{"response":{"docs":[{"id":"hbcula_becu_17","title":"Voice of the Wildcats Newsletter, October 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":["2003-10"],"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, October 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/17"],"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":"geh_vhpohr_305","title":"Oral history interview of Rudolph Valentine Archer","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Guam, 13.47861, 144.81834","Japan, 35.68536, 139.75309","Korea, 37.663998, 127.978458","Marshall Islands, Enewetak Atoll, 11.5141037, 162.06439324194528","Marshall Islands, Kwajalein Atoll, 9.1257934, 167.5740472","U.S. Outlying Islands, Wake Island, 19.28012, 166.64828","United States, California, City and County of San Francisco, San Francisco, 37.77493, -122.41942","United States, California, Santa Barbara County, Vandenberg Air Force Base, 34.7483, -120.51817","United States, Florida, Escambia County, Pensacola, 30.42131, -87.21691","United States, Florida, Hillsborough County, MacDill Air Force Base, 27.8472, -82.50338","United States, Florida, Okaloosa County, Eglin Air Force Base, 30.45907, -86.55026","United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","United States, Georgia, Fulton County, Fort McPherson, 33.70733, -84.43354","United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, Indiana, Jackson County, Freeman Field, 38.9160257, -85.89181891749742","United States, Michigan, Wayne County, Detroit, 42.33143, -83.04575","United States, New York, Onondaga County, Syracuse, 43.04812, -76.14742","United States, Ohio, Franklin County, Lockbourne Air Force Base","United States, Texas, Wichita County, Wichita Falls, 33.91371, -98.49339","United States, Wisconsin, Milwaukee County, General Mitchell International Airport, 42.94668, -87.89675"],"dcterms_creator":["Roseman, Malcolm","Archer, Rudolph Valentine"],"dc_date":["2003-09-25"],"dcterms_description":["In this interview, Val Archer describes his experiences in the Army Air Corps at the close of World War II. He recalls the prejudice he and other black men experienced as the Air Force was desegregated by President Truman. He also describes the origins of the organization known today as the Tuskegee Airmen, and his life and education after his retirement from the Air Force.","Val Archer was in the United States Air Force in the Pacific following World War II."],"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":["B-47 bomber","Civil rights movement","Pitot tubes","Thunderbolt (Fighter plane)","U.S. Atomic Energy Commission","United States. Air Force. Fighter Group, 332nd","United States. Air Force. Composite Group, 477th","Tuskegee Airmen, Inc.","United States Military Academy","United States Civil Service Commission","United States. Air Force. Strategic Missile Squadron, 395th","United States. Civil Service Reform Act of 1978","Geiger Field"],"dcterms_title":["Oral history interview of Rudolph Valentine Archer"],"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/305"],"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)","VHS (TM)"],"dcterms_extent":["1:28:12"],"dlg_subject_personal":["Davis, Benjamin O., Jr., 1912-2002","Young, Coleman A.","Lewis, John, 1940-2020"],"dcterms_subject_fast":null,"fulltext":"9/25/2003 Val Archer interview, Atlanta History Center He is president of the Atlanta chapter of Tuskegee Airmen Veterans group. Transcribed 10/2003 by Frances Westbrook. NOTE: I have not tried to check spelling of the military bases he mentions. Interview with Mal Roseman, volunteer from the AARP. Side 1 MR: I'm Malcolm Roseman in Atlanta, Georgia, on September 25, 2003. I have the honor of speaking with Val Archer, also from Atlanta. Val, let's begin by just telling me where you were born and when, and a little bit about your early years. VA: OK. I'm Val Archer. I was born in Chicago, Illinois, on my grandmother's birthday, in 1929, on April 13. I attended elementary school at Betsy Ross, and I recently heard in the news it's still around and having probably more difficulties today than they were having then. As my family moved from one neighborhood to another, I transferred to different schools. I eventually graduated from [summer?] school, at a school called Charles Cominsky[?], which was over on the far east side of Chicago, I believe, from the 8th grade. I didn't go to high school, sort of dropped out then. My mother passed when I was 12, and I guess I didn't have the type of supervision that was necessary to compete with my peers at that time. My environment. I joined the service in 1945. Because I was out of school I associated with some fellows who were a few years older than I, and I sort of followed them when they went into the service, and it was my plan to follow them, and so on. MR: You were quite young when you went in. VA: Yes, I was. But I was sort of caught up, as I think many people were, with what we know as propaganda now, the way the war was described through the mass media and throughout the community, in every kind of institution. We were sort of bombarded with information about the enemy and the Axis and so on, and Uncle Sam needs you, and the USO, and the news reels, and so on. And in my young mind, I was caught up very much in that. And I figured that, I think I estimated that since I wasn't very productive at that time in any case, being in the military service would not be a bad thing for me. So I tended to follow in the footsteps of some of the older guys and I tried to enlist. I think, first in the Marine Corps and then the Navy and then the Maritime Service. And that went on, in fact, for a couple of years. And, one day another, a friend of mine and I were passing a recruiting station and decided we'll just go in and heckle these guys, ‘cause they're not going to take us anyway. As it turned out, I think, on that particular day, I've since deducted that probably that recruiting sergeant didn't have his quota at that time, because Freddy West and I both wound up being processed straight through, and finally loaded onto the back of a six-by-six and shipped out to Fort ____, Illinois, where we were inducted and sworn in and so on into the service. From there, it was a short trip, a short time before moving on into basic training in Wichita Falls, Texas, and so on. My early years in Chicago, I think, as I look back, everything seems to be sort of normal in my own terms. Perhaps it would not be normal for someone else who was observing that as I observe young people today. Some of their experiences are extraordinary and I think probably some of mine were as well. I had two brothers and one sister. One of my brothers recently passed a couple of years ago. Both my brothers sort of followed me into the service. Of course, they went to high school and graduated. MR: Were you the oldest? VA: I was the oldest. And ….let's see… MR: Well, let's go back to your military. You're now in Texas in basic… VA: Yeah. As I recall, that was quite an experience. And as I look back at it, some of it, I find some humor in it. Growing up in Chicago as I did, and I had, I did my time with gangs and so on. And as I came into the service I sort of brought myself into that picture and I obviously came into conflict with people from other backgrounds. I recall an incident with a wrestler from Oklahoma who was, I think, I guess he was probably about 200 pounds and I think I was probably about 130 pounds. And one day, he had decided that since our organization at the time was very close to his home, from Texas to Oklahoma was just a short trip for him, he had figured out that if he managed to get our training set back, then he would have an additional amount of time out near home, and so on. So, I thought that was kind of silly and kind of selfish on his part, and so did another kid from Detroit who was probably about my size, who said something to this guy, and he got smacked. And I thought, if he can get away with that, smack this kid and get us to go back and do that, then I'd have to try my luck with him. So, we were on the second floor of this barracks and so almost immediately we were tumbling down the stairs. And that lasted for I think a good 20 minutes or so, maybe longer than that. But I, I rather enjoyed it, and looking back at it, to be bloody or have that kind of physical engagement was not unusual for me. And I think probably fortunately for me it was, because it was not for the wrestler. So we both wound up going to the hospital. And I just always find some humor in that, in recalling that experience. MR: I have to stop you and ask you a question, because I think it's germane. You went into a segregated army, and my knowledge of the segregated army at the time was mostly officers, maybe all the officers that were around, tended to be, they were white. [Yeah.] How did you feel about all that? VA: I guess I had some feelings about it, but as I was incorporating all this new experience, I didn't know anything about, anything about the military, about the officers corps, the enlisted corps, or any of that. That was something that I had to learn. But I very quickly learned that some of our white officers were quite racist in their outlook and their expectations. And with my attitude as I was describing with the altercation with this wrestler, I would have had the same propensity to deal with them in the same way. I guess I was fortunate in a way that I received a few reprimands and had a lot of extra duty but I never punched one of them. And I therefore managed to stay out of serious, serious problems with them. But I fairly quickly became aware of the fact, and it was not, it was a kind of a group learning experience. It wasn't just that I was learning this myself but I was learning it from the other guys who were in the organization, and their attitudes, some of which I adopted, some of which I rejected, and so on. But I managed to keep a perspective over my feelings of individuals that I was involved with, and I met some pretty rotten white officers, and I met some very good officers that I later learned what a good officer was, and how he performed. And I quickly learned the difference, I think. MR: So you did the six weeks of basic? VA: Yeah, it seemed to have been longer than that, but it may have been six weeks. MR: Then what? VA: Well, from that I went to an aviation squadron, that's what they were called at that time, because when I enlisted, I had an opportunity to indicate which organization I wanted to belong to, and I checked the air corps, not knowing much about it other than what some people had told me. And I didn't have any expectations one way or another at that time. It didn't matter which branch you were in, you were still a soldier. And all of the appearances for the uniform and the attitudes and the values and so on were still that of a soldier, which was Army. I later on learned that being a part of this aviation outfit [was different?], though I didn't know at the time that there was an effort to develop this all-black outfit which was still going on since 1941 and 1942. MR: Before you go further, you put that down, to join an air group. Was there something that triggered that thought in your mind? I recognize that they were all part of the Army, and they were all soldiers, but still, I mean, going up in a plane, you know that whole thought, for somebody who grew up in a Chicago neighborhood, that's pretty extreme. I mean, what …. Were you a risk-taker? VA: Oh, big time. Yeah, I would take any risk at that time, although I did not perceive that as a risk. What I knew about airplanes at that time was, now I know that they were DC-3's that used to fly very low over Chicago, and you would hear them comin' for days. And of course by any stretch of the imagination they were slow, you know, because you could see them if you were in an area where the buildings were not very tall, you could actually see this DC-3 just flying over on its way. And I thought, boy, that would be great to do that. My exposure to anything to do with aviation was kind of fantasy stuff that I read in comic books and I think there was a radio serial at that time, I think it was Buck Rogers in the 25th Century or something to that effect. And that was sort of, I read a lot, and that was one of the things that I knew just a little bit about. So, when I had a choice of being in the army, I thought, OK, marching, carrying a weapon on my soldier, or flying in an airplane, whatever they did in the airplanes, I didn't know anything about fighters and bombers and stuff like that at that time. But I thought it was a pretty good choice. And I really didn't expect to get it, I just thought, OK, I'm going through this stuff. And I was psychologically geared to a kind of a racist culture that I could not articulate at that time. But my expectations were that, you're going to get the short end of the stick anyway, so just put down whatever you think you can get away with it, and go for it. MR: All right, so you moved into this, to where, at this point? VA: My first stop after basic training at Wichita Falls, Texas, was a place called Geiger Field at Spokane, Washington, and I went there. That was a fairly pleasant experience, you know, being out of the city, and out of Texas, which is another world by itself. To go up into the mountains, and it was cold and pristine, and a new experience, and I was excited about it. I went to, I think it was a demolition school, to learn how to blow up stuff, which was not inconsistent with my character at the time. But when I completed the training, I was very quickly put on a train with orders going to join this 332nd fighter group in Columbus, Ohio. And that's where I went to spend the next, a little more than three years until the integration occurred. MR: And so, you were in Columbus, Ohio, for three years at that point? VA: That was my base. Of course, I left here for training at different places, at Chinault [sp?], Scott, Keesler, Mississippi, short training. MR: At least for the World War II piece you were always in the states, you were stateside. [Yeah.] What were you trained for in Columbus? VA: Well, when I got to Columbus one of the first assignments that I had was as, to work on B-47s as assistant crew chief. And initially I was a gofer but that was called on-the-job training or OJT, which I became involved in. First in aircraft engine mechanics, and then I sort of gravitated to instrument specialist, where I worked with the instruments and related component parts like the—the instrument doesn't operate just by itself, it operates on some principle that's related to something else. Like the air speed indicator for example. In those days we had what was known as a peto-static tube [?] where that would register the pressure of the forward motion and that would be registered into this air speed indicator that would do that. Then there were engine instruments, manifold pressure gauges and tachometers and indicators and so on. MR: At this point, you were 17, 18, 19 years old…. VA: 16. MR: Even younger. 16, when you first went in. You never went to high school, here you are getting a whole education. How did you feel about all that? VA: I thought it was a real challenge. I enjoyed every minute of it, including all the other altercations that I got involved with. The thing I did not enjoy is I did an awful lot of KP, washing pots and pans, reporting to that at like 3 o'clock in the morning and working on that until 7 or 8 o'clock at night before, you know, getting off. MR: They taught you discipline. VA: Yeah. I can tell you some stories about [laughter]. I had some pretty creative first sergeants. But I managed to not spend a lot of time in the guard house. I did get to know most of the guys over there on a first name basis. MR: Well, we don't need to go into all the details on that… VA: No. MR: Tell me, so you were in Columbus for the most part until 1948? VA: '48…'49. MR: '49. Now, I believe Truman integrated the services in… VA: '48. MR: '48. How did that affect you? VA: Well, that, in terms of segregation, that really brought that home to me. You know, from my growing up in the civilian community was in Chicago. And it was not like growing up in Georgia or Mississippi or someplace like that, so I had a whole different kind of learning thing to get a grip on. It occurred to me when I left this all-black outfit, that was the only kind of military experience that I was aware of. In fact one distinction we briefly mentioned earlier about the white officers corps, when I finished my training and went to Lockborn, that was the end of my white officer experience. Our officers were all black, and in my estimation, far more professional and qualified in every way than those white officers that I had met prior to that time. And they were good mentors. Some of those guys I met back in those days who decided that they would take an interest and teach me some lessons, which they did, a lot of them, I still know those guys who are still surviving. And we can recall some interesting experiences from those days. But as far as the integration was concerned, that was my first experience with segregation from a different sense, because I was moving from an all-black community that had its own social and political and other kinds of dimensions into an all-white installation where there may have been 2,000 white troops there and three black troops. The black troops who were already serving on those installations were in the food service jobs and motor pool and what were considered unskilled jobs at that time. Now when I hit, my first assignment was at Bowling Field [?], headquarters of USAF. And when I reported in there, although I'm sure it was well publicized that, you know, you're going to get some black troops coming in here, and probably that they are skilled and qualified people, when I went to first report in to the flight line, I was told, well, I was a sergeant at that time, and I was told that, well, you can't supervise anybody here, we can't have you supervising any white troops, so we'll have to find something else for you to do until we get a white person who will come in and be over this shop, or this position. So I wound up being sent off to tech school, and spent more time in tech schools, and then I decided I would try and play football there, although I didn't weigh very much, but I was fast and I liked the game. So I did that for a season, in fact I did that until the Korean War. My first experience, initial, with that was, I had orders to go to Korean on assignment. And I was shipped out to a base, point of debarkation I think it was called in the San Francisco area, it was an Army base. And when I got there, I stayed around with a bunch of other guys who had come in from different places, and we were going to be on this joint assignment, I guess, leaving together anyway. MR: The war in Korean had already begun? VA: Oh, yeah. And so while I was there waiting for my direct orders, saying ok, you report to this base, I can't think of the name of it now, and then with further travel to…either K-6 or K-9 or something like that. In any case, when we finally got our orders to move out and board the ship, I remember that the name of the ship was the General Altman, which was a troop carrier. I wound up on this thing for, I think for about 30 days we were on that boat, just weaving in and out of the Pacific, sick as a dog. But we were told that that was necessary and the reason that you're going on this route is because of submarines and you know the whole, kind of scary stuff. In fact, what happened was that I wound up being dropped off on an island after we left Wake Island and we went to Quadulan [??] and then from Quad another few days after that wound up at Antiretoch [?], which was another island in the Marshall Atoll. MR: This is the first time you've ever left the country, at that point. VA: Uh, yeah. As a matter of fact it was. And I was glad not to have to go in that mode of transportation again. That troop ship, I think we were stacked up about 13 high in this place and you know, it's always the guy on top who gets sick first. And trying to find a place where you can breathe, you know, to get up on deck, that was a whole routine, getting permission and so on. MR: Were you part of a unit at that point, or you were unassigned? VA: I was assigned to a unit and didn't know it. I was assigned to a special task force, I remember that, it was called Task Force Number 3.4.1, was our designation. And I think there were, how many of us, got off, I think there were seven who got off, were dropped off on this island at that time, and the ship moved on and went to its next destination, which may or may not have been Korean, I don't know. But anyway I wound up there and this project turned out to be a nuclear project to test an atomic device, which was a whole other kind of experience. And some of the training that I received there was interesting as well. That whole experience was interesting. MR: When you say training, what were you training for? VA: Well, we were, our mission was to fly these drones through an atomic cloud after the weapon was detonated, and then the drones would come back and be examined, or all the checking that was done. The Atomic Energy Commission guys were there. We had Navy and Air Force, I know were there in this joint operation. MR: Your role in all this? VA: My role, I was assigned there as an instrument specialist. There were two of us assigned to that mission. I'll never forget this guy, a guy named Dolan, a white guy who was a kind of senior instrument guy. He had been, I think Dolan had his 20 years in at that time. And he taught me a lot. The two of us, we, you know when you're on an island that size, and practically nothing to do except work and read and so on, which we all did a lot of, I think. The other thing was to booze and fight. I did a little bit of that. But Dolan taught me a lot about instruments, instrumentation and so on. And we had, through our briefings we had a pretty good idea about testing devices which were going on at that time, mostly [?]. We heard about what was happening in New Mexico, and other places in the States at that time. MR: So, when one of these devices was tested, were you able to at least see the… VA: Well, you could…Understand that the device is detonated either on or near an island called, I think it was ___, I think it was 35 miles from where we were, on _________. That was what the report was, but, yeah, we experienced the whole thing, the detonation from that distance…as I recall our instructions were to lay on the ground. And we had some special eye protection and other stuff and we lay on the ground and covered our face, facing the opposite direction of the blast. I'm not sure that that made a lot of difference, because when it went off it was the most brilliant light, almost like you could see it going through your body and through the ground and everything else. And I'm trying to recall which was, if we felt….the island was sort of moving back and forwards, like that, at least that was the sensation. MR: You felt the pressure from the slight movement…. VA: Yeah. And of course the sound was, I think the sound may have been first, no, I don't know whether the sound was first or the flash was first, from that distance. They were separated by a distinct period of time, and it lasted for quite a while. The detonation was early in the morning, maybe 2 or 3 o'clock in the morning, and so on. And we were sort of experiencing that way after dawn the next day. And then of course we were busy again with our separate operations. MR: How long were you on the island doing this? VA: I think for, it was less than a year, maybe eleven months or so. I recall that it was less than a year. [What next?] Next I came back intact with that organization, for the most part, and I was assigned to Eglin Field to a proof test wing, and when I got back there I sort of picked up right where I left off with the base in Washington. “We don't have a spot for you on the flight line.” And I'm sure I was offered, “Would you like to work somewhere else, would you like another job somewhere?” I recall going off to some more tech school at that time. MR: So you're getting a heck of an education at this point. VA: Well, I got some technical training but it was not really an education. I knew what was going on, it was pretty obvious. No one tried to conceal the purpose or the reason for any of this at that time. I had been to Eglin Field before because while stationed at Lockhorn [?] we had our gunnery training there at one of their auxiliary fields where we went every year. We went to, I think there were several auxiliary fields there, and different years we went to different ones, to do training, you know, for the pilots to go out and get their gunnery stuff in. And, of course, we had to support that, those operations. So I was sort of familiar with that. What really went on at that time was some more, that was my first sort of exposure to the south, and what all that meant in terms of being a black soldier. The segregation, the kind of places that we were allowed to go, when we were permitted to go. I remember going to a movie once in Pensacola and being told that blacks had to go, I think into the balcony, but you had to go up the back stairs like the fire escape, that was the entrance to the [unclear]. And there was a place, kind of like a section of seats that we were allowed to sit in. I think that was the only time I ever went to a movie off base. MR: You're about [19]52, '53? VA: No, this was back in the ‘40s. So when I came to Eglin after the nuclear assignment, I was somewhat familiar with that installation so I sort of knew what to expect there. I did have friends, young friends who were married, that I knew, and in Washington, who were assigned there, and they were living in an area called Skunk Hollow, which was at the bottom end, the swampy end of the base, in segregated housing on base. MR: Now let me make sure I understand this. The Army was integrated but the housing was not? VA: Well, it hadn't caught up, the integration. Well, the integration was going on. What was happening, we had black troops on the same base as white troops. That was the first step of the integration. How it unfolded from there was pretty slow, and in fact that's where the real abuse came, in such subtle and unsubtle ways, like the kind of housing again that my friends lived in. Just because they were married and they were allowed to have their families accompany them, they lived in this area called Skunk Hollow. And there were, I'm not sure what kind of housing that was, exactly. It was like, like shacks, but it was like a community of shacks on this installation. And I remember one family in particular had an infant child and they would, the deer would walk up, you know, they were very sort of domesticated almost. And the baby would crawl around on the ground among these fawns that were out there. But it, you know, was so basic and so crude. There was no, I don't recall what it was like there in the winter, I don't recall visiting them during the winter months, which could be quite cold and damp. MR: What were you doing at this point? What was your role? VA: At that point I was, most of my time was waiting for school assignments, so I had some time on my hands. MR: I have to ask this question, because you're now, it looks like you're making it a career. I mean, at some point in your head, did you ask that question of yourself, “Do I want to make the Army a career?” VA: No. I don't think that was ever really, that came later, much later. And I had, you know, we got…in 1950 unless you were at the point of completing your tour, at some point you got an additional year hung on, it was called a Truman Year. And that was I think because of the Korean War. And so, actually by that time, I think in 1953, I think it was 1953 or 1954, when I had an opportunity to get out, I took it. I separated. MR: 1954. VA: Yeah, I think it was 1954. I think it was after I had gone, I went to, yeah, I went to McGill in Tampa, Florida, to B-47 school. Prior to that I had gone to an ______ course. That was crazy stuff. Back at Chanook. And then I went to another course at Scott Field. I don't know what that was about, I don't remember that. But I came back and was kind of excited about this B-47, which was a whole new system, and jet bombers, and really it was a neat, neat system at that time. But I knew after I finished that, it was going to be some other thing, so I just decided, OK, I'll take my marbles and go home. And that's how I got involved, I think, with the Reserves unknowingly. I was carried on the rolls for the Reserves, although I was given an honorable discharge. And I think I'd been out for six or eight months or so and I got this letter saying that, “Report to…,”some base or something, I don't recall the details of it. But, “You've been recalled to active duty.” And, I thought, well, I've been discharged… MR: And the Korean War is over at this point. VA: Well, yeah, '54, it was over. MR: Eisenhower became president in '52. VA: That's right. So I said, well, it's got to be some mistake, you've got the wrong, maybe somebody else with the same screwed up name or something. And I think I contacted whoever the authorities were at that time, and they said, “No, you've been recalled.” And they didn't explain very much as you know oftentimes bureaucrats don't do. And they didn't feel any compunction about, in other words, you're AWOL if you don't, if you're not here, so you don't deserve an explanation. So my attitude was, Come get me. So then I moved to New York to Brooklyn and worked on the docks for, I think, about a month before, I don't know how they tracked me, but I got a letter again saying, “Report to someplace.” And I left again, and I went to Chicago, and I think I was there for six months or so and I got another one of those. And so I left and went to….I don't think, I wasn't really running from them, but in one sense I didn't feel that I owed them any explanation the same way they didn't feel they owed me one. And so, we were having a little standoff there. Anyway, finally, some really official guys who came, I think, in black suits and stuff, and they said, “You're…we're escorting you to your new assignment.” And they gave me two hours or something like that. One of them stayed and the others left. And then they came back. And so, went off to Mitchell Field in Milwaukee. MR: Before you go on, what year…. VA: This was, I think this was in '55. MR: So, you'd been out for a little over a year. VA: More than that. It must have been '53… MR: That you went out… VA: Yeah. Because it was over, no, it was more than a year, because I was bouncing from…as a matter of fact, Eisenhower was president, I think, then. And I remember how interesting it was that every time you turned on the news for something all you would get is how popular this guy is. And at the same time, you couldn't buy a job. There were people in soup lines, you know, and I thought, “What the hell's going on?” With people starving and they're talking about how popular and what a good job, that I didn't. I was not political at all, didn't have any interest, no knowledge of it and so on. But I did think that was pretty strange stuff. MR: OK, so now you're in Mitchell Field in Milwaukee. VA: Yeah. And I think I was there for a few hours and I met this colonel who also had an attitude at that time. I don't know if somebody had done something to him, but in any case, he had this attitude like, “We don't owe you any explanation. Here are your orders…you go next door and get your orders” or something. And I wound up at Geneva, New York. I forget the name of the base, in the dead of winter. And I stayed there for, I was there for I think a couple of months and there was some question about whether or not they were going to give me a grade adjustment or if I was going to have to be a private, which ultimately was the case. They never gave me a grade adjustment. MR: Because you left as a sergeant. [Yeah.] And then you've coming back as a private. VA: Yeah. So I was told that, that the authority for that whole operation was something called the Universal Military Training Act. And the fact that I was not old enough to be out of that category. Now this is what I was told, and I never got a straight answer about it actually. So it really didn't matter all that much. You know, there was no way I could get out of it without going to jail. And they made that clear. So, I sort of started off all over again. I didn't have to go through basic training or any of that, but I did, I think I was offered a chance to go to be a flight engineer, but without the pay. I would be a private on that. And so I thought, well, that's not, you know, we can do better than that. So, I said, you know, give me, send me somewhere else. And so they sent me to a different school again. I spent a lot of time in tech schools. Eventually, well, let's see, after that I was assigned overseas again. I did a tour on Guam, and from Guam I did a consecutive tour in Japan, and I had some assignments in Korea, brief, TDY periods. And then back to Japan, and I got married in Japan at that time. There was, that was a whole other story, it would take two hours to describe that to you. MR: You met your wife in Japan. VA: Yeah. And then I was assigned from Japan to a missile squadron, ICBMs, 395th Missile Squadron at Vandenberg Air Base in California. There was another interesting place where they were no, there was no housing at that time. I think that was a new base, a new facility, a new program and so on. I was assigned to the Titan. Also on that base we had the Atlas. MR: Now, when you say you're assigned, what was your job with respect to that? VA: By this time, I was in training. My job was, I was an instructor, and I did, mostly management training and then some technical stuff from time to time. But mostly I had an opportunity to work with some of the contractors, like Aerojet General and General Dynamics and so on, at night, learning to write technical data. And so that was a good experience, I had an opportunity to do that for a couple of years. MR: Now what years are we… VA: Now we're in 1958 to 1960, almost 1961, November of 1960, when I got another overseas assignment. MR: But at this point, you're in the Army, I mean, you're, you've kind of made the decision to stay? VA: Yeah. Well, by this time it was dawning on me that I was past the halfway mark for some retirement and I was still thinking that at some point, and I think I had given up on the grade adjustment thing. MR: But you're still very young, I mean you're 30, 31 years old in 1961. VA: Yeah, well, I think I felt pretty old at that time. [laughter] Anyway, I had some good experiences, some good training, military training, I think I was one of the most trained people in the military. And I had the opportunity to move into different career areas and learn that. And at some point I got wised up enough to go to night school, and I continued those, attending night school throughout the period when I was in California and then overseas. And I got my undergraduate degree, my education with the University of Maryland. MR: So, you finished, you got your high school diploma, equivalent [yeah], and then you went on to college and got your undergraduate degree. VA: Well, yeah. I didn't do it in that order. I normally didn't do things in a proper sequence. I was, I think I was on the Dean's List for two years, and someone decided that OK, you have, before you go onto the next category, whatever that is, you have to have proof of your high school stuff. So, I faked it, no one had ever challenged me on that before, and I said, well, I went to the school that my brother went to, in Chicago. And it took them about another semester to catch up with that, and they said, Well, they don't have any record of your attending there. So then I was given the option of taking the GED, which I did… MR: You'd been on the Dean's List in college and now you're taking your GED for high school so you can get the piece of paper that says you did it. VA: Anyway, after I left there, that was a long story… MR: Before you go on, what was your degree in, at Maryland? VA: In Maryland, economics and psychology. And that was primarily because at my last year and a half there, because of other people rotating out, and my having the most time remaining there, I became the education officer. So I hired the faculty to teach the off-duty courses for the University of Maryland. And the two best instructors that I had were a young guy, Dr. Lou Everstein [?], who was at Oxford, I think he was doing, he was reading philosophy there, and an economics [instructor] from the London School of Economics. And these were the two best guys that I had. And then, I got another economics professor who had been at West Point, and he was back at Oxford getting his masters in it. So I had these guys consistently over, and… MR: But you're still not an officer. Doing all this and you're not an officer. VA: No. Well, that didn't bother me as much as just not having enough, not having enough money to support my family. But then there were occasions when I had an opportunity to work a part-time job at the Officers Club or the NCO Club, or something like that. MR: But with all this knowledge and background, there was no way of you going into an Officers Candidate situation? VA: No, no way. MR: Was that in part because of the racial issues of the time, or…. VA: Yeah, I think so, because… MR: Even in the ‘60s. VA: Oh, yeah, because I had, I did apply for a program known as Bootstrap, to go away to get your final semester, to get your degree, and that was put off. In fact, when I got my undergraduate degree I was already taking graduate courses. And, because I had more than enough to graduate, except that you had to do one year, your final year had to be at the institution that you got your degree from. MR: So after that, where did you go next? VA: Well, I came back to the states, and I was assigned to Syracuse, New York, where, again, I was the education officer. I didn't have the grade, but I was the only person that they had to do that. And I did, part of my graduate stuff I did at night again at Syracuse. And then I got a fellowship to finish up my masters, and another one to begin my Ph.D. studies. And I was moving, I changed my field from education to political science and public administration. And I wound up with my doctoral studies in inter-disciplinary social sciences shortly after, and I retired there. I put in for retirement in 1968, and at that time I was offered an opportunity, the way it was put to me was something like, If you'll sign on for ten more years, there's this officer program that's in place now. But it was something, the way I understood it was that it was like a ten-year enlistment. You'd sign up for this program and possibly you can come out of it with an O-5 by the end of that ten years. And the sales pitch was, well, look at what you'll be earning ten years from now, compared to what you're doing now. And I had, fortunately I had some good counsel at the university and they said, well, that would be peanuts compared to what you might earn if that's the only consideration. MR: Now, in '68, Vietnam's obviously going on. Your involvement at all?