Media specialist handbook: "you are the key" [1992]

Meaia Specia[ist j-{ana6oof(
(jeorgia 'Department of'Eaucation 'Division ofCurricu{um ana Instruction

PREFACE
Educational roles are always interrelated and complementary. Effective media program development is dependent on these characteristics. Through cooperative efforts of educators, students, parents, and the community, the most effective and relevant media programs can be developed. In this effort, administrators who clearly state expectations for the media program can provide the leadership ~ for innovative development. Curriculum and instructional personnel who explicitly define ~tudent outcomes can establish a basis for optimum use of media. Media personnel with professional e~rtise can organize for appropriate selection, effective utilization, efficient organization, and open access to resources and facilities. Members of the community can contribute to the planning process by helping to shape the program according to community Characteristics and by interpreting the media program to others. The interrelationships necessary for successful program development are apparent through the descriptions in this publication. Each role has unique responsibilities and it requires contribution fram all for adequate development.
In this revised edition, the following positions are included: superintendent, principal, system media contact person, media coordinator, media specialist, curriculum coordinator, instructional staff, system media committee, building media committee, media aide, media paraprofessional, and community. As you use this pUblication you will notice that some responsibilities are repeated in several roles, such as the statement, "interprets the media program to the community". That partiCUlar statement appears as a responsibility for the superintendent, principal, media coordinator, and media specialist. This is not intended to create an "everyone responsible--no one acting" situation, but rather to stress the interrelationship of roles.
These descriptions are not intended to be used as evaluative tools, but rather to prescribe appropriate activities. It is believed that this document will be useful to: (1) individuals wanting to examine their particular role in the development of a media program which is integrated with the instructional program, (2) administrators seeking to hire competent employees, (3) educators trying to identify staff development needs, (4) local board members wanting to understand the complexities of media program development, (5) media specialists defining job expectations, (6) media committee members seeking orientation to their new role, and (1) college faculties adapting training programs to meet today's needs.
Roles in Media Program Develapment: School and Communitx represents the collective ideas of past and present Area Media Committee members. The committee members who served during the 1980-81 and
1981-82 school years were the first to see such a document as essential in extending media program
devel ~nt. Subsequent committees have reacted to drafts as revisions of the document have been prepal ~.
ii

DEFINITIONS
Media The pri nt and audiovi sua1 material s and equipnent used in support of the instruct ional process. Instructional media incorporates hardbound books, softbound books, magazines. ~pers; duplicating equipnent and materials; laboratory equipnent and materials; audiovisual equipment and materials (audio and video recordings. transparencies. filmstrips, and films); microcomputer hardware and software; instructional television; caq::lrehensive learning systems (may include a variety of equipnent and materials); self-instructional materials; teacher~de materials. and any other materials and equipnent that can be utilized in the delivery of instruction.
Paraprofessional As defined in the Quality Basic Education Act (985). "paraprofessional means a person who may have less than professional-level certification who relates in role and in function to a professional and who does a portion of the professional's job or tasks under the supervision of a professional and who has some decision-making authority, limited and regulated by his relationship with the professional".
CQmlJnity Parents and other individuals, business and industry, organizations and agencies impacting and impacted by the educational program.
iii

School Library Media Center Collaborative Planning Guide Checklist Integration of Classroom Instruction with Information Literacy Skills
_ Initiate Contact and Schedule Planning Time The initial contact allows both the media specialist and the classroom teacher time to prepare for the scheduled planning time. The teacher will have proposed learning standards, preferred instructional strategies, and timelines. The media specialist will have time to determine the availability and suitability of resources as well as information literacy skills standards.
_ Identify SubjectITopiclGradeJAbility Levels What concepts are involved? How much knowledge do students already have about the concept? What skills are needed to access and/or process the information required? What reading levels and learning styles are involved?
_ Identify General Goals and Learning Standards What should the student know, understand and/or appreciate when the lesson/unit is completed? Include information literacy skills standards.
_ Determine Teaching Strategies and Learning Activities What activities will the students engage in to facilitate knowledge, understanding or appreciation? What information access skills are required for students to complete their activities? Who is responsible for teaching and preparing various components of the unit/lesson or what will the media specialist do? What will the classroom teacher do? What instructional organization will you use, i.e., large group, small group, individual, combination?
Select and Locate Resources What information resources will students use to facilitate knowledge, understanding or appreciation?
_ Schedule Learning Activities When will students work in the media center? When will the media specialist and teacher work in the media center? When can the media center and the media specialist be used as resources?
Evaluation Evaluate student achievement. Evaluate the process - ongoing efforts to track students' progress. Evaluate the product - should be made clear to students at the onset of the unit. Evaluate the unit- record the strengths and weaknesses suggest revisions and retain copy for future reference.

