Title one

This report covers Title I activities for fiscal years 7972 and 7973. The copy in italics represents fiscal year 7972.
Title I Division of Com pensatory Education. Office of Instructional Services. Georgia Department of Education. Atlanta, Georgia 30334. Jack P. Nix, State Superintendent of Schools

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Thomaston

Like

many artistic endeavors, the

Title I art program in the

Thomaston School System had a lean begin-

ning. As one of the two Title I teachers re-

called, "We started with 40 eager high school

~eniors and no project fund designated for

purchasing supplies. You might think this

would have dampened the students' enthu-

siasm. But no, it actually turned out to be

something of an advantage, because they

learned an important artistic principle right

at the beginning - that art is an internal

expression and doesn't have to depend upon

elaborate equipment and materials."

"We solved the problem of supplies," she continued, "by discovering new uses for discarded materials. We gathered wood scraps from a furniture mill's discard pile to use as bases for egg tempera painting, decoupage plaques, stichery frames and blocks for printing. We also made papier-mache forms and flower stems from wire off newspaper bundles. "

After this challenging beginning, the Thomaston art program went on to become a major source of satisfaction for the 65 junior and senior high school students involved in it. Art programs are somewhat rare in the Title I program, since these are not usually thought of as compensatory assistance. But one teacher justified the program by pointing out that project activities served as an emotional outlet for the children who took part in it - three-fourths of whom had come

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from broken homes or unstable domestic situations. And to prove her point, she added that many students came back after school to work on their projects.
In school year 1972-73, the project was funded at a level of $18,918. This amount covered salaries for two instructors and, finally, some materials and equipment. Because of recent cutbacks in Title I funds, the Thomaston art project - which was begun in 1970 - was discontinued at the end of the 1972-73 school year.
Dawsonville
Art is pasting and cutting and coloring and gluing and painting and looking and showing and feeling proud and being happy and having fun and taking home to show mama and daddy and . .. But what's so special about kids enjoying making things? Nothing . .. if this were an ordinary art class. But these are Title I children-underprivileged. Most of them for the first time have been given a chance to color, paint and glue their own creations.
This is how it is in Dawsonville's Title I art program. The second graders enrolled in the class are always anxious to show off a newly made valentine, water color painting or crayon picture. This isn't surprising, because each child in the program has the freedom to discover and develop his own imagination.

The youngsters meet with their art teacher once a week. She gives them a story or topic. This becomes the theme they must depict. Materials used include construction paper, crayons, scrap wallpaper, paints and string.
When necessary, the teacher explains the basic techniques needed to complete each project. Various types of art are always on hand in the classroom as examples of finished products.
The program, fully supported with Title I funds, gives the children a chance to express themselves through what would otherwise be an untapped resource-creative imagination. School officials in Dawsonville feel that the success of this approach can best be seen in the newly found creativeness and increased individual initiative and sensitivity the children have shown in other areas of school work.
Guyton
Papier-mache Indian teepees and potteryfun to make and fun to show off. Children in the Title I art program at Guyton Elementary School in Effingham County are always busy making interesting objects out of such common items as newspapers and string.
In its second year, the program now includes three classes-one each for first, second and third graders. Each class meets with the Title I art teacher and her aide for about two hours a day.

The teacher keeps the children's interest high by actively involving them in many different and exciting projects. Most popular among the youngsters are constructing mobiles, experimenting with sponge printing, learning linoleum-block printing and weaving paper designs.

Both teacher and aide watch class activities closely, giving instruction and encouragement in generous doses. This practice enables them to give each child the attention he deserves and insure that he does not become discouraged by tasks which exceed his capabilities.

The Guyton youngsters, though content to spend each art period with their various creations, often enjoy an added attraction in their routine - their art teacher gives them music instruction.

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Telfair County

To the

elementary-aged children of Telfair

County, DUSO is a friendly porpoise puppet

which the Title I guidance teacher sometimes

brings with her when she visits their class.

The children play games with DUSO in which

they sing songs or tal k about school or just

listen to some things DUSO has to say. But

to an adult DUSO stands for "Developing

Understanding of Self and Others" and is a guidance program developed by the Ameri-

can Guidance Service to help children express

their feelings and reveal whatever emotional

problems they're having.

DUSO is just one of the many approaches the guidance counselor can use in the Telfair County Title I guidance program to establish a communicative link with a child. Other aids include other puppets, various games and a deck of role-playing cards. The purpose of the program - now completing its fourth year - is to help children discover and develop their individual abilities and to diagnose and provide hel p for emotional problems. The counselor's activities range from helping a child cure his "school phobia" to initiating career education projects.

During school year 1972-73, Title I funds for the program amounted to $14,425 and covered the counselor'~ salary and various supplies and equipment. The counselor is

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able to directly reach approximately 450 students with her efforts. And since she also works with 20 classroom teachers and 25 aides throughout the Telfair school system, the counselor indirectly reaches about 990 students in the five Telfair elementary schools.
Another important part of the guidance project is the career education project "The

World of Work." In th is project, children learn about different occupations by actually creating a work environment in their classrooms. For example, to better understand supermarket work, the children made their own supermarket and put it into use. And they discovered the many different occupational roles that go into a supermarket from checkout cashiers to butchers to management personnel.

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Emanuel County

Imagine you are an

LPN in charge of a health program funded by

Title I. It is your job to tend to every bump)

bruise) scrape and vaccination that goes

along with getting children through school

in one piece. OK so far) because that's what

nurses are for. Now the catch. Your respon-

sibility encompasses 800 children in seven

schools throughout your county. Hold it.

Even a Florence Nightingale with that job

would need five assistants and roller skates

to look after the ailments of that many kids.

