 positively impacted by our literacy program. i 60.3 76.6 71.3 60.2 32.6 BL = Balanced Literacy\nDI = Direct Instruction: SFA = Success For All\nMS = Middle School\nHS - High School Page 23 of 47 II ri Student Achievement Data ri ri The purpose of this portion of the study was to examine the achievement of African American students in reading and language arts in the Little Rock School District. Specifically, the examination sought to determine whether (a) African American students academic gains were similar to those of other students\n(b) there were any evident longitudinal trends in the overall achievement or in achievement gains for African American students\nand (c) at the elementary school level, there was any relationship between the literacy program implemented at the school and achievement gains of African American students. Subjects I The subjects included all students enrolled in grades 3 to 11 in the Little Rock School District during the 2002-2003 school year for whom 2003 Literacy Benchmark or 2003 SAT-9 scores were available. This included a total of 11,934 students, of whom 23.4% were Caucasian, 68.2% were African-American, and 48.5% were certified as eligible for free or reduced-price lunch. Three measures were used to assess literacy: the Literacy Benchmark scale score, SAT-9 Reading subscale score, and the SAT-9 Language subscale score. Preliminary Data Screening Data Screening: Grades 5, 7, and 10. For grades 5,7, and 10, 2003 SAT-9 scores served as outcome variables, while Literacy Benchmark scores from 2002 served as a covariate for grades 5 and 7. A total of 5,320 student records were comprised of 1,842 fifth grade\n1,932 seventh grade\nand 1,445 tenth grade records101 records (1.9%) did not include a 2003 grade level indicator. These 101 records were eliminated from subsequent analyses, leaving a total of 5,219 cases. Less than 1% {n = 41) of cases did not include a valid school location code, and were thus eliminated from subsequent analyses, leaving 5,178 for further processing. A score of zero on the SAT-9 subtests indicated that a valid score was not obtained. For fifth grade, 307 students were missing 2002 Literacy Benchmark Scores, 82 scored 0 on the SAT-9 Reading subtest, and 16 scored 0 on the SAT-9 Language subtest. For seventh grade, 325 students were missing benchmark scores, 57 had scores of 0 on the Reading subtest, and 47 had scores of 0 on the Language subtest. Tenth grade students did not have benchmark scores from the preceding year\n43 had scores of 0 in Reading, and 54 had scores of 0 in Language. Data screening: Grades 4, 6, 8, and 11. For grades 4, 6, 8, and 11, 2003 Literacy Benchmark scores served as the outcome variable, while 2002 SAT-9 scores served as a covariate for all except grade ILA total of 6,770 student records were comprised of 1,841 fourth grade, 1,863 sixth grade, 1,759 eight grade, and 1,307 eleventh grade records. All records contained a valid grade level indicator. Only four records were deleted due to missing school location indicatorsall of these were 11* grade. All 4* grade records contained a Literacy Benchmark score. For 6* grade, 1,487 records had matching pretest (SAT-9) and posttest (Benchmark) scores\nrespective numbers for 8* and 11* grades were 1,447 and 985. After eliminating cases with a SAT-9 score of zero, the number of cases retained for analysis was 1,395 for 6* grade, 1,359 for 8* grade, and 946 for 11* grade. Finally, to be included in Page 24 of 47ri ri ri multivariate analyses using Benchmark, SAT-9 Reading, and SAT-9 Language scores, cases were required to have valid scores on all three instruments (or both SAT-9 scores for 10 grade). ri ri The results of data screening for all grades are depicted in Table 4, along with the percentage of children eligible for free or reduced-price lunch, the percentage of African American students, and the mean Literacy Benchmark score for unscreened and screened samples. Across grades, match rates ranged from 72.4% for 11* grade, to 100% for 4' grade. Comparisons on key variables indicate that the screening procedures did not substantially alter the composition of the samplesthe largest observed discrepancy for any demographic variable was a 1.8% difference in the number of African Americans in the 11* grade sample (see Table ri 4). Likewise, differences on the Benchmark test means were small, the largest being a difference of 3.7 for 11* grade, which represents an increase of about one-tenth of a standard deviation unit from prescreen to postscreen. It is worth noting that the percentage of children eligible for free  1  1_______J__________11,. j i ith rimhohlv rliip tn nhildrpn flt ri or reduced-price lunch dramatically declines in lO'** and 11* grades, probably due to children at these grade levels not applying for the program. Table 4 Pretest-posttest Match Rates and Screened Sample Characteristics ri Grade n Match Rate % Free Lunch % African American Mean Benchmark' ri ri ri ri ri Fourth Prescreen Postscreen Fifth Prescreen Postscreen Sixth Prescreen Postscreen Seventh Prescreen Postscreen Eighth Prescreen Postscreen Tenth Prescreen Postscreen Eleventh Prescreen Postscreen 1,841 1,841 1,842 1,464 1,863 1,395 1,932 1,509 1,759 1,359 1,445 1,342 1,307 946 100.0% 79.5% 74.9% 78.2% 77.3% 92.9% 72.4% 63.0 55.8 54.2 60.4 60.6 47.4 45.8 53.0 51.6 26.0 26.0 20.6 20.6 '2002 scores for grades 5,7, and 10\n2003 scores for other grades. 68.5 69.2 69.9 67.4 68.2 72.3 71.7 68.1 68.3 64.9 63.8 64.3 62.5 204.8 196.7 197.9 175.6 176.9 172.0 173.4 184.8 187.5 n/a n/a 187.0 190.7 Page 25 of 47Analyses H ri ri ri District-wide achievement effects. The basic analytic model used to gauge district-wide achievement effects was a 2 (free lunch status) X 2 (gender) X 2 (African-American, nonAfrican American) analysis of variance (ANOVA). This basic model was adapted to each grade level to reflect: (a) the availability of achievement data from the prior year, in which case a 2 X 2 X 2 analysis of covariance (ANCOVA) was used\n(b) the specific 2003 outcome data that were available at each grade level (either Literacy Benchmark scores or SAT9 scores)\nand (c) the number of outcome variableswhere both Reading and Language SAT9 scores were available, multivariate analysis of variance or multivariate analysis of covariance was used. Within each grade level, outcome variables were converted to Z-scores to aid in the interpretation of results and to permit comparisons across grade levels for which different outcome variables were available. Z-scores express the original scale scores in standard deviation units. Partial eta- squared (e^) values were computed for prior achievement, gender, race, and free lunch status. Partial indicates the proportion of variance in the outcome variable that is uniquely attributable to each predictor variable (see Tables 5 and 6). ri Table 5 Average Unadjusted Z-scores by Grade Level, Free Lunch Eligibility, Gender, and Race ri Grade Level Not eligible Female Male Female Free lunch eligible Male ri ri Fourth Non African-American African-American Fifth Non African-American African-American Sixth Non African-American African-American Seventh Non African-American African-American Eighth Non African-American African-American Tenth Non African-American African-American Eleventh Non African-American African-American 0.85 0.32 0.95 0.10 0.78 0.25 1.06 0.17 0.93 0.37 0.90 -0.10 0.83 -0.10 0.53 -0.13 0.84 -0.22 0.49 -0.17 0.95 -0.05 0.58 -0.19 0.70 -0.34 0.50 -0.22 0.23 -0.14 0.16 -0.30 0.21 0.01 0.08 -0.24 -0.13 -0.05 0.13 -0.51 0.36 -0.11 -0.09 -0.54 0.01 -0.56 -0.13 -0.50 0.09 -0.58 -0.37 -0.57 -0.30 -0.60 -0.07 -0.60 * 'Literacy Benchmark scores for grades 4, 6, 8, and 11\nSAT9 Reading subtest scores for grades 5, 7, 9, and 10. Page 26 of 47If If Table 6 If Proportion of Variance Explained in Achievement Outcomes: Partial Eta-squared (^) Values for Prior Achievement, Gender, Race, and Free Lunch Status by Grade Level Grade Level Prior Achievement Gender Race Free Lunch Status Fourth n.a. 0.028 0.046 0.058 If Fifth 0.480 0.002 0.057 0.028 If Sixth 0.477 0.024 0.000 0.000 Seventh 0.541 0.029 0.050 0.026 If Eighth 0.450 0.047 0.001 0.011 If Tenth n.a. 0.020 0.090 0.068 Eleventh 0.502 0.013 0.009 0.000 If If If Performance gap analysis. A performance gap analysis was performed for grades that had data available for two consecutive years (i.e., matching pretest and posttest scores). The performance gap was defined as the standardized difference in pretest-adjusted means between African American students and other students within gender and free lunch status categories\nthus, four performance gap estimates were computed for each grade level. These performance gaps were then regressed on grade level to ascertain whether there was a trend across age cohorts. If If If If School composition and program effects. For elementary schools, information was available regarding specific literacy programs being implemented in the schools. For 5 grade, a two level hierarchical linear model (HLM) was performed to examine relationships between school composition factors (aggregate poverty, mean achievement at pretest, and percentage African American enrollment), school literacy programs, and student achievement. In HLM, a student-level (Level 1) model of reading achievement is constructed for each school. The Level 1 model provides a mean (or predicted mean) for each school, as well as a slope coefficient for each student-level predictor. The means and slopes computed for each school in the Level 1 modeling process become outcome variables in the Level 2 (school) model. At level two, HLM uses school composition and program variables as predictors of the means and slopes computed in the Level 1 model. A major advantage of HLM over traditional analyses, in addition to producing more reliable and accurate statistical tests, is that it allows one to assume that the relationships between Page 27 of 47 H  student achievement and other student variables are different from school to school. These differences can then be modeled as a function of school characteristics. For example, in addition to ascertaining whether particular features of a school are associated with the overall average effectiveness of a school, one can determine whether school characteristics are associated a more equitable distribution of achievement gains across levels of prior achievement, or are differentially effective for students with different characteristics (e.g., African American students). Because development of HLM models is exploratory, full specification of the analyses is presented in the results section. Longitudinal cohort performance on Benchmark Examinations. For fourth and eighth grades, three consecutive years of Literacy Benchmark Performance Level data were available. The percentage of African American students scoring in Below Basic, Basic, Proficient, and Advanced categories was computed for each year from 2001 to 2003 to provide a basis for examining overall trends in performance across time. Elementary Level Results District-wide Achievement Effects Fourth grade. ANOVA revealed significant main effects for gender (Fi,i83i=52.15, p \u0026lt; .001), free lunch status (Fi,i83i=l 13.30, p \u0026lt; .001), and race (Fi,i83i=87.75,p \u0026lt; .001). None of the interaction effects were significant, which indicates that the main effects for each variable were constant across levels of the other variables. Mean Literacy Benchmark scores were significantly higher for females (M = 214.6) than for males (M = 203.0), for students not eligible for free lunch (M = 217.4 versus M = 200.2), and for non-African American students (Af = 216.4 versus M = 201.2). As shown in Table 7 and in Figures 1 and 2, mean scores for African American students were approximately four-tenths of a standard deviation lower than those of non- African American students who were of similar gender and free lunch eligibility status. An examination of longitudinal cohort performance on the Benchmark Literacy examination showed a dramatic reduction in the percentage of African American students scoring in the Below Basic range from 2001 (49.1%) to 2003 (20.4%\nsee Figure 3). Simultaneously, the percentage of African American fourth graders who scored at a Proficient level increased from 19.1% in 2001 to 45.2% in 2003 (see Figure 3). Page 28 of 47Id Id Table 7 Id Average Z-scores by Grade Level, Free Lunch Eligibility, Gender, and Race^, Adjusted for Prior Achievement Id Grade Level Not eligible Female Free lunch eligible Male Female Male Id Id ri ri ri Fifth Non African-American African-American Sixth Non African-American African-American Seventh Non African-American African-American Eighth Non African-American African-American Eleventh Non African-American African-American 0.38 0.03 0.09 0.16 0.38 0.04 0.32 0.33 0.28 0.15 ri ri ri ri ri ri 0.60 -0.02 -0.04 -0.07 0.57 -0.01 -0.07 -0.10 0.06 0.04 0.15 -0.18 0.11 -0.16 0.21 0.19 -0.06 -0.14 0.01 -0.14 0.16 -0.13 0.00 0.17 0.46 0.14 -0.19 -0.17 0.15 -0.20 'Literacy Benchmark scores for grades 4, 6, 8, and 11\nSAT9 Reading subtest scores for grades 5,7, 9, and 10. Page 29 of 47M ri ri 1.00 ri .80- .85 ri .60 .53 N .40 \u0026lt; .20- ri 0.00- I -.09 IZZlNon Afr-American H -.20 HAfrican American Female Male I Figure 1. Fourth Grade Average Z-scores by Gender and Race\nStudents Not Eligible for Free or Reduced-price Lunch. M .40 ri .20  ri -.00  EEL ri -.20  ri -.40  ri -.60 Female II Male CeSnoh Afr-American ^HAfrican American Figure 2. Fourth Grade Average Z-scores by Gender and Race\nStudents Eligible for Free or Reduced-price Lunch. Page 30 of 47 ri ri ri ri ri 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 49.1% --------------^2v4%r 32.4% 31.6% 31.8% Below Basic Basic 4\u0026amp;.2% 3474 19.1 Proficient 0.2%0.8% Advanced M N M 1 %  2001 112002 112003 Figure 3. Percentage of African American Fourth Graders Scoring at Each Performance Level on the Literacy Benchmark Examination by Year, 2001-2003. ri ri Fifth grade. MANCOVA showed significant two-way interaction effects for between gender and African-American status (F2,i463=3 194, p \u0026lt;.05) and African-American and free lunch status (F2,i463=3.195, p \u0026lt;.05). Follow-up univariate tests indicated that the gender X African- American interaction effect was significant only for SAT9 Language scores (Fi,i464=6.37, p =.012), whereas the free lunch status X African-American interaction was significant only for SAT9 Reading scores (Fi,1464=4.598, p \u0026lt; .05). Accordingly, univariate post hoc tests were performed on the interaction effects. Four gender X race groups were formed to test the interaction effect on language scores: African-American males, African-American females, other males, and other females. These groups differed significantly on pretest-adjusted SAT9 Language scores (F 3,1538=37.55, p\u0026lt;.001). Post hoc tests indicated that each adjusted group mean was significantly different from the others, with other males having the highest adjusted Z-score (M=0.38), followed by other females (Af=0.25), African-American females (M= -0.04), and African-American males (M=-0.15). The interaction was attributable to a larger performance gap between males than females across levels of race (see Figure 4). ri Page 31 of 47d d d d d d d .50 .40  .30 .25 .20 .10 0.00' -.10 -.20 E^Non Afr-American ^lAfrican American d Female Male d Figure 4. Adjusted Mean Z-scores by Gender and Race\nFifth Grade SAT9 Language. d d Four groups were also formed to follow-up the/ree lunch X race interaction effect: African-American students eligible for free lunch, African-American students not eligible for free lunch, Other students eligible for free lunch, and Other students not eligible for free lunch. Post hoc tests showed that: (a) the adjusted mean SAT9 Reading score for African-American students eligible for free lunch {M= -0.18) was significantly lower than the adjusted mean for all other groups\n(b) the adjusted means for non-eligible African American students (M=0.007) and Other students eligible for free lunch (M = 0.134) were not significantly different\nand (c) the adjusted mean for non-eligible, non-African American students (A/=0.501) was significantly higher than that of all other groups. The interaction was attributable to a larger performance gap between African American and Other students who were not eligible for free or reduced-price lunch compared to the gap for students who were eligible (see FigureS). d Page 32 of Vlri ri .60 ri .50 ri .40 ri .20 I -13 I ri 0.00' -.20 -.40 [Z^Non Afr-American HAtrican American Not Eligible Free Lunch Eligible Figure 5. Adjusted Mean Z-scores by Free Lunch Status and Race: Fifth Grade SAT9 Language. School-level predictors of achievement gains and the relationships between student characteristics and student achievement: A hierarchical linear model of 5'* grade achievement. To further explore the relationships among school-level variables and student achievement, a 2- level hierarchical linear model was constructed for fifth grade achievement. First, student-level regression equations were estimated for each school, using 2003 SAT9 reading scale scores as the outcome variable, and 2002 Benchmark Literacy, African American status, free lunch eligibility status, gender, and special education status as predictor variables. Benchmark Literacy scores were centered on the grand mean for this variable, meaning that the intercept of the regression equation for each school was equal to the pretest-adjusted mean score. Relationships were then estimated between the regression coefficients for each school and school composition variables (i.e., reading program, presence of a literacy coach, percentage of African American students, percentage of students eligible for free or reduced price lunch). School composition variables associated with a t-value greater than 2.0 were then incorporated into the final model. As Table 5 indicates, the percentage of students eligible for free lunch was a potential predictor of mean adjusted achievement (Bq, or the school-level intercept), the slope associated with gender, the slope associated with special education status, and the slope associated with African American status. The percentage of African American students was a potential predictor of the slope associated with special education status, as was implementation of the Success for All reading program (see Table 8). Page 33 of 47 d ri Table 8 Results of Exploratory HLM Analyses: School-level Variables as Predictors of Student-level Regression Coefficients II Level-1 Coefficient Potential Level-2 Predictors (School-level) SFA DI RR COACH ri INTRCPTl,BO Coefficient Standard Error t value AFRAMER LUNCH ri GENDER,Bl Coefficient Standard Error t value LUNCH,B2 Coefficient Standard Error t value SPED,B3 Coefficient Standard Error t value PRETEST,B4 Coefficient Standard Error t value AFRAMER,B5 Coefficient Standard Error t value Note. -3.142 2.720 -1.155 0.411 6.250 0.066 -3.137 2.094 -1.498 -1.212 2.321 -0.522 -0.100 0.053 -1.903 -0.109 0.044 -2.484 SFA DI RR COACH AFRAMER LUNCH -2.351 1.675 -1.404 1.586 3.876 0.409 -0.069 1.348 -0.051 0.046 1.449 0.032 -0.069 0.032 -2.132 -0.071 0.027 -2.629 SFA DI RR COACH AFRAMER LUNCH 0.527 1.625 0.324 0.796 3.659 0.217 -0.978 1.258 -0.778 0.273 1.365 0.200 0.011 0.033 0.329 0.010 0.028 0.339 SFA DI RR COACH AFRAMER LUNCH 4.992 2.181 2.289 -5.857 5.200 -1.126 -1.258 1.826 -0.689 -2.003 1.946 -1.029 0.094 0.044 2.131 0.086 0.038 2.271 SFA DI RR COACH AFRAMER LUNCH 0.024 0.044 0.534 -0.001 0.100 -0.013 -0.005 0.035 -0.147 -0.002 0.037 -0.060 -0.000 0.001 -0.049 -0.000 0.001 -0.206 SFA DI RR COACH AFRAMER LUNCH 2.655 2.322 1.143 -1.055 5.330 -0.198 2.394 1.799 1.331 0.566 1.987 0.285 0.075 0.046 1.636 0.080 0.038 2.073 SFA = Success for All program. Recovery program. American enrollment, reduced-price lunch. Coach = Literacy Coach. DI= Direct Instruction program. RR = Reading AFRAMER (level 2) = percentage African Lunch (level 2) = percentage of children eligible for free or t-values over 2.0 in bold. I I Page 34 of 47n H II II II II As shown in Table 9, the percentage of students eligible for free or reduced price lunch was significantly, negatively related to the mean adjusted pretest score for schools f = -4.31, df= 31, p\u0026lt; .001), indicating that schools with higher percentages of children eligible for free lunch tended to have lower student achievement after adjusting for prior achievement. The percentage eligible for free lunch also was negatively related to the slope for gender f = -2.385, df =31, p =0.023), meaning that the achievement differences between boys and girls grew smaller as school poverty grew higher. The percentage of students eligible for free or reduced price lunch was positively related to the slope indicating African American status (r=3.305, df= 31, p = 0.003), which shows that the achievement gap between African American and other students became lower as school poverty rates increased. The type of reading program implemented in schools was not significantly related to any outcome. Table 9 n Hierarchical Linear Model of Fifth Grade Achievement: Final Estimation of Fixed Effects fl Fixed Effect Coefficient Standard Error T-ratio Approx. d.f. P-value fl For For INTRCPTl, INTRCPT2, GOO LUNCH, GOl GENDER slope, INTRCPT2, GIO LUNCH, Gll LUNCH slope. BO Bl 674.570463 -0.245310 3.896852 0.056874 173.107 -4.313 31 31 0.000 0.000 fl For 8.742665 -0.101186 2.638103 0.042419 3.314 -2.385 31 31 0.003 0.023 B2 INTRCPT2, G20 For SPED slope, -6.642145 1.682618 -3.948 32 0.001 B3 fl For For INTRCPT2, G30 SFA, G31 AFRAMER, G32 LUNCH, G33 PRETEST slope, INTRCPT2, G40 AFRAMER slope, INTRCPT2, G50 LUNCH, G51 -30.431707 8.625169 0.296650 -0.028009 8.907047 9.294506 0.289108 0.228295 -3.417 0.928 1.026 -0.123 29 29 29 29 0.002 0.361 0.314 0.904 B4 B5 0.772208 0.037128 20.798 32 0.000 -26.731249 0.181304 3.617033 0.054857 -7.390 3.305 31 31 0.000 0.003 H  I LUNCH = Free/reduced price lunch eligibility status. AFRAMER = African American. SPED = Special education Note. status. Secondary Level Results I Sixth grade. ANCOVA resulted in a significant main effect for gender (Fi.i465= 34.18, p \u0026lt; .001) after controlling for 2002 SAT9 Reading scores. As with fourth grade, females (M = 0.252) had significantly higher Literacy Benchmark Z-scores than males -0.110). A significant interaction effect was observed between race and free lunch status (Fi.i465= 6.397, p =0.012). Post hoc tests showed that\n(a) the adjusted mean SAT9 Reading score for African- American students eligible for free lunch {M= -0.23) was significantly lower than the adjusted mean for all other groups\n(b) the adjusted means for non-eligible African American students (M=0.03) and Other students eligible for free lunch (M = 0.01) were not significantly different\nI Page 35 of 47Il II II and (c) the adjusted mean for non-eligible, non-African American students (A/=0.51) was significantly higher than that of all other groups (see Figure 6). .60 II I M M I I I fl fl fl fl fl .40' .20 0.00 -.20 -.40 h .51 Not Eligible B Free Lunch Eligible Q^Non Afr-American HAfrican American Figure 6. Sixth Grade Average Adjusted Z-scores by Free Lunch Eligibility and Race. Seventh grade. MANCOVA showed significant interaction effects for race Xfree lunch status (F2,i507=4.426, p \u0026lt;.O5) and race X gender (F2,i507=3.592, p \u0026lt;.05). Follow-up univariate tests indicated that the race X free lunch status interaction was significant for both SAT9 Reading (Fi.i507=3.592, p \u0026lt;.05) and SAT9 Language (Fi,i507 = 3.592, p \u0026lt;.05), whereas the race X gender interaction was significant only for SAT9 Reading (Fi,1507 = 3.592, p \u0026lt;.05). Follow-up tests were performed using grouping variables as was done for fifth grade. Post hoc comparisons showed that (a) adjusted mean Z-scores for African American students eligible for free or reduced price lunch (Mseading = -0.13, MLanguage= -0.10) were significantly lower than all other groups\n(b) there was no significant difference between non-eligible African American students (MReading = 0.01, MLanguage= -0.03) and free lunch eligible other students (MReading= 0.09, MLanguage= 0.14), and non-cligible, non-African American students had higher adjusted mean scores than all other groups (MReading= 0.47, MLanguage= 0.44). For both Reading and Language scores, the interaction was attributable to a more pronounced difference between African American students and Other students who were not eligible for free lunch (see Figures 7 and 