The Collaborative Planning Guide Checklist Integration of Classroom Instruction with Information Literacy Skills
Infonnation Literacy Skills, (Research and Study Skills) are carefully infused into the various content areas of the newly revised Quality Core Curriculum (QCC). The QCC is Georgia's learning standards for students. The school library media program supports implementation of the State's curriculum. It is an integral component of any teaching and learning process designed to help students meet the standards identified in the QCC. The school library media center is a learning laboratory for hands-on experience in the use of infonnation.
For many years, research and library utilization skills were taught in the school library media center with little actual application or carryover to the classroom or to other content areas. Research and test results indicate that coordinated and collaborative efforts between media specialists and teachers provide more effective approaches to teaching and learning.
The Collaborative Planning Guide Checklist: Integration of Classroom Instruction with Information Literacy Skills is one recommended model to ensure that students have relevant experiences in order to become problem solvers and effective users of infonnation.
Questions and comments should be directed to: ckeith@doe.k12.ga.us

TABLE ~ ~TENTS

REPL.ACaHT PAGE - 1991

Intl"Oduc:tion . . . . . . . . . . . .

Goal Sutenent for Georgia's School Media services.

PRPARATI~ AND CERTIFICATI~ (REt)

Media Specialist Training Progr.ms . .

Applic.tion Procedures and Infonnation for tertifiCltion

Media Specialist certific.tion Requirements

0

0

0



tnIp.r.tiQA of lid;. Speci.lists aA4 D;'8Ctae5 of lid;. S.~;c.s

Content Objectiyes for TeT in Media

0



0



0

0



0



0

0



0

0

ROLES AND RESPONSIBILITIES (YELL~ Media tamlittees: Area. Syst811 and School 0 0 0 0 0 0 SystElllS Included in Each of the She Area cannittees . Roles In Media Program DeYelopnent: School and CI:JmIInity

STANDARDS AND POLICIES (GREEN)

Sundards for School Media .. . . . .

Georgia Board of Educ.t ion Sundards . .

Georgia Accrediting carmhsion Sundards .

Southern Association of Colleges and Schools Standards

Accessible Media centers . . . . . . . .

Georgia Policies Related to Instructional Media/Resources

Records Retention Schedules for Media

. 0

0



SERVICES AND RESClRCES (TAN)

DiYision of Instructional Media services

Sute Provided Media Resources

Georgia ETVIITV . . . .

Recogn i t i on of Excellence .

OUtstanding Media Components .

OUtstanding Media Components Applic.tion Fonm

Regional Educ.tion service Agencies (RESA)

Georgia Learning Resources Syst811 and Olild serve



Georgia anl ine Database (GOLD) . . . .



Georgia "i grant El'1uc.t ion Agencies/Georgia _igrant Educ.t ion Progr_ .

eurricu1U11 'tateri.1s List

0

0



NEOlA FACILITIES (BLUE)
~ia center Requirements

0



0

0

"ininun Square Footage Requi rtnents

0

0



Planning for Electronic Distribution 0

PAOFESSICML ClRGMIZATIC*S (ORANGE)

National Professional Media Organizations

Sute Professiona~ Media Organizations

Pertinent Addres"JS Pd Telephone NI.Iars

0



0



0



ii
secHon A A 1-1
A 2-1
A ~l " 1

section B
8 1-1
B 2-1
B ~1

section C
C 1-1 C 2-1
C ~l C ~l C S-l C ~1
C 7-1

section 0
D 1-1
o 2-1 o ~l o ~l o S-l
D ~l D 7-1 D 8-1
D 9-1
o lG-l o 11-1

section E
E 1-1 E 2-1
E ~l

section F

F 1-1

F 2-1

of 0

~1

REPLACEMENT PAGE - '99'
This haflCl)oolc has been developed as a basic resource for Georgia schaol ledia personnel, drawing together the infonnation IllOst frequently needed by lledia professionals across the state. The infonnation has been drawn fran a variety of scurces and, in sene instances, has been abridged for ease of use or to foster understanding. careful note should be IlIde of original sources. If the reader desires IIDf"e infomation, contact should be llllde with the originating agency or the fun docurent should be obtained. Where needed, these are indicated at the end of each docurent. General professional literature has been considered to be outside the scape of this publication. A c:apy of this hanclxx* andlor update pages is sent each year to an Georgia K-12 public schools to be placed in the media center. This notebook becalles the prcperty of the school rather than of the individual media specialist. Replacements IlI.Ist be pun:hased fran the Department of Education. Notebook binder fonnat has been selected to allow for future updating.
Division of CUrriculllll and Instruction Office of Instructional services Georgia Department of Education
werner Rogers, State Superintendent of SChools 1992
The Georgia Departlltnt of Education 1S an equal apportunity agency.
;

REPLACEMENT PAGE - 1991
GCW. STATEMENT ~ GECR.ilA'S SQIX)L fDlA SERVICES
In Georgia. commitment to proiding quality media programs is evtdenced through seeking cooperatively planned. instructionally related. unified media services that are developed at the local level. accessible to teachers and students. and effectively Nnaged by media professionals.
ii

'.

