{"response":{"docs":[{"id":"loc_rosaparks_48731","title":"[View of a city park, possibly in Philadelphia, Pennsylvania] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, Pennsylvania, Philadelphia County, Philadelphia, 39.95233, -75.16379"],"dcterms_creator":null,"dc_date":["1992"],"dcterms_description":["Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Forms part of: Visual Materials from the Rosa Parks Papers (Library of Congress)."],"dcterms_subject":["Parks"],"dcterms_title":["[View of a city park, possibly in Philadelphia, Pennsylvania] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48731"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Use digital image. Original served only by appointment because material requires special handling. For more information, see (http://www.loc.gov/rr/print/info/617_apptonly.html)","Publication may be restricted. For general information see \"Visual Materials from the Rosa Parks Papers...,\" (http://www.loc.gov/rr/print/res/689_park.html)"],"dcterms_medium":["photographic printscolor1990-2000.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_726","title":"Williams, Henry P., Ph.D.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School superintendents","African Americans--Education"],"dcterms_title":["Williams, Henry P., Ph.D."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/726"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["newspaper clippings"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n2B  WEDNESDAY, JULY 14,1993 School board nears decision on seeking aid in hunt for chief BY DANNY SHAMEER Democrat-Gazette Education Writer The Little Rock School Board has one day remaining before its target date for deciding whether to turn to a search firm to help find candidates interested in running the states largest school district. So far, some board members have tried to recruit at least two educators with whom they are familiar  Dr. Morris ' Holmes and Dr. Henry P. Williams  to apply for the po- -sition of Little Rock School Dis- I  Irict superintendent. \u0026lt; Holmes declined to apply because he had just started a 'hew job, and Williams has not l\nsaid whether he will apply, -'board members said Tuesday. '.- 1 think one of us will call -/and ask Dr. Williams by Thurs- - jday if he is interested or not in- -.terested in applying, said\nJohn Riggs IV, a member of the -jhree-person board search .' committee that also includes 'Dr. Katherine Mitchell and 'Dorsey Jackson. \u0026gt; The board is scheduled to jineet Thursday and decide -what to do. \u0026lt; Riggs and W.D. Bill 'Hamilton confirmed that they -look a trip to Syracuse, N.Y., -yvhere they approached SWilliams about the job. \u0026lt; I thought he sounded like -Jie was willing to listen, -Hamilton said. But he did not l^ump up and down when we -isked him about it. \u0026gt; Williams did not return a ^-reporters telephone call for 'Comment. He told the Arkansas ''J)emocrat-Gazette on July 6 and ?July 7  after the visit by board ^inembers  that he had not talked to any Little Rock board members, administrators or search firms about the Little Rock vacancy. Hamilton confirmed Tuesday that he had approached Holmes  a former Central High School principal from 1974-79 and a former associate director of the state Department of Education from 1979- 87  about the Little Rock job. But Holmes said he had just accepted the superintendent of schools position in New Orleans and was unwilling to apply for the Little-Rock job, Hamilton said. Board members said there may be at least two other educators who have been approached about applying, but their names have not been revealed. Some board members have acknowledged they do not know who some other board members are contacting or considering and hope to learn more Thursday. I had high hopes that we would have had more candidates by now, Hamilton said. I think there is a good chance that we will not have anyone aboard before the end of the first semester or even, conceivably, the entire school year. Estelle Matthis, the interim j superintendent, is running the district until a replacement is found. She has said she does not want the position permanently. Matthis replaced Dr. Mac Bernd, who resigned one year and one day after accepting the position to take a similar job as head of the Newport  Beach, Calif., schools. IMAX BRANTLEY ^NSAS times  JULY ihgo) LAWS MADE TO BE IGNORED Why wont public officials conduct the publics business in public? Why wont they tell the truth? Inevitably, they get caught Inevitably, they erode the publics trust Latest violators are members of the Little Rock School Board and a leading contender to be the new school superintendent, Henry Williams of Syracuse, N.Y. Their deception and secret dealing shouldnt be a surprise. A year ago, the Little Rock School Board effectively offered Williams the job without first voting on him in public session. Williams saidno thanks. Williams offered varying explanations. Either he was deterred by a split on the board or he was holding out for a more lucrative offer from Cleveland. When the Board hired Mac Bemd, now departed, the deal included a secret salary supplement from a private business group. Only a scoop by KARN radios Pat Lynch brought the deal into the sunlight Its happening again. We have just learned that two Little Rock School Board members met secretly with Williams in Syracuse a month ago. They sounded him out about the current vacancy. This trip came to light after various school board members and Williams himself had told reporters fortwo newspapers that there had been no communication between the board and Williams about the job. Unbelievably, board member Dorsey Jackson defends lying on personnel matters. He says he would do it again. Given the secrecy, the lies and Jacksons proud defiance, its hard not to conclude that the school boaid willfully ignored the Freedom of Information Act when it failed to notify media of the ad hoc board committees trip to Syracuse. The happenings did manage to shed a bit of unflattering light on the ways of superintendent candidate Williams. Called by the Democrat-GazeKe to account for conflicts between his and board metribers accounts of the trip to Syracuse, Williams offered a puzzling response. When people in two different time zones talk, they can say different things, said WUliams. Not if both people are telling the truth.   A footnote on Sen. W. D. Moores attempt to be reimbursed for a junket to Alaska without producing proof that he paid for the trip: The Legislative Council staff, the governors Department of Finance and Administration, Legislative Audit and the state auditors office aU disclaim the power to demand proof from the EI Dorado lawmaker. But consider the constitutional amendment on state officials pay adopted by voters in 1990, which says: no member of the General Assembly shall be entitled to reimbursement for expenses or mileage unless authorized by law, documented and reasonably related to their official duties. Is it asking too much to expect state employees to uphold the state Constitution? MAX BRANTLEY RKANSAS times  ]VLY 15.199^ LAWS MADE TO BE IGNORED Why won'tpublic officials conduct the publics business in public? Why wont they tell the truth? Inevitably, ey get caught Inevitably, they erode the publics trust Latest violators are members of the Little Rock School Board and a leading contender to be the new school superintendent, Henry Williams of Syracuse, N.Y. Their deception and secret dealing shouldnt be a surprise. A year ago, the Little Rock School Board effectively offered Williams the job without first voting on him in public session. Williams said no anks. Williams offered varying explanations. Either he was deterred by a split on the board or he was holding out for a more lucrative offer fi'om Cleveland. When the Board hired Mac Bernd, now departed, the deal included a secret salary supplement from a private business group. Only a scoop by KARN radios Pat Lynch brought the deal into the sunlight Its happening again. We have just learned that two Little Rock School Board members met secretly with Williams in Syracuse amonth ago. They sounded him out about the current vacancy. This trip came to light after various school board members and Williams himself had told reporters for two newspapers that there had been no communication between the board and Williams about the job. Unbelievably, board member Dorsey Jackson defends lying on personnel matters. He says he would do it again. Given the secrecy, the lies and Jacksons proud defiance, its hard not to conclude that the school board willfully ignored the Freedom of Information Act when it failed to notify media of the ad hoc board committee  s trip to Syracuse. The happenings did manage to shed a bit of unflattering light on the ways of superintendent candidate Williams. Called by the Democrat-Gazette to account for conflicts between his and board merribers accounts of the trip to Syracuse, Williams offered a puzzling response. When people in two different time zones talk, they can say different things, said Williams. Not if both people are telling the tmth.   A footnote on Sen. W. D. Moores attempt to be reimbursed for a junket to Alaska without producing proof that he paid for the trip: The Legislative Council staff, the governors Department of Finance and Administration, Legislative Audit and the state auditors office all disclaim the power to demand proof from the El Dorado lawmaker. But consider e constitutional amendment on state officials pay adopted by voters in 1990, which says\nno member of the General Assembly shall be entitled to reimbursement for expenses or mileage unless authorized by law, documented and reasonably related to their official duties. Is it asking too much to expect state employees to uphold e state Constitution? Arkansas Democrat \"^(Bazcttc LRSD to ask old pick williams for helm to pay visit BY DANNY SHAMEER Democrat-Gazette Education Writer Five Little Rock School Board members voted Thursday to invite Dr. Henry P. Williams to visit and discuss running the states largest public school district  a job he turned down last year. Williams, 51, has been superintendent of schools in Syracuse, N.Y., since January 1989. Last year, he rejected an offer from a majorify of board members to become the Little Rock Schdol District superintendent. The Little Rock board then hired Dr. Mac Bernd, the boards second choice, but he resigned after a year on the job, creating the current vacancy. Some Little Rock board mem- f bers said that if the visit goes nr p .\u0026gt;/ ..---------- well, they will talk contract terms VV'*f\u0026gt;anis with Williams. Dorsey Jackson, the boards vice president and chairman of its three-member search committee, said he spoke with Williams twic^ by telephone f  Continued from Page 1A Thursday night, said he did not speak with any Little Rock board I members Thursday. That marked I the second time this month he ! has denied any contact with Lit- I tie Rock board members who I said they spoke with him. Thursday, in the morning and in ' the afternoon. He indicated he would pfolb ably come down, Jackson said. Williams, reached at home See WILLIAMS^age .\u0026lt;4A' - Asked whether he would be willing to accept the boards invitation to visit Little Rock, Williams paused, then said, I want to wait until I hear from the board before I comment. Jackson said he will call Williams today and inform him of the Little Rock boards decision Thursday night. Board member Pat Gee was not in the room when the vote took place. O.G. Jacovelli was absent, recovering from an illness. The Little Rock district has not advertised the position. Instead, board members have recruited potential candidates on  their own. Two board members visited Williams in Syracuse last month and asked him to consider ap- plying for the Little Rock job. Williams later denied talking to Little Rock board members at that time. As described by the board members, that visit violated the Arkansas Freedom of Information Act, because the media was not properly notified that board members were gathering for school district business. Last year, the Little Rock board offered Williams the job at $110,000 a year. The offer con- tained a proviso that his employment would probably not be approved by a unanimous vote. Williams considered the offer for two days, but turned the job down because of the divided vote. The board turned to Bernd, who accepted on a unanimous vote. If Williams accepts the job, he will become the first black superintendent in the districts history. Some black residents have said a black superintendent could more readily relate to the needs of black students, who make up 64 percent of the districts enrollment and generally score below white students on standardized tests. Estelle Matthis, the interim superintendent, is the first black administrator to run the district. The Little Rock district has 26,000 students in 52 schools and a $119 million budget, not including federal money, and is involved in a court-ordered desegregation plan. Bernd was paid $110,000 a year. He would have received another $100,000 in bonuses if he had stayed five years. At Syracuse, Williams earns a base salary of $88,000 a year and has $14,000 worth of perks\n' He heads a district that is 52 percent white and 37 percent black. It has 22,000 students in 36 schools with a budget of about $160 million. 14A  FRIDAY, JULY 16, 1993 I I SATURDAY, JULY 17, 1993   N.Y. superintendent to fly in, talk to LRSD board about post BY DANNY SHAMEER Democrat-Gazette Education Writer Dr. Henry P. Williams of Syracuse, N.Y., has agreed to fly to Little Rock for more discussions about becoming superintendent of the states largest school district. Williams, 51, superintendent of schools in Syracuse, turned down the job of running the Little Rock School District 14 months ago. I have spoken to the board and I have agreed, Williams said by telephone Friday from Syracuse. I have nothing else ...a,  to say until Ive met with the board. OK? He declined to answer more questions. John Moore, Little Rock board president, said the date for Williams trip to Arkansas has not yet been set. But Moore said he thinks face-to-face discussions with Williams may begin as late as July 29. If all goes well, contract talks would start the following day, Moore said. John Riggs IV, a board member who serves on the superin- ,1 See WILLIAMS, Page 16A Williams  Continued from Page 1A tendent search committee, said he contacted Williams on Friday morning and invited him for an interview. I asked him if he would come down and let our board talk to him about being a candidate, Riggs said. Dr. didate, Williams said, Yes. Whether Dr. Williams will actually apply, I dont know. In our mind, he is a candidate. Several board members in Syracuse said they think Williams reluctance to publicly discuss whether he is interested in the Little Rock job stems from an understanding they reached in December 1992 and some local criticism over his willingness to explore other job opportunities. Since January 1989, when Williams took over as superintendent in Syracuse, he has ---------- superintendent of Dr. Williams agreed to interviews with sev- education and experience is in eral school boards across the high demand, said Katharine country and became a finalist at Detroit, Memphis, Cleveland and Little Rock. -w.