Little Rock School District superintendent from 1993-1996. Williams was the first African American to serve as Little Rock superintendent. Includes biographical information, Emails, memorandums.
JUL-2S-1993 11 = 01 FROM SOCKWELL S.ASSQCIATES TO 15013742776 P.02 1 I DR- HENRY P. WILLIAMS (HENRY/HANK) I ' 303 Hurlburt Road , Syracuse, NY 13224 . Home: 315/446^205 ' Office: 315/435^164 i EDUCATION June 1974 to May 1983 i i I June 1974 to December 1975 i I I September 1968 to May 1973 I State University of New York Buffalo, NY EdB.-EducatiCHi AxlminisTranoii/ State University of New York Buffalo, NY Specialist in Education Administrancn State University of New York Brockport, NY EiM.-Education Administtatioi)/ ' September 1963 to May 1967 Fayettevffie State University Fayetteville, NC B.S.-Eleaicntary Education/ Social Studies I ! PROFESSIONAL EXPERIENCE i January 1988 ! i to Present I I Syracuse Qty School District Syracuse, NY SUPERINTENDENT As Superintendent of tins central New Yodc ui^ district of 22,000, Henry administcis an overall budget of S196MM and oversees a total staff of 4,000. Despite a significant (and continuing) reductioa in state tevenoes over the past four years, the district has seen major in^novements in student performance, community involvement and strategic planning. iSghligjits include: * increased standardized test scores which now place ail 3id and 5tb grades in die district above the state average
the development and implementanon of a five year cUstrict-wide strategic plan wife 33 specific actions for the current school year.JUL-23-1993 11:02 FROM SOCKUELL ^-ASSOCIATE
TO 15013742776 P.03 DR. HENRY P. WILLIAMS Page 2 I I ! I I i I September 1986 GO December 1987 I 1 I I July 1968 to June 1986' 1980-1986 I I I I * the development of two continuous progress spools and several continuous progress components
district-wide adoption of the whole language approach to reading instruction and the initiation and funding of the Rt^ing Recoverv Program at several elementary schools
ihiriarion of a business "adopted paraers eSort which includes mini-grants for classroom creativity. Henry has stressed a collaborative decisionmaking style that involves staff, parents and the community at large. The 28-member Strategic Planning Team conducted more than 85 presentations throughout the community. Onre "outcomes" objectives were clarified, more than 400 staff and community members volunteered to serve on die eight Action Teams. Roanoke City Public Schools Roanoke, VA. DEPUTY SUPERINTENDENT As the deputy in this urban district of 13,000, Henry was recruited to develop three magnet options. The Performing Arts Schools at the junior and senior high school levels and the Futures Technology Program for high school students which resulted are still viewed as national models. Rochester Qty School District Rochester, NY PRINCIPAL Henry developed and served as the first principal of a 6-12 magnet school for academics, science and technology. The result was the transformation of "the worst" school in die district into one recognized as one of the top ten performance schools in the state and one widely emulated nationally. * note there is a break in service from 1969 tn 1975.JUL-23-1993 11 = 03 I FROM SOCKUELL S.ASSOC I ATES TO 15013742776 P.04 Rume i DR. HENRY P. WILLIAMS Pages I 1975-1980 1967-1969 I August 1968 to i May 1973 i YAROJS Henry held positions of resource teacher, vice-principal (junior/senior Irigfa), interim principal (academy), sqKrvisor of placement a^ follow up and direct of occu^onal education for this district. For one year, while pursuing a graduate degree, be was a research associate at SUNY-Brockport Monroe Community College Urban Center Roej^ter, NY I i I DIEECO. Henry was apart-dme teacher and then the Director of the downtown campus of this 7000-student communi^ college. Throughout his professional career, Henry has also held positions as Lecturer or Visiting Professor at various universities including Syracuse University, Virginia Polytechnic Institute and SUNY-Oswego. I ! REFERENCES ' Henry was originally recommended by two professional colleagues - ' Superintendents of major urban districts. If mutual interest continues, we will investigate his professional and personal background more thorou^y. I !iUMMARY AND APPRAISAL , Hank Wiffianvi was recruited to Syracuse four years ago, he found a system that had been tigfatly controlled by a top-down superintendent over the past sine years. Building principals had little flexibility, data was not disaggregated and the board had never developed a strategic plan to tie ' resources to goals and objectives. Additionally, Hank inherited fiat d7T<itiw with very va^e xesponsil^ties and the banning of stats budget cutbacks. This year, that State funding shortfall will be SoMM. I Despite the steadily decreasiiig revenues, a number of exciting gains have been realized across the district. The board's Now Is The Time strategic plan has been the keystone for focusing both energy and resources. And, more importantly, Syracuse is making significant progress toward its five basic objectives
I 1 I I i I I 1. all students will demonstrate aasSX of defined and essential outcomes
2. 50% fewn* Vd and 6th grnxters will perform below the norm on statewide tests (by 19^
3. the number of 3rd and 6th graders performing at or above the 90th- percentile on statewide tests will double (by 1996)
IJUL-23-1993 11:03 FROM ROCKWELL LftSSOCIATES TO 15013742776 P.05 Resuroe DR, HENRY P. WILLIAMS Page 4 1 I I i 4. 5. the graduation rate will increase by 25% (by 1996)
the number of Students failing the state basic skills test at grade 11 will decrease by 50% (by 1996). I 1 i I i I I Today, all standardized math and reading scores are up, with particularly improved performance at the middle school level More students are taking more courses and successfully completing them. And, the percentage of students going on to college or technical school is now the highest of the five largest New York districts. All schools have been removed fiom the states deficiency and probationary lists. Two continuous progress schools (and several additional continuous progress components) have enabled at-risk students to master subject content without felling into a cycle of failure and retention. Whole Language and Reading Recovery programs have made a big difference. One of Hank's first initiatives was a system-wide push for improved attendance. His belief that really following-up wife truants and letting kids know that you care can make a difference has plugged fee cracks for tardiness and absenteeism
average daily attendance is now 93%. I Every building has its own school improvement plan
disaggregated data allows specific intervention strategies to be targed to fee groups that need them the most. Professionai development is a top priority for ev^ staff member. New teachers must complete a 40-hour, probationary, in-service program which stresses multi-culturalisra, classroom mana^ment and student assessment. A creative potential teacher programed with some college credit as aides/sufastitutes, then offers tuition assistance individuals I I i I I I I i t I I and on-the-job training. The Syracuse magnet programs and alternative programs are widely gmniafRfi across the country. In addition to the academic alternative SAGE, eenled-leaming day and night programs offer help to those who have not been successful in the regular tracks. Every school has been adopted by a business partner. Collaborative training efforts with local companies have proiuced a better fit between en^ level workers and the skills these companies seek. And a new Merrc^iitan Development Association is now funding mini-grants for creative teaching projects. Active and visible in die community, Hank has built bridges with multiple interest groups. He facilitated the irnplerncntalion of a national model program which provides for the delivery of social, health, chUd-care and educational services at a school facility located in the economic development zene. And he frytted a forum in which diverse community representatives serve as a sounding board for past, present, or contemplated school board policies and actions. Everyone feels more involved. Throughout his professional career. Hank has made the time to lecture and teach at nearby colleges and universities. And, be is a highly sought after speaker on leadership development, staff development and multi-culturalJUL-28-1993 11 = 04 FROM SOCKUELL S.fiSSOCIATES TO 15013742776 P.06 DR. HENRY P. WILLIAMS Page 5 : education. His facilitativc skills have helped e once sharply divided boaid ! come togedier with unanimous support for the Hve-Year Strategic Plan and : its individual components. i Little Rock holds considei^lc appeal fOT Hank. Aldiough raised in the Northeast, he was bom in Alabama and bis southern roots arc strong. Ure oppatunity to lead the scixxils in a city with sneh a rich cultural history would be professionally and personally challenging. Family timing is right, as well Hank and Joyce's (a ^temphis native) twins-Gavin and i Courtney are high school seniors. You need to be aware that another major urban district is actively pursuing ' Hank He agreed to make no commitments until he has met your board. If he becomes your candidate of choice, we look forward to assisting with his reenntmeot I' JUL-23-1993 11=05 FROM SOCKUELL &fiSSOCIRTES TO 15013742776 P.07 Rgsuroe ! DR. HENRY P. WILLIAMS Page 6 COMPENSATION Hank's base compensation is $88,000. A tax-sheltered annuity adds i another $8,000. 1 i i i I I i i J I I t I i I i . I i I I i I I I I i i I i iAccomplishments of Henry P. Williams in collaboration with district staff as Superintendent of the Syracuse City School District Overall Planning and Management Strategic Plan This is a comprehensive plan which involves parents, community, and district staff with the goal of readying the students for the 21st century. Recognition of Achievement Annual recognition is given to students and staff for outstanding accomplishments. Schools are encouraged to compete for recognition from outside sources. Examples: Porter Elementary School has been designated as a Blue Ribbon School of Excellence by the New York State Education Department. Levy and Shea Middle Schools have been identified by the New York State Education Department as Mid Level Regents Challenge for Excellence Schools. Center for School Improvement and Staff Development The merging of the services of the former Teacher Center with district staff development resources was accomplished through the creation of this Center. Principals Academy Staff development for administrators is provided on a regular basis. Emergency Plan for all Schools A plan has been developed for each school to provide for the safety of students and staff in the event of an emergency. School Based Health Clinics A study of the feasibility of school based health clinics is under way. These clinics would become the primary health provider for participating children. Budget Advisory Committee This is a group of citizens and district employees who study and make recommendations to the Board of Education on the annual school district budget. Primary Task Force In each elementary school, a committee has been formed to recommend program changes for primary students. Recycling The District has designed and implemented an innovative recycling program that coincides with the goals of the Onondaga County recycling efforts. Student/School Programs/Improvements Multicultural Initiatives Extensive curriculum and resource development has occurred that prepares students for a multicultural world. Bilingual programs have been initiated. A course on multicultural issues is offered to all staff. The Latino Womens Conference meets on a regular basis. The multicultural issue is now an integral part of the Districts Strategic Plan. Continuous Progress Instmctional activities are designed for students in a developmental sequence and each student determines his/her own pace of learning. Improvement of Student Reading and Mathematics Scores Student scores have shown a steady improvement and no district schools are under Registration Review by the New York State Education 2Department. Other indicators of success include: Degrees of Reading Power Test
the Pupil Evaluation Program (PEP) test in reading and mathematics
the New York State Writing Competency Test
and the New York State Program Evaluation Test in elementary science. In an effort to maintain our record of improvement, Sustain the Gains workshops are offered to district staff annually. Chapter 1/PSEN math teachers and instructional specialists have been trained to work as a team in providing in-school staff development in mathematics for classroom teachers. The number of students in college prep courses is increasing and 80% of the high school graduates enter college. Reading Recovery This is an innovative, intensive reading program which targets at risk first grade students and makes them fluent readers in a short amount of time. Whole Language This language-based interdisciplinary method of teaching has been introduced in the elementary grades. Elementary Science Mentor Network One turnkey trainer per school receives extensive training in current science methodology. Technology Initiatives Computer Labs Installed Integrated Learning Systems (ILS) are integrated into the instructional programs in ten elementary schools. Other computer labs are in the middle and high schools. Four of the six middle schools and all of the high schools have at least one computer lab in the school. Writing to Read Program This is a computer program for primary students which introduces reading skills through writing. Automation of the District Library System A Novelle Network link provides E-mail and the automated Union catalog. ERIC services are also available. Medical Records School nurses offices will be linked to share pertinent information. 3Special Programs Department Networked The Special Programs Department of Central Offices has installed a Macintosh network system for file management. Drug Education Initiatives A variety of programs have been introduced that address student self esteem, conflict resolution, and peer leadership. Extensive training has been provided for parents, staff, and students. Community Schools The school community concept has been initiated at designated sites. While children are in school, their parents can attend adult basic education programs. Additional family literacy/job development services vary by site. Special Education Innovations Inclusionary Education In this model, atypical and typical peers are educated in the same classroom. Facilitative Communication Nonverbal children are provided an avenue of communication through technology. Starship A ninth grade high school team has completely restructured their learning environment. Removing the barriers of time and traditional approaches, student attitude and achievement has radically improved. Restructuring of the Gifted Program The restructured program will have the following characteristics: More sophisticated methods of identifying gifted students will be implemented. Gifted students will be accommodated in their home school. Services at the Gifted Center will be redefined. Central Technical-Vocational Center Exploratory Program Students interested in technical and/or vocational programs have the opportunity to take a variety of exploratory courses before determining their major. 