….You never went over there? VA: Just TDY, temporary duty. I had gone over for, I went over for, well, a classified thing for, just for a month, less than 30 days. In fact, I did sign up to go there, to put in a tour, and there was no opening for my career field at that time. And I wasn't serious enough, I wasn't worried about it enough to, you know, to really pursue it. MR: Plus, the war really heated up in '68 when you were really getting out. VA: Yeah. MR: I should shut this off. [They pause to check time remaining on tape.] Side 2 MR: OK. Val, I'd like you to kind of tie together the whole Tuskegee Airmen as it affected you and if you could explain the relationship that you had with it and the benefits and a little bit about the organization. VA: Well, I'm glad to have this opportunity to share some of that. My experience with the organizations that were known, became known, as the Tuskegee Airmen, had—that experience was pretty profound, the impact on me. When I first joined the 332nd and the 477 compadre [?] group at Lo____ in Columbus, Ohio, I was just briefly removed from the whole different perspective and direction that my life was taking. I think that my experience at that installation was probably the most profound in my life because it has influenced the direction that I've taken since that time. To share a little of the background of that organization, it's important to know where they came from, to know where I come from. At that time, I quickly learned that this was a unique organization, it was the only black organization in all of the military services at that time that were engaged in actual military aviation, flying airplanes and everything that goes with that, the entire operation, the entire support function, ground support, operations support, everything. It was like a black city. It had all of its own resources, and all of its own specialists, who performed all of their activities. In my brief experience in the military at that time, that was the organization that had all black officers. We didn't have a single white officer on that installation. I think perhaps there was an occasional TDY person there, but not assigned. What some of those guys went through, they shared with me in a very positive way. The experiences that they had, the frustrations that they had, being trained to maintain the airplanes and then to fly them and then the other, for the fighter pilots, that was the first group that began. The Tuskegee Airmen started off as one squadron, the 99th Pursuit Squadron, which later on became a fighter squadron. It was the first black organization, flying organization, to go overseas. That was a real, they faced real challenges just accomplishing that. This was an organization that wanted to get into the fight. They were skilled, qualified, they had met all of the demands and requirements to be engaged in combat, and they wanted to go and contribute their performance to that. It started off, I think, there were five graduates in the first class. And it was headed at that time by ________ Davis, Jr., captain, West Point graduate. ___ spent four years at West Point, his complete tour there, receiving the silent treatment without anyone speaking to him outside of official duties. A guy who had to go and ask permission as a cadet if he could have a meal at the table of other cadets and would have to get permission to sit down. And often, as I understand the story, was not given permission until the meal was over and then it was back into the drill, and so on. So, some of the kind of harassment, the ugly, unnecessary experiences that this guy had there was, created the kind of discipline in him that as he became the first commander of this all black squadron, as the captain, and eventually—his promotions came quite rapidly—to catch up with his classmates from West Point. He graduated in the top numbers at West Point in his class. Despite all of the difficulties that he had there. MR: Was he the first black soldier at West Point? VA: No. No, he was not the first. There were, I can't give you the names right off now, but there were several. His father was the first black general in the Army. And, but that did not ease his path at all at the Academy. Anyway, when he came out of that, the kind of discipline that he had to develop, the kind of self-discipline to move through that experience, made him the kind of commanding officer to take over this first black flying organization. Now, to get his training along with four other guys who graduated from that, I think there were more than that but I don't have the numbers at my fingertips. So, anyway, going into taking this organization overseas into combat. And at first the numbers of cadets who washed out at Tuskegee where this training was established, it was the only training station for black pilots at that time. Subsequently, a few years later, when we were given the opportunity to fly bombers, B-25s, we received training from several other different locations at that time, different bases where we went for navigation training, places for gunnery and bombadiers and all the crew places, the different kinds of armament training that was required. And we had people to do that as well. Unfortunately, what happened, at different times we didn't have a home, a home base after returning from overseas. We had people who were assigned to Selfrage Field in Michigan, that was part of the organization. And the reason for these different locations…we had personnel at Walterboro, South Carolina, _____ Field, Kentucky, S____ Field in Michigan, and I think there may have been a couple of others. Until we all finally wound up with a base, a home base, at Columbus, Ohio, which was Lockborn. And that's when all the components from different places would pull together. Freeman Field in Indiana, there was a very famous incident there where the base commander, in order to prevent the blacks from using the Officers Club, designated all the black officers as trainees and then established the order that trainees were not permitted to use the Officers Club. And there was a, like a sort of mutiny. What happened was that 101 of these guys decided that they would not comply with that order. They went into the Officers Club. And they were threatened with court martial if they did not comply with that order. The last guy who was finally exonerated from that, and at great personal sacrifice to his career, both in and out of the service, received, I forget the word for it now, but President Clinton forgave his court martial. MR: So, were 101 actually court martialed? VA: Not all of them. But some, as a result of that, though, many of them decided that, OK, I will not remain in the service, because this is already on my record, I'm not going to go anywhere, every opportunity that would accrue would be put down by this court martial thing that was considered to be like a mutiny. We still have at least one of those guys right here in Atlanta, in the Atlanta Chapter. But the kind of discipline that we had to develop, and in my relationship as I came along and joined this organization at the time that I did, and with the experience and everything that was going on in their environment and their lives at that time, was a kind of conditioning process. And for those of us, the black troops who were brought into that organization, we were just sort of sucked into it. And fortunately for us, for the most part, these guys were smart enough and dedicated enough so that they said now, the training that they passed on to us, is that you better not fail at anything. If you fail, we're going to take care of you. And it's going to be worse than [laughter], and I think we got the picture. But, it was that kind of commitment, that kind of dedication and sacrifice that gave us the strength I think, that prepared us to go in and integrate this Air Force, this Army Air Corps. The kind of racism that I personally encountered, and I know that other people encountered the same way, was mostly kind of humiliating experiences for the most part. As being abused mostly, well entirely, verbally, of course. In fact there was some stereotyped stuff about black guys being like Joe Lewis, who was in fact a role model in many ways because he was a champion, and we had him to sort of respect, and that kind of thing to look up to. Fortunately or unfortunately, I think we had the reputation of every black guy is a prize-fighter, and you don't want to engage them in physical combat, but you screw ‘em every other way that you can. And there are thousands of ways to express that kind of racism. Most prominently it had to do with promotions, where on any number of occasions I did, and I experienced it with other people, where we would actually train some white troops who came in, and in a very short time they would replace us with the promotions and all. So, that kind of humiliation and not only the humiliation of it, but the actual loss of money, which was important in trying to maintain a family, and after being involved as long as some of us were, you reach a point where you have to, you've got to finish off the job. And that could be anywhere from wherever you make that decision, and depending upon what your circumstances were at that time, anywhere from, say, 10 years to between 10 and 20 years, and that was the time that you had to stuff that stuff up. And that's a long time. And it creates some very powerful feelings, I think, that kind of deprivation and that kind of vicious ugly stuff. MR: So the Tuskegee Airmen organization really becomes your support group. VA: We were our own support group, yeah. And, as important as it was to go out, to move out and turn the entire military around, and that's happened to a very large extent right now, as important as that was, it was done at great sacrifice, at great expense to many people. And I feel abused by that myself to a certain extent. But I think not enough to stop me from where I want to go, my direction has changed. MR: Now, this organization, you are president of the Atlanta Chapter. VA: Right. MR: So, this is an ongoing organization? VA: Yeah, established in 1972 in Detroit. Some of the guys got together, Coleman Young was one of our pilots at that time who got out of the service and developed a political career. It was under his watch as mayor at that time in Detroit where the organization started. Not that Coleman was the leader or the sparkplug for it, but there were many people who came together. In fact, as in the case I think with a lot of military organizations, where there are friendships that go beyond the active duty part, and together they make contributions to their communities. MR: Is it only veterans, or at-home service… VA: No, membership in the Tuskegee Airmen has always been open. Race, gender, it's open to anyone who agrees to work with the directions and the goals and objectives of the organization, which is to a large extent to help young people, especially minority kids get through some of the barriers and meet some of the challenges that they have to meet that many of us have gone through and are no longer intimidated by them. MR: So there are active servicemen part of the organization. VA: Oh, yeah. MR: It's ongoing. How many members are in Atlanta? VA: Atlanta at the moment has about 50 members, which is a very low count compared to other metropolitan areas of similar stature. We should probably have at least 200 members. That will be my primary responsibility. MR: How long have you been president? VA: Three months. MR: Oh, so it's recent. VA: Yeah. MR: I'm going to take you back a little bit. We're going back to 1968 when you left the Army. Let's talk about the rest of, the sequence… VA: Well, you probably recall that in 1968 was nearing the end of a very violent racial situation in the country. At that particular time I was in graduate school and I was teaching some classes while I worked on my doctorate. MR: In Maryland? VA: No, this was in Syracuse. [Oh, in Syracuse, sorry.] And typically on I think most campuses in the country, particularly in large, predominantly white campuses—our numbers, I think there were two other black guys in my graduate school at the Maxwell School at that time. I think we didn't face a kind of discrimination after getting in and being accepted, we had the same challenges as anyone else. But what was going on on the campus at that time, there were militant undergraduate students and they were agitating for their rights and positions. And we had to some extent an intransigent administration. We did not have…I think black faculty at that time were practically non-existent, and trying to adjust in that situation of kind of racial disparities and so on, while the city wasn't burning down around us, it was very close to it. There were riots with the police and so on. While I was attending school before I got my fellowship, I had worked for the city, actually for the mayor on the human rights commission, and so I was sort of exposed to a lot of that. In fact, my physical condition at that time, I was going to school full time and I was working full time, and I was working with the police on one hand, and several other organizations, and also trying to keep the community focused instead of the actual combat and burning the place down. So I didn't get a lot of sleep and I didn't get a lot of taken care of myself at that time. And as a result of that, I wound up having a heart attack. MR: You were young at this point. VA: I can say that now. I feel now I was young, but at that time I felt pretty old. MR: You were forty? VA: Yeah, somewhere about that. MR: In '69 you would have been 40 years old. VA: Yeah, that's right. Well, in any case… MR: The good news is you survived. VA: Yeah, I survived. Unfortunately, I had, I didn't complete my dissertation, which was a real, it seems like I've had two major blocks in my life. I didn't get a commission from the service, and I didn't finish my doctorate. Those are my two huge disappointments in my career. But it's not over. MR: OK, so you convalesced, you got better. Then what did you do? VA: Well, then I was offered another kind of a challenge, to work for the government again, and I took a job as a training officer with the Civil Service Commission. After about a year of teaching, kind of a normal continuation of my management and leadership studies that I taught… MR: Where was this? VA: This was Syracuse, started off in Syracuse, then it moved to New York. I was offered an opportunity to work with the Carter administration on the Civil Service Reform Act, a special task force again, which I did in 1967 [corrects to 1977]. MR: Carter was president from '76-'80. VA: Right. When I completed that I was given an assignment to teach at the Executive Seminar Center at King's Point in New York. I did that for a while and then I was recruited by one of my students to be the director of training for the Department of Defense Logistics ____ Agency. So I did that, and I subsequently had a friend who was at, who did his mid-career training at Syracuse as an O-6, as a colonel. At that time, he got his second star here at Fort McPherson. I had been out of touch with him for a while. And anyway I was offered a chance to come down and work with him on a special kind of efficiency review study that was going on. That turned into another major, major project, designing a new kind of military light infantry division which was, in fact, it's been operational now in, not Vietnam but… MR: Iraq? VA: Iraq, yeah. At the time it was designed to do combat kinds of operations at FORSCOM and Alaska and other places, but the concept was the one that I worked on. And that was with FORSCOM. And I got another offer from there after completing that assignment. And I got some big awards and stuff for that. And I was offered a chance to work with an organization that John Lewis had established, and it was called, it wasn't a Peace Corps, the Peace Corps was a part of it at the time he did it. But it was called…Action was the name of the organization. MR: He wasn't in the government at this point. I mean, was he a congressman? VA: No, you know I'm not sure what John was doing at that time. I think it was before he went into Congress, though. I think he was doing something else. In fact John was, John had been the first director, the first national director, for this agency [unclear]. In any case, I think he was in some political [?] by the time I got there. And I think since it's been converted over to another kind of operation. But it had, it was an all-volunteer agency working with young children and with seniors and communities and so on, directing volunteers. MR: And where was this? VA: Southeast Region, the headquarters was here in Atlanta. MR: Is that how you wound up coming to Atlanta? VA: No, I came to Atlanta to work with Mike Brown out at Forces Command. And then after completing that assignment Mike was shipped out to Germany again and I worked for the chief of staff for a while, and then he shipped out to Europe and I decided OK, there's nothing else for me to do here. So, I took the other assignment. And I retired from that and I just decided I've had enough. MR: And you retired when? VA: Hmm. '89 or '90. MR: I know you have two children. VA: Yeah. Alicia and Portia [sp?]. MR: And they have children, you have grandchildren? VA: Alicia has two boys, Sam and Jack, who are teen-agers. Sam is 17 and a fairly brilliant kid like his mom, but he decided that he's not interested in higher education, at least not at this time. His younger brother Jack, who is very much like Alicia's younger sister, Portia, who sort of decided that he does want an education. And he's preparing, his goal is Yale. And he's in his sophomore year at high school now. He's an A student, and an athlete and a scholar, and so on. MR: They all live in Atlanta? VA: No, no, they live in Brighton, in Massachusetts, right out of Boston. MR: Val, is there anything else you want to add? VA: Well, I have a grand-daughter who's four years old, who's taken over the family. This is Portia's daughter in Rochester, back in New York. One last thing, since I was divorced and married again, I have a wife here, Victoria, and I'll say 12 years to be on the safe side in case she's watching this. [laughter] MR: OK, Val, it has been a pleasure speaking with you. Thank you very much. VA: Thank you, Mal, I've enjoyed it."},{"id":"geh_vhpohr_338","title":"Oral history interview of Corbett Ward Clark","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Philippines, Luzon, 18.5530638, 121.1246109","United States, Florida, Clay County, Camp Blanding, 29.94686, -81.97324","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Fulton County, Fort McPherson, 33.70733, -84.43354","United States, Georgia, Richmond County, Augusta Regional Airport, 33.36986, -81.96428"],"dcterms_creator":["Pace, Hayden","Clark, Corbett Ward, 1921-"],"dc_date":["2003-09-10"],"dcterms_description":["In this interview, Corbett Clark recalls his Army career. In high school, he was a member of the school's ROTC and later joined the National Guard because he liked the experience and all his friends were joining as well. He became a section chief on a 155mm howitzer and was sent to the Pacific. He also functioned as a forward observer, placing smoke shells on target for supporting aircraft. He describes what it was like to be a forward observer, incidences of friendly fire, and Indians working with police dogs. He also worked with native Filipinos to negotiate a surrender with the Japanese. He sustained a non-combat injury and was sent back to the United States, recovering at Oliver General Hospital in Augusta, Georgia, and Welch Army Hospital in Daytona Beach, Florida. He learned Russian in the Army Language School, and later taught Russian at Gordon High School in DeKalb County, Georgia.","Corbett Clark was an Army officer for 20 years and fought in the Pacific during World War II.","CORBETT WARD CLARK WWII Oral Histories September 10, 2003 Atlanta History Center Interviewer: Hayden Pace Transcriber: Joyce Dumas [Tape 1, Side A] Interviewer: All right. This will be the recorded history of Corbett Ward Clark. It's taken by Hayden Pace on September tenth at approximately 12:10 in the afternoon. Mr. Clark, how are you doing today? Clark: Fine. Interviewer: Great. If I could get you to give me your full name. Clark: Corbett Ward Clark. Interviewer: And Mr. Clark, when were you born? Clark: August the sixth, nineteen twenty-one. Interviewer: Where were you born? Clark: In Atlanta. Interviewer: Have you lived in Atlanta your entire life? Clark: Well, I lived there before I went into the service in World War Two and then after the war I came back here to live. Interviewer: So the only time you've been out of Atlanta is for your service in the war. Clark: Twenty years in service. Interviewer: Twenty years. Are you married? Clark: Yes. Interviewer: What's your wife's name? Clark: Sara Louise Morgan Clark. Interviewer: And when did you get married to Sara? Clark: What was the date? Mrs. Clark: When we got married? Clark: Yes. Mrs. Clark: April the eleventh, nineteen forty-eight. Interviewer: And do you have any children? Clark: Yes, we have three. Interviewer: What are their names? Clark: It's Nancy Lee Cook, [inaudible] Clark. She's married to a Cook. And Margaret Ann Fitzgerald Clark and Susan Jane Meredith Clark. Mrs. Clark: It's Clark Meredith. Clark: Clark Meredith, I'm sorry. Mrs. Clark: Clark Fitzgerald. Clark: She married a Meredith. Interviewer: Well, let's go back to the point at which you started your service with the Army. What were your parents doing at the time? Were they employed? Clark: My father had passed away when I was thirteen and my mother was unemployed. Just a housewife. Interviewer: And how old were you when you entered into the service? Clark: Seventeen. Interviewer: What led you to do that? Clark: Well, I joined the Atlanta National Guard I guess for two reasons. I'd been in ROTC in high school and I kind of liked it. And it paid a little bit of money, which money was awfully scarce in those days. So, that's two reasons. And all of my friends were joining up, you know. The war in Europe was going. Everybody anticipated that we'd be getting into the Army [sic] and so…and those reasons. Everybody I knew my age was joining, either joining service or going into the National Guard, which I joined. Interviewer: Is this ROTC program in high school, was this in place even before the war had begun? Clark: Yes, it started at Fulton High School. I think Fulton High School in Atlanta was the only…the first high school in the country to have ROTC. We had a good ROTC unit and I was an officer in the ROTC. Interviewer: How many fellas were in the ROTC unit at your school? Clark: Oh, we must have had four or five hundred. Several companies. Interviewer: Wow. And out of those four or five hundred, how many of those ended up serving abroad? Clark: Oh, I would say a good part of them. I don't know what percent, but [inaudible]. A large number in my class were killed in the war. Interviewer: When did it become a guarantee that you were going to go abroad? Clark: Well, I guess…we mobilized…the government mobilized the National Guards before Pearl Harbor. We knew that the war was coming and we knew…everybody knew that the United States would be involved in it before it was over. And when…I was already on active duty when Pearl Harbor came and we knew, of course, then we'd probably all be going overseas. And most of us did before it was over with. Interviewer: What were you doing in your active duty prior to going overseas? Clark: I was in field artillery, Hundred and Seventy-ninth Field Artillery Regiment. And I was a section chief of a hundred and a fifty-five millimeter howitzer in the unit. Interviewer: Was that here in Georgia? Clark: Yes. Well, we were at Camp Blanding, Florida. See, we mobilized and we had gone to Camp Blanding, Florida. That's where we were when Pearl Harbor came. Interviewer: And a howitzer is a tank, right? Clark: No, no. It's artillery. Interviewer: Just an artillery. Clark: It's a…see, it's approximately six inch diameter artillery. Interviewer: How many men does it take to operate that? Clark: It took nine. It took seven cannoneers and a gunner and section chief, which I was sergeant section chief. Interviewer: How long were you on active duty prior to being sent abroad? Clark: I went on active duty in February, forty-one, and I didn't go overseas till forty-four. Interviewer: So almost three years [inaudible]? Clark: Yeah, about…forty-two, forty-three, forty…yeah. Interviewer: Did you have friends who were going abroad? Clark: Yeah. They would go to different things. They'd call in and say, “We need people who'd formerly worked for the railroad” and they'd form railroad battalions and they went to North Africa and then sometimes they formed military police units and they'd call for people who'd been policemen and all that type duty. And they'd break out from the unit. Then we'd keep getting replacements into the unit to make for them. And then finally, they split our battalion, the whole field artillery into two units. And I formed, my unit was the Six Ninety-fourth Field Artillery Battalion. That's when we went overseas in August, forty-four, I guess. Went to New Guinea. Interviewer: Maybe you can describe for me the general mood or feeling of the active service troops as they were preparing to go abroad and knowing that they were gonna go. Was it excitement or fear or…what was it? Clark: Well, we knew…everybody wanted to go and get it over with, but you didn't anticipate it as being something that was gonna be pleasure, you know. You'd say, “Well, we know we're gonna have a lot of risks and all, but until it's all over we can't go back home.” We had gone into active duty for one year. They mobilized the National Guard for one year. Then when Pearl Harbor came, they extended everybody's enlistment to the duration plus six months to stamp the service records. So, we knew we weren't going to get out until the war was over or six months after the war. So, we were ready to go, but nobody was anxious to go. I guess you might put it that way. Interviewer: And you heard stories of what was going on over there? Clark: Oh sure, you know. They had…Hitler was going all over Europe and England was about to…on the verge of surrender, really. We knew if you didn't stop them, we'd all be under dictatorship, probably. But in the Pacific when Japan hit Pearl Harbor, over in the Philippines and all the islands over there, they just about controlled the Pacific. So, we knew we had to go and get the thing over with. Interviewer: So you were in active duty was Pearl Harbor was bombed? Clark: Yes, I was. Interviewer: Do you remember when you first learned that it had been bombed? Clark: Yeah. I came back from…just finished lunch and the kitchen came back and said, “Japan bombed Pearl Harbor”. “Oh, good,” everybody says, “we'll whip them in three months.” [laughs] They were wrong there. Word came out that the Japanese had wooden bullets and that their ships were easy to sink and all that stuff, you know. That didn't turn out right either. Interviewer: Went you went abroad, where did you first go? Clark: We went to New Guinea. We went to Hollandia, New Guinea. That's where General MacArthur had his headquarters. Interviewer: What was it like arriving in New Guinea with these other troops? Clark: Well, it was hot and it was raining. They had just built a highway. The engineers and the Seabees had just built a highway seventeen miles from…it was Humboldt [phonetic] Bay in Hollandia, New Guinea, back to the old Japanese airport. And they said it was the envy of the world that they had built it through the jungle in just a few days. They had a hundred battalions working on that thing. And we landed and they took us by truck up through there. I remember the first night. We spent the night in the high grass and we had to put our helmets way up off the ground to keep the rats, they said, from biting you. Fleas on the rats, I guess, is what they're talking about. Then we would worry about the Japanese. They said…you're in that hammock and they come…bayonet you. They told all kind of stories. I was scared to death to sleep in the hammock up off the ground that way. But anyway, I remember that quite well. Interviewer: What was the average age of the troops that had just been sent up in New Guinea? Clark: I'd say about twenty-two, twenty-one or twenty-two, something like that. Interviewer: And how were you divided up? Ten of you in a group and those groups form larger groups or how was that done? Clark: Well, we were in sections. By then I was in charge of the survey section, so I had…and survey, wire and communication; radio, wire and instrument. We surveyed targets, you know. And I had about thirty to thirty-five men and we usually operated as a group. And then we were sub-groups of a survey section, which I usually stayed with. We would survey targets, locate the targets for the artillery to fire on the infantry. And that's where we stayed…stayed in groups. The battery would work together. We'd have one common kitchen for the whole battery of a hundred men. But then, we would also be sectioned off for specialized training and that's what…like I say, about forty men, thirty-five, forty men. And then little sections from that. The wire section would run the wire, the telephone wires and the radio operators with their other little section. But I had all three of these sections: wire, radio and survey. Interviewer: So your job, initially upon arriving in New Guinea, was to survey for potential targets? Clark: Yep, that's what we did. Interviewer: How long did you do that for? Clark: Well, I did that all till the war was over. And mainly though, in combat, we didn't do too much survey. We [inaudible] set me up with the infantry unit to convey fire commands to the battery for the targets and also for the airplanes when we had air support, to put these shells on the target so that the planes could come in and bomb and strafe the enemy. In my book, there is a chapter about when our planes strafed us, too. So they had plenty of ammunition for that. Interviewer: Now you've mentioned your book. I see you've got that on the desk. Can I get you to hold that up for the camera? From Hell to Surrender, Corbett Clark. When did you write that? Clark: I wrote it the last couple of years. I kept a diary during the war. During the combat [inaudible] the part of the book that's…my part in the combat is directly from the diary that I had during the war. The rest of it was just telling about from the time…the training that we went for overseas, before we went and then the combat and then in the end, when the Japanese surrendered. I've got it in here where I was, went down back behind the enemy lines to negotiate the surrender of the Philippines, of the Japanese soldiers in the Philippines. And that's kind of the story of this book here, From Hell to Surrender. Interviewer: We'll return [to] that book. You had mentioned that you were a forward observer. Did that place you on the front lines? Clark: I was right up with the infantry the whole…the whole during the war. Interviewer: What was that like? Clark: Well, that…right there where they were doing all the shooting and go out on patrols sometimes, you know. And some of the time, if the infantry is attacking, we'd put the…fired on the target that the infantry, the lieutenants or captains, company commander would tell us about what targets he wanted to fire on, what kind of ammunition to fire on ‘em. And I would do my best to get the right [inaudible] to hit the targets that they wanted. And sometimes on a counter attack, we'd have to bring the artillery in real close to the infantry. And luckily, we never did hit our own people. But sometimes the artillery would fall short and hit our own troops. But luckily, that didn't happen where I was at. You had a lot of things to take into consideration. Ammunition was short a lot of times. They'd [inaudible]…they'd say…they'd down the guns. They'd say, “The guns have no chow in them.” They didn't have any ammunition. [inaudible] [laughing] Instead of having high explosive shells to shoot, they'd give us armor-piercing, the solid shells that you use for tanks. And we'd try to hit the target with that one shell. And that's all the ammunition we had. We used what we had. But they were always short of ammunition because they were saving it for the invasion of Japan, which never happened. But they had all kinds of ammunition. Another thing, they had to bring it up a mountain trail. Took about sixty to a hundred miles to bring it up and they'd bring it up one way, one time, come up one day and go back the next. One-way streets. And when it rained sometimes the trucks loaded with ammunition would slip on the road and turn over down into the valley. One time a truck loaded with beer turned over and for months after that, every time a truck would go back they'd stop and go down and bring some of that beer up. Interviewer: As a forward observer, how far in front of the rest of the infantry were you? Clark: I was with the infantry. I didn't get in front of them. Nobody got in front of them. But we were right there with them where they could call in and sometimes they'd have a patrol of ten or fifteen men to go out and find out some information. And I'd go out with them so if they got pinned down we could call in artillery so they could go back. Interviewer: What was it like being a part of these patrols? Clark: Well, that's the worst part cause you get cut off you can't get back. There'd be a small number of people and you just…you're not out to [inaudible] run into combat, you're supposed to…you'd withdraw. But sometimes you'd be pinned down. You couldn't withdraw. And that was the worst part. But the easiest way to get yourself killed was going out on patrol. But I was lucky. I didn't get myself killed, so. Interviewer: How many patrols do you think you went on? Clark: Oh, fifteen maybe. Probably as many as fifteen different combat, at different times. Sometimes you'd go out two or three days. You wouldn't and then they'd say…you go out on maybe just a two-hour patrol, just try to find out where the enemy was located. And as soon as you figure out where they are, where the machine guns are, then you pull back and then the company can do whatever they want to, to bring in air support or artillery barrage. And we had…we really had a unique thing in our field artillery cause the United States had the best field artillery in the world. Excuse me. No country compared. We masked our fires. If I could fire on a battalion, on a target, then another battalion could use those same coordinates that we used and put their guns on it and we'd have guns all over the place firing at the same time at the same target. And we had that timed fire, which the fuse…the shell would burst about twenty feet off the ground, so it would just scatter the area with shrapnel. So, it saved the infantry. It saved many, many lives by destroying the targets before it even reached there. They never could kill them all, but they would weaken them so that they could do what they had to do. Interviewer: Do you remember any specific patrols more than others? Clark: Yeah, I remember all of them. Yeah, we ah…they ah…very few times you'd go out that you don't get some…get into some problem. But usually you can get back. We always made a rule that we'd never leave a wounded man out there. That was the number one thing we said when we always went up there. We'd never leave a wounded man. We never did leave a wounded man out. But some…a lot of times, one of the people were left out and the Japanese were very cruel to them sometimes, which I guess that's war. But it's hard to understand. Interviewer: How did they determine who went out on the patrols? Clark: Well, the infantry company commander would say, “I need…I'm going to send a patrol out. I need artillery support.” They'd come get me. I had four men in my section, but I was the only one who would convey the fire commands. They would carry the radios and do the other things. Help dig foxholes and things like that. There were three men. But the infantry company commander, the lieutenant…wherever… sometimes it'd be a lieutenant with about fifty men on a little hill or something. He'd say, “I gotta have some artillery support.” So, I'd go with them for that reason. I'd have a least a couple of men with me to carry the radio. We'd radio back our fire commands and that was the main things. Pretty heavy radio. It was a . . the batteries themselves were heavy. So, that's what…that's how they selected patrols. Interviewer: Now you've moved up the ranks. You're currently a major or a retired major.