-. Seven months ago, bowing to some local pressure, the Syracuse board confronted Williams about his job aspirations. After some discussion, the board extended Williams contract to 1995 with the oral understanding that he would stop exploring other job opportunities for the foreseeable future. Two months later, Syracuse board members said they learned Williams had agreed to be interviewed by the school board that runs the Guilford, N.C., schools at Greensboro. The Syracuse board members said that what upset them most about the North Carolina trip was not the broken oral understanding but the fact that they learned about the visit from reporters, not Williams himself. Our general response to his interview trips is that in this day and age, it is very clear that tenures of superintendents are becoming shorter and shorter, and a good African-American OConnell, the Syracuse boards vice president. Another Syracuse board ' ' --------------- .VTOI.. member, Bea Gonzalez, said board members generally feel they cannot restrict Williams freedom to explore other opportunities. We dont have the money or resources to pay Dr. Williams what I think he is worth, Gonzalez said. Williams earns a base salary of $88,000 a year and has $14,000 worth of perks in a district that is 52 percent white, 37 percent black and 10 percent other races. Dr. Mac Bernd, who resigned after one year on the job in Little Rock, earned $110,000 and would have gotten up to $100,000 in bonuses if he had stayed five years. The Little Rock district is 64 percent black and has 26,000 students. Williams brief remarks Friday about agreeing to come to Little Rock to discuss the superintendent vacancy marks the first time he and the Little Rock board have said the same thing regarding his recruitment as a candidate. Twice, some Little Rock board members said they spoke with him on a particular day  conversations that Williams, in separate interviews, denied ever took place. He got burned badly in Greensboro\nno one on the board knew about the trip there and the board went crazy when they found out about iL said Jeanette Pietrantoni, Syracuse Teachers Association president. The board was standing around with egg on their faces after hed promised not to look for a job again. So, these job interviews are a sensitive subject with him. No newspaper advertisements have been placed seeking applicants for the Little Rock superintendent position, though a posting notice has been printed. The posting notice, which the Little Rock district produced under a written Arkansas Freedom of Information Act request, outlines several qualifications for the next superintendent. Those qualifications include: high personal and professional integrity\nsuccessful experience as an administrator in a desegregated urban setting\nstrong management credentials in the areas of finance, personnel, operations and long-range planning\nand demonstration of an administrative style that is flexible.I -ilDAY, JULY 23,1993 ' Pulaski Arkansas Democrafgr (gazette Williams to visit next week about LR superintendent iob BY.JAKE SANDLIN tee. at the board's regular meet- the state's largest school district    -  - tug Thursday night.  Dsniocrat^Gazette Staff Writer  Dr. Henry P. Williams, who turned down a chance a year ago toL become Little Rock superintendent, will visit next week to again discuss the position with the Little Rock School Board. - Williams, 51, superintendent of schools in SjTacuse, N.Y., wiU arrive late Thursday and spend July 30 and 31 in Little Rock, an- noOnced Dorsey Jackson, board vice-president and head of. its thpee-member search commit- Were in the process of working out his schedule,' Jack- son said, which will not be finalized until Monday. That schedule, Jackson said, will include meetings with key administrators, members of the Parent Teacher Association council, the Classroom Teachers Association, the districts Bira- ciai Advisory Committee, district parents and local media. The superintendents job in opened up when Dr. Mac Bemd, the boards second choice be- hind Williams for the job last year, resigned after about one year on the job. While the district has five unsolicited applications from other candidates, Williams is being courted by the board to reconsider. I think hes the number one candidate, Jackson said during a break Thursday. Jackson said the latest ap- plication was received this week from Dr. Jo Anu Wooden Roberts of Decatur, Ga., most recently superintendent in Muskegon Heights, Mich. during a later executive session on personnel changes, Moore announced. The board preceded its regular meeting with an approximately one-hour special meeting, spent entirely in executive session to discuss district personnel, principals and in particular the superintendents job, John Moore, board president, said. No action was taken then, or That left Central High School, the states largest high school with about 2,000 students, still without a full-time principal. John L. Hickman Jr., who was suspended as principal Jan. 7, has not completed his suspension appeal hearings before the board. Those hearings have been in indefinite recess since May. Hickman has since accepted a job as Gould (Lincoln County) superintendent. Hafeeza Majeed of the Ad Hoc Committee for Fairness and Equity in Little Rock Public Schools urged the board to accept the committee's recommendation to hire an interim principal at Central until the Hickman case is resolved. ' Linda Watson-Swain is currently interim principal of the school, but Majeed said many students and parents would prefer Michael Peterson, an assistant principal at the school.Arkansas Arkansas Demcxirai (gazette SUNDAY, JULY 25, 1993 Copyngni  1993. Little Rock Newsoapers, Inc. B Williams wants to wean LR schools from court control Dr. Henry P. Williams BY DANNY SHAMEEP Democrat-Gazette Education Writer SYRACUSE, N.Y.  Dr. Henry P. Williams says he not only can help the Little Rock School District carry out its desegregation plan, but also can get it out of federal court control once and for all. He says that although he knows a generation of school administrators has seen court con-trol of the schools increase rather than diminish. He also knows every executive decision from closing a school to fashioning a budget requires approval of a federal judge. And he knows the last Little Rock superintendent. Dr. Mac Bernd, quit after only a year because of frustration with the school systems legal entanglements\nIts a challenge, an opportunity, Williams said over dinner at his favorite Italian restaurant Joeys, a popular eatery in this small, ethnically diverse city of 163,860 people, where he is superintendent of the Syracuse City School District, Isnt it time that the court stops telling the district what to do? he said. Isnt it time that the district does the things necessary to reach the goal of getting out of court? Williams will arrive Thursday night in Little Rock to begin talks about becoming the new school superintendent  a job he turned down last year. And hell be in the drivers seat The Little Rock School Board has named him the leading  and only  finalist. Although he refused the job before, Williams says he wants it now. He remembers when Little Rock became a national battleground for school desegregation in 1957. He sees the job as a chance to become part of history. History has been hard on Little Rock superintendents, though. Since 1982, the district has undergone eight leadership changes  including interim appointments. U.S. District Judge Susan Webber Wright, who monitors Little Rocks compliance, has put the 26,000-student system on notice that its problems would justify the imposition of a receivership, a designation that could strip away local control. Williams said, I wouldnt want to speculate on what the judge will do, but I hope she would give a new superintendent an opportunity to begin to change things.\" The people in north-central New York who know Williams say he is up to the task  a trou-ble- shooting superintendent who can step into a bad situation and make fast repairs. Williams made an instant impression when he became superintendent of Syracuse schools in January 1989. He immediately labeled the gifted and talented program a sacred cow of elitists. He criticized its lack of minority participation and announced he would re-evaluate it. His directness offended some parents. The way he went about it was really startling, said Dr. Jeff Stonecash, a Syracuse University political science professor. Here was an audience of a bunch of liberals who would'do anything to help inner-city kids. But it was his style. Its like, if you dont agree with me. youre a racist. That turned people off. But others welcomed Williams stick-it-in-your-face approach. Some felt he pinched their toes when he did that, said Leon Modeste, the local Urban League director. But he tells it like it is. ..L. In the end, Williams made sweeping changes in the proSee WILLIAMS, Page 6B inienoeiii says iiiai s a pruuttci VII C OJOICIII, Ml WiJJianis laaaiM  Continued Itom Page IB gram. In 1988 09. the gifted jiro- gram had 901 students  0 per- ceiil of them minorities. In Syracuse, minorities include black. Hispanic, Asian American and American Indian students. William.s changed the pro- gram'.s name lo llic Outer for Inquiry and expanded Ilie selection CJ ileria lo include factors other (han grailes, such a.s teacher recommendations, interviews and special talents. By 1992 93. (he number of participants jumped lo 1.507 students  24 percent of whom are minorities. None of the parents who cotnpinituul about Williams' at- Hludo toward the giflctl pro gram pulled their children out of Ihc public schools, but they still seethe over Williams ap- proach. Williams makes no apologies. A lot of people in public school education think their child sliould get a private school education. Williams said. \"If they want a private education for their children, let them send their children to private school. Bui William.s doesn't resent privale schools. Hes on Ihe 25- memher board of trustees of Manlius Pebble Hill School, a private school in suburban DeWitt. N.Y. Ils always good lo have the persfiective of a good professional educator. snid Baxter Ball. Ihc school's headmaster, lie's been helpful in a number of policy issues, parliculariy in the development of our ill the cily'.s iashionahle easi siile in a $180,000 split level home. Their cliildren, now 19, are sophomores al llie Stale University of New York at Buffalo. Willi a base salary of $88,000, Williams is Ihe highesl-pnld public official in Syracuse, earning more than Mayor Thomas Young, who gels a base salary of $74,263. Perks push Williams gross earnings lo $108,000, which includes annuities and a travel allowance in addition to any reimbursements for out-of-town trips he needs to take as part of his job. But his tenure al Syracuse sometimes has been rocky. The Syracuse School Board Joyce. gave him an unfavorable eval- Their children  twins ualion in 1990 and threatened Dr. Henry P. Williams Born: Sept. 3. 1941, Birmingham, Ala. Family: Wile. Joyce\ntwin son and dnugtitof, Gavin Charles and Courtney Joy. Current position: Superintendent, Syracuse Cily School District, since January 1909. Education: Bachelor ol science, Slate University of North Carolina al Fayelteville (1967): master's in education. Slate University of New York al Brockport (1973). rtnctorale. Slate University of Now York al Buffalo (1983). he found his niche ns a school adminisiralor in Rochester, N.Y. There he met his wife. Gavin Charles and Courtney .loy - attended a parochial school in Rochester. N.Y., because of the availability of day care. William.s became principal of Wil.son Magnet School in 1980, taking over an iniier-cily school plagued by high staff turnover and poor academic ticrformance. People who knew him then .said Ihal be .surrounded himself with a highly capable staff  much a.s he ha.s in Syracu.se and that (here was very little he could do wrong. The staff helped him Iransform the lo lake away some of his power. William.s hired a lawyer. After a series of public and private meetings, the board expunged the negative evaluation and handed Williams a $6,000 raise. Board members said they .Icanclle Phlranlnni, prcsl deni of Ihe Syracuse Teachers As.snciation, .says commiinica- lion has suffered because of him. \"It's his personality, she said. \"He looks as If he doesnt listen to anyone else but himself. But thats not the case at all. That's the perception. Communication has suffered a bit. \"His style is, its got to be his way. He'll listen, and if he agrees, fine. But if not, well, you spend a lot of time arguing. Hey, were all in this together. Williams said of the teachers union: Im for kids. Theyre for adtills.\" Although William.s started several parent advisory committees and packed many strategic planning committees with parents, many parents don't Ihink he listens to Ihcm. .Jenny Abrantes. co-presi- denl of the Council for School Community Organizations  Syracuses version of Little Rocks Parent-Teacher Asso- ciation Council says had been unhappy with Williains Irealmcnt of parents, Williams doesnt really believe in parental involvement tinless parents do what he wants them parliculariy over the gidcd pro- lo do or think as he wants tlieni gram, and his failure to release information on two schools the slate had cited as academically deficient. The boarrl members were also upset when they discov- lo think. \"I feel like he's given m\nlittle pats on the head, as if we nil a spot on his agenda called Parental Involvement,\" school into one of Rochesters . ered that Williams had spent strategic planning.  \"Private * Private school, public school, public I t \u0026gt;  school - its ed- schoo! - it s all uupor- best. \"Hes charismatic, friendly and extremely self-confident, said a teacher who knew him then and asked (hat his name not be used. Ami he said and did some things (hat, if he had been while, the \u0026lt;listrict would have thrown him out.\" When the Rochester superintendent decided to transfer Williams 1'0 0 to another troubled school, Wil.son Magnet slu- iicalion, and its fanf. If a privaie scho(fl pa- all important, / enUprotested, Williams .said. \"'y expertise, then .ging sit-ins important, \"If a private st? |7. LcV wrc 5/wrc school needs my expertise, then wi/b them* so be il. Let me - Dr, Hcury P. U illiinus Share with _________________________ and demonstrations lo keep him. W i 11 i a m a them. Many people In Syracuse resent Williams style, but they acknowledge he is a strong advocate for children. The superintendent says thats a product of his early life. Williams, 51, was born in Birmingham, Ala., one of 10 children. His mother was a teacher, hl.s father a laborer. When he was 2, the family moved to New York City, 280 miles from Syracuse. He grew up in Ilai lem, then the political and cultural center of New York Cily's black community. Afler graduation from higli school, Williams spent four years working al a series of health-care jobs: pharmacy technician, IV technician, operating room orderly. It wasnt until childhood friend Ron Kilpatrick inspired him to get an ediicalion that Williams enrolled in college at an age when most students were nnishing their university careers. Al 21, he went to the State University of North Carolina al Fayelteville on a partial basketball scholarship. It was the 1960s, and he wanted to help society, so he became an education major. \"I wanted lo give something back to my community, lie said. \"A lot of kids need support and direction. He became n teacher before (iuil moved anti to Roanoke, Va., where he became deputy superintendent in 1986, getting a taste of being second in command of an entire system. Two years later, he left for Syracuse  his first superintendent job. The Syracuse district ha.s 36 schools and 22,133 students, making it the fourfh-largesl dis- about $720,000 for computer eipiipment without their Imowl- edge. Board relations have grown smoother, in general, as the district has improved under Williams watch- Williams installed a pilot project called continuous progress schools  a program in which students learn in mul- li-age classc.s without grade-level distinctions. The program helped lower the dropout rale from 8.09 percent in 1988-89 to 4.39 percent In 1990 91. Overall, student performance is up. Students in the citys elementary and middle schools generally improved their performance on standardized tests in reading and math. But discipline problems have mounted. Out-of school suspensions have grown from 4,754 in 1988 to 7,194 In 1992. The district is considering the use of hand-held metal detectors and police officers stationed on some campuses  Abrantes said. William.s has acknowledged his weakness in parent relations in the past, but he bristles al the notion that he does not like to get parent.s involved. \"If I am not a believer in parent involvement, we would not have had parents involved in our strategic planning\nwe would not be putting in site- based management, Williams said. Bui despite all of Ibis collaboration, 1 do not ever intend to abdicate my responsibility as an adminisiralor in making key decisions, even if that means my success or failure with community groups, he said. \"1 will not put in the hands of parents or community groups my demise or rise as an adminisiralor, Williams said. I dont try to run their families, but 1 do try to provide their children with a safe environment conducive to learning. Williams has been courled at one lime or another by school districts in Grand programs Little Rock already Rapids, Mich.