....

Preparation ....

and Certification

SectionA ..

REPLACEP'oENT PAGE - 1991
MEDIA SPECIALIST TRAINING ~ Approved by Professional Standards t:annission
Effective 1991

INS TI TUTICJl
Albany State College 504 College Drive Albany, Georgia 31705 Dr. Allen Pete (912) 439-4715 or 4716

PROGRM LEVEL

4

5

6

7

X

Annstrong State College 11935 Abercorn Street Savannah, Georgia 31419-1977 Dr. Pat Ball (912) 927-5211

.
X

Fort Valley State College

Learning Resources center

Fort Valley, Georgia 31030

Dr. Harold (Bud) Harty

X*

(912) 825-0366

Georgia College 231 west Hancock "i11edgevil1e, Georgia 31061 Dr. Ron Trice (912) 453-4714

X

X

Georgia Soothel1 University Statesboro, Geologia 30458 Dr. Jack Bennett (912) 681-5307

X

X

A 1-1

INSTITUTIOH
Georgia State University 420 Pu 11en North Atlanta, Georgia 30303 Or. Rosalind ~iller
(404) 658-2458

PROGRAM lEVEL

4

S

REPLACEPENT PAGE - 1991

6

-7

X

X

X

University of Georgia Department of Instructional Technology 607 Aderhold Hall Athens, Georgia 30601 Or. Kent Gustafson (404) 542-3812

X

X

X

X

West Georgia College School of Education carrollton, Georgia 30117 Dr. Priscilla Bennett (404) 83&-0558

X

X

Valdosta State College School of Education Valdosta, Georgia 31698 Dr. Earl Swank (912) 333-5927

X

X*

*Cooperative program ~ith university of Georgia

Source: Teacher Education section, Professional Standards cemnission, 1991.

A 1-2

REPLACEPEHT PAGE - 1991
APPLICATI~ PROCEWRES AND INFORMATI~ F~ ~TIFICATICl
~TCATI~ FOR crRTIFICATI~ BASED CW A COLLEGE PLANNED PROGRAM
To make application for the initial Georgia certificate or any supplenentary certificate based on the ~letion of a college approved progl"an, the follC*ing fonllS and records IlIJst be suanitted to the certification Section "ith the application Fonn 70-8 (Long Fonn) in a ~lete package.
1. College Reccmnendation, Fonn 71, fran each college (where a planned preparation progran ~s c~leted) "here a degree ~ich ~s designed for the teaching profession or a teacher preparation progran was earned. If the applicant currently holds a Georgia certificate, Fonn 71 needs to be sutxnitted for programs ~leted since that certificate NotS issued.
2. a. A c~lete legible transcript "ith approved seal and registrars signature fran each college attended. (The degree and the date that requirements wre net IlIJst be included on transcripts fran the institution(s) "here a degree ~s earned.) If the applicant is currently holding a Georgia certificate, only transcripts of programs ~leted since the last Georgia certificate was issued must be submitted.
b. If requirements were c~leted at a non-Georgia institution fran ~ich official transcripts ~ill not be released directly to the applicant, please contact the Certification Section for Fonn 0190. This fonn states that a transcript vill be sent directly to this office fran the college and must be signed by the registrar. Fonn 0190 can be submi tted in your c~lete package as a substitute for the transcript, and w vill hold your other materials until receipt of the transcript fram the institution.
3. Verification of any school (teaching) experience ~leted vithin the last seven years (Fonn 0005) .
Appl ication for Certification Based on Evaluation by the Division of Certification
To make application for certification after the c~letion of an evaluation by the certification Section, yoo must submit Fonn 70-8 (Long Fonn). a copy of the evaluation vhich you have c~leted. and an official transcript verifying course ~letion. plus transcripts fran every college/university attended.
APPLICATI~ TO ADD MEDIA SPECIALIST TO AN EXISTING CERTIFICATE
To make application for certification after the campletion of an evaluation by the certification Section, you IlIJst submit Fonn 0070-8 (Long Fonn), a copy of the evaluation vhich you are c~leting and an official transcript for any outstanding course requirements.
APPLICATI~ FOR NAPIE OWJGE ~ OUPLICATE CERTIFICATE
To request renewal, a nane change, or duplicate copy of a valid certificate, the application Fonn 007l)....A (Short Fonn) IIIIst be submitted.
eo Please r8,erber that the local baird of cation approves the reneliIal credit of an mdsting
certificate. Approval by your superintendent or the designated central office person vill assure your reneva1
PLEASE ~ AN APPOINTMENT BEFORE VISITING THE CERTIFICATICW OFFICE IF YOU ~T TO MEET WITH YOUR EVALUATOR. TO MKE AN APPOINTMENT YW SIQJLD CALL (404)656-2406 or 2604 BETiEEH 1:00 AND 4:30 p.m.
A 2-1