[inaudible] What steps along the way? Clark: Well, I went in the Army as already a sergeant by the time we mobilized. When we moved forward overseas I was promoted to Staff Sergeant, put in charge of this radio and survey and wire section. When we got into combat, it's supposed to be lieutenants up there doing this forward observing, but we ran out of lieutenants. So they called me one day and said, “We'll send you up with the Philippine Army.” Cause the Philippine Army…was responsible for artillery support. So, the rest of the war I was forward observer. I'd gone up one time. We had a lieutenant with us. After that they sent me up and I was [inaudible] the war. And that's when we went behind enemy lines to negotiate the surrender. I was the only American on the hill at the time. They said, “We want an American to go with the…go back there.” So after the war, I ran into the lieutenant colonel that had been an advisor, Lieutenant Colonel John P. Oday, and he'd been an advisor to the Philippine Army and he knew…he'd been up to the front lines and he knew what I'd been doing. He said, “I thought you were an officer.” He said, “I put in for lieutenant”. And I said, “Well.” I'd got in a wreck and broke my leg and they sent me back right after the war and I never heard anything. So, he wrote me a letter and about two weeks later I had a commission. And so after that, I worked on up to…stayed in the Army and I got promoted to first lieutenant and captain, then major. And then retired as a major. So I spent ten years enlisted man…enlisted service and ten years as an officer. That's the story of that. Interviewer: You said you were the only American working with this Philippine Army? Clark: I was the only one on the hill the day that…well, there was a couple of my [inaudible] party with me, but they wanted…what happened is the…it was the twentieth of August, nineteen forty-five and the Japanese had…they'd surrendered over in Japan, but they hadn't surrendered in the Philippines, I guarantee. And they were supposed to have ceased firing, but they were still shooting. The war was still going on, so this Philippine…I mean, this uh…well first, an American officer came up from Intelligence Service and was gonna go behind the enemy lines to negotiate and we had a flag of truce and he got about two hundred yards away and they…the Japanese shot through the legs. And he fell and we sent somebody out and brought him back. And then, the same day, they came back…the Japanese officer came back to our lines with a flag of truce, great big old…looked like a half of sheet on a long stick. And he said they wanted an American, wanted somebody to come to their headquarters. And so, they asked for volunteers so…I volunteered, I guess. And the Filipino major, Eduardo Bouy [phonetic] was his name. He went with us and a sergeant, a Philippine sergeant. And we went with that Japanese officer back across the line and we saw the guns and the men all over the place. And we got there, there was a big white horse and they had a big ditch dug out and he was in there. And the Japanese officer was there. And they said, “Take off your shoes”. And we went in that cave…went in that cave and there were railroad crossties all around to support it. And we sat down on the floor barefooted there and the Japanese officer was there. What would it take or how could we stop the fighting and all? And we said, “First, they've got to quit attacking.” They'd attack at night. “Cut out your attacks and cut out your mortars.” Mortars were the worst. “Any firing at us.” And then we would stop all fighting. We'd stop. And they said, “We're all hungry.” And they needed medical care. We promised them we'd get some food. They wanted some rice and medical care. And they were worried about walking back. Cause it's sixty miles down through a real mountainous dirt road to walk. They remembered the Bataan death march, the Japanese marched our men sixty miles or so and so many of them were killed and they were afraid we were gonna do the same. So we…we said that…the well would walk and the wounded would be sent on trucks. That's what we told them. Told them they'd have rice and medical care. So they said, “Well, we'll let you know.” Said that you'd get a message back from Japan. And sure enough, they accepted it and the war was over. I came right after that, they were leaving me and I went back from a that job back to the battery position. And I got involved in a truck…my truck turned over and broke my leg and they sent me on back to the States. There's a picture in my book about…where I broke my leg. Interviewer: When you went to negotiate with the Japanese, did you have authority to be making promises like escorting them down the mountain and providing trucks for their injured and things like that? Clark: I was told that the United States would do that, would do it and they were doing exactly that. When I left they were bringing big old long open-body trucks. The Japanese were standing up. Bet there was a hundred and fifty in there, standing up just packed solid and they were coming down that mountain trail in those trucks. Interviewer: Did you have any experience negotiating? Clark: No, I didn't have any. No, not that I know of. No. Interviewer: Were you nervous when you were there in the cave? Clark: Oh, God, yeah. Yeah. Because we didn't know what they were gonna do. They were nice. They offered us tea. We drank tea. Sat there drinking hot tea. Interviewer: Who did they have speaking with you? Was it a translator or was it? Clark: No, they had somebody in English…one of the officers spoke English. I think there were four of them there at a table. And they were sitting down. They stood up and…two or three of them…the one was speaking English, spoke English very fluently. And I think he said something about he had been to the States. Interviewer: And you mentioned that the decision to surrender was obviously straight from Japan. Clark: Yeah. Japan had to give the surrender…had to give the order. But the…they had…but Japan had instructed them to make contacts to try to surrender. Interviewer: The battle that you were involved in in New Guinea . . . Clark: No, in New Guinea we didn't do any fighting. We just…the Japanese had gone into the jungle and they tried to keep them in there. They didn't try to go in there and get them out. Interviewer: Oh, I'm sorry. Where was this that took place with the cave and the hill and the battle? Clark: At Luzon, North Luzon. Mountain province. They gave me the Silver Star for it. It's in this book here. There's a chapter in there. The order to give…Silver Star order is in here verbatim. Interviewer: While all this was going on, while you were a forward observer going on the patrols and during the negotiations, were you keeping in touch with family and friends back home. Clark: You always write letters, yeah. Interviewer: How often would you write a letter or receive one? Clark: Well, in combat you didn't write too much. There wasn't much time to do it, you know. Sometimes people…wonder, I guess, “How come I hadn't got a letter lately?” But you then get that back to the people that send it back. Then they had to…they photocopied it. You know how they did that? They photocopied them and send the photo back, then they reproduce it and they call it “V mail,” I think. But the process was long. Letters were kind of getting short. I mean, you don't get too many letters. And then sometimes you get everything at one time, you know. Interviewer: Were you continuously in combat or did you take breaks periodically? Clark: I was in continuous combat. The field artillery don't get breaks. The infantry gets the breaks. They say the artillery is always on line. Of course, they're not…the cannoneers and all the crews…they're not busy all the time. So it's kind of…and they are kind of away from the lines. They get mortars from artillery fire on them, but it's not like up at the infantry. But they don't give relieved like the infantry does. They pull back the infantry regiment to rest and bring another one up, because they can't stand it too long at one time. But, no. I was up there with them most all the time. Different units, whoever needed artillery support. The main combat that I did was when I went up with the Philippine Army, Hundred and Twenty-first Infantry Regiment of the Philippine Army. Interviewer: [inaudible] like that. Clark: Yeah, all that when we went behind enemy lines with the Hundred and Twenty-first Infantry Regiment of the Philippine Army. Interviewer: Did you witness sort of a psychological impact of the sustained combat? When the field artillery isn't getting breaks, did that affect the troops? Clark: Well, yeah. They get tired. They get tired. But that's the way it was. They couldn't afford to pull them back. They had to have it all up there. Interviewer: Did you interact much with foreign nationals that were involved in combat, like civilians when you were abroad? Clark: No. The Philippine Army was very good to work with. They were excellent. They had…their native carriers who brought up food and ammunition every night, mostly women. I never dealt with them because they had their own people in charge. But every night there'd be a hundred carriers, a long line bringing in everything from food, clothing and ammunition. Everything you needed. And you'd call in and…between those carriers and the Filipino troops, they kept…saved a lot of our own people from having to be in combat. Interviewer: So you didn't interact much with civilians? Clark: No, I didn't myself. Interviewer: When you did have this rare opportunity to take a break, was there any socializing or sports or anything that you guys would do? Clark: Well, the Red Cross was real good. They had these Red Cross stations different places. They'd be a few miles away. But any opportunity, we'd go down to the Red Cross. You could get a shower and you could get something to eat, to drink, letters, stationery, toilet articles, all that stuff. And everybody liked to go down there any time you'd get the chance. That was about the only recreation that there was. I played cards and all, things like that. Interviewer: I assume you made a number of friendships as a result of this action? Clark: Oh, yes. They still come see us. We have friends from Indiana and Florida. The colonel I had been a captain under, he's come down to see me. Comes down. Lives in New Jersey. Colonel Luther B. Arnold. I was a captain. [inaudible] made contact with one in Florida that I was…tells in my book about he and I were in the same foxhole during an attack one night. We talk about things sometimes. Interviewer: Like what? Clark: Well, about things that happened, you know. We got overrun that night. Talk about infantry, I'd talk about [inaudible] infantry more than them artillery. We got attacked. It's called the Battle of Twin Peaks. And the Japanese came in with the bayonets. And this infantryman shot a Jap that was coming about two feet from me with a bayonet. And I give the infantry a lot of credit for that. And this Eugene Whitcomb is the one in Florida I was talking about. He was in the same foxhole with me. And we talk about it. Interviewer: Do you know the infantryman who shot this Japanese soldier? Clark: No. He was a part of the Thirty-third Infantry Division that I was up with at the time. That's the first trip I went up on. First…Twin Peaks. It's…two mountains came up and they overlooked the objective. We went too far is what we did. The infantry company had advanced too far and they got in the middle of too many Japs. So they came in at night. So after that, we had enough artillery and all to get rid of them and they brought in the air support and the P-58s, P-38s and P-51s came in and bombed and strafed the Japanese. They took off and went on further up. When I left the hill it was all clear and all, I guess. Wasn't any fighting going on. Interviewer: So the Battle of Twin Peaks was successful? Clark: Oh, yeah. Very successful. And they had Indians up there with police dogs and boy, they could smell the Japs. They knew when they were coming. Two police dogs up there. Interviewer: What do you mean by Indians? Native Americans? Clark: Native American Indians. Had two attached to each company with police dogs. Interviewer: And their job was to [inaudible]? Clark: Oh, they could smell. They could smell those Japs. When they're coming in they could hear them, you know. In fact, one dog was killed up there, but I don't know how he got killed. One dog was killed on that hill. Interviewer: Did you know any of the native Americans? Clark: No, I didn't know them. Interviewer: Other than this situation in the foxhole, that one friend, are there any other stories of your involvement with particular friends of yours? Clark: Yeah. There's a corporal, Gallagher. Eugene Gallagher. G-A-L-L-A-G-H-E-R. He…we got… on a trail going up to the front lines and we got…mortar shells started coming in. He rolled down the bank. His arm was bleeding. His left arm, I think, was bleeding real bad. He rolled down the hill and they questioned whether or not he got hit by a mortar or whether he just…a rock or something. But anyway, they gave him a Purple Heart and I think a mortar shell fragment hit him cause they just go everywhere. The shell hit real close to us anyway. And that was the first casualty I saw in the war. And they shipped him on back to the States. I never heard from him until I saw in the paper where he had died. That's several years back. Interviewer: Now you received the Silver Star? Clark: Yes. I got a Bronze Star. I didn't know it till they surveyed my military records for a disability compensation and they found that in the records. It was supposed to have been destroyed by the fire back in some time and they found those records and they were real brown, scorched, looked like it'd been scorched by the fire. And the VA had a big stack about six inches high. Those records had it in there for conducting fire…artillery fire, under fire is what I got that for. But I never did get the official medal. I need to get the Army to get me that thing issued one of these days. Interviewer: Any other awards? Clark: Just simple things that everybody gets. All kinds of ribbons for being in theater of operation and American defense and Good Conduct medal that all enlisted men got if they didn't get in jail, I guess. They're nice to have, but there wasn't anything being heroic about it to get them, you know. You get a chest full of ribbons… [Tape 1, Side B] Clark: One man got the Silver Star for conducting…for radio…he climbed out on the end of the peak and under fire he transmitted some orders, fire commands that kept us from getting overrun, really, during the night. All night long…hand grenades, the Japanese had a little a hand grenade about as big as a snuff can and they you blow that thing a country mile. They'd just throw them off against the steel helmet to active it and you could hear them tap it and then they'd throw it. They were pretty accurate, you know. One of them came in the foxhole with a guy and he was, trying to get out of the way. And he jumped out of that thing, hole, and laid down and that thing exploded and threw dirt all over everybody. Yeah, let's see. We had a sergeant that brought his gun; he was a section chief. Sergeant Crisp was his name, Joseph Crisp. Brought it to the…into the…exposed the gun up and knocked up an enemy artillery unit. He was decorated, I think, with the Silver Star. He was an old-time regular Army sergeant. And that's the only ones who got any decorations that I know of in my unit. The three of us, I think. Might have been somebody I didn't know about. There were a good many Purple Hearts and we had some killed, several killed. Mostly when they went out on patrols with the infantry. That's where you get yourself killed is getting out there. We were strafed on by our own planes and we almost got killed one time. That was the P-38s. They mistook us for Japanese troops and we stopped them just in time cause they were just shooting those fifty caliber machine guns, just spraying. I was in a hole right next to a great big pine tree and they were knocking those limbs off. They were falling all over us, hitting the ground. But this Colonel Oday I told about, John P. Oday, lieutenant colonel; he was there and I was trying to get them to stop and they weren't listening to me. And he said, “Bring the radio to me.” So I got out of my foxhole and came over to him. He got on them and when he started talking they finally stopped strafing. Then they…they rolled them P-38s, you know, the twin-engine, they rolled over back to “victory road,” they called it. But we showed them the victory road that day. Just the opposite. But that's…things happen and nobody said anything about it. And they never did fix blame for anybody. I guess it's just an act of…couldn't be avoided. Communications. Interviewer: Were there any Americans injured in that? Clark: No, a lot of Filipinos. They all got out of a foxhole and the guy, Filipino, got a bullet right through his neck. And the first aid man came and got him and took him out. But he died. I don't know if I'd stayed in that hole whether they were hitting me or not. So, maybe the colonel calling me up there into his foxhole saved my life, I guess. Interviewer: You mentioned that a lot of the fighting was conducted during the night. Clark: Japanese…one night I did. We never did attack at night. The Japanese attacked at night. They were…that was their specialization, attack at night. Interviewer: Did you find that they were better trained for night fighting than the Filipinos? Clark: Oh, boy. There were, yeah. Oh, yeah. They were better trained than anybody in night fighting. Interviewer: What was it like to fight at nighttime? Clark: Well, you couldn't see, you know. You'd see something out there, looking. And you look like…maybe it's somebody around, maybe wandering, finding…maybe they show up. And when they come in, they come in like crazy. And one time, they…we had that Concertina wire, that barbed wire that stretched all around like round circles. And we had it all around the unit, the infantry did. The Japanese come in there and the Americans, the infantry just shot them up. In the morning, they said there were Japanese all over that barbed wire. They just didn't have any sense of safety or anything. When they were gonna come in, they decided to come, they were gonna come in there. See, they'd had amazing success when the war started, the Japanese had. Everywhere they went, they won. They overran the British and the Americans all over the place and they captured the Philippines, Singapore, all those islands over there. That's what their tactics were. Just go in there and just catch everybody by surprise. Interviewer: You left the service and returned to the United States as a result of an accident with a truck flipping over? Clark: Yes. My truck…the fact is I was going down to the Red Cross when it happened after the combat, gone back to the rear area where the artillery was. Several of us wanted to go down to the Red Cross, so I checked out a three-quarter-ton Dodge truck and we were going down to the Red Cross on a real narrow Filipino road. Went to cross a bridge and this big army, two and a half-ton truck rammed us in the rear. I was driving. Hit first and blew out our tire. Seemed like the left-rear tire. And I just about had it under control and he hit us again. When he hit me again, I couldn't…going across this narrow bridge and the truck tried to go around, is what happened. He was going too fast to stop and he hit me. And just as I left the bridge, he hit me again and we went over the bank and landed upside down in a rice paddy, water. And I thought I was all wounded or shot, there was blood and all. Water was coming all off my head and somebody was pulling me out of the truck. It was a major. He pulled me out of the truck and they had a…by then they had a whole line of people up there looking and they had an Army ambulance took me over to a big tent, field hospital. And that night, they didn't find anything wrong with my leg and it kept hurting and it was big, swelled up. So the next morning they X-rayed it and said I had a broken right knee. So had to put it in a cast and in a few days I was on the USS Hope, hospital ship, coming back to the States. Interviewer: What was it like to arrive back in the United States? Clark: Well, it was nice. The hospital ship was great. They treated us nice and we took a long time to get there because we went into San Francisco. They had a band…yeah, they had a band playing. And then they put on a plane and took about three days, I think, to fly me from the west coast to Amy hospital in Augusta. We stopped every time you turned around. Wasn't any through trips, I guess, back then. Stopped at air bases overnight, three or four nights. Took four nights to get there. And we got to the hospital, went into the main big hospital. It used to be a hotel, I think, there. And the nurse came back there and said, “Any enlisted men here?” I was the only enlisted man. She said, “This is an officer's hotel.” So they shipped me over to…Bush Field was the barracks, some kind of short…it was a one-story building, I think. They put us in there. And stayed there for a few days. And then I went on down to convalescent hospital in Daytona Beach, Florida. Stayed in that hospital till May, from November some time to May, with that leg. And finally got out. I don't know why I stayed in the Army, but I did. I stayed in. I'm glad I did. But everybody else was getting out. And people wondered why I was staying in. But the main thing, I stayed in because my leg was bothering me and I'd say, “Well, I'm gonna stay in and see if this leg straightens out before I get out.” So I stayed in another year and then I already had about six years in and I got a commission. So, I stayed in, which is…I'm glad I did. It works out good now cause I've good insurance in case…get good medical care and a lot of people don't have it, I know. So. Interviewer: Well, what was the transition like from combat to being over here? Clark: Well, I didn't sleep much at night for a long time, I tell you. That's about the worst part. Just anxiety, I guess. Just winding down, maybe. I don't know what. They call it something else now. They didn't use to recognize anything…combat being any problem, but I think they do now more, much more so than they used to. What do they call it? Stress…what is that they call it? I forgot. Interviewer: Post-traumatic stress? Clark: Yeah, that's what it is. Yeah, they recognize it now. But they didn't do…they didn't use to recognize it. Interviewer: How long did you have sleepless nights? Clark: Oh, for years. I don't know. For years. I don't know if I ever got to where I could just sleep all night without nightmares or something like that. Interviewer: You still find yourself suffering? Clark: Sometimes I do. Yeah, I do. Yeah. It's…sometimes. Well, you know I do. Interviewer: So you were with the Army for twenty years? Clark: Yes. Interviewer: Did you do anything after…after leaving the Army? Clark: Yes, I went to work. I taught school. While I was in the Army, I learned Russian. There's an Army language school in [inaudible], Germany. And I came back, after I got out, I taught Russian in Gordon High School at DeKalb County for a year. I had two classes of Russian language. And I enjoyed it. But it didn't make enough money, I guess. So I got a job with civil service and wound up being training officer for Fort McPherson for the civilians and for the military and for the reservists. And I retired from that. And after I retired from seventeen years civil service, kind of did some independent real estate work. Just as a hobby and to make a little extra money, too. So that's been about the story. Interviewer: Well, I'm through with my questions. I know we have only touched on, I'm sure, a fraction of the stories that you've got. Are there any stories that you feel are important for us to have recorded today or do you think we've got a good slice of it? Clark: I think, I'll tell you what. This battalion I was in, the Six Thirty-fourth Field Artillery Battalion, the commander was a major, Major Charles Pershing Brown, from Oklahoma. And he was probably the most outstanding officer that I ever served under. And he got promoted to lieutenant colonel while I was over there after a big fight we had, a big artillery barrage thing that he had been responsible for defeating the Japanese. And he became a major general and one of the very few field artillery officers to have reached that rank. So he was…I served under Captain Luther D. Arnold, he comes…he still comes to see me. He's a retired full colonel. He was [inaudible]. But he wasn't in combat. He was also an outstanding officer. He was a West Point officer. But this general was not a West Point officer. Interviewer: It was a pleasure to serve under these two men. Clark: A pleasure to serve. I don't know where another officer is. There's a Captain Nicholas D. Stafford, who's an outstanding officer. He's a fine commander in combat. Interviewer: I think we're done. I just have one last question. What is harder? Doing patrols or teaching Russian to kids in Georgia? Clark: Russian was easy. Patrols were the hardest, yeah. Interviewer: Thank you very much, Mr. Clark. And again, if there's anything else you'd like to say. Clark: I think I've enjoyed it. I hope that…I hope these young men now don't have to go through what we did. But, I am afraid they are. Interviewer: Thank you, sir. [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":["Silver Star","V-mail","World War, 1939-1945--Personal narratives, American","Clark, Sarah Louise Morgan, 1927-2012","O'Day, John P.","Boyer, Eduardo","Whitcomb, Eugene, 1920-2012","Gallagher, Eugene","Crisp, Joseph","Brown, Charles Pershing, 1918-1998","Arnold, Luther D., 1915-2012","Stafford, Nicholas T., 1920-2010","Atlanta National Guard","United States. Army. Reserve Officers' Training Corps","United States. Army. Field Artillery Battery, 694th","United States. Army. Field Artillery Regiment, 179th","American Red Cross","United States. Army. Infantry Division, 33rd","Hope (Hospital ship)","Colonel John P. O'Day","Eduardo Boyer of the Filipino Army","Augusta Regional"],"dcterms_title":["Oral history interview of Corbett Ward Clark"],"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/338"],"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":["1:02:46"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tnn_npldl_crohpberry1aclip1","title":"Excerpt 1 from oral history interview with Mary Frances Berry, 2003 September 05","collection_id":"tnn_npldl","collection_title":"Nashville Public Library Digital Collections Portal: Civil Rights","dcterms_contributor":["Egerton, John","James, Carolyn"],"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["Berry, Mary Frances"],"dc_date":["2003-09-05"],"dcterms_description":["An excerpt from an oral history interview with Nashville Civil Rights Movement participant Mary Frances Berry, conducted on 5 September 2003 by John Egerton as part of the Nashville Public Library's Civil Rights Oral History Project. Berry discusses her childhood in Nashville living in an orphanage called Buva College.  She describes the neighborhood on 12th Avenue North where the family lived after her mother came and got her from the orphanage as being racially mixed at the time.  The complete interview, as well as a transcript, is available in the repository."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Excerpted from:  CROHPBerry audio cassette recording(s) converted to mp3 format in 2006.","Civil Rights Oral History Project, Special Collections Division, Nashville Public Library."],"dc_relation":["Forms part of online collection: Civil Rights Online Collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Buva College Rescue Home and Training School for Negro Children","African Americans--Social conditions","African Americans--Civil rights--Tennessee--Nashville","Civil rights--Tennessee--Nashville","Civil rights workers--Tennessee--Nashville","Civil rights movements--Tennessee--Nashville","African Americans--Segregation--Tennessee--Nashville","Orphanages--Tennessee--Nashville","Nashville (Tenn.)--Race relations","Nashville (Tenn.)--History","Nashville (Tenn.)--Social conditions","Twelfth Avenue North (Nashville, Tenn.)"],"dcterms_title":["Excerpt 1 from oral history interview with Mary Frances Berry, 2003 September 05"],"dcterms_type":["Sound"],"dcterms_provenance":["Nashville Public Library (Tenn.). Special Collections Division"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.library.nashville.org/u?/nr,218"],"dcterms_temporal":null,"dcterms_rights_holder":["U.S. and international copyright laws protect this digital content, which is provided for educational purposes only and may not be downloaded, reproduced, or distributed for any other purpose without written permission.  Please contact the Special Collections Division of the Nashville Public Library, 615 Church Street, Nashville, Tennessee, 37219. Telephone (615) 862-5782."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["audio/mp3 (1.69 MB; 1 min., 51 sec.)"],"dlg_subject_personal":["Berry, Mary Frances--Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"tnn_npldl_crohpberry1bclip1","title":"Excerpt 2 from oral history interview with Mary Frances Berry, 2003 September 05","collection_id":"tnn_npldl","collection_title":"Nashville Public Library Digital Collections Portal: Civil Rights","dcterms_contributor":["Egerton, John","James, Carolyn"],"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["Berry, Mary Frances"],"dc_date":["2003-09-05"],"dcterms_description":["An excerpt from an oral history interview with Nashville Civil Rights Movement participant Mary Frances Berry, conducted on 5 September 2003 by John Egerton as part of the Nashville Public Library's Civil Rights Oral History Project. Berry discusses the day that the Brown v. the Board of Education of Topeka decision came down and her reaction to it. The complete interview, as well as a transcript, is available in the repository."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Excerpted from:  CROHPBerry audio cassette recording(s) converted to mp3 format in 2006.","Civil Rights Oral History Project, Special Collections Division, Nashville Public Library."],"dc_relation":["Forms part of online collection: Civil Rights Online Collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Topeka (Kan.). Board of Education--Trials, litigation, etc.","African Americans--Social conditions","African Americans--Civil rights--Tennessee--Nashville","Civil rights--Tennessee--Nashville","Civil rights workers--Tennessee--Nashville","Civil rights movements--Tennessee--Nashville","African Americans--Segregation--Tennessee--Nashville","Segregation in education--Law and legislation--United States--History","Discrimination in education--Law and legislation--United States","Race discrimination--Law and legislation--United States--History","Nashville (Tenn.)--Race relations","Nashville (Tenn.)--History","Nashville (Tenn.)--Social conditions","Brown, Oliver, 1918- --Trials, litigation, etc."],"dcterms_title":["Excerpt 2 from oral history interview with Mary Frances Berry, 2003 September 05"],"dcterms_type":["Sound"],"dcterms_provenance":["Nashville Public Library (Tenn.). Special Collections Division"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.library.nashville.org/u?/nr,219"],"dcterms_temporal":null,"dcterms_rights_holder":["U.S. and international copyright laws protect this digital content, which is provided for educational purposes only and may not be downloaded, reproduced, or distributed for any other purpose without written permission.  Please contact the Special Collections Division of the Nashville Public Library, 615 Church Street, Nashville, Tennessee, 37219. Telephone (615) 862-5782."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["audio/mp3 (3.97 MB; 4 min., 20 sec.)"],"dlg_subject_personal":["Berry, Mary Frances--Interviews","Brown, Oliver, 1918-1961"],"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_148","title":"Oral history interview of Clar W. Cukor","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Houston County, Dothan, 31.22323, -85.39049","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Lowndes County, Moody A F B, 30.97849, -83.21646","United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, North Carolina, Guilford County, Greensboro, 36.07264, -79.79198","United States, Texas, Bexar County, San Antonio, 29.42412, -98.49363"],"dcterms_creator":["Palmer, Janet","Cukor, Clar W., 1925-"],"dc_date":["2003-09-03"],"dcterms_description":["In this interview, Clar Cukor recounts his time in the U.S. Air Force at the end of WWII. He had been a college student when he enlisted, partly \"on a lark\" and because everyone was being patriotic. While he was in basic training to become an aviation cadet, the Air Force realized it had too many pilots and closed pilot training. The Army wanted the trainees, but the Air Force didn't want to let the Army have them, so they were first sent to a college training detachment, and then sent for line training. Their commanding officer met the train and asked if anyone could type, and Clar raised his hand; he immediately became Cadet Colonel. He goes on to describe the relationship between the cadets and the CO, and the ensuing (high jinx) on the part of the cadets. After the war, he went back to school.","Clarence \"Clar\" Cukor was an aviation cadet in the USAAF during World War II.","CLARENCE CUKOR VETERANS HISTORY PROJECT ATLANTA HISTORY CENTER Interview Date: September 3, 2003 Interviewer: Janet Palmer Transcribed by: Stephanie McKinnell JANET PALMER: Today is September 3, 2003. My name is Janet Palmer, and my interview is with Clarence Cukor at the Atlanta History Center for the Veterans History Project. Mr. Cukor, will you please state your name and spell it. CLARENCE CUKOR: My name is Clare Cukor, given name is Clarence. First name is, I use Clare because I was raised on the southwest side of Chicago, and Clarences do not last long there. So Clare became protective coloring 60, 70 years ago. JP: And what was your date and place of birth. CC: September 28, Detroit, Michigan. 1925. JP: During which war did you serve? CC: World War II. JP: And what was the branch of service that you were in, and what was your unit number? CC: Aviation cadet. I was inducted as an aviation cadet, and I was discharged as an aviation cadet. Which alone is kind of unique. JP: Tell me a little bit about your background and what you were doing prior to going into the service. CC: Prior to going into the service, I was attending the University of Chicago. I had done my first year and I had just turned 18. Obviously I wasn't going to take the chance on going into the infantry, so I volunteered for the air force. And in my group, we were mostly 18 year olds. There were a few older members of the group, and we'll hear more about them as we talk later. JP: How did you feel about going into the service? CC: Well, of course, you know, it was all, big lark. The feelings were running high because of Pearl Harbor. Naturally we were all very big _. JP: When was that, when did you join? CC: September, October of '43. JP: And after you joined, where did you go for basic training? CC: Basic training, we went to Greensboro, North Carolina. What was rather interesting, towards the end of basic training, a clerk at Maxwell Field in Alabama literally looked behind his desk and found a list of 250,000 pilots the air force forgot they had. So they literally shut down pilot training at that point. Now all of us were destined to be pilots, but now with pilot training closed, the high command saw this big mass of raw material and they wanted to get their hands on it. The air force wasn't about to let that happen. We could pass air force physicals so they decided that they were going to hide us and keep us from the hands of the high command is literally what it amounted to. They, first thing they invented was so called college training detachment. So they packed us up and sent us to Davidson, North Carolina, for, two do the first year of college. Which of course for me was a snap. Most of the other 18 year olds had not been to college, so this was useful for them. This occupied us for about six months. Now it wasn't a total waste of time. We had a history professor who lived in the Piedmont, and his forebears for five or six generations lived in the Piedmont, so he took it upon himself as his basic mission in life to teach us Civil War history from the southern point of view. And it was well done. The man was superb. An interesting, and again, Davidson is a church related school, and their top student in their, in the civilian end of things, also happened to be the white lightening running and would make run up into Tennessee every couple of weeks to take care of our libation needs. After college training detachment, they sent us off to Moody Air Force Base for so called on the line training. Moody Air Force Base is in Valdosta, Georgia. The man that was running Moody Air Force Base was the colonel that had been running Hickham Field when the Japanese hit at Pearl Harbor. He had been demoted to his permanent rank of colonel, and of course he was now running Moody Air Force Base. My introduction to him was cute. A train arrived in Valdosta. I literally had one foot off the train. The colonel was standing out in front and simply said, can anybody type. At that time I hadn't learned the lessons about volunteering quite yet. So I could type. He walked over, pinned cadet colonel bars on your shoulder, said, they're yours, and he walked off. Literally. I now had a trainload of fellow aviation cadets. We had to find a place for them to stay, had to find the supply room, and on and on and on. Which we did. He regarded us as a labor pool. Moody Air Force Base had a contingent of German POWs. And the German POWs ran all the KP at the base. That is until we arrived. When we arrived, the German POWs were allowed to luxuriate. And we were given the opportunity to learn mess management, which is the air force way of handling KP. Since I was the cadet colonel, it was my duty to assign various of my friends to jobs. So we learned very early in the game how to make the game work for us. Now sick call in the air corps is typically around 8 o'clock in the morning. I ran my sick call at 7 in the morning. For some strange reason, all the people that were on sick call always wound up with the dirtiest jobs, which meant that they never got done. Now, the colonel didn't have much of a regard for cadets. He regarded us as raw material and that's all. We wanted to change his mind, so one day we ran a little competition. We had the top mechanic on the air field, an old line master sergeant, disassemble a P-47 radial engine. One of my crew did the same, except he didn't _ it, the master sergeant. After that, things eased up a little bit at the field. The young man who did this had been working at LaGuardia air field, and he was one of the top mechanics at LaGuardia prior to his induction in the service. We had some other interesting people in our group. One young man had come out of the merchant marine. This young man had made the run to Mermansk something like ten or eleven times, and he never got to Mermansk. Every ship he was on was torpedoed. The last one was torpedoed in the north Atlantic in the middle of winter. This young man was saved by a flotilla of ships that came by 30 days after the sinking. He survived 30 days in a little rubber raft in the north Atlantic. To this day, he doesn't know how he survived. He didn't have any frost bite. It was just an amazing occurrence. He was our front man. Every time we got ourselves into trouble, we'd push him up front. And of course it was very difficult for retribution to rain very heavy upon us in the face of all these ribbons that he wore. The field was run by, as I said, the colonel who had been in charge of Hickham Field. He was not very highly regarded by us. This man had a Nash as a staff car. His staff car was equipped with cameras. His avowed mission in life was to make every WAC on base. We learned about this because I had one of my boys who was very interested in photography. So I got him assigned to the photo lab. Naturally when the colonel got his set of pictures, we got a set. Finally after a year in the service, we did manage to get some leave. JP: What did you do when you were on leave? CC: Well, I went back to Chicago, obviously, which was home for me. Chicago at that time was marvelous. Because if you wore a uniform, there was no way you could spend money in Chicago. Didn't matter what. If you got into a cab, the fare was picked up. We went to eat in the finest restaurants in Chicago, you went to the Blackhawk, the bill was paid. It was a lovely place, a lovely town to have a leave. Eventually they decided they were going to transfer us from Moody to Dothan, Alabama. Now our colonel of our field had a pet cannon which he fired off every night when they took the flag down. He knew that we were going to do something as a parting gesture as we left Moody, so he put armed guards on the cannon. We staged a fight, managed to pull the guards off the cannon, and then very gently lowered it into the bottom of the swimming pool. That was our parting gesture to him. Eventually we found our way to Dothan, Alabama. JP: When was that, when did you go to Dothan? CC: Dothan would have been probably late '44. And Dothan, as far as I'm concerned, and to this day I consider a hell hole. My first view of Dothan was every single yard in the city of Dothan had a sign that said dogs and soldiers please keep off the grass. This was during World War II, and this is my memory of Dothan. The air field at Dothan was a fighter rebuilding center. So it was a very active field. It was interesting because it had six or seven messes. It was so big that it had three or four civilian messes. It had an officer's mess; it had a cadet mess. And of course it had a, several enlisted men's messes. The messes were run by an old master sergeant who was beyond the age of retirement, but he had come back to serve during the Second World War. His claim to fame was he was Hap Arnold's crew chief in World War I. Needless to say, the messes at Dothan, Alabama, were well run and well supplied. Now the CO at Dothan was a West Point _, and he had been careful to make sure that the Dothan, Alabama, air field had a 15,000 seat stadium, concrete stadium was built just so they could hold maneuvers every Saturday. They would shut down the entire field and everybody there was supposed to show up and participate in this showpiece. And of course there's not much going in Dothan, Alabama in 1944, so all the citizenry would come and view the goings on. Our group was kind of interesting. One of the members of our group was an old line master sergeant from the infantry. And he taught us how to march. We could put on a show if we felt like it. Weapons were tough, but we'd put on a good show. While we were there, our mental attitude was pretty bad. We had repeatedly tried to get out of the air force, but the air force wasn't having any of that. They kept us, and made damn sure that we couldn't get away. And so, now cadets normally wear an officer's uniform except wherever the uniform has officer's insignia on it. The air force uniform would have a propeller and wings on it. The shoulder patch would be a typical air force shoulder patch. Down on the forearm, we would repeat this propeller and wings thing. This was typical cadet uniform. We commissioned this patch, had it made, and essentially it says ‘thou shall not fly'. We of course, made a point of replacing our propeller and wings with the ‘thou shall not fly' patch. Well, we were just about ready to introduce it to the world, we hadn't done it officially yet, and I had sent out a crew to clean out a barracks. One of the crew came back to me and said, “Clare, you've got to come and see this. This is unbelievable, you've got to come see it.” Well this barracks had been closed since World War I. they were full of hats. And it had the old World War I hat. You know the kind of hat that sits flat on your head and has a peak and has a lanyard, the whole thing was full of hats. _ I assembled all the troops, ran them down, and issued new hats. Now typically, in the cadet uniform, you'd have an officer's hat and you'd have a gold propeller and wings like this in the front of the hat. So we took all the propeller and wings off, put them on these World War I hats. Almost at the same time, this was within minutes of this happening, one of my other friends came rushing back and said, now this was, this young man was in the message center. He was an interesting young man because in civilian life he worked for the mob in Chicago. And he lived in a house that was across the street from the Hawthorne racetrack. Typically he would sit up in the attic where he could see the Hawthorne racetrack, and he would run race results with Morse code, and he was a master with Morse code. He could send and receive something like 50, 60 words a minute, some horrendous number. That 30 second advantage that they got because of his activities were a big deal in Chicago gambling circles. Needless to say, when we got in the service, getting him assigned to the message center was child's play. This meant that I got the colonel's orders before he did. And of course, he comes running into me this day and says “look, the inspector general is coming down tonight. They're going to pull a surprise inspection on us in the morning.” OK. So at 4 o'clock in the morning, they pulled the surprise inspection. My group falls out in class A uniforms, World War I hats flat on our heads, propeller and wings, and of course, the ‘thou shall not fly' label on the forearm. The inspector general was just bursting with laughter, you could tell. He managed to control himself, but he was beside himself. Anyway, they finally assigned us back to our barracks and thought they'd give us a little bit of a review. One of the things he decided he was going to do is run a white glove inspection. Now for those of you that have never served in the service in the south in World War II, the barracks buildings were not very well made. The insides were never finished. The 2x4's were not even planed properly. They were just simply rough cut. So there was no way you could run a white glove inspection and pass it in this kind of construction. We didn't fall off the turnip truck that morning either. What we had done the night before was liberated some 50 gallon drums of lye, emptied out the barracks and sprayed all the barracks with lye and fire-hosed them down. So of course when the colonel ran his white glove inspection, we passed it. We were the only barracks in the south that could do it, but we passed it. This was an interesting time. From here, we were eventually transferred to San Antonio, yeah San Antonio airfield. And we did finally get some honest to gosh preflight training. We finally did get to see an airplane, we finally did get to fly one. We were just up to the point of soloing. JP: When was this that you went to San Antonio? CC: This would have been early in '45. Now we had gone through some of this training. By now it was close to, well it was late summer of '45. And the war was winding down. So the general assembled all of the cadets and he started out by saying, you know, we're going to discharge everybody according to the point system. We had men coming from overseas that had 150 and 200 points, that kind of thing. We had 20, 24 points. We'd been in the service 2 years. So he said, you have some options. Option number one: I hereby resign from the cadets and volunteer for the air corps for four years. Option number two is equally odious, three and four were no better. And so I said, general, that's, and I introduced myself and I said I'm not interested in any of these. He said, you will sign one of them. I said, I will? I said OK, I'll be happy to. I signed it, and over my name I put down ‘signed under duress'. Immediately all the cadets did the same thing. Well, the general went berserk; he just went crazy. They immediately ran us back to the barracks and put us under armed guards and so on. Along came another one of my friends. This young man was from Oklahoma. His grandfather had been in the great Oklahoma land rush, remember when they fired the gun and all the settlers ran out and claimed their land. Well, he was in that. And he was an attorney. In fact, he was the only attorney in the Oklahoma territory. So as he lived his life and as he functioned as an attorney, he got paid off in chickens and vegetables and occasionally a piece of land. To make a long story short, he wound up with pieces of land all over the state of Oklahoma. Eventually they found oil. Naturally he was sitting on lots of it. His grandson, who was in my group, every month, would get a check from Exxon for 10 to 12 thousand dollars for his share of the royalties coming from the land. So he had money. OK, here we are in the San Antonio barracks, we're confined to quarters. He and a couple of his friends sneak out that night, get past the guards. They go into town, and in the next two days, full page ads appear in major newspapers scattered around the country. He had the money; he had the resources to do this. Within a week we were all at discharge centers. That's the sum total of this story. JP: Where did you go after you were discharged? CC: Back to the University of Chicago to finish my education. JP: Did you use the GI Bill? CC: Yes, I did, yes I did. JP: How did you deal with this _ affected the rest of your life as far as being in the service? CC: Well, yes. Because prior to that, remember that when I went into the service, I was an 18 year old book worm. I had no idea in the world what the world was like. And I was totally insulated from all that. Well, here I had two years of growing up. And I had some good teachers. It was a marvelous experience. The GI Bill was fantastic. It's the best thing this county ever did for its citizenry. And why we've never done that since is beyond me. That should be a right of passage for every single high schooler in the nation. JP: Are you a member of any type of veterans group? CC: No, I've not been active with the veterans. JP: Keep in touch with the _? CC: No, no, not really. I have been active with high schoolers since my retirement. We, well, basically, something like ten years ago, we took four high schools in Georgia and matched them up with four high schools in Scotland. We allowed the senior economics classes to set up operating export companies. And they export to each other. Now in ten years we've gone from four, to there's something like 250 schools involved worldwide. We ran out of schools in Scotland. We're growing, I mean we're now in Ireland and Wales. Last year we added Germany, South Africa, and Ghana to the mix. This year, we've added Japan, Norway, Russia and Siberia and Spain to the mix. So essentially this is my give back activity if you will. JP: Are there any experiences or anything about your time as a veteran that we didn't discuss that you'd like to. CC: No, I think this would be… I don't know if this little vignette makes any real sense to you, but there were a couple of hundred thousand of us who lived this life. It did accomplish one purpose, it did put a little age on us, gave us a little bit of outside experience if you will. JP: Do you remember when the war was over how you felt, how the group was, how they felt and so on? CC: Well obviously we were ecstatic about the whole thing. I think the, when we dropped the bombs on Nagasaki and so on, I think those were more interesting times for me anyway. JP: Thank you very much. CC: Appreciate it."],"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":["Thunderbolt (Fighter plane)","World War, 1939-1945--Personal narratives, American","United States. Army Air Forces","University of Chicago","Davidson College. College Training Detachment","United States. Servicemen's Readjustment Act of 1944","Republic P-47 Thunderbolt (fighter)"],"dcterms_title":["Oral history interview of Clar W. Cukor"],"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/148"],"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":["31:55"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_21","title":"Arkansas Department of Education's (ADE's) Project Management Tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2003-09","2003-10","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":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/21"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant.\nl 1 j ii Raymond Simon Director State Board of Education 1 JoNell caictwell, Chair 1 UttleRock I Shelby Hillman, Vice Chair i Carlisle j Luke Gordy Van Buren Robert Hackler Mountain Home caMn King Marianna Randy Lawson Bentonville  aneRebid\u0026lt; Rock Diane Tatum Pine Bluff Jeanna Westmoreland Arkadelphia Arkansas Department of Education #4 Capitol Mall, Little Rock, AR 72201-1071 501-682-4475 September 29, 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:/ larudll.stau.ar.,u RECEIVED SEP 3 o 2003 OfF\\CE OF DESEGREG~TION 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 September 2003 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier 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 AD E's Project Management Tool for September 2003. Respectfully Submitted, cott Smith, #92251 Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on September 29, 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 INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2003 Based on the information available at August 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. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of September 30, 2003 Based on the information available at August 31, 2003, the ADE calculated for FY 03/04, subject to periodic adjustments. C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2003 On August 31 , 2003, distributions of State Equalization Funding for FY 03/04 were as follows: LRSD - $4,838,739 NLRSD - $2,552,280 PCSSD - $4,633,437 The allotments of State Equalization Funding calculated for FY 03/04 at August 31, 2003, subject to periodic adjustments, were as follows: LRSD - $53,226, 139 NLRSD - $28,075,080 PCSSD - $50,967,808 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2003 Based on the information available, the ADE calculated at August 31, 2003 for FY 03/04, subject to periodic adjustments. E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued) 2. Actual as of September 30, 2003 Based on the information available, the ADE calculated at August 31, 2003 for Pf 03/04, subject to 'periodic adjustments. It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2003 Based on the infomiation available, the ADE calculated at August 31, 2003 for FY 03/04, subject to periodic adjustments. G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2003 Distributions for FY 03/04 at August 31, 2003, totaled $1,139,445. Allotment calculated for FY 03/04 was $12,533,889 subject to periodic adjustments. H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2003 Calculated for FY 02/03, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. (Continued) 2. Actual as of September 30, 2003 Distributions' for FY 02103 aiAugust 31\n2003 were: LRSD - $3,684,217 NLRSD - $2,590,278 PCSSD - $9,309,708 The :anotme.nts calculated fof f'{0~/03 aiAugusf31\n2003, sUt\u0026gt;j~ct to periodic adjustments, were: LRSD - $3,684,217 NLRSD - $2,590,278 PCSSD - $9,309,708 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date 2. Ongoing, December of each year. Actual as of September 30, 2003 In September 2002, the Magnet and M-to-M transportation budgets for FY 02/03 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of September 30, 2003 In January 2003, General Finance was notified to pay the second one-third payment for FY 02/03 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. (Continued) 2. Actual as of September 30, 2003 In January 2003, General Finance made the second one-third payment to the Districts for their FY 02/03 transportation budget. The budget is now paid out in three equal installments. At January 31 , 2003, the following had been paid for FY 02/03: LRSD - $2,453,084.00 NLRSD - $469,000.00 PCSSD - $1 ,305,848.96 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of September 30, 2003 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. Schopl districts should receive payment by October 1, 1998 In July 1999, each district submitted an estimated budget for the 99/00 school year. In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program. In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001, paperwork was generated for the first payment in the 01/02 school year for the Magnet and M-to-M transportation program. In September 2002, paperwork was generated for the first payment in the 02/03 school year for the Magnet and M-to-M transportation program. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of September 30, 2003 In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD -6. Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. The ADE accepted a bid on 16 buses for the Magnet and M/M transportation program. The buses will be delivered after July 1, 1999 and before August 1, 1999. The buses will be distributed accordingly: LRSD - 8\nNLRSD - 2\nPCSSD- 6. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD- 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. 6 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of September 30, 2003 (Continued) The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001. The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two type C 47 passenger buses and fourteen type C 65 passenger buses. Prices on these units are $43,426.00 each on the 47 passenger buses, and $44,289.00 each on the 65 passenger buses. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001 , the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898. In June 2002, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include five 47 passenger buses for $42,155.00 each, ten 65 passenger buses for $43,850.00 each, and one 47 passenger bus with a wheelchair lift for $46,952.00. The total amount was $696,227. In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. Specifications for 16 new Magnet and M-to-M school buses have been forwarded to State Purchasing for bidding. Bids will be opened on May 12, 2003. The buses will have a required delivery date after July 1, 2003 and before August 8, 2003. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the 65 passenger buses. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 7 I. FINANCIAL OBLIGATIONS (Continued) 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2003 Obligation fulfilled in FY 95/96. Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of September 30, 2003 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of September 30, 2003 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 8 I. FINANCIAL OBLIGATIONS (Continued) s. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of September 30, 2003 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2003 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01 . Distribution in August 2001 for FY 01 /02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. 9 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of September 30, 2003 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01 . Distribution in August 2001 for FY 01/02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. 10 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of September 30, 2003 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 11 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2003 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. 12 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2003 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. 13 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2003 (Continued) In May 1998, unannounced monitoring visits were completed, and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monitoring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed, b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SAT-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement. While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2003 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21 , 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001 . The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 15 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2003 (Continued) On July 26, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11, 2001 in room 201-A at the ADE. On October 11, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11 , 2002 in room 201-A at the ADE. On April 11 , 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11 , 2002 in room 201-A at the ADE. 16 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2003 (Continued) On July 18, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Dr. Charity Smith, Assistant Director for Accountability, talked about section XV in the Project Management Tool (PMT) on Standardized Test Selection to Determine Loan Forgiveness. She said that the goal has been completed, and no additional reporting is required for section XV. Mr. Morris discussed the court case involving the LRSD seeking unitary status. He handed out a Court Order from May 9, 2002, which contained comments from U.S. District Judge Bill Wilson Jr., about hearings on the LRSD request for unitary status. Mr. Morris also handed out a document from the Secretary of Education about the No Child Left Behind Act. There was discussion about how this could have an affect on Desegregation issues. The next Implementation Phase Working Group Meeting is scheduled for October 10, 2002 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from October 10. It will take place on October 29, 2002 in room 201-A at 1 :30 p.m. at the ADE. On October 29, 2002, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings with the parties to discuss possible revisions to the ADE's monitoring plan will be postponed by request of the school districts in Pulaski County. Additional meetings could be scheduled after the Desegregation ruling is finalized. The next Implementation Phase Working Group Meeting is scheduled for January 9, 2003 at 1 :30 p.m. in room 201-A at the ADE. On January 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. No Child Left Behind and the Desegregation ruling on unitary status for LRSD were discussed. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2003 at 1 :30 p.m. in room 201- A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from April 10. It will take place on April 24, 2003 in room 201-A at 1 :30 p.m. at the ADE. 17 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2003 (Continued) On April 24, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Laws passed by the legislature need to be checked to make sure none of them impede desegregation. Ray Lumpkin was chairman of the last committee to check legislation. Since he left, we will discuss the legislation with Clearence Lovell. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2003 at 1:30 p.m. in room 201-A at the ADE. On August 28, 2003, the ADE Jmplementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The Desegregation ruling.on unitary status for LRSD was discussed. The LRSD has been instructed to submit evidence showing progress in reducing disparities in academic achievemenf for black students and white students. This is supposed to be done by March-of 2004, so that the LRSD can achieve unitary status . . The next Implementation Phase Working Group Meeting is scheduled for October 9, 2003 at the ADE. 18 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of September 30, 2003 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 To date, no action has been taken by the LRSD. 19 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of September 30, 2003 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of September 30, 2003 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of September 30, 2003 The information for this item is detailed under Section IV. E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 The information for this item is detailed under Section IV. E. of this report. 20 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of September 30, 2003 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 21 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2003 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed. 22 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2003 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11, 2001 at 9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 23 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2003 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11 , in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-B at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-B at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001 , the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 24 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2003 (Continued) On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 1748 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the NLRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. 25 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 26 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 27 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMTwas the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 28 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the AD E's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 29 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in ADE's Monitoring Plan. In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process. The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement. The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 30 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions: (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement. In February, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied. The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also scheduled to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would: (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 31 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21 , 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 32 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regularoversightofthe Implementation Phase's ProjectManagementTool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) On July 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 10, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 12, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2003 (Continued) On September 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 18, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 14, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 11 , 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 8, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. 35 VI. REM ED IA TION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase 11 - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31 , 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. 36 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2003 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. 37 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2003 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97 /98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted. 38 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2003 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 39 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of September 30, 2003 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. D. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of September 30, 2003 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 The information for this item is detailed under Section VI.F. of this report. 40 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2003 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 41 VI. REMEDIATION (Continued) F. Evaluate the 'impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan in service training. In June and July 1997, field service staff attended an SA T-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum . 42 VI. REM ED IA TION (Continued) F. Evaluate the impact of the use of resources for technical assista~ce. (Continued) 2. Actual as of September 30, 2003 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21 , 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff development program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 4 3 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACTAAP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACT AAP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD personnel through a staff development training class. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACTAAP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 44 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACTAAP program, and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action ,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding , \"The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 45 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training, Dr. Reynolds addressed the following: 1) how to use and interpret information obtained on the direct observation form, 2) how to use this information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (i.e., parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACTAAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing. Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend. On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum. This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled \"Things you can do at home to support your child's learning.\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 46 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training. There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September 7, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, P.E. Teacher\nLisa Poteet, Speech Language Pathologist\nJane Harkey, Principal\nKathy Penn-Norman, Special Education Coordinator\nAlice Phillips, Occupational Therapist. On September 15, 2000, the Governor's Developmental Disability Coalition Conference presented Assistive Technology Devices \u0026amp; Services. This was held at the Arlington Hotel in Hot Springs. Bryan Ayres was the presenter. On September 19, 2000, Autism and Classroom Accommodations for the LRSD at Jefferson Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Melissa Chaney, Special Education Teacher\nBarbara Barnes, Special Education Coordinator\na Principal, a Counselor, a Librarian, and a Paraprofessional. On October 6, 2000, Integrating Assistive Technology Into Curriculum was presented at a conference in the Hot Springs Convention Center. Presenters were: Bryan Ayers and Aleecia Starkey. Speech Language Pathologists from LRSD and NLRSD attended. On October 24, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On October 25 and 26, 2000, Alternate Assessment for Students with Severe Disabilities for the LRSD at J. A. Fair High School was presented. Bryan Ayres was the presenter. The participants were: Susan Chapman, Special Education Coordinator\nMary Steele, Special Education Teacher\nDenise Nesbit, Speech Language Pathologist\nand three Paraprofessionals. On November 14, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On November 17, 2000, training was conducted on Autism for the LRSD at the Instructional Resource Center. Bryan Ayres and Shelley Weir were presenters. 47 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On December 5, 2000, Access to the Curriculum Via the use of Assistive Technology Computer Lab was presented. Bryan Ayres was the presenter of this teleconference. The participants were: Tim Fisk, Speech Language Pathologist from Arch Ford Education Service Cooperative at Plumerville and Patsy Lewis, Special Education Teacher from Mabelvale Middle School in the LRSD. On January 9, 2001 , Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. Kathy Brown, a vision consultant from the LRSD, was a participant. On January 23, 2001 , Autism and Classroom Modifications for the LRSD at Brady Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Beverly Cook, Special Education Teacher\nAmy Littrell, Speech Language Pathologist\nJan Feurig, Occupational Therapist\nCarolyn James, Paraprofessional\nCindy Kackly, Paraprofessional\nand Rita Deloney, Paraprofessional. The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcast on February 5, 2001 . Presenters were: Charlotte Marvel, ADE\nDr. Gayle Potter, ADE\nMarcia Harding, ADE\nLynn Springfield, ASERC\nMary Steele, J. A. Fair High School, LRSD\nBryan Ayres, Easter Seals Outreach. This was provided for Special Education teachers and supervisors in the morning, and Limited English Proficient teachers and supervisors in the afternoon. The Special Education session was attended by 29 teachers/administrators and provided answers to specific questions about the alternate assessment portfolio system and the scoring rubric and points on the rubric to be used to score the portfolios. The LEP session was attended by 16 teachers/administrators and disseminated the common tasks to be included in the portfolios: one each in mathematics, writing and reading. On February 12-23, 2001, the ADE and Data Recognition Corporation personnel trained Test Coordinators in the administration of the spring Criterion-Referenced Test. This was provided in 20 sessions at 10 regional sites. Testing protocol, released items, and other testing materials were presented and discussed. The sessions provided training for Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Pilot Tests. The LRSD had 2 in attendance for the End of Course session and 2 for the Benchmark session. The NLRSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. The PCSSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. 48 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On March 15, 2001, there was a meeting at the ADE to plan professional development for staff who work with Limited English Proficiency (LEP) students. A $30,000 grant has been created to provide LEP training at Chicot Elementary for a year, starting in April 2001 . A $40,000 grant was created to provide a Summer English as Second Language (ESL) Academy for the LRSD from June 18 through 29, 2001. Andre Guerrero from the ADE Accountability section met with Karen Broadnax, ESL Coordinator at LRSD, Pat Price, Early Childhood Curriculum Supervisor at LRSD, and Jane Harkey, Principal of Chicot Elementary. On March 1-2 and 8-29, 2001, ADE staff performed the following activities: processed registration for April 2 and 3 Alternate Portfolio Assessment video conference quarterly meeting\nanswered questions about Individualized Educational Plan (IEP) and LEP Alternate Portfolio Assessment by phone from schools and Education Service Cooperatives\nand signed up students for alternate portfolio assessment from school districts. On March 6, 2001, ADE staff attended a Smart Step Technology Leadership Conference at the State House Convention Center. On March 7, 2001, ADE staff attended a National Assessment of Educational Progress (NAEP) Regional Math Framework Meeting about the Consensus Project 2004. On March 8, 2001, there was a one-on-one conference with Carole Villarreal from Pulaski County at the ADE about the LEP students with portfolios. She was given pertinent data, including all the materials that have been given out at the video conferences. The conference lasted for at least an hour. On March 14, 2001, a Test Administrator's Training Session was presented specifically to LRSD Test Coordinators and Principals. About 60 LRSD personnel attended. The following meetings have been conducted with educators in the three districts in Pulaski County since July 2000. On July 10-13, 2000 the ADE provided Smart Step training. The sessions covered Standards-based classroom practices. 49 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On July 19-21, 2000 the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were 200 teachers from across the state in attendance. On August 14-31 , 2000 the ADE presented Science Smart Start Lessons and worked with teachers to produce curriculum. This will provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. On September 5, 2000 the ADE held an Eisenhower Informational meeting with Teacher Center Coordinators. The purpose of the Eisenhower Professional Development Program is to prepare teachers, school staff, and administrators to help all students meet challenging standards in the core academic subjects. A summary of the program was presented at the meeting. On November 2-3, 2000 the ADE held the Arkansas Conference on Teaching. This presented curriculum and activity workshops. More than 1200 attended the conference. On November 6, 2000 there was a review of Science Benchmarks and sample model curriculum. A committee of 6 reviewed and revised a drafted document. The committee was made up of ADE and K-8 teachers. On November 7-10, 2000 the ADE held a meeting of the Benchmark and End of Course Mathematics Content Area Committee. Classroom teachers reviewed items for grades 4, 6, 8 and EOC mathematics assessment. There were 60 participants. On December 4-8, 2000 the ADE conducted grades 4 and 8 Benchmark Scoring for Writing Assessment. This professional development was attended by approximately 750 teachers. On December 8, 2000 the ADE conducted Rubric development for Special Education Portfolio scoring. This was a meeting with special education supervisors to revise rubric and plan for scoring in June. On December 8, 2000 the ADE presented the Transition Mathematics Pilot Training Workshop. This provided follow-up training and activities for fourth-year mathematics professional development. On December 12, 2000 the ADE presented test administrators training for midyear End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. 50 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcasts on April 2-3, 2001 . Administration of the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy took place on April 23-27, 2001 . Administration of the End of Course Algebra and Geometry Exams took place on May 2-3, 2001 . Over 1,100 Arkansas educators attended the Smart Step Growing Smarter Conference on July 10 and 11 , 2001 , at the Little Rock Statehouse Convention Center. Smart Step focuses on improving student achievement for Grades 5-8. The Smart Step effort seeks to provide intense professional development for teachers and administrators at the middle school level, as well as additional materials and assistance to the state's middle school teachers. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the first keynote address on \"The Character-Centered Teacher''. Debra Pickering, an education consultant from Denver, Colorado, presented the second keynote address on \"Characteristics of Middle Level Education\". Throughout the Smart Step conference, educators attended breakout sessions that were grade-specific and curriculum area-specific. Pat Davenport, an education consultant from Houston, Texas, delivered two addresses. She spoke on \"A Blueprint for Raising Student Achievement\". Representatives from all three districts in Pulaski County attended. Over 1,200 Arkansas teachers and administrators attended the Smart Start Conference on July 12, 2001 , at the Little Rock Statehouse Convention Center. Smart Start is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the keynote address. The day featured a series of 15 breakout sessions on best classroom practices. Representatives from all three districts in Pulaski County attended. On July 18-20, 2001 , the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were approximately 300 teachers from across the state in attendance. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) The ADE and Harcourt Educational Measurement conducted Stanford 9 test administrator training from August 1-9, 2001 . The training was held at Little Rock, Jonesboro, Fort Smith, Forrest City, Springdale, Mountain Home, Prescott, and Monticello. Another session was held at the ADE on August 30, for those who were unable to attend August 1-9. The ADE conducted the Smart Start quarterly meeting by video conference at the Education Service Cooperatives and at the ADE from 9:00 a.m. until 11 :30 a.m. on September 5, 2001 . The ADE released the performance of all schools on the Primary and Middle Level Benchmark Exams on September 5, 2001 . The ADE conducted Transition Core Teacher In-Service training for Central in the LRSD on September 6, 2001 . The ADE conducted Transition Checklist training for Hall in the LRSD on September 7, 2001. The ADE conducted Transition Checklist training for McClellan in the LRSD on September 13, 2001 . The ADE conducted Basic Co-teaching training for the LRSD on October 9, 2001 . The ADE conducted training on autism spectrum disorder for the PCSSD on October 15, 2001 . Professional Development workshops (1 day in length) in scoring End of Course assessments in algebra, geometry and reading were provided for all districts in the state. Each school was invited to send three representatives (one for each of the sessions). LRSD, NLRSD, and PCSSD participated. Information and training materials pertaining to the Alternate Portfolio Assessment were provided to all districts in the state and were supplied as requested to LRSD, PCSSD and David 0 . Dodd Elementary. On November 1-2, 2001 the ADE held the Arkansas Conference on Teaching at the Excelsior Hotel \u0026amp; Statehouse Convention Center. This presented sessions, workshops and short courses to promote exceptional teaching and learning. Educators could become involved in integrated math , science, English \u0026amp; language arts and social studies learning. The ADE received from the schools selected to participate in the National Assessment of Educational Progress (NAEP), a list of students who will take the test. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On December 3-7, 2001 the ADE conducted grade 6 Benchmark scoring training for reading and math. Each school district was invited to send a math and a reading specialist. The training was held at the Holiday Inn Airport in Little Rock. On December 4 and 6, 2001 the ADE conducted Mid-Year Test Administrator Training for Algebra and Geometry. This was held at the Arkansas Activities Association's conference room in North Little Rock. On January 24, 2002, the ADE conducted the Smart Start quarterly meeting by ADE compressed video with Fred Jones presenting. On January 31 , 2002, the ADE conducted the Smart Step quarterly meeting by NSCI satellite with Fred Jones presenting. On February 7, 2002, the ADE Smart Step co-sponsored the AR Association of Middle Level Principal's/ADE curriculum, assessment and instruction workshop with Bena Kallick presenting. On February 11-21 , 2002, the ADE provided training for Test Administrators on the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Exams. The sessions took place at Forrest City, Jonesboro, Mountain Home, Springdale, Fort Smith, Monticello, Prescott, Arkadelphia and Little Rock. A make-up training broadcast was given at 15 Educational Cooperative Video sites on February 22. During February 2002, the LRSD had two attendees for the Benchmark Exam training and one attendee for the End of Course Exam training. The N LRSD and PCSSD each had one attendee at the Benchmark Exam training and one attendee for the End of Course Exam training. The ADE conducted the Smart Start quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9:30 a.m. until 11 :30 a.m. on May 2, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan. The principal's role in the process was explained. The ADE conducted the Smart Step quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9:30 a.m. until 11 :30 a.m. on May 9, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan. The principal's role in the process was explained. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) The Twenty-First Annual Curriculum and Instruction Conference, cosponsored by the Arkansas Association for Supervision and Curriculum Development and the Arkansas Department of Education, will be held June 24-26, 2002, at the Arlington Hotel in Hot Springs, Arkansas. \"Ignite Your Enthusiasm for Learning\" is the theme for this year's conference, which will feature educational consultant, Dr. Debbie Silver, as well as other very knowledgeable presenters. Additionally, there will be small group sessions on Curriculum Alignment, North Central Accreditation, Section 504, Building Level Assessment, Administrator Standards, Data Disaggregation, and National Board. The Educational Accountability Unit of the ADE hosted a workshop entitled \"Strategies for Increasing Achievement on the ACTAAP Benchmark Examination\" on June 13-14, 2002 at the Agora Center in Conway. The workshop was presented for schools in which 100% of students scored below the proficient level on one or more parts of the most recent Benchmark Examination. The agenda included presentations on \"The Plan-Do-Check-Act Instructional Cycle\" by the nationally known speaker Pat Davenport. ADE personnel provided an explanation of the MPH point program. Presentations were made by Math and Literacy Specialists. Dr. Charity Smith, Assistant Director for Accountability, gave a presentation about ACTAAP. Break out sessions were held, in which school districts with high scores on the MPH point program offered strategies and insights into increasing student achievement. The NLRSD, LRSD, and PCSSD were invited to attend. The NLRSD attended the workshop. The Smart Start Summer Conference took place on July 8-9, 2002, at the Little Rock Statehouse Convention Center and Peabody Hotel. The Smart Start Initiative focuses on improving reading and mathematics achievement for all students in Grades K-4. The event included remarks by Ray Simon, Director of the ADE. After comments by the Director, Bena Kallick presented the keynote address \"Beyond Mapping: Essential Questions, Assessment, Higher Order Thinking\". This was followed by a series of breakout sessions on best classroom practices. On the second day, Vivian Moore gave the keynote address \"Overcoming Obstacles: Avenues for Student Success\". Krista Underwood gave the presentation \"Put Reading First in Arkansas\". This was followed by a series of breakout sessions on best classroom practices. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for techn ical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) The Smart Step Summer Conference took place on July 10-11 , 2002, at the Little Rock Statehouse Convention Center and Peabody Hotel. Smart Step focuses on improving student achievement for Grades 5-8. The event included remarks by Ray Simon, Director of the ADE. After comments by the Director, Vivian Moore presented the keynote address \"Overcoming Obstacles: Avenues for Student Success\". This was followed by a series of breakout sessions on best classroom practices. On the second day, Bena Kallick presented \"Beyond Mapping: Essential Questions, Assessment, Higher Order Thinking\". Ken Stamatis presented \"Smart Steps to Creating a School Culture That Supports Adolescent Comprehension\". This was followed by a series of breakout sessions on best classroom practices. On August 8, 2002, Steven Weber held a workshop at Booker T. Washington Elementary on \"Best Practices in Social Studies\". It was presented to the 4th grade teachers in the Little Rock School District. The workshop focused around the five themes of geography and the social studies (fourth grade) framework/standards. Several Internet web sites were shared with the teachers, and the teachers were shown methods for incorporating writing into fourth grade social studies. One of the topics was using primary source photos and technology to stimulate the students to write about diverse regions. A theme of the workshop included identifying web sites which apply to fourth grade social studies teachers and interactive web sites for fourth grade students. This was a Back-to-School In-service workshop. The teachers were actively involved in the workshop. On August 13 Steven Weber conducted a workshop at Parkview High School in the LRSD. Topics of the workshop included: 1. Incorporating Writing in the Social Studies Classroom 2. Document Based (open-ended) Questioning Techniques 3. How to practice writing on a weekly basis without assigning a lengthy research report 4. Developing Higher Level Thinking Skills in order to produce active citizens, rather than passive, uninformed citizens 5. Using the Social Studies Framework 6. Identifying state and national Web Sites which contain Primary Sources for use in the classroom The 8:30 - 11 :30 session was for the 6 - 8 grade social studies teachers. The 12:30 - 3:00 session was for the 9 - 12 grade social studies teachers. Several handouts were used, also PowerPoint, primary source photos and documents, and Internet web sites (i.e ., Library of Congress, Butler Center for Arkansas Studies, National Archives, etc.). This was a Back-to-School In-service workshop. The teachers were actively involved in the workshop. Marie McNeal is the Social Studies Specialist for the Little Rock School District. She invited Steven Weber to present at the workshop, and was in attendance. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) On September 30 through October 11 , 2002, the ADE provided Professional Development for Test Administrators on the End of Course Literacy, Algebra and Geometry Exams. The training was held at the Holiday Inn Airport. All three districts in Pulaski County sent representatives to the training . On October 3, 2002, Charlotte Marvel provided in-service training for LEP teachers in the Little Rock School District. On December 6, 2002, the Community and Parent Empowerment Summit was held for parents of children attending the LRSD. It took place at the Saint Mark Baptist Church in Little Rock. Dr. Charity Smith, Assistant Director for Accountability, presented information on No Child Left Behind, Supplemental Services, after school tutoring, how parents can help, and the Refrigerator Curriculum. Mr. Reginald Wilson, Senior Coordinator for Accountability, presented information on ACTAAP, including how to find information on the AS-IS Website and what is included in the school report cards. Donna Elam spoke on the topic \"From the School House to the Jail House\". On December 10 - 12, 2002, the Math Workshop \"Investigations in Number, Data and Space\" was held at the Clinton Elementary Magnet School in Sherwood. Training for Kindergarten and First Grade Teachers was held on December 10, and included Making Shapes and Building Blocks, Quilts, Squares and Block Towns. Training for Second and Third Grade Teachers was held on December 11 , and included Shapes, Halves, Symmetry and Turtle Paths. Training for Fourth and Fifth Grade Teachers was held on December 12. Fourth grade covered Seeing Solids and Silhouettes. Fifth Grade was about Containers and Cubes. The sessions provided quality time for teachers to discuss the curriculum, reflect on implications, provide mutual support, and continue planning. The ADE provided professional development for all school districts on Alternative Assessment Portfolio Systems on January 7-9, 2003 at the Holiday Inn Airport. The LRSD had two in attendance, NLRSD had one in attendance, and the PCSSD had two in attendance. The ADE conducted the Smart Start Statewide Professional Staff Development Video Conference at the ADE/AETN Studio and at participating Education Service Cooperatives from 9:30 a.m. until 11 :30 a.m. on February 12, 2003. The ADE conducted the Smart Step Statewide Professional Staff Development Video Conference at the ADE/AETN Studio and at participating Education Service Cooperatives from 9:30 a.m. until 11 :30 a.m. on February 13, 2003. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) Test Coordinator training was provided throughout the state during the weeks starting February 10 and February 17, 2003. The training in Little Rock was February 20, 2003. The Little Rock School District had two attendees for the Benchmark, End of Course, and Stanford 9 training. The North Little Rock School District had one attendee at the Benchmark, End of Course, and Stanford 9 training. The Pulaski County Special School District had one attendee at the Benchmark, End of Course, and Stanford 9 training. Two sixth grade teachers from each district attended the Professional Development for Benchmark assessments during the week of February 17, 2003 at the Holiday Inn Airport. Two fourth and two eighth grade teachers from each district attended the Professional Development for Benchmark assessments during the week of March 3, 2003 at the Holiday Inn Airport. The ADE announces the opportunity for schools to participate in the Arkansas Literacy Coaching Model and to train a school employee to serve as a full-time literacy coach. Training will be held at the Early Literacy Training Center at UALR. A literacy coach is a site-based employee who works full time with the school staff providing professional development, technical assistance, and support to teachers. They demonstrate exemplary classroom literacy practices, observe and coach teachers, provide sustained mentoring to classroom teachers, plan and conduct professional literacy team meetings, provide workshops on the literacy framework, and maintain data on student performance. Depending on the number of qualifying school districts who agree to participate, training expenses will be funded by the ADE through the Early Literacy Training Center at UALR. Grant funds will provide graduate level training, lodging and travel expenses, and materials to establish a model classroom. The Smart Summer Conference took place on July 14-17, 2003, at the Little Rock Statehouse Convention Center and Peabody Hotel. The event covered Smart Start and Smart Step. The following topics were included: Lisa Carter - Instructional Alignment John Antonetti - Assessment Literacy for Literacy(and Numeracy) Assessment Jim Garver - Authentic Student Engagement Evelyn Arroyo - High Yield Strategies in Action Barbara Brown - Focusing in on the Benchmarks Dana Chadwick \u0026amp; Lynn Nash - Teaching From the Heart Tommy Tyler \u0026amp; Monticello Team - Actions, Changes, and Results. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2003 (Continued) The ADE did workshops on the No Child Left Behind legislation for the following groups from the LRSD: August 11, 2003 - Horace Mann Midd\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["108 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\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eDistrict Court, order; District Court, motion of the Pulaski County Special School District (PCSSD) for an award of attorneys' fees; District Court, notice of appeal; District Court, motion for extension of time to respond to Pulaski County Special School District's (PCSSD's) motion for an award of its attorneys' fees; District Court, order; District Court, Pulaski County Special School District (PCSSD) motion for temporary portable buildings at Robinson High School; District Court, renewed and supplemental motion regarding Sylvan Hills band room; District Court, amended and supplemental motion regarding Sylvan Hills band room; 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.    FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT SEP - 2 2003 EASTERN DISTRICT OF ARKANSAS LITTLE ROCK DIVISION JAMES W. McCORMACK CLEF By: I LITTLE ROCK SCHOOL DISTRICT v. No. 4:82CV00866 WRW 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 ORDER PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS INTERVENORS Pending is PCCSD's Motion for Enlargement of Time to File Fee Petition (Doc. No. 3797). On August 19, 2003, an order was emered granting the PCSSD's Motion to Enforce Settlement Agreement and for Allied Relief \"Bollen\" Intervenors appealed this judgment and requested a stay from the Eighth Circuit Court of Appeals. The Court of Appeals has yet to address this matter on appeal. According to this Court's Local Rule 54.1 and Rule 54 of the Arkansas Rules of Civil Procedure a party has fourteen (14) days following the entry of judgment. However, PCCSD requests a stay for its motion for attorney's fees and costs until twenty (20) days after the Court of Appeals issues its ruling. Because no party has objected to the motion, the requested extension is GRANTED. OEP CLE, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED SEP 1 5 2003 OFACEOF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS MOTION OF THE PULASKI COUNTY SPECIAL SCHOOL DISTRICT FOR AN AWARD OF ATTORNEYS' FEES The PCSSD for its motion, states: ',   1. Ori August 18, 2003, at the conclusion of a hearing on the \"detachment issue, this Court announced its ruling that, inter alia, the State Board of Education's authorization of an election on the issue of detachment of the Greater Jacksonville area from the PCSSD violated the 1989 Settlement Agreement. A written order was entered that day and a corrected order was entered on August 19, 2003 . 2. A motion to stay said order was heard on August 20, 2003, and denied. 3. This Court has previously and exhaustively analyzed the entitlement of the PCSSD to an award of attorneys' fees for successfully enforcing the Settlement Agreement. (Please see Order dated January 30, 1998, at page 2). Counsel's regular hourly rates are to be utilized as the \"lodestar\" for determining the award even though the PCSSD received the legal services at discounted hourly rates. Id. at page 4. 4. Exhibit A to the accompanying affidavit sets forth in narrative fashion those legal services for which a fee award is sought. The narrative includes a modest amount of 446311 -v1 time devoted toward evaluating the initial legislation, monitoring its progress through legislative committees and testifying against the passage of the legislation. The narrative also includes a small amount of time devoted to objecting to the legislation once it was passed as required by Section ill D of the 1989 Settlement Agreement. 5. The remainder of the narrative commences on May 16, 2003, when the petition . proposing detachment was filed with the Arkansas State Board .of Education. The ensuing legal activities track tire development of the PCSSD's position before the State Board of Education and the two hearings before the State Board as well as the efforts of the PCSSD to identify, research and develop the legal issues which the passage of the legislation and the filing of the detachment petition generated. 6. Beginning on or about July 14, 2003, the Court will see a shift in the activities from the proceedings before the State Board of Education to the development of the successful ,, Fourth Motion to enf~rce Settlement Agreement as well as the separate action commenced in State Court. Indeed, it is anticipated that an argument will be made that activities devoted exclusively toward development and prosecution of the State Court action are not compensable and that the PCSSD should be denied fees for those efforts. Accordingly, the PCSSD has segregated those entries which relate exclusively to the State Court action as a separate portion of the narrative. 7. However, the PCSSD submits that all of the efforts and activities described in the fee narrative are compensable. It cannot be logically disputed that but for the passage of the detachment legislation (which this Court found violated the Settlement Agreement) and but for the State Board of Education's acceptance of and activation of the legislation (which this Court found violated the Settlement Agreement), none of the activities described in the 446311-v1 2 narrative would have been necessary or would have occurred. Thus, it is respectfully submitted, the only position which could have any legal vitality would be an argument that the PCSSD \"wasted time\" on issues that were not somehow reasonably related to the end of nullifying the election authorized by the State Board. 8. This Court did not reach the issues of special and local legislation and the equal ' . protection issue preferring to leave those two issues for resolution in State Court. Nevertheless, it cannot be reasonably gainsaid that these were not issues that the PCSSD was reasonably obligated to identify and develop toward the ultimate end of prevailing on the election issue. 9. Further, the PCS SD spent a modest amount of time developing other subsidiary issues as described in the State Court complaint. However, it cannot be reasonably said that '1' ., the identification and modest research associated with those issues was somehow a waste of ' time. Indeed, the PCSSD believes it submitted substantial separate issues to both reviewing forums any one of which in isolation was sufficient to nullify the election. 10. This motion is accompanied by an affidavit which further explains the history of enforcement of the 1989 Settlement Agreement, the bases for the district's entitlement to a fee award and the narrative description of legal services rendered. 11. The PCSSD seeks a total fee award of $78,326.50 as reflected in Exhibit B to the affidavit. 446311-v1 3 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 September 11, 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 446311-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 4 Mr. Mark A. Hagemeier Assistant Attorney General Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 446311-v1 Mr. Richard Roachell Roachell Law Finn Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 5 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED SEP 1 5 2003 OFFICE OF DESEGREGATION MONITORING AFFIDAVIT OF SAM JONES PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS The legal services described in Exhibit \"A\" to this Affidavit have either all been billed - to and paid for by the PCSSD or, in the case of the most recent entries, will be b~led to and paid for the PCSSD. Since at least 1993, the hourly rates for partners charged to PCSSD have been frozen at $150 per hour in recognition of the financial circumstances of the PCSSD. The principal partner timekeeper for purposes of this fee petition is Sam Jones whose current hourly rate is $215 per hour. This represents a discount to the PCSSD of just over 30% of regular hourly rates. Several other partner timekeepers appear briefly in this petition and their rates have likewise been frozen at $150.00 per hour. For purposes of this petition, and consistent with prior fee awards to the PCSSD in this case, reimbursement is sought at the current regular hourly rates of all timekeepers. The effort associated with the exposition of the 1989 Settlement Agreement, especially before the State Board of Education, was difficult and time-consuming. The files, documents, 446157-v1 orders and transcripts a decade old had to be located and thoroughly reviewed. While in the final analysis this Court appeared to have little difficulty in interpreting the clear meaning of the 1989 Settlement Agreement, the PCSSD necessarily had to prepare for an argument that the language in the agreement is ambiguous and that parole evidence was necessary for a full and complete understanding of the key provisions. The PCSSD submits it would have been .remiss in not completely reviewing the exhaustive history of kc;:y provision of the Settlement Agreement both in an, effort to make the State Board understand and to supply a full context for this Court. On an issue of this moment, the PCSSD perceived that thoroughness was absolutely required. It is my considered judgment that the activities described in Exhibit A were all , ' completely required for compliance with the Model Rules of Professional Conduct and were - appropriate for the ultimate purpose of prevailing upon this most significant and far-reaching issue. Indeed, failure was not an option. This Court first awarded fees to the PCSSD as a prevailing party in the matters of \"workers' compensation\" and \"loss funding\" . That petition covered work performed from 1994 through 1996. See Order dated December 10, 1996 (Docket 2880) and as corrected on December 12, 1996 (Docket 2883). This Court later awarded Mr. Jones $160.00 per hour, $170.00 per hour, and $175.00 per hour for 1996. (Order dated December 31, 1997, see also Court of Appeals Decision 97-1350EA dated October 14, 1997). This Court also awarded fees to counsel for the PCSSD as respects the pooling issue. In that Order, the Court awarded fees for the years 1993 through 1997 at $150.00 per hour, 446157-v1 2 $160.00 per hour, $170.00 per hour, $175.00 per hour and $180.00 per hour for 1997. (Order dated January 30, 1998). On August 27, 1998, the United States Court of Appeals for the Eighth Circuit awarded fees to counsel for the PCSSD for the successful prosecution of the teacher retirement and health insurance appeal. It awarded $185.00 per hour for work done during 1998. (Order ' -dated August 27, 1998, 97-1794EA). STATE OF ARKANSAS COUNTY OF PULASKI SUBSCRIBED AND SWORN to before me, a Notary Public, on this 11th day of ' September, 2003. Notary Public My Commission Expires: 446157-v1 3 CERTIFICATE OF SERVICE On September 11, 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, Eldred~ \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkans~ 72201 Ms. Ann Brown Marshall . QOM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 446157-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. Richard Roachell Roachell Law Firm Plaza West Building 415 N. Mc.Kinley, Suite 465 Little Rock, Arkansas 72205 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 4 C. 6Y\u0026gt;'1/\u0026gt; /~/.-e. Copy \"~ t;.,J-,. '/.\u0026gt;t'I /-J IS t .'/(:J : ltssD - J,,c.l\u0026lt;sc,w, lie Se/, I-FOR PROFESSIONAL SERVICES RENDERED: Date Timekeeper 03/19/01 MS Jones, III 03/20/01 MS Jones, III 03/21/01 MS Jones, III 03/21/01 MS Jones, III 03/22/01 MS Jones, III 03/23/01 ~s Jones, III 03/28/01 MS Jones, III 03/28/01 MS Jones, III 03/28/01 MS Jones, III 03/i~/01 MS Jones, III 03/29/01 MS Jones, III TIMEKEEPER SUMMARY 2001 Telephone conference with Gary Smith Prepare for Senate Education hearing Meet with Governor's staff regarding HB 1882; confer with Dr. Smith and Mr. Manfredini; attend entirety of Senate Education Committee hearing Telephone conference with Dr. Smith Telephone conference with Dr. Smith Appear at Senate Education hearing regarding HB 1882 Testify before legislature regarding HB 1882 Telephone conference with David Colbert Telephone conference with Gary Smith Review letter from John Walker to Representative Pat Bond Review letter from John Walker to Judge Wright HOURS/RATES/VALUE MS Jones Total 55404-v1 9 . 8 $150 $1,470.00 $1,470.00 Hours 0 .2 0.7 3.9 0.2 0.2 2 . 2 1.8 0.2 0.2 0.1 0.1 I EXHIBIT 8 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. DEFENDANTS INTERVENORS INTERVENORS NOTICE OF APPEAL The Pulaski County Special School District (PCSSD) hereby gives notice of its appeal from a portion of the order of the district court filed on August 18, 2003 , and the corrected order filed on August 19, 2003 , as respects the District Court's interpretation of the 8th Circuit - Court of Appeals' decision dated November 19, 1986 as reported at 805 F.2d 815, (8th Circuit, 1986). 447430-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 ~(}''-'-----'( ~  / 'M. Samue Jones mp6~60) ( Attorneys r Pulaski-County Special , School 806 UNITED STATES DISTRICT COURT Eastern District of Arkansas Office of the Clerk 600 West Capitol, Room 402 Little Rock, Arkansas 72201-3325 September 16, 2003 Mr. Michael E. Gans, Clerk United States Court of Appeals 111 S. 10th Street, Room 24.329 St. Louis, MO 63102 Case No . 4:82CV00866 WRW Re: LITTLE ROCK SHCOOL DIST vs. PULASKI COUNTY SPECIAL Dear Sir : Enclosed please find in duplicate, copies of the following in the above case: Notice of Appeal Docket Entries [certified] Order filed 8/ 18 / 03 Order filed 8/ 19 / 03 RECEIVED SEP 1 9 2003 OFFICE OF DESEGREGATION MONITORING The appellant is in non-compliance with Eighth Circuit Rule 3B for not submitting an Appeal Information Form (Form A) with the Notice of Appeal. Accordingly, we are providing the appellant (Form A) to complete and submit to the Court of Appeals and (Form B) to serve upon the appellee. Sincerely, Ja~. McCormack, Clerk . ,  r~~ By:~~ Doris Collins, Deputy Clerk cc: w/ encs. Counsel of Record U.S. COURT OF APPEALS - EIGHTH CIRCUIT APPELLEE'S FORM B Appeal Information Form CASE NAME (Underline name of Appellee): GREG BOLLEN, JAMES BOLDEN, MARTIIA WHATLEY, SUE ANN WHISKER vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT IS THE ALIGNMENT OF PARTIES, NAMES, ADDRESSES, AND TELEPHONE NUMBERS Appeal Docket No. 03-3088 CORRECT ON APPELLANT'S FORM A? t8J Yes O No Ifno, list corrections below. IF YOU WISH TO CLARIFY THE JURISDICTIONAL STATEMENT OR GENERAL STATEMENT, LIST THE ADDITIONAL ISSUES OR COMMENTS. Whether or not the District Court erred in his interpretation of the 8th Circuit Court of Appeals' decision dated November 19, 1986 as reported at 805 F.2d 815, (8th Circuit, 1986) DO YOU BELIEVE THIS CASE IS SUITABLE FOR CONSIDERATION IN THIS COURT' SETTLEMENT PROGRAM? 0 Yes. t8J No. Ifno, state why. Appellee has no desire or motivation to discuss settlement. NAME, ADDRESS, AND TELEPHONE NUMBER OF COUNSEL COMPLETING THIS FORM: M. SAMUEL JONES III WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201 (501) 371-0808 Copy 1 - Send to Appellant Copy 2 \u0026amp; 3 - Send to Clerk, Eighth Circuit Court of Appeals Copy 4 - Retain 445092-vl EDWARD L. WRIGHT (1903 - 1977) ROBERT S. LINDSEY (1913-1991 ) ISAAC A. SCOTT , JR . JOHN G. LILE WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW KIMBERLY WOOD TUCKER RAY F. COX, JR . TROY A. PRICE PATRICIA SIEVERS HARRIS KATHRYN A . PRYOR 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 CHARLES T. COLEMAN JAMES J. GLOVER EDWIN L. LOWTHER, JR . WALTER E. MAY GREGORY T . JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADDEN JO HN D. DAVIS JI/DY SIMMONS HENRY Michael Gans, Clerk of the Court 200 WEST CAPITOL A VENUE SUITE 2300 LITTLE ROCK, ARKANSAS 72201 -3699 (501) 371 -0808 FAX (501 ) 376-9442 www . wlj .com OF COUNSEL ALSTON JENNINGS RONA LD A. MAY BRUCE R . LINDSEY JAMES R. VAN DOV ER Writer's Direct Dia l No . 501-212- 1273 mjoncs@wlj .com September 16, 2003 U.S. Court of Appeals for the Eighth Circuit Thomas F. Eagleton Court House, Room 24.329 111 South 10th Street St. Louis, Missouri 63102 RE: 03-3088 Greg Bollen, James Bolden, Martha Whatley, J. MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J. SALLINGS WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER KYLER. 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 D. WILSON REGINA A. SPAULDING  .Lkeasted1opn,tCIK:ebelamtbt: Uai Sates hlt:DI mt/ Ttadt:awr Of6ce RECEIVED SEP 18 2003 OFFICE OF DESEGREGATION MONITORING Sue Ann Whisker (Appellants) vs. Pulaski County Special School District (Appellee) On Appeal from the United States District Court, Eastern District of Arkansas; USDC No. 4:82CV00866WRW Dear Michael: Enclosed are two copies of Appellee's Form B - Appeal Information Form. By copy of this letter, I am forwarding copies of the above to the attorney for the Appellant. MSJ:ao Enclosure cc: Mr. Will Bond All Other Counsel of Record Cordially yours, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP t:..- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v . No. 4:82CV00866 WRW RECEIVED SEP 2 3 2003 OFFICE OF DESEGREGATION MONITOfffNG PLAINTIFF . PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MOTION FOR EXTENSION OF TIME TO RESPOND TO PULASKI COUNTY SPECIAL SCHOOL DISTRICT'S MOTION FOR AN AW ARD OF ATTORNEYS' FEES Comes now the Arkansas Department of Education, and for its Motion for Extension of Time, states: 1. On September 11 , 2003, PCSSD filed a Motion for an Award of Attorneys ' Fees with this Court. 2. A response is currently due to this Motion on or before September 25 , 2003. Due to undersigned counsel's travel and deposition schedule, he has been unable to prepare a response to date. Undersigned requests a ten-day extension of time to respond to PCSSD's Motion, that is, until October 6, 2003. 3. Pursuant to local rules, undersigned contacted opposing counsel, Mr. Samuel Jones III, with regard to this Motion, and opposing counsel does not object to the extension. WHEREFORE, the Arkansas Department of Education requests that the Court grant its Motion for Extension of Time. Respectfully Submitted, MIKE BEEBE Attorney General #94127 Assistant Attorney Gen al 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education CERTIFICATE OF SERVICE I, Mark A. Hagemeier, certify that on September :l )., 2003, a copy of the foregoing document was be served by first-class U.S. mail, postage prepaid, on the following person(s) at the address( es) indicated: Stephen W. Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings LLP 200 W. Capitol, Suite 2300 Little Rock, AR 72201-3699 Will Bond Bond \u0026amp; Chamberlin 602 W. Main Street Jacksonville, AR 72076 Mike Wilson 602 W. Main Street Jacksonville, AR 72076 Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 W. Capitol Little Rock, AR 72201-3493 John W. Walker John Walker, P.A. 1 723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Attorney at Law 1010 W. 3rd Little Rock, AR 72201 John C. Fendley, Jr. 51 Wingate Drive Little Rock, AR 72205 Mark A. Hagemci IN THE UNITED ST ATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS LITTLE ROCK DMSION 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. ORDER FILED ' S O1 ~TR' C1' COURT L!.   1-s---1cT A''KANSAS c:ASTERN ' '' \" SEP 2 \u0026gt;2003 JAMES W. McCORMACK. CLERK By; OEP CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Pending is the Arkansas Department of Education's Motion for Extension of Time (Doc. No. 3807) to reply to the PCSSD's fee petition (Doc. No. 3804). The ADE requesi:s an exte1;1Sion - to October 6, 2003, ten days from the original deadline, to respond, and opposing counsel does not object to the extension. The ADE's motion is GRANTED. IT IS SO ORDERED1his 23rd day of September, 2003. THIS DOCUMENT ENTEREO ON TJNfi/Jli'l:ff.4~~ OOCKET SHEET IN COMPLIANCE WM. R. WILSON, JR. WITH RULE 58 AN~~ FRCF oN 9-a~-0-1-sv~wc + TO: DATE: FAX COVER SHEET UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKA1~SAS Chris Heller Sam Jones Steve Jones John Walker Timothy Gauger Mark Hagemeier Ann Marshall Mark Burnette 9 ... z::; ~ 05 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 2 pages, including this Cover Sheet, being sent by this facsimile transmissioni MESSAGE SENT BY: rt; Office of Judge Wm. U.S. District Court 600 West Capitol, Room 423 Little Rock, Arkansas 72201 Matt Morgan, LRSD Law Clerk 501-604-5141 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V . NO. 4:82CV00866WRW  PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED SEP 2 9 2003 omcEOF ~st{3{E~AllON MONITORING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS PCSSD MOTION FOR TEMPORARY PORTABLE BUILDINGS AT ROBINSON HIGH SCHOOL The PCSSD for its motion, states: 1. For the 2002-2003 school year, the 11th day enrollment at Robinson High School was 593 students. 2. The 11th day enrollment for the current school year is 681 students of whom 307 are African-American and 374 are other. 3. The increase in enrollment is attributed to an increase in M-to-M students, the closing of Faith Christian Academy's secondary program which was a predominately AfricanAmerican institution and the change in 9th grade athletic participation instituted by the Little Rock School District. 4. Robinson is currently holding class in the cafeteria, the band room, the rAW auditorium and the gym. 449094-vl 5. To accommodate the increased enrollment for the balance of the school year and to evaluate the propriety and necessity for permanent classroom additions, the PCSSD requests permission to lease two portable buildings for the balance of the school year to accommodate the current enrollment. 6. If during the coming weeks the PCSSD determines that the increased enrollment is likely permanent, it will evaluate the prospect of classroom additions to the campus and apply to this Court at the appropriate time for permission to construct such additions should they prove necessary. 7. These circumstances are more fully explained in a memo dated September 4, 2003, from the principal at Robinson, which is attached as Exhibit A to this motion. WHEREFORE, and as an interim measure, the PCSSD requests permission to lease two portable classrooms for the balance of the 2003-2004 school year and for all proper relief. 449094-vl 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 School  trict 2 CERTIFICATE OF SERVICE On September 23, 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 Mr. Mark Burnette Mr. Clayton Blackstock 1010 W. Third Street Little Rock, AR 72201 449094-vl 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 3 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201  09/18/2003 14:58 5014901352 EQUI1Y PUPIL SERVICE PAGE 03/03 SEP O 9.2003 Robinson High School 21501Hwy10 Little Rock, Arkansas 72223 Phone: 501-86~400 Joy L Plants Principal Emall-jplants@pcud.org MEMO To: Dr. Brenda Bowles From: Ms. Joy Plants )( Date: Thursday, September 04, 2003 Fax: 50.1-868-2405 Dr. Yoloundro Williams Assistant Princ:ipal Emoil-ywlJliams@pcssd.org John Pearee As~istant l'rlnc:ipal fmail-Jpearce@pcssd.org - Re: Increased Enrollm':fJtlFaci/ity Needs Due to a larger than usual influx of students, we are in desperate need of three portable classrooms. This year we have had an increase of Minority to Majority enrollment from 33 percent to 45 percent. This enrollment change was in part due to the closing of Faith Christian Academy's secondary program which is a predominately minority institution. As well as, Little Rock School District's change In ninth grade athletic participation. We also have had some students that have moved from the private sector to Robinson High School. In effort to hold true to Desegregation Plan 2000, we have continued to welcome students to our school. These are indeed excellent problems to have. However, our total enrollment has increased from 594 at the end of last year to 682 to date. We have at present classes being held in the cafeteria, the band room, the auditorium, and the gym. We also have some teachers sharing classrooms at the same time. To accommodate our increase in numbers, we have also had to hire two new teachers. We continue to be in the midst of schedule changes to accommodate students and balance classes. Yet and still with those changes, we still need classroom space for .classes. EXHIBIT I ---'I)_,,____ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED SEP 2 9 2003 OFFICE OF DESEGREGATION MONITCi1lNG RENEWED AND SUPPLEMENTAL MOTION REGARDING SYLVAN HILLS BAND ROOM The PCSSD for its motion, states: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. On March 11 , 2003, this Court entered its Order authorizing the PCS SD. to temporarily utilize a portable building, until the end of the 2002-2003 school year, for the Sylvan Hills band room because of persistent water problems. 2. In the interim, the PCSSD solicited proposals from contractors toward the end of \"correcting\" the water problem. The Sylvan Hills band room is built partially underground. 3. Counsel is informed that one contractor agreed to guarantee his work for one year and that all other contractors declined to extend any guarantee whatsoever. 4. Because the problem persists, the PCSSD has made the decision to abandon efforts to correct the water problem and to commit to new construction on the same campus. 5. Accordingly, the PCSSD now requests two approvals from this Court: First, authorization to lease a portable building to be used as the band room until permanent construction is concluded, and second, to approve construction of a replacement facility on the 447293-v1 current Sylvan Hills campus. Neither authorization will affect the capacity of the Sylvan Hills school. WHEREFORE, the PCSSD prays for authority to lease a portable building to be used as a temporary band room and for further authority to construct a permanent replacement for the current band room on the Sylvan Hills campus. 447293-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 School District 2 CERTIFICATE OF SERVICE On September 23, 2003 , a copy of the foregoing was served via U.S. Mail on 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 447293-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 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 3 EDWARD L. WRIGHT (1903  1977) ROBERT S. LINDSEY (1913  1991 ) ISAAC A. SCOTT , JR . JOHN G. LILE GORDON S. RATHER, JR . ROGER A. GLASGOW C. DOUGLAS BUFORD, JR. PATRICK I. 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 CHARLES T. COLEMAN JAMBS J. GLOVER EDWIN L. LOWTHER, JR . WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADDEN JOHN D. DAVIS JUDY SIMMONS HENRY WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2300 LITTLE ROCK, ARKANSAS 72201  3699 (501) 3710808 FAX (501) 3769442 www.wlj.com OF COUNSEL ALSTON JENNINGS RONALD A. MAY BRUCE R. LINDSEY JAMES R. VAN DOVER Writer 's Direct Dial No. S0l-212-1273 mjones@wlj .com September 26, 2003 KIMBERLY WOOD TUCKER RAY F . COX , JR . TROY A. PRICE PATRICIA SIEVERS HARRIS KATHRYN A. PRYOR J. MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY IBRRY I. SALLINGS WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER KYLE R. WILSON C . TAD BOHANNON KRISTI M. MOODY l . CHARLES DOUGHERTY M. SEAN HATCH J. ANDREW VINES JUSTIN T. ALLEN MICHELLE M. KAEMMERLING SCOTT ANDREW JR.BY PATRICK D. WILSON REGINA A. SPAULDING MARY ELIZABETH ELDRIDGE BLAKE S. RUTHERFORD  I...iot!mod1opn,;tic,:bt:Afftbt: Uaill:lt!Sarcs h1e111 ud Tndt:llwk O/fk% RECEIVED VIA HAND DELIVERY The Honorable Wm. R. Wilson, Jr. U.S. District Courthouse 600 West Capitol Avenue, Suite 423 Little Rock, Arkansas 72201 SEP 2 6 2003 OfRCf OF OESEGREGAT!Oti MONITORING Re: Little Rock School District v. Pulaski County Special School District; et al. USDC Docket No.: 4:82CV00866WRW Dear Judge Wilson: I am informed that the PCSSD Board is taking another look at the potential for repairing the Sylvan Hills band room. Hence, I have amended our motion, courtesy copy enclosed. MSJ:ao Encls. cc/w/encls.: 450331-vl Cordially yours, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 6~ Honorable J. Thomas Ray Counsel of Record IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED SEP 2 6 2003 OFFICE OF DESEGREGATION MONITORING AMENDED AND SUPPLEMENTAL MOTION REGARDING SYLVAN HILLS BAND ROOM The PCSSD for its amended and supplemental motion, states: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. The PCSSD filed a motion on September 23, 2003, seeking certain reli~f as respects the Sylvan Hills band room. That motion remains pending. 2. Today counsel for the PCSSD was informed that the Board has reconsidered the issue of a permanent replacement for the structure and has instructed the Assistant Superintendent for Support Services to re-examine the prospects of securing a workable and practicable repair solution to the water problems in this band room. 3. Accordingly, the PCSSD hereby amends its pending motion to drop, at least for the moment, its request for permission to build a new structure while it re-examines the prospect that a less costly but effective repair solution can be pursued. 4. The PCSSD retains its request for permission to lease a portable building to house the band program for the balance of the current school year, and states that it has located an \"acoustically appropriate\" structure for lease. 450309-v1 WHEREFORE, the PCSSD prays for an order of this Court permitting it to lease a portable building for the balance of the school year to house the band program at Sylvan Hills and for all proper relief. 450309-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 B ~:....::::::::::::::._~~~~~=----ch o o l 2 CERTIFICATE OF SERVICE On September 26, 2003, a copy of the foregoing was served via U.S. Mail on 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 450309-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 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 3 Raymond Simon Director State Board of Education JoNell Caldwell, Chair Littls Rock Shelby Hillman, Vice Chair Carfis/s Luke Gordy Van Bursn Robert Hackler Mountain Home caMn King Marianna Randy Lawson Bentonville - ~ebick I. I Diane Tatum I I Pine Bluff I l Jeanna Westmoreland I Arkadelphia :l i :1 :i ,1 !l ;, ;J if 1J I l 'l /j Department of Education #4 CapiJol Mall, Little Rock, AR 72201-1071 September 29, 2003 501-682-4475 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:/ larked11.state.ar.,u RECEIVED SEP 3 o 2003 OFFICE OF DESEGREG~TIOH 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 September 2003 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier - --- ---- - - - - - 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 September 2003. Respectfully Submitted, cott Smith, #92251 Attorney, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on September 29, 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 V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE W. KNIGHT, ET AL NO. LR-C-82-866 PLAINTIFFS DEFENDANTS INTERVENORS 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 September 30, 2003 B.ased :on.~e' informat,onjivailabie at August 31 ;-: 2003.,tpe APE calculated the Eqllalizaiio'n Furidirig for;fY03i04;' s~bjecf to penod1c 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_1053","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":["2003-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","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/1053"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nRECEIVED SEP 2 4 7C03 Dff~ Offlr. JF w~uftEGAt101. rlOtiff DliltJG Agenda Little Rock School District Board of Directors' Meeting September 2003 0,.\"\n0:c ,., ......,m._.. ..... 3: Oz 0,. el~ m..,\n:c C: z .C..'.\u0026gt;. 0 z U\u0026gt; !ll n. o,.\n:c-\u0026lt; o::z: r,..-..o., n,. o.., F=.., ~ ,m... \u0026lt;\"I m 2~ 3:.., m\n:c -o U\u0026gt; C'\u0026gt; -\u0026lt;m C: 0 0 C: .~.... ?,..\n. ~~ ql ..... o-\u0026lt;\ncm ~ill z C'\u0026gt; m\n:c . .m., U\u0026gt;O .C.,:\n..:.c.. :-\u0026lt;{!? o\n:c :,:_imo ..... o 0~ ~ :3 f) 0 z CJ\u0026gt;\n:c mcc :f: \n:c\"0\n,i\n U\u0026gt; ~ \"T1Z\ncm O\n:c 3: U\u0026gt; o:!: =I.., Nu, m z U\u0026gt; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS REGULAR MEETING September 25, 2003 5:30 o.m. I. PRELIMINARY FUNCTIONS A. Call to Order B. Oath of Office - Newly Elected Board Members C. Roll Call II. PROCEDURAL MATTERS 111. A. Welcome to Guests B. Performance - Mann Magnet School Dance Dept. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Jefferson Elementary School - Roberta Mannon Andover Place Retirement Residence - Victoria Clark Mann Magnet Middle School - Jim Fullerton and Traci Presley Arkansas Hospitality Association - Montine McNulty and Renee Borchert Stephens Elementary School - Sharon Brooks and Beverly Jones Clinton Presidential Materials Project - Kathleen Pate C. Remarks from Citizens (persons who have signed up to .speak) D. Little Rock Classroom Teachers Association E. L. R. PTA Council F. Joshua lntervenors IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects n.., )\u0026gt; o\nmlO ,,-- ,_...\nc Oz o\u0026gt;\n,o\nlO o-\u0026lt; m..,\n,o C: ~ 0z U\u0026gt; !XI .n,.o.\n,o-\u0026lt; o:c i=.o., ,n...o., i=.., ~ m,- c5 m 8 P ll:.., m\n,o -o U\u0026gt;n -\u0026lt;m c:o Cc: .~.. ~,- ril f\n~ ... o-\u0026lt;\nam f\nill zn m .\u0026gt; ~.., cno .C.,: .\n,.o. :-'!!! n\na :,:.:_imn ..,.o 0 C) zii!: U\u0026gt; :::! 0 z Cl) 0\na mCD ~ -\na..,\n-:\u0026gt; Cl)~ 'T1Z\nam o\n,o\ncu, n:!: =i.., f\n:j(J) m z Cl) Regular Board Meeting September 25, 2003 Page2 REPORTS AND COMMUNICATIONS (continued): E. Internal Auditors Report F. Technology Update G. Update: Title IX Compliance Report V. APPROVAL OF ROUTINE MATTERS: A. Election of Officers B. Reappointment of Planning Commission Representative C. Minutes D. Second Reading: Board Policy BCB- Prevention of Nepotism E. Personnel Changes VI. INSTRUCTIONAL SERVICES DIVISION: A. Fuel Cell Project VII. ADMINISTRATIVE SERVICES DIVISION: A. 2003-04 Consolidation Application for Special Education and Related Services B. Fiscal Impact Statement- LISA Academy Charter School Application VIII. BUSINESS SERVICES DIVISION: A. Reappointment of District Officials B. Resolution Designating Disbursing Officers for the Board C. Donations of Property D. Financial Report IX. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions X. EMPLOYEE HEARINGS XI. ADJOURNMENT C')\"D )\u0026gt;\n:JJ ,. - m,- ,- - ...\nc Oz o\u0026gt;\n:o\n:JJ c-\u0026lt; m..,\n:o C: ~... ,iz.5, , !JI ~ ~\n:o-\u0026lt; 0 :c FO.., n\u0026gt;.o., F.., c'5 m :E m,- 8\n::: :!C:-c m\n:o\ng -\u0026lt;m c:c Cc: .~.. ~,-\n:g ~ ~::l Om\n:JJ\n:o ~,.,, ~ m\n:o \u0026gt;m  \"D \"'0 C:\n:o \"D ... :-\u0026lt;~ C')\n:JJ :,,:_imn ... o 0~ Z::::j ,.,,0 z \"' ~\n:o ma:, ~-\n:o \"D\n,:\u0026gt; \"'~ -.,z\n:om O\n:o 31::v, n:!: =I \"D N c,, m z \"' PRELIMINARY FUNCTIONS CA.LL TO ORDER B. OATH OF OFFICE C. ROLLCALL II. PROCEDURAL MATTERS WELCOME/ STUDENT PERFORMANCE Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERSHIPS C. REMARKS FROM CITIZENS To: From: Through: Subject: Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 September 25, 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. The recommendation is that the Board approve the following partnerships: Jefferson Elementary School and Andover Place Retirement Residence Mann Magnet Middle School and Arkansas Hospitality Association Stephens Elementary School and Clinton Presidential Materials Project ~ :n .... c....\n,\n, On en-- :cC: )_\u0026gt; z~m ..... .., m-- iii )\u0026gt; ZC'\u0026gt; 00\n,\n, C: en~\n= !ll !!l C: 0 zm ..... ~ en cz5\nr:: zm ..... r\u0026gt; a, C: 8 .m.... C: ~ m ~ c- ~% zo\"-\ng ~ or \u0026lt;-= me 02 ~ ~ \"t C\nt J EFFERSON ELEMENTARY SCHOOL August 22, 2003 To: Debbie Milam, Coordinator, Volunteers in Public Schools From: Roberta Mannon, Principal fJ/iv. Subject: Partnership with Andover Place Retirement Residence, 2601 Andover Court, Little Rock, AR 72207. Contact: Carolyn Lewis, Activity Director. Jefferson Elementary School and Andover Place would like to establish a partnership. We have agreed t\u0026lt;,\u0026gt; the following partnership activities. Jefferson's students will:  Provide monthly artwork for employees.  Provide holiday greetings.  Invite employees and residents to appropriate school functions.  Jefferson Choir will perform Holiday concert for employees and residents. Andover Place will:  Contribute school supplies each August  Provide tutoring for students  Join students for special programs  Provide pen pal correspondence with students. 2600 N. McKinley Street Pt1one 447-5000  Little Rock, Arkansas 72207 Mann Magnet Middle School and Arkansas Hospitality Association Partnership Proposal Arkansas Hospitality Association will contribute the following to the partnership:  Motivational speakers to speak to Mann staff at beginning of school year  Support in planning and implementing the school's dedication and grand opening event Mann will contribute the following to the partnership:  Student artwork  Dance performances  Dramatic performances  LRSD booths at Arkansas Hospitality Association events !=' '.\",._\n,, Oo tJ\u0026gt;--, :C)\u0026gt; c::_\n!\" ... \"D m--\u0026lt; ~\u0026gt; ZO 00\n,,c:: tJ\u0026gt;~\n= !D ~ c:: .mCz. . ~ tJ\u0026gt; i:5 z\ni:: m .z. . p a, c:: g .m.. c:: ~ ~ m Stephens Elementary School and Clinton Presidential Materials Project Partnership Proposal Clinton Presidential Materials Project will contribute the following to the partnership:  Speakers for classroom presentations and career day  Special preview exhibit tour for students  \"What is a Presidential Library?\" presentation and behind-thescenes tour for teachers and school staff  Assistance in developing and providing rewards for reading challenge program Stephens will contribute the following to the partnership:  Student artwork  Students will serve as test audience for pilot educational programs  Teachers will assist in development of lesson plans related to Presidential Libraries  DATE: TO: FROM: '54.n Individual Approach to a World of Knowledge\" September 25, 2003 Board of Directors ~onald M. Stewart, Chief Financial Officer Morris L. Holmes, Interim Superintendent of Schools PREPARED BY: Bill Goodman 0 SUBJECT: September 2003 Construction Report - Bond Projects I thought you might be interested in where we are financially for the Bond Construction Program. As of the end of July 2003, we have spent and/or obligated approximately $86,000,000 out of the $132,000,000 Bond Fund. This includes both construction and technology upgrade. The bottom line is we are 2/3 of the way through money that has been set aside for construction and technology for a bond issue that was approved by the public in May 2000. In three (3) years a lot has been done to improve our schools and the work is ongoing. The construction of the replacement school at Wakefield has been started. The additions to Parkview High School and Brady Elementary have been advertised for bids from contractors. Construction should begin within sixty (60) days. The design for the renovation of Mitchell is progressing and should be completed soon. If you have any questions, please call me at 447-1146. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 rn z -m\u0026lt;\nti z -,:. ~ 0 =i 0\nti en Rl c3 ~ :,-, -\u0026lt; C') % z 0  -\u0026lt; C: \"0 0 ?\nm :\u0026lt; ~ C: -z\u0026lt; m f\n::l m\nti V,\n,, ,r..r. rr c-, c z C T C T T c,,\". X V Facility Name Baseline Central Dunbar J. A. Fair Forest Park Hall Mabelvale MS Mann McClellan Pulaski Hgts. Elem Pulaski Hgts. MS Southwest Southwest CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 25, 2003 BOND PROJECTS UNDER CONSTRUCTION Project Description Cost Renovation $953,520 Renovation - Interior $10,200,266 Renovation/addition $6,161,950 6 classroom addition \u0026amp; cafeteria/music room addition $3,155,640 Replace window units w/central HVAC $485,258 Major renovation \u0026amp; addition $8,637,709 Renovation $6,851,621 Partial Replacement $11 ,500,000 Classroom Addition $2,155,622 Renovation $1,193,259 Renovation $3,755,041 Addition $2,000,000 New roof $690,000 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II $2,725,000 Wakefield Rebuild $5,300,000 Williams Renovation $2,106,492 Williams Parking expansions $183,717 Wilson Renovation/expansion $1,263,876 BOND PROJECTS CONSTRUCTION FALL/ WINTER 2003 Facility Name Project Description Cost Brady Addition/renovation $973,621 Parkview Addition $2,121,226 !::st. CompletIon Date Jul-04 Dec-05 Aug-04 Feb-04 Aug-03 Jul-03 Dec-03 Dec-03 Jul-04 Aug-04 Aug-04 Aug-04 Aug-03 Jun-04 Jul-04 Jun-04 Jun-04 Nov-03 !::st. CompletIon Date Jun-04 Jun-04 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED t:st. 1..,\nompIeuon Facility Name Project Description Cost Date Mitchell Renovation $750,000 Unknown Pulaski Hgts. 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 1::st. CompletIon Facilitv Name Proiect Description Cost Date Administration Asbestos abatement $380,495 Mar-03 Administration Fresh air system $55,000 Aug-03 Administration Fire alarm $32,350 Aug-03 Administration Annex Energy monitoring system installation May-02 Alternative Learning Ctr. I Energy monitoring system installation $15,160 Oct-01 Alternative Learning Ctr. Energy efficient lighting $82,000 Dec-01 Badgett Partial asbestos abatement $237,237 Jul-01 Badgett Fire alarm $18,250 , - ~ug-02 Bale Classroom addition/renovation $2,244,524 Dec-02 Bale Energy monitoring system Mar-02 Bale Partial roof replacement $269,587 Dec-01 Bale HVAC $664,587 Aug-01 Facility Name Booker Booker Booker Booker Brady Brady Carver Carver Central Parking Central/Quigley Central/Quigley Central/Quigley Central Central Central Central Central CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 25, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Est. Completion Project Description Cost Date Energy efficient lighting I $170,295 1 Apr-01 Energy monitoring system installation $23,710 , Oct-01 Asbestos abatement $10,900 Feb-02 Fire alarm $34,501 Mar-02 Energy efficient lighting $80,593 Sep-02 Asbestos abatement $345,072 Aug-02 Energy monitoring system installation $14,480 May-01 Parking lot $111,742 Aug-03 Student parking $174,000 Aug-03 Stadium light repair \u0026amp; electrical repair $265,000 Aug-03 Athletic Field Improvement $38,000 Aug-03 Irrigation System $14,500 Aug-03 Purchase land for school Unknown Dec-02 Roof \u0026amp; exterior renovations I $2,000,000 I Dec-02 Ceiling and wall repair $24,000 1 Oct-01 Fire Alarm System Design/Installation $80,876 Aug-01 Front landing tile repair $22,470 I Aug-01 1-C_lo_v_e_rd_a_le_ E_le_m_._ ___- +E-ne_r_g,,,,y efficient lighting I $132,678 Jul-01 Cloverdale MS Energy efficient lighting I $189,743 ~ - Jul-01 Cloverdale MS Major renovation \u0026amp; addition $1,393,822 Nov-02 :D=o=d=d==================E=ne:r=g=y=e=ffi=c=ie=n=tl =ig=h=ti=ng========-------~_-_--:_l-_-_-_-_-_- _$9 0_,66_5---.-_ __ Aug-01 Dodd Asbestos abatement-ceiling _tile_ ___, __ __$1_ 5_6_,2_9_9-+-____J_ u_l-_0__,1 Dodd Replace roof top HVAC $215,570 1 Aug-02 Facilities Service Interior renovation $84,672 Mar-01 Facility Services Fire alarm , $12,000 Aug-03 Fair Park HVAC renovation/fire alarm I $315,956 Apr-02 ~F~a_i _r ~P~a_rk_ ______- +E-ne_r=g~y_effi_cie_ntl~ig~h_ti~ng~--------,----,$~9_0~,1_6_2 _ ._ __ Aug-01 Fair Park Asbestos abatement-ceiling $59,310 , Aug-01 J. A. Fair Energy efficient lighting $277,594 Apr-01 J. A. Fair Press box $10,784 Nov-00 J. A. Fair !security cameras I $12,500 I Jun-01 J. A. Fair !Athletic Field Improvement -'----~$-3~8,0_0_0-+------J-u-l---03 J. A. Fair Irrigation System $14,000 Jul-03 J:.3-_. Fa_ir ______ ,_R_o_o_f re~p_a_irs__ _ ____ _L__ $391,871 I _ Aug-03 Forest Park 1D iagonal parking , $111 ,742 ___ Aug-03 Forest Park Energy efficient lighting _ I $119,788 May-0_! Fulbright Energy efficient lighting ----$134,463 - - Jun-01 Fulbright ________ ,_EI_n_ergy monitoring system installation I $11,950 Aug-01 Fulbright Replace roof top HVAC units $107,835 - Aug-02 Fulbright Parking lot _j__ $140,000- - Sep-02 Fulbright Roof repairs _ =-- - _ $200,000 _O_ct-02 Franklin - - -- - Renovation - $2,511,736 Gibbs - - - - Energy efficient lighting - - $76,447 Gibbs - - --~nergy monitoring system installation - $11,770 Hall Hall Hall Hall Hall Hall - - - - Asbestos abatement ~ $168,222 _ - - Energy efficient lighting ~ $42,931 Energy efficient lighting - -- $296,707-- --11-nf-rastructure improvements - _-:._ -_- _ $93,657 Intercom Hend-e-rs_on -- 1 Security cameras - Energy efficient lighting $10,600 $193,679 $107,835 ,_ $500,000 Henderson Henderson  Roof replacement gym Asbestos abatement Phase I Mar-03 Apr-01 Jul-01 Aug-0.1_ Jul-01 Apr-01 Aug-01 Feb-01 Jun-01 Jul-01 May-01 Aug-01 2 [TI z ..... m\na z ~ l: C ~\na u, Rl ~ ~ :n ci :zc 0 8 -\u0026lt; c:: ~ m :c: ~ .c..:.:. z m ~ =I m\na u, ?\u0026gt; IT' rlT' c-: 0z C T C T T \u0026lt;': FT ::t V. Facilitv Name Henderson IRC Jefferson Jefferson Laidlaw Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale MS Mann Mann Mann Mann Mann McClellan McClellan McClellan McClellan McClellan McClellan McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell Mitchell Mitchell Oakhurst Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Parkview Parkview Parkview Parkview Parkview Parkview Procurement Procurement Pulaski Hgts. Elem Rightsell Rockefeller Rockefeller Rockefeller CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 25, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Proiect Descriotion Cost Asbestos abatement Phase 2 $250,000 Energy efficient lighting $109,136 Asbestos abatement $43,639 Renovation \u0026amp; fire alarm $1,630,000 Parking lot $269,588 Energy monitoring system installation $12,150 Replace HVAC units $300,000 Asbestos Abatement $107,000 Energy efficient lighting $106,598 Renovate bleachers $134,793 Asphalt walks The total $1 .8 million Walkway canopies is what has been Boiler replacement used so far on the Fencing projects listed Partial demolition/portable classrooms completed for Mann. Athletic Field Improvement $38,000 Irrigation System $14,750 Security cameras $36,300 Energy efficient lighting $303,614 Stadium stands repair $235,000 Intercom $46,000 Energy efficient lighting $79,411 Replace roof top HVAC units $476,000 Fire alarm $16,175 Asbestos abatement $253,412 Engergy efficient lighting $88,297 Replace cooling tower $37,203 Replace shop vent system $20,000 Energy monitoring system installation $17,145 Energy efficient lighting $103,642 Energy monitoring system installation $16,695 Asbestos abatement $13,000 HVAC renovation $237,237 Energy monitoring system installation $10,695 Energy efficient lighting $81 ,828 Asbestos abatement $10,000 Parking lot $138,029 6 classroom addition $888,778 Parking Improvements $142,541 HVAC controls I $210,000 Roof replacement $273,877 I Exterior lights I $10,784 [ HVAC renovation \u0026amp; 700 area controls $301 ,938 I Locker replacement $120,000 Energy efficient lighting $315,000 Energy monitoring system installation $5,290 Fire alarm I $25,000 Move playground I $17,000 Energy efficient lighting $84,898 7 Energy efficient lighting $137,004 Replace roof top HVAC $539,175 I Parkinq addition $111 ,742 I Est. Completion Date Aug-02 Jul-02 Oct-01 Nov-02 Jul-01 Aug-01 Aug-02 Aug-02 Dec-02 Aug-01 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Feb-01 Aug-02 Jul-01 Aug-02 Dec-02 Dec-00 May-01 Aug-01 Apr-01 Jul-01 Jul-01 Aug-01 May-01 Apr-01 Aug-02 Aug-02 Oct-02 Aug-03 Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Aug-03 Dec-02 Apr-01 Mar-01 Aug-01 Aug-02 3 Facility Name Romine Romine Security/Transportation Southwest Southwest Southwest Student Assignment Student Assignment Tech Center Phase 1 Technology Upgrade Terry Terry Terry Wakefield Wakefield Wakefield Washington Washington Watson Watson Watson Watson Watson Western Hills Western Hills Western Hills Williams Wilson Woodruff CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 25, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Project Description Cost Asbestos abatement $10,000 I Major renovation \u0026amp; addition $3,534,675 Bus cameras $22,500 Asbestos abatement $28,138 Energy efficient lighting $168,719 Drainage I street widening $250,000 Energy monitoring system installation $4,830 Fire alarm $9,000 Renovation $275,000 Upgrade phone system \u0026amp; data Energy efficient lighting $73,850 Driveway \u0026amp; Parking $83,484 I Media Center addition $704,932 I Security cameras $8,000 Energy efficient lighting $74,776 Demolition/Asbestos Abatement $200,000 Security cameras $7,900 Energy efficient lighting $165,281 Energy monitoring system installation $8,530 Asbestos abatement $182,241 Energy efficient lighting $106,868 Asbestos abatement $10,000 Major renovation \u0026amp; addition $800,000 Asbestos abatement $191,946 Intercom I $7,100 Energy efficient lighting $106,000 Energy efficient lighting $122,719 I Parking Expansion $110,000 Renovation $246,419 Est. Completion Date Apr-02 Mar-03 Jun-01 Aug-00 Jan-02 Aug-03 Aug-02 Aug-03 Dec-01 Nov-02 Feb-01 Aug-02 Sep-02 Jun-01 Feb-01 Nov-02 Jun-01 Apr-01 Jul-01 Aug-01 Aug-01 Aug~ Aug-02 Aug-02 Dec-01 Jul-01 Jun-01 Aug-03 Auo-02 4 :,-, _, C') ::c z 0  -\u0026lt; .C.,: 0 ?\nm :\u0026lt; el C_,: z m ~ =1 m ill ,\n,i,.,. ,... rr (\") 0z C T C T T \u0026lt;': rr\n:c V. Date: To: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS September 23, 2003 Board of Directors From: @sandy Becker, Internal Auditor Re: Audit Report - September This is the forty-seventh 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 Training a) Monitoring technology plans to determine how use of technology will improve and streamline the workflow for staff persons. 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. :n .... n ::c z 0  -\u0026lt; C: \"D 0 ~ m :\u0026lt; ~ .C...:. z m ~ m ill ?\u0026gt;' r\"-' (\"\"') 0z C T C T T i'\nrr\n,: er. Audit Report - September 2003 Page 2 of2 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 position. hnplementing 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) 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 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. 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 501-44 7-1115. My e-mail is sandy.becker@lrsd.org. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: September 25, 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 computer virus that invaded our network last month has been cleaned up. Additional virus protection has been installed on all district computers.  World Book Online, a web-based encyclopedia, is now available for LRSD students both at school and at home. Students may get the passwords from their local school librarian.  This month technology training has concentrated on assisting teachers in using GradeQuick, an electronic gradebook. Sixteen schools are up and running. Implementation is planned for a total of 28 schools during the 2003-2004 school year.  A request for proposals for the distance learning center equipment at the new Technology Center will go out to vendors on September 26.  Staff from both Computer Information Services and Instructional Technology continue to be involved in construction projects that relate to technology and library improvements. 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 August 28, 2003 to September 25, 2003 Technology Plan is approved from 2003-2006. fl !I: z .C..:. m en :c ~ .C..:. z m ~ =l m e\"n' .,. ,,.. ,r, .. (\") 0z C 'T' 5\n: 'T' ('\nrr ::t V. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Date: August 28, 2003 To: Board of Education From: Johnny Johnson, Director of Athletics Sadie Mitchell, Associate Superintendent- School Services Through: Morris L. Holmes, Interim Superintendent Re: Title IX Compliance Update As requested by Dr. Daugherty, a Title IX report is presented for your review. Additional information will be provided upon request, and I will be available to respond to any questions or concerns. f) :I: z .C...:. m \"' :\u0026lt; ~ .C...:. z m 5 m ~ .,,. ,\",.,..'. r. c z .C,. ..C,,.. ,c,'.:\n,:: V. LITTLE ROCK SCHOOL DISTRICT TITLE IX REPORT THE TITLE IX REGULATIONS (1975) Virtually all educational institutions receive some fonn of direct or indirect financial support from the Federal government, therefore nearly every university, high school, middle school and elementary school is required to comply with the requirements of Title IX. The original statute, however, did not specifically refer to athletic programs. Based on the intent of Congress as reflected in the debates in both the House of Representatives and the Senate which preceded enactment of the Title IX statute, it was clear that the athletic programs were covered by the mandate of Title IX. Yet it was not until now-defunct Department of Health, Education and Welfare issued the Final Title IX Regulations, 34 C.F.R. Part 106, signed into law by President Gerald Ford on July 21, 1975, that the application of Title IX to athletic programs was conclusively addressed. Section 106.41 Athletics: (a) General. No person shall, on the basis of sex, be excluded from participation in, be denied on the benefits of, be treated differently from another person or othetwise be discriminated against in any interscholastic, intercollegiate, club or intramural athletics offered by a recipient, and no recipient shall provide any such athletics separately on such basis. (b) Separate teams. Notwithstanding the requirements of paragraph (a) of this section, a recipient may operate or sponsor separate teams for members of each sex where selection for such teams is based upon competitive skill or the activity involved is a contact sport. However, where a recipient operates or sponsors a tean1 in a particular sport for members of one sex but operates or sponsors no such team for members of other sex, and athletic opportunities for members of that sex have previously been limited, members of the excluded sex must be allowed to tryout for the team offered unless the sport involved is a contact sport. For the purpose of this part, contact spo1ts include boxing, wrestling, rugby, ice hockey, football, basketball and other sports the purpose or major activity of which involves bodily contact. (c) Equal opp01tunity. A recipient which operates or sponsors interscholastic, intercollegiate, club or intramural athletics shall provide equal athletic opportunity for members of both sexes. In detem1ining whether equal opportunities are available, the Director of the Office of Civil Rights will consider, among other factors: (1) Whether the selection of sports and levels of competition effectively accommodate the interests and abilities of members of both sexes\n(2) The provision of equipment and supplies\n(3) Scheduling of games and practice time\n( 4) Travel and per diem allowance\n(5) Opportunity to receive coaching and academic tutoring\n(6) Assignment and compensation of coaches and tutors\n(7) Provision of locker rooms, practice and competitive facilities\n(8) Provision of medical and training facilities and services\n(9) Provision of housing and dining facilities and services\n(10) Publicity (a) Unequal aggregate expenditures for members of each sex or unequal expenditures for male and female teams if a recipient operates or sponsors separate teams will not constitute noncompliance with this section, but the Assistant Secretary (HEW) may consider the failure to provide necessary funds for teams for one sex in assessing equality of opportunity for members of each sex. Adjustment period. A recipient which operates or sponsors interscholastic, intercollegiate, club or intran1Ural athletics at the elementary school level shall comply fully with this section as expeditiously as possible but in no event later than one year form the effective date of this regulation. A recipient whom operates or sponsors interscholastic, intercollegiate, club or intramural athletics a the secondary or post-secondary level shall comply fully with this section as expeditiously as possible but in no event later than three years from the effective date of this regulation. In the Little Rock School District, the following sports are offered at the high school level: Men Women Football Volleyball Basketball Basketball Baseball Softball (fast pitch) Track Track Cross Country Cross Country Swimming Swimming Golf Golf Tennis Tennis Soccer Soccer !\"' ii: z .C..:. m \"' :c: :,0 0 .C..:. z m l =l m :,0 \"'\nr\u0026gt; ,m-rr C'l 0z C T C T T ('\nrr ::,: er. The middle schools in the Little Rock School District offer the following sp\u0026lt;Jrts for students: Boys Girls Football Volleyball Basketball Basketball Track Track *Soccer *Soccer *Soccer is a co-ed sport at the middle school level. The past two years, the Athletic Office has offered a golf clinic at First Tee of Arkansas for our middle schools. The Little Rock School District also provides cheerleading, drill teams, and pep squads for young women to participate, but title IX regulations do not recognize these activities as sports and thus their participants cannot be counted when comparing the number of male athletes to female athletes. The Department of Education was assigned the responsibility of overseeing the enforcement of Title IX through its office of Civil Rights (OCR). The OCR developed a \"3-Prong-Test\" to determine if compliance of Title IX is being satisfied. A school needs to satisfy only one of these three prongs in order to comply. 1) A school may provide athletic participation opportunities for female students which are substantially proportional to the female percentage of enrollment at the school. 2) A school may demonstrate a history and continuing practice of expanding its sports offering for women in the very recent past. 3) A school may show that it is fully and effectively accommodating the athletic interests and abilities of the women in its student body, Since the enrollment numbers would not be substantially proportional to female paiiicipants, the Little Rock School District Athletic Office has chosen prongs twoand three to meet Title IX compliance. As stated earlier, the LRSD offers the same number of sports for both men and women (nine). A major component of Title IX compliance deals with the issue as to whether, in an over all sense, evaluating a school's atl1letics program as whole, men and women have comparable access to all \"perks\" of athletic participation. 1n order to measure compliance, the OCR will examine the following eleven areas, represented by the acronym P-L-A-Y-I- -G F-A-I-R. p L A y I N G Protective athletic equipment and other athletic supplies Locker rooms and practice and competition facilities Allocation of travel and transportation benefits and per-diem allowances Years of experience, quality, compensation, and assignment of coaches Institutional housing and dining facilities and related services Nature of publicity-marketing-media services for athletic programs Game and practice times and scheduling F Facilities for access to athletic training benefits and medical services A Academic tutoring services for student-athletes I Institutional support services for athletic programs R Recruiting resources provided to athletic programs Not all eleven areas will be relevant for all educational institutions. Inapplicable for most high schools will be the assessment of gender equity in recruiting resources, academic tutoring for student athletes, and housing/dining facilities for student athletes. The OCR will review only those program areas of the eleven, which apply to a particular school. These components of P-L-A-Y-1-N-G F-A-I-R are some of the main areas that the LRSD Athletic Office works on to insure compliance at all middle school and high schools. For the school year 2002-03, the number of participants for athletics remained constant compared to the previous two years, both for male and female athletes. However, there were four positive situations that benefited the LRSD Title IX position. 1) ew Gynmasiwn at Hall High School 2) Increase in female athletes for swimming 3) Increase in female athletes for fast pitch softball 4) Parkview establishes a girls' soccer team The new gym at Hall High School was built in accordance to Title IX specifications. Both boys and girls locker rooms have equal floor space and lockers. The coaches ' offices for the boys are the same as the girls. The facility turned out beautiful and should benefit all of the sports programs at Hall. The number of students participating in swimming jumped from 52 to 81. Parkview had 23 female swimmers on their team. One big reason for the jump in swimming was that U.A.L.R. provided the LRSD their pool for practices. Fast pitch softball numbers continue to grow. The LRSD has increased the number of female athletes participating in fast pitch softball each year since we began offering the sport in 2001. 2002-03: Parkview High School was able to field a girl's soccer team for the first time in school history. .?,,' XI !j\n~~ -c,Z\n_8 nCl zo .... 31: 31: 31: .~...e on z f\u0026gt; :I: z .C..:. m UI :c ~ .C..:. z m\nm ~ i5 z C.,. ..C,,.. ,c,'.i\nc V. The 2003-04 school year has staiied out on a positive note for the Athletic Office. The preliminary numbers show an increase in middle school and high school football. J.A. Fair has added women's cross country and swimming to their sports they will offer. High School volleyball numbers are up. Also, L.R. Parkview's volleyball team will move into the AAAAA Central Conference beginning in the 2004-05 school year. Construction should begin on the new field house for Parkview sometime during this school year. This will be another facility that will have to comply with Title IX specifications. The Athletic Office for the LRSD will continue to comply with Title IX regulations. Any Title IX concerns will be addressed promptly and thoroughly. It is the goal of the Athletic Office to offer a safe, enjoyable, and educational experience for all athletes in the LRSD. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Date: September 25, 2003 To: From: Board of Education Morris L. Holmes, Ed. D. Interim Superintendent Re: Reappointment of District's Representative to the City of Little Rock Planning Commission The Board is required to periodically appoint or reappoint a representative to the City of Little Rock Planning Commission. Mr. Mizhan Rahman has served as the District's representative for the past several years, and has agreed to continue in that role and capacity. The administration recommends the reappointment of Mr. Mizhan Rahman to the City Planning Commission. \"\u0026gt; \u0026lt; no\u0026gt;= zc !\"\nc .\u0026gt;.,\nz: -0 (J) ..,m 0:,:, ::O\u0026lt; \u0026lt;J\u0026gt;o -om ~(J) m C r\u0026gt; !I: z C: -m\u0026lt; (J) !\" -0 m :,:J ~z z ,m.. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: September 25, 2001 TO: Board of Education FROM: Morris L. Holmes, Ed.D. Interim Superintendent of Schools RE: Revision of Board Policy BCB, Prevention of Nepotism, Second Reading Pursuant to Board discussion at the agenda meeting, August 14, 2003, Board Policy BCB, Prevention of Nepotism, has been revised as directed and is attached for second reading. !.D., ~,.... I .... (\") ::c ~ m\nc ~ ::c .!,\", m\nc is z z m,.... LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCB PREVENTION OF NEPOTISM No person will be employed in the Little Rock School District in a position where he/she would be related, (whether by blood or marriage, including spouse, parent, child, grandparent, grandchild, brother, sister, aunt, uncle, niece, nephew, or first cousin), to his/her immediate supervisor. If an employee is transferred to a supervisor's position which would cause a violation of this policy, the subordinate employee will be transferred to a substantially equivalent position as soon as reasonably possible. Under no circumstance will a supervisor be allowed to evaluate the performance of one of his/her relatives. Revised: Adopted: January 28, 1999 Legal Reference: A.C.A. 6-24-105 Cross Reference: Board of Education Policy GBEA TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS September 25, 2003 Board of Education f 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 AC.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. \u0026gt; \u0026lt; (\")\n= ozc\u0026gt; : !\n\"D :Z \"-nDm\"' O\no ::0 \u0026lt; cno \"D m ~\"' m C ?\" ::0 m \"0 ' r C: --\u0026lt; 5z Personnel Changes Page 2 September 25, 2003 NAME NONE Green, Cassandra Spears, Laurene NONE ONE POSITION SCHOOL START DATE END DATE SALARY CLASS Resignations/Terminations Certified Employees New Certified Employees Supervisor SPECIAL ED. Special Ed FAIR 9-22-03 8-18-03 Certified Promotion Certified Transfer 68-06 ADCll 1-09 SPE925 ANNUAL SALARY 45000.00 annual 34708.52 prorated 20381.50 annual 19638.42 prorated Personnel Changes Page 3 September 25, 2003 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsfferminations Non-Certified Employees Harris, Gloria Hippy Aide 9-5-91 1-10 Reason: None Given HlPPY 9-15-03 HIPY08 Humphrey, Joyce Child Nutrition 1-24-03 1-01 Reason: Abandonment TERRY 8-6-03 FSH5 Johnson, Lisa Child Nutrition 9-23-02 1-02 Reason: None Given FULBRIGHT 9-10-03 FSH5 Lipsmeyer, Priscilla Child Nutrition 9-22-00 1-04 Reason: None Given CENTRAL 6-2-03 FSH5 Mahan, Marsha Nurse 8-27-00 1-15 Reason: Retired ROMINE 10-21-03 NURSES Sheridan, Vicki Instr. Aide 1-4-93 1-06 Reason: None Given WESTERN Hil..LS 9-11-03 INA185 Smittie, Carol Care 8-21-00 1-14 Reason: None Given CARE 8-29-03 CARE Taybore, Roosevelt Custodian 3-30-87 1-08 Reason: Accepted Another PROCUREMENT 8-15-03 CUS12 Position Walls, Kenya Clerical 12-20-02 39-13 Reason: Tem1inated CLOVERDALE EL. 9-15-03 CLKl0 Williams, Kendra Bus Driver 8-12-02 3-02 Reason: Personal TRANS. 9-5-03 BUSDRV ANNUAL SALARY 11339.00 7392.00 7420.00 7476.00 39818.00 12798.00 7.93 17269.00 23340.00 10118.00 \u0026gt; \u0026lt; n := o,.. ~c  31: \u0026gt;- c,Z -0 Cl) ..,m 0~~s -eonmn ~en m C !.E,,l i2l \u0026gt;,- I n\u0026gt;... . c=\n:,: \u0026gt; ~ m ~ en n :,:\n,,, ~\u0026lt; ~l= -0 c3 :g -ze-n --\u0026lt;Z 31:m !::!~ -\u0026lt;en om ..,~ On 33~ n ~ en !El ~ men 0,- .C..:. 0z\n!: ,..z . u, .., i ~ C: r-~ nmC- ,-z ,- )\u0026gt; -.,r- ~ V. o._r\n.r: m\u0026lt; ~c=: Personnel Changes Page 4 September 25, 2003 NAME Alor, Lameka Blackman, Margie Bonds, Dorothy Bunton, Deborah Boykin, Lalicia Britton, Erica POSITION SCHOOL START DATE END DATE SALARY CLASS New Non-Certified Employees Child Nutrition 8-29-03 1-01 FOREST HGTS. FSH5 Child Nutrition 8-29-03 1-01 FOREST HGTS. FSH5 Care 9-2-03 1-06 CARE CARE Child Nutrition 8-22-03 1-01 HENDERSON FSH5 Custodian 8-25-03 1-01 HALL CUS925 Instr. Aide 9-9-03 1-03 GIBBS INA925 ANNUAL SALARY 7392.00 annual 6947.67 prorated 7392.00 annual 6947.67 prorated 6.84 7392.00 annual 7149.64 prorated 5164.50 annual 4827.68 prorated 7795.45 annual 6910.56 prorated Personnel Changes Page 5 September 25, 2003 NAME Broyles, Paris Clanton, Willie Collins, Rebecca Daniel, Nita Davis, Eleanor Derryberry, Linda Doss, Jimmy Fleming, Mary POSITION SCHOOL Care CARE Child Nutrition FULBRIGHT Interpreter SPECIAL ED. Child Nutrition FOREST HGTS. Care CARE Nurses ROMINE Instr. Aide ALC TBCCLIAIS START DATE END DATE 9-2-03 8-22-03 8-7-03 9-5-03 8-18-03 9-2-03 8-25-03 9-15-03 PUPIL PERSONNEL SALARY CLASS 3-05 CARE 1-01 FSH5 55-1 AN925 1-01 FSH5 1-03 CARE 1-07 NURSE 1-10 INA925 47-14 AN! 1 ANNUAL SALARY 7.40 7392.00 annual 7149.54 prorated 26292.00 7392.00 annual 6745.70 prorated 6.43 31651.00 annual 28848.57 prorated 14067.00 annual 13230.58 prorated 30500.00 annual 23867.35 prorated \u0026gt; \u0026lt; n= 0~ :z~c -.,\nz: \"-n\"m\"' 0~ ~\u0026lt; \u0026lt;J\u0026gt;O -om ~\"' m C !..\",' ~ \u0026gt;r- ~ ~.... n ::c\nm ~ \"C\"') ::c .,.. ~\u0026lt; ! i= .,, a,\ng C: -\u0026lt;J\u0026gt; ~z\nii:m m\"' z\"' \"o\"m'\"' ~..,~n ..,m n\"' \u0026gt;r- \"' !\"' ~ m \"0,.. '. C...:. 0z ~ \u0026gt;z . V, ..,- C: X me I~ ~c F~ -0,.. ~u Orr c..X m\u0026lt; ~~ Personnel Changes Page 6 September 25, 2003 NAME Hastings, Betty Hendrix, Ronald Holly, Rosetta Hood, Sabrina Howard, Nakisha Humphrey, Ketra Jackson, Charles POSITION SCHOOL Instr. Aide FOREST HGTS. Custodian PROCUREMENT Child Nutrition MABELV ALE EL. Custodian KING Child Nutrition WESTERN HILLS Care CARE Instr. Aide WESTERN HILLS START DATE END DATE 8-25-03 8-25-03 8-15-03 8-18-03 8-27-03 9-2-03 9-15-03 SALARY CLASS 1-01 INA925 1-05 CUS12 1-01 FSH5 1-01 CUS925 3-01 FSH4 3-05 CARE 1-10 INA185 ANNUAL SALARY 10577.00 annual 9948.10 prorated 7800.00 annual 6605.11 prorated 7392.00 annual 7351.61 prorated 5164.50 annual 4968.02 prorated 5751.00 annual 5460.22 prorated 7.40 14067.00 annual 12166.05 prorated Personnel Changes Page 7 September 25, 2003 NAME Jackson, Sharon Jones, Kiri! Jones, Marilyn Jones, William Jordan, Debbie McCoy, Christopher McDowell, Pamela POSITION SCHOOL Child Nutrition FOREST HGTS. Care CARE Child Nutrition JEFFERSON Care CARE Child Nutrition OTTERCREEK Instr. Aide FAIR Child utntion FRANKLIN START DATE END DATE 8-29-03 9-2-03 8-28-03 9-2-03 9-8-03 8-19-03 8-29-03 SALARY CLASS 1-01 FSH5 3-17 CARE 1-01 FSH5 3-05 CARE 1-01 FSH5 1-05 INA925 1-01 FSH5 ANNUAL SALARY 7392.00 annual 6947.67 prorated 9.15 7392.00 annual 6988.07 prorated 7.40 7392.00 annual 6705.31 prorated 12481.00 annual 12008.75 prorated 7392.00 annual 6947.67 prorated \u0026gt; \u0026lt; n= o:,.. zo !\" 3: \u0026gt;\" Dz \"D (/) ..,m O\no\no \u0026lt; u,o -cm ~Cl\u0026gt; gi !.I.,' ~ ,\u0026gt;... ~ l\n~ (\") :c\nm\no Cl\u0026gt; (\") :c .,,.\no\u0026lt; ~p \"D a,\ng c:: ~~\ni::m m\u0026lt;I\u0026gt; z\"' -\u0026lt;Cl\u0026gt; om ~..,~n ..,m o\"' ,... Cl\u0026gt; !I'\no m Cl\u0026gt; 0,.. . c..:.:. 5z ~ \u0026gt;z  Cl\u0026gt; ..,i ~~ n= m,-Cz ,... )\u0026gt; \"Dr-\no V 0._\n,I:T: m\u0026lt; ~~ Personnel Changes Page 8 September 25, 2003 NAME Moland, Marvin Palmer, Juana Rodgers, Sylvia Siepiola, Amanda Smith, Florence Smith, Lessie Thorson, Karen POSITION SCHOOL Custodian BALE Instr. Aide CENTRAL Child Nutrition SOUTHWEST Lab Attendant START DATE END DATE 8-25-03 8-20-03 8-20-03 9-3-03 MABELV ALE MID. Child Nutrition 8-25-03 HALL Custodian 8-19-03 WESTERN HILLS Child utrition 8-25-03 MABELV ALE MID. SALARY CLASS 1-01 CUS925 1-02 INA925 1-01 FSH5 1-10 INA925 1-01 FSH5 1-10 CUS925 1-01 FSH5 ANNUAL SALARY 5164.50 annual 4827.68 prorated 11106.00 annual 10625.74 prorated 7392.00 annual 7230.43 prorated 14067.00 annual 12744.36 prorated 7392.00 annual 7109.25 prorated 7056.00 annual 6749.22 prorated 7392.00 annual 7109.25 prorated Personnel Changes Page 9 September 25, 2003 NAME Turner, Lois Warren, Alfred Washington, Grace Watson, Izora Williams, Carla Williams, Catherine Williams, Jimmy POSITION SCHOOL Child Nutrition CENTRAL Instr. Aide STEPHENS Child Nutrition TERRY Child Nutrition MANN Care CARE Child Nutrition HALL Custodian OPERATIO s START DATE END DATE 8-2-03 9-10-03 8-27-03 8-21-03 9-2-03 9-8-03 8-26-03 SALARY CLASS 1-12 FSH5 1-04 INA925 1-01 FSH5 1-01 FSH5 2-05 CARE 1-01 FSH5 1-01 CUS12 ANNUAL SALARY 7700.00 annual 7531.69 prorated 12163.00 annual 10782.34 prorated 7392.00 annual 7028.46 prorated 7392.00 annual 7190.03 prorated 7.22 7392.00 annual 6705.31 prorated 8441.37 annual 7112.30 prorated ,. \"\u0026lt; n= 0~ zo !\" 31: \u0026gt;- 0 z -0 Cl) .,.,m 0::0 ::o\u0026lt; \"-o' 0m ~\"' m 0 !.J,.I, ~,. ,.... i: ,-0. (..\".). c=\n:,,.: :!:l m\n:o Y{ :,: .,,.\n:o\u0026lt; ~~ -\ngo m C: ~~ 31:m mzU\"\u0026gt;' --\u0026lt;U\u0026gt; om\n~ .,.,n .,.,m o\"' ,.... \"' !JI\n:o m ~,.... C...:. 5z\ns ,. z . \u0026lt;n .,.,i ffiC r-~ n- m,-Cz ,.... )\u0026gt; -0,..\n:ov 0._\nIcT m\u0026lt; ~rj Personnel Changes Page 10 September 25, 2003 NAME Johnson, Valarie Langston, Calvin Stacey, Robert NONE POSITION SCHOOL START DATE END DATE Non-Certified Promotion SALARY CLASS FROM: 5 hr FSMEAL TO: 7  hr FSMEAL FROM: Instr. Aide TO: Attendance Secretary FROM: 9  mo.Custodian TO: 12 mo. Custodian Non-Certified Transfer ANNUAL SALARY DATE: TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 September 25, 2003 Board of Directors Dennis Glasgow, Interim Associate Superintendent Morris Holmes, Interim Superintendent Fuel Cell Project Title- Environmental Awareness and Clean Environment Technology Short Summary-UALR professors will instruct science students at Central and Fair this school year in key environmental issues facing Arkansas. A total of 12 - 15 hours will be spent at each school. Included will be an overview at the first session and instruction at the following three sessions to include the principles and applications of fuel cells where emissions are contained to zero-level to enhance the quality of air we breathe. Objectives- assist science students in acquisition of knowledge and skills contained in the Arkansas Science Framework and LRSD Science Standards using fuel cell physics content. Expected Outcomes- the project challenges students to understand the principles of fuel cell physics and application. This project will help students understand and appreciate the importance of a clean environment to the community. Population/Location- the project will involve a few classes of science student~ at Central High School and Fair High School. Budget Amount/Source of Budget- the project is cost free to the Little Rock School District. The project is funded through a grant to UALR from the Energy Office of the Arkansas Department of Economic Development. Manager- Dennis Glasgow is the liaison with UALR for the project. The project under the coordinated management of Markey Ford, Arkansas Energy Office, Mark Bowles, Entergy, Dr. S. Pidugu Dr. and S. Midturi of UALR. James Gilson with ADEQ will participate with two LRSD schools that actively support this project. :,,, n\n\u0026lt;= o,,. zc ~!C :-...,,,,\n.z,,:, ..,m 0\nc\ncs U)() -..m ~\"' m C .!D., ~,... I... n ~ m\nc ~ :r !D\nc m ~,... c..::. 5z !\"' 8 z ~ 5z \".0.. ', .., ~ Duration-July 1, 2003 - June 30, 2004 Long Range/Continuation-equipment from the project will be housed at UALR and will be loaned to LRSD science teachers upon request. Participating science teachers will have knowledge of clean energy technology that can be incorporated into their instruction. Other Agencies Involved-the Arkansas Department of Economic Development Energy Office will partner with the University of Arkansas at Little Rock (UALR), the Arkansas Department of Environmental Quality (ADEQ), Entergy and Central High School and Fair High School. Expectations of District-Central and Fair teachers will prepare students for presentations by the UALR professors. No other district staff will be required for implementation of the project. Needed Staff-none Comments-the collaborative project will expose students to new energy technology and will allow them to interact with UALR professors. Recommendations-we recommend that the project be approved as described in more detail below. ENVIRONMENT AL AWARENESS AND CLEAN ENVIRONMENT TECHNOLOGY 1. Summary The objective of this project is to promote the understanding and awareness of key environmental issues and associated non-polluting energy technologies, with emphasis in fuel cells, among high school students. The Arkansas Department of Economic Development Energy Office will partner with the University of Arkansas at Little Rock (UALR), the Arkansas Department of Environmental Quality (ADEQ), Entergy and select local high schools to instruct the students in key environmental issues facing Central Arkansas and the principles and applications of fuel cells. The project will begin in the schools in October 2003 which is Energy Awareness Month. 