This situation is a reality in Emanuel County, where one LPN is making a heroic effort to cope with health needs of 800 children in seven schools. Emanuel County's nurse has worked in this situation for three years) supported by good cooperation from the county health department) family and children services and other agencies. "We have to rely on them heavily for help, " she says.

Most of the children treated through the Swainsboro-based program are referrals from teachers. An ordinary day begins serenely enough with the LPN working on accurate immunization records of her charges. Later she will treat children with impetigo and ringworm and see that those with problem teeth get to a dentist. Other duties include taking a child with diabetic symptoms to the

county health department for screening for diabetes) driVing a child who is going blind to Augusta to be examined by an ophthalmologist and working with seven kindergarten classes to get them ready for school by supervising their immunization shots.
In addition, the nurse, with the aid of the health department) conducts immunization clinics. Here she administers DPT, polio (ora!), red measles and rubella vaccines.
The children and their health is the name of the game. Emanuel County's Title I healtheducation program is helping a majority of the hundreds who need it.
Jeff Davis County
Hazlehurst's first-year health-medical program is not only blessed with an RN with a degree) but it has two LPN's also. Together they are responsible for the health program at an elementary school, middle school and high school.
The new program consists of four partsgeneral health) eye tests) hearing tests and TB tests. This series is scheduled to be given by grade.
The general health portion includes administering medications to students on prescriptions,. treating illness,. advising parents when to take children to the doctor and when it is safe for children to return to school,. and treating children with skin problems.

In addition to coordinating these activities) the RN gives the children basic health advice) provides parents and teachers advice on psychology, offers nutritional help to school dieticians and prepares follow-up on immunizations records.
In attending to the health needs of Hazlehurst's Title I children) the team of nurses has found that the community is anxious to help in every way. In describing the effort the RN says) "This is a very successful program for a first-year program. "
Meriwether County
The funds allotted Meriwether County's health-medical-dental program provide one part-time RN) one dental aide) medical supplies) glasses and fluoridation of children's teeth in specific grades.
In addition to fluoride treatments) the Title I dental program prOVides the county's children with fillings and other treatments when needed and agreed to by parents.
A Manchester dentist treats the children in the program and is paid on a per-treatmen t basis. The Title I dental aide provides the children with transportation to and from th dentist and encouragement and supervision in the dentist office.
The Title I medical program's part-time RN) housed in the Title I building in Greenville) visits all Title I schools in the county. She
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checks hearing and sight and treats children referred to her by teachers or principals. When necessary, a child is sent to and treated
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by an MD. A t times, Title I aides from other parts of the

county's Title I program assist in providing medical and dental services to each Title I child.

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Jefferson County In
Sany high school there are always some students

who just aren't interested in what

they're studying and aren't making progress

toward finishing their education. It's not

usually a question of intelligence or ability;

rather, the problem seems to center around

motivation. If a student can't relate to the

things being taught, or if he feels that what-

ever he learns won't be of much help to him

after graduation, then that student will

probab'ly start losing interest in school.

This lack of motivation was an important reason why the Jefferson County School System started its innovative industrial arts program five years ago. Using Title I funds, the program has helped many students who before felt "out of it" to discover that their interest in school is growing again.

The Title I program offers courses in four main areas - construction, electronics, metals and automotives. A student gets actual experience working in the field of his choice. He can try his hand at tuning an automobile engine, repairing a radio or TV, welding a broken plow or building a piece of furniture with power tools. Since one hour isn't enough to really get work going, most courses last two hours.

During school year 1972-73, the Jefferson industrial arts program used a total of $90,072

in Title I funds, which covered salaries for six instructors, as well as supplies, materials and equipment. During that year, 438 students in grades nine through 12 took part in the program.
One th ing that makes the project so successful is the close contact it enjoys with the community. Many students who would have had to drop out of school because of lack of funds at home have been helped by project

instructors to get related, after school jobs in nearby businesses. Local technical and industrial people make up most of the teaching staff. And several local citizens have donated time and equipment to help make the industrial arts program a success. Ocilla Industrial arts - isn't that the course in school that lets guys play with fancy equip-
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ment and make lopsided bird houses and tacky ash trays? Well, not quite. That may have been the old image of industrial arts courses. Today they are designed to give each student a usable skill.
The Title I industrial arts program at Irwin junior High School in Ocilla is a good example of the new approach. It began as a general industrial arts course, briefly introducing students to drafting, woodworking, metalworking and electricity. Now in its

second year, the program offers more comprehensive woodworking and drafting courses, a home maintenance course and general industrial arts.
While most industrial arts courses are geared toward boys, Ocilla's home maintenance course is designed strictly for girls. The new course is structured to give the girls a basic set of skills needed to handle the minor repairs needed in every home.

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Tifton Tift County's Title I Instructional
Services Center serves as an equipment and materials storage and checkout center for seven Title I schools in the county. A materials librarian and an aide are on duty throughout the school day to distribute materials and to help the 79 teachers eligible to use the center select instructional supplies.
The center proVides supplementary materials for a wider range of levels than a regular school program. Audiovisual aids and manipulative devices which are needed for educationally deprived students are readily available through Title I.
As new materials are purchased, consultants from the company, state department or local subject specialists conduct in-service training for all personnel who will be using those materials. The materials librarian conducts in-service in the care and use of equipment.
The centrally located center is accessible to all Title I schools and is frequently used as a meeting site for the Title I Advisory Committee and other groups which include parents and teachers.