4Community Linkages with School Programs Adopt-A-School Program Every school has at least one company which is its adoptive partner. As partners, resources are shared to enhance the students learning experiences. Falcons Nest A retail institute has been created at one of the high schools. This institute provides life skills training and experiences for students. School and Business Alliance (SABA) This program brings together members of the business community with the secondary schools to provide meaningful programs that prepare students to obtain job readiness skills and work experiences. Student Mentorships Opportunities are provided for students to network with individuals in a variety of businesses in our community. COSCO (Council of School/Community Organizations) The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment. Salvation Army Day Care Arrangements have been made with this organization to provide day care for our Y-MED (Young Mothers Educational Development) Program. Scouting for Food This is a collaborative effort of the school district and the Boy Scouts of America to collect food for the food pantries of Central New York. Task Force on Aggression and Violence This group of citizens, representing both city and county agencies, works with staff of the Syracuse City School District to design strategies to prevent acts of violence in the schools. The City/County Drug and Alcohol Abuse Commission The monies to fund this commission were secured through a federal grant written by the Syracuse School District. The commission coordinates drug and alcohol abuse efforts in Onondaga County. 5Accomplishments of Henry P. Williams in collaboration with district staff as Superintendent of the Syracuse City School District Overall Planning and Management Strategic Plan This is a comprehensive plan which involves parents, community, and district staff with the goal of readying the students for the 21st century. Recognition of Achievement Annual recognition is given to students and staff for outstanding accomplishments. Schools are encouraged to compete for recognition from outside sources. Examples: Porter Elementary School has been designated as a Blue Ribbon School of Excellence by the New York State Education Department. Levy and Shea Middle Schools have been identified by the New York State Education Department as Mid Level Regents Challenge for Excellence Schools. Center for School Improvement and Staff Development The merging of the services of the former Teacher Center with district staff development resources was accomplished through the creation of this Center. Principals Academy Staff development for administrators is provided on a regular basis. Emergency Plan for all Schools A plan has been developed for each school to provide for the safety of students and staff in the event of an emergency. School Based Health Clinics A study of the feasibility of school based health clinics is under way. These clinics would become the primary health provider for participating children. Budget Advisory Committee This is a group of citizens and district employees who smdy and make recommendations to the Board of Education on the annual school district budget. Primary Task Force In each elementary school, a committee has been formed to recommend program changes for primary students. Recycling The District has designed and implemented an innovative recycling program that coincides with the goals of the Onondaga County recycling efforts. Student/School Programs/Improvements Multicultural Initiatives Extensive cumculuni and resource development has occurred that prepares students for a multicultural world. Bilingual programs have been initiated. A course on multicultural issues is offered to all staff. The Latino Womens Conference meets on a regular basis. The multicultural issue is now an integral part of the Districts Strategic Plan. Continuous Progress Instructional activities are designed for students in a developmental sequence and each student determines his/her own pace of learning. Improvement of Student Reading and Mathematics Scores Student scores have shown a steady improvement and no district schools are under Registration Review by the New York State Education 2Department. Other indicators of success include: Degrees of Reading Power Test
the Pupil Evaluation Program (PEP) test in reading and mathematics
the New York State Writing Competency Test
and the New York State Program Evaluation Test in elementary science. In an effort to maintain our record of improvement, Sustain the Gains workshops are offered to district staff annually. Chapter 1/PSEN math teachers and instructional specialists have been trained to work as a team in providing in-school staff development in mathematics for classroom teachers. The number of students in college prep courses is increasing and 80% of the high school graduates enter college. Reading Recovery This is an innovative, intensive reading program which targets at risk first grade students and makes them fluent readers in a short amount of time. Whole Language This language-based interdisciplinary method of teaching has been introduced in the elementary grades. Elementary Science Mentor Network One turnkey trainer per school receives extensive training in current science methodology. Technology Initiatives Computer Labs Installed Integrated Learning Systems (ILS) are integrated into the instructional programs in ten elementary schools. Other computer labs are in the middle and high schools. Four of the six middle schools and all of the high schools have at least one computer lab in the school. Writing to Read Program This is a computer program for primary students which introduces reading skills through writing. Automation of the District Library System A Novelle Network link provides E-mail and the automated Union catalog. ERIC services are also available. Medical Records School nurses offices will be linked to share pertinent information. 3Special Programs Department Networked The Special Programs Department of Central Offices has installed a Macintosh network system for file management Drug Education Initiatives A variety of programs have been introduced that address student self esteem, conflict resolution, and peer leadership. Extensive training has been provided for parents, staff, and students. Community Schools The school community concept has been initiated at designated sites. While children are in school, their parents can attend adult basic education programs. Additional family literacy/job development services vary by site. Special Education Innovations Inclusionary Education in this model, atypical and typical peers educated in the same classroom. are Facilitative Communication Nonverbal children are provided avenue of communication through technology. an Starship A ninth grade high school team has completely restructured their learning environment. Removing the barriers of time and traditional approaches, student attimde and achievement has radically improved. Restructuring of the Gifted Program The restructured program will have the following characteristics: More sophisticated methods of identifying gifted students will be implemented. Gifted students will be accommodated in their home school. Services at the Gifted Center will be redefined. Central Technical-Vocational Center Exploratory Program Students interested in technical and/or vocational programs have the opportunity to take a variety of exploratory courses before determining their major. 4Community Linkages with School Programs Adopt-A-School Program Every school has at least one company which is its adoptive partner, As partners, resources are shared to enhance the students learning experiences. Falcons Nest A retail institute has been created at one of the high schools. This institute provides life skills training and experiences for students. School and Business Alliance (SABA) This program brings together members of the business community with the secondary schools to provide meaningful programs that prepare students to obtain job readiness skills and work experiences. Student Mentorships Opportunities are provided for students to network with individuals in a variety of businesses in our community. COSCO (Council of School/Community Organizations) The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment Salvation Army Day Care Arrangements have been made with this organization to provide day care for our Y-MED (Young Mothers Educational Development) Program Scouting for Food This is a collaborative effort of the school district and the Boy Scouts of America to collect food for the food pantries of Central New York. Task Force on Aggression and Violence This group of citizens, representing both city and county agencies, woiks with staff of the Syracuse City School District to design strategies to prevent acts of violence in the schools. The City/County Drug and Alcohol Abuse Commission The monies to fund this commission were secured through a federal grant written by the Syracuse School District, The commission coordinates drug and alcohol abuse effons in Onondaga County. 5Parental Involvement in the Syracuse City School District The Syracuse City School District works closely with its parents to secure the best education for every child. In partnership with the Superintendent and his staff, parents have become part of the decision making process of this district. Parents have been provided the opportunity to work in the schools and see first hand how the District operates. This has led to a level of parental support that is optimistic as we face ever increasing challenges within the District Some initiatives involving parents in the Syracuse City Schools are briefly described here. The Superintendent's Parent Advisory Council. The Superintendent's Parent Advisory Council meets monthly. This organization provides an opportunity for parents to discuss with the superintendent issues of mutual interest and concern. Some items discussed during 1992-93 were the magnet schools, outcome based education, schools of choice and the budget Committee Of School and Community Organizations (COSCO). The object of this organization is to insure parent involvement in the educational process of all present and future Syracuse City School District children in conjunction with existing parent and school community groups. The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment. The Parent Teacher School Organizations (PTSO). Every school is encouraged to have an active PTSO. This group is the established communication vehicle between the local school and home. In the last three years the importance of this group has been highlighted as Strategic Planning was initiated. Attendance at the PTSO meetings is increasing with this renewed emphasis. The Strategic Planning Team. Parents are equal partners in the strategic planning process underway in Syracuse. Through involvement in this process parents are recharting education in this city. They participate in all activities as equals with staff and community members in developing and monitoring the Strategic plan. The Special Education Parent Advisory Committee. This representative group of parents meets with the Director of Special Education on a regular basis to discuss issues such as transportation, programming, location of new classes, implementing new mandates and staff recruitment.The Magnet School Advisory Committee. Parents and district staff serve on this committee to provide guidance and support to the magnet school concept in Syracuse. This committee oversees the development and refinement of various magnet school proposals. This group is keenly involved in plans to keep schools in compliance with state and federal desegregation guidelines. our Site Based Planning Teams. Three of the Syracuse schools will undergo the process of site based planning during 1993-94. Each site will have a team responsible for the restructuring process affecting that school. Parents will be seated on each team as equals with staff in the school. These parents will be selected by a process that allows access to all parents. The Districtwide Chapter 1 Advisory Committee. This group is made up of one parent and one Chapter 1 staff member from each school. This organization identifies common needs and designs or organizes activities for Chapter 1 parents to learn about research or methods that work well to address those needs of their children. Syracuse City School District Occupational Education Advisory Council. This council is composed of parents, teachers, students and members of the business community. The group meets monthly with the goal of providing the best possible vocational programs. Establishing mentorships, defining career expectations and drafting funding proposals are agenda items addressed by this group. Chapter 1 Advisory Committees. There is a Chapter 1 Parent Advisory Committee in each school. This group of parents meet regularly with Chapter 1 staff to discuss ways of providing support services to children. Program revisions are based on the recommendations of these groups. Additionally this group elects one member to attend the Districtwide Chapter 1 Advisory Committee. Dr. King Community School Advisory Council. This council is representative of the Dr. King community and includes parents, school board members, district personnel and community agency representatives. It is required that a minimum of two parents are on this group. By insuring this configuration, parents are involved in the decisions that affect the programming of the Community School. The Native American Parent Student Committee. The Native American Parent Student Committee develops policies and procedures to assure that Federal funds from the Indian Education Act are used for Indian children. This committee also plans family centered activities that support this rich heritage. The Teacher Center Policy Board. Parents sit on the Teacher Center Policy Board as full voting members. This provides parents with input on staff development programs regarding decisions about program content, delivery and implementation. Syracuse City School District Parental Involvement 2The Drug Free Schools Advisory Committee. This group of parents and staff design and review programs aimed at keeping the children in the Syracuse schools substance free. The philosophy of most of these programs aims at creating a strong self concept in each child that only can be accomplished when the family and school work together. The School Volunteer Office. The work of this office has as its focus to bring as many partners as possible in to the schools. By working side by side with teachers, parents find ways to be stronger partners in the education of their children. Parents have learned through this experience to become advocates for the schools. Over 1000 parents volunteered on a regular basis during 1992-93. Reading is Fundamental (RIF). The RIF program operates with a volunteer labor force composed of only parents. This supports the emphasis we place on having parents involved in our schools. Additional areas of parental support within the District To insxire that all parents have input into the scope, sequence and content of curriculum, the District has initiated a process where public hearings are scheduled during phases of curriculum development and implementation. Revisions in curriculum are often made based on parent input. Cumculum does not go to the Board of Education for approval until this process has been completed. Parent Training Specialists. There are now two staff members assigned