\nGary, Ind.\nand has begun. Mobile, Ala. He was a finalist The number of certified employees has fallen from 2,024 trlct in New York. Il is one of shortly before Williams arrived 10 public school districts in Onondaga County. About 60 percent of the districts children are in free or reduced lunch programs. Enrollment is .52 percent white and 37 percent black. The rest of the enrollment is Hispanic, Asian American and American Indian. lo 1,973 in the 1992-93 academic year, attributable to local and stale budget cuts and a suffering economy in the Northeast. But Ihe program people across the cily rave about l.s the five-year Strategic Plan  which sets goals calling for greater commitment to student In 1977, the stale of New achievement,cultural diversity, JL- instructional innovation and York ordered the Syracuse dis- for superinlcndenl jobs in Detroit, Memphis and Cleveland. \u0026lt; Syracuse has shown signs that its weary of his constant interviews for other jobs. Last winter, the seven-member Syracuse School Board gave Williams a two-year extension on his contract, bringing him job security to 1995, with the oral understanding that he would not pursue other positions. Less than two months later, he agreed to interview for a su- tricl to develop a desegregation plan. The plan, still in existence, allows children lo attend their school of choice ns long as space is available and the move helps racial balances. Otherwise, the children attend schools in their attendance zones. Because the plan worked. Syracuse never ended up with a court-ordered desegregation case like Lillie Rocks. Williams and his wife, Joyce, who works in employee rela- liotis at Anheuser-Busch, live community involvement, among perinlendent job at Greens- other things. Committees of parents, educators and community leaders are working to come up with details on how lo reach these goals. Although the idea to have a strategic plan preceded Williams arrival, the community credits him for carrying it out and remaining its biggest promoter. But Williams still clashes occasionally with people Including the teachers union and parents. boro, N.C. He didnt get the job, but the Syracuse School Board was angry with him  not so much because he looked, but because they learned about it from newspaper reporters instead of from Williams. \"I have a legal right to consider other offers, dont I?\" Williams said. \"I wanted the Greensboro job because it offered a challenge, as does Little Rock. Youre dealing with a new south and a new set of attitudes.\"The Syracuse board issued a news release after the Greensboro interview was revealed in the local newspaper that stated Williams had a legal right to consider other positions and acknowledged that the district could not compete financially with offers made by larger school districts. His willingness to explore talks with Little Rock has gone more smoothly with the Syracuse board. But the local morning newspaper, The Post-Standard, ran an editorial Thursday saying Williams should make up his mind about whether he wants to stay in Syracuse. Last year, Williams told the Arkansas Democrat-Gazette he turned down the Little Rock job because of a divided school board. But now he says a divided board wasnt the problem at all. I turned down the job because it was not right for me at that particular time, Williams said. Nothing else, nothing more. It was just not the appropriate time. Im now willing to take a second look because I feel, based on my conversations with board members, that they are more than ever concerned about the district reaching unitary status. I believe this board sees a piece of its mission to be the true integration of the Little Rock school system. And I believe that when you have a board that thinks change is necessary and they are willing to support the superintendent, you can make an^hing happen in the schools. mill vu UUUHWiiiArkansa^emocra^^CpazeUc _________THURSDAY, JULY 29. 19P.3 R Forum to let LR meet only finalist for superintendent BY DANNY SHAMEER Democrat-Gazette Education Writer A community forum to meet Dr. Henry P. Williams, the only finalist for Little Rock School District superintendent, is today. The forum  from 5:30 to 7:30 p.m. at 810 W. Markham St.  will allow students, parents and others to question Williams. Williams, 51, superintendent of schools in Syracuse, N.Y., will arrive in Little Rock today. His two-day schedule will include a closed meeting with Gov. Jim Guy Tucker on Friday. Max Parker, the governors spokesman, said Tucker agreed to meet with Williams because the governor is interested in the Little Rock district, the states largest, and because he is always interested in meeting educators from different states. Other meetings will be with the Office of Desegregation Monitoring, administrators and other groups. All meetings will be at the districts headquarters on Markham Street unless otherwise noted. Today  2:30-3:45 p.m.  With Estelle Matthis, interim superintendent, and Jerry Malone, an attorney who represents the district in the Pulaski County school desegregation case.  3:45-4:45 p.m.  With Assistant Superintendents Margaret Gremillion and Larry Robertson, who oversee the districts elementary schools, and Dr. Victor Anderson, Hall High School principal, who is filling in as a district administrator overseeing secondary schools.  4:45-5:30 p.m.  A news conference.  5:30-7:30p.m.The community forum. Parents, students and other citizens are invited. Friday  8-8:45 a.m.  With Marie Parker, the districts associate Dr. Henry P. Williams superintendent for desegregation, and Sterling Ingram, the districts director of planning, research and evaluation.  8:45-9:30 a.m.  With Mark Milhollen, the districts controller.  9:30-10:30 a.m.  With the Parent-Teacher Association Council.  11:30 a.m.-1:15 p.m.  Lunch with Principals Round-table.  1:15-2:15 p.m.  With the Little Rock Classroom Teachers Association.  2:30-3:15 p.m. With Gov. Jim Guy Tucker at the state Capitol.  3:30-4:30 p.m.  With the Office of Desegregation Monitoring.  4:30-5:30p.m. With Volunteers in the Public Schools.  7 p.m.  Dinner with the Little Rock School Board at a location to be announced. Williams, his wife, Joyce, and their two 19-year-old twins, Courtney Joy and Gavin Charles, who are sophomores at the State University of New York at Buffalo, will be in Little Rock at least through Saturday morning. The school district will pay for the Williams trip and expenses. Arkansas Democrat W (gazelle FRIDAY, JULY 30, 1993 B Contract draft suggests $115,000 starting salary if LRSD hires Williams BY DANNY SHAMEER Democrat-Gazette Education Writer A draft of a proposed contract says Dr. Henry P. Williams may be offered a $115,000 starting salary to become superintendent of the states largest school district. The Arkansas Democrat- Gazette learned about the contents of the proposed contract draft on Thursday  the day Williams arrived from Syracuse, N.Y., to explore the possibility of becoming the next Little Rock School District superintendent.  The draft is circulating among Little Rock School Board i members. I So far the board has not made i a formal offer to Williams, 51, i now superintendent of schools in Syracuse. His annual base salary there is $88,000, with  perks raising the value of his fi- i nancial package to $108,000. But the board has set a spe- i cial meeting for 9 a.m. Saturday j for a wrap-up session with Williams, who the board has de- 1 dared is its only^finalist for the  Williams  Continued from Page IB perintendent positions since 1989. when he became Syracuse superintendent. If I leave Syracuse and come to Little Rock, Im coming with the understanding that Im going to be here for the five-year duration that the board would be offering. Williams said. Asked whether he had discussed contract terms with board members, Williams paused, then chose his words carefully. I have not had an opportunity to meet with the board in executive session to discuss a specific contract or terms of employment, so to speak, Williams said. Ill just leave it there. Williams met with a number of groups Thursday, including a 90-minute public forum that attracted about 60 people. A videotape of the forum will be replayed at 8 p.m. today over cable Channel 18. A number of people in the community have said privately they think Williams two days of meetings with various local and state officials, as well as parents, represents a coronation of sorts before the board hires him as the superintendent. They also said Williams manner is markedly different this year than in the spring of 1992, when he first came to Little Rock for interviews. Last year, they said, Williams appeared to have other matters on his mind during his stay in Little Rock. They remembered him as a man who seemed to be in a hurry to get the job talks out of the way. i job. The $115,000 salary is the same amount the board offered Williams last year, when he turned down the job. After Williams declined that offer, the board turned to Dr. Mac Bernd of San Diego County, Calif., who became superintendent at a starting salary of $110,000. Bernd resigned after one year, creating the current opening. The draft of the proposed contract also says Williams would get at least a $10,000 annuity per year  which would be similar to Bernds package. He could keep the annuity if he stays five years. At a news conference earlier Thursday, a reporter asked Williams if he would stick around if he took the job. The district has had eight administrative changes in the superintendents office since 1982. Williams has been willing to be interviewed for several su- . See WILLIAMS, Page 9B sJ ?*- ^1 1 1 ii MCCTIKP TUC rP,9nE,-SrS,  pD, r. Henry P. WilliamAsrk aisns laas pOeemdo bcryal -aG alzoecltea/Sl ctoetlteCaviipseinolenr stat on during a news conference Thursday afternoon after arriving in Little Rock to explore the possibility of becoming the Little Rock School District's next superintendent. At the time, Williams was a finalist for superintendent of the Cleveland, Ohio, school dis-j trict. He didnt get that position.j- Williams seems more focused and interested in the people he meets this time around, they said. He will continue a series of meetings today  including separate afternoon sessions with the Office of Desegregation Monitoring, a federal court office that oversees the Pulaski County school desegregation plan, and Gov. Jim Guy Tucker. rucker is exploring the possibility of whether a private company can help a public school district run some or all of its operations. Williams is not exactly a fan of that approach. Privatization of public education? Williams asked rhetorically when the subject came up during the news conference Thursday. Then its not public education, its private education. \"Some people would like to see business-run schools or private organizations operate school districts across the country. I am not one who believes at this point that this is something that we should jump forward or headlong into. I think we need to try to get the people who are responsible for public.education to do a better job at it and get the education professionals to take more responsibility and accountability for whats happening in our buildings. I dont think we need business involved in that way. We are business people. We are people trained to operate schools. We understand how children learn, how children think, and we know what they need. I think it behooves us, or should at least, to try to put together a structure that will meet the needs of these kids without involving business to the extent that they have absolute control over whats happening in our sch|,ols. Arkansas Democrat (gazette SATURDAY, JULY 31, 1993 Copyright  1993, Little Rock Newspapers, Inc. Meet the press I i \u0026lt;1 Arkansas Oemocrat-Qazette/Scott Carpenter rADlT/^i Ricc-rikiz^ .. ^i^a.isasuemocrai-uazene/scott Carpenter CAPITOL meeting - Dr. Henry P. Williams, superintendent of schools n Syracuse, N.Y., waits outside Gov. Jim Guy Tucker's office Friday af- with the governor for an hour to discuss educa- nr, jssues- Wdliams IS in Little Rock to explore the possibility of becoming superintendent of the Little Rock School District. Article, 2B *AAansas Democrat SATURDAY. JULY 31, 1993 Copyright  1993, Little Rock Newspapers. Inc. Judge warns LRSD new chief must hit the ground running BY DANNY SHAMEER Defnocrat-Oazette Education Writer 'A federal judge Friday . warned the state's largest school district to make sure its next superintendent gets right on track in carrying out the courts desegregation plan. The judge.s comments came during a review session about a court hearing in which she said the former superintendent lacked candor and failed to keep promises. The session coincided with the second day of a visit that Dr. Henry P. Williams is making as he and the Little Rock School Board discuss whether he will become the next Little Rock School District superintendent. , \"I'm sure the new superintendent will want some breathing room to learn the plan, U.S. District Judge Susan Webber Wright said. \"But he must hit the ground running. 1 expect counsel to inform him of that. Wright made the remarks during a short review session for three Little Rock School Board members who missed earlier court hearings in the Pulaski County school desegregation case. The session was for board . members Pat Gee, Dr. Katherine Mitchell and John Moore. Williams was not in the courtroom during the review session. But his name popped up after Wright told board members that at an earlier hearing she had said that Dr. Mac Bernd, the for- iHet Little Rock School District superintendent, made promises he did not keep.  Wright also said Bernd was not candid on the stand, and she told the districts attorneys that she will hold the legal staff responsible for anything she .catches that is not truthful or .Candid. She said she understood the ^'district was courting Williams Ub be its new superintendent but reminded the board that she had given Bernds new administration time to get settled. Because Bernds administration did not follow through on its promises, Wright said, she would not give another new administration the same breathing room. \"He must abide by the desegregation plan or go through the process of modifying it, Wright said of a new superintendent. I will not permit ignorance to be an excuse. The court learned her lesson in the previous administration. She suggested that the board show any new superintendent transcripts of court hearings and the desegregation audit the district is supposed to be developing as a way to help him or her understand what is required. Wright told the board members that her court is simply the administrator ofthe desegregation plan the district wrote and that she will try to make sure the district adheres to the plans promises. \"I want the new superintendent to understand that he must follow the plan, unless it is modified, and I will be very firm in that regard, she said. The judge requires board members to attend hearings that concern the district. If they get an excused absence, the excused board members must report to an on-the-record review session at a later date to cover the highlights of the hearing. Later in the review session, Fred Ursery. one of the attorneys representing the district, asked when Wright would issue a decision on the proposed closing ofish Elementary School, an incentive school that receives double funding to help raise pupils' test scores and academic performance. Wright, clearly angered by the question, told the district that she had just received the motion and did not like the implication that she was not ruling in a timely manner. She said it was an important decision to close an incentive school and that she was working on it as quickly as she could. The Joshua intervenors, who represent black families in the case, have objected to closing Ish. The hearing ended shortly afterward. Williams was unaware that his name had come up in the federal court hearing. He spent the day attending a number of closed meetings with various groups associated with the district, as well as the Office of Desegregation Monitoring and Gov. Jim Guy Tucker. He said in a brief interview after the visit with Tucker that he and the governor talked about the importance of education in Arkansas and the importance of education in Little Rock. Then Williams and John Riggs, a board member, drove to the Office of Desegregation Monitoring for another one of Williams scheduled appointments. The Little Rock School Board has scheduled a 9 a.m. meeting today for a \"wrap-up session with Williams. In an interview outside the Capitol later, a reporter asked Williams whether he would accept an offer if the board makes one today. Williams refused to respond to the question.Arkansas Democrat (Gazette' SUNDAY, AUGUST 1. 