Cherokee County "If you want to buy a piece of candy, you have to read the price. Five cents, let's say. Then you must count your pennies to see if you have enough. If you do, you tell the cashier what you want, give her the correct amount and take your candy."
Although most five-year-old children would have a tough time carrying out these instructions, 84 Cherokee County pre-schoolers are learning these things and more with the help of dedicated educators and $30,294 in Title I funds. Four years ago the county started its first Title I kindergarten program. Since then Title I officials have been demonstrating that a kindergarten program can be both successful and economical. Current overall costs average about $360 per student.
The planners of Cherokee's Title I kindergarten program want children from economically and culturally deprived families to look forward to first grade and to be socially and mentally prepared for it. So they concentrate on building a happy environment that encourages good relationships between teachers and children. As one Title I teacher explained, 'These children are so much better off since they've been able to attend kindergarten. Now when they go to the first grade, they'll be ready for it. And the first
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grade teachers are so glad to have them."
Such simple experiences as singing and storytelling contribute to a child's ability to relax and to express himself within a group. For many, these are experiences they cannot get at home. The four Title I kindergarten classes are each supervised by a teacher who, along with the two aides in the program, is sensitive to the individual attention each child needs to go home every day feeling important. That feeling may result simply from a smile of approval when he finally blows a balloon to full size or it may be the culmination of weeks of steady progress toward making friends or learning numbers. Either way, the teacher's approval means a lot to a child.
The parents of Cherokee County's Title I kindergarteners are kept informed of their children's progress. Twice during each school year, parents are sent a detailed summary of how their children are progressing in several different areas. A conference can be arranged to discuss any problems the child is having.
Cobb County
The Title I kindergarten program in Cobb County's Elizabeth School was in a real predicament when it started four years ago. There were no permanent classrooms available. But the director of the program was undaunted. "You don't need a beautiful building to do good things for kids," she noted.

In all, six elementary schools in Cobb County house Title I kindergartens. Each of these has the same purpose - to help disadvantaged children get ready for the first grade. Each of the eight teachers in the program are free to choose materials for use in their own classrooms.
Assisting each teacher is an aide and a volunteer. The volunteer may be a parent or a high school student who receives credits for working with the Title I children. The program's director looks on the volunteer program as a good opportunity to get more young men interested in teaching elementary children. This can be especially important to the children because many times an adult male figure is missing at home.
The support of parents is an important part of the Title I effort to give disadvantaged children a better chance. In Cobb County, parents of Title I kindergarteners painted several of the rooms set aside for their boys and girls. They serve as volunteers in the classroom and sometimes volunteer to come in and clean up after school.
Title I funds amounted to $227,932 in FY 73 and provided salaries and teaching materials for the eight teachers and aides in the program, in addition to the salaries of a social worker and a program supervisor. The funds also provided a morning snack and a hot lunch and health care for each of the project's 160 children.

Oglethorpe County
When a child from an underprivileged family starts school, he often is already behind his classmates. He is confused by many of the things that other, more fortunate children take for granted.
One of the places where Title I is trying to help these children is in Oglethorpe County. In an old building brightened by the activity of 107 children, educators are working to make sure these children get a good start on their school careers. These educators include three Title I teachers, two Title I teacher aides and two teachers paid by the Oglethorpe County Board of Education. They are teaching pre-schoolers the basics necessary for learning to read, to use mathematical concepts and to get along with others.
The children in Oglethorpe's kindergarten program are divided into five ability levels, each assigned to one of the teachers. Some of the children are ready to be introduced to reading and mathematics, but some need more instruction in basic concepts. The five groups alternate using several sets of instructional materials for about an hour for each grou p each day.
The rest of the day is filled with activity. The children play musical games, they sing, they tell stories, they exercise their creative talents with paper, paints and colored pencils, they play with musical instruments and they play outdoor games.
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The Oglethorpe County Board of Education furnishes the physical facil ities, pays for maintenance and utilities as well as providing the salaries of two project teachers. Title I funds amounting to $34,360 in FY 73 paid the salaries of the Title I teachers and teacher aides and also covered the cost of instructional materials.
Seminole County
In school year 1972-73 there were about 50 six-year-old children in Seminole County who were not ready to enter the first grade. Their preschool environment did not give them the intellectual and physical stimulation a child needs to cope successfully with reading, arithmetic or any formal school activity. Title I was able to help about half of these children with a grant of $19,356, which provided two teachers and supplies necessary to equip two Title I classrooms.
If Title I assistance were not available, these children would have to go straight to first grade and probable failure. But in Seminole County, the 25 children who need the most help are placed in one of two Title I readiness classes. They learn things in Title I class that are taken for granted in regular first grade - their own names, names of colors and numbers, for example.
They also learn basic subjects like reading and arithmetic, just as if they were in a regular classroom. The only difference is that their teachers can give them the special 12

attention they need to offset their disadvantaged environment.
By the end of one year of the readiness program, some project ch ildren are ready for second grade. With the help of Title I they have progressed as much as two or three years in mental ability in only one school year.
Results like this are encouraging, but there are children in the Seminole readiness program who will never be able to learn in a regular classroom. These children must be given special attention throughout their school careers. The Title I readiness program helps to distinguish these special cases from the majority of children who catch up to their age groups quickly with extra help and attention.
School year 72-73 was the first year of the Title I readiness program in Seminole County. With the help of a CESA (Cooperative Educational Services Agency) consultant, the two teachers in the program made great progress in finding the best way to work with each student at the child's own level. It is this individualized approach that has proved so important in helping a child progress as fast as he can. Next year, when these boys and girls are in regular school they will have the confidence that they can learn. And then they'll be ready to start succeeding in school.
Glynn County
Last year, the Glynn County kindergarten

project reached 198 children, all from culturally and educationally deprived backgrounds. The daily activities of the project reflect the needs of these children for such basic things as good nutrition, rest, a relaxed atmosphere and emotional stabil ity. The project's $171,410 in Title I funds made these things possible.
One teacher and one licensed teacher aide supervise each of the ten Title I kindergarten classes in Glynn County. All of the classes are housed in the Kindergarten Center, where the children work and play in carpeted rooms equipped with air conditioning. A washing machine and dryer are available for emergency cleanups and for keeping sleeping mats clean and fresh.