full time to work with parents. One focuses on the needs of the early childhood parent and one focuses on the needs of the Special Education parent. Both specialists provide workshops and consultations to parents they serve. News and Notes. This is a monthly publication initiated by the District that goes to every home with children attending the Syracuse City District. Pertinent information for parents such as information on various programs for school aged children in the community is included in this districtwide publication. School Newsletters. Every school in the District publishes and distributes a newsletter. This publication informs parents of programs and opportunities available to their children. PTSO information is shared through this vehicle. Homework Hotline. To have easy access to homework assignments or other specific information, the Homework Hotline has been established by Syracuse Newspapers. By dialing a number and designated code parents have access to a recorded message about assignments or projects in their childs class. Parent Rooms. Parent rooms have been established in many schools throughout the District where parents can meet and discuss issues pertinent to their children, read articles about parenting or participate in workshops aessing parenting issues conducted by Community Assistants. GED courses are offered in some of these locations. Syracuse City School District Parental Involvement 3Parental Involvement in the Syracuse City Schooi District The Syracuse City School District works closely with its parents to secure the best education for every chfid. In partnership with the Superintendent and his staff, parents have become part of the decision making process of this district. Parents have been provided the opportunity to work in the schools and see first hand how the District operates. This has led to a level of parental support that is optimistic as we face ever increasing challenges within the District Some mitiatives involving parents in the Syracuse City Schools are briefly described here. The Superintendent's Parent Advisory Council. The Superintendent's Parent Advisory Council meets monthly. This organization provides an opportunity for parents to discuss with the superintendent issues of mutual interest and concern. Some items discussed during 1992-93 were the magnet schools, outcome based education, schools of choice and the budget Committee Of School and Community Organizations (COSCO). The object of this organization is to insure parent involvement in the educational process of all present and future Syracuse City School District children in conjunction with existing parent and school community groups. The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment The Parent Teacher School Organizations (PTSO). Every school is encouraged to have an active PTSO. This group is the established communication vehicle between the local school and home. In e last three years the impoTrance of this group has been highUghted as Strategic Planning was iniriared Attendance at the PTSO meetings is increasing with this renewed emphasis. The Strategic Planning Team. Parents are equal partners in the strategic planning process underway in Syracuse. Through involvement in this process parents are recharting education in this city. They participate in all activities as equals with staff and community members in developing and monitoring the Strategic plan. The Special Education Parent Advisory Committee. This representative group of parents meets with the Director of Special Education on a regular basis to discuss issues such as transportation, programming, location of new classes, implementing new mandates and staff recruitment.The Magnet School Advisory Committee. Parents and district staff serve on this committee to provide guidance and suppon to the magnet school concept in Syracuse. This committee oversees the development and refinement of various magnet school proposals. This group is keenly involved in plans to keep schools in compliance with state and federal desegregation guidelines. our Site Based Planning Teams. Three of the Syracuse schools will undergo the process of site based planning during 1993-94. Each site will have a team responsible for the restructuring process affecting that school. Parents will be seated on each team as equals with staff in the school. These parents will be selected by a process that allows access to all parents. The Districtwide Chapter 1 Advisory Committee. This group is made up of one parent and one Chapter 1 staff member from each school. This organization identifies common needs and designs or organizes activities for Chapter 1 parents to learn about research or methods that work well to address those needs of their children. Syracuse City School District Occupational Education Advisory Council. This council is composed of parents, teachers, students and members of the business community. The group meets monthly with the goal of providing the best possible vocational programs. Establishing mentorships, defining career expectations and drafting funding proposals are agenda items addressed by this group. Chapter 1 Advisory Committees. There is a Chapter 1 Parent Advisory Committee in each school. This group of parents meet regularly with Chapter 1 staff to discuss ways of providing support services to children. Program revisions are based on the recommendations of these groups. Additionally this group elects one member to attend the Districtwide Chapter 1 Advisory Committee. Dr. King Community School Advisory Council. This council is representative of the Dr. King community and includes parents, school board members, district personnel and community agency representatives. It is required that a minimum of two parents are on this group. By insuring this configuration, parents are involved in the decisions that affect the programming of the Community School. The Native American Parent Student Committee. The Native Amgriran Parent Student Committee develops policies and procedures to assure that Federal funds from the Indian Education Act are used for Indian children. This committee also plans family centered activities that support this rich heritage. The Teacher Center Policy Board. Parents sit on the Teacher Center Policy Board as full voting members. This provides parents with input on staff development programs regarding decisions about program content, delivery and implementation. Syracuse City School District Parental Imolvement 2The Drug Free Schools Advisory Committee. This group of parents and staff design and review programs aimed at keeping the children in the Syracuse schools substance free. The philosophy of most of these programs aims at creating a strong self concept in each child that only can be accomplished when the family and school work together. The School Volunteer Office. The work of this office has as its focus to bring as many partners as possible in to the schools. By working side by side with teachers, parents find ways to be stronger partners in the education of their children, Parents have learned through this experience to become advocates for the schools. Over 1000 parents volunteered on a regular basis during 1992-93. Reading is Fundamental (RIF). The RIF program operates with a volunteer labor force composed of only parents. This suppons the emphasis we place on having parents involved in our schools. Additional areas of parental support within the District To insure that all parents have input into the scope, sequence and content of curriculum, the District has initiated a process where public hearings are scheduled during phases of curriculum development and implementation. Revisions in curriculum are often made based on parent input Cumculum does not go to the Board of Education for approval until this process has been completed. Parent Training Specialists. There are now two staff members assigned full time to work with parents. One focuses on the needs of the early childhood parent and one focuses on the needs of the Special Education parent Both specialists provide workshops and consultations to parents they serve. News and Notes. This is a monthly publication initiated by the District that goes to every home with children attending the Syracuse City District Pertinent information for parents such as information on various programs for school aged children in the community is included in this districtwide publication. School Newsletters. Every school in the District publishes and distributes a newsletter. This publication informs parents of programs and opportunities available to their children. PTSO information is shared through this vehicle. Homework Hotline. To have easy access to homework assignments or other specific information, the Homework Hotline has been established by Syracuse Newspapers. By dialing a number and designated code parents have access to a recorded message about assignments or projects in their childs class. Parent Rooms. Parent rooms have been esublished in many schools throughout the District where parents can meet and discuss issues pertinent to their children. read articles about parenting or participate in workshops aessing parenting issues conducted by Cotnniunity Assistants. GED courses are offered in some of these locations. Syracuse City School District Parental Involvement CITY SCHOOL DISTRICT 725 HARRISON STREET SYRACUSE, NEW YORK 13210 RECEIVED SUPERINTENDENT OF SCHOOLS MAY 1 1 1992 Office of Dessgregaiion hSofinohng May 4, 1992 Mrs. Ann S. Brown ODM 201 East Markha: Little Rock, Ar' Suite 510 Dear Mrs. irown ansas 72201 y6ur request, enclosed please find a copy of the Syracuse City School District's Strategic Plan for your perusal. Per Should you have any questions regarding the document, please feel free to give me a call. Sihceiel Heaagy P. Williams Superintendent of Schools HPW/cc Enclosure Mjm- 3- 53 FRiji' RI033 O-eiHE . Post-It brand fax transmitta emo 767 TO .o( pages > 93742776 P.Qi n> I From Dept. PaitV PM Cq. Phon*!* Fskt To: From: Date: Subject Dorsey Jackson John Riggs. iV June 30, 1993 Attached Proposal Dorsey: Please give me a shout after reviewing the attached proposal. ! will be available to meet anytime today or tomcrrov/. I'!! I 11 if you need me have my secretary coms and get ms. be outside most of the day (doing construction work), but thanx jr4'*ut^ FF-DH r TO 93742776 P.02 Items that candidate would like to see
1) Competitive Salary ecommend Faying 3110,000 per year______________ ________________________________ f2) Retirement Program Candidate has 23 years in his current retirement system. After 25 years he is able to draw 60K eveiy year tor imainder of his life. What can we do to make sure he will still make this. We need to get a copy of the program and find out how much money he will lose if he pulls out ieariy, ^Fl -Coraey to investigate BenefitsSee items 3F. 3G, 2H. 31. 3J in Mac's contract 12 Working days of sick leave 2G working days of vacation prorated at 2 days/month for 10 months $200/month expense allowance disabiiity, medical, dental, vision, and term life insurance disability insurance of 45% of current salary 5} Be allowed to do consulting work OK. Sae paragraph 3M of Mac's contract Q'f Be allowed to attend education conferences CK. See paragraph 3L of Macs contract 7) Be allowed to make speaking engagements OK. See paragraph 3M of Mac's contract 8) Relocation Fees OK. See paragraph 3A, 3B, And 3C of Mac's contract. Change paragraph 3C to say six (6) months of temporary housing. 9) Velvet Handcuff Ino' five to keep him here for 5 years or more. C ff&r him the same arrangement that we offered Mac except make that arrangement through the district rather than through private funding. 10) Financial incentives for achieving Board Goals 1. 2. Unitary Status: in 3 yrs~S50K
in 5 yrs25K
Closing of achievement disparity: (one time only) if gap closes within 10%-25K
if two years in a row, then addi^onal bonus of lOKi Ki 3. 4. Formulation of a community wide strategic plan-? Achievement of all students vs state averages: 10K for every year abdve state 5. Q_ averages for selected grades and tests Achievement of Deseg plan goals- White Students. for every year, if 40% of student pop--15K. if 42% ofstudentpop- -20K
if 50% of student pop-25K. If ail incentivs schools fall within plan deseg goals-25K Tarai Remediation rates for colleges of less than 25% on all courses: 25K/yaar Max /year liability
$85K Max one time only liability: $ 75K n. *rar To Co? Oept. ^x# Fr<Mn \ Co Phont it P3XJ 2. Board of Directors Memorandum To: Hank Williams From
John Riggs, IV Re
Superintendent Compensation Date
July 11, 1993 Dr. Wiliiams: attached is . - ,s a geiiCial outline on conif>ensation for the Superintendent's job. It is certainlv some" ' - - - not intended to be all inclusive and certainly is somewhat fle.xible. I have included some information on some of the incentive categones tor your information. /kH 0.11 .u,u n 11 < . apologize it \ou expected more detail than I sending. After starting on this protect I realized that I have little or no understanding or expertise in either i am ot student achievemen t. WXAi .tract negotiation or details As Bill or Dorsey may have relayed to you already, news of our interest m von .acnially openly told) to the press by one of our esteemed members (Mrs. Gee ), be the candidate that we would all (except for Mrs. Gee who refuse VA>u >0 ' as leaked (or You continue to to offer this position to. to commit to arivlhing) like Look this information over. Time is of the essence. If \ ou continue to be "intriaued" bv the tob let's work out the fine print on this agreement and oJTer you the job. If you no longer have an interest we certainly would understand. Ill call you ihursday to see where we go from here. ?.S, If Gavan is still interested in UCA, he needs to call Coach Mike Isom (the head coach) at 501-450-3153. Mike knows about Gavin's interest but because ofNCAA rules, Gavin must __\ <"1 It /S.-V .... maxe tne first contact. Mike is usuauy in Ins office in the mornings. I am also h
packet of info on UCA being sent to you. ve another than.x jr41. Saiaty: $115.00G per year 2. Sick Leave: Fringe Benefits 141 working days of sick leave per year accrued at the rate of one day per If the board funds plan for payment to teachers for unused sick days, the Superintendent will be compensated at his per diem rate for the number of sick days for which he would be entitled to payment under the plan. mcnth. 3. Vacation: iO working days of vacation annually for the first two years, and twenty workino 4 . .. hereafter. Should the Superintendent not use these vacation days, they shall be accrued. All accumulated unused vacation days shall be compensated at the per dism Superintendents salaiy rate in effect at the time the Superintendent leaves the District. days of vacation for every year U 4. Insuiance. rhe ooard agrees to maintain oisaoiiity. medicai, dentai, vision, and term *ife insurance on tiie for the benefit of the Superintendent and medical, dental. insurance on and for the benefit of 4-i^ U i' and vision iS Superintendents wife and dependent children. These benefits shall be at least equal to the benefits provided to teachers in the Little Rock School District. 5. Expenses: the board agrees to give the Superintendent an expense allowance C3 f S2CC 00 per month to cover the cost of miscellaneous expenses incurred in the course of his duties. 6. Consulting and Speaking Engagements: with the prior knowledge of mJC board, the Superintendent may undertake consultative work, speaking engagements, writina. lecturing, or othei professional duues and obligations