PREPARATION OF SCHOOL MEDIA SPECIALISTS AHD DIRECTORS OF SCHOOL MEDIA SERVICES
K-12

REPLACEM:El'.""! PAGE 1991

I. FUME OF REFEREHC.E

The pu~ose of these crite~ia is to assu~e b~oad p~epa~at10n of the sch~oj media specialist. Media. as used in this document, is defined as any communicative fOMmlt, printed. audio, visual, elect~onic. human, and multidimensional, which p~esents infoMmition, and the technology needed fo~ implementation. Every school media p~gram has the primary obligation of cont~ibuting to the achievement of the instructional objectives formulated for the school. Some specific thrusts of the school media effort a~e:

to plan and develop school media programs that are integrated with and support the inst~uctional program.

to acquire and manage all types of media and the accompanying technology to support curricular demands and to meet specific student and teacher needs.

to foster the development of reading, writing, listening, v1ewing, evaluation and information access skills.

to plan with instructional and administrative staff for effective use of the media center as a learning (application) laboratory.

Prospective school media specialists must demonstrate knowledge, understanding and abilities pertinent to perfoMmince of the school media specialist1s role. inclUding:

identification, evaluation, selection, acquisition, organization and management of inst~uct10nally related materials.

participation in cu~~iculum development and implementation.

coope~ative planning with administration/instructional staff fo~ long and short term school media program development and operation.

adherence to legal ~eQuirements within which prog~am operation must occu~ (1 IFA policy. stlndards. copyright law).

design and p~duction of inst~uctional materials not available conmerc1ally.

identification, evaluatioft. sel.ction, acquisition, organization, and op.ration of 'Quipment nec.ssary for effective instruction and IIInagement.

provision of skill dev.lopment activiti.s that facilitat. student and teach.r use of hardware and ,oftwlr

planning with inst~uctionll stiff for .ffective use of the media c.nt.r and resources to support instructional sequences .
compr.hensive awa~eness of new developments in all l-12 curriculum areas. teaching strategies. mat.rials. and sourc.s.

Preparatory programs should reflect awaren.ss of cu~rent p~actic. and the r.commendations of appropriate agencies and professional organizations.
A 3-1

II . . RL~E FOR PROG~~ APPROVAL

REPLACD~E~T PAGE 199 1
Board Approved 11/8/90 Effective 7/1/91

110-1-1.-7. 'CaA SPl'CALIST Pail

1 CU DFlCllVI MTr. ,"" ,".cth, ~at' of ttl! I rul. thall be July

1991.

'

C%) PURPOSE. Th" rul. " to statl ~'tlr'a 'or appro'n, Drogra.t that
'ft 'or prlPar. 'nd'v'dual. to SlrYl as ..dla sPtc'al'st. tn ,radl. K.1Z and to
suppl ...nt rlqv'rl..nt. Rul. 160-3-3-.1., 'roc.durl. and R'QU'r...ntl Appro.'nl Profll.tonal Educat'on untts and PT09ra.s PTI"r'nl Educat'on '.rson.....

(3) IEQUIlENElfS.

Ca> Th. bas'c prlparat'on pr09ra. as dlscr'btd 'n prograa plann'nl 'OMlS,

catalOlI and sl"ab' shall cov.r thl 'ollow'n, contlnt.

.

1. A.'n'" of ~ (lIartlr hours.

ct) ! Quartlr hours 'ntlrnsh'p 1n a school IId'a clnt.r.

CI) Studlnts shall part'c'patl 'n plannld ".'d II"r'lnc 'n Ichool -ed'a clntlrs and 'n classfOaIs at thl Ill..nta" and slcondar.r livil. tft var'lt, of .chool 'Itt'n", pr'or to thltr tntlrnshtp. Tht proSPfct'vt lid'. ,p.ctaHst, thl SUpI,.'t'n, ..dta sPlctaltst and the colli" IId'a pmlnor' shall cooplrattvIl, pllft f'lld Ilplr'lnCI. and the 'ntlmsh'
'ft c,t) 35 QUartlr hours the ..d'a or rllatld aria. to 'ncludl: slllCtton,
,valuatton and ut"tzat'on: t.chn'cal proclss'n,/catalog'n,: dls'lft Ind product'on; ICI'n'strat'on of ..d'a SI,.'CIS: tn'o~t'Oft SlrvtCls; an' "tlratvrl for studlnt.. Coursl eon",urlt'Oft..., var" but 111 aria. "stl. bllow shall bl tnelud.d.

CI) SilICtton, l,alvat'Oft and ut"'zat,on of 'nstructtonal rlsourClS of vary'n, 'OrBIt. (, pr'~t. non-pr'nt> 'or 111 Irad. lIVI1., for thl school -ed'a Clntl', 'nd'v'dual tlachl'S, Ind studlnts.
0' CII) Sillct'on, .'aluat'on and ut"'zat'Oft of a c~rlhlns"1 ran91
'nstruct'onal tlchn'Qul. ('.1. avd'o, v'~tO, computlr) 'or thl school ..d'a e.ntlr. 'ndt,tdual tlach.,., an' stu~lnts.