Each child starts the school day at 8:30 a.m. with a good hot breakfast. Teachers and aides help with breakfast, making sure each child gets off to a good start with a nutritious meal in a pleasant atmosphere. Later on the children will enjoy a balanced lunch, also provided by Title I. When the children go back to their classrooms, a variety of activities awaits them. Part of the day is free for the children to choose their own activities from one of several "interest" centers, including an art center, a science center and a housekeeping and play center. Group activities are also important in Glynn County's Title I kindergarten. Children and adults sing, cook, exercise, tell stories and
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learn together. Meanwhile, the teachers are guiding the child's language development as he learns more about expressing himself and understanding other people.
Glynn County's kindergarten program is successful in many ways. By the spring of the year children are much more independent and sociable; they work and share in group situations without fighting. Most of the children have learned to do things for themselves which formerly required adult help or guidance, such as tying shoe laces and practicing good personal hygiene. Improve ment is evident in visual and auditory perception as well as coordination and manual dexterity. Children also show better listening and speaking vocabularies and are more at ease in expressing themselves verbally.
LaGrange
The Title I kindergarten program in LaGrange has meant a lot to Billy. His family is disadvantaged-both economically and educationally-and as a result Billy's older brothers and sisters have very erratic school attendance and academic records. But thanks to Title I, Billy is getting off to a good start in school. From the beginning, Billy's teacher and her aide have stressed the importance of his coming to school every day. Billy has responded well to this encouragement, and his attendance is regular. Billy also gets a free milk break and hot lunch everyday.
There are many children like Billy, and 14

LaGrange's Title I kindergarten program is giving them a chance to succeed in school. The project enrolled 226 children last year and received $157,000 in Title I funds. The children are divided into ten classes, with a certified teacher and a Iicensed aide assigned to each class.
The children in the program are learning to enjoy school and its challenges. Classrooms are divided into different "centers" where children can exercise, play math games,

paint or even write and illustrate their own books.
A day in one of the Title I kindergarten classes in LaGrange is full of experiences that are happy and educational. One of the goals of the project is to relate these two things in the children's minds. As one of the teachers said, "When these children leave class each day as happy individuals, eager to return to school, then I feel I am a successful kindergarten teacher."

Ashburn
Stand on my tiptoes, I make myself tall. Bend my knees, I make myself small. I Iike to be tall, I like to be small, I like my own height best of all.
A simple rhyme, but when kindergarteners act it out, they soon learn coordination, personal expression and cooperation.
The Title I kindergarten program at Turner County Elementary School in Ashburn uses such methods to help children learn the things most other children learn early in life - how to count to 70, how to name colors and how to communicate with each other.
The program began in 7966 and is fully funded by Title I funds. There are four teachers and four aides, with one teacher and one aide assigned to each class of 40 children.
Through tests early in the school year, each child's strengths and weaknesses are identified. Then, with the child's background and emotional status in mind, the team of teacher and aide concentrate on areas where the child needs growth. It is this individual attention that brings a faster response than would be achieved if the child were just one of the group.

Gainesville
Children attending the Title I kindergarten program at Miller Park Elementary School in Gainesville prove that kindergarten is not just child's play. Instead, they receive instruction in reading readiness, writing, art, music, math and oral language, with special units in social studies and science.
The Title I teacher and her aide keep the children's environment exciting and challenging with many toys, books and pictures. A variety of field trips also help the children develop a well-rounded view of the world around them.
With many activities packed into the children's 8:25 a.m. to 2: 75 p.m. school day, some time is needed for them to rest, so a morning snack and a rest period after lunch are provided.
Statistics prove the Miller Park kindergarten program to be a success. Results from school readiness tests show that children participating in the program score higher than those with no preschool experience.
Other indications as to the success of the program come from the school community. "When Gainesville City started kindergarten with a Title I grant we had to recruit children. Now we are almost having to turn them away, and we even get calls from parents outside the school district wanting to enroll their children, " the school principal said.

Metter
Welcome each child as he is. Help him develop his mind and body and to control and express his feelings. This is the approach taken in the Candler County Title I kindergarten program in Metter.
Four preschool groups with 20 to 25 children in each group make up the program, which is funded entirely by ESEA Title I funds. Three of the four groups are for children in school for the first time. The other group is composed of children who were enrolled in kindergarten the previous year but need another year to get ready for the first grade.
In each group the children have a time for breakfast, work, outdoor play, lunch, a nap, group experiences and stories. The four teachers and four aides vary the children's environment by dividing the rooms into centers for basic math, science, social studies and language concepts. The activities are further varied by the use of filmstrips, tapes and records.
The children learn to express themselves by painting and drawing or by combining clay, paper, paste and scraps of cloth to form their own creations. Other activities, such as enjoying picture books, working puzzles, conducting science experiments and observing exhibits with a magnifying glass, open each child's eyes to the world around him.
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Millen
For a young program, the Jenkins County Title I kindergarten in Millen is wellorganized and staffed. The five units of kindergarten are taught by five teachers and three aides.
Established in late 7970 as the county's first public kindergarten, the program gives the youngsters many opportunities to learn about themselves, their friends and school. To help each child adjust to the many new experiences around him, the teachers encourage coloring, painting, running, jumping, singing, dancing, resting, eating, sharing and listening.
Adjustment to school is a big experience for any child. It can be especially hard for Title I children. Millen's program seems to be making the transition more rewarding and less painful for these youngsters. One first grade teacher said, "I can really see a difference in the children who attended kindergarten. "

The teacher and teacher's aide at the center involve the children in activities that are designed to influence particular areas of their growth. They learn coordination by playing a bean bag toss game and by walking across the room on a board. They learn cooperation by sharing various toys. They learn personal expression by painting and playing with modeling clay.
The children's physical development is aided

by a juice snack and hot lunch each day. Their physical comfort is attended to with clothing articles and medical and dental services.
Since the program began in 7969, parents have taken a greater interest in the development of their children. Through training and classroom involvement sessions the adults have realized the purpose and importance of such early childhood programs.