8). Follow-up tests of the gender X race interaction effect indicated that the adjusted means for African American females (MReading = -0.08, MLanguage= -0.11) did not differ significantly than those of African American males (MReading = -0.08, MLanguage= -0.14), while both groups had significantly lower adjusted means than Other males (MReading = 0.47, MLanguage= 0.31) and Other females (MReading = 0.29, MLanguage= 0.43). Page 36 of 47ri ri .60 ri .50 ri .40 ri .30  .20 1 A ri .10 ''27'' t. j T J 9|'- ri 0.00 -.10 ri -.20 Not Eligible Free Lunch Eligible EZjNon Afr-American ^BAfrican American Figure 7. Adjusted Mean Z-scores by Free Lunch Status and Race: Seventh Grade SAT9 Reading. .50 ri .40 ri .30 .20 .10 0.00 Oil ri -.10 EIZlNon Afr-American -.20 ^lAfrican American Not Eligible Free Lunch Eligible Figure 8. Adjusted Mean Z-scores by Free Lunch Status and Race: Seventh Grade SAT9 Language. ri I Page 37 of 47 ri ri ri ri Eighth grade. ANCOVA showed significant main effects for gender (Fi.1421=66.41, p \u0026lt; .001) and free lunch status (Fi.uzi = 6.59, p \u0026lt; .001), but not for race (F1.1421 = 0-19, p = .890). There were no significant interaction effects. Females (M =0.179) had higher Literacy Benchmark scores than males (M =-0.165), and students not eligible for free lunch (M=0.010) had significantly higher scores than those who were eligible (M =-0.08). African American students had slightly higher pretest-adjusted mean Z scores (M = 0.009) than other students (M=0.003), mostly attributable to the fact that African American students who were eligible for free or reduced price lunch having a higher adjusted mean Z score than other eligible students (see Figure 9). ri .20 ri .13 .10 ftu)*-: ri ri 0.00 ri C.Jae^'.gig -.10 -12 , 'i ri ri -.20 Not Eligible Free Lunch Eligible ri ri ri ri H IZZlNon AfrAmerican ^BAfrican American Figure 9. Eighth Grade Average Adjusted Z-scores by Free Lunch Eligibility and Race As shown in Figure 10, a substantial decline in the percentage of African American eighth grade students scoring Below Basic on the literacy exam occurred between 2001 (48.5%) and 2003 (34.5%). During the same time period, the percentage scoring at a Proficient level rose from 14.9% to 23.9%, and the percentage scoring at a Basic level rose from 35.7% to 40.5%. Page 38 of 47 h d ri ri 60.0% 50.0% 48.5% ri 40.0% 34.7% 33.0% 40.5% ri 30.0% ri 20.0% 10.0% ri ri ri ri ri ri ri ri ri ri 0.0%  34.5% 357r%qj ll JUI J rz Below Basic Basic '% Proficient 02001 112002 112003 0.9% 0.7%) 1.1% Advanced Figure 10. Percentage of African American Eighth Graders Scoring at Each Performance Level on the Literacy Benchmark Examination by Year, 2001-2003. Tenth grade. No prior achievement data were available for 10* grade students. MANOVA indicated a significant interaction effect between race and free lunch status (F2,i34o = 9.727, p \u0026lt; .001). Follow-up post hoc tests showed that (a) mean Z-scores for African American students eligible for free or reduced price lunch (MReading = -0.54, MLanguage= -0.51) were significantly lower than all other groups\n(b) there was no significant difference between non- eligible African American students (MReading = -0.21 , MLanguage= -0.16) and free lunch eligible Other students (MReading= -0.10, MLangiiage= \"0.12), and non-eligible, non-African American students had higher mean scores than all other groups (MReading= 0.83, MLanguage= 0.75). For both Reading and Language scores, the interaction was attributable to a more pronounced difference between African American students and Other students who were not eligible for free lunch (see Figures 11 and 12). Page 39 of 47d ri 1.00 ri .80   'itv. .83 .60 .40 ri .20' 'X I 1 ri 0.00 I l-^l -.20' ri -.40' I ri -.60 [^]Non Afr-American -.80 HlAfrican American ri Not Eligible Free Lunch Eligible Figure 11. Mean Z-scores by Free Lunch Status and Race: Tenth Grade SAT9 Reading. M 1.00 II .80 II .60 .40 II .20 ri -.00 -.12 id ri -.20 -.40 EniNon Afr-American ri -.60 ^lAfrican American Not Eligible Free Lunch Eligible Figure 12. Mean Z-scores by Free Lunch Status and Race: Tenth Grade SAT9 Language. Page 40 of 47 M ri ri Eleventh grade. ANCOVA revealed significant main effects for gender (Fi,966=4.885, p \u0026lt; .001\nMfemales=0.235, Mmales=-0.020) and race (Fl,966= 3.699, P =.002\nMAfr-Amer=-008, Mnoh Afr-Amer=0.221). No Significant interaction effects were observed. As shown in Figure 13, the average adjusted Z-score for African American students was about 0.20 lower than that of other students within levels of free lunch eligibility. ri .40 ri .30 .20 .10 0.00 -.10 :r 'rm  II ^1 [iZlNon Atr-American -.20 ^African American M M M H llr\u0026lt; 'a II Female Male Figure 13. Eleventh Grade Average Adjusted Z-scores by Gender and Race. Il II II II ri Page 41 of 47ri ri Trends in Student Gains Across Age Cohorts ri ri ri A performance gap estimate was computed within levels of gender and free lunch eligibility status by subtracting the average adjusted Z-score for other students from that of African American students. Negative gap scores indicate that African American students are gaining in achievement at a slower rate, whereas positive scores indicate that African American students are gaining at a greater rate. A cubic regression of these scores on grade level was performed to determine whether there were any trends in the differential gain rates. As Figure 14 illustrates, the performance gap grew smaller as grade level increased, and was near or above zero for 6* and 8 grades, in which the Literacy Benchmark score was the outcome. Performance gap indices were negative and relatively large for 5* and 7* grades, particularly among male students not eligible for free lunch. The SAT9 was the outcome variable in these two grades. ri .2 ri 0.0' -.2' ri ri -.4. ri -.6' ri O. \u0026lt; 0 -.8 ri 4.0 Male, Not Eligible Female, Not Eligible Male, Free Lunch  Female, Free Lunch Rsq = 0.7435 5.0 6.0 7.0 8.0 9.0 GRADE A  X Figure 14. Cubic Regression of Performance Gap on Grade Level. ri Note. Performance gap is defined as the difference in mean adjusted Z-scores between African American and other students of the same gender and free lunch eligibility status. An upward trend indicates a reduction in the gap. Negative values indicate that non-African American students within the category made greater gains in achievement, whereas positive values indicate that African American students made greater gains. Page 42 of 47 ri Summary and Conclusions ri The Little Rock School District is commended for the emphasis given to increasing literacy in all schools in the district and not just those in the lowest performing strata. The state and local initiatives in literacy for early learners, including ELLA and Effective Literacy, are well grounded in current research of best practice. In addition, the Reading Recovery and Success for All models are among the best researched and proven programs in the nation for lower-performing students. Impressions from interviews and survey data, however, are that these programs are often perceived as separate and discrete entities instead of integral to a district comprehensive literacy program. Teachers describe themselves or their schools as doing ELLA or Success for All and only the certified tutors doing Reading Recovery. Unfortunately, teachers using the basal reading series dont perceive their schools as doing a literacy program at all. Teachers commented that their schools weren t big on ELLA, or that they close the door and do their own thing. Middle and high school teachers comments seemed to indicate that they also did not perceive themselves as being involved in a literacy plan beyond the traditional roles they have had as English teachers. Thus, it is recommended that the districts plan, or big picture of literacy, be developed and presented to teachers in a format that communicates how each program, school, grade level, and teacher contributes to and accomplishes literacy goals. The professional development in basic literacy has been well received and represents an enormous accomplishment for the district. It is recommended that efforts be intensified in this regard as teachers indicated that they were appreciative of and eager for training. Management and delivery of the professional development, however, needs to be made more consistent and available to teachers. The primary concerns voiced by teachers were scheduling problems, inadequate space and availability of training for the numbers of teachers needing to be trained, retraining for teachers who change grade levels, training for new teachers, and obtaining qualified substitutes for teachers while they attend training. In addition, the same level of professional development needs to also be made available to upper grade, middle, and high school teachers. The impressions of professional development communicated by upper grade teachers and those who were not implementing special programs were that professional development has been minimal, targeted to cunent hot topics (e.g., portfolios), and inconsistent in quality. Teachers perceptions of the impact of literacy programs were extremely mixed. Writing and composition were literacy areas that all teachers agreed had been emphasized and improved in their schools and classrooms as a consequence of literacy initiatives in the district. Although ELLA has generally been well received by teachers, the level of change it has engendered in teachers instruction is difficult to determine. Some of the positive comments relative to ELLA had more to do with the materials teachers had received as a part of the training than the new ideas they had been provided. During the focus groups, the most impressive level of agreement that teachers voiced was by teachers who had Reading Recovery teachers as Literacy Coaches in their schools. Teachers recognized the level of expertise that the Reading Recovery teachers had and voiced strong appreciation for and dependence on these teachers leadership in implementing literacy instruction in their schools. The concept of highly trained Literacy Coaches being placed in and available to all elementary schools is a national issue presently and it is Page 43 of 47I I fl fl fl recommended that the district find ways to support this concept not only in elementary schools with large at-risk populations, but in all schools in the district. In terms of achievement, the conclusions based on the results of analyses performed on are presented below by research question. It should be noted that these conclusions might not apply if data were available for grades K - 3, or if pretest data were available for fourth grade. Special caution is in order related to interpreting the effects of school programs on student achievement, because those analyses were based only on 5* grade data, whereas the programs tend to focus more strongly on the lower grades. Elementary Achievement 1. After controlling for gender, eligibility for free or reduced-price lunch, and prior achievement, did African American students exhibit similar levels of academic achievement as other students?  African American students had substantially lower absolute performance than did other students.  The academic gains on literacy tests were lower for African American students than for other students. 2. What proportion of the variance in 2003 literacy achievement was uniquely attributable to whether students were African American?  Although there was a significant relationship between African American status and student achievement, the proportion of variance in academic performance attributable to African American status was very low4.6% for fourth grade, and 5.7% for fifth grade. 3. What was the trend in the achievement of African American students on the Literacy Benchmark examination from 2001 to 2003?  The performance of African American fourth grade students on the Benchmark Literacy examination improved dramatically between 2001 and 2003, with nearly half performing at a Below Basic level in 2001, compared to only one-fifth in 2003. 4. Was there a relationship between the literacy program implemented at the school, school composition variables, and the achievement of African American students?  No significant relationship was observed between the type of literacy program implemented and the achievement of African American students.  The percentage of African American students enrolled in a school did not predict overall achievement or the achievement of African American students.  School poverty, as measured by the percentage of students eligible for free or reduced- price lunch, had a negative effect on the achievement gains of students. Page 44 of 47I Secondary Achievement 5, After controlling for gender, eligibility for free or reduced-price lunch, and prior achievement, did African American students exhibit similar levels of academic achievement as other students?   The absolute level of achievement of African American students was substantially lower than that of other students of similar gender and free lunch eligibility status.  Generally, the gains in academic achievement of African American students were similar to those of other students in grades 6 to 11. a 6. What proportion of the variance in 2003 literacy achievement was uniquely attributable to whether students were African American? !l  When data on prior achievement were available, the proportion of variance in 2003 achievement attributable to African American status was quite low at the secondary level, ranging from 0% to 5%. a 7. What was the trend in the achievement of African American students on the Literacy Benchmark examination from 2001 to 2003?  a  The performance of African American 8* graders on the Literacy Benchmark exam improved substantially and consistently between 2001 and 2003, with the percentage scoring Below Basic dropping from 48.5% to 34,5%, and the percentage scoring Proficient increasing from 14.9% to 23.9%. 8. Were differences in achievement gains between African American students and other students similar at different grade levels and for different test instruments? a  From the 5 to the 8* grade cohort, the achievement gains of African American students became more similar to those of other students, and for some subgroups surpassed those of other students in 8* grade.  The gap in achievement gains was greater on the SAT9 than on the Literacy Benchmark examination. Presumably, the Literacy Benchmark examination is more closely aligned to the mandated curriculum than is the SAT9, which is intentionally designed to be insensitive to curricular differences. Overall Achievement a Substantial differences exist in the overall achievement of African American students and other students in the Little Rock School District. African American students tend to gain in literacy achievement at a lower rate than other students, especially at the elementary level. The differences in academic gains tend to be smaller at higher grade levels. The three-year trend in Literacy Benchmark scores shows substantial, sustained improvement in the academic achievement of African American students between 2001 and 2003. African American status of the student, as well as the percentage of African American students enrolled in a school, explain only small amounts of variance in student outcomes compared to prior achievement. The Page 45 of 47Il II II aggregate poverty level of the school, however, is significantly related to achievement gains made by students attending the school. None of the curricular programs examined in this study had a significant impact on the achievement of 5* grade studentshowever, these programs are most likely to have an impact at lower grade levels. II II II II II II II II II II II d d d  L Page 46 of 47Il II Appendix A II Teacher Focus Group Interview Guide 1. General information A. B. C. D. E. F. How long has (program name) been implemented in the district? Did teachers have input in the decision to implement (program name)? What elements of (program name) are the most effective? What elements of (program name) are the least effective or least desirable? How would you describe teacher support for (program name)? How would you describe ongoing support from the district for (program name)? n. II Professional Development A. What professional development related to (program name) has been provided for teachers? B. How would you rate the quality of that professional development? II III. Classroom Level Changes A. B. C. What changes have been made at the classroom level as a result of (program name) {e.g. teaching to standards, technology, interdisciplinary and project-based learning, cooperative and team-based approaches, authentic, alternative assessments)! How does (program name) address special needs children? Within the framework of (program name) are there specific strategies or programs for addressing the academic needs of disadvantaged students? Il IV. I II Results A. How has (program name) impacted students? B. Are there differences in student achievement because of (program name)? C. What differences do you see in student motivation, attendance, or conduct because of (program name)? D. How has (program name) impacted teachers? V. Il II Parent/Community support A. How has parental support for the school changed as a result of (program name)? B. How has community support for the school changed as a result of (program name)? Closure - is there anything else you would like to say about (program name)? il I I Page 47 of 47\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\u003eCenter for Research in Educational Policy, University of Memphis, Memphis, Tennessee\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1748","title":"Pulaski County Special School District's (PCSSD's) response to report by the Office of Desegregation Management, PCSSD's motion for an award of attorneys' fees and filing extension, PCSSD's response to court's order dated October 16, 2003, and Arkansas Department of Education (ADE) project management tool.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2003-11"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st century","Education--Arkansas","School districts","Arkansas. Department of Education","Project management","High schools","Sylvan Hills High School (Little Rock, Ark.)","School enrollment","Office of Desegregation Monitoring (Little Rock, Ark.)","School integration","Education--Finance"],"dcterms_title":["Pulaski County Special School District's (PCSSD's) response to report by the Office of Desegregation Management, PCSSD's motion for an award of attorneys' fees and filing extension, PCSSD's response to court's order dated October 16, 2003, and Arkansas Department of Education (ADE) project management tool."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1748"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["51 page scan, typed"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\u003e   \n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n \n\n \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n \n\n\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eDistrict Court, notice of filing, Pulaski County Special School District (PCSSD) response to report issued by the Office of Desegregation Management on the implementation of Plan 2000; District Court, response to Pulaski County Special School District's (PCSSD's) motion for an award of attorneys' fees; District Court, order; District Court, Pulaski County Special School District's (PCSSD's) brief and reply to response to Pulaski County Special School District's (PCSSD's) motion for an award of attorneys' fees; Court of Appeals, motion for extension of time in which to file their brief and appendix; District Court, order; District Court, Pulaski County Special School District's (PCSSD's) response to the court's order dated October 16, 2003; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. NOTICE OF FILING RECEIVED OCT 2 - 2003 OFFICE OF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS The PCSSD hereby gives notice of its filing of its response to Office of Desegregation Monitoring Report dated May 8, 2003. 451168-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 CERTIFICATE OF SERVICE On October 1, 2003, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 451168-v1 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 2 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 PULASKI COUNTY SPECIAL SCHOOL DISTRICT September 29, 2003 Ann Marshall, Federal Monitor Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Dear Ann: 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 www.pcssd.org (501) 490-2000 - Enclosed is Pulaski County Special School District's reply to the Office of Desegregation Monitoring Report on the Implementation of Plan 2000, May 8, 2003. Department heads and others with responsibilities to the Plan have submitted responses to the status report in consultation with the Office of Equity and Pupil Services. If you have any questions please feel free to contact us. Sincerely, w~ Karl Brown, Assistant Superintendent for Equity and Pupil Services B /l-1.-....t-  16~)-.a.-o-- Dr. Brenda Bowles, Director of Equity and Multicultural Education C Dr. Don Henderson, Superintendent of Education Sam Jones RESPONSE TO REPORT ISSUED BY THE OFFICE OF DESEGREGATION MONITORING ON THE IMPLEMENTATION OF PLAN 2000 RECEIVED OCT 2 - 2003 OFFICE OF DESEGREGATION MONITORING Dr. Don Henderson Superintendent of Education September 2003 Mark A. Hagemeier Assistant Attorney General M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 2000 NationsBank Bldg. 200 W. Capitol Little Rock, AR 72201 John W. Walker John Walker, P.A. 1 723 Broadway Little Rock, AR 72201 Mark Burnette 1010 W. Third Street Little Rock, AR 72201 Mike Wilson 602 W. Main Street Jacksonville, AR 72076 John C. Fendley, Jr. 51 Wingate Drive Little Rock, AR 72205 THE ATTORNEY GENERAL STATE OF ARKANSAS MIKE BEEBE RECEIVED OC1 7 1003 Off\\CE Of DESEGREGAllOK MOtll10ft1KG Direct dial: (501) 682-3643 E-mail: mark.hagemeier@ag.state.ar. us October 6, 2003 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 W. Capitol Little Rock, AR 72201-3493 Stephen W. Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 Ann Marshall Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, suite 1895 Little Rock, AR 72201 Will Bond Bond \u0026amp; Chamberlin 602 W. Main Street Jacksonville, AR 72076 Re: Little Rock School District v. Pulaski County Special School District, et al. USDC No. LR-C-82-866 323 Center Street Suite 200  Little Rock, Arkansas 72201 (501) 682-2007  FAX (501) 682-2591 Internet Website http://www.ag.state.ar.us/ Dear Counselors and Ms. Marshall: Please find enclosed the Arkansas Department of Education's Response to PCSSD's Motion for Attorneys ' Fees which has been filed today. MAH Enclosure cc: Mr. Scott Smith Very truly yours, --yri~-~ MARK A. HAGEMEIER Assistant Attorney General / IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. No. 4:82CV00866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. RECEIVED OCT 7 2003 OFFICEOF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS RESPONSE TO PCSSD'S MOTION FOR AN AW ARD OF ATTORNEYS' FEES Comes now the Defendant Arkansas Department of Education (\"ADE\"), by and through its counsel, Attorney General Mike Beebe and Assistant Attorney General Mark Hagemeier, and for its response to PCSSD's Motion for an Award of Attorneys' Fees (\"Fee Petition\"), states as follows: I. Introduction Legal counsel for PCSSD seeks a total fee award of $78,326.50 for work allegedly associated with its Fourth Motion to Enforce Settlement Agreement and For Allied Relief (\"Motion to Enforce\") filed with this Court on July 25, 2003. On August 18, 2003, this Court conducted a three-hour hearing on issues raised in the Motion to Enforce, and later that same day it issued an order ruling that the State Board of Education's (\"SBE\") action authorizing an election on the issue of detachment of the Jacksonville Area School System from PCS SD violated the 1989 Settlement Agreement. For the reasons stated below, ADE submits the fee petition of PCSSD is unreasonable and should be reduced accordingly. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS LITTLE ROCK DIVISION FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS OCT - 9 2003 JAMES W. McCORMACK, CLERK .By: ______ -=:,-=,-- LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHQA, ET AL. KA THERINE KNIGHT, ET AL. RECEIVED () e,t, 1 '1 ?nn~ OFFICE OF DESEGREGATION MONITORING ORDER PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Pending is Pulaski County Special School District's Renewed and Supplemental Motion - Regarding Sylvan Hills Band Room (Doc. No. 3809), which was amended on September 26, 2003. 