said outside professional activities may be performed for consideration provided they do not interfere with or nfiict with the Superintendent's performance ol nis duties and these functions take the Superintendent a'way from his normal duties no .more than 10 working days the first two years of this contract and no more than 15 working days each year thereafter. 7. Education Conferences: Conferences
ths Boa'd encourages the continuing professional growth of the Superintendent through hiS participation in state and national conventions, seminars, or other functions intended for the purpose of increasing his knowledge and leadership ability, addition vo the expense allowance of $200.00 per month, the Superintendent will keep abreast of de'v'eiopments in tlis field of education, and the Board agrees to pay his expenses in attending meetings, seminars, workshops and other programs for this purpose. ll IC In di 8. Relocation Expenses: a) one time only rslocatscn expenses
b) actual expenses for two house hunting trips for the superintendent and his spouse
c) temporary housing for the Superintendent, if necsssaiy, with payment up to $600.00 per month for six (6) months. 9. Retirement: $20,000 per year annuity to be paid by the district, if the Superintendent leaves within five years, he will pay back half of the annuity.10. Other Financial Incentives
it the intent of the Board to give the Superintendent other goals and incentives the will allow the Superintendent if successful at achieving these goais to earn an additional $50.00Q-$SC,coo per y! and agreed upon by both the Superintendent and the Board, . These goals wouid need to be clear, achievable goals are the following
some ideas on Superintendent a) Achievement of desegregation of all schools. If white enrollment reaches 407o of total student population, O If* IJ l-4...L..rX^ ll (- a. U |i ien a bonus would be paid. If white enrollment is 45% of total student population, another bonus is paid: if white enrollment reaches 50% of total school population, another bonus v/ould be paid. This bonus would be determined by the enrollment as of the start of the second quarter and would be payable as of July 1. b) Unitary Status, if unitary status is declared for the whole school district within three years of this contract, a bonus would be paid. If unitary status is declared within 5 years of the start of this contract, another bonus wouid be paid. c) Strategic Plan: if the Superintendent leads the co.mmunity through a strategic planning process, a bonus wouid be paid at the implementation of that plan. If the plan is still being following at the end of the third year of its implementation, another bonus would be paid. d) Student Achievement
a bonus will be paid to the Superintendent if average LRSD test scores on each of the categories of ths Stanford 8 are abcv'e State averages. For each grade that has all test scores above State averages, a bonus will be paid. TOTAL P.0307/16/93 11:33 301 324 2032 L R School Dlst ODM 121002/002 a Little Rock School District NEWS RELEASE July 16, 1993 For more information: Jeanette Wagner, 324-2020 CORRECTION SUPERINT] ENT SEARCH a21J The Superintendent Seardi Commin-ee, as directed by the entire school board, has officially contacted Dr. Henry WiUiams of Syracuse, New York. Dr. Williams was contacted today in regards to the vacant Superintendent position and has agreed to come to Little Rock to further discuss the position with the school board. More information wUl be available after his visitI CITY SCHOOL DISTRICT 725 HARRISON STREET SYRACUSE, NEW YORK 13210 SUPERINTENDENT OF SCHOOLS / To: From: Date: Subject: MemberVbf me Litt h Henry P, iS July 20,1'993 Excellence in Education :k Board of Edui Education During my tenure as Superintendent of the Syracuse City Schools, I have had the opportunity to discuss with staff, students, parents and community the most critical educational issues that we will encounter in the future that will directly affect student outcomes. Through these discussions, I have identified six critical issues facing a public school superintendent and have articulated my personal educational philosophy regarding those issues. HPW:as1. Our communities and nation expect schools to constantly improve. To improve we must be innovative, face and overcome obstacles and expect improved student achievement. Innovative avproacbl^'^^ innovative approach that has helped student learning in the Syracuse City School District in the last three years is the Districts Strategic Plan. This plan calls for the transformation of our school system: from a traditional, calendar-driven and, in some cases, outdated curriculum and program structure to a transformational outcome-based approach to learning, with particular emphasis on success for all students. Curriculum, then, will have a new connotation. So too will the word success, for we mean not simply success in school, but success in all spheres of the students lives as adults: the personal sphere as well as those of learning, relationships, work, cultural, civic, and global. The Strategic Plan that has been developed is based on the dreams, the vision and the beliefs of a cross section of our schools and community. Never before in the history of the Syracuse Public Schools has such an effort been made to involve hundreds of people in determining the operation of our school system as it applies to the preparation of the students for a productive and wholesome life. New York State Regent Louise Matteoni recently made the following comment to the Syracuse Board of Education regarding our Strategic Plan: I come here to congratulate both Superintendent Williams and the school board and the community at large because you really are in the forefront in Strategic Planning. You are in the forefront in the implementation of the Compact for Learning and you will be the leaders in New York State! The major obstacles encountered during Obstacles faced this process were commitment and the financial resources needed to implement the Strategic Plan. Commitment to the Strategic Plan was accomplished by identifying and appointing strong, motivated leaders to chair design teams for each of the 8 strategies of the plan. These key people were then able to inspire large numbers of people to become actively involved in the strategic planning process. These active members include not only the Superintendent, members of the Superintendents Cabinet, members of the Board of Education, and other administrators, but also teachers, parents, community members and business leaders. Together, through their demonstration of firm commitment and dedication, they are making a significant difference in our educational community. Financial resources for the implementation of the Strategic Plan were obtained through: the reorganization of district budget priorities: funding through grants from private foundations and governmental agencies: and donations from business and industry. 9\{easurabk resubts As a result of e Strategic Plan, the following measurable outcomes have been achieved: Attendance: Districtwide attendance has increased to a level of nearly 93%highest among other large cities in New York Sate and comparable to many of our suburban neighbors. Dropouts: The dropout rate for 1990-91 was 4.4%the lowest rate in 20 years. PEP Test results: This is the first year since State Review of schools that we have had no schools identified in need of registration review. Over the past three years we have made significant gains in both reading and math at all grade levels and have held a level in writing that exceeds the state public school average. Regents results: In English, social studies, and foreign language, we have made gains each year districtwide over the past three years. SAT results: While sliU below the level for New York State and the nation, our record of improvement far surpasses the state and rivals the nation. ACT results: Performance for the Syracuse June 1992 graduates was above both the state and national average in each subtest College bound: The percentage of our pupils going on to college has dramatically improved from about 55% in 1982 to 84% in 1992an increase of nearly 30 percentage points.2. A major issue on the educational horizon is the "privatization" of the educational system. As a public school administrator, I have had to wrestle with this challenge and develop in concert with District-wide staff and Business/Industry a response. The top priorities of most private organizations has included productivity and needs for the future. In recent years, there has been loud and sharp criticism concerning a slackening of standards resulting in inferior quality goods. Under the threat of complete devastation, members of the private sector have been pressured into not simply improving their products, but committing themselves to superior workmanship under the total quality movement This required extensive and costly restructuring and retraining, along with a commitment to excellence through continual evaluation and improvement Analogies to this scenario in public education are evident Changes in our societal structure and increasing responsibilities for schools, as well as criticisms and threats are now forcing us to take no less than radical steps toward a better way of educating our youngsters and preparing them for an ever-changing, technological world. A merging of the public and private sectors is mutually beneficial: they need us because we are in the business of preparing students for the jobs of tomorrow
we need them to tell us what the present and future needs are, and also to actually help us meet those needshelp in the form of both expertise and financial resources. Another benefit for us is that we can leam from those who have been through the painful and difficult transformations toward excellence. The private sectors focus on superior products and future needs brings a new perspective to the educational realm. Our goals are similar, but daily problems and concerns that arise in our schools often obscure our mission. Private companies can introduce us to practices which they have already researched and field tested in the areas of business management, staff development, technology, recycling and organizational flexibility. Concerns Although private organizations have a wealthy store of assets to offer us in the field of education, we must be wary of those qualities which may be required for them, but would be detrimental to public education. Monetary profit and cutthroat competition are the two that stand out in my mind. Education is in the business of nurturing productive citizens for the future. To attempt to conduct this business while also making a profit and/ or being in fierce competition with other schools or school districts is not compatible. (DeaCing zuitfi the chaCenge There are several ways to accomplish teamwork between the private sector and educational institu- tions. Below are three approaches which we have implemented in the Syracuse City School District: Private groups assist in planning and managing programs. A health careers program which has been designated by the State Education Department as a state model is located at Henninger High School in Syracuse. Every major health institution in Onondaga County has a role in either the planning of and/or the implementation of the program. Hospital personnel assisted with the designing and writing of the health career curriculum: and doctors and hospital technicians serve as the students mentors and supervisors during on-the-job training. Business partnerships. Two such partnerships exist in the Syracuse School District: the Adopt-a-School Program and the School and Business Alliance (SABA) Program. Through the Adopt-a-School Program, over sixty companies that have adopted schools within the district provide technology, materials, staff development and tutorial services for our students. The School and Business Alliance gives students exposure and training in real businesses such as the marketing institute at one of our high schools. Also, the planning between an elementary school and a major United States business corporation helped earn that school a Blue Ribbon Award as a School of Excellence, Representation on committees. I point with pride to the importance of private organizations in shaping the mission of Syracuse City Schools. The business community is represented on each of the committees of our Strategic Plan. Their active role in planning lends credibility to the process of outcome-based education.3. Students of the 1990s face unprecedented challenges. My philosophy concerning these educational challenges are as follows: CHaCknge-s students face Students of the 1990s face significant problems/ challenges/opportunities in each of the spheres of living. These spheres, along with some challenges related to each
WORK SPHEREa constantly changing technological work setting requiring ongoing learning and retraining
a global market demanding high quality products and/or services
a multicultural, multiethnic, and multiaged work force
vast and expanding amounts of information constantly being introduced to the work environment
and a work environment that does not guarantee stable conditions, salary, and benefits. CIVIC SPHEREan increasing focus on human rights issues
a decline in the prevalence of traditional nuclear family communities
increased geographic mobility and loss of local community identity. GLOBAL SPHEREexpanding worldwide interdependence of nations
a fragile and vulnerable global environment that requires altering wasteful consumption patterns. CULTURAL SPHEREincreasing diversity in virtually every aspect of the world
changing aesthetic values in the world of arts and entertainment. RELATIONSHIPS SPHEREthe need to relate to a variety of individuals and groups based upon increased cultural diversity, the aging of our population, migration, changing family and job structures, and a redistribution of wealth and resources. LEARNING SPHERErapid change and expanding knowledge
constantly changing standards of competence, literacy, and excellence
comprehensive understanding of how humans learn, creating highly effective strategies for individual learning. PERSONAL SPHEREa high stress, fast paced, changing environment impacting on their public, private, and personal lives
changing and evolving social and cultural standards regarding personal, family, and social roles