1993 Copyright O 1993, UWe Rod\u0026lt; Nowspapere, Inc. Williams waiting to see terms before deciding on LRSD job BY DANNY SHAMEcR Democrat-Gazene Education Writer The Little Rock School Board asked Dr. Henpt P. Williams to  become superintendent of the states largest school district Saturday, but he wants to see the contract before making a decision. The board offered Williams a $115,000 starting salary and said its search committee would work out a retirement and financial incentive package. If this falls through, we will turn it over to the search firm that we used last year and start from square one, John Moore, school board president, said after the meeting. The board met a goal set July 1 to offer someone the superintendents job by today. Several board members said the bulk of Saturdays closed session with Williams was spent discussing the timetable, structure and amount of the financial incentive package. They said the district offered Williams an annuity of at least $10,000 per year. If Williams stays five years, he would keep the entire annuity. Williams, 51, has been superintendent of schools in Syracuse, N.Y., since January 1989. He is the only finalist for the Little Rock School District superintendent position. After the meeting, Williams said he would have a better opportunity to consider the offer once he sees a final version of the proposed contract. ' ' - The contract will have to be reviewed, and if its something! can live with, I will seriously consider it, Williams said. I dont see any problems. Its just a matter of finalizing the contract. Once its in hand and I can look at all the covenants of the contract, I can make a decision. Williams sounded upbeat about becoming the districts new superintendent and tackling its problems. Last year, he turned down the job. I know there are perils and ,, the road is well-mined, Williams said. One has to be mindful of where you step. If he accepts, Williams would step into a 26,000-student dis- See WILLIAMS, Page 7Aki \" I ' Arkansas Democrat 7^ azetlc 5 IN NEGOTIATION  Henry P. Williams, the only linal-ist lor the vacant position of Little Rock School District superintendent position, talks with Dr. Katherine Mitchell Aikansas Democral-QazeHe/Rtck McFarland and other board members during a meeting Saturday. Williams was ollered the job, but has not yet accepted. Williams  Continued from Page 1A trict that has seen eight different changes in the superintendents office since 1982 That year, the Little Rock board sued the state and two neighboring districts over consolidation, setting off the Pulaski County school desegregation case. Eleven years later, U.S. District Judge Susan Webber Wright, who oversees the case, ha.s notified the district that its problems justify imposing receivership. Wright has said the district suffers from mismanagement, confrontation and delay in following court orders, and has said the lack of leadership casts doubt on whether the situation can be turned around in a reasonable amount of time. The district, which is 64 percent black, needs more than a new superintendent. It has key top positions vacant including two Cabinet opening.s and a high level administrative slot. Williams works in a much stabler environment: a 22.000-stu-dent district, the fourth largest in New York, where he earns $88,000 a year, plus benefits that make his contract worth $108,000. The Syracuse district is 52 percent white, 37 percent black and 10 percent other races. It is not involved in a school desegregation lawsuit. Under Williams watch, test scores have inched up and the number of college-bound students has increased. But he has had a sometimes stormy relationship with the teachers union and has occasionally clashed with parents who dont like his candid style. Although he has increased the amount of parental involvement, including a Superinlen-dents Parent Advisory Council that meets monthly, some parents think he simply goes through the motions. But Moore, the Little Rock board president, thinks the meetings Williams have had with various groups in the city since Thursday have dispelled notions reported about Williams experiences in Syracuse. I think there were some concerns, Moore said. But once the parents listened and saw him in action, 1 think they felt differently about him. I think Hank Williams creates excitement, and 1 think he can revitalize the school district and the community. The community can take another peek at Williams today. Hafeeza Majeed interviewed Williams for her cable television show, African American Male Mentors Think Tank, which will air on Channel 14 at 5:30 p.m. today. Saturday, five Little Rock board members gathered at district headquarters to have a wrap-up session with Williams. Two Southwest Little Rock board members were absent: O.G. Jacovelli is ill and Pat Gee attended a funeral. During a two-hour closed session, the board called Williams in twice. Dorsey Jackson, the boards vice president who serves as the search committees chairman, hopes to have a proposed contract in Williams hands no later than noon Tuesday. Jackson said that because of Williams schedule with parents, administrators and others Thursday and Friday, there had been no time until Saturday morning to sit down to discuss the proposed contract. If Williams accepts the position, he would become the first black to hold the position of Little Rock district superintendent on a permanent basis. Estelle Matthis, the districts interim superintendent, became the first black ever to run the district when the board appointed her to fill in for an indefinite period that began July 1. When Williams rejected the job offer last year, the board turned to Ur. Mac Bernd, a Californian. The board hired Bernd at $110,000 per year, offered him $50,000 in annuities if he stayed five years, plus the potential for anotlier $50,000 from the business community. Bernd quit after one year, citing the time he spent dealing with the desegregation case, to become superintendent of schools in Newport Beach, Calif. Since 1991, Williams has been a finalist for school superintendent jobs in Detroit, Memphis, Cleveland and Guilford County, N.C. The Little Rock district is reportedly the only place among those to offer him a position. Arkai^sas Democrat (gazette WEDNESDAY. AUGUST 4, 1993 Copynght t\u0026gt; ,993. Lime Rock Newspapers. Irw. LRSD revising draft of contract to show potential superintendent BY DANNY SHAMEER Democral-GazeRe Education Writer The Little Rock School District is putting together a revised draft of a contract that it hopes to show Dr. Henry P. Williams today. Officials spent the bulk of Tuesday looking over tax laws and seeing how they would affect proposed annuity payments.. Williams, superintendent of schools in Syracuse, N.Y., says he wants to see a contract before he can make a decision on the Little Rock School Boards offer. Saturday, the board offered Williams the job of running Arkansas largest school district. Many a slip has been made between the cup and the lip, said Williams, the only finalist for the Little Rock School District superintendent. The contract would offer  A $115,000 starting salary.  An annual annuity of $10,000. Williams could keep the entire annuity if he stays five years.  Extra financial payments tied to achieving desegregation goals. Attainable and measurable goals would either be set out in the initial contract or a clause would be added saying the board and superintendent would determine those goals at a later date. Officials spent part of Tuesday trying to come up with a district contribution that would compensate Williams for retirement benefits he might lose by leaving New York, where he has spent the bulk of his career. The $10,000 annual annuity offered by the district in Williams name may not be all tax-deferred, as originally planned, because of changes in tax laws. Williams, who has worked in Syracuse since January 1989, turned down the Little Rock superintendents job last year because he said the time was not right for such a move. The board turned to its second choice. Dr. Mac Bernd of California. Bemd quit after one year and returned to California, saying he spent too much time dealing with the desegregation case. This year the board focused its recruitment on Williams, who agreed to explore job possibilities by visiting Little Rock last week. He spent two days meeting with parents, school officials, the federal courts Office of Desegregation Monitoring and Gov. Jim Guy Tucker, among others. Little Rock board members didnt set a deadline for Williams decision, though some said they hope he can decide by Friday. Williams contract in Syracuse says he must provide written notice of his intention to resign at least 30 days before the resignation takes effect. But some Syracuse board members said that if Williams resigns, they would not be bothered if he took advantage of any unused vacation time and left earlier than the 30 days. They said that though they dont want him to leave, the district needs to move forward if its going to lose its superintendent at a time when it needs to prepare for a new school year.2B  FRIDAY, AUGUST 6, 1993   Williams expected to take LRSD post at meeting today f BY DANNY SHAMEER Democrat-Gazette Education Writer Dr. Henry P. Williams is expected to accept an offer today that will make him the first black superintendent ever hired to run the states largest school district. Williams  superintendent of schools in Syracuse, N.Y.  plans to fly into Arkansas for a special Little Rock School Board meeting to n ark the occasion. The meeting begins at 6 p.m. at district headquarters, 810 W. Markham St.  Its going to be an historical event and a new beginning for the Little Rock School District, said John Moore, school board president. I The board assigned Estelle Matthis, an associate superintendent, interim chief July 1, making her the first black educator ever appointed to run the district. But the board has never before hired a black educa- tor-to oversee the citys public school system, where W percent ofthe 26,000 students are black. The Council for African- Arnerican Progress, among other groups, has called on the board to hire a black superintendent several times. Many black leaders in the city have said a black educator can readily relate to the needs of black students who, on average, do not score as high as white students on standardized tests. 1 I see this as an opportunity fbr the children of the district to feel good about themselves, especially the black children, said Hafeeza Majeed, coordinator ofthe Ad Hoc Committee for Fairness and Equity in Little Rock Public Schools. The children will see history in the making. She added later: Im sad about the fact that it took so long for the board to get there, and I wonder if everyone will realize that Dr. Williams comes in burdened by things that are not his fault. He is inheriting everybodys baggage. If the district ever goes into receivership, will it be Dr. Williams fault? Williams, who runs the fourth-largest district in New York, oversees 22,000 students  37 percent of whom are black. He earns a base salary of $88,000 in Syracuse. He notified Syracuse school board members by phone Wednesday and Thursday that he is accepting the Little Rock position. He will be paid a starting base salary of $115,000 to take over a financially strapped Little Rock district, which is embroiled in a desegregated lawsuit. He also will receive other income and perks. U.S. District Judge Susan Webber Wright, a federal judge who oversees the desegregation case, has notified the district that its problems justify imposing receivership. Wright has said the district suffers from mismanagement, confrontation and delay in following court orders, and has said the lack of leadership casts doubt on whether the situation can be turned around in a reasonable amount of time. Eleanor Coleman, president of the Little Rock Classroom Teachers Association, said she is looking forward to someone who can provide stability in the districts leadership. I believe he is very outspoken, but I think we can work with him, said Coleman, who heads the Little Rock teachers union, the states largest. Some people remain skeptical. I I I The Little Rock Biracial Ad- ' visory Council  a watchdog\nthat has, at times, had the ear of I the federal court when it has f taken public stands against I some board decisions  met i with Williams last week. J The meeting was confronta- i tional at times. Terrie Root, a biracial committee member, said Williams did not answer questions directly. She said he was evasive, answered questions with questions of his own, changed the direction of questions or simply refused to provide answers. SATURDAY, AUGUST 7,1993 Williams takes on LR challenge First black school head affirms belief in progress to come BY DANNY SHAMEER Democrat-QazeHe Education Writer Willi a stroke of a pen, Dr. Henry I*. William.s signed his name into local history Friday. Williams became the first black superintendent hired to run the Liltle Rock School District  the states largest and its ninth chief administrator since 1982. I am well aware of the Little Rock School Districts problems, Williams, 51. said. \"I know it has had a history. But it is my belief that it has a future as well. Little Rock School Board members, who courted Williams unsuccessfully for the post last year, stood and applauded aRer lie signed what could be the most lucrative financial package ever given a school superintendent in the state. Afterward, board member John Riggs IV lighted a celebratory cigar in the adniiiiistra-tion building. The boards vote for the contract was 5-0, with two Southwest Little Rock board members absent. O.G. Jacovelli is recovering from an illness and Pat Gee was out of the state on personal business. Williams, superintendent of schools in Syracuse, N.Y., will earn a base starting salary of $115,000  $17,000 more than what he earns in Syracuse alter See WILLIAMS. Page 16A Williams  Continued from Page 1A nearly five years there. Other contract provisions include:  $10,000 annually each April 30 for a retirement program of Williams choice.  A$60,000 trust for Williams benefit within 60 days. Williams may keep the $60,000, plus interest, if he stays on the job five years.  Extra pay for performance. Williams and the board will establish district goals for each new school year. The district will give him extra money for accomplishing those goals. Board members said those goals could include such steps as improving student achievement, increasing the number of white students enrolling in the district  which is 64 percent black  and moving the district closer to getting out of court oversight.  A $200 per month expense account.  A late-model, mid-sized domestic car equipped with a cellular telephone.  Disability, medical and dental insurance for Williams, his wife and their two collegeage children. Also, the district would maintain term life insurance equal to the amount of the annual premium, allowing Williams to maintain his existing policy.  