1 Also Pending is PCSSD's Motion for Temporary Portable Buildings at Robinson High School (Doc. No. 3810). No parties have responded to the PCSSD's motions, and their time for doing so has now expired.2 Sylvan Hills' Band Room In its motion regarding the Sylvan Hills Band Room, PCSSD requests authorization to lease a portable building to use as the Sylvan Hills band room for the remainder of the 2003-2004 1On September 26, 2003, PCSSD filed an Amended and Supplemental Motion Regarding the Sylvan Hills Band Room (Doc. No. 3811). In this motion, PCCSD revoked its request for permission to build a new permanent band room at Sylvan Hills, which was in the original motion (Doc. No. 3809); accordingly, I will not address the issue of a permanent band room at this time. 2See Local Rule 7.2. oEP CLERK 8 1 5 school year. PCS SD asserts that this portable building is necessary because of recurring water problems with Sylvan Hills' current band room. Robinson High School Portable Buildings According to PCCSD, for a variety ofreasons, the emollment at Robinson High School has significantly increased for the 2003-2004 school year. Because ofthis increase, Robinson -High School is presently conducting classes in the cafeteria, band room, auditorium, and gymnasium. As a temporary remedy to accommodate this increased emollment, while permanent classroom additions are considered, the PCSSD requests permission to lease two portable building for the remainder of the 2003-2004 school year. CONCLUSION The PCSSD's Amended and Supplemental Motion Regarding the Sylvan Hills Band Room (Doc. No. 38011) requesting permission to lease a portable building for the Sylvan Hills band room, for the remainder of the 2003-2004, school year is GRANTED. The PCSSD's motion (Doc. No. 3810) requesting permission to lease two portable buildings, for the remainder of the 2003-2004 school year, to accommodate increased emollment at Robinson High School is GRANTED. IT JS SO ORDERED thi/day of October, 2003. I ;;/J, 0 ~ 4tt UNIJL~J~~ THIS DOCUMENT El\\ffER!::u ui'-J DOCKET SHEET IN COMPLIANCE WIT~1LE...;)8 AN~cr . ON{O ~ 0~ BY S\u0026gt; \u0026amp;- WM. R. WTLSON, JR. 2 __ EDWti:~t,i,ll'.,f1G.HL ______ -4.,.,-R-I6H-T-;-J:;-JN-1:\u0026gt;-S-EY--\u0026amp;-J-E-N-N-I-N6S- J:;-J:;-P------ ~~~BfR2U~~~ TUCKER ROBERTS. LINDSEY TROY A. PRICE (1913 - 1991 ) ATTORNEYS AT LAW PATRICIA SIEVERS HARRIS ISAAC A. SCOTT , JR . KATHRYN A. PRYOR JOHN G. LILE 200 WEST CAPITOL AVENUE J . MARK DAVIS ~g~~~~ -SG~~~~~! JR . SUITE 2300 ~~t:~\\,5,H~:NsN~~~COCK C. DOUGLAS BUFORD , JR . LITTLE ROCK , ARKANSAS 72201-3699 JERRY J. SALLINGS PATRICK l. GOSS WILLIAM STUART JACKSON ALSTON JENNINGS , JR . (501) 371-0808 MICHAEL D. BARNES JOHN R. TISDALE STEPHEN R. LANCASTER ~~~~'..Ytfe~~~~:~ 111 FAX (501) 376-9442 ~uy~1 ~~~~CsooNN WILBER ~i~NJ.W~tilt:1o~IVEY 111 www . wlj .com iRis~~ ~~i::-::o~N N.M . NORTON J. CHARLES DOUGHERTY CHARLES C. PRICE M. SEAN HATCH CHARLES T. COLEMAN l. ANDREW VINES JAMES l. GLOVER OF COUNSEL JUSTIN T, ALLEN ~~~~~i/t:~HER, JR. ALSTON JENNINGS ~~g~;':.L;D~E!A1i_~~ERLING GREGORY T. JONES RONALD A. MA y PATRICK D. WILSON H. KEITH MORRISON BRUCE R. LINDSEY REGINA A. SPAULDING BETTINA E. BROWNSTEIN JAMES R. VAN DOVER MARY ELIZABETH ELDRIDGE WALTER McSPADDEN BLAKES. RUTHERFORD JOHN 0 . DAVIS JUDY SIMMONS HENRY VIA HAND DELIVERY The Honorable Wm. R. Wilson, Jr. U.S. District Courthouse 600 West Capitol Avenue, Suite 423 Little Rock, Arkansas 72201 Wri1cr ' s Dircc1 Di al No . 501 -212-1273 mjoncs@wlj .com October 10, 2003  LioetlJlod,opncticebehretbt: UaitedSUta h1t:111ADIIT111doswtO/lia RECEIVED OCT 1 4 2003 OFFICE OF DESEGREGATION MONITORING Re: Little Rock School District v. Pulaski County Special School District; et al. USDC Docket No.: 4:82CV00866WRW Dear Judge Wilson: Enclosed is a courtesy copy of the PCSSD's brief and reply to response to PCSSD's motion for an Award of attorneys' fees. The reply is accompanied by my supplemental affidavit. We ask the Court to consider both items. Thank you very much. MSJ:ao Encl. cc/w/encl.: 453145-vl Cordially yours, 2:~EY \u0026amp; JENNINGS LLP e_:;mre/ones, m Honorable J. Thomas Ray (via hand delivery) Mr. Timothy Gauger (U.S. Mail) All Counsel of Record (U.S. Mail) RECEIVED ---- .1-------------------------lJOlv-C.\\l--.1i._::,4;__,7u,Dn..,u..3,.'---- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. 0FFICE OF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS PCSSD'S BRIEF AND REPLY TO RESPONSE TO PCSSD'S MOTION FOR AN AW ARD OF ATTORNEYS' FEES The PCSSD for its reply, which tracks the format of the State's Response, states: IV. Argument A. An Hourly Rate at $215 Per Hour is Appropriate. While counsel for the PCSSD voluntarily grants the PCSSD a 30 % discount, the State is not entitled to the same discount for violating the 1989 Settlement Agreement. The State's only current financial consequence for violating the 1989 Settlement Agreement is its exposure for attorney's fees. Indeed, if the State could be assured that future violations would warrant no more exposure than the discounted rate given to the PCS SD, then the State would have even less incentive to hew the line and abide by the Settlement Agreement. B. The Number of Hours Expended is Reasonable. Significantly, the State does not directly challenge the total number of hours expended. Rather, it seeks to avoid attorney fee responsibility in some instances by questioning, without citation to authority, the forums before whom the legal efforts were initially made. As we will explain, the relevant cases demonstrate the fallacy of the State's position. 452284-v1 The United States Supreme Court has squarely addressed these issues in Pennsylvania, et al. v. Delaware Valley Citizens Council for Clean Air, et al., 478 U.S. 546 (1986). In 1977 a citizens group, Delaware Valley, filed suit to compel Pennsylvania to implement a vehicle emission inspection program. A consent decree was entered in 1978 calling for the Pennsylvania Department of Transportation to seek legislation instituting the program. Id. @ 549. Thereafter, the Pennsylvania legislature balked at implementing the provisions of the consent decree. In this protracted case, the Supreme Court divided the procedural history after the consent decree thereafter into nine phases. For purposes of this analysis, only the relevant phases will be referred to. Phase IX of the case included work done by Delaware Valley in hearings before the Environmental Protection Agency in which the State unsuccessfully sought the EPA approval of a reduced emissions program. Delaware Valley then filed a motion for attorneys' fees and costs for all work performed after issuance of the consent decree including the work before the administrative agency. Id. @ 553. Among other matters, the Court of Appeals for the Third Circuit had affirmed the District Court's fee award including an award of fees for time spent \"commenting\" on the State's proposed emission regulations promulgated during Phase II. It likewise approved the award of fees for work done at the administrative level citing the Supreme Court case of Webb v. Board of Education of Dyer County, 4 71 U.S. 234 ( 1985), in which the Supreme Court held that time spent on \"optional administrative proceedings\" may be compensable under  1988 if the work was \"both useful and of a type ordinarily necessary to advance the ... litigation\" to the point where the parties succeeded. Id. @ 556. 452284-v1 2 -- - - --- ------------- The Supreme Court rejected challenges from the State that the proceedings involved in Phases II and IX were not judicial in the sense that they did not occur in a courtroom or involved traditional legal work. The Supreme Court reasoned that the work done by counsel in these two phases was as necessary to the attainment of adequate relief for their client as was all of their earlier work in the courtroom which secured Delaware Valley's initial success in obtaining the consent decree. Id. @ 558. It said: Protection of the full scope of relief afforded by the consent decree was thus crucial to safeguard the interests asserted by Delaware Valley; and enforcement of the decree, whether in the courtroom before a judge, or in front of a regulatory agency with power to modify the substance of the program ordered by the court, involved the type of work which is properly compensable as a cost of litigation ... . Id. @ 558. Finally, the Court observed that: Several courts have held that, in the context of the Civil Rights Attorney's Fees Awards Act of 1976, 42 U.S.C.  1988, postjudgment monitoring of a consent decree is a compensable activity for which counsel is entitled to a reasonable fee. Id. @ 559. After engaging in a discussion concerning the similarities between 304 (d) (the Clean Air Act) and 1988 (the Civil Rights Act), the Court noted that: 452284-v1 Given the common purpose of both  304 (d) and  1988 to promote citizen enforcement of important federal policies, we find no reason not to interpret both provisions governing attorney's fees in the same manner. We hold, therefore, that the fact that the work done by counsel in Phases II and IX did not occur in the context of traditional judicial litigation does not preclude an award of reasonable attorney's fees under  304 (d) for the work done during these portions of the present action. Id.@ 560. 3 Many other cases support the position of the PCSSD in these regards. For instance, in Schlimgen v. City of Rapid City, 83 F .Supp.2d 1061 (D.S.D 2000), the plaintiff was fired as a city employee after he opposed a new real estate development. He appealed his termination to the Department of Labor claiming his termination was a violation of his civil and constitutional rights. Id. @ 1065. The Department of Labor agreed. Plaintiff then filed an action in Federal Court seeking damages and attorneys' fees. Rapid City claimed that as a matter of law Schlimgen was not entitled to attorneys' fees related to the earlier Department of Labor hearing. In interpreting 42 U .S.C.  1988, the District Court disagreed. As the District Court explained: The claim must be for specific portions of work product from an earlier administrative proceeding. The work done must be useful and of a type ordinarily necessary to advance the civil rights litigation to the stage it has reached. 42 U.S.C.  1988 awards are not limited to work performed after the complaint is filed . ... fees may be awarded for \"research or investigation done in connection with\" a related proceeding, to the extent it \"proved directly relevant to the successful prosecution of the later civil rights\" action. The District Court also noted that Mr. Schlimgen's DOL action was not one to enforce a specific civil rights statute. Id. @ 1071. Here, however, the efforts of the PCSSD in opposing the detachment were all directed toward preventing the State from violating the 1989 Settlement Agreement, an effort which this Court has previously ruled triggers  1988 including liability for attorneys' fees. (Please see orders cited at pages 2 and 3 of counsel's initial affidavit.) Lambert v. Fulton County, GA, 151 F.Supp.2d 1364 (N.D.Ga. 2000), is to the same effect. Lambert was an employment discrimination case in which the procedural history included an appeal to the Fulton County Personnel Board before the federal court action was 452284-v1 4 I I initiated. Id. @ 1368. The defendant claimed that the time spent on the appeal to the Fulton - County Board was non-compensable. Id. The District Court disagreed. The District Court began its analysis by noting that: The starting point for calculating reasonable attorneys' fees is \"the number of hours reasonably expended on the litigation multiplied by a reasonable hourly rate\" for the attorneys' services. After calculating the lodestar, the court may within its discretion adjust the amount upwards or downwards based on a number of factors, such as the quality of the results obtained and the legal representation provided. Id. @ 1369. In further addressing the lodestar issue, Judge Thrash explained that: As to the work performed, compensable activities include pre-litigation services in preparation of filing the lawsuit, background research and reading in complex cases, productive attorney discussions and strategy sessions, negotiations, routine activities such as making telephone calls and reading mail related to the case, monitoring and enforcing the favorable judgment, and even preparing and litigating the request for attorneys' fees. Id.@ 1369-70. As to the time spent on the administrative proceeding, the Court noted that: A court should award attorneys' fees for time \"spent on administrative proceedings to enforce the civil rights claim prior to the litigation.\" The District Court also noted that: In this case, Plaintiffs' appeal to the Fulton County Personnel Board was not required for them to file this suit ... . Because the proceedings before the Fulton County Personnel Board were not mandatory, time spent on them is not automatically compensable. The Court, however, concludes that time spent on these proceedings should be compensated because they were \"useful and of a type ordinarily necessary to secure the final result obtained from the litigation.\" Here, of course, the PCSSD would have likely committed procedural suicide by not opposing the detachment proceedings initiated by the State Board of Education. Despite that fact, and at a minimum, the State Board proceeding served as a vehicle to conduct discovery through the FOIA, to delineate and brief the myriad legal issues and importantly served as a 452284-v1 5 vehicle whereby the State was presented with an opportunity to avoid its current liability by - comporting its actions with the requirements of the Settlement Agreement. 1. The State Court Case. At least three observations are appropriate here. First, \"but for\" the State's passage and activation of the detachment statute, the State Court case would have never been filed. Second, most of the work involved in the State Court case involved identifying, researching and setting forth the legal issues which were generated by the passage of the statute and its activation by the State. Third, most if not all of the issues could have been brought as part of the Fourth Motion to Enforce Settlement Agreement as matters of pendent jurisdiction. 2. The State Board of Education Proceedings. Had the PCSSD not opposed the detachment process before the State Board of Education, the argument would have undoubtedly been made that it waived its right to seek relief in this Court by not exhausting its administrative remedies. The PCSSD, as a signatory to the 1989 Settlement Agreement, had no choice but to argue to the State Board of Education, among other matters, that the Board's actions were violating the 1989 Settlement Agreement in at least two particulars. Further, the motion and brief ultimately filed before this Court was in substantial measure an adaptation of the written submissions the PCSSD made to the State Board. Thus, most of the submissions made to this Court by the PCSSD were largely researched and documented as part of the process of opposing the detachment before he State Board of Education. Again, but for passage of a statute which violated the 1989 Settlement Agreement, there would have been no appearances before the State Board because the State Board would not have had this process to engage. 452284-v1 6 3-4. The Passage of the Legislation. The Settlement Agreement itself requires the PCSSD to identify, every biennium, those recent legislative acts or regulations which impede desegregation. Here, the PCSSD identified the legislation while it was still pending and, had the legislature heeded the opposition of the PCSSD to the legislation, and refused to pass the detachment statute, the State would have no _pending fee petition to defend against. 5. Appeal Time. The State's observations concerning premature appeal time are probably correct. C. Other Practices. 1. All of the time entries presented in the petition are for work directly associated with the detachment issue. Except for those entries which have been lined through, counsel for the PCSSD had no other issues pending for the PCSSD during the relevant time period. 2. That which the State regards as \"file maintenance\" is actually part of the on-going effort to maintain a \"computer searchable data base\" for the documents, orders, pleadings, etc. generated in this case. This permits a voidance of time-consuming manual searches and assists counsel in locating decades old documents, orders and pleadings through key word searches. 3. The PCSSD believes that the clippings review helped supply a more cogent and refreshed context for many of the events which surrounded the drafting and legislative journey of the 1989 Settlement Agreement. Given Arkansas' singular lack of formal legislative history, the PCSSD believes that the results of these efforts fall within the broad framework of Rule 807 of the Federal Rules of Evidence. 452284-v1 7 4. The docket review was to locate orders, pleadings and Court of Appeals - decisions which bore upon the issue of the 1989 Settlement Agreement and other potential issues. 5. The fee petition contains no \"block billing\" whatsoever. Most if not all of the alleged \"block billings\" are clearly described and invariably relate to a discreet issue or activity. Conclusion. Significantly, the State does not contend that any time was wasted or that excessive time was recorded. The absence of such an argument helps to bring the issue full circle to the core question' of: Was the time reasonably expended toward the end of securing relief from a State created process which both violated the 1989 Settlement Agreement and previous orders of this Court? Having reviewed the State's response, the answer to this question appears to be clearly \"yes\" . But for the State's consideration of, passage of and activation of this detachment statute, there would be no fee petition for this Court to consider. 452284-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 By ______ +--------1,-------- M. Atto cial Sch 8 I I CERTIFICATE OF SERVICE On October 10, 2003, a copy of the foregoing was served via U.S. Mail on the following: Mr. Scott Smith General Counsel Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 Mr. John C. Fendley, Jr. John C. Fendley, Jr., P.A. 51 Wingate Drive Little Rock, AR 72205 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 452284-v1 Mr. Mike Wilson Mr. Will Bond 602 W. Main Jacksonville, AR 72076 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 UJonesIII 9 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. SUPPLEMENTAL AFFIDAVIT OF SAM JONES PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. All of the matters contained herein are responsive to positions and statements made by the State as respects the fee petition of the PCSSD. 2. All of the time entries for which the PCSSD seeks reimbursement were directly related to and in furtherance of prevailing on the issue of the Jacksonville detachment effort. 3. The activities which the State characterizes as \"file maintenance\" are actually on-going efforts to maintain a computer searchable database for all of the documents, orders, pleadings and other paper generated in this case to promote efficiency and avoid wasted time in retrieving such documents, particularly documents which are several years old. 4. The clippings review was both necessary as a historical and legal exercise but was particularly time-consuming because it involved, among other matters, an era during which the State still had two statewide newspapers, generated news stories on the \"school 453181-v1 case\" on an almost daily basis, and involved hundreds of newspapers stories for the period of time in 1989 reviewed. 5. The \"document review\" was appropriate to locate those pleadings, orders, etc. which might have significance for the interpretation and implementation of the 1989 Settlement Agreement. 6. The fee petition does not contain any block billing. The time entries are clearly described and all relate to the legal effort to defeat the detachment issue. STATE OF ARKANSAS COUNTY OF PULASKI SUBSCRIBED AND SWORN to before me, a Notary Public, on this 10th day of October, 2003. My Commission Expires: dean\"ie Lacour, Notary Public Pulaski County, Arkansas My Commission Exp. 12,20.2008 453181-v1 Public 2 CERTIFICATE OF SERVICE On October 10, 2003, a copy of the foregoing was served via U.S. Mail on the following: Mr. Scott Smith General Counsel Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 Mr. John C. Fendley, Jr. John C. Fendley, Jr., P.A. 51 Wingate Drive Little Rock, AR 72205 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 453181-v1 Mr. Mike Wilson Mr. Will Bond 602 W. Main Jacksonville, AR 72076 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 3 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 WILL BOND BOND \u0026amp; CHAMBERLIN TRIAL LAWYERS 602 W. MAIN JACKSONVILLE, ARKANSAS 72076 NEIL CHAMBERLIN October 14, 2003 VIA FAX (314)244-2780 Michael E. Gans, Clerk Eighth Circuit Court of Appeals 24.329 Thomas F. Eagleton U.S. Courthouse 111 S. lO ili Street St . Louis, MO 63101 (314) 244-2400 TELEPHONE: (501) 982-9081 FAX: (501 ) 982-9414 RECEIVED OCT l fl 2003 OfflCEOF O~tGRi'GATIOtl M0Nff08Ul6 RE : United States Court of Appeals for the 8th Circuit, Case No. 03-3088 - Motion for Extension Dear Mr. Gans: Attached is a Motion for Extension of Time in Which to File Brief and Appendix in the above - referenced case. Please file and return a file-marked copy to me. Thank you for your attention to this matter. If you have any questions or concerns, please do not hesitate to contact me. TWB:ab Atch(s) cc: Greg Bollen Sam Jones Scott Smith Christopher Heller John W. Walker P.A. Mark Burnette Stephen Jones Ann -Marshall Karla Burnett Tim Gauger l.school district detachment . eighth circuit.appeal \\ clerk. oct.14 . 03 st Regards, UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT RECEIVED OCT 1 6 2003 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No . 0 3 - 3 0 8 8 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. _MRS . LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. GREG BOLLEN, JAMES BOLDEN, MARTHA WHATLEY AND SUE ANN WHISKER DEFENDANTS (APPELLEES) INTERVENORS INTERVENORS INTERVENORS/MOVANTS (APPELLANTS) MOTION FOR EXTENSION OF TIME IN WHICH TO FILE THEIR BRIEF AND APPENDIX Comes the Appellants, the proposed Bollen Intervenors, by and through their attorney, Will Bond, and for thei r Motion for Ex tension of Time in Which to File Their Brief and Appendix, state: 1 . On or about August 20, 2003, Appellants filed an Emergency Motion for Expedited Review Requesting Suspension of the Rules pursuant Rule 2 of the Federal Rules of Appellate Procedure and Motion for Emergency Stay of Judgment o f the District Court. This request came immediately following the decision of the District Court which was adverse to the Appellants. Appellants had received approval from the Arkansas State Board of Education to proceed with an election concerning detachment from Pulaski County Special District. The election was to take place on September 16, 2003. The request for expedited review and the stay was denied by this court. 2. Leading up to the filing of the appeal and the Motion for Expedited Review, Appellants' counsel had spent significant time preparing for and appearing in front of the Arkansas State Board of Education, the Circuit Court of Pulaski County, Arkansas, and the Federal District Court. Appellants' counsel has been and continues to work on the case on a pro bona basis. Appellants' counsel is in a partnership with one other attorney and two staff members. The issue of detachment, and the litigation leading up to the current appeal, has taken a significant amount of office time and attorney time to pursue. Following the denial of the stay, Appellants' counsel essentially had to get back to work on matters which pay the bills. 3. The need for expedited review of the case has become moot. The election date has passed and the next possible election upon which the issue of detachment could appear on the ballot would be a school election occurring in September of 2004 or the general election occurring in November of 2004. 