Smyrna
The purpose of the Title I kindergarten program at the Rose Garden Center in Smyrna is to help children adjust emotionally and socially to the world outside their homes. This goal has been fulfilled through the use of individual instruction based on the concept that children learn best by becoming actively involved.
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Decatur County
Davey is 15, seventh child

in a family of eight, slightly handicapped

from polio and an orphan. Neither of his

parents received a high school education.

Normally, the chances of Davey getting a

good education and becoming a contribut-

ing member of society would be slim. But

the Title I math and reading program in

Decatur County is helping Davey and 1400

other children with different stories and

different problems, but they all have diffi-

culty learning. Davey is lucky in a way - he

has an idea what he wants to do with his

future. He wa'nts to go to trade school or

possibly be a social worker. And Title I will

help him toward that goal.

appropriate. However, high school reading classes are almost always conducted on an individual basis, with each student attending to his own assignment. Students in need of remedial help in elementary math attend regular classes taught by system-paid teachers but are assisted by Title I aides assigned to help Title I students only. This kind of flexibility allows Decatur County

The total Title I budget for 1972-73 was $363,597, which paid for the services of 22 teachers and 28 teacher aides, as well as administrative and support personnel. Students from six to 17 years of age receive remedial help in mathematics or reading, as well as tutorial help in any area. Although the Title I project goes far in helping the students who are most behind, the local Title I coordinator estimates there are 2,000 more students in local schools who need help, but for whom there is no room in the project,

Instruction methods vary with the needs of the group being taught. For example, while all students are allowed to progress at their own rate, some elementary reading classes may receive group instruction when it is 18

to make the most of its Title I funds.
The Title I tutorial program in Decatur County is conducted in a special center remodeled just for that purpose. It is a voluntary program, with sessions two nights per week. Approximately 90 students have participated in this evening tutorial program, conducted by two teachers and an aide.

Jenkins County
In Jenkins County's Title I reading and math programs, the emphasis is on individuality. Title I teachers make up instructional materials packets for individual student use. A student then pursues his course work by himself, at his own pace, until he encounters a problem. When this happens, he attracts his

teacher's attention by standing a card on his desk to signal that he has a problem. (The students design their own cards, with such messages as "Help!" and "?!") When the teacher sees the raised card, she finds out what the student's difficulty is and tutors him in how to correctly solve the problem. When a student finishes the packet he's been working on, he receives another one and

continues at his own pace.
Both Jenkins Title I programs were begun three years ago, but it was only in the 197273 school year that individually prescribed instruction became the teaching method in every program class. Each program employs five teachers and eight teacher aides. (Plus a part-time consultant for the reading program.) The overall budget of $152,011 for school year 1972-73 was almost evenly spl it between the programs and went to pay for salaries, materials and equipment. The reading program reaches 534 out of 1400 eligible students, aged six to 17. The math program reaches 587 out of approximately the same number of students, these aged six to 19.
Children who are involved in the programs are chosen by diagnostic tests from those eligible to determine who most needs remedial help. Although many of the students finally chosen to take part in the program are underachievers, they often show remarkable results after a short period of time. A case in point is the reading comprehension testing given at the end of the first semester using the individual ized approach. Compared to students who progressed at an average rate, 82.3 percent of the Title I reading students showed average or better gains. Of this number, 62.6 percent showed gains well above those of average students.
Bacon County
Frank has been behind in his math class ever
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since he started school, and his disruptive behavior reflects his frustration. Last year, Bacon County started a Title I math project for Frank and 130 other students. Now Frank has a tutor to help him keep up with his class, and he has accomplished some things that he can be proud of. For instance, since Frank was the first in his class to learn to use a ruler, he was able to help other students learn to read a map. Now that Frank knows he can learn, his attitude toward school is much better.
The unique thing about Bacon County's Title I math and reading project is that Title I'students are doing the same work as other students, and they are doing it at the same time and in the same classroom. The important difference is that they get special help from the Title I teachers. When a student has difficulty with his work, the Title I teacher can spend as much time with him as he needs. On the other hand, if a Title I student catches up and needs no more help, he can proceed along with the other students, and the Title I teacher can devote time to other students who are having trouble.
The flexibility of Bacon County's Title I project is due to the completely individualized curriculum of Bacon County schools. Every child proceeds at the learning pace that is best for him, eliminating boredom for the gifted and frustration for those not doing well in a particular subject. Title I students especially benefit' from this kind of curriculum.
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Bacon County's Title I math project received $8,538 in funds for fiscal year 1973. The reading project, serving 350 students, received $80,745 in Title I funds for the same period. This was the first year the county has had a Title I math project. Bacon County has had a Title I reading project for the past five years.
Heard County
One of the goals of Heard County's Title I math program is to raise each student's ability

one grade level during one school year. That's not a dramatic goal, but it's a realistic one for boys and girls who have had trouble with mathematics. And Heard's math program is paying off. With small classes and individual attention, math students in Heard County are finding that fractions, decimals, square roots and parabolic graphs aren't so frightening. In fact, sometimes they can be fun.
Math is fun when you're part of a team that works together to solve problems. If you've contributed to a winning team, you can be proud. If your team lost today, tomorrow

you'll work harder. That's the attitude of the Title I math teacher in Heard County, who teaches two seventh grade, one eighth grade and two ninth grade Title I classes. The boys and girls enjoy team competition, so the teacher uses it as a teaching aid.
Ninth graders in the Title I math program are being taught the same course as other ninth graders in Heard County High School, so they receive the same credit for graduation. The only differences are that the classes are smaller, the material is supplemented with more basic concepts and the students receive the individual attention they need.
The five Title I classes enrolled a total of 69 students last year. The teacher's salary, the salary of an aide and $500 for supplies were included in the project budget. The county's first Title I math project was conducted in 1965 and the project has been continued each year because of the progress students have shown. On the average, students in Title I math are learning twice what they did in regular classes.
Dalton
"We're teaching the kids to diagnose their own problems. They come up and say, 'I need some more work on division, ' and we can give them a game or some problems that help with division. " Comments from the head of Dalton's Title I math program at North Whitfield High School indicate that the county's underprivileged youngsters are receiving a lot of attention.