the profound influence of mass media projecting standardized tastes, values, and information. Cftange. in pHiCosopfiy Without a doubt, the students of the 1990s face a future that will be far more complex and demanding than is the past on which our educational system has been based. Empowering all students to meet these challenges is our mission. Therefore, profound changes must be made, both in learning outcomes and in how schools facilitate them. These glaring facts have forced me to transform my philosophy of education. I once thought and believed that the school system in which I was educated was quite sufficient for preparing students for the future that they facethat, with some minor changes, we could have an excellent system. I now realize that such a superficial face lift wUl not do. If we are to truly address and prepare our students for the significant problems and challenges listed above, then our school systems must undei^o nothing short of a complete and well planned restructuringwith input from all facets of the community. While working our way through strategic planning, all of the staff are being given the opportunity to shape a new philosophy of education. In doing so, we become more and more optimistic about how our schools can become the groundwork for our future citizens. The dividends of our Strategic Plan to date can be measured by the wealth of resources and commitment from the entire community. Representatives from every sector have been developing desired learner outcomes. Our plan includes the creation of collaborative leadership and support for site-based management in each school. Parents will have greater responsibility as the childs first teacher and then as a partner with the classroom teachers. Student representation and input into program content and design will be an integral part of each schools building improvement plan There are districtwide programs for students, including the Superintendents Student Cabinet, to give all students in Syracuse an active role in shaping their future. Business partnerships are already an integral part of the school district My philosophy of education is embedded in the Districts Strategic Plan which I believe is the foundation of a new paradigm for children of the 90s.4. Communication must be responsive to the cultural, demographic and social needs of the school community. Needed changes in communication pose challenges as well as opportunities. Changes Since 1988, the Syracuse City School district has seen its non- present English speaking population triple. It has seen its minority Cnattenae population increase, while, at the same time, financial resources have dramatically decreased. By the year 2000, nearly one third of the States population is projected to be made up of minorities, predominately African-American and Hispanic. These profound and rapid changes present particular challenges in the area of communications. Even in an age of highly sophisticated technology, day to day communication has been hampered by Ian- guage and cultural differences. Steps to improve communication A number of initiatives have been enacted since my tenure began. These steps were designed to expand the avenues of dialogue between English and non-English speaking staff, parents and students in the district Two elementary schools with large Spanish speaking population have begun bilingual programs for kindergarten through sixth grade students. An important feature of this program is that it gives Spanish speaking parents total access to all school programs and activities. Bilingual psychologists, teachers, and teaching assistants, including special education personnel, are on site to provide native language support All school communications are printed bilingually and parent meetings are conducted bilingually. The District also hired a bilingual special education liaisoit This bilingual teacher translates all individualized education programs (lEP) into Spanish
meets with parents to review their rights and explain special education services
and acts as a parent advocate by being a parent translator at Committee on Special Education hearings. One of the chief goals of the districtwide parent group has been to improve districtwide communications between parents and my staff. Every effort is made not only to provide written communication to the parents, but also to make face to face dialogue possible between teachers and parents. Parent conferences can be held at any time of the day. Special evenings are also provided for those who are available at that time to come to school. Because we believe that communication breaks down the barriers posed by language and culture, community agencies such as the Spanish Action League and the Refugee Assistance Program have open access to the Superintendent and the school principals to keep the lines of communication open. The districts efforts have also touched the Southeast Asians, the second largest non-English speaking population in Syracuse. The major ethnic groups include Viemamese, Laotian, Hmong and Cambodians. The Syracuse City School District houses and operates the Central New York Refugee Assistance Center through a cooperative effort of bilingual teaching assistants and contracted translators. Their diligent work with the Southeast Asian community has steadily improved communication over the past four years. Then there is the Superintendents Issues Analysis Team. This team has spent two of the last four years researching multiculturalism and its impact from a variety of perspectives. One charge I have given the team is to formulate a plan for more effective instruction of our ever increasing multicultural populatiott The depressed state of the economy has further impacted communica- S-irtanciaC ftardsftip tions. Many of our non- preSentS more English speaking parents cftaCUngcs are unemployed and are on public assistance. Many carry two jobs in their efforts to make ends meet In many homes, both parents work. These situations present the district with severe challenges in the area of communication.5. Staff development is a key to a successful school system. Strong programs must be provided that respond to the specific needs of staff and community. Changed. The population in our public schools is changing at an incredibly fast rate. I have observed great diversity in the social, economic and cultural backgrounds of children entering classrooms daily. Student value systems are vastly different from those of my generation. One thing has remained constant through the years
parents have high expectations of schools. As these changes and expectations have become clearer their impact on our schools has become increasingly apparent. There is a need to support and retrain school staff to meet these changes. Addressed Teachers must be knowledge- able about the ever changing content and curriculum and sensitive to the personal needs and hopes of the children in their classrooms. We can only insure that this win happen if staff development is valued, available and relates directly to the teachers work environment Staff development has become part of a teachers growth in Syracuse while the Strategic Plan has identified specific initiatives to guide us in our journey toward excellence. These mitiatives are being addressed by: The School Improvement Committees: Each School Improvement Committee is responsible to assess the needs of teachers in relation to district goals, plan and develop appropriate staff development to meet these needs and assess if the training has led to increased student achievement or performance. Center for School Improvement and Staff Development: This center was created at my urging to serve as a resource to the School Improvement Committees and curriculum committees. The Center is staffed by experts in the area of staff development who provide training at each school based on the needs identified in the School Improvement Plans. This Center houses a well equipped computer laboratory where teachers leam a variety of ways to make technology enhance instruction. Training in the use of state-of-the-art technology, especially computers, and multi-cultural sensitivity inservice workshops help teachers gain new skills and perspectives for dealing with the challenges facing todays students. Professional Responsibilities Committees: These are committees of teachers who focus on curriculum revision and staff development to insure that each teacher is equipped to deliver current information in a way that leads to student mastery. Career Ladder Program: Knowing that urban areas have a difficult time attracting the best teachers - especially minorities I have expanded our Career Ladder program. This program provides an opportunity for Syracuses committed paraprofessionals to participate in course work leading to a degree in education. This has proven to be a most effective way of getting the best teachers in our schools. Preservice Program: These programs are designed to provide new employees intense staff development to make their transition into the Syracuse City Schools successful. Since these programs have been initiated there has been a documented decrease in the number of initial year staff resignations. Approaches SaccessfuC The professional staff I am blessed with have made a commitment to achieve personal excellence so that they can pass their learning on to the students they work with. Their dedication is the catalyst that underlies districtwide success. I have witnessed an increase in the academic achievement of students because of the teachers zeal for these children. Improved attendance on the part of district staff is indicative of their renewed fervor to not miss the opportunity to teach.6. High quality public education is essential in sustaining a free and democratic society and a ffee- maiket economy. I believe this statement to be true for the following reasons: The first time I ever read about Frederick Douglass was when I was a youngster. I especially recall a profound thought he made in one of his writings. He claimed that anyone could chain his hands and legs with irons and enslave his body, but as long as that person was unable to shackle his mind, he remained a free man. These words have stayed with me since my childhood. Later in life, ideas that Douglass created in my imagination took shape in my educational philosophy. Many thoughts have served to forge lasting beliefs about my responsibilities as an educator. I remember reading a statement by President James A. Garfield who said that education was next in importance to fteedom and justice. He felt that without schooling neither freedom nor justice could be maintained. major tenets What our nations early leaders claimed about learning and education I believe to be true today. There are five major tenets in my educational philosophy: School is preparation for life. It must provide equal opportunities for everyone. Education must teach those qualities that enable us to be effective citizens in a democracy. We must study lessons from the past, so that we may leam for the future. The reward for learning is the untold benefits to the nation as a whole from an enlightened population. High quality public education has been the traditional corrunodity that has given meaning and purpose to life. It has been the great equalizer that has served as the major catalyst to move the poor and disadvantaged into the mainstream of American economic and social life. Public education has also been the trainer of citizens that enabled us to be ever vigilant and protective to any threats to our nations freedom and individual liberty. As educators, we are charged with the responsibility of preparing our students to be active, participating, intelligent, thinking and caring human beings who take the responsibilities of citizenship very seriously and who are attuned to the responsibilities of their community, country and shrinking world they will inherit. We believe that the recipe for success is to continue and improve our cherished American way of life by providing students with: appropriate academic and thinking skills
life-centered skills
exposure to opportunities that provide for future employment
justice
human rights and welfare
multiculturalism and international relations/cooperatiotL Educators are also in a crucial position to unlock the creative potential for all of the people they come in contact with by exposing their students to the concepts of understanding the past and the present The students must be exposed to the processes of peaceful implementation associated with change for the good of all citizens. In addition, the educator should not limit this education and training just to children. Quality public education is a right for all of the citizens and everyone benefits from its results. Education is a life long proposition and the adults in the community must be involved and supportive. We cannot rest on our laurels, but must take initiatives to offer each citizen an opportunity to partake in the education pie. Magnificent educational opportunities presently exist in our public schools. It serves as the conduit for transmitting both knowledge and behaviors to the people it serves. Our high quality public educational systems have indeed become enduring institutions and can and will continue to provide full preparation for sustaining a free and democratic society and a free market economy.CITY SCHOOL DISTRICT 725 HARRISON STREET SYRACUSE. NEW YORK 13210 SUPERINTENDENT OF SCHOOLS To: From: Date: Subject: Member
Henry P. July 20,1993 Lil c^^ard of Educa . Wilnanis I 1993 V of Education Excellence in Education During my tenure as Superintendent of the Syracuse City Schools, I have had the opportunity to discuss with staff, students, parents and community the most critical educational issues that we will encounter in the future that will directly affect student outcomes. Through these discussions, I have identified six critical issues facing a public school superintendent and have articulated my personal educational philosophy regarding those issues. HPW:as 1. Our commumties and nation expect schools to constantly improve. To improve we must be innovative, face and overcome obstacles and expect improved student achievement. Innovative av-proacfi^'^^ r innovative approach that has helped student learning in the Syracuse City School District in the last three years is the Districts Strategic Plan This plan calls for the transformation of our school system
from a traditional, calendar-driven and, in some cases, outdated curriculum and program structure to a transformational outcome-based approach to learning, with particular emphasis on success for all students. Curriculum, then, will have a new connotation. So too will the word success, for we mean not simply success in school, but success in all spheres of the students lives as adults: the personal sphere as well as those of learning, relationships, work, cultural, civic, and global. The Strategic Plan that has been developed is based on the dreams, the vision and the beliefs of a cross section of our schools and community. Never before in the history of the Syracuse Public Schools has such an effort been made to involve hundreds of people in determining the operation of our school system as it applies to the preparation of the students for a productive and wholesome life. New York State Regent Louise Matteoni recently made the following comment to the Syracuse Board of Education regarding our Strategic Plan
I come here to congratulate both Superintendent Williams and the school board and the community at large because you really are in the forefront in Strategic Planning. You are in the forefront in the implementation of the Compact for Learning and you will be the leaders in New York State! The major obstacles encountered during O 5s tacks faced this process were commitment and the financial resources needed to implement the Strategic Plan. Commitment to the Strategic Plan was accomplished by identifying and ^jpointing strong, motivated leaders to chair design teams for each of the 8 strategies of the plan. These key people were then able to inspire large numbers of people to become actively involved in the strategic planning process. These active members include not only the Superintendent, members of the Superintendents Cabinet, members of the Board of Education, and other administrators, but also teachers, parents, community members and business leaders. Together, through their demonstration of firm commitment and dedication, they are making a significant difference in our educational community. Financial resources for the implementation of the Strategic Plan were obtained through