4. An extension of time in which to file Appellants' brief and appendix is necessitated because: (a) Appellants' counsel himself has been \"strapped\" in court appearances and dealing with trial dates and briefing schedules in numerous cases from August 20, 2003 until October 13, 2003. 2 (b) Appellants' counsel's administrative assistant was out numerous days in late September undergoing medical treatment and was on vacation October 6 through October 10. (c) Appellants' counsel has also spent significant time since August 20, 2003 dealing with Legislative issues related to education because of his service as a State _Representative in Arkansas. The Arkansas Legislature is dealing with the impending State Supreme Court deadline dealing with the inequities and inadequacies of the Arkansas Public School System. 5. Appellants request an extension of time until November 6, 2003 in which to file their brief and appendix. A short extension will allow Appellants to properly prepare the appeal. Appellants' counsel does not believe any further extensions will be necessitated short of his death. Respectfully Submitted, Bond \u0026amp; Chamberlin Attorneys for Plaintiff 602 West Main Street Jacksonville, AR 7 76 Telephone (501) 9 -9081 Telefax (501) 9 By: Wil CERTIFICATE OF SERVIC I, Will Bond, do hereby certify that I have served a copy of the foregoing pleading by United States Mail, addressed to such attorney or party with suff/Ft prepaid postage to ensure first-class delivery this day of October, 2003: Mr. Sam Jones Via Fax@ 376-9442 Wright, Lindsey \u0026amp; Jennings, LLP 200 W. Capitol, Ste. 2300 Little Rock, AR 72201-3699 3 Telephone (501)371-0808 Scott Smith State Department of Education #4 Capitol Mall Little Rock, AR 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark, LLP 2000 Regions Center 400 W. Capitol Little Rock, AR 72201 Telephone 376-2011 John W. Walker P.A. 1723 S. Broadway Little Rock, AR 72206 Telephone (501)374-3758 Via Fax@ 682-4249 Via Fax@ 376-2147 Via Fax @ 374 - 4187 Mr. Mark Burnette Via Fax @ 375 - 1940 Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon 1010 W. Third Street Little Rock, AR 378-7870 Mr. Stephen Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 TCBY Tower 425 West Capitol Avenue Little Rock, AR 72201 Telephone (501)375-1122 Ann Marshall Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Ms. Karla Burnett Suite 400, 201 South Broadway Little Rock, AR 72201 Telephone 340-8285 4 Via Fax @ 375-1027 Via Fax@ 371-0100 Via Fax \u0026amp; 340-8282 Tim Gauger Senior Assistant Attorney General 323 Center Street Suite 200 Little Rock, AR 72201-2610 Telephone 682-2586 By: Via Fax \u0026amp; 682-2591 l.school district detachment . eighth circuit.appealmotion tor extension.oct.14 . 03 5 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS lNTHE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS OCT 1 6 2003 UTILE ROCK DIVISION JAMES W. McCORMACK CLERK By: , DEPCLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPE:CIAL SCHOOL DISTRICT NO. 1, ET Al.. MRS. LORENE JOSHUA, ET AL. KATIIERINE KNIGHT, ET AL. ORDER DEFENDANTS INTERVENORS lNTERVENORS On July 29, 2003, I .received the Office of Desegregation Monitoring's proposed budget for the 2003-2004 fiscal yea.r.1 I have attached a copy of the budget to this order, and ifthere are any objections, parties must respond within five days; otherwise, the ODM's proposed budget will be accepted as presented and become effective immediately. IT IS SO ORDERED this 15th day of October, 2003. THIS DOCUfvic.1'-11 c:NTEH~C, ON JOC!\u0026lt;ET SHEET ,N COMPLIANCE NITH feLE 58 i~N~~mC[ oN_j_O t~/(} 3 BY~ t, t vJ~k~ UNITED STATESD!STIUCDGE W~l. R. WILSON, JR. 1Althou~ the proposed budget was oriJ?inally presented in April, pursuant to an order of this court, action was postponed in consideration of any decisions made by the 8th Circuit while - the case was on appeal. Travel: Expenditures for transportation, meals, hotel, and other expenses associated with traveling or business, such as parking fees. Payments for per diem in lieu of reimbursements for subsistence (room and board) also are charged here. 2002-'13 Budget 2002-03 \u0026amp;pendltures 2003-04 Budget 200.00 184.66 2,459.00 ,~ .. . .. , ., /J,J, last year, the budget includes gUErSt parking and reimbursement to support staff ror the mileage they drive in their own vehicles on official business, an amount bud,eled at $175. The remainder is for travel and lodging associated with the two training events explained above in Due and Fees, one for $1 ,132 and the other for $1,152. amounts that are the average of the previous costs for each of lhelie two events. Insurance: Expenditures for all types of insurance coverage such as property, liability, fidelity, as well as the costs of judgmeints. 2002~1 Budget 2002-03 Ellpendltures 2003-04 Budget 544.00 544.00 712.00 '---------- ... , Our Insurance has increased to the ;amount shown. We were unable to find an underwritel\" at a lower rate. Page 7 Benefits: Benefits are the amounts paid in behalf of employees and not included in the gross salary, but are over and above. Such payments are fringe benefit payments. 2002-03 Budget 2002.03 Expenditur'ff 2003--04 Budget 91,166.00 92,935.16* 80,018.00 ..... ,..,.,,_ .. \"Expenditures exceeded budget Ill; an unforeseen result of provisions In Act 11 of 1999, which govems certain aspecla of the Arkansas Teacher Retirement System and the Teacher Deferred Retirement Option Plan (T-Orop), which Ms. Marshall entered at the conclusion of Iha 2002-03 fiscal year. Below is a breakdown by categoiy of each employee's 2003-04 budgeted fringe benefits. Increases in this category are due in part to recently-enacted legislation that changed retirement contributions. Some decrease resulted from Ms Mar:,hall's entrv into T-Droo. - Name car so,:tat Retire Hospital- Life Dental Hospital Slloct Total Allowance 8ec:1Jrtty meni !Qtlon\" lne. lndemnit.)' Term Benefits Marshall 1.800.00 7,119.82 1,208.22 2,478.43 44.16 250.32 60.96 62.88 13,024.79 Jones 960.00 4.573.78 -0- -0- -0- -0- --0- --0- 5,533.78 Powell 1,200.00 5,451.79 9,281 .48 2,478.43 44.16 250.32 60.96 62.88 18,840.0Z --\"\"'\"\"\"'' ......  .. --- .... _ --.. - --.-- .... ....... , ..... ., ...- -.-~,., ,._. ... .~ . .. -.................... _.. ................ ~_. ... .... ... _._, ______ Smith 1,200.00 5,481 .79 9,281 .48 2.478.43 44.16 250.32 60.96 62.88 18,840.02 Ramer 0.00 4,030.71 6,849.57 2,478.43 44.16 250.32 60.86 62.88 13,7n.03 , Bryant 0.00 2,235.25 3,798.47 2,478.43 27.60 250.32 60.98 62.88 8,913.91 Act 11 of 1999 403.08 684.97 1,088.05 T~I 5,180.00 2!1,286.22 . 31 ,104.19 12,392.15 204.24 '  1,251 .6Q 3Q4.80  314.40. so.011.00 . \"Rates for hospitalization have increased this year, but the exact proportion that will be charged for each employee will not be known until LRSO negotiations have been finalized. F,,r budget preparation, we have estimated the Increase at 10%. Staff Development: Serv:ices petfonned by persons qualified to assist in enhancing the quality of the operation. ---~ -- -03 Budget 2002-03 Expenditures 0.00 0.00 ., ... -  .. -... , ... _..,.,. ..... - - . .... --.... ~--~-- - 2003-04 Budget 0.00 Supplies: Expenditures for all supplies for the operation, including freight and cartage. Amounts paid for material items of atn expendable nature that are consumed, worn out, or deteriorated in use or items that lose their identity through fabrication or incorporation into different or more complex units or substances. 2002-03 Budget 2002..03 Expenditures 2003-04 Budget 6,643.00 4,999.77 6,000.00 - ---------  -- ---Hh - Page6 Repairs and Maintenan1te; Expenditures for repairs and maintenance services which restore equipment to its original :rtate or are a part of a routine preventive maintenance program. This includes service contracts and contractual agreements covering the maintenance and operation of equipment and equipment systems. 2002.()'3 Budget 2002..03 Expenditures 2003-04 Budget 400.00 408.85 400.00 ----- - -- -~- Resource Library: Expenditures for regular or incidental purchases of library books available for general use. 2002--03 Budget 2002-03 Expenditures 2003-04 Budget 0.00 0.00 0.00 ' ----- -- Salaries: Salaries are the :amounts paid to employees who are considered to be in positions of a permanent or temporary nature. 2002~3 Budget 2002-03 Expenditures 2003-04 Budget 110,770.00 422,618.40\" 405,419.00 .. *ExpendilUres exceeded buoget as an unforeseen result of proV1s1ons in Act 11 of 1999, Which governs certain aspects of the Arkansas Teacher Retirement System and the Teacher Deferred Retirement Option Plan (T-Drop), which Ms. Marshall entered at the conclusion of the 2002-03 f1SCal year. Below is a breakdown of each employee's budgeted 2003-04 salary, reflecting a 2% base increase for Ms. Marshall and, for the remaining employees, a 3.29% base increase, which is equal to or less than the annual step increase on the salary scales of the local districts. - -.. -  N\u0026amp;Jine of Employee 2002-03 Salary 2003..CJ4 salary AnriMarshall 116,688.00 119,022.00 Melina Guldin 1 21 ,842.00 0.00 Gene Joneti 2 57,021.00 58,828.00 Margie Powell 67,960.00 70,196.00 Horace Smith 67,960.00 70,196.00 .. --- ----- --..   --'- --- Polly Ramer 51 ,011 .00 52,689.00 Linda Bryant 28,288.00 29,219.00 ..,.,. __. _, ., ... _...,.._..,J,. ,., J_,._,._. ___ _.. . ,. . .. ..........,. .-..~ ....- ---.--\"\"' Act 11 of 1999 s 5,269.00 . Totial 410,770.00 405,419.00 'Melissa Guldin retired on September 30, 2002. 2Gene Jones, who works 4/5 time, 1?1ected to receive payment ror annual insurance premiums in lieu of the insurance benefits; his salary reflects that decision. 3Polly Ramer will complete her 28111 )'8ar under Iha Arkansas Teacher Retirement System on June 30. 2004 and will enter the Teacher Deferred Retirement Option Plan fr-Drop) on that date. Act 11 of 1999 entitles Ms. Ramer to receive the amount noted. which is compensation for unused leave, as she enters TDrop. Pages - Management Services: S,ervices performed by persons qualified to assist management either in the broad policy area or in general operations. This category includes consultants, individually or as a team, to assist the chief executive in conference or through systematic studies. I-~  3 Budget 2002-03 Expenditur9s 2003-04 Budget 5,000.00 0.00 5,000.00 Periodicals: Expenditures for periodicals and newspapers for general use. A periodical is any publication appearing at regular intervals ofless than a year and continuing for an indefinite period. ~ - - 3Budget 2002-03 Expenditures 2003-04 Budget 80.00 79.94 121.00 -- The budget covers the cost of !he 1\\rkan\u0026amp;as Democrat-Gazette, a daily source of current information on events that directly affect the school districts we monitor. Printing and Binding: Expenditures for job printing and bindmg, usually according to specifications. This includes the design and printing of forms as well as printing and binding publications. 2002-03 Budget 2002-03 Expenditures 2003--04 Budget 6,000.00 4,902.74 6,000.00 Professional and Technkal Services: Services which by their nature can be performed only by persons with specialized skills and knowledge. 2002-03 Budget 2002-03 Expenditures 2003-04 Budget 1,700.00 1,700.00 1,700.00 ..-~-- - Rent: Expenditures for lea.sing or renting land and buildings for both temporary and long-range use . .... ~ ....... 2002-03 Budget 2002-03 Expenditures 2003-G4 Budget 47,896.00 47,256.02 48,880.00 Page4 - EXPENDITURES Note: Definitions of expmse categories are from the Arkansas School F'inancial Accounting Manual. Communications: Services provided by persons or businesses to assist in transmitting and receiving messages or infonnation. This category includes telephone services as well as postage machine rental and postag,:. ~ 2002-03 Budget 2002-03 Expenditures 2003-04 Budget 9,700.00 8,416.88 8,000.00 -~ ~ We were able to reduoe this budgeli category by arranging to operate on fewer phone lines. Dues and Fees: Expenditures or assessment for membership in professional or other organizations or associations or payments to a paying agent for services provided. such as conference registration fees. 2002-03 Budget 2002-03 ExpenditurN 2003-414 Budget ..... 439.00 439.00 735.00 The allotment for 200304 includes regis1ration fees for two professional events that are integral to maintaining staff skills that directly serve the mission of ODM. One is the International Association of Facilitatons, a one\u0026amp;-a-year intense training event in which Ms, Marshall hes participated fur a number of years to hone her facmtatlon ekilla by learning and pracliclng new techniques and methodologies fur facilitation, negotiation, promoUng dialogue, team building, problem solving, and conflict resolution among the parties, school perBOnnel, and patmna. The second is the National Counselors' Conference for ODM associate Ms. Powell, who is a nationally board certifl8d counselor. The conference provides professional development pertaining not only to counseling, but to special education, gifted and talentEd education, alternative learning, discipline, and achievement, all areas that she is charged with monitoring. Equipment: Expenditure:; for the initial, additional, and replacement items or equipment, such as furniture and machinery. , ......... dget 2002-03 Expenditures 2003-414 Budget 0.00 0.00 500.00 One of our printers, an old machine, has quit working. The repair service has told us the machine is not salvageable due to Its age. The amount budgeted in lhis categ~ry is to replace the printer, which is indispensable office equipment. Food Services: Ex:pendi1tures for food or preparation and serving of food. which may include catering. 2002-03 Budget 2002-03 Expenditures 2003--04 Budget 0.00 0.00 0.00 ---~--- Page3 ANNOTATED ODM BUDGET FOR2003-04 REVENUE The Court's Interim Order ,'.)f June 27, 1989 required that: ... [T]he amount previously ordered for the Pulaski County Educational Cooperative (Co-op) [$200,000.00] shall be applied toward the budget of the office of the Metropolitan Supervisor .... The balance of the budget will be apportioned among the school districts on a. per pupil basis .... Eighth Circuit Order ofDet:-ember 12, 1990: ... [11he office previ,:msly known as the Office of the Metropolitan Supervisor will be reconstituted as the Office of Desegregation Monitoring .... 10/1/02 %of Total 200~ 2002-03 2003-1)4 Enrollment Enrollment Budget Crull Estimated Allocation (Budget Budget not spent) PaymJlt LRSD 25,430 48.43 177,217 724 176,493 --~ .... NLRSO 8,796 16.75 61,292 250 61,042 PCSSD 18,283 34.82 127,415 520 126,895 - - '\" \"- State of AR NIA NIA 200,000 NIA 200,000 _,_,,,,_ .. Total .52,509 100.00 565,924 1,494  564,430 This chart shows that the 2003-04 Budget Allocation, the 2002-03 Credit and the 2003-04 BudgetPayment are apportioned among the three school dilitricts according lo last year's OCtober 1 enrollment numbers. After the finel 2003-04 enrollment has been tallied, we wiU adjust the figures according~, and notify each district of the exact amount due for its share of ODM's 2003-04 budget Described below is the step-by-step process, reflected in the chart above, that we use to detennine each district's contribution to the ODM budget: 1. The State of Arkansas' contribution ($200,000.00) is subtracted from ODM's total budget. 2. Based on the previous year's October 1 enrollment, the districts are charged their pro rata share ofODM's budget (minus the state's contribution). 3. Each district is credited with its pro rata share ( or estimated share) of ODM' s unspent budget for the previous year. 4. Each district contriibutes that sum to ODM' s budget or, if the credit has been estimated, each district will be notified of the exact amount due for its share of ODM's budget before the close of the cU1Tent fiscal year. . ' OFFICE OF DESEGREGATION MONIT., O. RING. BUD-GET FOR 2003-04 Rf:VENUE 2002-03 2002-03 2003-o4 BUDGET ACTUAL BUDGET State of Arkansa1; 200,000;00 200,000.00 200,000.00 - - - LRSO Budget alloca~,t\u0026gt;n 184,295.00 184,295.00 177,217.00 Minus credit fn:,m previous year ________4_., 4 ___,_7__0__9___.0___0__ _ ........4..4...,.7..0...9....0...0.. . 724.00 ..... .......................... Equals LRSD's share of the budget 139,588.00 139,586.00 176,493.00 NLRSD Budget allocati,:,n 63,740.00 63,740.00 61,292.00 Minus credit frc,m previous year 15,463.00 15,463.00 250.00 ----------------------- uunuon onuu ............. ________________ Equal!! NLRSD's share of the budget 48,277.00 48,277.00 81,042.00 PCSSO Budget allocati,;,n 132,503.00 132,503.00 127,415.00 Minus credit frtrn previous year 32,144.00 32,144.00 520.00 OOOHOO OOOH o  o      n o ............................ Equals PCSSO's share of the budget 100,359.00 100,359.00 126,895.00 - Interest 0.00 5,441 .10 0.00 Total Revenue 580,638.00 585,979:10 565,924.00 Note: The sum of the credits in the chart above is the unspent amount of our previous year's OUdget, including bank interest eaml!d. Every budget cycle, ODM applies this amount toward each school district's budgeted ;illocatlon. Both that allocaUon and the credit are determined for the proposed budget by the previous yea(s October 1 enrollment numbers, then adjusted accordingly when the enro!lment number.; for the current year become available. -  ' EXPENDITURES 2002-03 2002--03 2003-04 BUDGET ACTUAL BUDGET Communications 9,700.00 8,416.88 8,000.00   .- __,-, , .Y  \"-_, Dues and Fees 439.00 439.00 735.00 ,_.., _____ -- Equipment 0.00 0.00 500.00 Food Seivices 0.00 0.00 0.00 Management Seri,icea 5,000.00 0.00 5,000.00 -Pe-riodicals 80.00 79.94 121.00 Printing \u0026amp; Blndln{1 6,000.00 4,902.74 8,000.00 Prof \u0026amp; Tech Services 1,700.00 1,700.00 1,700.00 -- ------- -.. Rent 47,896.00 47,256.02 48,860.00 Repairs \u0026amp; Maintenance 400.00 408.85 400.00 Resource Library 0.00 0.00 0.00 Salaries 410,no.oo 422,618.40 405,419.00 Benefits 91,168.00 92,935.16 80,018.00 -- ------ Staff Developmerlt 0.00 0.00 0.00 Supplies 6,643.00 4,999.77 6,000.00 Tfl!vel 200.00 184.-66 2,459.00 Insurance - 544.00 544.00 712.00 Total El(pendltu~s 580,538.00 584,485;42 565,924.00 Difference (Income minus Expenditures) 0.00 1,493.68 0.00 TO: FAX COVER SHEET UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS Chris Heller Sam Jones Steve Jones John Walker Timothy Gauger Mark Hagemeier Ann Marshall Mark Burnette Telephone: 501-604-5140 Fax Number: 501-604 5149 376-2147 376-9442 375-1027 374-4187 682-2591 682-2591 371-0100 375-1940 There are l pages, including this Cover Sheet, being sent by this facsimile transmission. MESSAGE SENT BY: Office of Judge Wm. R. Wils U.S. District Court 600 West Capitol, Room 423 Little Rock, Arkansas 7220 l Matt Morgan, LRSD Law Clerk 501-604-5141 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW - PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, E'I'. AL. RECEIVED OCT 2 2 2003 OFACEOF DESEGREGATION MONITORING PCSSD'S RESPONSE TO THE COURT'S ORDER DATED OCTOBER 16, 2003 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS This responds to the Court's Order dated October 16, 2003, regarding the ODM proposed budget for the 2003-2004 fiscal year. I am authorized to state that so long as the allocations proposed are not changed, the PCSSD has no objection to the proposed budget. 455118-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 0) ounty Special I I I CERTIFICATE OF SERVICE On October}, 2003, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM  One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 455118-v1 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower . 425 West Capitol A venue Little Rock, Arkansas 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 2 Raymond Simon Director State Board of Education JoNell Caldwell, Chair UttleRock Shelby Hillman, Vice Chair Carlisle Luke Gordy Van Buren Robert Hackler Mountain Home Calvin King Marianna Randy Lawson Bentonville A aneRebick - Rock Diane Tatum Pine Bluff Jeanna Westmoreland Arkadelphia Arkansas Department of Education #4 Capitol Mall, Liltle Rock, AR 72201-1071 501-682-4475 October 31, 2003 Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 http:l larkedu.slale.ar.us RECEIVED f\\!OV 3 - 2003 OFFICE OF DESEGREGATION MONITORING RE: Little Rock School District v. Pulaski County Special School District, et al. US. District Court No. 4:82-CV-866 Dear Gentlemen and Ms. Marshall: Per an agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of October 2003 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, 11~~ General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for October 2003. Respectfully Submitted, Scott Smitn,#92251 Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE - I, Scott Smith, certify that on October \u0026amp;\u0026gt;-rl.\\ , 2003, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of October 31, 2003 Bas~d on'th.~ 'iqfor,friatio~'availab!e. at .Septen.,~( 301'2003, the ADE, calcuiated the Equaiizat,oi;iJl:ilridin9tor i=Y63i64;:sob;ecf fo:penoic adjustmerlfa. 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.    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\u003e   \n\n  \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n  \n\n  \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"},{"id":"hbcula_becu_35","title":"Voice of the Wildcats Newsletter, November 2003","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["2003-11"],"dcterms_description":["The student newsletter of Bethune-Cookman College, now Bethune-Cookman University, highlighting student voices, campus and community activities, and current events."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","African American students","Campus life","College student newspapers and periodicals","Civil rights movements"],"dcterms_title":["Voice of the Wildcats Newsletter, November 2003"],"dcterms_type":["Text"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/35"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. https://www.cookman.edu/library/index.html"],"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"alm_u0008-0000152_452","title":"Interview with John Myers, October 31, 2003","collection_id":"alm_u0008-0000152","collection_title":"Tom Bevill Oral Histories","dcterms_contributor":["Myers, John"],"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":["Ray, Kevin"],"dc_date":["2003-10-31"],"dcterms_description":["Gift of Bevill family, Don Smith, and Todd Smith"],"dc_format":["audio/mpeg","image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["The University of Alabama Libraries Special Collections"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Tom Bevill oral histories"],"dcterms_subject":["Political science","United States. 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When permission is granted, please credit the images as Courtesy of The University of Alabama Libraries Special Collections."