(III) uttltzattoa of SI,.'CI., prociSSI' ,n' sk"'. nlel.sarl for Ifflcttv. us. of al1foraats an' tlchnolog'.1 for Iradl. 1.1% an' 'nstructtonal sta".

0' (IV) Tlchntcal sktll. of prodvct'Oft, aCQu",t'Oft. ,rOCI"'ft', catalot'n"
Ind or,an'zat'on of -atl"lls alon, .'th OPlratton, ..'ntlnlnCI and rlpa'r non-pr'nt ..tlrtal. and IQuipment.

(V) Ada'n'strat'on of ~dt' SI"tCIS 'nclud'n, ,1aftn'nl, bUd,lt'n" SUPI"'S'on, protr~ dlvllopmtnt/lvaluat'on, Comm'ttl' coord'nat'on and publ'c rllat'ons.

A 3-.2

REPLACEMENT PAGE 1991

(VI> Inf=r..t'onr,tr',yal of 'nformatton SourClS. t,chnology systems 'ncludlng datlbas'l. slarch stratlgtls and procldurls/protocols for aCC'SS'"9 Il,ctror.'C r.sourc.s.

(VIr> Cr1t'cal sktlls 'n analyz'ng 'nfonlllt'on (1. d.cod'ng. 'nt.rpr.ttn,valuattng, and ustng all 'nfor-atton fo~ts).

(VIII) L,t.ratur, for K-1Z studlnts, 1n pr'nt and non-pr'nt formats. such as chlldr.n'S ITt.ratur,.

2. l'g'b"'ty for a four-y.ar prof,ss'onal t.ach'ng clrt'f'cat. 'S a
pr.r'Qu's,tl to or ..y bl compl.ted tn conjunction .tth thl baste '.vl' mtd'. sp,c'altst prograa.

3. Th. Ns-4 -ed'a sp.c'al'st cert'f'cat. 's non-r.nl.abl, and shall b' upgraded to an S-S <alstlr's ',v.,) .'th'n f'Yt y.ars.

(b) Th. adyancld pr09ra- shall furthlr d.vtlop arias sp.c'f'td 'n the bas'c progr.. Slctton of th's rult and shall Coy.r the followtng cont.nt.

1.' A.tn'aua of 2S Quartlr hours.

e,) Instructtonal d'S'gn and d.v"opment to 'ncludt sptC'f'c techn'Quls and compon.nts of d.s'gn of tnstructtonal systt.s and ..ttrtals as ,1 as product'on of sampll products.

(,t) Automat'on and data proc,ss'ng to 'ncludt systt.s analys', and appl'cat'on of automat'on to thl mldta clntlr funct'ons of aCQu's't'on, organtzatton. ctrculatton and rltr'.val of 1nformatton tn vartous fo~ts.

(,t,) Ttchnology to 'nclud. d.vIlopments 'n pr'nt. aud'o. v'd.o. "tctrontc and sat."'t. d.'tv.ry and th.tr 'nstruct'onal appl'catton or potlnttal for appl'cat'on.

e,v) Fac"'ty de",n and.arrang...nt to 'nclude development of Iducat'onal sp.c'f'cat'ons. r.ad'n, blulpr'nts. cboos'ng sourcls of furn'sh'n,s and 'Qu'pment, and plann'ng USt of 'ntlr'or spaci.

(v) Commun'cat'on sk"'s to lncludl thlory of commun'cat'lln 'n d'vlrs.

env' ronlDlnts.



ev') Ind 'ng to 'nclud. analyz'ng ..tlr'als to d,t'nI'ne the sub3.ct relat've to 'nstruct'onal object' VI' and organ'z'n, r.sult'ng 'nfor..t'on for
acc.n'b" ttl.

(v," Int.rpersonal and group dyna.'c Sk"'sand proc.ss.s for chang, and d.c'ston -.k'ng.

Z. "fth ylar prograa. for stud.nts who 'n,t'al'y .ntlr 'he f,.'d of
school med'a sptc'al'st at the graduate ltvll shall 'ncludt a .'nt~ of 10 Quart.r hours of undlrgraduati or graduate courSt work. 'nclUdtng all content f'tld prlrIQu,,'tl' for tht bas'c pr,paratton program "c'pt fQr tb. pr,r,qu's,t. of "'g'b"'ty fQr a t,a,n'ng c'rt'f'cat., prOY'd'd tbat a .'ntmu. of 25. of th.st Quart,r hours arl acceptabll ,raduatl cr,d't. Thl