One-time relocation expenses, expenses for two househunting trips, and relocation and transition expenses of $1,000 per month for six months. The Little Rock board hired Williams for his track record as superintendent of schools in Syracuse, the fourth-largest district in New York, where he worked since January 1989. On his watch, the districts college-attendance rate improved, test scores increased and the dropout rate fell among the 22,000 students, 37 percent of whom are black. But he sometimes clashed with the local teachers union and some parents who disliked his direct and candid style. Williams set no time for his S' JU Arkansas Oemocraf-Gazette/Rick McFarland NEW CHIEF  Dr. Henry Williams gets a hug Friday night from Little Rock School Board member Dr. Katherine Mitchell after he signed the contract that made him the Little Rock School Districts superintendent. Williams, who is coming to Little Rock from Syracuse, N.Y., is the districts first black superin-tendent. arrival. He said he will begin full-time in late September or early October. Meanwhile, he said, he will be in and out of Little Rock to do some work here. His contract calls for him to receive a per diem, pro-rated amount for each day he works during the transition period, plus expenses. Williams joins a small minority of black school superintendents employed in the state. Arkansas has 316 public school districts. Thirteen districts, including Little Rock, have black superintendents as the 1993-94 academic year begins. Nearly 36 years ago, federal troops escorted nine black students into then all-white Central High School in 1957 as angry white mobs watched, putting the city in civil rights history. The district, now the states largest, has been in and out of court over desegregation matters since then. Williams said his hiring is an opportunity to remove the stigma that once existed here and added that he comes to Little Rock with the intention of becoming a superintendent for all children, not just some. He called for the community to work together. The pressure and experience are awesome here, Williams said later in remarks to the local media. I understand my mission and purpose. However, I am only one man and I am not capable of miracles. Williams plunges into troubled waters Williams BY DANNY SHAMEER Democrat-Gazette Education Writer Dr. Henry P. Williams is stepping into a job with a school district that is on notice that its problems may lead to receivership. And a private company that runs public schools is exploring the possibility of running his district. Hes inheriting a lot of other baggage too: a desegregation plan that he never had a say in and a district with high administrative turnover. But Williams, whom the Little Rock School Board hired Friday to be its next superintendent, doesnt shrink from the situation. Im a guy who likes to take on challenges, and I'm not afraid to tackle the problems, Williams said recently. \"If Little Rock has problems, and indeed it does, and if you have a board of education thats collaborative, and a community that is concerned with quality education, then you have an opportunity for change. Im a change agent, and an individual who believes in quality education and quality life for children. In some ways Williams steps into the position at the right time. The teachers contract is settled for the 1993-94 academic year. The federal judge who oversees the Pulaski County school desegregation case will have approved a budget for the 1993-94 academic year by the time Williams starts. Even the districts brand new school  Dr, Martin Luther King Jr. Elementary School  is scheduled to open on time, not weeks late as originally thought. Classes begin Aug. 23, barring unforeseen problems. But hes also facing a lot of challenges that he will have to begin dealing with as soon as See WILLIAMS. Page 7A  Continued from Page 1A he parks his district-provided car in the superintendents space behind the administration building. \"The opportunities and challenges here in Little Rock are equal to the opportunities and challenges in other parts of the country, but Im intrigued by the whole notion of what you people have been doing, by the fact tluilyou.have been in the courts since 1957, and the entire community seems to be concerned with getting that behind you, moving ahead and building a quality educational system for the children of Little Rock,\" Williams says. \"I think thats exciting, and I want to be part of it.\" The most serious challenge he faces is the possibility that the district is operating with an ever-shortening leash on independence and faces the potential for going under receivership. In 1982 the district sued the state and the other two Pulaski County school districts, seeking consolidation. This set off whats known as the Pulaski County school desegregation lawsuit. Several desegregation plans later  plus a $129.75 million settlement with the state  havent meant smooth sailing. Since the 1982 lawsuit, the district has had eight different administrative changes in the superintendents office. Dr. Mac Bernd of California, the last superintendent the board hired, quit after a year, tired of spending more time on desegregation and legal issues than he could oh education matters. Eleven years into the suit, the district seems the defendant, not the plaintilT that it is. U.S. District Judge Susan Webber Wright has notified the district that its problems justify imposing receivership. Wright has said the district suffers from mismanagement, confrontation and delay in following court orders. She said the lack of leadership casts doubt on whether the situation can be turned around in a reasonable amount of time. Her order detailing her reasons for this warning of receivership is on notice of appeal. \"I would hope that the judge would give a new superintendent the opportunity to try some things and do some things differently rather than put the school district in receivership, Williams said recently in an oR- repeated remark. But the judge has said as recently as July 30 that she wants any new superintendent, including Williams, \"to hit the ground running.\" She means that a new superintendent and a new administrative team won't get any slack\nthey wont gel much time to adjust to a new district. She wants the plan followed  now. No more delays. But thats not all. Williams faces some empty offices when he steps into the superintendent's wing of 810 W. Markham Street. The districts chief business affairs officer quit after less than a year on the job to'take a similar position in another stale. He was the third in as many years to occupy that post. Also, the district has no one as assistant superintendent of secondary schools  a major sub-Cabinet post to oversee junior and senior high school principals. Williams will have to find people to nil those positions. In one way, he has got a golden opportunity to pick his own people forthose positions without having to replace anyone. On the other hand, he has no one in those positions to lean on as he spends his opening weeks and months learning about the district and slate laws. However, Williams does have three attorneys to rely on for advice and an Office of Desegregation Monitoring, whose staff knows the desegregation plan backward and forward. And district officials and board members say a search is under way for an assistant superintendent for secondary schools  a position the district wants filled this month. Williams will also have to face whatever the board decides to do about privatization. Education Alternatives Inc.  a Minneapolis-based company that runs some schools in Baltimore and Miami  is exploring the possibility of running not one but all three Pulaski County school districts. Some board members who oversee the three districts say the private company wants to keep the three superintendents around, but wants decision-making powers. Based on what the companys officials have told board mem bers so far, privatization could mean possibilities that the pri vale company would wrest all or some decision-making con7A 1^  h Ri J $ Vi r- H' * a .n CHECKING OUT THE OFFICE  Dr. Henry vyilliams, the new superintendent of the Little Rock School District, visits Arkansas Democfal-GazeWe/Rick McFatland Friday In whal will be his olfice. Estelle Matthis is the interim superintendent and her name plate is still on the desk. trol from administrators. Williams isnt exactly a fan of privatization. Privatization of public edu- \u0026lt; cation? Williams asked rhetor- ically, when the question popped up during a recent news conference. Then its not public education\nits private education. Williams also will inherit another burden: who will become principal of Little Rock Central High? Board members had anticipated that the matter would be resolved long before a new superintendent, whoever it would have been, would have come aboard to run the district. But a committee that included teachers and parents recommended that a national search get under way to find candidates. The Central principal position always has attracted wide interest in the community. Williams already has some fence-mending to do. During interviews here, he had a confrontational meeting with the Little Rock Biracial Advisory Council, a watchdog group that has taken public stands on some local education issues. Since then, some members of the biracial group have criti- cized both Williams and the school boards single-minded recruitment of him. Williams also will have to enter the fray of what site to pick for a new Stephens Elementary School. The desegregation plan requires the district to build a new school. But the parties in the desegregation case cant agree where to build it. If they cant decide, the judge will. But perhaps the biggest challenge Williams faces is putting the district in good long-term financial hands. Williams acknowledges he doesnt know exactly how he will tackle all of these problems. Im not sure, he said recently. We have to, for me to stand here today to tell you what I would do would be presumptuous on my part, and also premature. I think I would have to assess whats been going on, look at some strategies that might be employed to work with the courts, with the people who are responsible for monitoring the school district, and then try io work with them as best we possibly can to move the district away from the court. TUESDAY, AUGUST 10, 1993 Welcome, Dr. Williams Memo to the new school boss enry P. Williams has received an opulent contract from the Little Rock School District as its ninth superintendent in a little more than 10 years. His remuneration will include a base salary of $115,000 a year, which is $17,000 more than what he has been getting in Syracuse, plus a few perks fit for a maharajah, or even a congressman. Like $10,000 every April for his retirement fund. And a $60,000 trust that is his, plus interest, if he can stay with the job five years. The school district will also offer its new superintendent a bonus for various accomplishments  such as attracting more white students, now a minority in the Little Rock district. And for raising the level of student achievement. And for getting the district out of federal court, where it seems to be have been since roughly forever. There is also an expense account, a car (even though it comes with a phone to assure that the new super cant escape the districts problems), all kinds of insurance, generous moving expenses, and pay for every day Dr. Williams works for the district till he gets here permanently sometime in the fall. Hopes are high, but so are the obstacles. If the new superintendent can accomplish all these goals, hell have earned more than his pay\nhe will have the respect of a grateful city. Because, as its schools go, so goes Little Rock. Dr. Williams would seem to understand the scale of the challenge. As he put it the other day, The pressure and experience are awesome here. So will be the rewards  for all the community  if the school district prospers, educates our children, and lets Little Rock bask in its I'l reflected glow, keeping and attracting families who understand the overriding importance of education for their kids. For that first day on the job, or maybe before, heres a hearty welcome for Dr. Williams and a list of things to do: 1. Be candid with the public. If you dont know or cant tell something, just say so. Never mislead. Or your chief asset, the publics confidence, will evaporate quickern a snow cone on an August afternoon. 2. Learn the desegregation jargon and how to translate it into English, because youll be spending a lot of time meeting the districts legal requirements. 3. Learn the district in detail. Because the devil of this job. like the angels, is in the details. There are a lot of good people  teachers, principals, secretaries  working out in the district. Listen to them. 4. Get a group of leading citizens, the kind that work and dont just lend their names, behind the school district Little Rock needs another group like the brave band jof women who saved the schools back in the50s. Todays crisis may be less dramatic, but it is no less serious. i I 5. Fill key slots in the districts ad- { ministration with good people who J can save money and children and the mutual respect between administrators and teachers. 6. Stick around for a while. As the ninth superintendent in about a decade  the district has been running through them at the rate of roughly one a year  you neednt be in a hurry to make room for No. 10 any time soon. Forget any more job interviews for a few years. The district has had enough short-timers at the helm. Plan to stay for a while. 7. Dont let egos get in the way of the job, yours or anybody elses. 8. Develop a feel for the community. 9. Forgive those who expect too much or settle for too little. 10. Keep your sense of humor, and remember that you have a lot of people rooting for you  even those who sound like critics. A fellow can learn a lot from criticism. Well, thatll be enough for one day. THURSDAY, SEPTEMBER 9,1993  LRSD puts\nnew leader in new Buiek BY DANNY SHAMEER Democrat-Gazette Education Writer The Little Rock School District spent $2,438.01 to turn in its former superintendents year-old leased car, then obtained a new Buick Park Avenue for his successor. And new Superintendent Henry Williams  like former Superintendent Mac Bernd  got a more luxurious car than his contract specifies. The districts purchasing office approved both leases. ' But Williams car will be slightly less expensive for the district to lease each month than Bernds was. The expense comes as the districts financial forecasts show huge deficits in coming years and illustrates some of the added costs created when a school district cannot keep its superintendents. i The district, the states largest, has had nine administrative changes in its superintendents office since 1982. John Moore, board president, said he doesnt see any problem with the kind of cars the district has provided Bernd and Williams. I consider a luxury car to be a Cadillac or a Lincoln Continental, Moore said. ivioore added that he doesnt think it would have been appropriate for the district to have turned over a  used car to a new superinten-\ndent, considering the high po-. ' sition and authority that the I job holds. And he said he was told by\nsome people that Williams needed a roomy car fotjhis\nsize and that Bernds ol^'car wouldnt be large enough\nWilliams is over 6 feet tall. Bernd, who left the district during the summer after only- one year as superintendent, drove a 1992 Oldsmobile Delta 88. Bernds contract said the board would provide him with a midsize domestic automo-\nbile. Several auto dealers described a 1992 Oldsmobile, Delta 88 aS a full-size car\nthat could be considered a luxury car, depending on op- tions inside it. District records dont indicate what options Bernds leased car had. The district bill for Bernds car, leased in the districts name, came to $497.93 per month. ' Because the district turned in the car before the end of the 36-month lease, the district had to pay the $2,438.01, See CAR, Page 7B Car  Continued from Page 2B district controller Mark Mil- hollen. The Little Rock School Board historically has given superintendents the car of their choice, Milhollen said. Willjams selected a 1993 Buick Park Avenue. His contract says the board will provide him with a late model, midsize domestic automobile. Auto dealers said a Buick Park Avenue is considered a full-size luxury car. The districts bill to lease a car for Williams will