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["00:33:47","12 p."],"dlg_subject_personal":["Bevill, Tom, 1921-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_174","title":"Oral history interview of Buell Wallace Gifford","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Japan, Kadena Air Base, 26.3555999, 127.7675","Micronesia, Yap, 7.556, 146.12854124","Papua New Guinea, Manus Province, Admiralty Islands, -2.2235542, 147.0182858","Philippines, 13.40882, 122.56155","Philippines, Mindoro, 12.8692137, 121.134575750245","United States, Arkansas, Faulkner County, Conway, 35.0887, -92.4421","United States, California, Contra Costa County, Camp Stoneman, 38.00742, -121.92107","United States, Colorado, Denver County, Lowry Air Force Base (historical), 39.72306, -104.89194","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Hawaii, Maui, 20.8029568, -156.310683316022","United States, Missouri, Dunklin County, Clarkton, 36.45173, -89.96704","United States, Missouri, Dunklin County, Malden Army Air Field (historical), 36.60056, -89.99111","United States, Missouri, Saint Louis County, Jefferson Barracks, 38.50283, -90.28039","United States, Texas, Smith County, Camp Fannin, 32.42367925, -95.2112318132556"],"dcterms_creator":["Gantsoudes, Lillian","Gifford, Buell Wallace, 1924-2006"],"dc_date":["2003-10-22"],"dcterms_description":["In this interview, Buell Gifford recalls his service in the U.S. Army in the Pacific during World War II. At the outbreak of war, he had been working on a degree in agriculture. His father owned land in Missouri that the government took to build an airfield; his uncle had to help his father with the tractor payments before the government paid for the land. He was drafted, but deferred a few months because his father was ill, and was eventually called up in spite of it. In Hawaii, he completed six weeks of jungle training in preparation for invasions in the Pacific. He recalls the hardships of battle, including a lack of provisions. At one point, they were reduced to eating raw field corn. He also describes war atrocities on both sides. He remembers their entertainment and receiving packages from home. He describes segregation in the Army and recalls an incident while returning home in which a black sergeant was robbed by two policemen. He describes his work and pastimes after the war and shares his feelings about the United States Marine Corps.","Buell Gifford was an infantryman in the Pacific during World War II.","BUELL GIFFORD VETERANS HISTORY INTERVIEW Atlanta History Center October 22, 2003 Interviewer: Lillian Gantsoudes Transcriber: Stephanie McKinnell Lillian Gantsoudes: This is a veteran's oral history interview on October 22, 2003. My name is Lillian Gantsoudes. I will be doing the interview. Our veteran today is Buell Wallace Gifford, and his daughter is also with us today, Sandra Gifford. Mr. Gifford, thank you very much for being with us. To start off the interview, if you would give us your full name and date and place of birth. Buell Gifford: Buell Wallace Gifford. And I was born in Conrad, Arkansas, June 19, 1924. LG: Was your family from Arkansas? What was that like, was that where you grew up? BG: No, I left when I was about three years old. I moved to Missouri, my dad and mother were school teachers. And my dad farmed then, on a farm. LG: And so what was it like growing up on a farm? BG: It was hard work, but I liked to farm. LG: Did you have any siblings? BG: Yeah. LG: Brothers or sisters? BG: I had a sister. LG: A sister, what's her name? BG: Rhonda Gifford. LG: Tell me your parents' names. BG: Jessie Gifford and Andy Gifford. LG: Is there anything significant growing up on the farm, going to school, any stories that you'd like to tell us about that? BG: No, not really. My sister was a real smart person, and she's unique because I can prove it because I have her report card. She graduated from grade school and high school and college as valedictorian of her class and made all straight A's. She was in Who's Who in American Colleges and Universities, and I can truthfully say that she is as intelligent and wise as anybody I've ever known. And I can say that, and my daughter can tell you the same thing. LG: Well, tell me something about you going to school, what kind of grades did you get? BG: I did make three grades the first year I went to school. LG: When did you graduate from high school? BG: I graduated when I was 16 years old. LG: What high school did you graduate from? BG: Clarkton High School, Clarkton, Missouri. LG: And did you go on to college? BG: No, I took, after I got out of service, I went to college and got a degree in agriculture though. Sandra Gifford: Dad, it might be interesting to tell the story of who you were named after. BG: Named after Buell Gifford, my dad is an orphan boy, and he raised him, and I was named after him, Buell. SG: And tell that story about how he came to live with your father and mother. BG: My father's first wife died when he was young, oh, not very young, 37 years old, and my mother was a school teacher. She was only 24, 25 years old, and he was going to get married, and the guy I'd been talking about, this nephew, Buell, he lived with uncle, he just hated him, and he wanted to come and live with my dad. And my dad said, well, I referred it to my wife, and he said I can't take you in, he went home and cried all the way home. He rode a horse they said through snow about a foot deep for twelve miles ____ and back and my mother told him if he wants to live with us, you go get him and we'll raise him. And he went to Conway, Arkansas, and he became a teacher. LG: How old was Buell when he was adopted? BG: Twelve. Twelve years old. Twelve years old. LG: That's wonderful. BG: And he also, he raised an ____ who was an orphan, his dad got bit by a dog and rabies took over and killed him. LG: So at the time of the war, were you married? BG: No, I went in the service when I was 19 years old. LG: So from the time you graduated from high school, then it was three years before you went in service. Were you working on your dad's farm? BG: Yeah. And I'll tell you about the government took my dad out of two farms, they took it for landing strips for the airplanes to fly around there. LG: Well, tell us about that. BG: Well, they took our farms and they didn't take a cent in, give us any money or anything. Cut down the trees and cut down the crops, we didn't have no money or nothing. And they, we helped move, my dad had bought a tractor and he was supposed to pay for it, a John Deere tractor, and he wrote and told them he didn't have any money and they forced him to, he was going to have to pay for it. And my uncle, at that time, not many years later, he was a millionaire, and he paid that thing off for him. And my dad, my dad bought little outbuildings and farm, I mean outbuildings and a house and a farm for $150. And we moved the thing about four miles away on down the road, three bedroom house. LG: And so the government just came in and said . . . BG: They paid off later. LG: Oh, they did pay off later. BG: Yeah, but we didn't have any money then. LG: And how long did they use it for a landing strip? BG: It's still there. LG: A landing strip? BG: No, it's an emergency landing strip. LG: Did they have a name for this landing strip? BG: No, its just Marlin, Missouri. The field was in Marlin, about ten miles away. LG: Tell me, were you drafted or did you enlist? BG: Well, I was drafted. LG: Tell me the story about getting drafted. BG: Well my dad was real bad off at that time because he worked off the farm and you know he didn't have anybody to help him, and I got deferred for a few months and then they just said they had to have somebody, had no options, had to take everybody almost. And I was drafted then. LG: When was that? BG: That was like I said, in October, no, not '46, '43 or '42, I'm not positive. LG: 1942. BG: Yeah. LG: So what happened, so you were deferred for a couple of months and then did you go to basic? BG: Yeah, I took basic training, went to Camp Fannin, Texas. LG: Tell me about basic training. BG: Well, it was seventeen weeks of infantry training, firing machine guns, mortars, and all like that. LG: What was the, where did you stay, what were the barracks like? BG: They were good barracks. LG: Do you remember anything specific about them? BG: Just a lot of beds in there. LG: What was the food like? BG: Food was good. They always, they served 20,000 people in one mess hall in four sections, and it was real good. I mean you could, you'd, everything was washed and cleaned everyday, I mean after they eat, and mopped the floors and all like that. LG: What were these days like? I mean you could come from a farm and now you're in the army, you're in the service, what was that like? BG: Well, it was pretty good. I met a lot of guys there. I slept with a guy one time, I said, it was an older guy, I said, “what did you do before you went in?” he said, “Hi, my name's Tom. You ever see Tom's Peanuts, that's me.” [Tom Huston Peanut Company, based in Columbus, Georgia] He owned that place. And I made friends with a guy that was in Texas, he was older than me quite a bit, he owned a big herd of cattle there and I made friends pretty well. LG: What were the instructors like? BG: They were pretty good. LG: Do you remember any instructors? BG: Well, I remember one of them, he was a little old sergeant, not a sergeant, a corporal. He said I was doing something bad, infraction, I didn't do it right, _________. I didn't like that, but I learned to overlook that, you know. LG: After Camp Fannin, Texas, where did you go? BG: I went to Camp Stoneman near Richmond, California. LG: And what were you doing there? BG: I was getting ready to go overseas. I got a ship, a brand new ship, we went to the Hawaiian islands unescorted. LG: Well, now tell me, you are in the army, what group were you with? BG: The 96th Infantry Division. LG: And what was your infantry training, what were they teaching you? BG: How to shoot and how to bayonet and karate and how to fire machine guns and how to survive and anything you can think of. LG: Was there anything in your training that particularly stood out? BG: Well, I'll tell you, everything they did was good. You had to learn a lot of things yourself. If you, the way they taught me, I thought just lying the beach and you'd be dead in one hour, but if you use your head, you can survive, but if you don't you aren't going to last. I went through the war, never got a scratch, never got wounded or nothing. LG: Well, that's just wonderful. You left California, you said you went on an unescorted boat to Hawaii. BG: Took six weeks of jungle training. LG: In Hawaii. BG: Yeah. LG: What was that like? BG: Well, it was a jungle there. We had a mock landing on Maui, it's a big island there. And you, of course, did not give anybody any information. If they asked what outfit, a lot of people giving, they get lost, don't give them any information. There was one guy, he asked me one time, he got lost and he was an officer, said “what outfit is this?” I said “It's company X, what the devil do you care.” He didn't like that and he went and talked to the company commander and said, “ ___ that guy over there, you been telling him to keep quiet?” _____. He didn't like it though. LG: After Hawaii where did you go? BG: We went to ____ island on Yap Island and sent some spies in there and the Japanese had left. We waited and fought there, went island hopping to get to Japan so we didn't know what to do, and they went to the Altamonte islands, just right below the equator, 2 degrees below the, closest place on earth near the sun and stayed there for two weeks and planned to land in Leyte in the Philippines and MacArthur . . . LG: So you were supporting General MacArthur? BG: Yeah. LG: Did you see combat? BG: Oh, yeah. LG: Tell me about combat. COUNTER 136 BG: Well, when we went in, there was quite an experience. They told us to drop your full packs and we'll bring them on up to you tonight. Well, they didn't know there was this jungle and it rained all night and they couldn't do it, and we didn't have any food. Well, we didn't have any for five days really. Five days, that's the only time I ever didn't have any food, and they dropped it, parachuted it in and they'd just give you a big spoonful and that was it. I know one time, when I was getting there, I was traveling for the five days, we ate some field corn, just raw, you know, you're hungry, you can… and we had just a canteen of water. And when it was gone, we had to dip it out of the mud and that stuff _____ had ____ on top of it, you'd pull it unpurified with the worms and everything. But it was pure you know. LG: What was your job, what was your assignment? BG: Well, when I went in, I was a Browning automatic rifleman in combat. And that's kind of like a machine gun that fires twenty clips, just pull the trigger and had a ____ full of stuff like that. And that's where I got this silver star here, right here. LG: It shows in that picture? BG: Yeah. LG: When did you get this silver star? BG: It don't tell on there, I don't know. It's in '43. LG: 1943? BG: They've got this wrong, got 383rd Infantry, it was 382nd. LG: We have a copy of this? BG: Yes. I got that for, I, two Jap machine guns trapped a battalion and they couldn't move and I was the only one had something to stop them all and I killed those Jap machine gunners and we, one of the guys in the pictures right here was my, right here, was my weapon carrier. ____ ammunition and there was bullets going all around and they couldn't get him up there, he was scared to death,, he finally got over it though. COUNTER 170 LG: I see five people in the picture, are you in that picture? BG: I'm that tallest one in the middle. LG: And then, so who are the other guys? BG: A guy beside of me, he was the one that weapon carrier, and this one on the end was a sergeant too, and he's the one I named my son after. LG: What's his name? BG: Deville, Sergeant Deville. And this one on the left is ____, hunted for me for fifty-eight years, he had nightmares about the war. We fought together and dug in the foxholes. LG: Would this be a good time to tell us that story, tell us the story about the fellow searching for you? BG: Well, that was the end of that. LG: You've talked about him, just go on and tell us the story. BG: You don't want to talk about it but I'll go back… LG: We'll get back to it. [All talking at once.] BG: He had been searching for me for fifty-eight years and he couldn't find me and he… LG: He, say his name again. BG: Lavoyt Hale. LG: Lavoyt Hale. BG: Tuscaloosa, Alabama. LG: So Mr. Hale was looking for you. BG: And the funny part about it is, my best friend, one of my best friends, went out to eat that day and we was talking about him. He liked to drown in the water, he was a little guy. I told him “____.” I was kidding, you know. And he remembered that, and two hours later he called me, he says he bought his wife a computer, he didn't know nothing about it. And one of his friends said you can find anybody you want to on the computer. In fifteen minutes he found it. And he called me up and said “Did you,” said, “did you fight in World War II in the 96th Division?” I said “yeah” and he told me 382nd Regiment and all that bit. He told me his name and I knew that was him. And he was tickled to death, he had all them nightmares. LG: What kind of nightmares? BG: Well, about the war. But one thing about me that's unique I've never dreamed about anything, I could watch a movie or anything, never dream about it, never, never. LG: Well, you have a newspaper in front of you, what's that, why have you got the newspaper? BG: Well, it was an article was in here. SG: About your reunion. BG: Yeah, fifty-eight years, where is that? LG: With Mr. Hale? BG: Yeah, right down here. And this part, about fifty-eight years. Open it up. SG: The article came out on the anniversary of the invasion of Normandy, and this is my father's piece. BG: Show it down inside there. SG: Also inside… BG: Fifty-eight years. SG: Reunion after 58 years. Veteran… BG: This is me right here. SG: That's in front of his house. LG: What is the date of the paper, and what paper are we looking at? SG: This is the Atlanta Journal Constitution, Friday, June sixth, 2003. BG: And this is a picture there in Tuscaloosa. SG: At his house. LG: So who's in the picture, is that you in the middle? BG: Yeah. LG: And Mr. Hale… BG: Yeah, and that's my daughter over there. LG: That's a wonderful story, a wonderful story. And the wonders of computers. That was a great story, let's go back to the war. BG: OK. LG: You're in combat in the Philippines? BG: Yes. I got that picture you made right there, I got that, a big parade and there was a bunch of people that was given awards, and before we went to Okinawa. We went to… LG: Did you see any casualties? BG: What's that? LG: Did you see any casualties? BG: Man, have I seen casualties, there were thousands of them, thousands of them. LG: What was that like? BG: Horrible. The one thing that I found out, and I want to emphasize it, but a lot of volunteers, some people don't need to be in service, they haven't got the smarts up here. And again, some of them as officers. One of them, when I first went in, he was a sergeant, I'll never forget it. We hadn't went in very far ___ a little hut, and there was three people there, a man and a woman and a young girl, and this guy, friend of mine, said “What do you want to do with this little man?” And this sergeant told him, said, “Get rid of him. Don't you know better, use a bayonet.” He just took a bayonet and run it through him like that. I'll never forget it, the blood just gushed like that. And that guy, he never forgot that, he never did. And then another time, and it was a sergeant that did that, ___ it was an older woman carrying some clothes on her head, and she, he killed that, just shot her because his buddy got killed. He had nothing to do with it. And another time, a different story about this guy was a colonel, I know I was right by a foxhole when he was calling back behind the lines telling them to take that hill up there. He sent three squads out, one squad killed everyone of the, second killed everyone, and third one killed every one of them. And he said, “This general back behind the line said you've got to take that hill at all costs.” He said, “I'm not taking this hill at all costs, it's a suicide, and you can court martial if you want to but I'm not taking it,” and he didn't. They didn't do nothing with him either. But there was a lot of people that's just not fit to be in service. SG: Tell about the man you knew who was supposed to stand guard. BG: Oh, it was a friend of mine that was supposed to stand guard, he was a designer for Ford Motor Company, he was a very brilliant person. LG: Do you remember his name? BG: No, I don't. But he was supposed to be guarding the 8th Army headquarters. We'd been back in a rest area for a while. And he was, it had an outdoor theater, and he went over to look at that and they called him over there. The guards, I mean somebody checked on him and they gave him a court martial, gave him 99 years in the stockade. Nice guy. But I'm sure he didn't serve it all, they do that as an example. When the war is over, it's all over, you know. But they can, there was three, I know there was one four-star general and two three-star generals that he was guarding there. LG: Are there any other memorable experiences? BG: Well, on Okinawa, one time we was digging in on a hill on this, ____ he wanted to dig in holes with me when three of us would dig in, stand guard, and he wanted to dig up on a hill there, and I said “No, the artillery will get us.” And I finally talked him into down below a little bit. And that night, when we was digging, the artillery settled it, right in there, covered us up with dirt. If we'd have been there, it'd have killed all three of us. In fact, we got out of there and I was talking to them on the way back. I said “What happened to the third guy?” He said, “He's probably still covered up. I don't remember what happened to him.” _______. And also they, we got up to the end of the island and they started firing these rockets, flying boxcars called the screaming ____, its like a siren, it's honestly as big as a boxcar coming in the air projected like that. And you could outrun them because they'd just come over and you could run off to the side. But I've got a picture of that, where's that at? SG: This explosion maybe? BG: No, no, no. SG: I'm not sure what you're describing. BG: There's a hole, it's a horrible hole. Well, it don't make any difference. SG: The picture with the hole… LG: Are any of these pictures that you want to show us? SG: You can just go through it and you might just see the one picture. BG: Well, here's one. The Philippines were some casualties, some of them blowed right up in two. LG: That photo that you're showing us, the Philippines. BG: Yeah, that's the Philippines. Here's ___ on Okinawa, we lost about 13,000 people there in our division. We had a general that was killed. LG: Do you remember the general's name? BG: Easley, a one star general. We got a picture of that ____ right here, they had a ceremony there, right on Okinawa. LG: And that's when he had died, this is the ceremony. BG: Yeah. And here's one of MacArthur signing the peace treaty on the battleship Missouri with the Japanese. LG: Were you on the… a picture you took. BG: No, I got this from a war correspondent. This right here is a Filipino, and that's a Jap ____ right there. The Jap had him to climb a coconut tree and when he was drinking the coconut, he took a machete and cut his head off. LG: And is that a picture you took? BG: No. Here's, I don't know whether you want to show that or not. Here's one right here that I, I don't know do we want to do it detailed. I was, this is an uncle I never seen, he was a real intelligent person, he had a Ph.D. in history I think. And I wrote this on April 18, 1945, and I never mailed it. I didn't know it that I had a box that I kept my papers in, and _____ I looked in there, and I never, I hadn't mailed it. And what I figured out, there was an artillery ___ in back and I said “call it a day” and I never mailed it. And that was wrote on April 18, 1945. SG: Why don't you read that last paragraph, or do you want me to read it. BG: Yeah, you read it. SG: It says… LG: I want to ____ show you while you read it. SG: I'll read the last portion of it. “The soil is pretty rich here. They grow a lot of cabbage, sweet potatoes, sugar cane, carrots, and all sorts of vegetables. We've been getting a lot better food here than we did in the Philippines. They have different kinds of foods in the rations that we get than we used to have. The boys all like the new type of rations. We have had donuts several times here also. I sure don't see how Germany can hold out over two more weeks. They sure are getting close to Berlin. There is some Japanese mortar shells landing pretty close now so I guess I'd better get in my foxhole and call it a day. As ever was.” BG: Just recently, about two or three months ago, I opened that box up and seen that. LG: Thank you for that. Did you stay in touch with your family? Did you write many letters home? BG: Oh, yeah, that's one of my most important things for soldiers. People who don't even know anybody, if they want to do something for somebody, I've never seen anybody who was so depressed when they have mail call because it would be a month before you'd get any mail and you wouldn't have any. You know, somebody'd get a bunch of mail and they didn't get any. I wrote everybody I knew, my uncles and aunts and they kept all the letters I wrote. That's really important, though. LG: You mentioned at one point that there was five days you went without any food. Otherwise, did you have plenty of supplies? BG: The supplies, ____ they couldn't get it up to us but they finally parachuted it in. LG: What about the rest of the… BG: I did alright. And you know, tin cans, but I didn't get sick or nothing. SG: Tell about the time a friend got chocolates in the mail. BG: Oh, one guy got some chocolates on Okinawa and they had worms in it and he was going to throw it away. I told ____, I says, “Don't throw it away.” Said I'll eat it. And he did too. LG: Worms and all. What did you all do to sort of entertain yourselves? BG: Well, when we'd get back in a rest area, they had put up outdoor screens, thousands of them, would be setting out watching. And one time, Yokohama back in the rest area, they had that ____ down below and sitting up on the hillside seeing it. And it was pretty good, but entertainment had a lot of people come through, a lot of celebrities even. LG: Any celebrities that you remember seeing? BG: Yeah, I seen, well I took basic training with Red Skelton. LG: Oh, okay. BG: And I seen, I can't recall, but I seen some of them in California. But I know one thing I found out later that they'd been ___ planning on after we went… another thing, now, this is kind of interesting. The black and whites were separated in World War II, and we, when the war was over, we got on, I got the ship to come back on Christmas Eve Day in 1945 and they put all the sergeants in one place and all the privates in another. Because they had a lot of animosity, they'd kill them, you know. LG: And you were a sergeant? BG: Yeah. And they had the blacks with us, but I made friends with a black guy. He was a tech, I mean he was a 1st sergeant. And I never will forget when I was discharged in Jefferson's Barracks, Missouri, I was left there one night and he was taking me, I was riding in a cab, and two policemen stopped us and grabbed him and slammed him up against the, he had a uniform on too, and searched him, and I didn't know what was going on. Found out, I guess we got a lot of mustering out pay, cash about $400 around him, but they didn't bother me, but I thought that was a bad thing to do, to treat him like that you know. But I know one thing about the, what happened was going to happen, we was getting ready to go away to Japan when they dropped the atomic bomb, and they had three hundred of these big shells that would knock a hole, man, that's one hundred foot deep.aAnd they were going to use them on the