2. Background Information The Environmental Protection Agency draft Strategic Plan (2003-08) sets out five goalsClean Air, Clean and Safe Water, Protect and Restore the Land, Health Communities and Ecosystems, and Compliance and Environmental Stewardship-and describes the work they plan to conduct over the next 5 years to achieve the set goals. Community awareness of environmental issues is vital to the success of such a strategic plan. This proposal can provide both industry and regulatory perspectives on key environmental issues, with emphasis on maintaining clean air and a clean environment by the selection and employment of appropriate technologies. Fuel cell technology is one such element where emissions are contained to zero-level to enhance the quality of air we breathe. The target audiences for this project are high school students from community schools who have sufficient background in the physical sciences. The materials delivered serve to increase the students understanding of environmental issues facing Central Arkansas in the areas of air, water and waste management and will increase their awareness of the role of fuel cells on creating a clean (green) environment. This project intends to challenge them to understand the scientific principles of fuel cell physics and applications. Hands-on instruction is central to this project. Basic Principle of Operation of Fuel Cell The fuel cell is composed of an anode (a positive electrode), an electrolyte membrane in the center, and a cathode (a negative electrode). As hydrogen flows into the fuel cell anode, platinum coating on the anode helps to separate the gas into protons (hydrogen ions) and electrons. The electrolyte membrane in the center allows only the protons to pass through the membrane to the cathode side of the fuel cell. The electrons cannot pass through this membrane and flow through an external circuit in the form of electric current. This current can power an electric load, such as the light bulb, car etc. As oxygen flows into the fuel cell cathode, another platinum coating helps the oxygen, protons, and electrons combine to produce pure water and heat. Individual fuel cells can be then combined into a fuel cell \"stack\". The number of fuel cells in the stack determines the total voltage, and the surface area of each cell determines the total current. Multiplying the voltage by the current yields the total electrical power generated. Fuel cells have many advantages over the conventional energy sources besides their high efficiency. Environmentally friendly fuel cell properties could eliminate consumer concern for power generation close to homes and businesses. Depending upon fuel cell type and design, fuel-to-electricity efficiency ranges from 30 to 60 percent. For hybrid fuel celVgas turbine systems, electrical conversion efficiencies are expected to achieve over 70 percent. When by-product heat is utilized, the total energy efficiency of fuel cell systems approaches 85 percent. High-quality heat is available for co-generation, heating, and cooling. Fuel cell exhaust heat is suitable for use in residential, commercial, and industrial co-generation applications. Stand-alone fuel cell systems have the capability of reaching efficiencies greater than 50 percent, even at relatively small sizes (e.g., 10 kW). Hence, fuel cell systems could reduce the impact of electricity production on global climate change by reducing the amount of greenhouse gases emitted into the atmosphere per kilowatt-hour of power. They would also reduce resource depletion and dependence on fossil fuels by allowing more power to be harnessed from the same amount of fuel. Fuel cells are assumed to be superior to the grid because they are on site and subject to fewer disruptions (e.g. storms knocking down wires). With no moving parts, fuel cells will have less instances of failure than mechanical systems. The long-term performance and reliability of many of the fuel cell systems have not yet been demonstrated in the marketplace. )\u0026gt; .\u0026lt; 0\n= :z0 ~o)\u0026gt; ..,\nz -.:, Ch ..,m 0\no :O\u0026lt; u,o -.:im ~ Ch m 0 0 :r:: ~ !B ~ :r:: !Jl\no m Ch 0 r. e.:.:. 5z ~ C 0 :z: .).\u0026gt;.. 5 :z: In 0.. , -0 :c 0 3. Project Objectives The objectives of this project are to:  Enhance physical science school curriculum materials and offer both government and industry perspectives on key environmental issues facing Central Arkansas.  Increase awareness of environmental friendly energy sources such as fuel cells to students and the community,  Educate students on the importance of a clean environment to the community,  Instruct high school students on fuel cell theory and applications,  Demonstrate fuel cell mechanics with demonstration interactive exhibits using fuel cells as alternate energy sources,  Collect data through experiments to measure pollutants and compare with conventional technology,  Stimulate enthusiasm in students for science and fuel cell technology at a crucial stage in their education, and  Establish a partnership between the Energy Office, UALR, Entergy, and ADEQ to promote, via various multimedia technologies, ways to improve the environment through the application of appropriate technologies. 4. Implementation of Project The successful implementation of the project will depend on the effective interaction between the sponsors, the Arkansas Energy Office, UALR, ADEQ, Entergy, and the community schools. The project under the coordinated management of Markey Ford, Arkansas Energy Office, Mark Bowles, Entergy, Dr. S. Pidugu Dr. and S. Midturi ofUALR, and James Gilson with ADEQ will participate with three schools that actively support this project. The Little Rock school district participating schools are J.A. Fair and Central High School. The project involves the following tasks:  Coordination between High Schools, the Arkansas Energy Office, Entergy, ADEQ and UALR This is an important step in project implementation and bears a significant role in overall project success. The Principal Investigator (Pl) will have the lead role in this step. The PI will identify a teacher from each school and plan the schedule as well as logistics associated with implementation of project. At each stage of the project, the Principal Investigator will consult with sponsors keeping them informed on the status of the project.  Develop lecture notes Importance of clean environment, (b) Different energy sources and their impact on the environment, (c) Development and operation of fuel cells, (d) Promotion of fuel cells, and (e) Laboratory handouts to carry out experiments.  Develop experiments This involves design of specific experiments for students. This includes preparation of handouts giving step-by-step instructions to carry out experiments and collect data.  Train Undergraduate students The project aims to train an undergraduate student to help the PI to carry out different tasks. The project will also benefit UALR and the local community in the future.  In Class Lecture Delivery The Principal Investigator will take a lead role in educating high school teachers and students about fuel cell technology. The lectures not only provide technological aspects but also involve student discussions.  Testing and Experimentation This session will include a demonstration of fuel cell technology using different fuel cell powered toys such as desktop cars, fans etc. These will use fuel cell power as their primary power source. Students will carry out many simple experiments to see how fuel cells actually function. They will be able to measure many parameters and understand the advantages of fuel cells over conventional energy conversion techniques. After testing and experimentation, students will be in a better position to appreciate the value of fuel cells and their impact on the environment.  Evaluation of project success Evaluation of the project will be obtained through surveys among teachers, students, and other involved participants. 5. Benefits of the Project The proposed program engages students in critically thinking about clean electricity, green transportation and the importance of a clean environment through fuel cells. This helps to produce citizens who are able to care for the environment, protect human health, and nurture local economies. By having the students investigate the fuel cell apparatus and \"toy\" devices, through lecture and hands-on training, the project will help them appreciate the connection between appropriate technologies and their impact on the environment. In the proposed project, the instruction on the principles of fuel cells will increase mathematics, physics, and chemistry knowledge. We will demonstrate the technology with model cars, which are simple to set up and fun to use. We will also use science kits, based on Proton Exchange Membrane fuel cell technology, to conduct many simple experiments, collect data and demonstrate the power of fuel cells. The students will also measure pollutants and compare them with existing technology. These hands-on experiences will stimulate their enthusiasm for science at a crucial stage of their learning. 6. Public Relations and Communications As a result of developments in technology and possible non-attainment designation for ozone in Central Arkansas, state and federal leaders are currently addressing the importance of clean air. This project recognizes the importance of communicating grass root developments on environmentally friendly fuel cell devices as alternate energy resources. With the combined .!I.J, ~.... I .... (\") $: :!:l m\na ~ :r !IJ\na m ~ r. e.:.:. iz5 r\u0026gt; Cl 0 z ~ iz5 en .0.., ,, :x, 0 partnership of the Arkansas Energy Office at ADED, UALR, Entergy, ADEQ, and selected schools in Little Rock School district, Markey Ford through Arkansas Department of Economic Development Marketing will coordinate the communication activities such as advertising, media relations, graphic design and brochure publications to unfold in October 2003 with news services and public relations efforts throughout the project. The project participants will develop web pages and other publications to promote the science and technological aspects of fuel cells. This project will afford students with other opportunities to develop and demonstrate their energy and environmental ideas through various science, engineering, and communications activities. Student activities will increase awareness of the impact of clean energy fuel cells to parents, teachers, administrators, visitors to the schools. We will also explore the publication of project benefits to the public through television, newspapers and other news media in the state of Arkansas. DATE: TO: FROM: THROUGH: RE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 25, 2003 Board of Directors Barbara Barnes, Director Division of Exceptional Children Dr. Morris L. Holmes, Interim Superintendent 2003-2004 Consolidation Application for Special Education and Related Services The consolidated VI-B Budget for this year is $3,995,183.00 FY 2004, which does not include the ending fund balance as of June 30, 2003, in the amount of $65,024.43. The total amount of our VI-B Budget for the FY 2004 is $4,060,207.43. The recommendation is that the Board approve the 2003-2004 proposal for submission to the Arkansas Department of Education. BB:jej Attachment fD\nJO m ~,... C.. . 5z 0 0 0 z )..\u0026gt;. 5 z U\u0026gt; .0.. , \"I) el PROJECT ABSTRACT Total Project Period: July 1, 2003 - June 30, 2004 Requested Funding for Project Period: $3,995,183.00 Primary Target Population and Number Served: The Project will serve students with disabilities that meet the eligibility criteria set forth by the State standards. Paragraph Description: The District will provide a free appropriate education to students with disabilities enrolled in our school district. Major Objectives: Child Find: The District will make every effort to locate and identify all children who may be disabled. Appropriate Services: A full continuum of educational services for disabled students will be provided. Implementation: To the maximum extent appropriate, disabled students shall be educated with students that are not disabled. Evaluation Strategy: The Individual Education Program (IEP) will be used to determine the appropriateness of each student's Program. LINDA WATSON, Ed. D. 810 West Markham Little Rock, AR 72201 ASSIST ANT SUPERINTENDENT STUDENT DISCIPLINE Phone: (501) 447-3580 E-mail: linda.watson@lrsd.org September 25, 2003 TO: Board of Education FROM: Linda Watson, Ed. D., Assistant Superintendent Student Discipline THROUGH: Morris Holmes, Ed. D., Interim Superintendent Fax: (501) 447-3581 SUBJECT: Fiscal Impact Statement for LISA Academy Charter School Application The Little Scholars of Arkansas (LISA Foundation), Little Rock Arkansas, has submitted an application to the Arkansas Department of Education (ADE) to implement a Charter School, LISA Academy, during the 2004- 2005 school year. The proposed Charter School would be initially offered for 200 fifth, sixth, and seventh grade students during the 2004-2005 school year and depending on the availability of funds, one grade (50 students) per year would be added until the school has reached sixth through twelfth grades. The school would have a maximum population of 450 students. Since this would be an open-enrollment charter, the school could potentially draw students from the District's magnet and desegregation transfer student population and from the District at-large Some of the components of the LISA Academy will duplicate services and programs already offered in the Little Rock school District  A partnership with UALR  Emphasis on science and technology  College Preparatory Program  Gifted and Talented Classes  Advance Placement Courses at the high school level  School will be open from 7:00 a.m. to 7:00 p.m., daily (ACC Program, open 7:30 am to 9:00 p.m. Monday thru Thursday, and 7:30 a.m. to 4:30 p.m. on Friday) Administrative Recommendation The ADE has requested that a fiscal impact statement be submitted by the school district(s) that may be affected by the school's operation. The school would have a definite impact on the Little Rock School District, because in the initial year of operation it could pull approximately $1 million dollars in funding from the District. The administration recommends that the Board vote to affirm that the operation of the LISA Academy Charter School would have a negative fiscal impact on the District and would adversely affect the District's desegregation efforts. !I'\no m ~,.. C: -\u0026lt; iz5 !\"\u0026gt; 0 0 z .l.\u0026gt;... iz5 In 0.. , \"\no' 0 Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 25, 2003 Board of Education Morris L. Holmes, Ed. D. Interim Superintendent Reappointment of District Officials As part of the annual reorganization of the Board, it is recommended that the Board reappoint the persons who serve officially as the Board's representatives as part of their day-to-day responsibilities. These individuals and their official titles are: Treasurer: Mark Milhollen, Director of Financial Services Ex Officio Financial Secretary: Morris L. Holmes, Interim Superintendent Formal approval is recommended by the administration. bjg ?\u0026lt; V,(') C: .... -co -\u0026lt;v, cnz ~C) \"D :n om :...n. :~n !\" :mn .~... .C..:. 0 z\n,: V, 0 0 0 z .).\u0026gt;.. 0 z V, .0. , \"D ~ '54..n Individual Approach to a World if Knowledge\" DATE: September 25, 2003 TO: Little Rock School District Board of Directors THROUGH: Morris L. Holmes, Interim Superintendent PREPARED BY: %:ald M. Stewart, Chief Financial Officer  Subject  Summary Resolution Designating Disbursing Officers for the Board Act 671 of 2003 requires the Board of Directors to designate, by resolution adopted by majority vote, one (1) of its members who shall serve as the primary board disbursing officer of the District and one (1) member as an alternate Board disbursing officer in the absence of the primary Board disbursing officer.  Objectives To comply with State law for the provision of disbursements. --------~  Expected Outcomes The Board of Directors will have one (1) primary and one (1) alternate disbursing officer. --------------  Population/Location  Budget Amount/Source  Manager  Duration NI A NIA Donald M. Stewart, CFO Beginning with Board approval of the attached resolution at the first regular meeting following the annual school election in 2003 and ending on the date of the approval of disbursement officers following the annual school election in 2004.  Long Range/Continuation No long range plans for this issue.  Other Agencies Involved The resolution will be filed with the Pulaski County Treasurer and the Arkansas Department of Finance and Administration as required by Act 671 of 2003.  Expectations of District NI A ---------- ---  Needed Staff  Comments  Recommendation NIA None Approval of the attached Resolution designating the Board President as the primary disbursement officer for the Board and the Board Vice-President as the alternate disbursing officer for the Board. 810 W Mark.ham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 .!:,:,l z \u0026gt;z n ,\u0026gt;.... r, C 0 z .\u0026gt;.... 0z V\u0026gt; .0, , -0 ::0 0 RESOLUTION DESIGNATING DISBURSING OFFICERS FOR THE LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS FOR 2003-2004 WHEREAS, the Board of Directors shall designate at the first regular meeting following the annual school election one (1) of its members who shall serve as the primary Board disbursing officer as required by Ark. Code Ann. 6-13-618\nand WHEREAS, the Board of Directors may designate one (1) or more Board members as an alternate Board disbursing officer in the absence of the designated primary Board disbursing officer as provided by Ark. Code Ann. 6- 13-618\nNOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Little Rock School District of Pulaski County designates the President of the Board as the primary disbursing officer of the District and the Vice-President of the Board as the alternate disbursing officer of the District in the absence of the President of the Board. President Vice-President Adopted: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 DATE: TO: September 25, 2003 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/Department Central High School Central High School Central High School Central High School Fair Park Elementary School $1,500.00 cash to the Central High School Incentive Program $1,200.00 cash to be applied toward completion of the reflecting pool Microwave oven, valued at $50.00, for use in the faculty lounge $1,000.00 cash to the Central High Tiger Football Program $400.00 cash and school supplies valued at $200.00. The cash will be used to purchase agenda books for students. Donnie Pointer of Coca-Cola Bottling Company Mr. Buddy Matson and Ms. Phyllis Brandon with the understanding that school will erect a bench or plaque in honor of the Class of 1953 Mr. Peter Kosuta Mr. Sam Stueart Electronic Data Systems Board of Education September 25, 2003 Page 2 School/Department Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School Forest Heights Middle School $10.00 certificate to be used as teacher incentives Five (5) free desserts and appetizers, valued at $70.00, to be used as teacher incentives Two (2) $25.00 certificates to be used as teacher incentives Two (2) entrees and drinks, valued at $20.00, to be used as teacher incentives Two (2) $25.00 gift cards to be used as teacher incentives Two (2) $25.00 certificates to be used as teacher incentives Label machine and cordless telephone, valued at $100.00, to be used as teacher incentives. Free oil/filter change and full detail, valued at $75.00, to be used as teacher incentives Two (2) $10.00 certificates to be used as teacher incentives Wall clock, valued at $50.00, to be used as teacher incentives Front dash speakers, valued at $75.00, to be used as teacher incentives Donor Corky's Ribs and Barbeque Cozymel's Coastal Mexican Grill Joubert's McAlister's Deli Men's Warehouse Oak Forest Cleaners Office Depot Parkway Mazda-lnfiniti Regas Grill Staples Sound Sensations Board of Education !.=.,' September 25, 2003 z \u0026gt; Page 3 z C') ,\u0026gt;....\n,o School/Department m Item Donor c3 :!l Forest Heights Two (2) t-shirts, valued at StarBucks Middle School $34.00, to be used as teacher incentives Forest Heights Three (3) $10.00 certificates Tony Roma's Middle School and six ( 6) certificates for free appetizer w/purchase of entree, ~ valued at $72.00, to be used as C/)C') C:,.... teacher incentives ~o ~~\n,o C'l m\n,o Forest Heights Two (2) $10.00 certificates to be Romano's Macaroni Gri 11 ~m ~ ~ Middle School used as teacher incentives ....\n,o ::\u0026gt;\u0026lt; CJ) Forest Heights Arkansas Democrat-Gazette Meghan Pittman of Arkansas Middle School newspapers, valued at $250.00, Flag and Banner as part of the Democrat's Newspapers for Education ,\u0026gt;..\u0026lt;. ?\u0026lt; \u0026gt;::c Program ~~ liiz ZC') Forest Heights Arkansas Democrat-Gazette Cloud Keyes of Alessi Keyes :l:C/l zm Middle School newspapers, valued at $125.00, Construction Company .... as part of the Democrat's Newspapers for Education Program Forest Heights Two (2) $10.00 gift certificates Frank Batisto of Dixie Cafe Middle School to be used as teacher incentives Forest Heights Two (2) $25.00 gift certificates Al Watkins of The Butcher Middle School to be used as teacher incentives Shop Steakhouse Forest Heights Six (6) Lan/Desktop Computers, Davis Lovercheck of Alltel Middle School valued at approximately $500.00 Communications each, to assist Mrs. Wang in implementing her multimedia grant Forest Heights Three (3) $10.00 gift certificates The Faded Rose, Inc. Middle School to be used as teacher incentives Board of Education September 25, 2003 Page 4 School/Department Jefferson Elementary School Jefferson Elementary School Jefferson Elementary School Jefferson Elementary School Mabelvale Magnet Middle School Parkview Arts/Science Magnet High School Romine Interdistrict Elementary School Romine lnterdistrict Elementary School Little Rock School School District Secondary Schools Item Five (5) cases of Pendaflex expanding files valued at $100.00 each 17 reams of Astrobright cardstock paper valued at $102.00 School supplies valued at $300.00 School supplies valued at $500.00 $100.00 cash to the Mabelvale Builders' Club to be used to purchase supplies and to provide members' incentives $636.00 cash to the Golf Team to be used to purchase golf bags $500.00 cash to be used to purchase a storage container for Pre-K equipment and additional Pre-K instructional materials School supplies, valued at approximately $500.00, to be distributed to students with specific needs Copies of the book entitled Paul Laurence Dunbar High School of Little Rock. Arkansas to each of the District's secondary school libraries. The total value ofthis donation is $1,200.00. Mr. Charles Minton Mr. Michael Woods Andover Place Retirement Residence St. Paul United Methodist Church Kiwanis Club of Southwest Little Rock Mr. Jerry Peters of Webster University The Wal-Mart Foundation EDS Arkansas Solution Centre The National Dunbar Alumni Association of Little Rock, Arkansas, Inc. to be presented by the association with the compliments of Mr. Charles Stewart of Regions Bank Board of Education September 25, 2003 Page 5 School/Department Little Rock School District Item Lexmark inkjet printers with \"Print Gallery\" CD-ROM containing high-resolution art masterpieces and teachers' guides to each of the District's 47 schools. The approximate value of this donation is $6,800.00. Donor Lexmark International through the Lexmark Print Art Educational Program It is recommended that these donation requests be approved in accordance with the policies of the Board. ''The Most Beautiful High School in America\" Little Rock Central High School 1500 South Park Street  Little Rock. Arkansas 72202 Phone 447-1400  Fax 447-1401 MEMORANDUM To: From: Through: Date: Re: Darral Paradis, Director of Procurement Regina Ezell, Assistant Princiw17 Nancy Rousseau, Principal - / IL-August 15, 2003 Donation Central High School solicits Board approval to accept from its patron the cash donation of $1,500 to CHS Incentive Program from Donnie Pointer, Coca-Cola Bottling Company. Littfe 'Roci Centra{ :J{ifJli Sclioo{ 1500 Soutli 'Park Street Litt{e 'Rock, .'Arkansas 72202 Phone 501-447-1400 :fax 501-447-1401 August 22, 2003 To: Darral Paradis, Director of Procurement From: ~\u0026gt;a,,., A, , , A - ' Nancy Rousseau, Principal / ~ Re: Donation to Little Rock Central High School Mr. Buddy Matson and Ms. Phyllis Brandon very graciously donated $1200 to Central High School. Their desire is that the donation goes toward the completion of the reflecting pool\nwith the understanding that the school will have a bench or plaque erected to honor the Class of 1953. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. )\u0026lt; ,,.... .) \u0026lt; c::c is~ C: :,0\n,:,z z C) ,E\nu, z.m.. . ..ittCe 'Rock. Centra{ JfffJli Sclioo{ 1500 Soutfi 'Park Street Litt{e 'Rock, .:Arkansas 72202 'Pfione 501-447-1400 :rax 501-447-1401 August 22, 2003 To: From: Re: Darral Paradis, Director of Procurement Nancy Rousseau, Principal~ ~ Donation to Little Rock Central High School Mr. Peter Kosuta of 5136 Cantrell Rd. Little Rock, AR 72207 donated a microwave, valued at $50.00, for our faculty lounge. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. LittCe 'Rock Centra{ Jfigli Sclioo{ 1500 Soutfi 'Park Street .itt{e Rock, .'Arkansas 72202 'Pfione 501-447-1400 :Jax 501-447-1401 DATE: AUGUST 26, 2003 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL ~~ SUBJECT: DONATION Mr. Sam Stueart of 1717 Teresa Circle Benton, AR 72015, very graciously donated $1,000 to the Central High Tiger Football Program. It is my recommendation that this donation be approved tn accordance with the policies of the Little Rock School District. ?\u0026lt; tJ)(\") C:,... \"DO ..... tJ) cnz ill C) i3 ill '\n:,:,~ -I\n,:, :,\ntJ) ,\u0026gt;-\u0026lt; \u0026gt;\u0026lt; :,:,. c:c \u0026lt;-~ gi:!! ::oz ZC) 31:tJ\u0026gt; mz -I I FAIR PARK ELEMENTARY SCHOOL To: Darrell Paradis Procurement M From: Samuel Branch Principal Date: September 3, 2003 Re: Donations Electronic Data Systems (EDS) donated money and school supplies valued at $600.00 for students use at our school. The money, $400.00, was donated to purchase agenda books for students. We are requesting that the District accept these donations. EDS contact person: Phylinthia Givens 500 President Clinton Drive Little Rock, Arkansas 72201 ,.._ ,,.. ....-\nT f'~\\ . ,_ I  . ...' ... ..,. FOREST HEIGHTS MIDDLE SCHOOL To: Mr. Darral Paradis Director of Procure~_\n!lt From: Elouise J. Hudson~ Principal Date: August 11 , 2003 RE: Donations Please accept the following donations to Forest Heights Middle School to be used as teacher incentives: Business Corky's 12005 Westhaven Dr. Little Rock, AR 72211 Cozymel' s Coastal Mexican Grill 10 Shackleford Dr. Little Rock, AR 72211 Joubert's 7303 Kanis Rd Little Rock, AR 72204 Mc Alisters's Deli 12019 Westhaven Dr. Little Rock, AR 72211 Donation/Approximate Value $10.00 Certificate 5 Free Desserts \u0026amp; 5 Appetizers $70.00 2 $25 .00 Certificates $50.00 2 Entrees \u0026amp; Drinks $20.00 5901 Evergreen Street  Phone (501} 447-2700  Fax (501) 447-2701  Little Rock, Arkansas 72205 :\u0026gt;\u0026lt;- ?\u0026lt; \u0026gt;:z: ~i iz ZG') :!:en .mz.. . Men's Wearhouse 12305 Chenal Pkwy Little Rock, AR 72211 Oak Forest Cleaners 8717 W Markham St. Little Rock, AR 72211 Office Depot 11400 W Markham St Little Rock, AR 72211 Parkway (Mazda-Infiniti) 12206 W Markham Little Rock, AR 72211 Regas Grill 317 S Shackleford Rd Little Rock, AR 72211 Staples 12309 Chenal Pkwy Little Rock, AR 72211 Sound Sensations 7500 Kanis Rd Little Rock, AR 72204 2 $25.00 Gift Cards $50.00 2 $25.00 Certificates $50.00 Label Machine, Cordless Telephone $100. 00 1 Free Oil/Filter Change \u0026amp; Full Detail $75.00 2 $10.00 Certificates $20.00 Wall Clock $50.00 Front Dash Speakers $75.00 ',- - p. A \"\\\nI J, - ~ .. ~ StarBucks Chenal Pkwy, Little Rock, AR 72211 Tony Romas's 11 Shackleford Dr. Little Rock, AR 72211 Romano's Macaroni Grill 11100 West Markham Little Rock, AR 72211 2 I-Shirts $34.00 3 $10.00 Certificates \u0026amp; 6 certificates for free appetizer with purchase of entree $72.00 2 $10. 00 Certificates $20.00 Also, please accept the following donations of Arkansas Democrat-Gazette Newspapers as part of the Democrat's Newspapers for Education program: Meghan Pittman, Arkansas Flag and Banner, P.O. Box 164868, Little Rock, AR 72216, donation valued at $250.00. Cloud Keyes, Alessi Keyes Construction Company, P.O. Box 25414, Little Rock, AR 72221 , donation valued at $125.00 Thank you for your consideration I .,.. ,, :) , .., \"' \" .. .. . ~ \u0026gt;\u0026lt;  - 0 :c 5 ! C::,, :,, z zc, ii: V\u0026gt; z.m. . FOREST HEIGHTS MIDDLE SCHOOL To: Mr. Darral Paradis Director of Procurement From: Elouise J. Hudson Principal Date: August 18, 2003 RE: Donations Please accept the following donations to Forest Heights Middle School to be used as teacher incentives: Business Frank Batista Dixie Cafe 1301 Rebsamen Park Road Little Rock, AR 72202 Al Watkins The Butcher Shop Steakhouse 10825 Hermitage Road Little Rock, AR 72211 Donation/Approximate Value 2 $10.00 Gift Certificates 2 $25 . 00 Gift Certificates Also, please accept the donation of 6 computers from Davis Lovercheck, Lan/Desktop, Alltell Communications, #1 Allied Drive, Little Rock, AR 72202, estimated cost $500 each, total $3,000.00, to Mrs. Wang to assist her in implementing her multimedia grant. ~= ...... _l ~-~ ~ ... ~ :r~ - ,. .. J ....... ... -- .. , 5901 Evergreen Street  Phone (501) 447-2700  Fax (501) 447-2701  Little Rock, Arkansas 72205 FOREST HEIGHTS MIDDLE SCHOOL To: Mr. Darral Paradis Director of Procureme~ From: Elouise J. Hudson~ Principal Date: August 29, 2003 RE: Donation The Faded Rose, Inc. P.O. Box 7563, Little Rock, AR wishes to donate 3 $10.00 ($30.00) certificates to Forest Heights Middle School to be used as teacher incentives. It is recommended this donation be approved in accordance with the policies of the Little Rock School District. Thank you for your consideration ,,_.......,. , ............ ' . . f ~-- ~ ... \" . - ..  5901 Evergreen Street  Phone (501 ) 447-2700  Fax (501) 447-2701  Little Rock, Arkansas 72205 )\u0026lt; ,.. ?\u0026lt;  :c ~i iiz ZG') !I: Cl\u0026gt; .mz.. . J EFFERSON ELEMENTARY S CHOOL August 21, 2003 To: From: Darral Paradis, Director Procurement and Materials Management Roberta Mannon, Principal t.i . Jefferson Elementary School Subject: Donation The following donation has been made to Jefferson Elementary School. Mr. Charles Minton, 53 Lefever Lane, Little Rock AR 72227: Five cases of Pendaflex expanding files valued at $100.00 each (total value $500.00). It is recommended that this donation be approved in accordance with the policies of the Little Rock School District. ' 'I' 2600 N McKinley Street Phone 447-5000  Little Rock, A rkansas 72207 JEFFERSON ELEMENTARY SCHOOL August 25, 2003 To: From: Darral Paradis, Director Procurement and Materials Management Roberta Mannon, Principal f 1/l. Jefferson Elementary School Subject: Donations The following donations have been made to Jefferson Elementary School. Mr. Michael Woods, 12 Cinderella Circle, Little Rock AR 72204: Seventeen reams of Astrobright cardstock paper valued at $102.00. Andover Place Retirement Residence, 2601 Andover Court, Little Rock, AR 72207: School supplies valued at $300.00. St. Paul United Methodist Church, 2223 Durwood Road, Little Rock, AR 72207: School supplies valued at $500.00 It is recommended that these donations be approved in accordance with the policies of the Little Rock School District. . . - ... - 2600 N. Mc Kinley Street Phone 671-6281 Little Rock. Arkansas 72207 !.=.,' z \u0026gt;z (\") \u0026gt;,... ill c3 =l ,\u0026gt;..\u0026lt;. \u0026gt;\u0026lt; \u0026gt;\" c:i: gi :z0 z C) mE \"' z... . Mabe/vale Magnet Middle School 10811 Mabe/vale West Road Mabe/vale, AR 72103 To: Darral Paradis, Director of Procurement From:~nn Blaylock, Principal Date: September 3, 2003 Re: Donations Please accept the donation of $100.00 from the Kiwanis Club of Southwest. These funds were donated to our Mabe/vale Builders Club. The purpose of the donation is to buy supplies for the Builders Club and provide incentives for our members. Our students are very excited about their involvement with the Kiwanis Club of Southwest Little Rock. The SWLR Kiwanis have been our Partners-In-Education since 1996. It is recommended that this donation request be approved in accordance with the policies of the Little Rock School District. Aug , 21 03 03: 15p F. 1 VENDOR 2426567 Parkview Arts/Science Magnet HS CH::CKNO 754344 P.O.NO INVOICE ~O INVOICE DATE DESCRIPTION AMOUNT PAID 0 Ping J Bags 08/13 / 2003 IM $ 636 . 00 Mt, P1-11\u0026lt;.AD IS , !ll/Lj NMUC ,s IG?t~I/\n111ct[u,.0G, . IA1Zll ,HC Galr CoACH Ar PA-R-IOJIEW fhc\n,11 Sct\not\u0026gt;l. /!111\u0026lt;, (JE/2./21/ Pe: tf:\"rt S , F~b'W\\ //Vt.\"ESTc-\"ii .. LlNi11. AT L,Hk, l\u0026lt;oc.k:.. hAs Ar\nA.1N ckJ{ATll) fuNb5 tD l)UI\u0026lt;.. f\nc\u0026gt;IF T~ I Fem r1-1t.-: /u1\u0026lt;.clf#s\u0026amp; tJf G'ot..F 6Ac\ns. Could we. p/~sE Acktvowletx\n, ~ ,. ,, 111-EJR... r\noJt\"'fL011.s,ry ANI\u0026gt; 5CND JHW-. A !f/AfllK. yov.. Le-rrc:.7:2.. - _ AddK'.. ~ . W C::r3S-r\u0026lt;=11... {). N , J/. AsA.P. /ffl: c~.S /S  ~00 t-'vC'fl.erroLSUITGiSrJo L,--HIG 12.ocf\u0026lt;... ~ 7)__\n)..0 / !f/A t-1 k 5 1 ~e~ Go\\~ MJh i 1 2UG3 p~W f\u0026amp;.i1 WEBSTER UNIVERSITY 08/18 / 2003 CHECK TOTAL $636.00 ********$6 36. 00 PAY EXACTJ ,. y  SIX HUNDRED THIRTY-SIX DOL:,A .~. S AND 00 CENTS    l t\u0026gt;llo l'IIUl0t0t Parkview Arts/Sc ience Magnet HS 2501 Barrow Road Little Rock, AR 72204 11 o 7 s i. 3 1., i. 11 , : o a 1, s 1, 7 a g 7,: s a o  o o rn~, so Ei 1., 11 SECOS:D SIGNATURE RFQu:rn OVER SJG .00 Au~ 21 03 03: 15p Parkview Arts/Science Magnet High School Phone : (501) 447- 2300 2501 Barrow Road Little Rock, AR 72204 FAX : (50 1) 447 - 2301 Total# of Pages:\n)_ (Including this cover page) ~--- Date Se~t: 8 \n). I  0 3 Time Sent Please notify us immediately if not receiving properly by calling (501) 447- 2300 COMMENTS: \"Best By Choice\" ROMINE INTER ISTRICT SCHOOL Theme: Computer Science and Basic Skills August 27, 2003 TO: Darral Paradis, Director of Procurement FROM: RE: Lillie Scull, Principal d (  . Donation The donor listed below has generously donated $500.00 to purchase a storage container for Pre-k equipment, and additional Pre-k instructional materials. Wal-Mart The Wal-Mart Foundation 702 SW 8th Street Bentonville, AR 72716-0150 Contact person: Renita Thompson It is recommended that this donation be approved with thanks in accordance with the policies of the Little Rock School District Board of Directors. Thank you for your consideration. ~- ,- rP\"\"'r' f'f'  , ....' .. -t., ,.. ... ' ::.. :: ~ \"'n C:,... -0 0 -\u0026lt;en ciiz\no C) qi~ 5'\n: --\u0026lt;\no ~ 0(. DI~ \\ iJi / Theme: Computer Science and Basic Skills August 27, 2003 TO: FROM: RE: Darral Paradis, Director of Procurement Lillie Scull, Principal :Jf:. S Donation L The donor listed below has generously donated school supplies in the amount of approximately $500.00 to be distributed to students with specific needs: EDS Arkansas Solution Centre 500 President Clinton Avenue Suite215 Little Rock, AR 72201 Contact person: Levita Scull It is recommended that this donation be approved with thanks in accordance with the policies of the Little Rock School District Board of Directors. Thank you for your consideration. r- ..~. .,.. .,.- ~ r-- f I\"' \"~ - -\" ... t .. , .... ,,. .. :: TO: FROM: Little Rock School District Department of Instructional Technology 3001 S. Pulaski Street Little Rock, Arkansas 72206 September 2, 2003 Darral Paradis, Director, Procurement and Materials Management Lucy Neal, Director, Technology and Media Services SUBJECT: Donation of Books The National Dunbar Alumni Association of Little Rock, Arkansas, Inc. is donating copies of the book Paul Laurence Dunbar High School of Little Rock, Arkansas to each of the District's secondary school libraries. These books are presented by the association with the compliments of Mr. Charles Stewart of Regions Bank. The value of these books is $1200. It is recommended that these donations be accepted according to the policies and procedures of the Little Rock School District. .... :\u0026gt;\u0026lt;- ?\u0026lt; \u0026gt;:c cg\n! l5\n:a iz ZC\u0026gt; lC en zm... . Little Rock School District Department of Instructional Technology 3001 S. Pulaski Street Little Rock, Arkansas 72206 September 5, 2003 TO: Darral Paradis, Director, Procurement and Materials Management FROM: Lucy Neal, Director, Technology and Media Services SUBJECT: Printer Donation Through the Lexmark Print Art Educational Program, Lexmark International has offered to donate a Lexmark inkjet printer to each school in the Little Rock School District. The printers come with a \"Print Gallery\" CD-ROM with more than I 00 high-resolution art masterpieces and teachers guides. The value of this donation is approximately $6800. It is recommended that this donation be accepted according to the policies of the Little Rock School District. I I DATE: TO: THROUGH: Little Rock School District Financial Services 810 West Markham Street Little Rock, AR 72201 Phone: (5011 447-1086 Fax: (5011 447-1158 September 25, 2003 Little Rock School District Board of Directors ~d M. Stewart, Chief Financial Officer Morris L. Holmes, Interim Superintendent PREPARED BY: Mark D. Milhollen, Manager, Financial Services  Subject  Summary  Objectives  Expected Outcomes Financial Reports District funds are reported for the period ending August 31, 2003. To report the District's financial status monthly to the Board of Directors. The Board members will be informed of the District's current financial condition.  Population/Location N/ A --------------------------  Budget Amount/Source NIA  Manager Mark Milhollen, Manager of Financial Services  Duration NIA  Long Range/Continuation Financial reports will be submitted monthly to the Board.  