be $470.75 per month, $27.18 less than Bernds for a toUl of $815.40 less over tlie 30 months..'661 81. U3giAI31d3S AVOHniVS ' Williams $77,734 bill stuns Syracuse board BY DANNY SHAMEER Democrat-Gazette Education Writer Dr. Henry Williams decision to cash in $77,734 of unused sick days and vacation time is creating a stir as he prepares to step down as superintendent of schools in Syracuse, N.Y. The incoming Little Rock School District superintendent has a contract with the Syracuse School Board that entitles him to payment for any time he didnt take off. That amounts to 212 unused sick days, vacation days and personal days Williams stored up since January 1989. when he took over the Syracuse school system. Syracuse School Board members said Friday the issue is causing them to face questions from angry taxpayers and politicians upset with the huge bill. A member of the Syracuse Common Council  which sets the public school budget in Syracuse  has asked the district to withhold the payment until officials can check the dates Williams worked and the dates he took off for recreation, job searches and working in Little Rock. Williams annual base salary in Syracuse is $88,000. He has used no sick days while superintendent there. The Syracuse board is considering stopping its long-standing practice of allowing administrators to save unused time off that can be cashed in later. Williams and the Syracuse board had different perspec* tives on the situation when contacted Friday afternoon. This is not relevant to anything that Im doing to Little Rock,\" Williams said when he intercepted a telephone call from a reporter seeking information about the matter from district administrators. See WILLIAMS, Page 14A - .WiJhams lead toaSn I  Katharin p jj'm 20 vacation days . Williams doesnt :Situation hkefy wTl?leadlo a :4\u0026gt;n unused leave time inM ^hen times were I an ac- different and  money was and was shocked. The .amount is staggerine  sojutfilv dllA fhJc. o  sb- 7 ho shenanigSn^p\nPractice has to stop  h'ith'willutTa1foifrih *'y e* work so they tn *** f Wednesday night ii to review mon Council i and Com- 'cl minor clerical .payments. ways to packa^^^he\n* for any days he doesnt use when Se^iyact also states that fp '''es iin 50 sick leave days as of Sept. 1. After he he will -eS'.XS\ns : The contract does . out whether Williams not spell ' entiiUH i ^'\"ams would be : used sick time but says he'mav ,70,\"\"'''- year  tia d'' ^a/herine Mitchell, a Lit- '' 'dVtW w \"'r, said Fri- .-uay that Williams explained  . would receive money for sick days, vacation and  days at Syracuse. -  I iiHo asked the  - cat hP /r\" ^\"i'-act ^n Williams will he unused personal Base salats $U5.000 ex year, plus 1,with ifall decided later this include *.?W,000 annually on April 30 for a Williams may keen 9^ars.* atays five assumes his full-time Little jRock responsibilities Oct. 1,* -'661 81 H3gi^31d3S AVOHniVS ' Williams $77,734 bill stuns Syracuse board BY DANNY SHAMEER Democrat-Gazette Education Writer Dr. Henry Williams decision to cash in $77,734 of unused sick days and vacation time is creating a stir as he prepares to step down as superintendent of schools in Syracuse, N.Y. The incoming Little Rock School District superintendent has a contract with the Syracuse School Board that entitles him to payment for any time he didnt take off. That amounts to 212 unused sick days, vacation days and personal days Williams stored up since January 1989, when he took over the Syracuse school system. Syracuse School Board members said Friday the issue is causing them to face questions from angry taxpayer.s and politicians upset with the huge bill. A member of the Syracuse Common Council  which sets the public school budget in Syracuse  has asked the district to withhold the payment until officials can check the dates Williams worked and the dates he took off for recreation, job searches and working in Little Rock. Williams annual base salary in Syracuse is $88,000. He has used no sick days while superintendent there. The Syracuse board is considering stopping its long-standing practice of allowing administrators to save unused time off that can be cashed in later. Williams and the Syracuse board had different perspectives on the situation when contacted Friday afternoon. This is not relevant to any? thing that Im doing to Little Rock, Williams said when he intercepted a telephone call from a reporter seeking information about the matter from district administrators. See WILLIAMS, Page 14A WiJJiams  Continued from Page 1A contract I -.11 with thp I School Board gives nim 20 vanoUzin J____ S'^CS  to a cap f in the next r .-------an ae- - in the past '\"ere different and  money was fM Y'^erent a ationsofthepub^^\"\"' 5?  school board Pirferent. I r, expec-  and me r member are was shocked. The l vacation days I: mi 'k\" doesnt use them, thev I- * fBr  be saved. He could get paid I  1^\"^ doesnt use when I , he leaves the district. -,u J, oontract also states that fp=r, district gives him 50 sick leave days as of Sept. 1. After he p,2k days sick leave for oa^subsequent year.\nThe contract does . out whether Williams per year. If not spell * Wiihams would be - for any ut amount is staggering ha k solutelvdiiP fhic  s ab- I shenanig5n7{rp\"7\"'-es | :\nPracfieehS!op\"^\"'^*hef, \u0026lt;JvithwmUmTaVourfh^^'\" I  S.WednesdayniHhtin 2? 7\"er f\n.'-'Sion and askpH f P''''?ees-I \u0026gt; fecord-keeninp  better I . \u0026gt;fhe da^S'^tkeTanrH^T'^ \u0026gt;work so they can hp  ^countable to thepubhcad'cp \u0026lt;.mon i^ case ..questions whether anyone s hiinor clerica pf/^ Possible : used sick time but says he'mav 'ate sick time K year ho .mon Council i ' tu n' Katherine Mitchell, a Lit- ' 'dL^that '\"\"her, said Fri- Williams explained . would receive money for :sick days, vacation and  days at Syracuse.  T asked the  r ''d for 50 sick days cSe he enF^\" \"'\"\"'OOt fn .:.tom\"issTork\"''^'^''^ he unused personal . ------- iiei minor clerical him fcheck for half Tk  now and wail \"\"lount * toexlJnr'^^' \"er '*0 weeks J to explore  Lo will earn a $115 OOO :. base salary m his first year plim with Zfall * decided later this include program, a $60,000 ''^''\"ms may keen his full-time Little X,Rock responsibilities Oct. LArkansas Demcx-'rar (Sazcttc Dear Diary  Had a visitor the other day. Henry Williams, about to become superintendent of Little Rock schools, stops by at his own initiative. This is going to be a superintendent who stays in touch, which would be nice change. Hes accompanied by Estelle Matthis on eve of her becoming deputy superintendent. She takes notes throughout. Dr. Williams impressive, natty, confident, informal, poised, at ease from moment he's off elevator and in newsroom. He has one of those New York accents that assure rather than offend. Ms. Matthis' cultivated, Garden-Club Southern makes perfect complement for his speech out of old Harlem in New York. For every R she drops, he inserts one. Makes for a balanced presentation. Can't stop thinking of him as Hank Williams. Almost overwhelmed by insane impulse to ask for a few lines of Yore Cheatin Heart. But his name the only resemblance new superintendent bears to country singer. As editorial writers and publisher gather round, he has long but direct, personal, revealing answers to our naive questions. I start taking notes when he delivers lecture about difference between todays students and yesterdays. He attributes it largely to deleterious effects of being raised by television and Rap instead of families. I keep myself from standing up and cheering. He sounds old-fashioned, the way a school superintendent should. Also businesslike. He also sounds wild about Little Rock, I which shows good judgment. (Who wouldnt like Little Rock after a few years running a school district in frozen urban North?) His two kids now in Arkansas universities. Maybe hes here to stay. Another refreshing change. New superintendent has sense of history, even mission. He speaks of watching FRIDAY, OCTOBER 1.1993 * First impression Paul Greenberg I Central High Crisis of 57 unfold as 16- year-old in New York City, and now hes becoming superintendent of that same district. Good. A man ought to have a sense of history and irony (but I repeat myself) and of his place in it, of where he entered it and where hell leave it. Checked on Dr. Williams with some newspaper buddies in Syracuse. Hes confident, they say, his own man, and he may say some things that strike others as abrasive. Has had his fights with the school board. They all like him. Newspaper people dont mind candid types. For one thing, theyre good copy. Its the evasive sort we can't stand. If only the tone of his voice  lush and soft  could be carried over in print, his directness might not seem abrasive. He talks about raising test scores, involving whole community to shape Strategic Plan, staying visible, supplying example for young people, obeying court order. Most assuring\nhis quiet, no-non-sense attitude toward violence in schools. Doesnt much cater to teacher unions, but understands how they got that way\nbecause teachers were treated as units of production, not professionals. Speaks longingly of teachers as pros. Happily, many still are. He seems touchy about reporting of his salary and perks. May never have met a perk he didnt take. Fair enough. Hell be worth every penny and more if he turns school administration around. School board should make policy, he says, and let him run schools. Should be interesting first time he runs into occasional school board member who likes to meddle. Like any other CEO of good-sized operation, Dr. Williams says newspaper should take positive tack in covering it. He seems to know as much about running a newspaper as we would about running schools. He is frank and may get used to our being so. We have no choice. Owe it to our readers. He seems like a good man moving into a new country where speech, customs and symbolism not quite the same. Hes spent some time in North Carolina, where he went to school, but it may take him a while to pick up on Arkansas singularities and finer points of Southern speech and subtexts. Happily, hes got a good guide to these latitudes in Estelle Matthis. Between his driving ways and her soft-spoken but correct manner, school district entering new era. Good sign\nDr. Williams isnt out the door before making arrangements to come back on regular schedule. Same time next month. This should be educational. Paul Greenberg is the editorial page editor of the Arkansas Democrat-Gasette. Aricansas Democrat (gazette FRIDAY, OCTOBER 1, 1993  New LRSD chief to miss 1st day Personal business delaying Williams, Matthis says BY DANNY SHAMEER Democrat-Gazette Education Writer Dr. Henry Williams planned to assume full-time duties as the new Little Rock School District superintendent today, but he will be recorded as absent. Williams wont start today because he is out of town on personal business, tying up loose ends, said Estelle Matthis, the districts new deputy superintendent. She said he would begin Saturday. On Aug. 6, the Little Rock School Board hired Williams, then superintendent of schools in Syracuse, N.Y., where he has lived and worked for nearly five years. Although he will be absent today, Williams has a head start on his Little Rock job. Since the board hired him, Williams has worked 15 days for the Little Rock district, records show. Williams contract called for him to work for the district as Vt'  i'\\ Ulf I *T*1.ff S' \\ \",ii Dr. Henry Williams time allowed during the 55-day transition period between the time the board hired him and the time he planned to assume full-time responsibilities. The contract stated that he would be paid his daily rate plus travel and other expenses. Williams worked Aug. 7, Aug. 17-20, Sept. 7-12 and Sept. 21-24. He will be paid $6,900 for the work, according to his contract terms. Decisions Williams has made during the transition period include filling two top administrative positions. He selected Matthis deputy superintendent. as She had been serving as the districts interim superintendent since July 1 and had been an associate superintendent since 1989. Williams also selected Dr. C. Russell Mayo Jr. as associate superintendent for desegregation. Mayo worked with Williams in Roanoke, Va., and has since followed him to Syracuse and Little Rock. Mayo also is scheduled to assume his responsibilities today. Arkansas Democrat (gazette MONDAY, OCTOBER 4. 1993 Dock superintendent?  ' Note in passing: Dr. Henry Williams\"'' the new Little Rock school superinten-  dent, whose praises everyone has been'' singing, failed to show up for his firsts scheduled day on the job, which was Frt-\nday.\n~z'. Estelle Matthis, the school district's'.* new associate superintendent, said he-* was busy tying up loose ends in his per?.! sonal business and would report to work, on Saturday. In my time, an employee who offeree- untied loose ends of personal business? as an excuse for not showing up for the? first day of employment would have been\" fired on the spot and justifiably so. ' Makes you wonder how a guy who.' cant tie up the loose ends of his person-' al business in eight weeks will succeed in tying the loose ends in a school district' that has become, through the years, one^ gigantic loose end. r Twill be interesting to see if his pay gets docked for the day he wasnt on- band. THURSDAY, OCTOBER?, 1993 LR superintendent plans forum series Parents and community members in the Little Rock School District are invited to meet with the districts new superintendent, Dr. Henry P. Williams, at a series of five community forums, the first ot which is 7 p.m. Monday at Cloverdale Elementary School, 6500 Hinkson Road. Williams began work for the district this month after serving nearly five years as superintendent of the Syracuse, N.Y., public schools. Members of the public may use the forums to express concerns and suggest ideas for improving the school district. The information collected at the forums will be used in short-tem and long-term planning for the school system. The districts court-approved desegregation plans call for the district to keep in touch\" and solicit comments from the public and employees about how the district is doing. In addition to the forum Monday, other forums are scheduled for 7 p.m. Oct. 26 at Parkview Magnet High School, 2501 Barrow Road\n7 p.m. Nov. 10 at Bale Elementary School, 6501W. 32nd St.\n7 p.m. Nov. 16 at Forest Heights Junior High, 5901 Evergreen St.