Americans, and they had _____. They claimed the first day we'd lose a million people, gosh, a million people. ____ everybody that could ____ Japanese did, so that bomb saved a lot of lives, it killed a lot of people, but it saved a lot of lives. LG: What, when you heard that the bomb had been dropped, where were you? BG: I was on a boat going to M___ Island. LG: And what was the reaction of people on the boat? BG: Nothing. The reason why was the guy from Louisiana, he was a big windbag and he's telling how powerful that, bulletin board, he told how much powerful it was and TNT and all that, went yeah, yeah, yeah. The next day when we landed, well, they had found out, you know, they took all the guns away from us and _____, I was telling about the sergeants in danger, they had a, when we was there, a regiment, and they had a guy, I don't know who it was, he ____ strung up four guys while I was there, I called him the ____. LG: Do you remember anything else about Okinawa, or have you got some pictures? BG: Well, this is, yeah, here's… One thing about the Japanese, they really did not try to infiltrate through our lines, and they'd take the civilians and women, put their babies on the back and you couldn't tell who was coming through. And you'd shoot and then the babies would still be there and cry. That really got on your nerves. SG: Dad, would you like me to read what's on the back of this photograph? BG: No, it's too much. SG: On the back, it's April 15, 1945. Japanese civilians on Okinawa waiting to be taken behind the lines to a civilian stockade. Notice how many of them are wounded and have been bandaged up. A lot of the Japanese civilians were killed and wounded from our artillery barrages and the strafing from our planes. BG: One thing about the Americans, regardless of when they ____, they had superior weapons over the Japanese and ___ any of the countries. They had those P-38's, had those five machine guns right in the ____, the Japanese Zero, just flies like that, gone. SG: Tell about how the Japanese tried to trick… BG: They'd yell American names, John, John, help me, help me, help me, help me, I'm bleeding to death. You didn't dare get up, get out. LG: Where were they hiding? BG: Well, they were out in front. SG: And up in trees, would they hide up in the trees? BG: They did in the Philippines, they would, sharpshooters sat there. This is a flamethrower right here, they burned people up getting in the stockade now. LG: This is a picture from where. BG: That's on the Philippines. LG: And what's this picture of? BG: A flamethrower getting in behind a stockade. LG: Are there any other stories that you want to tell about your service before we bring you back home? SG: Dad, tell about the, was it during the battle of Leyte that the sky just lit up like in the… BG: Oh, yeah. No, not Leyte, on Okinawa, when they ____, there was the biggest storm on our ships that ever was settled in the beginning of time, there was five thousand of them. But on the way there something happened and I couldn't hardly believe that we would come in there in the dark. It wasn't very far before we got into a typhoon. It capsized some of the destroyers, you know, that's real slick. But we had a guy that jumped over, I mean fell over the ship and they turned the searchlights on trying to find him and ____ ships the Japanese around, they'd have got us, but that night the Japanese suicide planes got in there. They were strapped in the airplane and they were trying to sink ships with suicide, they didn't intend to ever come back. But they had tracer bullets, and I mean it looked like the sky was just full of red bullets you know, shoot them down. LG: Where were you, were you on a boat during this, or were you on shore that you were watching this? BG: It was on the shore, yeah, landed there. ____ airstrip. LG: So you're looking out at the attack happening on these ships that are out there. Now you mentioned the typhoon, was that before or after this? BG: No, that was before. LG: On a ship? BG: Yeah. LG: What was it like to be on a boat in the middle of a typhoon? BG: I was right in the boat bow, _____, on the top of the ship, and you couldn't eat, you were seasick. Couldn't eat. LG: Was that as scary as battle? Were you scared when that was happening? BG: Well, I'll tell you what, after the war, I'll tell you something worse than that though. And the war was over. No, I don't know anything else to tell you, but, about the war, I can't remember right now. SG: Have you described why you received both the bronze star and the silver star? BG: Well I told them about the… SG: The silver but did you? BG: The bronze star, I carried a guy back that had his insides stuck out like that, and I didn't even remember it, and this guy I see in Tuscaloosa told me I did. There's things I didn't even remember, you know. We got in hand to hand combat, they stabbed him. Another thing in Okinawa there, was it on Okinawa?, yeah, on Okinawa. We were, they were real cruel, they'd sneak up on, they'd put stuff ____, uniform, and I know one time, we was in the foxhole and a guy was standing guard and a Jap come in there, and this guy fired an ammunition, a couple ammunition, he still kept coming, hit him in the head line that, and his insides just felt out like that, right. That's what reflexes, you know, you just keep on going. LG: The rescue, that you did, was that Okinawa or the Philippines? BG: That was Okinawa. LG: Okinawa? BG: Yeah. LG: So you saw an awful lot of battle in Okinawa. BG: Lot of fighting on there. LG: Do you recall that the day your service ended, that they said that you were ____ back home? BG: Yeah. I didn't know, they had this magic, what they call magic carpet ships you go back on those. And you go by your service and your rank and your medals that you won, and that helps you get back faster, you know. They had a priority. I remember that. LG: Do you remember the day you heard that you were headed back, what did that feel like? BG: Yep, I sure did. And I, I never forget when I came back home, I, my Dad still lived on a farm and I came in about 4:00 in the morning, and I told a story. In high school you know, _____. Alright I come to the gate, ____ cause my dad heard it _____ woke up, I just couldn't take it _____ all the teachers, well you're doing really good. ______ what I was doing in the room, that's the dumbest thing. The teacher told us ______, he said, “Mr. Gifford, what did you do when you had to go to the bathroom.” I said, “you dig a hole, get behind the woods somewhere or down behind the hill.” ______. LG: Want to take a sip of your water? BG: Yeah. LG: So when you got back home, did your dad expect you to start working on the farm? Did you work the next day or did you get… BG: No, I don't remember when it was. He ____ medals, and you can't put them things on. I said, “That's just for my parade purposes, you know.” I forgot what I did, but he, I got to agricultural school, four years. LG: On the G.I. Bill? BG: Yeah. LG: What school? BG: Clark in Missouri. LG: And you went for four years. BG: Yeah. And I at one time farmed 400 acres alone. And I got older and had to move, but there's ____. What was I going to say now? My best friend, he farmed about the same amount as I did, but I sold out, I didn't get very much out of it, I didn't own the land, I rented it. But my dad had two farms, my dad and uncle had two farms. But this guy, best friend of mine, went back two years to see him, and he was a millionaire then. He had three machines that cost half a million dollars apiece. He was always lucky though by doing things. You talk about… TAPE 1 SIDE B COUNTER 000 …somebody that has stories, believe it or not, he was a cook in the army, he was a real good cook. He wouldn't, you know him, didn't you see him, you would never think he's a good cook, but he could make the best cake ever was. He got discharged and he was in St. Louis, Missouri, and he bought a suit of clothes and he cooked in a restaurant, and he paid for the suit fifty cents a week. And he came down to see his uncle, lived right close by where I did, and he made a, he got on a blind date, he had a date with the county judge's daughter. She had never been on a date, she was 18 years old. LG: Not allowed to go on dates? BG: Not allowed to go on dates. He married the girl, the first night. And they had the highway patrol and everybody else out there. That's the guy, I told you a millionaire, turned out to be a millionaire. And he raised two daughters, too, they got along real good. LG: Tell me how you met your wife. BG: Oh, let's see, how did I do that? Somebody… SG: Probably from church. Do you think it was from church? BG: No, that's… your mother, my cousin introduced me to her. I'm not… SG: He divorced my mother and now since he's remarried. BG: Twelve years ago. Eleven or twelve years. And my, somebody at church introduced me to my wife now. ____ got a picture, I never showed you a picture of her when she was young since she looked like _______. LG: Beautiful woman. Tell me your first wife's name. BG: Charlene. LG: Charlene. Tell me your current wife's name. BG: Ellen, Ellen. LG: Ellen. BG: And we, she had two, a boy and a girl, and I had a girl, and they graduated from grade school and went to college. I've got a son that works at Emory, he's a ____ university boy, got a Ph.D. LG: Has he got your brains? BG: Yeah, he's smart. But my sister's boy's smarter than that. I had an aunt that taught school for 48 years. My mother did 18, my dad, I don't know how many years he did. My dad was very intelligent too. LG: Let's talk about after the war. BG: After the war. LG: What did you do as a career? You said you had a farm for a while, but then you went to Arizona. What did you do in Arizona? BG: I worked at _____, one of the largest aluminum plants in the world, for 32 years. LG: What did you do for them? BG: You name it, I did it. I worked in a department where I could do any part of it. Well paying job and good benefits and I could have been a, I was offered jobs as a foreman but I didn't want it because you had no protection and you could, you know, you get in and ____ and lay you off. And I worked there 32. I worked, it was the largest aluminum plant in the world. I worked there until the last piece of metal come out of there, I worked there. LG: When did they shut the plant down? BG: In 1958, no ‘70's, '78. But I worked where if you worked 20 years they had a guaranteed ____ if they close it down, I got seventy percent of my wages for half and I've got an insurance policy and I've got insurance for that and if anything happens to my wife, she gets it as long as she lives. I _____ and it's in, they sold out to Alcoa, they're the largest in the world, but they've got a trust fund and I don't have to worry about jobs or anything. LG: Prior to starting the interview, you and I were talking about baseball. Tell me about your baseball. BG: I managed a team in Arizona for thirteen years. LG: What was the name of the team? BG: Well, we had different names. I had one that was the Red Sox and one of them the Cardinals. It was mostly a Jewish community and there was seventeen teams there and won the first place every year that I managed, and I got a second place in the state in a tournament in 1950… 1960… what was it, '63. '63. I went to Denver, Colorado. Flew us up there to play ____ Airforce Base. We played ____ Colorado, we beat them and played San Jose and they beat us 3-2. LG: What level baseball was that? BG: That was senior little league, I had a pitcher that was 6'3” weighed 220 pounds. Boy, he could throw that ball in a bullet, had my first baseman, and this boy I'm talking about, he played for me, Cary, ____ that's the one that works at Emory, he struck out in a tournament one time, we played seven innings and he struck out, let's see, he faced 21 people and he struck out 17. And I knew a guy when I was living on a farm that played baseball, played for the Cardinals, and my son was a pitcher and he was just as good as Gary Murdoch. But I enjoyed that more than anything, I liked baseball, my hobby, ____ she can tell you about that. LG: Well, all of this story has been taking place in Arizona, yet you're in Atlanta now, how did you…? BG: Well, because she had little girl and a boy, and I have a son who's here. And she's got a little girl that's 15 years old, smart as a whip, pretty as a doll, five feet nine and a half. She sang ____ opera, she sang in Norway, and _____ was a thousand years old that summer. SG: Church… BG: Church, yeah. My daughter, one thing about her, I can't think of anything bad to say about her, and I can truthfully say that, and she taught at church and school ever since she was old enough to do it. LG: So being closer to your daughter's family brought you to Atlanta? BG: And my son, too. LG: So they're both here. BG: Yeah. LG: When did you move to Atlanta? BG: I've been here twelve years, isn't it. I was talking about my hobbies, rocks and minerals. LG: Tell me about your hobbies. SG: He had to sell furniture when he moved out here in order to hold up all the rocks… BG: They weigh too much. _____, Sandra knows her. My wife didn't like the rocks for a long time, boy, she likes them now. I used trading and buying all I got, she don't want to get rid of any of them now. But she said, “I dreamed about that you had a, you died and they dug a hole, and outside the hole, _____ all your rocks.” I got twelve ____ full of rocks in my basement. Some that's old as thousands, millions of years old, rocks, and I got a that big around, red ____, not red but rainbow colored, those are ____ from Arizona. I've got some green, _____ anybody got anymore like them. SG: And you've shared your collections on many occasions with elementary schools in the area. LG: I would think Fernbank natural history museum might like to know about this collection. SG: Yes, would love to probably. I mean it really ____ pieces in a museum. BG: I know one time the first that showed you, you said something about choosing kindergarten teaching, and she said, “Dad, you might bring your rocks on, and ______ if they don't like them, they'll just walk away,” but they did and they all ranted and raved about it. How many teachers there, seventeen? SG: Well, I know all the kindergarten teachers were, six or seven classes. BG: The whole school, all them teachers wanting to see them. SG: Well, yes, that was ____. BG: Set it up later and I _____ showed, I put them out along the, when they got ____ about seventeen buses leave and they all _____ looking for rocks. I couldn't even talk. SG: Not for so long. BG: She's talking about the little girl who's fifteen now, about that tall, she kept pushing, pulling on my daughter's dress, said “I got something to say.” This teacher's in there now, she says, “I got a very important message to say. I _____ red socks. I got these red socks at Target on sale.” SG: Christina will never live that one down. LG: We've got about five minutes left on the hour of the tape. Did your military experience influence your thinking about the war? BG: Yep, it sure did. Yeah, I tell you what, the one thing about it, I do _____, the marines kill a lot of people because they are glory happy, and I know what I'm talking about because I fought right along beside of them. If they see a machine gun up ahead, they don't call in artillery, they just send the troops in and they got a picture showing them what they got. And they get out of the army, I mean the marines, that all _____ soldier, I'm a soldier. And they got a guy that's in the marines now, he's related to her, he's just a kid, and I tried to tell him when he was enlisted, that's all you talked about, and he's always asking me war stories. I said, “Boy, you sure got a memory,” I said, “____ you never forget.” SG: Do you think it's made you a stronger person? BG: Yeah. And I feel sorry for the marines, ____ they don't, they're just glory happy. I mean they don't care about people, that's not my opinion, that's a fact. I've seen it. I wouldn't advise nobody to get in that, they glorify it. Every marine that's been in a war know that you know. They're mean, they get a lot of things done but their casualties are triple and that's not necessary. LG: Is there anything that you want to add that we haven't covered in the interview? BG: Well, not, maybe you can answer a little bit. I still keep in touch with this guy that I met in Alabama. I never knew he thought that much of me, you know, when, I tell you what, he called me when I got out of service, his mother and dad called me. I lived in Missouri and he's way down there. I never lost touch and I didn't know he thought that much. One thing he told of me, he _____ says, “Well, who is ____.” He says, “Well, he's a big guy but he didn't cuss.” I've got a lot of bad habits, ask my wife, she's got a list. SG: And that's why she looked him up on the Internet, she said I wanted to meet a man who'd never cursed or anything like that. LG: Alright, well Mr. Gifford is there anything else, is that about it you think? BG: You've got it all, didn't you. LG: It's still running, we're right at an hour. BG: Well, I'll tell you a little about his wife though, it's something. He met this girl, she was 19 and he was 25, she was a little old girl I guess, and she wasn't dumb or anything, she's very intelligent, but he met her and he decided he was going to marry her. And they bought a house, and he gave her some money to pay the mortgage and she went and bought a big frame, a picture frame. And he said, “come back here. Did you pay the house payment?” She said, “No, I didn't.” “Why didn't you?” Said “I didn't have the money left.” He said that ____ down here. He had to go borrow money from his dad to go pay it off. But she's real smart, she's just dedicated. He said one month that she called over 700 people that's lonely in a church all over the country and she's cleaned up in Tuscaloosa, cleaned up the _____ get a bunch of women to get together and renovate the… SG: Yeah, they passed a city ordinance. BG: Yeah, city ordinance to clean up things. She's real nice person, real dedicated. LG: Sounds wonderful. Well is that it? BG: Good enough. LG: Thank you very much. BG: I don't know how I turned out to sound, I had a stroke about two years ago and I kind of slur my speech some times, it seems that way to me. LG: We didn't notice it at all. Thank you very much."],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["Browning automatic rifle","Silver Star","World War, 1939-1945--Campaigns--Japan--Okinawa Island","Segregation--United States","Baseball","Typhoons","Lightning (Fighter plane)","World War, 1939-1945--personal narratives, American","Gifford, Vonda, 1940-","Gifford, Jesse O., 1886-","Gifford, Amlia, 1897-","Skelton, Red, 1913-1997","Hale, LaVoight Frasier, 1924-2008","DeVito, Unknown, Sergeant","Easley, Claudius Miller, 1891-1945","MacArthur, Douglas, 1880-1964","United States. Servicemen's Readjustment Act of 1944","Japan. Kaigun. Kamikaze Tokubetsu Kogekitai","United States. Army. Infantry Division, 96th","United States. Army. Infantry Regiment, 382nd. Battalion, 3rd. Company I","Deere \u0026 Company","United States. Army. Army, 8th. Headquarters","Reynolds Metals Company","Kamikaze","Lockheed P-38 Lightning (fighter)","John Deere"],"dcterms_title":["Oral history interview of Buell Wallace Gifford"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/174"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","mini-dv"],"dcterms_extent":["1:02:09"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"nge_ngen_the-black-church-in-atlanta-politics","title":"The Black Church in Atlanta Politics","collection_id":"nge_ngen","collection_title":"New Georgia Encyclopedia","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Newman, Harvey K."],"dc_date":["2003-10-20"],"dcterms_description":["Encyclopedia article about the influence of Georgia's African American churches which have had a long history of political involvement, including a crucial role in the civil rights movement and, more recently, an influence on the decisions made by elected public officials in the city of Atlanta. Throughout the era of racial segregation ministers and educators often served as the leaders of the African American community in towns and cities across the South. The black church was responsible for providing these leaders because many of the colleges and universities serving African Americans were sponsored by churches.","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 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":["Atlanta (Ga.)--Politics and government--20th century","Christianity and politics--Georgia--Atlanta","African American civic leaders--Georgia--Atlanta","African American churches--Georgia--Atlanta","Religion and politics--Georgia--Atlanta","Voter registration--Georgia--Atlanta","African Americans--Civil rights--Georgia--Atlanta","Civil rights--Georgia--Atlanta","Segregation--Georgia--Atlanta"],"dcterms_title":["The Black Church in Atlanta Politics"],"dcterms_type":["Text"],"dcterms_provenance":["New Georgia Encyclopedia (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.georgiaencyclopedia.org/articles/government-politics/the-black-church-in-atlanta-politics/"],"dcterms_temporal":null,"dcterms_rights_holder":["If you wish to use content from the NGE site for commercial use, publication, or any purpose other than fair use as defined by law, you must request and receive written permission from the NGE. Such requests may be directed to: Permissions/NGE, University of Georgia Press, 330 Research Drive, Athens, GA 30602."],"dcterms_bibliographic_citation":["Cite as: \"The Role of the Black Church in Atlanta Politics,\" New Georgia Encyclopedia. Retrieved [date]: http://www.georgiaencyclopedia.org."],"dlg_local_right":null,"dcterms_medium":["articles"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_u-0011","title":"Oral history interview with James Moore, October 16, 2003","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Maynor, Malinda M.","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, Robeson County, 34.64009, -79.10353","United States, North Carolina, Robeson County, Prospect, 34.73322, -79.22976"],"dcterms_creator":["Moore, James, 1922-"],"dc_date":["2003-10-16"],"dcterms_description":["James Moore, who has lived his entire life in Prospect, North Carolina, in Robeson County, reflects on some of the conflicts there during the desegregation process. He had a firsthand view of anti-integration sentiment when he drove a school bus for a few months in Prospect, and witnessed local Native Americans' determination not to allow black students into their schools.","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","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["North Carolina--Race relations--20th century","Robeson County (N.C.)--Race relations","Civil rights--North Carolina","Civil rights movements--North Carolina--History--20th century","Civil rights movements--North Carolina--Robeson County","Indians of North America--Civil rights--North Carolina--History--20th century","Robeson County (N.C.)--History--20th century","Prospect (Robeson County, N.C.)--Race relations","Prospect (Robeson County, N.C.)--Politics and government","Indians of North America--Civil rights--North Carolina--Prospect (Robeson County)","Indians of North America--North Carolina--Prospect (Robeson County)--Attitudes","African Americans--North Carolina--Prospect (Robeson County)--Relations with Indians--20th century","School integration--North Carolina--Prospect (Robeson County)"],"dcterms_title":["Oral history interview with James Moore, October 16, 2003"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/U-0011/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Duration: 00:15:41"],"dlg_subject_personal":["Moore, James, 1922-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_213","title":"Oral history interview of Marion Foster Stegeman Hodgson","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United States, California, San Diego County, Miramar, 32.89366, -117.11837","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Fulton County, Hapeville, 33.66011, -84.4102","United States, Kansas, Sedgwick County, Wichita, 37.69224, -97.33754","United States, New Jersey, Burlington County, Fort Dix, 40.02984, -74.61849","United States, Texas, Nolan County, Sweetwater, 32.47095, -100.40594"],"dcterms_creator":["Chandler, F. C.","Hodgson, Marion Foster Stegeman, 1921-"],"dc_date":["2003-10-15"],"dcterms_description":["In this interview, Marion Hodgson describes her career as a Women Airforce Service Pilot (WASP) during World War II. During college, she took civilian pilot training. She relates that by 1943, the country was desperate for pilots and developed a program for women pilots to fly stateside. She describes their training and that they had no uniforms but men's coveralls in sizes 42 and 44. They were issued two of them, and had to wash one in the shower and wear the other one while the first one dried. They purchased white shirts and tan pants in the dry goods store in town as a \"Sunday uniform.