.A 3-3

RE?LACE~~E~7 PAGE :~9l
profuslonal td.ucatlonuqu.nce for thesl stud.nts shall Includl courSt wor~ in the naturt of \hl K-12 learn.r; tht r~rthtnstv. K-l2 curriculum tnclud1ng associat,d tlaching strat.gi.s, elt,r;als and sourc.s; and .ducation reselreh.
3. Ffv. quarter hours or SOUs 1n th. 1dent1ffcat1on and education of chfldr,n wtth sptctal ntlds etf not ta~.n at the basic '.vel).
(4) FACJLlY. Ca) Th. director of graduate prograMs for ~dta spec1alists and a Majority of the faculty who t.ach graduate cours.s 1n m.d1a shall have an earn,d doctorat. in school l1brary media serv1ces or a r"attd ft.,d. (b) Faculty members shall matntatn involv.mtnt with K-12 public school IIltdia programs. (c) A min1mum of two faculty members hav1ng exp.rt1s. 1n th'.area of school library medta s,rvices shall be rtqu1rtd for program approval at the bachelorls and master's levels. For approval at the specialtst and doctoral ltv.'.s, a m1nimum of three faculty memberi shall be requ1red. (5) FACILITIES. Access to up-to-date and w,,1-.qu1pped facil1ties shall b' requ1r'd. Th,se shall inclUde productton, computer and vid.o factltti.s. and a curr1culum materials collection. Th. col',ction Shall contain a repr.s.ntativ. numb.r of current titl,s in each format cov.r.d in the media education progra (6) ADMISSIONS. Admission to fifth-year media specialist preparation programs for students who 1n1ti.]ly Inter at the graduatl ',v., shall include the pr.requisit. of a bachelor's degree from a regionally accred1t.d Institution and oth.r crit,ria IS set by the institutton. (7) MINIMUM CERTIFICATION STANDARDS. The institutton shall includ. 1n th1s program cours. work and othlr requirements 1n mtntmum c.rtificat10n standards or the equ1val.nt is sp.cifl.d in Rul' 160-6-1-.85, Hed1a Specialist.
Authortty a.C.G.A. S 20-2-200 and S 20-2-2-0.
A 3-4

III. RULE FOR CERTIFICATION

REPLACEMENT PAGE 1991
Board Approved 11/0/90 Effec~1ve 7/1/91

110-6-1-.131 MEDIA SPECIALiST (1) Th' efflcttv, dati of of thfs rul, shall bl July 1,1991. (%) Bachllor's Degr,e Four-Vear (a) Elt;.b.,tty for a four-Ylar proflsslonal tlachlng clrtlftcatl (b) ~l'tion of CO Quartlr hours of acclPtabl. und,rgraduatl or graduAte crldtt tn ~d'a. includIng thl follow'ng 1. A.'n'mum of ftv, Quart,r hours tn lac~ of thl following arias: "'lctton and ut.,lzat'on; dtslgn and production; t,chntcal prOClss'ngl catalog'ng; adm'nlstratfon and -anlglment of med'a s,rv'cls; infor-at'on slrv'ClS; llteraturl for studlnts: and an Intlrnshlp tn a school ..d'a clnttr
,
2. 5 Quarttr hours In m,d'a or In relatld subjtcts. such as tlachlng rlad'ng
(c). ThIs nonrtn,wablt ctrtlf'catt ts valId for flv. ytars and must b' upgraded to mastlr'S-ltvll ctrt,f'catlon 'n school ..dta dur'ng th, valIdIty ptr'od
(3) Masttr's Dlgrl' (a) CCmpltt'on of a bachllor's d.;rtt at a r.g'ona1Iy. accrtdttid InstItutIon. (b) Complttlon of 60 Quartlr hours of collt;1 crld't 1n ..dtl or rllated cont'nt. whtch may bl undtrgraduat. or graduatt crtdtt. provtdld that a alnlaum of 25 Quartlr hours carr1 acclptabll graduatl crtdtt. Thl followtng artas ~st bl covtrtd: stltctton and uttltzatlon; d'slgn and productIon; tlchnlcal proclsslng/cataloglng; ad.tntstrat'on and ..naglment of ..dla Slrvtcls; 'nforaatton SlrvtCIS; lttlraturl for studlnts; an tntlrnshlp In a school ..dtl Clntlr; tnstructlonal d,stgn and d,vllopment; Ind automatton and data proclsslng. (c) Indlvtdual. not "lgtbl. for a proflsstonal ttacht~g clrtlftcatl must compllt, a .'nl~ of 5 Quart,r hours of acc,ptabl, graduat, cr,dlt In ,ach of thl fol1ow'n,: natur. of the ',arnlr K-1Z. currlculgl K-1Z. and rls,arch. (4) Educatton Splc'altst's Degrll S'I-Ylar (a) El1,'btl,t, for a flv'-llar proflsslonal strv'CI ctrt,flcatl 'n school .dt. (b) Compllt'on of a plannld S'I-ylar d,grlt progr.. with a .tn'mua of 25 Quartlr hours of acclptabll graduatl courslS 'n ..dta cont,nt If at ltast 50 of tht 60 Quartlr hours rlQutrtd for mastlr's-ltvtl Clrtt,tcatton carrl Icc.ptablt graduatt cr.dtt. all conttnt hours rlQulrtd 1n thl tducatton sptctaltst's progra. may bl tn a clostly rtlatld ar.a.