The program, established four years ago, is in its second year of concentration at the ninth grade level. There are 90-700 students in the program. Three teachers and two aides make up the instructional staff.
Title I funds pay for the two aides and such equipment as compasses, rulers, protractors, games and puzzles that develop basic skills, projectors, slides, tape recorders, tapes and logic blocks.

Many games and activities requiring math skills are used to encourage the students to learn the basics of mathematics. The games approach is also a big help in teaching them not to dread school. The math department chairman believes, "One of the most significant things we can do is change attitudes. We need to teach these students not to hate school, so that even if they drop out, school will be a place they can come back to for help when they need it. "
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museo Vienna Through Title I,
music has become a vital part of the total school program in Dooly County. The program is operated in each of the seven schools in the county and gives students a comprehensive background in music appreciation. Six music teachers and a music coordinator/ band director are all funded through Title I. Such items as music materials, equipment and band instruments are furnished in the program. Activities provide each of the 7,200 Title I
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children a variety of musICal experiences. General music is taught in grades 7-72. Vocal music, including general chorus, solos and ensembles, is offered in grades 3-72. Instrumental music includes rhythm band, grades 7-3; flutophones, song flutes and recorders, grades 4-8; and band, grades 4-72. The activities of the rhythm band, flutophones, song flutes and recorders are taught within the framework of the general music class.
The guiding principle of this program is to work with all aspects of the school program to develop within each child a positive attitude toward music, academics and life in general.

r"J
The response to Crisp Couflty's first-year Title I prekindergarten in Cordele is a gooa example ofgrowing interest in early childhood development. The program was planned and approved for 25 children. But, on registration day, the school was flooded with over 50 applications. The 25 four-year-o/ds finally selected were severely educationally and economically deprived - no small challenge for a new program.
The goals set for the children by their Title I teacher and her aides made the job even tougher. Helping each child to learn to be with other children; become familiar with being a part of a group; develop an interest and joy in learning; develop security and a feeling ofsuccess; make a successful break from home; and develop self expression, self control, creativity and responsibility were included in the list of hopeful accomplishments laid out at the beginning of the year.
In addition to the daily routine the children learn the basics ofpersonal hygiene and nutrition. Covering these subjects with preschoolers has uncovered several serious health problems which were referred to the proper medical personnel.

rea no
Dougherty County Dougherty
County has been operating a Title I reading project since 1965. And in 1973 the project was still seeking ways to improve the program. Project directors know it's difficult for teachers to find the best way to encourage each child to progress at his own rate, so last year two reading consultants working with teachers in special training sessions were assigned to help in the classroom as well. The result is that Dougherty's Title I, reading students are getting more expert attention to their individual needs.
Approximately $400,000 in Title I funds were used in 1972-73 for Dougherty's reading program. This paid for the services of 19 teachers, 19 teacher aides, three reading consultants and a psychologist, as well as films, textbooks, workbooks and a wealth of supplementary learning aids. Over 1800 students from six to 18 years of age participated in last year's project.
The hard-working reading consultants are a special feature of the Dougherty project. Commuting from Florida State University and the University of Georgia, respectively, each spends four days a month visiting classrooms and helping teachers with problems. They also conduct the in-service training required of all Title I teachers in Dougherty County. The consultants are recognized experts in the field of reading instruction. With their help and advice, Dougherty

County is investing in the one thing most necessary to excellent instruction - excellent teachers.
Teachers and aides meet with students during six 50-minute periods each day. During any given class period, students check their prescription folders (wh ich usually include two or three different activities for that day), gather the materials they need and begin working. The teacher and aide move about the room helping students, checking com-

prehension and listening to individual oral reading. The school day provides periods for the teacher and aide to plan future activities.
But learning doesn't stop with the students. Title I teachers spend eight hours every month in in-service training with one of the consultants. They analyze video tapes made of their work in the classroom and discuss problems. They also work with a psychologist to improve classroom management and to diagnose specific student problems.
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Laurens County
When a little girl entering the first grade can barely pronou nce her own name, has never used crayons or pencils and doesn't know the names of colors or the letters of the alphabet, there's a good chance that without special help she'll soon fall behind in just about every subject.
Laurens County's Title I reading program, funded at a level of $128,733, helped this little girl and about 500 other boys and girls last year who were having trouble learning to read. The project works like this. Children with reading problems receive reading instruction for at least two hours each day, including one Title I remedial session and one follow-up session for each group of five students. The remedial sessions are conducted by the Title I staff of five teachers and one aide. The follow-up sessions are supervised by homeroom teachers who use filmstrips, records, games, puzzles, easyto-read books and other materials that can be easily coordinated with the work done by the Title I teachers. In Laurens County, Title I reading teachers and regular reading teachers work as a team to find the best way to help the children.
If a child still needs help after the two morning sessions, he works with a Title I staff mem ber du ring an afternoon peri od designated for individual help.
Another part of the Laurens Title I project is the very successful summer program.
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Title I funded this project in the amount of $109,644 last summer, and almost 800 preschool through high school children attended classes in reading, math and social and natural sciences. All classes are oriented for the improvement of reading skills.
Parents have been very enthusiastic about the summer program. They see their boys and girls helped so much during the summer that they often don't need remedial help during the regular school year. And the summer program gives many new teachers the kind of reading-oriented experience that will improve their ability to help a child learn to read.
Chattooga County
Everyday the main lobby of Summerville Elementary School turns into a lively playground of boys and girls jumping rope, walking balance beams, rolling tires, whirling hoola hoops, making yarn balls and having a wonderful time. This is just one way Chattooga County educators are helping children with reading difficulties.
Many of Chattooga's Title I reading students have difficulty understanding such concepts as "over," "under," "beside" and "across." The playground approach, called Movement Education, is designed to help teachers diagnose and correct these perceptual difficulties which often block the development of reading skills. Originally developed for Title I students, Movement Education is now