the reorganization of district budget priorities
funding through grants from private foundations and governmental agencies
and donations from business and industry. As a result of the Strategic Plan, the following measurable outcomes have been achieved
Attendance: Districtwide attendance has increased to a level of nearly 93%highest among other large cities in New York Sate and comparable to many of our suburban neighbors. Dropouts: The dropout rate for 1990-91 was 4.4%the lowest rate in 20 years. PEP Test results: This is the first year since State Review of schools that we have had no schools identified in need of registration review. Over the past three years we have made significant gains in both reading and math at all grade levels and have held a level in writing that exceeds the state public school average. Regents results: In English, social studies, and foreign language, we have made gains each year districtwide over the past three years. SAT results: While still below the level for New York State and the nation, our record of improvement far surpasses the state and rivals the nation. ACT results: Performance for the Syracuse June 1992 graduates was above both the state and national average in each subtesL College bound: The percentage of our pupils going on to college has dramatically improved from about 55% in 1982 to 84% in 1992an increase of nearly 30 percentage points.2. A major issue on the educational horizon is the "privatization" of the educational system. As a public school administrator, I have had to wrestle with this challenge and develop in concert with District-wide staff and Business/Industry a response. The top priorities of most private organizations has included productivity and needs for the future. In recent years, there has been loud and sharp criticism concerning a slackening of standards resulting in inferior quality goods. Under the threat of complete devastation, members of the private sector have been pressured into not simply improving their products, but committing themselves to superior workmanship under the total quality movement This required extensive and costly restructuring and retraining, along with a commitment to excellence through continual evaluation and improvement Analogies to this scenario in public education are evident Changes in our societal structure and increasing responsibilities for schools, as well as criticisms and threats are now forcing us to take no less than radical steps toward a better way of educating our youngsters and preparing them for an ever-changing, technological worid. (Benefits A merging of the public and private sectors is mutually beneficial: they need us because we are in the business of preparing students for the jobs of tomorrow
we need them to tell us what the present and future needs are, and also to actually help us meet those needshelp in the form of both expertise and financial resources. Another benefit for us is that we can leam fiom those who have been through the painful and difficult transformations toward excellence. The private sectors focus on superior products and future needs brings a new perspective to the educational realm. Our goals are similar, but daily problems and concerns that arise in our schools often obscure our mission. Private companies can introduce us to practices which they have already researched and field tested in the areas of business management, staff development, technology, recycling and organizational flexibility. Concerns Although private organizations have a wealthy store of assets to offer us in the field of education, we must be wary of those qualities which may be required for them, but would be detrimental to public education. Monetary profit and cutthroat competition are the two that stand out in my mind. Education is in the business of nurturing productive citizens for the future. To attempt to conduct this business while also making a profit and/ or being in fierce competition with other schools or school districts is not compatible. (DeaCin^ TUitfi tfie cftaCen^e There are several ways to accomplish teamwork between the private sector and educational institu- tions. Below are three approaches which we have implemented in the Syracuse City School District
Private groups assist in planning and managing programs. A health careers program which has been designated by the State Education Department as a state model is located at Henninger High School in Syracuse. Every major health institution in Onondaga County has a role in either the planning of and/or the implementation of the program. Hospital personnel assisted with the designing and writing of the health career curriculum
and doctois and hospital technicians serve as the students mentors and supervisors during on-the-job training. Business partnerships. Two such partnerships exist in the Syracuse School District the Advpt-a-School Program and the School and Business Alliance (SABA) Program. Through the Adopt-a-School Program, over sixty companies that have adopted schools within the district provide technology, materials, staff development and tutorial services for our students. The School and Business Alliance gives students exposure and training in real businesses such as the marketing institute at one of our high schools. Also, the planning between an elementary school and a major United States business corporation helped earn that school a Blue Ribbon Award as a School of Excellence. Representation on committees. I point with pride to the importance of private organizations in shaping the mission of Syracuse City Schools. The business community is represented on each of the committees of our Strategic Plan Their active role in planning lends credibility to the process of outcome-based education.3. Students of the 1990s face unprecedented challenges. My philosophy concerning these educational challenges are as follows: ChaCCenges students face Students of the 1990s face significant problems/ chaUenges/opportunities in each of the spheres of living. These spheres, along with some challenges related to each: WORK SPHEREa constantly changing technological work setting requiting ongoing learning and retraining
a global market demanding high quality products and/or services
a multicultural, multiethnic, and multiaged work force
vast and expanding amounts of information constantly being introduced to the work environment
and a work environment that does not guarantee stable conditions, salary, and benefits. CIVIC SPHEREan increasing focus on human lights issues: a decline in the prevalence of traditional nuclear family communities
increased geographic mobility and loss of local community identity. GLOBAL SPHEREexpanding worldwide interdependence of nations
a fragile and vulnerable global environment that requires altering wasteful consumption patterns. CULTURAL SPHEREincreasing diversity in virtually every aspect of the world
changing aesthetic values in the world of arts and entertainment RELATIONSHIPS SPHEREthe need to relate to a variety of individuals and groups based upon increased cultural diversity, the aging of our population, migration, changing family and job structures, and a redistribution of wealth and resources. LEARNING SPHERErapid change and expanding knowledge
constantly changing standards of competence, literacy, and excellence
comprehensive understanding of how humans leam, creating highly effective strategies for individual learning. PERSONAL SPHEREa high stress, fast paced, changing environment impacting on their public, private, and personal lives: changing and evolving social and cultural standards regarding personal, family, and social roles
the profound influence of mass media projecting standardized tastes, values, and informatioa Change, in pfdtosopfy Wiout a doubt, the students of the 1990s face a future that will be far more complex and demanding than is the past on which our educational system has been based. Empowering all students to meet these challenges is our mission. Therefore, profound changes must be made, both in learning outcomes and in how schools facilitate them. These glaring facts have forced me to transform my philosophy of education. I once thought and believed that the school system in which I was educated was quite sufficient for preparing students for the future that they facethat, with some minor changes, we could have an excellent system. I now realize that such a superficial face Uft will not do. If we are to truly address and prepare our students for the significant problems and challenges listed above, then our school systems must undergo nothing short of a complete and well planned restructuringwith input from all facets of the community. While working our way through strategic planning, all of the staff are being given the opportunity to shape a new philosophy of education. In doing so, we become more and more optimistic about how our schools can become the groundwork for our future citizens. The dividends of our Strategic Plan to date can be measured by the wealth of resources and commitment from the entire community. Representatives from every sector have been developing desired learner outcomes. Our plan includes the creation of collaborative leadership and support for site-based management in each school. Parents will have greater responsibility as the childs first teacher and then as a partner with the classroom teachers. Student representation and input into program content and design will be an integral part of each schools building improvement plan There are districtwide programs for students, including the Superintendents Student Cabinet, to give all students in Syracuse an active role in shaping their future. Business parmerships are already an integral part of the school district My philosophy of education is embedded in the Districts Strategic Plan which I believe is the foundation of a new paradigm for children of the 90s.4. Commumcation must be responsive to the cultural, demographic and social needs of the school community. Needed changes in communication pose challenges as well as op^rtunities. Cflanges Since 1988, the Syracuse City School district has seen its non- present English speaking population triple. It has seen its minority Cnattenae population increase, while, at the same time, financial resources have dramatically decreased. By the year 2000, nearly one third of the States population is projected to be made up of minorities, predominately African-American and Hispanic. These profound and rapid changes present particular challenges in the area of communications. Even in an age of highly sophisticated technology, day to day communication has been hampered by language and cultural differences. Steps to improve communication A number of initiatives have been enacted since my tenure began. These steps were designed to expand the avenues of dialogue between English and non-English speaking staff, parents and students in the district Two elementary schools with large Spanish speaking population have begun bilingual programs for kindergarten through sixth grade students. An important feature of this program is that it gives Spanish speaking parents total access to all school programs and activities. Bilingual psychologists, teachers, and teaching assistants, including special education personnel, are on site to provide native language support All school communications are printed bilingually and parent meetings ate conducted bilingually. The District also hired a bilingual special education liaisott This bilingual teacher translates all individualized education programs (EEP) into Spanish
meets with parents to review their rights and explain special education services
and acts as a parent advocate by being a patent translator at Committee on Special Education hearings. One of the chief goals of the districtwide patent group has been to improve districtwide communications between parents and my staff. Every effort is made not only to provide written communication to the parents, but also to make face to face dialogue possible between teachers and parents. Parent conferences can be held at any time of the day. Special evenings are also provided for those who are available at that time to come to school. Because we believe that communication breaks down the barriers posed by language and culture, community agencies such as the Spanish Action League and the Refugee Assistance Program have open access to the Superintendent and the school principals to keep the lines of communication open. The districts efforts have also touched the Southeast Asians, the second largest non-English speaking population in Syracuse. The major ethnic groups include Vietnamese, Laotian, Hmong and Cambodians. The Syracuse City School District houses and operates the Central New York Refiigee Assistance Center through a cooperative effort of bilingual teaching assistants and contracted translators. Their diligent work with the Southeast Asian community has steadily improved communication over the past four years. Then there is the Superintendents Issues Analysis Team. This team has spent two of the last four years researching multiculturalism and its impact from a variety of perspectives. One charge I have given the team is to formulate a plan for mote effective instruction of our ever increasing multicultural population. The depressed state of the economy has further impacted communica- S^inanciaC SarsSsfiip tions. Many of our non- pTCSCntS English speaking parents aie unemployed and are on public assistance. chaUenges Many carry two jobs in their efforts to make ends meet In many homes, both parents work. These situations present the district with severe challenges in the area of communication.5. Staff development is a key to a successful school system. Strong programs must be provided that respond to the specific needs of staff and community. Changed The population in our public schools is changing at an incredibly fast rate. I have observed great diversity in the social, economic and cultural backgrounds of children entering classrooms daily. Student value systems are vastly different fiom those of my generation. One thing has remained constant through the years