\nand 7 p.m. Nov. 30 at Rockefeller Incentive Elementary School, 700 E. 17th St.Arkansas Democrat (gazette I BREAKFAST CLUB  Dr. Henry Williams visits with Pulaski Heights Jr. High School students Thursday be- Arkansas Oemocrat-Gazette/Steve Keesee fore the start of a Breakfast Club meeting. Students Norris Harris (left) and Eric Patrick wait for the food. Superintendent talks with pupils Encourages 79 in Breakfast Club to develop potential BY CYNTHIA HOWELL Democrat-Gazette Education Writer Dr. Henry P. Williams, Little Rocks new school superintendent, holds two masters de- ' grees and a doctorate and pulls 1 down a salary of $115,000, but ! his early years were not necessarily indicative of his future successes. Williams told a group of 79 black, eighth-^ade boys Thursday at Pulaski Heights Junior High that as a child he was not a model student. The superintendent made the comments during the monthly Breakfast Club meeting at the school. Each month, the club provides the students with a special breakfast  financed by the New Futures for Little Rock Youth organization  and a motivational speaker. Williams told the eighth-waders he had difficulty learning to read in elementary school and sometimes had a behavior problem. He was suspended from school at least once. In kindergarten, he said, he hit his teacher when she refused to let him go home in the middle of the day. As he entered junior high. Williams said he stayed out late at night and would get into fights. But as a ninth-grader, he began playing organized basketball and a coach took an interest in him and encourawd him to develop his potential. His grades improved and he became interested in reading, even working in a New York City public library throughout his high school years. Now 52, Williams said he started college when he was 21 and he completed his doctorate when he was well into his 30s. You may not be an A student, but you can have an A life and be a quality person, Williams told the Pulaski Heights pupils. His accomplishments in life were not easy but he said he persevered. He attributed his ' successes to what he called the four Cs: courage, character, commitment and community. After the talk, Williams told reporters he would like to see the Breakfast Club program expanded to other district schools and he hoped financial support from businesses could be obtained. He also said he hopes to establish a student cabinet of junior and senior high school students. Arkansas Democrat 18? gazette SATURDAY. OCTOBER 9,1993  1 09 Local news New school chief pleased by respect BY CYNTHIA HOWELL Democrat-Gazette Education Writer Little Rocks new school superintendent, Dr. Henry P. Williams, said Friday he has been surprised since his arrival by the willingness of Little Rock residents to be involved in the public schools. Speaking to the Pulaski County Bar Association, Williams said that although he turned down the Little Rock superintendency a year ago, he is happy to be on the job now. People tell me I have a trough full of problems, but I think it was a wise decision to come here, he said. He said there were many more education problems in Syracuse, N.Y., where he worked previously, than in Little Rock. He said Little Rock has desegregation-related problems but not the crime and violence that occurred in Syracuse. He said youngsters he has met in the schools here have responded to him, shown him respect and called him sir. That is absent in other cities where young people have no fear or respect for ed+  ucators, their parents, the court system or law enforcement agencies, he said. Williams listed for the lawyers the problems that face public education in Little Rock and across the nation and said certain beliefs must be adopted and resources provided to turn the schools around. The community must believe that all children can learn, even if they learn in different ways, he said. The community must believe that all children have value and that they can succeed. In addition, the public must be convinced that the democratic form of government thrives on an educated citizenry and that diversity among people strengthens the community. The education of a child must be the shared responsibility of the child, the parents, the government and the community, he said. Im not a miracle-worker, Williams said. Im one man who believes children are important and that we can make schools a better place. I believe we can provide students with the skills they will need to survive in the 21st century.Arkansas Democrat (gazette TUESDAY, OCTOBER 12, 1993  Williams shares ideas, seeks others at forum BY CYNTHIA HOWELL Democrat'Qazette Education Writer Little Rocks new school superintendent shared a few of his ideas for improving district operations Monday night and asked for suggestions from others on how to use the $167 million the schools receive annually in local. state and federal money. Dr. Henry P. Williams made his remarks at the first of five community forums he will hold this year on budget priorities and program plans for 1994-95. About 35 people attended the forum at Cloverdale Elementary School, but virtually all were administrators, school employees, school board members or journalists. We need to have a plan for increasing our funds, Williams said, suggesting the district could do more to win federal grants. In Syracuse, N.Y., where he previously worked, his 22,000- student district received $40 million a year in federal money, compared with $6 million in Lit- tle Rock, a district of about 26,000 students. Williams said he is looking for people to help the district raise money. The chief financial officers position in the district has been vacant since Gary Jones resigned during the summer. School board member Linda Pondexter suggested the district initiate a violence prevention program, beginning with the 4- year-old children in the early childhood program. Williams replied that young children are taught how to deal with their problems when they are home alone watching television: You kill it. And some children never learn to share toys, or dont even have toys to share, before they begin school, he said. They must be taught at school how to share or resolve their other conflicts, he said. Even though some children enter school not knowing how to identify shapes and colors, Williams said he is opposed to retaining children in the first grade. He said the children should be given academic help but not labeled as failures so early in their school years. Williams called the districts court-approved desegregation plan a good one, but said he has directed his staff to review the plan to make it more readable and understandable for the general public. The next forum is at 7 p.m. Oct. 26 at Parkview Magnet High School, 2501 John Barrow Road.Aikansas Democrat (gazette TUESDAY, OCTOBER 12. 1993  Williams shares ideas, seeks others at forum BY CYNTHIA HOWELL Democrat-Gazette Education Writer Little Rocks new school superintendent shared a few of his ideas for improving district operations Monday night and asked for suggestions from others on how to use the $167 million the schools receive annually in local, state and federal money. Dr. Henry P. Williams made his remarks at the first of five community forums he will hold this year on budget priorities and program plans for 1994-95. About 35 people attended the forum at Cloverdale Elementary School, but virtually all were administrators, school employees, school board members or journalists. We need to have a plan for increasing our funds, Williams said, suggesting the district could do more to win federal grants. In Syracuse, N.Y., where he previously worked, his 22,000- student district received $40 million a year in federal money, compared with $6 million in Little Rock, a district of about 26,000 students. Williams said he is looking for people to help the district raise money. The chief financial officers position in the district has been vacant since Gary Jones resigned during the summer. School board member Linda Pondexter suggested the district initiate a violence prevention program, beginning with the 4- year-old children in the early childhood program. Williams replied that young children are taught how to deal with their problems when they are home alone watching television\nYou kill it. And some children never learn to share toys, or dont even have toys to share, before they begin school, he said. They must be taught at school how to share or resolve their other conflicts, he said. Even though some children enter school not knowing how to identify shapes and colors, Williams said he is opposed to retaining children in the first grade. He said the children should be given academic help but not labeled as failures so early in their school years. Williams called the districts court-approved desegregation plan a good one, but said he has directed his staff to review the plan to make it more readable and understandable for the general public. The next forum is at 7 p.m. Oct. 26 at Parkview Magnet High School, 2501 John Barrow Road.Arkansas Democrat (gazette WEDNESDAY, OCTOBER 13, 1993  ' Superintendent to speak at Central High Dr. Henry P. Williams, superintendent of the Little Rock School District, will be the featured speaker at a rally at 11 a.m. today at Central High School sponsored by the newly created Martin Luther King Jr. Commission. The rally is the first in an ongoing effort to increase positive interaction between adults and children, commission officials said. Members of Volunteers in Public Schools will be at the rally to distribute information about the organization and recruit members. The commission director, Tracy Steele, said in a statement announcing the rally that the emphasis was on the re-, cruitment of black males. It is important that young people at Central and other schools see positive role models, he said. The men who attend the rally are not here just to be with the crowd... they are  here because they understand and accept the challenges of being a good leader. New .chief of schools gets primer Williams assessing  needs of LR district BY CYNTHIA HOWELL Democral-Gazatte Educatton Writer Little Rocks new school superintendent has spent his first two weeks on the job in the public eye. In a break from what has almost become a tradition. Dr. Henry P. Williams did not have to spend his first official day at work in federal court talking about desegregation. He knows the days in court will come, but these early days have been spent honoring an award-winning teacher, attending a groundbreaking for a new school, telling his life story to eighth-graders, addressing the county bar association, publi- ' cizing a mentoring program, attending a reception in his honor and conducting the first in a series of public forums. If he has his way, Williams said, hell continue to take time to visit schools and speak to groups. I dont want to run the district from this office, he said last week in an interview. I want to be a part of the programs at the schools. He said his tours of the schools help him assess what the district is offering instruc- tionally. Do teachers have the training and the resources they need? he asked.\"I was in a geometry classroom, and the teacher had no computer for those students to use. Thats important for me to know. I have  to get out in the schools to find I out those needs. Williams began work here the first of this month after more than four years as superintendent in the Syracuse, N.Y., school system. He is Little Rocks first black superintendent. He also is the sixth Little Rock superintendent in a dozen years, not counting four people who were acting chief administrators. He has come to a district that at times is bogged down with typical urban school district problems  complying with a comprehensive desegregation plan, revenue shortages, achievement disparities among races and school violence. People tell Williams he has inherited not a plateful of problems, but a trough full. Despite that, he was pleased to be in Lit- tie Rock and said he is pleas- aiwly surprised by the willing- See WILLIAMS, Page 8A ? Arkansas Democrat (gazette.\n' MONDAY, OCTOBER 18, 1993 Williams  Continued from Page 1A ness and sense of urgency people in the city have about improving public education. Asked about the strengths of the district, Williams cited the support and the commitment displayed by the district staff members. Asked about the weaknesses, he said there is a need to make final appointments to his administrative team so the tasks related to the implementation of a court-approved desegregation plan can be done and monitored. He also said the district is not able to report data quickly and accurately, which hinders work. The district has numerous administrative vacancies, including the personnel director, an associate superintendent for curriculum, a manager of support services and an assistant superintendent for secondary schools. Williams said he is not in a big hurry to fill vacancies but hopes to do so by Christmas. He is assessing the staff and said the people filling the posts tem- porarily are doing excellent jobs. District controller Mark Millhollen has been doing much of the support services work. Hall High Principal Victor Anderson is taking care of responsibilities assigned to the assistant superintendent for secondary schools, and Dennis Glasgow, the science supervisor, is acting associate superintendent for curriculum. The new superintendent has made two appointments, that of Estelle Matthis as deputy superintendent, and Russell Mayo, formerly of Syracuse, as associate superintendent for desegregation. Williams said he never thought he would have a deputy but he couldnt give short shrift to Matthis skills, experience and commitment. One district weakness hes discovered, Williams said, is the appearance of some of the schools. Three he specifically mentioned as being in bad shape were Stephens Elementary, Mabelvale Junior High and Central High. After attending a ceremony at Central last week, Williams directed district employees to clean up the school grounds, pull weeds and cut tree limbs. I have never been more disappointed in a (campus) than I was at Central, he told the district's Biracial Advisory Committee on Thursday. There were papers, soda cans and beer bottles in the yard and grass in the cracks ofthe sidewalk. When people come to Little Rock, what do they want to see first? What did I want to see? Central High. You watch that school building. It will change, and other schools will change too, he said. District personnel have already found that Williams is meticulous. His efforts to clean up have already hit the administration building. In his own secretarial office area there were accumulations of files on the tops of filing cabinets that he asked to have removed. When he is not at schools, talking to police officers or meeting with the city manager, Williams has focused on the desegregation plan. He knows that, like his predecessors, he will spend a lot of time implementing the plan, including attending court hearings. U.S. District Judge Susan Webber Wright said last summer that the new superintendent should read old court orders and transcripts of court hearings so he could hit the ground running. Williams said he is trying to read as much as possible. He calls the plan a good one, but costly. There are parts he would like to ask the judge to change, but he refused to say which parts until he has consulted with the school board. He has directed his staff to comb through the plan to pull out specific obligations and to generally make the plan more understandable. Also, in anticipation of a federal court monitoring report that is expected to criticize the districts lack of recruitment, S' .5X91 Henry P. Williams the district staff is developing a comprehensive plan to attract white children to incentive schools. The incentive schools are predominantly black schools that get extra money for special enhancement programs. The federal Office of Desegregation Monitoring is preparing a report on conditions at those schools. On the issue of the districts financial problems, Williams indicated it would be necessary to ask voters for a tax increase next September. But he also intends to pursue more federal grants, which could generate as much as $30 million for various school district programs. In his interviews and public appearances, Williams hints at changes he will make and at hisstyle of operation. He hopes to organize a student cabinet to be his eyes and ears in the schools. He talks about the importance of a strategic plan for the school system. Such a plan will enable staff and the public to coordinate their efforts for school improvements. He indicated there may be changes in policies when he re- \u0026gt; program was redesigned to in- cently questioned the wisdom elude more students, including of a policy that prohibits a.stu- more minorities, and the pri- dent who has been suspended for three to five days from participating in extracurricular activities for 45 days. Williams impressed some of the school board members in his handling of students up for expulsion. For the first time in ' years, board members said their expulsion votes were unanimous. He put those kids on the hot seat and made it clear to us that we would be rewarding them for misbehaving if we let them back in school, one board member said. He said we have a responsibility to the 25,000 other students who are trying to learn. Williams is settling into the routine in Little Rock, but reluctantly continues to have one foot in Syracuse where his wife is living until they sell their house there. The Williamses are buying a house here in the Pleasant Valley neighborhood. Their children, a son and daughter who are twins, have transferred to the University of Central Arkansas and the University of Arkansas at Little Rock. Williams said last week that he would write a book about his experiences in Syracuse, the good, the bad and the ugly. During his tenure in Syracuse, student test scores improved as did the number of college-bound students. A districtwide strategic plan was developed. The gifted education mary school grades were restructured into two- and three- year units rather than tradi- \u0026lt; tional grades. But also while in Syracuse, Williams had to fight for his professional life. He and some of the school board members got into some heated and personal disputes. At one time, Williams hired a lawyer to defend him against a negative first evaluation. As a result, the evaluation was rescinded and Williams got a pay raise. Williams again has retained a lawyer in an effort to get the entire $77,734 he says is owed him contractually in Syracuse for unused sick leave and vacation time. He said Syracuse had a double standard. Do you think if I was a white person, this would have happened? he said. The Little Rock School Board, he said, was upfront about what he will receive if and when he leaves this city. If he stays five years, the $60,000 trust fund he will get will not be significantly less than what he is seeking in Syracuse./ SATURDAY, NOVEMBER 6. 