A 3-5

(c) Th~tt ytars of acc.ptabl. school IIp.rtfnc. 'n a school Mldta c.nt,r (5) Doctoral D.gr S.v.n-Y.ar (a) Eltgtbtltty for I stl-Ylar prof.sstonal c.rt1f1clt. 1n school mldla (b> Compl,tton of the followtng doctoral rlQutr.ments 1. Com;',tton of an approvld doctoral progrlM at a rlg10nal'y accr,d't'd graduate tnstttution (It Is the Institution's rtsponstbtltty to plan th, doctorll progra. tn t.r.s of the studtnt's f1,'d of s.rvici and tndlvldual nltds.) Z. Thl r.commendation of the responstbl. offtctal of the graduate tnstttution v.rtfytn; the following (t) That the applicant has c~l'ttd successfully the institution's doctoral program in the fl.'d for which c.rtlflcatlon Is r'Qu.st.d
,
(It) That the applicant hiS compl.t.d a progrlM thlt r'QulrlS a rls.arch-bas.d projlct or projects and that the Indtv1dual has dlmonstrated comPlt.ncl- 'n 'dlntlfytng stgntf'cant .ducat1on probl.ms and 'n apply'ng approprtat. r.s.arch proc.durlS to solvi th.sl probl.ms
(c) Thr.1 ylars of acceptable school .xp.rt.nci (d) Any type of c.rtlftcat. may b. add.d to a s.v.n-y.ar c.rttflcat. when "'glb11Ity fOr the stx-year clrtlflcat. tn thlt ft.,d or arta has bn. IStabl Ishld. Vtriflcatton of d.eonstrat.d r.slarch complt.nci.s may b. through a for..l def.ns. b.for. a cemmitt composld of faCUlty ~mb.rs of the institution or an .xt.rnal commttt s".ctld by the tnstitutton. An Ixt.rnal C~'ttl' must b. composed of persons who hold the .arn.d doctorat. In .ducat,on or fl.'d relat.d to the stud.ntls Ir.a of study Ind Ir. Imploy.d by a9.nc"S othlr than the onmploytng thl p.rson Ivaluated. If a pattern oth.r than the formll def.nse ts follow.d to v.r,fy d.monstrated res.arch compet.nctes. an acceptable procedure must be explalnld In wr'ttng by the Instltut'on grant'ng the dlgft. CI) Splc'al Gtorgta Requtrements
Ca) COUrSI work: I courSI of ftvi Quart.r hours or three semester hours
or thl IqU'Ylllnt 'n an approv.d stlff d.v,'opment pro9ram. In the tdenttf'cat'on Ind IdUCltton of ch"drln wtth sp.c,.l .ducatton n'tds
(b) Tlachlr Ctrttftcat'on Tlst: -ed'. sp.cialtst (7) To Idd thts ftlld to an Iltsttng prof.sslonal certtftcate ea) Complet'on of all r'Qu'rements at thl approprtltt degree ltvt~ (I) In-flild Stltement (a) An tnd'v'dual with I certt"catl tn media sp.ct.ltst ts tn-fl.ld to Sirvi as I medtl sp.clallst In grad.s K-lZ.
A. 3-6

REPLACEMENT PAGE 1991
C,) Alt.rnattvi Rout. Ca) An ~ Cbach.lor's-l.v,') c,rttftcat. tn M.dta Sp,ctaltst may bt 'ssu.d to tndtvlduals who hold thl followtng 1. Bach.'or'S d.gr.1 tn school medIa CI) A bachtlor's-d.grl. In school m.d'a from a reg'onally accredit'd Institution w1th an approv.d program In school media
and CII) A prof.sslonal rlcommtndatlon from thl pr.parlng Instttution. el) Thl Indtvldual must upgrade th, "S-. to the 5-5 (mastlr'S llv,') 1n SChool media w1thln fivi y.ars
or
Z. Prof,sslonal certtftcat,/ElIglblllty llttlr In school ..dla
(t) A bach,lor's d.;r,. from a regIonally accrldlt.d Institution and
Cft) V.rtflcatlon of holdln; or havln; h.,d a prof.sslonal Clrtlffcat. n school medfa or a litter of eltgtblltty for a proflSSlonal Clrttflcatt tn school medfa from anoth,r statl
(I) Th. tndlvldual MUst upgrade tht "5-4 to the 5-5 Cmast.r'S '.vel) tn school media within flv. years.
Cb) An 5-5 (mastlr's ltv.1> Clrttflcate In school Ittdta sp.claltst Illy be Issu.d to IndiViduals who hold the followln;
1. A bach.lor's d.gr from a rlglonally accredlt.d Institution Z. A mast.r's dlgrll In school medta from a r.glonally accrldlted tnstltutlon wIth an approvld school ..dla progr.. 3. A prof.sstonal rlcemm.ndatlon from tht prlParlng Instltutton (c) A 15-5 tn School medIa sPlclalist may bl Issued for a -altmua of threonf-y.ar valIdity p.rlods, provld.d that rln.wal r.qulrements arl satIsfied lach Ylar, to tndlvtduals wtth thl following 1. A bach.lor's d.grll fro- a rlgtonally accr.dttld tnstttutton
and
Z. A ..stlr's-dlgr.1 from a rlglonally accredtt.d tnstltutton
and 3. Vlr'''cat'on of holding or havtng h.,d professtonal c.rttflcat. tn school -ed'a or a llttlr of .'lglbll'ty for a profess'onal certlf'cate In school .ed'a frOB anoth.r stat. (,) Th. tnd'vtdual shall bl r,qulrld to me.t the curr.nt .Inlmul clrt'f'cat'on requtrlments OVlr thl nllt three y.ars, at the flfth-y.ar level. tlClpt for the prlrlqu'stt. of ellglbtltty for a t.achlng certlftcatl
Author'" O.e.G.A. Z0-2-Zoo