used with all of the first and second graders in Chattooga County.
Chattooga County has had Title I reading programs since 1965. After careful observation and evaluation of past years' results, the design of the 1973 reading program provided for 674 children in grades one through eight, with most of the Title I $78, 758 allotment going to the first four grades.
During the first grade, children are selected for the Title I reading program on recommendation by their teachers. Once the students have been identified, they begin a concentrated program of remedial reading instruction.
Most of the participants in grades two through four receive two reading lessons daily - one in the regular classroom program and the other in the Title I program. They may also receive 20 minutes a day of individual help from one of 12 teacher aides working in the program.
In grades five through eight, boys and girls enrolled in the program work in small groups with a professional teacher for about an hour each day. Each group includes only six to 12 students, small enough for each child to get the individual attention he needs.
Rockdale County
Rickie, 11 years old and living at Plantation Manor, a home for neglected children, advanced his reading level by three years after

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one year in Rockdale County's Title I reading program. Much of Rickie's remarkable progress is due to the fact that Rockdale has six Title I teachers involved in its reading project, each of whom is a reading special ist. Each teacher makes his or her own decisions about what kinds of teaching aids and programs to use with his or her students. As a result, there is a great variety of activities going on in the Title I reading programfrom typing out school lessons (thanks to a teacher who discovered that a boy's concentration was better if he used a typewriter) to reading along with a tape recorder.
There are 250 students in Rockdale County's Title I reading program. They range in age from seven to 15. Each of these children receives 50 minutes of remedial reading instruction each day. Each of them has been shown to be at least one and one-half years behind his assigned grade level in reading, as measured by tests and teacher observation. It happens that most of them have the same ability as their peers at the same grade level, so the efforts of the Title I reading teachers are directed at finding out what is wrong and how the problems can be corrected.
The teachers have a wide assortment ot teaching aids to choose from, and they can work either in groups, in team pairs or in individual assignments. And in every case, evaluation is continuous. Teachers confer with students, with parents, with other teachers and with principals in evaluating and planning each child's program.
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Title I funds of $91,946 provided Rockdale County with a reading program both during the school year and during the summer of
- 1973. Participating in the summer reading

project were 109 students and seven teachers and included was instruction in both reading and math for both elementary and high school students. For many students, atten-

dance at summer classes meant they could catch up with other students in their grade levels.
The real rewards of Rockdale County's Title I reading project lie in seeing youngsters gain self-confidence and motivation from learning to read. Many children in the program have lost what is sometimes called "school phobia;" their attendance has improved and they await each day's activities with anticipation.
Gainesville
Educators involved in the Title I reading program of the Gainesville City Schools have a lot to boast about. They have correlated data from the Georgia Department of Education's Model Reading Skills Chart with instructional materials used in the Title I reading program. This impressive manual allows a teacher to find material quickly to help correct specific reading problems.
Also, they have greatly improved the reading levels of their students. One good example of this is a group of Gainesville students who gained an average of 1.1 years in reading ability after only one semester of instruction.
Finally, they have provided instruction in such a way that students fi nd they enjoy reading after all and are very intent on completing their work.
A lot of planning and work has gone into the

program, now in its second year. The reading coordinator and the four Title I reading teachers have worked together to develop the program that now reaches 260 students in grades one through seven. One reading coordinator added, "I'm sure as many as 600 more Gainesville students could benefit from our Title I reading program if the funds were available."
The basis of Gainesville's Title I reading program is the diagnostic-prescriptive approach. The children are tested continually during their daily 45-minute sessions so their skills can be analyzed and their weaknesses diagnosed. The teachers thus have a constantly updated picture of each child's weaknesses and lessons are assigned accordingly.
Besides the daily Title I reading session, children in the program also receive special help from Title I teachers in their regular reading classes. This assistance is in addition to the instruction given by the regular teacher.
Much of Gainesville's Title I reading budget - a total of $65,000 in FY 73 ~ has gone into the purchase of carefully selected reading materials and equipment. The project's "resource rooms" include some of the most highly refined remedial reading materials available.
Supplementing the regular Title I remedial reading program is a Title I language arts program in the summer. This is a separate project, providing intensive therapy for

children in most need of help. The program is very popular with the children, featuring such activities as trips to Atlanta, theater visits, ball games and a hike on the Appalachian trail. Many of these children would never have these experiences without Title I. "Give the kids something to communicate about," says the Title I reading coordinator, "and they will want to communicate." This is the key to the success of the Title I language arts and reading programs in Gainesville City Schools.
Clinch County
In Clinch County, the 310 children participating in the Title I reading project are learning to read and at the same time are growing in self-esteem. Clinch teachers have found that students with low I.Q.'s and deprived backgrounds came a long way in reading skills with the extra personal attention that was made possible last year by $69,605 in Title I funds.
A child's reading ability determines to a great extent how well he does in other subjects. But that's not all it determines. A child who doesn't learn to read early in his school career falls further and further behind until he finally just gives up on school. So, since 1966 Clinch County educators have been concentrating their Title I funds in Homerville Elementary School, where last year there were two Title I teachers and two aides. Clinch also recentlv started a Title I reading
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program in the county junior high, where there were also two teachers and two aides. In addition, Title I funds pay for a Tit)e I coordinator, a clerk and a part-time maintenance man.
One very important part of the program for the younger children in Homerville Elementary School is the constant process of tests, teaching, retesting and reteaching. In this way, the teachers always know exactly where a student is having difficulty. With this testing and teaching program, the teachers may have to cover the same basic skills more than once, but they use a variety of materials to keep the children interested.