1993 Editorial Page EDITORIALS Yes, sir With all the problems in schools nowadays, it may have seemed like a small point. But the new superintendent of Little Rock schools seemed to pick up on it immediately. In a speech to a group of lawyers the other day, Henry Williams said he had met some local students and come away impressed. According to Mr. Williams, the kids had good manners. Some even called him Sir. This new superintendent clearly knows a good and rare thing when he sees one. Manners like that, said Mr. Williams, are absent in other cities. Its comforting to see him notice. Start with politeness and respecL and a lot of other things may fall into place. Yes, sir. Arkansas E\u0026gt;emocrat Established 1871 AritJinsas T^CDazcltc Established 1819 Arkansas Democrat (gazette Walter E. Hussman, Jr., Publisher Griffin Smith, jr. Executive EPitor Paul Greenberg Editonal Page Editor Paul R. Smith V.P. / General Manager Lynn Hamilton V.P. i Operations John Mobbs Advertising Director Larry Graham Circulation Director Estel Jeffery, Jr. Director of Promotions 6B  SATURDAY, NOVEMBER 6, 1993  Cooynght t 1993 Utile Rock Newspapers. Inc.School chief still awaits bonus criteria Arkansas Democrat gazette  WEDNESDAY, NOVEMBER 17, 1993 No goals established by 90-day deadline BY CYNTHIA HOWELL Democrat-Gazette Education Writer A Little Rock School Board committee has been appointed to develop proposed job performance goals for Superintendent Henry P. Williams, and a system for rewarding Williams financially if he achieves the goals. The committee, made up of John Riggs IV, O.G. Jacovelli and Linda Pondexter, has not yet scheduled a meeting. Dorsey Jackson, school board president, appointed the three earlier this month. Williams contract with the school district says that in addition to his $115,000 annual salary and benefits, he is eligible for a salary adjustment based on meeting goals and performance objectives. The contract says those goals should be agreed on within 90 days of signing the contract and, afterward, before each school year. Any awards given to Williams will not constitute a permanent adjustment to the base salary. The district and Williams have fallen behind on establishing the goals. Williams, who previously worked for the Syra- cuse, N.Y., public schools, signed his contract with the Little Rock district Aug. 6, more than 90 days ago. Riggs said Monday he thought the goals and bonuses ought to be tied to components of the districts court-approved desegregation plan. Possible goals might deal with increasing the levels of student achievement, he said. Riggs said another goal he would like the committee to consider would center on the districts obtaining unitary status from the federal courts. A third possible goal might relate to the districts racial composition and attracting white students to the system, Riggs said. The district this school year lost more than 500 white students. The district is 65 percent black and 35 percent white. IArkansas Democrat (Bazctte WEDNESDAY, DECEMBER 1,1993  LRSD chief reassures 70 on safety, PR, curriculum BY WAYNE JORDAN Democrat-Gazette Staff Writer Little Rock school Superintendent Dr. Henry P. Williams assured about 70 parents Tuesday that the school district was working to improve classroom safety, public relations and the curriculum. Williams was speaking at Rockefeller Incentive Elementary School, 700 E. 17th St., at the last of five community forums he has held at district schools since October. The forums were developed to allow school patrons and others to voice concerns about district operations and suggest how to improve the schools. They were also used to determine priorities for the 1994-95 budget year. Tuesday night, Williams said the district is developing programs in light of family failures to help potentially violent students solve problems non-vio- lently. There are other ways than using an Uzi, he said But he remindedparents that if a student persits in disruptive behavior or hreatens the safety of students aid teachers, he will be remo'ed from school. One parent who livs on East 21st Street asked Wiliams why the schools dont domore to solve gang problems. She said the neighborhoods am deteriorating and whites am leaving the inner city becaui of gang activity. Williams agreed hat more work needs to be done but said, Were educators, mt policemen. Even so, the distrid was encouraged by the verjfew gang activities that have iccurred in the system this yeaj he said. Three parents exprssed disappointment at the mdias failure to report the god things that are occurring in our schools. They urged Villiams to address that problei, and he said he would.Arkansas Democrat \"SR (Sjtzette  THURSDAY, DECEMBER 16,1993 A Christmas reading 'y \u0026lt; 11 I i * zi _____ Aritaraas Oemocrat-Gazetta/Oavid GottacJi^ SUPERINTENDENT VISITS  Dr. Henry Williams, bttle Rock school superintendent, reads Wednesday morning from The Silver Christmas.\" Tree as Luke Angelo and Anjeiicia Norwood pay close attention The two 4-year-olds, who are in Edwina McClurkan's Brady Elementary School class, later shared hot apple cider and doughnuts. . . - :________________________________I  Thursday, December 16,1993  Sfafe Press  Williams and Hickman square off to benefit city's youth 4 little rock, ark.  Youth in our city, state and throughout this country need encouragement and direction (mentoring) to assure a future that will be nothing less than the \"true American dream.\" 'Thats the reason we presented MENTORBALL, a recreational and educational evening where Afncan American males could reach out to our city's youth,\" says Hafeeza Majeed, Director of Positive Promotions/Afiican American Male Mentors. mentorball, a creative combination of the thrill of basketball and the importance of education was held Saturday, Dec. 11 at McDonald's of Little Rock, 3100 W. Roosevelt Road. A diverse group of mentors and sports personalities participated including: Dr. Henry P. Williams, LRSD Superintendent: Mr. John L. Hickman, Jr., Gould School District Superintendent\nPower 92's \"Toast \u0026amp; Jam\"\nFormer University of Arkansas basketball star, Mr. Tim Scott\nand others experiencing the thrill of basketball and the importance of education. All proceeds from this event go to benefit Afiican American Male Mentors in establishing a John L. Hickman, Jr. Scholarship Fund for Afncan American Males and to creating a summer job program for entrepreneurs in June 1994.Black and white together Do the right thing . His spirit is a-marchin on. United the communitys leaders rose in protest - when it was learned that Little Rocks 'annual parade in honor of Martin Luther King Jr. was going to feature \"Bloods and Crips and Vice Lordsthe very antithesis of the non-violence that \nDr. King had preached and personified \nm his lifetime. And, like one of Dr. Kings marches, the protests worked. The gangs withdrew. Thank you, Henry Williams, superin- ' tendent of Little Rocks public schools. Thank you. Governor Jim Guy 'Tucker. Thank you, state Representative Bill -Walker. Thank you. Mayor Jim Dailey. 'Thank you, Annie Abrams and Sadie Mitchell and Sharon Priest and 'Tracy Steele from the states Martin Luther King Jr. Commission on race relations. You all lived up to a great name and a great cause. And, yes, thank you, gangs, for having the elemental decency not to mar this celebration of peace and brotherhood and hope. Even if it took an almost universal expression of repugnance for your violence to get you to do the right thing. Theres just one more small favor yo\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_727","title":"Williams, Henry P., Ph.D.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School superintendents","African Americans--Education"],"dcterms_title":["Williams, Henry P., Ph.D."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/727"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District superintendent from 1993-1996. Williams was the first African American to serve as Little Rock superintendent. Includes biographical information, Emails, memorandums.\nJUL-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\n 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\nTO 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\n 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\n 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\u0026lt;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\nI 1 I I i I I 1. all students will demonstrate aasSX of defined and essential outcomes\n2. 50% fewn* Vd and 6th grnxters will perform below the norm on statewide tests (by 19^\n3. the number of 3rd and 6th graders performing at or above the 90th- percentile on statewide tests will double (by 1996)\nIJUL-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)\nthe 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\naverage daily attendance is now 93%. I Every building has its own school improvement plan\ndisaggregated 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 \u0026amp;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\nthe Pupil Evaluation Program (PEP) test in reading and mathematics\nthe New York State Writing Competency Test\nand 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\nthe Pupil Evaluation Program (PEP) test in reading and mathematics\nthe New York State Writing Competency Test\nand 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 \u0026gt; 93742776 P.Qi n\u0026gt; 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\n1) 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\u0026amp;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\nin 5 yrs25K\nClosing of achievement disparity: (one time only) if gap closes within 10%-25K\nif 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\nif 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\n$85K Max one time only liability: $ 75K n. *rar To Co? Oept. ^x# Fr\u0026lt;Mn \\ Co Phont it P3XJ 2. Board of Directors Memorandum To: Hank Williams From\nJohn Riggs, IV Re\nSuperintendent Compensation Date\nJuly 11, 1993 Dr. Wiliiams: attached is . - ,s a geiiCial outline on conif\u0026gt;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 \u0026lt; . 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\u0026gt;u \u0026gt;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 __\\ \u0026lt;\"1  It   /S.-V .... maxe tne first contact. Mike is usuauy in Ins office in the mornings. I am also h\npacket 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\nsaid 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\nths 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\nb) actual expenses for two house hunting trips for the superintendent and his spouse\nc) 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\nit 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\nsome 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\na 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\nwe 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\nWORK SPHEREa constantly changing technological work setting requiring ongoing learning and retraining\na global market demanding high quality products and/or services\na multicultural, multiethnic, and multiaged work force\nvast and expanding amounts of information constantly being introduced to the work environment\nand a work environment that does not guarantee stable conditions, salary, and benefits. CIVIC SPHEREan increasing focus on human rights issues\na decline in the prevalence of traditional nuclear family communities\nincreased geographic mobility and loss of local community identity. GLOBAL SPHEREexpanding worldwide interdependence of nations\na fragile and vulnerable global environment that requires altering wasteful consumption patterns. CULTURAL SPHEREincreasing diversity in virtually every aspect of the world\nchanging 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\nconstantly changing standards of competence, literacy, and excellence\ncomprehensive 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\nchanging and evolving social and cultural standards regarding personal, family, and social roles\nthe 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\nmeets with parents to review their rights and explain special education services\nand 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\nparents 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\nlife-centered skills\nexposure to opportunities that provide for future employment\njustice\nhuman rights and welfare\nmulticulturalism 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\nHenry 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\nfrom 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\nI 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\nthe reorganization of district budget priorities\nfunding through grants from private foundations and governmental agencies\nand donations from business and industry. As a result of the Strategic Plan, the following measurable outcomes have been achieved\n 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\nwe 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\n 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\nand 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\na global market demanding high quality products and/or services\na multicultural, multiethnic, and multiaged work force\nvast and expanding amounts of information constantly being introduced to the work environment\nand 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\nincreased geographic mobility and loss of local community identity. GLOBAL SPHEREexpanding worldwide interdependence of nations\na fragile and vulnerable global environment that requires altering wasteful consumption patterns. CULTURAL SPHEREincreasing diversity in virtually every aspect of the world\nchanging 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\nconstantly changing standards of competence, literacy, and excellence\ncomprehensive 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\nthe 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\nmeets with parents to review their rights and explain special education services\nand 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\nparents 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\nlife-centered skills\nexposure to opportunities that provide for future employment\njustice\nhuman tights and welfare\nmulticulturalism 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\nDear Mr. Moore\nDr. 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\n'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\nTue 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\n(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\nor (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\nMs. 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\u0026lt;xl Oesegrsgadon is a one and cne-nall-day examira\nc( cesegregaicn efforts currently no, a.na .\u0026lt; 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'/\nCt 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\ncurne'/ league.s 'cnty stude:' tiinue 10: Cll '.roLcn cu: pc\u0026amp;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\npresenls tne 1995 I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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