parents have high expectations of schools. As these changes and expectations have become clearer their impact on our schools has become increasingly apparent There is a need to support and retrain school staff to meet these changes. 9(eeds addressed Teachers must be knowledge- able about the ever changing content and curriculum and sensitive to the personal needs and hopes of the children in their classrooms. We can only insure that this will happen if staff development is valued, available and relates directly to the teachers work environment Staff development has become part of a teachers growth in Syracuse while the Strategic Plan has identified specific initiatives to guide us in our journey toward excellence. These initiatives are being addressed by: The School Improvement Committees: Each School Improvement Committee is responsible to assess the needs of teachers in relation to district goals, plan and develop appropriate staff development to meet these needs and assess if the training has led to increased student achievement or performance. Center for School Improvement and Staff Development: This center was created at my urging to serve as a resource to the School Improvement Committees and curriculum committees. The Center is staffed by experts in the area of staff development who provide training at each school based on the needs identified in the School Improvement Plans. This Center houses a well equipped computer laboratory where teachers leam a variety of ways to make technology enhance instructiotL Training in the use of state-of-the-art technology, especially computers, and multi-cultural sensitivity inservice workshops help teachers gain new skills and perspectives for dealing with the challenges facing todays students. Professional Responsibilities Committees: These are committees of teachers who focus on curriculum revision and staff development to insure that each teacher is equipped to deliver current information in a way that leads to student mastery. Career Ladder Program: Knowing that urban areas have a difficult time attracting the best teachers - especially minorities I have expanded our Career Ladder program. This program provides an opportunity for Syracuses committed paraprofessionals to participate in course work leading to a degree in education. This has proven to be a most effective way of getting the best teachers in our schools. Preservice Program: These programs are designed to provide new employees intense staff development to make their transition into the Syracuse City Schools successfuL Since these programs have been initiated there has been a documented decrease in the number of initial year staff resignations. Approaches SnccessfuC The professional staff I am blessed with have made a commitment to achieve personal excellence so that they can pass their learning on to the students they work with. Their dedication is the catalyst that underlies distnctwide success. I have witnessed an increase in the academic achievement of students because of the teachers zeal for these childrerk Improved attendance on the part of district staff is indicative of their renewed fervor to not miss the opportunity to teach.6. High quality public education is essential in sustaining a free and democratic society and a free- market economy. I believe this statement to be true for the following reasons: The first time I ever read about Frederick Douglass was when I was a youngster. I especially recall a profound thought he made in one of his writings. He claimed that anyone could chain his hands and legs with irons and enslave his body, but as long as that person was unable to shackle his mind, he remained a free man. These words have stayed with me since my childhood. Later in life, ideas that Douglass created in my imagination took shape in my educational philosophy. Many thoughts have served to forge lasting beliefs about my responsibilities as an educator. I remember reading a statement by President James A. Garfield who said that education was next in importance to freedom and justice. He felt that without schooling neither freedom nor justice could be maintained. major tene^ts What our nations early leaders claimed about learning and education I believe to be true today. There are five major tenets in my educational philosophy: School is preparation for life. It must provide equal opportunities for everyone. Education must teach those qualities that enable us to be effective citizens in a democracy. We must study lessons from the past, so that we may leam for the future. The reward for learning is the untold benefits to the nation as a whole tarn an enlightened population. High quality public education has been the traditional commodity that has given meaning and purpose to life. It has been the great equalizer that has served as the major catalyst to move the poor and disadvantaged into the mainstream of American economic and social life. Public education has also been the trainer of citizens that enabled us to be ever vigilant and protective to any threats to our nations freedom and individual liberty. As educators, we are charged with the responsibility of preparing our students to be active, participating, intelligent, thinking and caring human beings who take the responsibilities of citizenship very seriously and who are attuned to the responsibilities of their community, country and shrinking world they will inherit. We believe that the recipe for success is to continue and improve our cherished American way of life by providing students with: appropriate academic and thinking skills
life-centered skills
exposure to opportunities that provide for future employment
justice
human tights and welfare
multiculturalism and international relations/cooperatiorL Educators are also in a crucial position to unlock the creative potential for all of the people they come in contact with by exposing their students to the concepts of understanding the past and the present The students must be exposed to the processes of peaceful implementation associated with change for the good of all citizens. In addition, the educator should not limit this education and training just to children. Quality public education is a right for all of the citizens and everyone benefits from its results. Education is a life long proposition and the adults in the community must be involved and supportive. We caimot rest on our laurels, but must take initiatives to offer each citizen an opportunity to partake in the education pie. Magnificent educational opportunities presently exist in our public schools. It serves as the conduit for transmitting both knowledge and behaviors to the people it serves. Our high quality public educational systems have indeed become enduring institutions and can and will continue to provide full preparation for sustaining a free and democratic society and a fiee market economy.07/29'93 14:26 301 324 2032 L R School Dlst ODM 0002/002 A Little Rock School District NEWS RELEASE July 29,1993 For more information: Jeanette Wagner, 324-2020 LRSD HOLDS SPECIAL BOARD MEETING The Little Rock School District Board of Directors will hold a "wrap-up" session with Dr. Henry Winiams, candidate for the position of superintendent, 9 a.m. Saturday in the Board Room, LRSD Administrative Offices, 810 West Markham Streetf John w. Walker, p.a. I { JOHN )v. walk^h RALPH WASHiMITON mark BHRNEtlE WILSY A. BRANTOiN .!R AUSTIN POnTm'jii: Al idn,ini to in finnrfU ,, V.Jnmhio. Mr, Aitornby At Law 1723BROAOWAV Little Rtk^k. Arkansas -22 FAX (501) .374-4187 *2206 July 29, 1993 John Moore, President Little Rock School 810 West Markham Little Rock, AR District Board 72201 Re
Dear Mr. Moore
Dr. Henry Williams In reading this William's schedule, capriciously omitted it Corning's paper. - which set out appears that the Joshua Dr. Henry T J,, Intervenors r assume that is an oversight and^urtTy With us. This is ^o becaut^ i-V ^^^3tion would District is implementation Of itl Problem are the principal party The oth ^^segregation plan And none of them have been '^ith components of toSr assert are of highest prioriX ^e rights SSSh that litigation, defamation of priority. Would you please let or rearrange Dr. meeting by Joshua are Want him to meet desegregation facing the . --J to which groups which will meet with rights which we i! y office know today if representatives withhim.''^^'^ William's schedul you will arrange an hour I Thank you for your cooperation. sincerely yours, JWW:j s cc
'hn w. i Mrs, Estelle Matthis (with the members receive I'rirn the Dr. - a copy Henry Williams Ms. Ann Brown Mr. Jerry Malone I TOTAL P.02TuAuf 0 3 15:57 1 ? P a 9 e HENRY P. WILLIAMS DEFERRED COMPENSATION TRUST TRUST AGREEMENT entered into this____day of August, 1993, by and between LITTLE ROCK SCHOOL DISTRICT, hereinafter referred to as the "Grantor," and ,, hereinafter referred to as "Trustee. II A. B. C. D, FIRST IDENTIFICATION Grantor shall mean, and refer to, LITTLE ROCK SCHOOL DISTRICT. Trustee shall mean, and refer to. Agreement shall mean, and refer to, this Trust Agreement. Bengf-yiar:^ shall mean, and refer to, HENRY P. WILLIAMS, or his designated beneficiaries as hereafter provided. SECOND TRANSFER OF PROPERTY The Grantor, for good and valuable consideration, does hereby transfer to the Trustee in trust Sixty Thousand Dollars ($60,000.00) cash for the purposes and on the conditions hereinafter stated. Additionally, it is anticipated that the Grantor or any other person may transfer and deliver to the Trustee, during any year following the month this original trust agreement is executed, such additional amounts of cash as determined in the sole and absolute discretion of the Grantor, and such cash shall be held, administered, and disposed of by the Trustee in accordance with the provisions of this Trust Agreement without the execution of any further instrument or declaration.Tu Au-? 1 5 1 ? THIRD PURPOSE OF TRUST The purpose for this Trust shall be to provide a fund from which the Beneficiary, HENRY P. WILLIAMS, will eventually be paid as compensation for ser/ices performed by such Beneficiary for Grantor (or any affiliate of the Grantor). It is the intention of the parties that this Trust shall constitute a funded arrangement, subject to a substantial risk of forfeiture, maintained primarily for the purpose of providing deferred compensation to the Beneficiary. The assets held in this Trust shall not be subject to the claims of the Grantor's creditors in the event of the Grantor's insolvency, unless and until forfeited by the Beneficiary and returned to the Grantor, or its successor and assigns. The Grantor's contribution to this Trust shall be includable in the income of the Beneficiary' pursuant to Section 83 of the Internal Revenue Code of 1986, as amended. FOURTH DISPOSITION OF INCOME During the term of this Trust all income received by the Trust, net of expenses, shall be accumulated and reinvested by the Trustee. The Grantor specifically retains the right to all such income, subject to the requirement that such income be accumulated and reinvested during the term of this Agreement, At the end of calendar year, the income shall be deemed distributed to the Grantor. The Grantor shall then contribute back the income to the Trust as an additional contribution by the Grantor pursuant to Article SECOND above and such income shall be includible in the income of the Beneficiary pursuant to Section 83 of the Internal Revenue Code of 1986, as amended. FIFTH DISTRIBUTIONS TO BENEFICIARY (a) The Trustee shall pay over and deliver the Trust estate as it then exists, plus accumulated income, if any, to the Beneficiary, or his designated beneficiary or estate as the case may be, upon the earlier of: (1) June 30, 1998, if the Beneficiary is employed on such date by the Grantor, or its successor, as Superintendent of the Little Rock Public Schools
Tue A U 3 0 1 5 1 ? 4 (2) the death of the Beneficiary if the Beneficiary was employed on the date by the Grantor, or its successor, as Superintendent of the Little Rock Public Schools
(3) the entry of an order placing the Grantor in receivership or otherwise placing the assets of the Grantor under the control of a party other than the Grantor's Board of Directors and the expiration of the applicable period for the filing of an appeal of such order without action being taken to stay, dismiss or otherwise vacate such order
or (4) the effective date of any legislation enacted in Arkansas prohibiting salary supplements or arrangements of this nature for public employees. (b) The Trustee shall make provision for the reporting and withholding of any federal or state taxes that may be required to be withheld with respect to the payment of benefits hereunder. (c) The Beneficiary shall have the right to designate in writing and deliver to the Trustee his designated beneficiary or beneficiaries to receive the benefits payable hereunder in the event of his death. In the absence of such designation, the Trustee shall pay over and distribute such benefit to his estate. SIXTH RISK OF FORFEITURE The Beneficiary's interest in the trust fund created hereunder shall terminate in the event of the termination of the Beneficiary's employment agreement with the Grantor by the Grantor "for cause" or the Beneficiary's resignation as an employee of the Grantor prior to the time when the Beneficiary is eligible to receive distributions from the Trust estate under Article FIFTH above. In the event of such termination, the Beneficiary shall have no right to receive any distribution from the Trust estate and the Trustee shall thereafter pay over and deliver the principal of the trust fund, plus all accumulated income to the Grantor, SEVENTH TRUSTEE'S POWERS (a) In the administration of this Trust, the Trustee shall have the following powers, in addition to those conferred by law, all of which shall be exercised in a fiduciary capacity subject to any limitations stated elsewhere in this Agreement. 3T ue 1 1 : Paf (1) To invest and reinvest the property, without limitation to the Trust investment, in investments of any kind, real or personal, including, without limitation, savings accounts, certificates of deposit, stocks, bonds, notes, mortgages, lands, minerals, royalties, leaseholds, participation in partnerships, joint ventures and other business enterprises, including any depository account with the Trustee, or any affiliate thereof. (2) To participate in any reorganization, consolidation, merger or dissolution of any corporation, the stock, bonds or other securities of which may be held at any time as a part of the Trust property, and to receive and continue to hold any property which may be allocated or distributed to the Trustee by reason of participation in any such reorganization, consolidation, merger or dissolution. (3) To demand, receive, receipt for, sue for, and collect any and all rights, money, properties, or claims to which this Trust may be entitled and to compromise, settle, arbitrate, or abandon any claim or demand in favor of or against such Trust. (4) To borrow funds for this Trust in such amounts and for such purposes as shall seem for the best interest of this Trust and the Beneficiary' hereof, and to purchase property on the credit of this Trust, and, in connection with such borrowing or such purchase, to execute and deliver promissory notes or other evidences of indebtedness of this Trust and to mortgage or pledge all or any part of the property in this Trust to secure payment of such indebtedness, and to repay such indebtedness out of this Trust. (5) To employ agents, legal counsel, brokers and assistants, and to pay their fees and expenses, as the Trustee may deem necessary and advisable to carry out the provisions of this Trust. (6) To vote in person or by proxy any shares of stock which may form part of this Trust. (7) To allocate and apportion receipts and expenses as between income and principal acting consistently with subparagraph (b) of this Paragraph SEVENTH. (8) Generally, and without limitation by specific enumeration herein, to manage, control, operate, convert, reconvert, invest, reinvest, sell, exchange, lease, mortgage, pledge, pool, unitize or otherwise encumber and deal with the property of this Trust, for and in behalf of this Trust and Beneficiaries hereof, and in so doing to exercise the judgment and care under the circumstances from time to time prevailing which men of prudence, discretion and intelligence exercise in the management of their own affairs, not in regard to speculation, but in regard to the long-term growth and appreciation of their funds, considering the income as well as the probable safety of their capital. (9) In addition to the foregoing, the Trustee is vested with all of those powers authorized by Arkansas Acts of 1961, No. 153, 3, exclusive of subparagraphs A through 4T u e AU-? 