Taylor County
Take a child where he is and apply the latesl teaching techniques to get him where he should be. The school people in Taylor County take this statement to heart in providing a good, workable reading program for students of Taylor County's Boys' School and Girls' School.

Last year was the second year of the Title I reading project at Clinch County Junior High. The students are sixth, seventh and eighth graders, many of whom have been in the county's Title I reading program for years. These students are given more responsibility than the younger ones. They use some materials they can check themselves, and they are on their own in following a given work schedule, as well as collecting the materials they need and returning them at the end of the Title I reading period. The two Title I reading teachers in the junior high school have a wide variety of materials on hand that were selected because of their interest to older students. Small classes make it possible for the teachers to give individualized instruction, so each child can set his own worK pace.
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In the two years of its existence, the Title I reading program has grown from the meager beginning of a pilot program to a dominant factor in the education of Title I children in the county.
The program is enhanced by the fact that the reading teachers coordinate their activities closely with their students' other teachers, giving them a well rounded program.

socoa worler
Walker County "Each student and
parent should be able to relate to the school institution in a personal way. " Walker County's Title I social worker has adopted this philosophy in dealing with the adjustment problems of 600 students - 60 identified as Title I - at Rossville junior High School.
Funded in the fall of 7977, the position challenged the social worker to correct the school's high truancy rate. The problem, seemingly originating with students from low socio-economic backgrounds, has been approached by counseling with students identified as habitual absentees. In most cases the parents of these children were included in the sessions. When the problem was identified as being school oriented, the teachers were called in for the talks. Followup letters, phone calls and home visits are used to insure that these students remain aware of the importance of regular attendance.
Other responsibilities of the Rossville counselor are not so much problems but objectives of the school administration. One of the most important is to provide counseling for parents whose children are having trouble adjusting to school. Counseling sessions are scheduled either in the home with the parents and social worker, or in the school with the

parents, administration and teachers. The usual problems discussed include special education placement, emotional adjustment, attendance, psychological services, learning disabilities and social services such as hearing, speech, vision and financial aid.
Other objectives of the counseling program include planning individual and group counseling for students concerning their achieving academically, recognizing behavior problems and referring them to the appropriate agency and establishing a home visitation plan.
Though the program was discontinued after its first year, a feeling of trust has been established between parents, students and the school administration in Walker County. Hopefully the newly established one-to-one relationships will continue to grow, even without the efforts of a social worker.

eereac
Talbot County "We
try to keep in touch with the paren ts and several have been asked to be on the Title I adVisory committee. This makes them feel included, gives them a positive attitude and helps us as well. " This statement from Talbot County's Title I coordinator about the first-year speech therapy program in that county indicates that, though the program is small, it is making a great effort to help as many children with speech problems as possible. The program is run by a part-time speech therapist. Twice weekly she drives the 25
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miles from her home to Central Elementary School in Talbotton, where she spends three hours with the Title I children.
Students from all three schools in the county participate, and on therapy days those from two schools join the others at Central for their speech training. Aides accompany the students from their schools and wait while they attend the sessions.
There are 30 first, second and third graders in the program. The therapist selects no more than five of these youngsters, each with similar problems, to meet with her for each 20-30 minute class.
Title I funds pay for equipment, materials, student transportation and the therapist's salary. With another 30 Title I children on the waiting list, more funds are badly needed.
tutorOa
Rockdale County Rockdale County's
teacher-to-pupil ratio in its Title I tutorial program is ideal: one to one. Two certified teachers involved in the program spend 30 minutes with each of eight different children every week. Rockdale County provides the teachers, Title I provides the funds and a home for dependent and neglected children near Conyers provides the students.
According to the director of the home, the
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personal attention the children get adds up to as much emotional as academic help. He says, "The kids look forward to it every week. They like the attention, and the program has really helped. Attitudes and grades both have improved. In fact, the only change I'd like to see in the program would be to get more of the same. " He explains that any child eligible for admission to the home almost certainly needs all the help of this kind he can get. In every case, the children come from broken or unstable families.
There are around 60 children at the home which means that only about a fourth of them are tutored each week. Some need more help and are seen by the teachers for several periods a week. All this means that some of the children at the home are tutored only rarely. But everybody - director, kids and teachers - is pleased with what has been done for those who have gotten involved in the tutorial program.
catOon~

The program, now in its second year, gives 79 tenth and eleventh graders the opportunity to study building trades, metals fabrication, drafting, electronics, electromechanics and cosme tology.
The students take part in their normal high school curriculum and then attend classes at the Pickens County Area Vocational Technical School for a portion of each week. Regular instructors at Pickens Tech give students the same kind of instruction that full-time vo-tech students receive.
Title I funds provide one full-time and one part-time teacher, although other teachers assist in the training program. The vo-tech teachers work with the students' high school teachers in an effort to tie-in academics with job skills.
When the students leave the Title I program at the end of the eleventh grade, they are eligible to attend the vo-tech school under the senior plan. Here, they attend the vocational school full-time during their senior year while remaining eligible to participate in their high school's activities and graduation ceremonies.

Jasper Students attending the
Pickens County Title I vocational program are learning that school need not be restricted to stuffy classroom lectures. They have found that school can be fun and that they are capable of learning a job skill that can open many doors in the future.