\" They ferried new planes from the factories to the bases or to ports of embarkation, where the planes would be taken apart to be shipped overseas. Often she was on \"detached orders\" which meant she picked up the plane from the manufacturers; the first twenty minutes of the flight was the test flight. If she had a problem, she could bring the plane back. She only had to do that once, when the plane caught fire on the runway. She describes her husband, whom she'd known from her youth. He was a Marine Corps pilot who had been badly burned in a plane crash; she wrote to him regularly for the year and a half that he was in the hospital. She sometimes landed illegally in Richmond, Virginia, so she could visit him in the hospital in Norfolk. She tells the story of his crash: he was attempting a night flight technique that was to be used in the Pacific when another plane took off in front of him. She also recalls landing in Athens, Georgia, to visit her family and having her mother run out onto the runway to see her. She recalls a harrowing take-off from New York City as a passenger in a DC-3 when both engines failed. She reports that WASPs flew every aircraft in the Army Air Corps arsenal. WASPs were used to fly B-29s around the country to show how easy they were to fly; B-29s had acquired a reputation of being difficult to fly and pilots were balking at flying them. One of her roommates purchased a P-38 at the end of the war. She recalls that when their fellow WASPs were killed, they had to take up collections to have their bodies flown home because they were considered civilians and had no military benefits. The dead had no flag on their coffins, and no gold star hung in their parents' windows. It took thirty years to get that recognition. She describes her husband's career after the war. She describes the book she wrote, \"Winning My Wings.\" She also discusses her father's career at the University of Georgia.","Marion Hodgson served as a Women Airforce Service Pilot (WASP) in World War II.","MARION STEGEMAN HODGSON VETERANS HISTORY INTERVIEW Atlanta History Center Interviewer: Hap Chandler Transcriber: Stephanie McKinnell HAP CHANDLER: My name is Hap Chandler, and I have the privilege to interview Marion Stegeman Hodgson. Marion, why don't you introduce yourself and tell us a little bit about… MARION HODGSON: Well, I'm a native of Georgia, and I went to the University of Georgia, and my senior year was 1941, the year of Pearl Harbor. I think Roosevelt knew we were going to get in the war because he was trying to build up a big force of civilian pilots. And he introduced the civilian pilot training program, and University of Georgia had that to train pilots, and I was lucky enough to be one of the women selected at the only time they offered it to women, one woman for every ten men, five of us were selected to learn to fly on the CPT course. Five out of twenty who applied I believe it was. And, of course, we didn't know Pearl Harbor was going to happen, but we got our private licenses at the end of that course and got five hours college credit to boot. And then December 7th, along came Pearl Harbor, and by 1943, Uncle Sam was really desperate for pilots, and so desperate that they were scraping the bottom of the barrel and decided to use women for stateside duty and release the men to go overseas. So I was one of the ones that was selected by Jacquelyn Cochran to take training, air force training. I think about 2000 of us, I use rough numbers, I don't know the exact numbers, but about 2000 of us entered training for the WASPs, and it was a six-month program when I went through. And later it was increased to seven months. HC: Where did you take your training? MH: At Sweetwater, Texas, out where the rattlesnake rattles and the buzzard builds its nests. HC: It was kind of warm… MH: It got pretty warm in the summertime, triple digits most of the time. HC: What sort of uniforms did they… MH: Had no uniform at all except what we call zoot suits when I first went to Sweetwater. Those were mechanics coveralls made for men, and they came in two sizes, 42 and 44, so we had to cinch the belt around us several times and roll up the pant legs. I didn't have to because I'm so tall but it was way too big. But the girls that had to roll up the pant legs and the sleeves had a hard time looking military because the crotch of the uniform was down around their knees. We were not a very spiffy looking group. We were issued two of those, and we got in the shower with a scrubbing brush and bar of soap and washed down one suit while the other one was dry enough to put on, and we would swap them back and forth that way. That's what we lived in for six months. HC: ____ uniform? MH: No uniform at all. HC: ____ changed ____… MH: We went down to the dry goods store in Sweetwater and bought tan slacks and white shirts and tan overseas caps for our Sunday uniform, and that was as military as we could look. And of course shoes were rationed. You only got two pair of shoes a year, and you had to tear out a coupon out of your ration book to get that. And so our shoes were any size, color, or shape that we could get for one of our coupons, and they didn't last very long, and we marched in them, so we had to get them half-soled and make do with two pairs a year, which is not easy when you're drilling. HC: Did you receive your wings in Sweetwater after six months? MH: Six months in my case. HC: You were sent then where? MH: I was sent to the Ferry Command, the 5th Ferrying Group at Love Field in Dallas, Air Transport Command. And it was heaven after Sweetwater. HC: What duties did you have? MH: In the Ferry Command, we would go to the factories and pick up new airplanes usually and ferry them to bases all around the country and lots of them were ferried to Fort Dix, New Jersey, or other points of embarkation where the planes were taken apart and put on ships and sent overseas and then put back together when they got overseas. But sometimes we ferried old airplanes from base to base, or just wherever we were needed. Of course the WASP did a lot more than just ferry planes, that just happened to be my job. HC: You were in an organization referred to as the WASP, and the WASP means what? MH: Women Airforce Service Pilots. HC: And of the 2000 of them who applied, how many completed training? MH: Well more than that applied, actually 25,000 people applied, but that's sort of a misstatement because you had to be, had to have a private license, private pilot's license. By the time I came along, it had to be a lot more than that. In the beginning you had to have hundreds of hours to qualify for training, but by the time March 1943 came along, they reduced it down to a private pilot's license, and there were not 25,000 licensed pilots, women pilots, there were only about 3000, roughly 3000, a few more than that, women pilots. So 25,000 people applied but that didn't mean they were qualified to apply. But anyway, 2000 were accepted for training, and of that number, a little more than 1000 of us made it through, got our wings. HC: Highly selective process? MH: Yeah, it was. HC: Of those, _____ that rate was about fifty percent. MH: Not quite that high, more than one third washed out. HC: Of course, in World War II, _____ women's pilot training. I recall how disappointed some of my classmates were who were in navigation school and they washed out very quickly into the program. MH: Yeah, it was heartbreaking, you felt like your whole life was ruined. HC: You went back to the army, they would give an infantry soldier _____. So you're in Love Field in Dallas. MH: I actually spent a lot of time in Wichita, Kansas on what they called detached orders, which means I would report back there after I delivered a plane instead of reporting back to Love Field because there were three aircraft factories in Love Field. There was the Beechcraft Factory, Boeing factory, and the Cessna factory. HC: You would pick up the aircraft off the assembly line and take them to the nearest field? MH: Right. The first twenty minutes or so of your flight was considered a check, I mean a test flight. Actually they had been test flown by the factory but when we would pick them up, we would fly them the first twenty or thirty minutes of our route was considered a test flight and if something didn't seem right or didn't sound right, we would turn around and take it back. But I never had to do that except in one case when an AT-6 caught on fire with me, but I was still on the ground at the North American factory in Dallas. And I couldn't put it out, we were told to jam the throttle forward and it would blow the flames out, but when I jammed the throttle forward, the flames just got higher, and by the time they were coming out of the cockpit, I was out of there. But two mechanics with fire extinguishers were standing nearby, and one of them hopped in the cockpit and between the two of them, with the fire extinguisher, they got the fire out. But I always felt like a coward getting out of the cockpit, but I felt that thing was about to blow. HC: Better a live coward than a dead hero. MH: Thank goodness they're still alive too, or were when I saw them. COUNTER 085 HC: Well, through most of '43 and then 1944 came along, I knew that you had an interest in a marine pilot who was in the hospital, would you like to tell us a little bit about that? MH: Well he was a boy from my hometown, Athens, GA. Our families knew each other, and we knew each other, but he was eight years older, so there had never been any romance or anything. But I admired him, always had, he was a wonderful person. So when he crashed and burned and was not expected to live, I wrote to him everyday to keep his spirits up. And we wrote back and forth, he was in the hospital a year and a half and we wrote back and forth, and my letters took him all the way through my training and my Ferry Command experience, and we sort of fell in love through our letters. And course meanwhile I had managed to make a few illegal landings in Norfolk, Virginia, because he was in the, I mean in Richmond, VA, at the army airfield there, which was closed to Ferry traffic, but I'd take a chance and land there anyway and get on a ferry boat and go over to Norfolk where he was in the navy hospital. And we had our dates that way, illegally, so we just really had a very few dates before we decided to get married. You moved fast in World War II, cause you didn't know if you were going to be alive the next month or not. HC: That's right. He was ________. MH: Right, he was later promoted to Lt. Colonel. But he was perfecting a night landing technique that he was going to take over into the Pacific. He was with the 1st marine night fighter group that went over to the Pacific, but he didn't make it because he crashed just before they were due to leave. But he was trying to perfect the night landing technique and as he was coming in to land with no lights, and simulating a night, the conditions that he would find in the south Pacific, a bomber took off right in his path, and the tower either didn't see it or didn't warn him or something, anyway they collided. Fortunately nobody in the bomber was hurt, but he was critically injured and burned, horribly burned. But he had such a wonderful spirit about it all and stayed so upbeat with the whole thing that that was one thing that made me fall in love with him. HC: He had his WASP flying into Richmond. MH: Not very often, I think I only got there twice. HC: That must have been a real morale booster. And your friend in the WASP went on to some other airplanes. MH: Yeah, the WASP flew every fighter and every bomber in the air corps arsenal, course it was the army air corps, army air forces in those days. But we, they, the WASP, not I, flew everything in the arsenal, all the bombers and all the fighters, including the B-29. One of my roommates, not roommates, classmates, bought a P-38 at the end of the war. HC: Did she fly it? MH: She flew it, but she couldn't afford to keep it. It was such a gas guzzler, and hangar space was so expensive, and maintenance and so on, and nobody had any money in those days. So she had to let it go, but think what that would be worth now. HC: I recall I was in _____ we were out on a _____ mission which meant that somebody was towing a target and gunners would take potshots at them with .50 caliber ammunition. _____ technically it was a B-26, which was a red hot airplane as you recall. Sometimes called the widow maker. And after the mission was over, the B-26 came and landed. And this little bitty girl, very attractive I might add, got out of the airplane, and all the four-engine bomber pilots, instead of whistling at her as they expected, they stood around, why do those girls get to fly those hot airplanes and we've got these four engine props to fly. MH: Tough luck guys. HC: I understand that Colonel Paul Tibbetts trained some of your… MH: Two of them. HC: ______. MH: Yeah, Paul Tibbetts trained two WASPs to fly the B-29, in two days. He checked them out in the B-29, and they went around the country to demonstrate how easy it was to fly because it had a horrible reputation of catching on fire on the take off, and the chief test pilot at Boeing had been killed in it. And the men were balking at flying it. So Paul Tibbetts, actually Hap Arnold, General Arnold was the one that had the idea, but he got Paul Tibbetts to execute it, to have the women demonstrate how easy it was to fly. And sure enough, that shamed the men back into the cockpit, they never had another man refuse to fly it. HC: When you reflect back on those days, do you have an outstanding experience that comes to mind? MH: Well, not when I was flying it, but when I was on an airliner taking off over New York City, the airliners were mostly DC-3's in those days, as you know. And we were taking off from LaGuardia field in New York City and lost both engines on the take off in the DC-3. That's the thing I remember most, that and the AT-6 that caught on fire with me. I guess you remember the excitement and not the long boring hours. But anyway, somehow the angels held us up and we got back in the field. We broke every rule in the book, you're never supposed to turn toward the dead engine, and one engine went out first and he turned towards that engine. The plane was full of nothing but Ferry pilots, one other WASP and myself, and all the rest were men Ferry pilots. And everybody screamed when the pilot turned toward the dead engine, but he got away with it. And they say never turn back to the airport, and he turned back to the airport, and he got away with it and got us down. Just barely cleared the high-tension wires, ____ of course, and then as we got to, almost to the ground, he let the wheels down and we didn't roll that far. He was 26 years old, I think, 24 or 26, the captain. HC: On a page, some of our people go to high schools and colleges and talk about their war experiences, and one of the impressions that we get from children is they didn't realize how young we were in those days. MH: I tell them I was not always an old lady. HC: You lost some of your WASP friends. MH: 38. 38 WASPs were killed. HC: And they crashed _____. MH: Right. HC: Would you like to talk about some of these? MH: Well, the sad part was that there was no provision to send the bodies home. And we had to take up a collection to send the bodies home to the families and sit up all night in the boxcar with the coffin. And it was awful cold in the winter, I didn't ever have to do it. But I was told how cold it was in the winter and how hot it was in the summer to have that duty. And then when the girls got home with the body of the deceased, there was no, they were not allowed to put a flag on the coffin, and were not allowed to put a gold star in the window because we were still civil service employees and not really part of the air force at that point. Now thirty years later, by an act of Congress, we were made retroactively members of the army air forces or the US air force is the way my honorable discharge reads. And so they corrected that thirty years later, but it didn't do us any good at the time. We didn't have any money to bury the dead, not to bury the dead but to get the body home. COUNTER 180 HC: You were not accorded ____ benefits. MH: No, we didn't have any insurance and of course we made less than the men, but this was in the forties and we really didn't expect to be treated equally. We just felt lucky to be there at all and to be given that chance to fly those big beautiful airplanes. HC: Isn't it amazing how the country came together after Pearl Harbor? MH: Just amazing, and I've never seen it like that since. We were all pulling together, and everybody was patriotic, and gosh, if anybody hadn't been patriotic, I think they would have been lynched real quick. But it was amazing how the whole country pulled in the same direction and cooperated. Course we had been attacked and we knew what we were fighting for. So it was different, but I would love to see that same spirit of cooperation now. I don't think we'll ever see it again, the way things were going. HC: We knew who the bad guys were. MH: Yeah, it was clear cut. HC: ____ what sort of world we had today, had Hitler tried it, or the Japanese. World War II was ____ in the history of this country. We were privileged to… MH: It really was a privilege. In fact I… I'm still so patriotic that I cry every time the flag goes by and when I pledge allegiance I get a lump in my throat, and now the Supreme Court is considering whether to take “under God” out of it. Boy howdy. HC: It's a strange new world. On the other hand, women have been afforded opportunities that you never dreamed of. MH: True. HC: In the forties. For instance, as an astronaut. An astronaut which follows ______. MH: Is that right? HC: It's not unusual for women pilots to be flying any type of airplane, but their rank. What the problem is, when you sit in the left seat, you're the boss. MH: That do create a problem. HC: So men on the crew have contentions with that. MH: Like their mother speaking to them, they don't like it. HC: Did you get back home at all during this period? MH: I made some illegal landings in Athens. I remember one time my mother came rushing, I had called ahead and told her I was on my way from Atlanta, and so I could see her car coming out to Epps Field in Athens, and by the time I landed, she was already there, and before I could get the engine shut down, she started running straight toward the propeller, scared me to death, I thought I was going to decapitate my own mother. But I got it shut down before she did, but it was nip and tuck there for a while. But yes, I landed, I wasn't supposed to land at Richmond and I did, and I didn't get caught thank goodness. And I wasn't supposed to land at Athens and I did and didn't get caught. HC: Statute of limitations is up. MH: Right, I can say it now. HC: I had the privilege of reading the book you put together in regards to your World War II experiences, and also… MH: Ta-da. HC: Yes. The title is Winning my Wings. MH: There it is. HC: There it is. Tell us a little bit about it. MH: Well, it took me fifty years to write it for one thing. I started writing it when I first got out of the WASP, while everything was fresh in my mind, thank goodness, because I could never have written the flying scenes, I wouldn't have been able to remember all the details of the cockpit checks and things like that. Anyway, nobody was interested in World War II things right after World War II. Everybody wanted to return to normal just as fast as possible and get back to normal living. So I tried writing short stories about this, I had some good luck selling short stories in those days. There was a good short story market, but not for World War II stories, so they didn't want that. And I tried writing it as a fictional book and had no luck with that. And they just weren't, the market wasn't right, but now all of the sudden, the market is right, and the market is hot. So I've had really good success with this, it went through two printings with the Naval Institute Press as the publisher. And now I'm selling it myself, and it's had some inquiries from Hollywood, which I'm excited about. HC: They're making it into a movie? MH: I hope they do to, before I die. HC: It's got all the… MH: Ingredients? HC: Ingredients, thank you. I've just thought of the lady's name that introduced the bill that gave veteran's benefits to the WASP. Her name was Boggs. MH: Boggs, Lindy Boggs. HC: And her daughter is Cokie Roberts. MH: Right. Cokie Roberts quotes a lot of my book in her book, I mean a lot of my letters in her book. HC: Oh, really. MH: Uh huh. HC: How interesting. MH: In fact, Cokie's book came out before mine did, so I had to tell my publisher that I had given my permission to use those letters, it didn't create any problem, just a little bit of overlap. HC: I have not read Cokie Roberts' book. MH: It's good. I'll lend you my copy. HC: Well as the story goes along, pilots starting to come back from overseas, and they started to close flying schools, which meant that pilot flying instructors as civilians were subject to the draft, and _____. MH: They didn't like that. And they didn't want to get in the marching army. So they resented the fact that women had taken up the cockpits and they didn't have anywhere to go except to be drafted. So they started lobbying Congress to get us out of there, and they did. HC: General Arnold, I understand fought it, he lost that particular battle… MH: Won the war but lost the battle. HC: So you left the WASP when? MH: In June of 1944. HC: Then what happened? MH: I got married. HC: Married your Marine. MH: Right. HC: Who was in the states in where, Texas? MH: He was the executive officer at the Marine Corps air station outside of Fort Worth. We were stationed there for a year and then went out to Miramar, California, until V-J Day. But the WASP stayed on duty until December of '44. But since they didn't need us anymore, and they were raising such cain about us, I resigned in June of '44 so I could marry my, the love of my life. HC: And did he get out of the Marine Corps? MH: He was retired physically. But he served, he actually got back on flight status but not to go overseas, I think they call it class 2 pilot or something like that. But he got back where he could fly again. He recovered really well and stayed on duty until V-J day and then they retired him because they knew he'd never be able to do combat with his burned legs, got a stiff ankle out of the deal so he couldn't go back to flying for the airlines, which is what he had done before he went into the Marines. Well actually he went in the Marine Corps and then he got out and went flying for Eastern airlines and then Pearl Harbor came along and he was called back into the Marine Corps. He was in the reserves. HC: Well he was a pilot early on. MH: Yeah, one of the early pilots. HC: So now we're at V-J day, you're happily married, your husband is out of the Marine Corps, then what. MH: Then he went back to work for Eastern airlines but they told him he could never fly as captain and that if would be satisfied to remain a co-pilot, they'd take him back as a pilot, but to understand that with his stiff ankle, they didn't think he could handle the plane in an emergency. And so they gave him a job on the ground as an aircraft dispatcher. And he could hardly stand that with all his friends up in the sky. It was hard, and it was also shift work, which made it hard. But I could keep his schedule. I mean I might eat breakfast at midnight, but whatever his schedule was, I kept the same thing, until I got pregnant, and then I couldn't keep his schedule anymore, I had to keep the baby's schedule. So that was when he decided that it was time to change, and we got an opportunity to move to Texas and start an insurance company, life insurance company. And he took it, and so we lived