0 3 1 5 : 57 1 9 9 Pa? e D, which said Act is, by this reference thereto, incorporated herein and made a part hereof. (b) The Trustee shall, in allocating the various items of receipts and expenditures between principal and income, be governed by all the provisions of Arkansas Acts of 1971, No. 318, which said act is, by this reference thereto, incorporated herein, and made a part hereof, as if fully set out. (c) The titles, powers, duties and description, herein conferred upon the Trustee, shall continue, after the termination of the trust created hereunder, until final distribution of the Trust estate. (d) The beneficiary shall have the right to instruct the Trustee in the investment of the Trust estate and to the extent that the Trustee follows such instruction, the Beneficiary hereby releases and agrees to indemnify and hold the Trustee harmless from and liability, claim, damage, loss or otherwise as a result of following such advice in the investment of the Trust estate, including, but not limited to, a situation where the trustee's following of such instruction would otherwise violate the prudent man standard or any other fiduciary duty of the Trustee in making investments on behalf of the Trust estate. EIGHTH LIMITATION OF POWERS Notwithstanding anything herein contained to the contrary, no powers enumerated herein or accorded to trustees generally pursuant to law shall be construed to enable the Trustee, any successor, or any other person to purchase, exchange, or otherwise deal with or dispose of all or any part of the principal or income of this Trust for less than an adequate consideration in money or money's worth, or to enable the Grantor to borrow all or any part of the principal or income of the Trust, directly or indirectly, without adequate interest or security. No person, other than the Trustee, shall have or exercise the power to vote or direct the voting of any stock or other securities of this Trust, to control the investments of this Trust either by directing investments or reinvestments or by vetoing proposed investments or reinvestments, or to reacquire or exchange any property of this Trust by substituting other property of an equivalent value. 5T u e A u 3 03 1 ? 1 P a 3 e NINTH ACCOUNTING BY TRUSTEE The Trustee shall keep all the accounts and records of the Trust created herein and shall render to the Beneficiary, at least annually, a statement showing in detail receipts, disbursements, distributions of both principal and income of the Trust, and a statement of financial condition. TENTH IRREVOCABLE Subject to the rights of the Grantor to in the event of the Beneficiary's forfeiture of the benefits provided hereunder, this Trust shall be irrevocable. ELEVENTH BOND AND LIABILITY OF TRUSTEE Neither the Trustee nor any successor Trustee named herein shall be required to give any bond or other security nor shall they be liable for any mistake or error of judgment in the administration of the trusts herein created, except for willful misconduct, so long as they continue to exercise their duties and powers in a fiduciary capacity primarily in the interests of the beneficiary hereunder. TWELFTH SITUS This Agreement shall be construed, and its validity and effect, and all rights hereunder shall at all times be determined in accordance with the laws of the State of Arkansas. THIRTEENTH CONSTRUCTION In carrying out the provisions of this Trust, the Trustee shall observe the following rules of construction: (a) Throughout this Trust the singular shall be deemed to include the plural and the masculine gender the feminine, and vice versa, 6T u e ' A M -3 1 P a 3 e (b) This Trust has been executed in, and shall be construed under the laws of, the State of Arkansas, unless otherwise provided herein. (c) In construing the provisions of this Trust, the Trustee shall resolve any doubt as to the payment of income and principal from the Trust, within the limits recited in the provisions relating thereto, In favor of the beneficiary thereunder. (d) Throughout this Trust, any reference to service or employment of the Beneficiary with the Grantor shall mean and include employment with any bank or other subsidiary controlled by Grantor. FOURTEENTH SPENDTHRIFT PROVISION The Beneficiary of the Trust created hereby is enjoined and restrained from anticipating, assigning, transferring, selling or otherwise disposing of his interest hereunder, and is without power to do so, and no such anticipation, assignment, transfer, sale or other disposition shall be recognized by the Trustee, nor shall the same pass any right, title or interest, if any, of the beneficiary, and none of the interest of the Beneficiary shall be subject to the claims of his creditors or other persons (other than the Grantor's general creditors), bankruptcy proceedings, or the liabilities or obligations of the Beneficiary. FIFTEENTH ACCEPTANCE OF TRUST The Trustee hereby accepts the Trust created by this Agreement and agrees to carry out the provisions hereof according to the best of the Trustee's abiUty, but the Trustee shall not be responsible for any mistake in judgment or for any decrease in the value of or loss to the trust estate or for any cause whatever except the Trustee's own bad faith or gross negligence. The Trustee shall not be required to give bond or other security for the faithful performance of the Trustee's duties hereunder. 7T u e A u 3 03 15:57 1 = P a 3 e IN WITNESS WHEREOF, this Agreement has been executed by the Grantor and the Trustee. GRANTOR: LITTLE ROCK SCHOOL DISTRICT By: By: TRUSTEE: By: BENEFICIARY: HENRY P. WILLIAMS :8-C3'93 8. .-05/47/94 08:31 Q501 324 2032 L R School Dist ODM 002/003 Little Rock School District NEWS RELEASE May 16,1994 For more information: Russ Mayo, Associate Superintendent 324-2271 LRSD TAKES STEPS FOR EFFECTIVE SCHOOLS Little Rock School District Superintendent Dr. Henry P. Williams came to Little Rock to lead the LRSD in a positive direction. Since arriving last October 1, he has spent much of his time listening to the community and staff and studying information on the district and each school. Through community meetings and various groups, he formed opinions about ways to have quality instruction even with an austere budget. His most recent decisions have generated public concern about his strategies. Principal assignments for next year and the possible elimination of stipends for coaches and sponsors of extracurricular activities are among those decisions. When I accepted the position as Superintendent of the Little Rock School District, 1 knew their would be many challenges, he said. Recently, Dr. Williams made the decision to reassign approximately 15 principals. He is attempting to match the strengths of principals with the needs of individual schools. Everyone has his or her own strengths and should be placed where he or she can benefit the students and the community most," said Dr. Williams. Where possible, this has been done by mutual agreement In some cases, it was not possible to have agreement of the principal, he noted. This process is taking some time because a retirement incentive has been offered by the district. Some of the principals retiring have given notice while others have not. The deadline for employees to notify the district is May 20. After that time, he will be able to finish the principal assignment process, and teachers will be given the opportunity to request transfers. Several principal positions are advertised and will require interviews. Therefore, the selection of principals for a few schools may come as late as early June.05/17/94 08:32 301 324 2032 L R School Dlst ODM 003/003 LRSD TAKES STEPS FOR EFFECTIVE SCHOOLS Page 2 Dr. WiUiams is addressing a budget gap for next year. Many strategies are beino reviewed, i^ong those strategies is the elimination or modifying of some stipends paid to teachers who coach or sponsor extracurricular activities. KOXU .V tcacuers wno coacn or sponsor extracurricular activities. AU such stipends are under review. With the district facing a $7.2 mUlion budget gap, there are no sacred cows. It IS our responsibility to our community to consider everything, he said When asked what are the chances that the stipends will be eliminated he , . .. . _ , * -------------------------- iiC said, They are being studied. Those which are cost effective wiU remain. Those that are not will be adjusted accordingly. n Dr. Williams said that he is aware of and understands the community members have about the changes. II concern some 1 think that if our community is patient, they will see results over the next year. This is not change for the sake of ch^ge. It is change to improve instruction and to be economically responsible, he ###Skip Rutherford 5604 Hawthorne Road Little Rock, Arkansas 72207 i ~ * 2 u ticir: fj. IVEO June 24, 1994 JUN 2 7 1994 Office cf Oessgregai I'/iUi nJ Mr. Dorsev Jackson KPMG 1400 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 Dear Dorsey: In all my years of supporting public education never have I seen sucla outrageous and insensitive public statements as the ones made by Dr. Heruy Williams regarding parental involvement in die school (clipping attacired). His actions also completely contradict both the intent and tlie spirit of Ute desegregation plan which calls for parental involvement. Dr. Williams' continuing actions are comparable to the insensitive public attitudes of former superintendent Ed Kelly. Dr. KeUy's "controlled choice" plan and his actions blindly "rubber stamped" by a majority of the school board forced over 1,000 students to leave the district and many families to leave the city. There is a rapidly growing feeUng - particularly among those with children in the public schools - that Dr. Williams is taking the district and the city in the same disastrous direction. Perhaps, however. Dr. Williams' uncaring and arrogant attitude regarding the public does explain why he "job-hopped" so much before coming to Little Rock for a lucrative contract witla a "pension for pals" provision. With that kind of sweetheart deal, he doesn't need the public even thou^ he is head of a public school system. Someday though the district will need to go back to the public for a vote of support and to the Federal Court to explain why it is directly violating the court-approved plan. Good luck. Skip Rutherford SR.Sw Enclosure cc: Judge Susan Webber Wright Ms. Ann Brown v Ms. Pat Gee Ms. O.G. Jacovelli Dr. Katherine MitclrellOCT 31 '9d 10 :4AM 3APNE3 QUIMM FLAKE P.l memorandum DATE: TO: FROM: RE: OCTOBER 24,1994 ROCKEFELLER PARENTS AND STAFF MELANIE GIBSON AND THE PTA EXECUTIVE BOARD SUPPORTING DR. WILLIAMS Thursday night, October 27,1994, the Little Rock School Board will vote on extending Dr. Henry Williams' contract. As you all know,' stability is probably the one area that has been lacking in the district for a number of years. Dr. Williams wants to be here and wants to stay here to provide the stability so badly needed. As a parent with many concerns for e direction of the district, I can truly say that Dr. Williams' door has always been open and his ear always bent to listen. The new statistics just released on enrollment indicate that there was not a mass exodus to leave the district this year. That says to me that people feel comfortable with staying in the district and that problems are being addressed. Let us not forget that parents must also be satisfied with the progress their children are making in school. Learning and providing an environment conducive to learning are top priorities. Will you join the Rockefeller PTA Board by signing this memorandum and return it to the school tomorrow. This is one way we can show the school board our unified support for Dr. Williams. I will present our stack of signed memos to the Board. Thank you. The parents and staff at Rockefeller Incentive School support Dr. Williams ' and hope the Little Rock School Board will do the same. Date Name PosMt* Fax Note 7871 CojCfeol. Phone Date ] From Co. |w9sM Fax 311-OICX? Phons Fax #LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENT'S OFFICE 810 West Markham Little Rock, AR 72201 Date: October 24, 1995 To: Dr. Williams From: Bev. Griffin Re: NSBA/CUBE Membership I have attached all of the documentation on file regarding our membership in CUBE. Please note the following: On May 5, 1995, I sent a note to the Board regarding the NSBA/CUBE Seminar and the invitation to join (Attachment #1). I received one response
Ms. Gee felt that we should not pay the membership fees. NSBA representatives contacted me by telephone several times regarding payment of NSBA ($2,425) or CUBE ($3,750) membership dues. We had, evidently, been paying NSBA dues for several years. Their representative faxed a copy of our previous enrollment form (Attachment #2) for verification of current information. NSBA billed us for the membership dues at least twice (Attachment #3) in the amount of $3,750. Gail Hester was also receiving bills (Attachment #4). I requisitioned for payment of the invoiced amount on August 16. (Attachment #5). If I should have paid the regular NSBA dues ($2,425) instead of the CUBE dues ($3,750) then it was an error on my part, but then we never got a bill for regular dues - only CUBE dues. Let me know if I need to do anything for the Board.Attadwec-h 4-1 Trom tfte of.. . Beverly J. Griffin Date: May 5, 1995 To: Board of Directors Re: Council of Education of Urban Boards We have received an invitation for our Board to become a member of the Council of Urban Boards of Education of the NSBA. $3,750 per year. Membership fees are Please let me know if you fed it would be beneficial for us to join this organization and if you feel the expense would be justified. I The information for the next CUBE conference IS attend the enclosed. conference You if can our district is not a dues-paying member of CUBE, but the registration fee is ' $125.00 more for non-members.zp I FROM: 1 No. of pages: .____________________________ Lf you do .not receive all pages ot chia tra.nar.uttal, please I contact NS8A at "03/338-6741. Plan to Attend... CUBE Issues Seminar on School Desegregation NSBAs COUNCIL OF UEBAN BOzVRDS OP EDUCATION presents... "Changing the Outcomes of Education for All Children: A New Vision Jiine 23-25, 1995 Boston, MA NSBA- How would you grade th.s cregress cf our nalicc since th.e Suprarr-e Court's histone crown v. acard cl Edccatcn ci Tcpe.ka dsoisen' Has the nation aitainea the goal of achueving racial, eth- CL: 3 'ssces Seminar or Scr<xl Oesegrsgadon is a one and cne-nall-day examira
c( cesegregaicn efforts currently no, a.na .< ci aducad. or.' oncmic iniag,re'jcn in our urban schocis Has ths tonal ccpcrtuhit'r rea.y improved tor u.'ban chii- einctcyed in tne radon's scnoots and she npac: of .'esse en'erts on student acnievemenu Youli Isa.T. :m axoeriencec '9S8a.'cnef5 ard desaq.recatcn axoarts as the'/
Ct Th,5 Suoreme Court's historic mandate in 8ic\yn dearly altered ih.a iducaiicnai landscape fcr T.ar.'/ studants. Sut ths Ruth is, lar too prede the issuas surrounding dasagregatlcn, a rzr^- mr
curne'/ league.s 'cnty stude:' tiinue 10: Cll '.roLcn cu: pc&iic cy ^.9 waysJda in ttiair :ocls. He.v you arc your -co!- ne Ciemn'.a -.Xi.i or ii.cn's urban ssnoc! 'eaders respond to this .aucaily affect generations of chjidren. "he San. .si Scrod Soards Associatien's CC'Urc:l or Urban ocaros Ti Sch! ducs.icri I'CLSE
presenls tne 1995 I
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