Other Agencies Involved None  Expectations of District N/ A  Needed Staff Comments  Recommendation NIA None Approval of the August 2003 financial reports. We recommend that the Board approve the financial reports as submitted. LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED AUGUST 31, 2002 AND 2003 APPROVED RECEIPTS % APPROVED RECEIPTS % 2002/03 08/31/02 COLLECTED 2003/04 08/31/03 COLLECTED REVENUE-LOCAL SOURCES CURRENT TAXES 58,550,000 9,596,952 16.39% 57,547,800 10,520,580 18.28% DELINQUENT TAXES 8,000,000 582,550 7.28% 10,100,000 527,648 5.22% 40% PULLBACK 29,400,000 29,600,000 EXCESS TREASURER'S FEE 187,000 210,000 DEPOSITORY INTEREST 385,000 180,000 REVENUE IN LIEU OF TAXES 135,000 150,000 MISCELLANEOUS AND RENTS 340,000 9,562 2.81% 380,000 28,873 7.60% INTEREST ON INVESTMENTS 275,000 37,196 13.53% 200,000 36,679 18.34% ATHLETIC RECEIPTS 160,000 240,000 TOTAL 97,432,000 10,226,261 10.50% 98,607,800 11,113,781 11.27% REVENUE - COUNTY SOURCES COUNTY GENERAL 24,000 5,094 21.23% 21,000 5,420 25.81% TOTAL 24,000 5,094 21.23% 21,000 5,420 25.81% REVENUE- STATE SOURCES EQUALIZATION FUNDING 54,867,630 5,020,099 9.15% 53,226,139 4,838,739 9.09% REIMBURSEMENT STRS/HEAL TH 7,590,000 8,300,000 VOCATIONAL 1,340,000 119,652 8.93% 1,400,000 114,835 8.20% HANDICAPPED CHILDREN 1,700,000 1,675,000 EARLY CHILDHOOD 273,358 68,340 25.00% 273,358 TRANSPORTATION 3,685,226 3,875,562 INCENTIVE FUNDS - M TO M 3,265,000 3,900,000 ADULT EDUCATION 1,006,014 109,000 10.83% 920,337 POVERTY INDEX FUNDS 658,607 560,545 267,486 47.72% EARLY LITERACY LEARNING 120,000 TAP PROGRAM 285,271 142,636 50.00% 285,245 AT RISK FUNDING 650,000 360,000 TOTAL 75,441,106 5,459,727 7.24% 74,776,187 5,221,060 6.98% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 620,000 770,000 TRANSFER FROM OTHER FUNDS 1,126,233 1,350,000 TRANSFER FROM MAGNET FUND 1,664,438 1,632,430 TOTAL 3,410,671 0 0.00% 3,752,430 0 0.00% TOTAL REVENUE OPERATING 176,307,777 15,691,083 8.90% 177,157,418 16,340,262 9.22% REVENUE - OTHER FEDERAL GRANTS 25,152,981 882,062 3.51% 24,075,790 797,161 3.31% DEDICATED M\u0026amp; 0 3,980,000 4,000,000 15,800 0.39% MAGNET SCHOOLS 25,065,942 24,689,351 TOTAL 54,198,923 882,062 1.63% 52,765,141 812,960 1.54% TOTAL REVENUE 230,506,700 16,573,145 7.19% 229,922,559 17,153,222 7.46% LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED AUGUST 31, 2002 AND 2003 APPROVED EXPENDED % APPROVED EXPENDED % 2002/03 08/31/02 EXPENDED 2003/04 08/31 /03 EXPENDED EXPENSES SALARIES 100,865,586 4,573,892 4.53% 100,684,982 4,497,431 4.47% BENEFITS 24,838,361 1,349,868 5.43% 26,483,772 1,407,317 5.31% PURCHASED SERVICES 19,795,774 1,860,832 9.40% 19,719,297 1,809,458 9.18% MATERIALS \u0026amp; SUPPLIES 8,347,098 656,943 7.87% 8,185,459 866,525 10.59% CAPITAL OUTLAY 1,616,991 54,616 3.38% 1,575,580 3,435 0.22% OTHER OBJECTS 8,508,680 51 ,213 0.60% 8,384,567 47,886 0.57% DEBT SERVICE 12,217,048 4,880,555 39.95% 12,098,342 4,705,779 38.90% TOTAL EXPENSES OPERATING 176, 189,538 13,427,918 7.62% 177,131,999 13,337,831 7.53% EXPENSES-OTHER FEDERAL GRANTS 26,148,726 883,108 3.38% 26,056,193 1,131,685 4.34% DEDICATED M\u0026amp; 0 3,980,000 377,718 9.49% 4,000,000 582,601 14.57% MAGNET SCHOOLS 25,065,942 730,750 2.92% 24,689,351 709,338 2.87% TOTAL 55,194,668 1,991,577 3.61% 54,745,544 2,423,624 4.43% TOTAL EXPENSES 231,384,206 15,419,494 6.66% 231,877,543 15,761,455 6.80% INCREASE (DECREASE) IN FUND BALANCE (877,506) 1,153,650 (1,954,984) 1,391,766 BEGINNING FUND BALANCE FEDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 1,645,440 1,645,440 3,558,580 3,558,580 OPERATING 8,557,652 8,557,652 9,026,855 9,026,855 ENDING FUND BALANCE FEDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 649,695 535,924 1,578,177 1,947,916 OPERATING 8,675,891 10,820,817 9,052,274 12,029,286 TOTAL 9,325,586 11,356,741 10,630,451 13,977,202 LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED AUGUST 31, 2003 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES END BALANCE 07-01-03 2003-04 2003-04 2003-04 2003-04 08-31-03 $6,200,000 BOND ISSUE FAIR 33,282.90 33,282.90 MCCLELLAN 77,219.02 77,219.02 CONTINGENCY 0.00 0.00 SUBTOTAL 110,501 .92 0.00 0.00 0.00 0.00 110,501.92 $136,268,560 BOND ISSUES ADMINISTRATION 32,802.37 15,698.50 17,103.87 NEW WORK PROJECTS 18,614,545.40 2,742,208.56 9,290,107.28 6,582,229.56 SECURITY PROJECTS 42,273.97 42,273.97 LIGHTING PROJECTS 29,869.56 29,869.56 MAINTENANCE \u0026amp; REPAIR 2,768,579.81 1,074,540.89 1,157,159.61 536,879.31 RENOVATION PROJECTS 31,306,506.59 3,679,231 .44 13,539,869.91 14,087,405.24 TECHNOLOGY UPGRADES 2,335,019.24 600,922.23 58,711.57 1,675,385.44 SUBTOTAL 55,129,596.94 0.00 0.00 8,112,601 .62 24,045,848.37 22,971,146.95 REVENUES PROCEEDS-PROPERTY SALE 444,618.31 444,618.31 DUNBAR PROJECT 5,266.71 5,266.71 PROCEEDS-BOND SALES 22,074,599.23 22,074,599.23 PROCEEDS-QZAB SALE 1,293,820.97 1,293,820.97 INTEREST 7,288,776.89 77,713.04 7,366,489.93 SUBTOTAL 31,107,082.11 77,713.04 0.00 0.00 0.00 31,184,795.15 GRAND TOTAL Dli iHZ lDll l!Z ZZ Zl~ ll~ J2.J2ll D lli lill:llii i~ ll~:i a~a ~z ~ililiW!li Fund Purchase Date Operating 06-09-03 Operating 07-19-03 Operating 04-08-03 Operating 08-29-03 Total Food Service 08-18-03 Total Activity Fund 08-27-03 Total Bond Account 03-10-03 Capital Projects Fund 01-17-03 Capital Projects Fund 01-17-03 Capital Projects Fund 02-14-03 Capital Projects Fund 01-29-03 Capital Projects Fund 01-17-03 Capital Projects Fund 02-14-03 Capital Projects Fund 05-15-03 Capital Projects Fund 07-15-03 Capital Projects Fund 01-22-03 Capital Projects Fund 05-15-03 Capital Projects Fund 08-01-03 Capital Projects Fund 09-17-02 Capital Projects Fund 08-18-03 Total Deseg Plan Scholarship 06-11-03 Total Rockefeller Scholarship 06-24-03 Total I Risk Management Loss Fund 08-20-03 LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED August 31, 2003 I I I I Maturity Institution Date 12-08-03 Regions 01-19-04 Regions 12-05-03 Pulaski TFN Bank of America TFN Bank of America TFN Bank of America I 09-08-03 Regions 01-16-04 l Metropolitan 01-16-04 Bank of the Ozarks 10-15-03 Bank of the Ozarks 01-29-04 Bancorp South 01-16-04 Superior 11-14-03 Superior 08-16-04 I USBANK 09-02-03 USBANK 01-16-04 Bank of America 05-14-04 Bank of the Ozarks 12-01-03 Bank of the Ozarks 09-15-03 Bank of the Ozarks TFN Bank of America 12-04-03 Bank of America 01-15-04 Bank of America TFN Bank of America lN3WNHnorov \"IX S9NIHV3H\"X '. Interest Rate I Type I I I I I I I I i ' I I I I I I ' 1.090% I Money Market 0.945% Money Market 1.290% Money Market 0.970% Repo I 0.910% I Repo I 0.740% I Treasury Bills 1.190% CD I 1.930% CD 2.250% I CD 1.440% CD 2.000% I' CD 2.250% CD 1.900% I CD 1.420% CD 1.130% CD 1.240% Treasury Bills 1.360% I CD 1.220% CD 2.200% CD 0.910% I I Repo 0.920% Treasury Bills I 0.760% Treasury Bills I 0.700% I Repo lHOd3H S,ld0S S\u0026gt;IHVW3H 9NISO1:\u0026gt; \"XI Principal 20,000.00 20,000.00 10,000.00 13,075,000.00 13,125,000.00 1,255,000.00 1,255,000.00 948,000.00 948,000.00 400,000.00 1,000,934.31 5,116,598.09 10,000,000.00 2,058,896.90 2,500,000.00 11,000,000.00 11,000,000.00 5,000,000.00 5,299,646.43 9,000,000.00 3,048,218.28 10,000,000.00 4,930,000.00 I 80,354,294.01 664,995.48 664,995.48 250,909.40 I 250,909.40 500,000.00 I 500,000.00\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"geh_vhpohr_216","title":"Oral history interview of Frank Parker Hudson","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Panama, Albrook Air Force Station","Panama, Chiriquí, David District, Corregimiento David, 8.42729, -82.43085","Panama, Panama Canal Zone, 8.9536841, -79.5376179437931","Panama, Rio Hato Army Air Base","Pan American Highway System","United States, Arizona, Davis-Monthan Air Force Base, 32.17079565, -110.869902396303","United States, California, Riverside County, March Air Force Base, 33.89209, -117.2631","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Sumter County, Americus, 32.07239, -84.23269","United States, Kansas, Fort Leavenworth, 39.345184, -94.921703","United States, Maryland, Harford County, Aberdeen Proving Ground, 39.46686, -76.13066","United States, New York, Mitchel Field, 40.734982, -73.5944933"],"dcterms_creator":["Lacy, Margaret","Hudson, Frank Parker, 1918-2008"],"dc_date":["2003-08-23"],"dcterms_description":["In this interview, Frank Hudson recalls his service in the U.S. Army Air Corps during World War II. After college, he became an ordnance officer in a new branch of the Army Air Corps known as Aviation Ordnance. After training, his unit spent time filling ammunition rounds and putting them in link belts to be sent to Murmansk, Russia, as part of the Lend-Lease program. His next duty was to protect the Panama Canal from Japanese attack. They discovered that bombs had been stored in revetments alongside the canal, so he spent several days loading and unloading bombs, including confiscating trucks and men from other nearby units. He recounts a story about painting bombs for less visibility from the air. He recalls how the U.S. was making treaties with Panama, Ecuador, Guatemala, and Peru to build bases in those countries. As a commander, he frequently traveled to each of these countries via the Galapagos Islands. He recalls the effect viral fevers had on the squadrons and their men. He was transferred to a stateside unit, where he was put into a training squadron so he requested a transfer. He was then sent to Moses Lake (Wash.) which was being built as a training base for B-29s, but it was not completed and he was sent back to Aberdeen Proving Ground in Maryland. There he ran a training program, where he trained personnel in bomb recognition. He supervised the script writing for two Army training films, \"Bomb Handling I\" and \"Bomb Handling II,\" and was sent to California as a technical advisor. He discusses Consolidated Vultee building B-24 Liberators for the British under the Lend/Lease program; they were first known as LB (Land Bomber) 30s. He describes the first use of radar over the Galapagos Islands to pick up ships. He tells harrowing stories about some of his experiences in Panama. He relates the dangers of German submarine attacks, including attacks in Curaçao and Aruba, which were ports for oil tankers. He recalls his first days after the war and his time in the reserves. He explains that because he had studied the Army Courts Martial manual at ROTC, he often acted as a Judge Advocate General. He describes his philosophy of leadership and morale.","Frank Parker was in the U.S. Army Air Corps during World War II.","FRANK PARKER HUDSON VETERANS HISTORY INTERVIEW Atlanta History Center August 27, 2003 Interviewer: Margaret Lacy Transcriber: Stephanie McKinnell TAPE 1 SIDE A Margaret Lacy: … and I am Margaret Lacy, and we are in the Atlanta History Center on August the 27th, and Mr. Frank Hudson is our speaker. Frank Hudson: Thank you, pleased to have the opportunity. ML: I didn't explain the introductory paragraph. You already know we're going to record what you did and where and when and anything else that you want to know about on the next sixty minutes of tape. We'll _ wrap up. You have given your name, and we have the current address, and where we are, but we need your date of birth and your address. FH: I was born in Americus, Georgia. That's in Sumter County, and I was born on the 12th of December, 1918. ML: And you were in which branch of the service in the war? FH: I was commissioned as an ordnance officer in 1941, and I served with the air force and then came back to the ordnance. ML: And the rank, when were you drafted, or did you enlist? FH: I was a senior ROTC student and went to summer camp after graduation from Tech. And that is why I got into the service on July 29, 1941. ML: Just before Pearl Harbor. FH: Long enough to get overseas and avoid what happened. ML: Where were you living at that time? FH: Where was I living, I was living at Georgia Tech until I went into ROTC camp, and then immediately after ROTC camp, I went into the service at Aberdeen Proving Ground, Maryland. ML: Can you recall your first days in the service, what did it feel like, what you did? FH: I was late for roll call. No, actually, my first, after being commissioned on a Saturday, we went back on Monday and started the special training for a new branch of the service called aviation ordnance. And we were ordered to active duty for one year and guaranteed we would be released in time enough to get home on such and such a date in, just one year of service is all we were signing up for. ML: _ where did you go after that? FH: Aberdeen and finished training in bombs and fuses and such things related to what we were going to be involved in. We were transferred to Mitchell Field on Long Island, New York, and waited for a boat . And we were there filling ammunition rounds, putting ammunition rounds in link belts, and the Russians, we shipped them to the Russian by _ for the lend-lease program in effect. We were supplying the Russians with ammunition. When I finished, when we got on the ship, we sailed to Panama. ML: Didn't go to Russia? FH: No, I wasn't going to Russia, no, no. I was going to have duty to protect the Panama Canal. So I was, went down to Panama on the ship Ancon, and we, upon arrival, we were, it was five other people, officers in the same condition as I was in. All of us assigned to Panama and none of us had on our dress uniforms, so we got off the ship, they loaded us up in the staff car and took us to a tailor downtown, in downtown Panama City for us to get our white dress uniforms and our dinner jackets so we could eat the mess at Aubrook Field. So while we're waiting for them to be delivered, they let us eat in the main dining room behind a screen. Really. ML: What was the rank you had at that time? FH: Second lieutenant, just a few days. ML: How long were you there? FH: I was at Aubrook Field and without any special uniforms, I was sent to Riohato, which was a training base that we were renting from the Panamanians, up on the west coast of the Republic of Panama. And we were on the Gulf of Panama. They had troops who would come up from the Canal Zone and do training exercises and so forth. And you could not, we could not fly an American flag, that was part of the treaty with Panama that, for us to use that base. One of the rules was you could not fly the American flag. So one thing that happened was that the day Pearl Harbor, the next morning, I had a Confederate flag flying in front of base headquarters, and it stayed there until I left. The Panamanians just loved it, and I didn't violate the treaty. But I was there long enough to outfit two companies and, we had no draftees… ML: All volunteers. FH: They were all regulars, all the officers were, whatever, but the all soldiers were regular army. Under the draft rules that no draftee could be sent overseas until we win the war. So the interesting part of it, as a second lieutenant, I commanded, I was the only officer in commanding two companies plus I was the base ordnance officer. And it converted from an infantry base to an Army Air Corps base overnight when the Japs hit Pearl Harbor. We, all the bombs that we had, a very few bombs stored at Riohato, but all the bombs in the Canal Zone to take to defend the canal were in the rebuttments alongside the canal. And they suddenly realized that if they blew up one of those bomb storage places, they'd shut the canal down. So they decided to send all those bombs to me up at Riohato. So I had night and day, 24 hours a day, for several days, was unloading bombs, kicking them off the rear end of trucks. We confiscated trucks from the army corps of engineers who were building the Pan-American highway, coerced them into duty, hauling bombs eighty miles from the Canal Zone up to Riohato. And just kicking and hiding them under trees, that's all we could do with them. We had quite a few experiences with army bureaucracy I'd call it. The rules were in those days that high explosives had to be painted yellow, bright yellow. So when then, in a month or two, the drought season came and all the leaves fell off the trees, and you could see those yellow bombs for miles and miles and miles if a plane came in. So we started painting them olive drab. We got them all, got them all painted, and we had a visitor from Quarry Heights, which was the headquarters of the Caribbean Defense Command, and he said the regulations say those bombs have to be yellow. I want you to paint them yellow right away. Well, we drug our tails and about three days later, an order came out that all bombs would henceforth be olive drab. ML: They were already olive drab? FH: We already painted them olive drab. We painted the yellow to olive drab and then this colonel ordered us to paint them back to yellow. And in the meantime, they flew in all these planes, and we were overnight, I guess, the world's largest airbase, but that didn't last long. We started, they were busy making treaties with Ecuador, Peru, Guatemala, and Panama for additional bases down there to protect, to put in airfields to protect against the Japanese coming in from the west. So I supervised, I had a company, I ended up with one company in platoons in five foreign countries. In those days, the company commander had to pay the men off once a month, and the only way I could get around was fly with the bombers out to Galapagos and then fly back with another crew that was flying back to another base because we all flew from the mainland out to the base on the Galapagos islands. They had lunch and then flew back so I could go out there and end up, I could go out there from Panama and end up in Guatemala or go out there from Panama and end up in Peru. So it was quite an experience but it soon started the allotment system so everybody could send money. They'd take money out of the pay and send it to a bank or to the wives or whatever those rules were. But I was transferred, excuse me, I had a lieutenant in charge of a platoon in Ecuador who had to have his phone installed in the latrine because everybody down there was getting bowel ailments of all sorts. So I got orders cut for me to go down there and relieve him for a month. And he came back to Riohato to operate in my place. But I had to take his place with the 25th Bombardment Squadron. And while I was there, secret orders came out from Washington freezing everybody that was attached to the air corps to integrate us into the air corps. And you remained in your present position. Very shortly, orders came out for the 25th Bomb Squadron to be sent overseas, and I went back to the states with the 25th Bombardment Squadron and went to Davis _ Field in Tucson, Arizona. And after one month leave and at the end, we got back and reported back to duty, and none of the fly boys could pass physical exams because of dysentery and diarrhea. And they put them all in training including me, we were all put into a training command in the 2nd Air Force. So here I am with all this experience in bomb handling with a company at Davis _ Field filling practice bombs with sand for the boys to take out and drop. And that didn't go very well, so I started complaining and sent a request for transfer. And it had to go the 2nd Air Force in Spokane, Washington, before it went on to Washington. And there at Spokane was Colonel E. C. Franklin, who had been my ROTC instructor at Georgia Tech. And he called me on the phone and says, I know what you want, you're tired of seeing everybody else get promoted and you can't get promoted because you're moving too fast, moving too many places. So he says, I'm going to get your orders over there to send you to Moses Lake, Washington. And that was a base being built for the B-29s to fly out of Moses Lake to go to the Aleutian islands and from there to Japan. It turned out we didn't need it because we took Saipan and Tinnean in the meantime, and these bases didn't ever fulfill their missions. But I was only at Moses Lake a little over a month when Hap, General Hap Arnold ordered me back to Aberdeen Proving Ground to run the school for the aviation ordnance that I had been a student, where I had been a student. So I was an instructor for several months, and then they made me chief, and then they made me, combined several sections and I became chief of the small arms aviation ordnance section at the ordnance school. We had five thousand or more students going through all the time. Some of them are on one-week course, some of them are on six weeks courses, always great time coming through and being educated in the finer points of ordnance. And we trained a lot of OSS personnel, we had a, there was a collection, museum, I think they called it, of foreign ordnance. And we were teaching the OSS which was the precursor of the C.I.A. and all these civilians came through. We were teaching them what different things were, mainly by sight because they were going behind the Iron Curtain. Not the Iron Curtain then, into German territory and reporting back. They were mostly foreigners, and they were reporting back just what they were seeing. ML: __. FH: In, I went back in early '43, early 1943 is when I went back. We kept expanding the school and training more people. I wanted to go overseas and fight so badly, but they had a rule at the ordnance school that if you had ever been overseas, you couldn't go until everybody else went. And, of course, I soon realized that that could never happen because every class that we graduated, they would pick the best students and make them instructors and send our instructors out, let them go overseas. So I just relaxed and did my job. Got married and… I supervised the writing of the script for two army training films, bomb handling. The films were on bomb handling titled “Bomb Handling 1” and “Bomb Handling 2.” And we, the scripts were for films that they were planning to shoot in Hollywood. Then they decided that they needed a technical advisor, so then the whole, they didn't know, nobody knew as much about handling bombs as I did. So I was sent out there to, over Christmas in 1944, Christmas 1943, which took me into 1944. I was in Beverly Hills with the Signal Corps Photographic Center making these films from the scripts that we had written. Santa Anita racetrack had been converted, there was no racing, and they converted it to an ordnance base so we had lots of training going on there anyway. So a lot of the shots were taken there and at _ was out at Lawrence Field at Riverside. Let's see, what else was… they had a hotel with . . . the Signal Corps Photographic Center in Hollywood was filled up with technical advisors and their families and I didn't have any family. So when I got there, there was no room at the inn. So the mother superior, secretary at the Signal Corps Photographic Center says, well, I'll take care of you. She had two young children and she had rented the Duhaney residence on Duhaney Drive. And if you're old enough to know the Duhaney, the big scandal in the oil business, _ down a lot of politicians I think, it was in Calvin Coolidge's period as being president. But anyway, we had that house, and she filled it up with… ML: _ big house. FH: Oh, it was, we had one family with three kids there, a captain and his wife and three kids. And we had, there were bachelors like myself, but it was a nice experience, and I saved enough money to come back and buy a ring and ask her to marry me. So that was, and I did get married June 3, 1944. My service continued, and when the war was over, I was offered the job of going to Hiroshima and Nagasaki and doing the surveying. And the offer was that you'd come back to Twenty-nine Palms, California, and write your report and then you would be released. Well, I'd been fooled on those kind of promises before, so I said no, I think I'm going to go to Atlanta, Georgia. That's right. And I had the points system, you know the point system is what got us out. So the first day that Fort George Meade of Maryland opened up for processing of release of soldiers, I was in line. I was there and was released there in, let's see, September, October, my last day official was in January 1945. Not, January 1946. But I had a, I had time before other people by the thousands were discharged. I could go in Baltimore, I could go in, buy a suit of clothes and white shirts. And when I got to Atlanta and signed up for my career job, I needed more clothes, and you go to Parks Chambers or Zachary's or Muse's, and there was nothing hanging on the shelves, nothing. And you'd sit down and they'd bring out one suit and they'd ask you to try it on. The Navy boys, the Navy officers had it great because they had white shirts when white shirts just weren't available. It was quite an experience. So I never shot at anyone, no one ever shot at me. I had experiences that were life-threatening, but nothing happened. I survived. ML: _ paying. FH: No, uh. ML: How many different countries were you in? FH: Guatemala, Panama, two places, David and Riohato, skipped the Canal Zone, I just go in there and get out and had my wisdom teeth taken out. Flew nine hundred miles to get my wisdom teeth removed. Ecuador, Peru, and the Galapagos Islands, they're on Ecuador so that's really one country. One of my experiences happened within two or three days after the war started. We had a, the airplanes that were there before they started bringing in our B-30s which we later called B-24s, we were making their B-30s. I believe Consolidated _ was building them for the British in the lend-lease, and when we got in the war, they just, I say converted them to right hand drive, left hand drive, whatever it is. And we just took them off the assembly line, and it was the first use of radar. The British had developed radar, they get credit for that. And we were using it flying from the mainland out to the Galapagos Islands to try to pick up any ships that might be coming in, from all these bases, flying out there and going back everyday. And so they never left a square inch uncovered by using the radar. And we had the B-24s and the B-17s, several different versions of the B-17s. But when I got down there, we had B-18s, and that's like an old DC-3 converted into a bomber. And we had a report there was a sub in the water out off our base, and they rushed a B-18 out and in taking off, it flew into a barracks. And it killed a colonel, engineer officer, and a major, the head officers there, and they were playing pinochle at night. And there was no fire, no explosion, but all the bombs were laying out in a disabled airplane, I tell you it was disabled. It lost an engine, there were just two engines, and it lost an engine on take off, and just curved right down into the barracks. I, surveying this situation, decided that the thing to do was to get the fuses out of the bombs and get the bombs out of there because the fuses were armed. They pulled, the weight of gravity, momentum and everything else ripped the bombs out of the bomb racks, and the fuses armed that way. And that's the dangerous situation when we had four or five hundred pound bombs that were armed, two of them were armed in the nose and one of them was armed in the tail. And I, we didn't have any real flood lights, operating with flash lights, and I decided that the safest thing to do was just let everything sit there until daylight. About this time, this colonel who was the base commander, he came rushing over and took a look at the situation. He says, get them out of there. I said, we're going to wait to daylight, with all due respect, blah, blah, blah. He says get them out of there now. So I called for volunteers and got one sergeant who was a, wonderful troops, always had wonderful troops. They got into troubles of all kinds but I kept them out of trouble for real, never had one prosecuted but had plenty of reasons to save their souls. Keeping on duty, one sergeant was willing to go in with me and we went in and we slowly extracted the fuses and handed them out one at a time. Of course, we evacuated the area, had to do that. So that was the beginning of the bomb… ML: Did you know what you were going to get out, _? FH: Did I know, no. No, it was definitely risky business because the fuse is armed, if you just bump it, it'll blow up the bomb. We got those, we got them defused, and then of course took the bombs out and put them bomb in the bomb _, they weren't damaged at all, the steel case bombs full of TNT. And then once I was flying back from Guatemala City to Riohato and the group commander was, I was on his staff, and he was the pilot for this trip. And he was, they had just changed out of, the work order had come out from Washington to put these new spark plugs in, these are Pratt and Whitney engines on the B-17. And the work order came from Washington, everybody to change to these new plugs. Well, these new plugs fouled up right quick and we were out over the water, and we had silence. You couldn't, unless you were actually ditching, you could not call for help or anything. So this B-18, we didn't have enough chutes for the people that were on it, a lot of people were traveling, staffs and so forth going. And we, I guess we were about 500 miles out when we lost one engine. They feathered the props on that engine, so we were running on three engines, which is not unsafe, but it wasn't long before another engine got rough on the same side. And the first thing you know, you had to kill that engine, tore the engine out of the wing. The backfiring was, you know, slapping the side of the aluminum, where we were back in the back of the plane. As we were approaching David, which a city in the northern republic of Panama, and we had an airbase there that was owned by an airline. And they had a little tower out there with one man with a red and green light, that's all it was. Tower is twenty or thirty feet high. And he was up there with a red light and green light. Panagra was the airline that owned this, and it was a grass field. And as we were approaching, one of the engines on the right side started acting up. And we didn't even make an effort to go around or anything else. Radio silence and all these other problems came in. But that tower operator realized something was wrong and it was a Panagra plane, it was at the end of the runway revving up for take off, and we came in over the top of him askew with just the engines on one side operating the plane, running through the air like this. And you have to cut the engines and make a dead stick landing and let the plane straighten out. We went over the top of that Panagra plane sitting there at the, I guess it was twenty, thirty feet at the most. And just set it down, just straightened it up like this. But we lost all the hydraulics and everything and everybody was up there operating the manual pumps to get the wheels down and do everything else like that, that was necessary for our landing. You're too busy to be… we dropped the bombs at sea. We didn't arm them, we let them go when the bombing device sent them. And we threw all the 50 caliber machine guns out. We were about ready to ditch a few other things but didn't dare. And we did land with no engines and coasted to a stop and everybody got out and kissed the ground. That was the, those two experiences with getting the bombs out of the barracks and this coming in on a wing and a prayer was the only other experience that I had that was not good time Charlie. ML: Right at the beginning, you mentioned _. Was there much enemy activity _, did you see it? FH: No, we never knew about the submarine. We had a squadron at Riohato that was sent down to _ in Aruba because that's where all of our gasoline was coming from, Aruba. And Aruba had a harbor and so forth and they had submarine gates, you know, wires, what do you call them, traps, that they'd put down, every time a ship would come in they'd do that. Well, a submarine sneaked in there and blew up many tankers. One of the war activities you've probably never ever heard of, they did, one German submarine got in there and he got away. That was early in the war. We were trying to protect against anything, the Japanese, you never, the Pacific is so vast and you never know, like how they got to Pearl Harbor without being noticed is still a mystery to me. And when we, when you look at the Canal, if we, if the Canal had been closed, the war with Japan would have gone, we'd probably had to use the atomics a lot sooner than we did if… ML: We didn't have it any sooner. FH: No, you're right. But anyway, I'm proud of my service and I decided when the war was over that I would stay in the reserves, ‘cause after four and a half years, if you make twenty, but I stayed in the reserves and taught the command general staff college for ten or twelve years, both at Fort Leavenworth on active duty for some, two weeks here and two weeks there. And Sundays down at the USO in the old Ford plant on Ponce de Leon. ML: __ discharge date, and you said you went into career after that. I guess was it later. Was that what you were doing in the ROTC, or did you have a different career type? FH: No, my, that was, when you're in the reserves, you're two weeks a year. No, my career as an engineer was sales and services of engineered products to industry, and I ended up, well, this is not war experience, it's something else, but I ended up at four companies here in Atlanta. When I retired I turned them over to the guys _ and said, I walked out in 1987 and turned it over to them. ML: _ when you were in the service, friendships that kept while _ were you able to, was it possible to keep up with those associations? FH: A very few. Mainly because they're scattered, other parts of the country. Some _ knew I was closer to so many other people. And in my business I was traveling a lot, covering Georgia, Alabama, and Florida for many months and then finally reduced it down to just Georgia. But my association and friends that kept on were those that stayed in the reserves. My social life in the post-war years was divided up between company and career, church activities, the hobby genealogy, and my buddies that I was with in the army reserves. And interestingly enough, very few of those fields ever co-mingled. ML: _ medals or citations? FH: I had the army commodation ribbon, I had the American defense service medal, and then all those things that they gave us at the end of the war, the ruptured duck, the flying, everybody who got out TAPE 1 SIDE B …with honorable discharge got a pin. I've still got it, never ever wore it, it's called the ruptured duck. That and I think, World War II victory medal, and the lapel victory pin, and the army commendation ribbon. That's the highest award I had. ML: What's the army commendation medal? FH: Exemplary service, you could never have fired a gun or anything, if you really performed your job and helped others, then you were awarded this. And there weren't too many of them given away. I got mine for what I did at Aberdeen, the administration of all of those students going through all the time. How are we doing on time? ML: _ see what you wanted to say on the _, that was one of my questions which I really want you to have to say first, when all this action started, did you have any idea how it long it would go on? FH: Far as I was concerned, it was going to go on one year. In July of 1942, I would be home, that's what my orders read. Yes, and I finally was free of all obligations under the war time in January of 1946. Summer of '41. ML: __? FH: No, I was always busy, never, I never had few occasions of shooting the bull or any of those other things. When I was, while we were in the service. ML: In those years, did you even get on leave? FH: Well, so much of your leave was stored up, saved, there was no opportunity to take it. But my leave when I was discharged in, I think I was discharged in September or maybe October, but I had to be at home. I had to be released _. They did put me, I had four or five months of pay… ML: _ school. FH: Yes, it really was. ML: Did the military experience that you had influence your thinking about war or about the military in general? FH: I don't know. It did not influence my future life because I had goals other than the military, and I served my time as most every other one did. I didn't join the American Legion, I didn't join the Veterans of Foreign Wars. They're good time Charlie affairs mainly, and I, there's camaraderie there, and I attended a couple of meetings as guests of people trying to get me to join, but I never did join. ML: I think you've answered the next possibility too, how did your service experience affect your life? FH: Well, it, maturity, responsibilities, learning how to deal with people. But knowing one thing, having been in the army, I knew I never wanted to go with a big company, never. ML: Is that why you started your own? FH: I went in partnership with one man and stayed and I was always the boss. Yes. ML: Are you sure we covered everything, is there anything else? FH: Well, I, without getting into real personal things, but I'll share one thing I just thought of. The, at Georgia Tech in the ROTC program, you had drills and then you had classes, and one of the things that you had in your senior year was the army court martial manual, the whole procedure of court martial and all that goes on with regard to duties and everything concerning it. And I didn't know I'd ever have much use of that, but when I got in, attached to the air corps, the air corps boys, the flyboys, they didn't have any experience with, no instruction or anything, the officers didn't even know what to do with a court martial. And when there was reasons to have court martials, everywhere I went, I was the trial judge advocate, I did all the prosecuting. And I fought _ in the guard house, AWOL, oh, you know, everything that goes on with a group of men. I got the duty. And it never, I never thought I would have that experience, but I did, and I'm not a lawyer by any means, but I know what the manual says. ML: I bet you do. FH: I know what the manual says. ML: _ that you had to handle _. FH: And morale. My company, my two companies were not up to strength. One was aviation ordnance pursuit and the other one was aviation ordnance bombardment. And neither one of them were up to strength, but when we started doing those bombs and all those other regular soldiers were sitting around doing nothing, we were swamped for requests for transfers. Everybody wanted to get in my unit, one of them. And a lot of them would be released and allowed to transfer, a lot of them weren't. But the unit morale, it was one of the things that I always made a point of. And this court martial was never for my troops, it was always some other troops. Like in Salinas, Ecuador. They had a, they sent down a West Virginia National Guard unit, they had National Guard officers and all the guys the same home town. And they sent them down there with a 155 mm field artillery pieces and set them up there, and they were going to protect our airbase from any attack that came in from the water. And those guys, the officers, the company commander was the, I forget what his commission was, but one of them was, they were all National Guard now and they had not been regular army. And they, they were goof-offs, the whole crowd was, and they caused more problems just because they didn't have anything to do. It really was make-work, it wasn't what we were doing, and we had a lot of, and such things as you'd declare an area of a little town with nothing but straw shacks or mud shacks or whatever they were building, and their whore houses and trying to, you'd declare them off limits. Then they got arrested by the MPs and put in the jail. ML: Going back to the _ morale thing, what were some of the ways that worked and _ at that time? FH: Same thing that works today, treat everybody as an individual and treat them with respect regardless of what their position is and thank them publicly for jobs well done and condemn then in private for goof-offs. That works for me. ML: How were you able to keep in touch with your family? FH: By letter. Well, I had girlfriends and my one month leave when I came, got off the ship in Los Angeles harbor and when I came back from Panama, yeah, from central America was to go home _ two girlfriends in Macon that I had been writing to. One of whom was up at Vanderbilt, and the other one was in Macon. I had a girlfriend at St. Louis at George Washington University, and I made good time straightening out things and wishing them luck, and they all got married shortly. ML: Not to you. FH: Not to me. Well, I wasn't ready to get married. But it was only when they told me I could not go back overseas up at Aberdeen that I was, really got interested, and I met this wonderful person, and we were married for fifty-eight years. She died December 23, 2001, fifty-eight years. Wonderful woman. ML: Had some good years? FH: Yes, thank you, I did. ML: Thank you for talking about the most memorable experiences _. FH: No, I think we've bragged enough. I might get telling lies. It's hard to, I do have memory problems today, particularly quick connection. You know, go out of this room to do three things and forget what I went out for. After I walk out of here, I'll probably think of a thing or two that I should have said. They're going to accumulate enough information up there. ML: Do you have books _, manuals? FH: No, not, I started doing family history research, and from that I found out that in Georgia, you couldn't go back up the country, reverse migration because you got bogged down in Wilkes County. And forty-five percent of all the free people lived in Wilkes County when they took the 1790 census, in one county. Well, very few people know it. We have the statistics but we don't have the schedules, census schedules are lost. British burned them when they sacked Washington. But it took the tax records, bits and pieces for Wilkes County from 1785 to 1805 and you'll find two big volumes that weigh twelve pounds down in your library on the tax records of Wilkes County, Georgia, by Frank Parker Hudson. ML: That's you. FH: And all the money, giving all the money that's been made, and it's sizeable, more than I thought it would ever, is going to three organization that are saving the loose records in our courthouses. ML: Which three organizations? FH: Georgia Genealogical Society, Augusta Genealogical Society, and the Georgia Historical Records Advisory Board. That's a state organization, official organization for the state. And it's well over thirty thousand dollars that they've taken in. Until I got hurt lifting my wife, I did all the packing and shipping too, in my basement, and I finally had to just give them the rest of the books. ML: So you've been a genealogy expert and authority also. FH: Well, if you talk about an old Georgia family that was in north or northeast Georgia, I can pretty well tell you where they came from. ML: There is one date and one question, do you recall what you did on the day your service ended? FH: It was just like any other day. In January when I got my last paycheck. ML: Did you know what you were going to do then? FH: I was already doing it. ML: I want to thank you so much. FH: Well, I've enjoyed it. ML: Now it gets to be _. FH: Well, it's, I'm just one little plug. ML: _ hero service _. FH: In the dike, just one little plug, but I really enjoyed it. 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