there for more than fifty years, until he died. HC: He finally became ______. MH: It was just a small company, but it did quite well. HC: I believe you told me your first child was born in Piedmont Hospital here in Atlanta. MH: Right. We were living in Hapeville out near the airport because he was working at Eastern airlines, and he would go back and forth on his bicycle from Hapeville, he needed to keep exercising those legs that had been so badly burned. It was sort of like Vance [Lance Armstrong], what's his name. HC: Did you do any flying, serious flying you know, after the WASPs. MH: I haven't flown for sixty years. HC: Think you're ready to get back in the cockpit? MH: If this becomes a movie, and I get enough money, I'm buying me an airplane. HC: Good for you, I'll go for a ride with you. MH: If you're brave enough. HC: I had an experience over ____ field, Alabama, several years ago, over to the graduation of air command. A staff pilot, and I was with George Capers, a ___ naval hero, and some of us, we all had on our little medals that you wear, and this cute little major came over, a pilot, and she said what are all these for. So I think I told her combat story or two, and she said well can I hug you. I said of course. I said what are you going to do when you get out of the command staff pilot? Said I'm going to Travis Air Force base on the aircraft commander of a C-141. I was born about thirty years too soon, or I could have been the navigator. A whole different world out there. MH: It sure is. HC: Well, you've written a book, and two sons. MH: Two sons and a daughter. HC: You have five grandchildren. MH: Six grandchildren and a great grandchild to be born next month. HC: Fantastic. And you came all the way from Wichita Falls, Texas, to talk today to a Silver Wings group, and this _____ considerably sold a few books, so the questions were right interesting. MH: They were. HC: I've forgotten what they asked, do you remember any questions. Did any of them particular excite you. MH: I was surprised nobody asked me what type planes I flew or, what was the other thing they always ask me, how many hours I had. Nobody there asked me either question, and I was surprised because that's usually the first two questions that pilots ask me and I'm always embarrassed to answer because I didn't fly the big bombers or the fast fighters, I just ferried single and twin engine airplanes, but they were big enough and fast enough for me. I'm not sure my reflexes would have been fast enough to handle P-51 or… HC: You'd have been surprised I think. How many hours did you get. MH: About 500. HC: About 500. You know that's the number I had when I left the Air Corps, of which 265 as I recall correctly were combat hours. MH: Wow. Your hours were a little bit harder to come by than mine were. HC: Some of them were not fun and games, though. Tomorrow I'll be telling my story to the World War II Roundtable. Just as a matter of interest, Marion's father was a ____ figure at the University of Georgia, why don't you tell us a little bit about him. MH: Well, he was such a wonderful man. He was such a wonderful father and such a wonderful family man, wonderful husband, that I don't even think about his career until somebody like you asks me. But he had coached everything, football, basketball, baseball, and track at the University of Georgia, and really put the school on the map as far as athletics were concerned. When he died, he was director of athletics and dean of men. He gave up the sports he coached one at a time. All I can remember him coaching in my childhood was the basketball team and the track team. HC: ____ football ____. MH: Yeah I was, the Georgia-Yale game. 15 to nothing when they dedicated the stadium. HC: First game in Sanford Stadium. MH: First game in Sanford stadium, and Yale was expecting to clobber Georgia and instead they got clobbered. HC: Sounds like it was Miami _____. That was a great team. MH: Catfish Smith. I had a big crush on Catfish Smith. He didn't know it, I was about 12 years old I guess. HC: Athens is a wonderful place to grow up and a wonderful place to go to school. MH: I agree. HC: I'm sure that many people will share your opinion. You told me that when you went to Texas and they spoke of the university, you didn't know what they were talking about. MH: Well, ‘the university' to me meant the University of Georgia, and that was a great shock when I heard Texans talking about ‘the university' and they meant Texas. HC: Down in Austin. MH: Right. HC: Well, it was sixty years ago. MH: Let's see, got out in '44. How many years is that, it'll be sixty years next year. HC: As soon as you get the movie rights sold for your book, you'll be back in the old airplane. A great grandma. MH: I don't think the movie rights per se will get me there, but maybe the movie will. HC: And you can take your grandchildren and great grandchild. MH: Right. HC: Marion, I thank you very much for… MH: Well, you're very welcome. HC: … the History Center, and share your experiences with World War II, and we hope you'll come back often. MH: Thank you. COUNTER 396"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["T-6 (Training plane)","World War, 1939-1945--Personal narratives, American","Beechcraft (Airplanes)","Cessna aircraft","Hodgson, Edward McCullough, 1913-1997","Cochran, Jacqueline, 1906-1980","Tibbets, Paul W. (Paul Warfield), 1915-2007","Arnold, Henry Harley, 1881-1944","Stegeman, Herman James, 1891-1939","Women Airforce Service Pilots (U.S.)","Dallas Love Field","University of Georgia","Boeing Aerospace Company","United States. Army Air Forces. Air Transport Command. Ferrying Group, 5th","Eastern Air Lines","North American AT-6 Texan (trainer)"],"dcterms_title":["Oral history interview of Marion Foster Stegeman Hodgson"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/213"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","mini-dv"],"dcterms_extent":["33:15"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_214","title":"Oral history interview of Geston D. Holland","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Philippines, Leyte Island, 10.95, 124.85","Philippines, Negros Island, 10.0206764, 122.977113156079","United States, Alabama, Calhoun County, 33.77143, -85.82603","United States, California, City and County of San Francisco, San Francisco, 37.77493, -122.41942","United States, Florida, Franklin County, Camp Gordon Johnston","United States, Florida, Franklin County, Carrabelle, 29.85326, -84.66435","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383"],"dcterms_creator":["Marr, Christine","Holland, Geston D., 1916-2011"],"dc_date":["2003-10-08"],"dcterms_description":["In this interview, Geston Holland recalls his history in the U.S. Army during World War II. He was drafted in 1943 and objected to serving in the Navy because he wanted to be with his friends. His training camp was in Florida, because the Army wanted to simulate conditions of battle in the Pacific. Holland describes it as being full of snakes, alligators, and mosquitoes. They trained day and night, including calisthenics, rifle training, crawling, and digging foxholes. He remembers that it was rough to leave his wife and child and ride in a boxcar to San Francisco. He discusses a trip across the Pacific in a Matson liner to Australia and finally New Guinea. He describes New Guinea as hot and rainy; they were warned not to bathe or wash their clothing in the water. He did it anyway and contracted jungle fever. After his recovery, he was made a coxswain on an LCM (Landing Craft, Mechanized). His duties were to pick up troops from the big boat and take them to shore along with ammunition and supplies. He reports that his was the first craft on the beach at Leyte Island. He describes the first day as one he doesn't like to think about much; Japanese planes came in swarms and his later duties were to pick up the dead and wounded and take them to the hospital ship. He recalls that night as being \"as miserable a night as I've ever spent.\" Later, as he was training to invade Japan, the atomic bomb was dropped. He expressed his admiration for President Truman because he believes millions of lives were saved by his decision to use the bomb. Next, they were tasked to go to a small island because there were some Japanese who wanted to surrender. Instead, the Japanese fired on them, killing half the crew. He details the circumstances of the day, including the blood flowing in the ship, the heat and the terrible odor. He recalls that they traveled at night to avoid Japanese Zeroes, and that they used a compass to arrive at their planned destination. He remembers that the \"bullets didn't sound too good\" whizzing by his head. He had to live on bananas most of the time; they had been supplied with canned food from Australia and he wasn't able to keep it down. He would trade the canned food for bananas. They had no time off and would collect water in rain barrels on the ship for bathing. Mail from home took about two weeks to arrive. After the war ended, they congregated on Leyte Island waiting for transportation home; it took a week on an old freighter. He contracted pneumonia and spent a week in a hospital in Oakland (Calif.). He concludes the interview by stating that he has tried to forget a lot of memories, that \"to have your buddy killed right beside you, it's rough.\"","Geston Holland was in the U.S. Army in the Pacific in World War II.","GESTON D. HOLLAND WWII Oral Histories October 8, 2003 Atlanta History Center Transcribed by Joyce Dumas [Tape 1, Side A] Interviewer: This is Christine Marr at the Atlanta History Center in Atlanta, Georgia, interviewing today Geston D. Holland on the eighth day of October, two thousand three. Mr. Holland, would you please introduce yourself and tell me where you were born and your birthday. Holland: I'm Geston David Holland. I was born near Dallas, Georgia. I was born June the twenty-sixth, nineteen and sixteen. I'm eighty-seven years old. Interviewer: Thank you. Can you tell me how you came to join the U.S. Army? Holland: I was drafted. Interviewer: In what year? Holland: Nineteen and…what was it? Forty-two or forty-three? Forty-two? Three? Nineteen forty-three. Interviewer: And once you were drafted what occurred? Holland: Well, when I was drafted I went to Addison, Alabama. I took my examination. They wanted me to go in the Navy, but I didn't want the Navy. I objected, which I was sorry of many times. Interviewer: Why did you prefer the Army? Holland: Well, because I had several friends in the Army and I thought we'd be in the same outfit, which we wasn't. But I was sent down to Caraville [phonetic], Florida. Did six weeks of training out in the swamps where the alligators, rattlesnakes and mosquitoes just absolutely tortured you to death. We had some deodorant, but it didn't faze them. Six weeks later, we came back. Interviewer: What was a training day like in Florida? What did you train to do? Holland: Trained to go to the Pacific where they wanted it as near like the same conditions after we got over there as we would have when we got there [sic]. Interviewer: Did you train for a specific function within the Army? Holland: Well, I guess I did. Interviewer: Could you provide some details on what a training day was like? Holland: A training day? Well, we done a little bit of everything. We almost trained night and day. They put us on guard duty. We did calisthenics. We would practice shooting with a rifle. Just a little bit of everything. Get out and crawled. Dig foxholes. Interviewer: How old were you at the time? Holland: I believe I was twenty-seven. Interviewer: And how did you feel at the time when you were going through this training knowing the war was coming up? Holland: Well, I felt like I was just wasn't no better going than nobody else [sic]. I wanted to serve my country, so I didn't dodge the draft. I went on. Of course, it was rough to leave a wife and a child. But I did it. So, we got that six weeks training. We were shipped on a old railroad boxcar to San Francisco, California, which took us a whole week. Then we were put on a [inaudible] liner, one of the fastest ships they had and sent to Australia. Well, we went from Australia to New Guinea, where the war was about over in New Guinea when I got there. Interviewer: What was it like when you arrived? Holland: In New Guinea? Well, that's just a terrible country. It just rained every day. Hot. Everything contaminated. They told us not to…whatever we do, not to wade or wash your clothes in the water there. But I thought they didn't know what they was talking about, so I go down and wash my clothes in a pretty little…looked like a clear creek and it gave me the jungle fever. So, as soon as I got up from that I was sent to the ship to the Philippine Islands, to invade the Philippine Islands. I was assigned to a boat. I was what they call a coxswain on the boat. I drove an LCM. Interviewer: What does LCM stand for? Holland: Well, it was a landing barge. We picked up the troops out of the big boat out to sea and carried them in to shore. And when we landed the troops, we also then carried in ammunition and supplies to them until they got a foothold, taken over. Then we move on and hit somewhere else. I was the first boat that hit the beach in Layte Island when the Philippines was invaded. Interviewer: Tell me more about that day. Holland: Ma'am? Interviewer: Tell me more about that day, please. Holland: That day? Well, that's a day I don't like to think about much. It was rough. There were many people killed because the Japs come out in swarms that night after we landed and killed a lot of our troops that we had landed there on the beach. Well, the first night then, I was assigned, my boat, to go in and pick up the dead and wounded off the beach, carry them back out to a hospital ship, which was out to sea a few miles. That was, I guess, as miserable a night as I've ever spent. But, we finally got everything taken over there. And then we went to several more islands and carried troops in, made landings, take them over. Well, we were training to go to Japan when they dropped the atomic bomb, ended the war. That was the happiest I ever was in my life and I've always admired and loved Truman for doing that cause that was gonna be a dangerous thing to land troops on Japan, on the [inaudible] beach. But we got a call from some little old island where they had a…was supposed to be a bunch of Japanese cut off, no supplies. Nobody lived in it. It was an uninhabited island. We got a call to come pick them up. They wanted to surrender. So my boat was assigned to go pick them up. We picked out a crew of about six, eight of us to go pick them up. Interviewer: Did your boat have a name? Was there a name? Holland: No, there wasn't no name. Just LCM landing craft. So, we went to pick them up. About fifty miles away from the base where we were. Interviewer: Do you know the name of that base? Holland: Of that? Interviewer: The base? Holland: Bay? Interviewer: The base where you were based out of? Holland: Oh, it was on Layte Island. Interviewer: Okay. Holland: Of course, I stayed on the boat all the time. I wasn't a…I was on the boat. Lived on the boat for two years. Interviewer: Okay. Holland: I wasn't a…just…if I went on the beach, it was just to pick up dead or wounded or something like that. Right back off. But my home was on that little old boat. But I was saying, we went to pick up them troops, prisoners. We got there, we pulled our boat in on the beach and they cut loose firing at us. Killed about half of our crew. Well, we backed off, but we done had about our crew dead. We had them on the boat. Put them in the bottom of our boat there and blood was flowing. And it was hot. Over a hundred degrees hot. Took us about two days to get back our base. And you talk about something, that was the worst odor that anybody could imagine. It's a dead human being out in the hot weather. That was one of the…I guess, one of the worst experiences that I had while I was over there. So I guess that about covers my activities over there. Interviewer: Well, where did you go after the Layte Island? Holland: Well, we to Nichols Island. We went to several of them islands, I didn't even know the name of them. We just got our orders to land troops such and such a place and they'd give us our readings to follow the compass. We usually traveled at night cause we were afraid to be out in there and the planes would bomb us, you know, if we were out in the ocean out in the daytime. So we traveled at night and they'd give us a reading with the compass and we'd have to follow that. And it'd carry us right to where we wanted to go. Interviewer: And why did you travel always at night? Holland: Always at night we traveled. Keep the planes from bombing us. The Japanese had them little old zero planes [sic] and they'd come down. It'd sound just like a bomber. Luckily, they never did hit our boat, but they hit some of the big boats. They'd go right down the smoke stack. Interviewer: And then after your work on Layte Island and Nichols Island, what came next? Holland: Well, as I say, several islands that we went on I don't even know the names of them. There's many islands over there. Interviewer: And you were…what were you doing at each of these islands? Holland: We'd carry troops into them from the…capture them, take them over. A lot of them, it wasn't much to it but some of them it was. It was rough on Layte. It was rough on Nichols Island. Some of… Interviewer: How was it rough? Holland: Well, you had the Japs a shooting at you. Just…and bullets didn't sound too good, whistling around your ears. Interviewer: What sort of food did you all eat there? Holland: Well, I had to live on bananas for most of the time because they give us that old Australian food, canned food. It was all we had on the boat. And that stuff wouldn't stay on my stomach. I'd eat it and right up it'd come. So I'd take a case of it in to the beach and swap it with some of them natives for a stalk of bananas and put them on the boat and that's what I'd mostly eat for nearly two years. Interviewer: And what about recreation? Did you all ever have any time off that you and your crew members… Holland: None whatsoever. Interviewer: No? Holland: We had a barrel out there on the boat. We caught rain water to bathe in. It's the only thing we had to bathe in. Barrels of water we caught rain water in. Interviewer: And I understand that you saw McArthur at some point? Holland: I what? Interviewer: Did you see General McArthur? Holland: Yes, I did. But it was out at sea about, oh, fifteen or twenty miles on the staff boat out there. And I went right up around him. I never did get on the boat with him but I've seen him standing out on the deck. He didn't get close in where the shooting was going on. Interviewer: What are some other vivid memories of your experience? Holland: Well, one of my experiences when we worked in New Guinea…they told us there were headhunters on the island. They said, “Don't go out anywhere away from the camp without carrying your rifle”. Well, I thought that was just a fairy tale. So I strayed off down there to a coconut grove. And one of the worst looking things I ever saw come up on me with a…and of course he couldn't talk English. It was some kind of jabbering with a big old long spear in his hand. And he took out after me. I've never run as hard in my life. I outrun him [sic] but it scared me to death. Whoa. Interviewer: Did you find out anything more about the indigenous people there while you were there? Holland: In New Guinea? There wasn't nothing there but, you know, natives there that couldn't speak English. They were terrible looking people. They said one of them lived to thirty-five years old. That was old. Their teeth rotted out while they were just children. It's a country I don't think no civilized person would want to live. Interviewer: And were you able to communicate while you were away with your wife or your family back at home? Holland: Well, none whatsoever except maybe we'd get mail from them. Maybe it took two weeks to get there. And we could write letters and carry it in and leave it on the shore. That was after we'd get a beach head made. There'd be times for several weeks that we had no way whatsoever of communicating. Couldn't write no letters or nothing. But when we'd get an island taken over, we could write some letters and we'd get a little mail once in a while. But we wasn't supposed to tell where we was [sic] or what we were doing. Cause it might give the enemy some information. Interviewer: Did you befriend anybody in particular that is important to you in your memories of World War Two? Holland: Well, there was several but they're practically all dead now, I reckon. I don't know another one of them that's living that was in my outfit. Interviewer: Were these men that you met at training camp or that you met later? Holland: Well, most…some of them was at training camp. We went all the way over there together, you know. That's one reason I ended up in that outfit because I didn't want to go in the Navy, I wanted to stay with my friends, people I met, knew. But… Interviewer: Who in particular? Could you give me some names/ Holland: Well, one of them was named J.H. Holland. Interviewer: A relation to you? Holland: No relation, just same name. But wasn't no relation. I can't remember the names. I'm very poor at that. Interviewer: That's okay. Holland: I did communicate with some of them a while after coming back home. But it soon played out. Interviewer: And…um…how…how often were you paid? Holland: How often we paid? Interviewer: Yep. Holland: Well, somewhere around once a month. I'd draw twelve dollars a month. Course, I had an allotment going back to my wife and child. That's where most of my money went to. But I'd actually draw twelve dollars a month. Interviewer: And when you returned home, tell me about when the war…after you were complete with your mission on the islands? What happened then? Holland: Which…when we started home? Interviewer: Yes. Or when you heard that the bomb had been dropped on Hiroshima. What happened then? Holland: Well, we was uh…congregated on Layte Island and we was waiting on transportation to come in and pick us up, bring us back home. It was less than a month. They put us on an old freighter. And where it took me three days to go over there, it took a week to go back. And when we changed over climates, they supposedly gave us shots to keep us taking pneumonia, but I took pneumonia. And I come into Oakland, California. I had to be put in the hospital with pneumonia. So I had to stay there about a week or ten days before I could out to go home. And that was a miserable time. Interviewer: Did your wife know? Holland: Yes, she knew. Interviewer: What other memories do you have of your World War Two experience? Holland: Well, a lot of them I've tried to forget. [chuckles] It was a rough time. I had some bad experiences. When you have your buddy to get killed right beside of you, it's rough. So, it was a miserable experience to be…what I went through with it. I don't talk about it much. I don't like to think about it. So, I believe that's about all I have to say. Interviewer: Would you like to share those photos? That's a photo of you when you enlisted in the Army? Holland: Right. Interviewer: And would you like to show the next photo? Holland: Well, this is a group of the outfit that I went in. This was taken after our basic training was over. Interviewer: In Florida? Holland: In Florida. Caraville [phonetic], Florida. Interviewer: The medals that are on your uniform, would you care to tell me about those? Holland: Well, I never did go for medals. I was instructed to go down and receive several medals that I never did go get because so many of these soldiers never go to nothing but basic training. You go down to the commissary you can buy them, any kind you wanted and all kinds. And they just fill there uniforms full of them. So for that reason I just didn't want none. Interviewer: Is there anything you'd like to add to the story? Holland: I don't believe so. Interviewer: Thank you very much. Holland: Yes, ma'am. [end of tape]"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["World War, 1939-1945--Personal narratives, American","World War, 1939-1945--Campaigns--Pacific Ocean","World War, 1939-1945--Medical care","Atomic bomb","Truman, Harry S., 1884-1972","United States. Army. Engineer Boat and Shore Regiment, 542nd. 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