CDNTNT OBJECTIVES F~ TeT IN fDIA

REPl.ACEt'tENT PAGE - 1991

MNAGEPNT a: A POIA PROGRAM
pol ides for the media progran developing and ift1)l8'llenting the lII!dia plan managing facilities personnel record keeping
DEVELOPMENT a: T1 PDIA COLlECTICM
determi ni ng curri cu1un ift1)act assessing user needs selecting media resources criteria for weeding media collection
MNAGEPENT a: PEDIA RESClR:ES
acquisition and processing cataloging and organizing circulation maintenance of media resources
THEllUES, TEOfiI~S, AND PET.-ooS F~ INST'Rll:TIClAL SUPPCJU AND INFORMATICM Aa:ESS
i nfol"l'l'lat iana1 desi gn services to teachel"S services to students services to camlJnity
S~CES F~ PROFESSICIAl DEVELOPPIENT
use of support services national and state organizations

SOUrce: Study Guide for Teacher certifh:.ation Test for ~ia Specialists. 1991.

Roles and Responsibilities
Section B

~EDIA COMMITTEES: AREA, SYSTEM AND SCHOOL
AREA MEDIA COMMITTEES
There are six Area Media Committees. Members are appointed b) the State Superintendent of Schools to serve in an advisory capacity to the Georgia Department of Education. These gnoups are composed of representatives of the following positions: superintendent, principal, media coordinator, mec~a specialist, system media contact person, curriculum director, GLRS representative, pUblic library director and media educator. Length of appointment for these positions is three years on a staggered schedule to provide committee continuity. Representatives from each of the state professional media organizations serve one year appointments.
The primary objective of these advisory committees is to examine educational media needs and to plan with the Department of Education for resources and activities which could address those needs to improve instruction, regionally and statewide. Other objectives are to encourage and emphasize the need for regional leadership, to strengthen the interrelationship of educators' roles as instructional media programs continue to develop, and to facilitate cooperative efforts in making long-range, as well as more immediate plans. Activities directly attributable to Area Media Committee action are: Roles in Media Program Development: School and Community, Outstanding Media Components (a catalog of locally-identified components), Media Program Improvemen~ Demonstration Project, and the 1/2" video cassette Reliability Testing Project.
SYSTEM MEDIA COMMfTTEES
The Georgia Board of Education's IFA Policy requires that each school system have a media committee at the system level. The committee must be composed of administrators, media specialists, teachers, students and community representatives. The media committee addresses system media concerns within the framework of existing policies and procedures, as well as develops the Instructional Media and Equipment Policy and general procedures for its implementation. Committee responsibilities also involve: (1) coordinating the overall system media program; (2) assessing systemwide instructional materials needs and available media resources; (3) recommending media program objectives and priorities; (4) evaluating current media services; (5) assisting in the implementation of the media program; (6) handling the process of reconsideration of materials; (7) fostering good public relations; and, (8) maintaining a mechanism for communication with building media committees.
SCHOOL MEDIA COMMITTEES
The Board policy also requires that each school have a media committee that is composed of administrators, media specialists, teachers, students, and community representatives. The makeup and functioning of the committee reflects the needs of each school. The committees address building media concerns within the frame.ork of the system's media policies giving building level detail to them. Building Media Committee responsibilities involve: (1) planning the school media progrQ~ (which will vary from school to school, as each school seeks to satisfy its identified needs); (2) functioning as the fi~t review for reconsideration of materials; (3) assessing the needed media resources as dictated by the instructional program; (4) recommending media program objectives and priorities; (5) evaluating current media services; (6) complying with established system policies; (7) developing and recommending individual school policy implementation procedures; (8) establishing and applying a decision~king process for selecting, acquiring and weeding media within system policies; (9) fostering good public relations; and, (10) maintaining communication between the school, community, and other agencies.
B 1-1

SYSTEMS INCLUDED IN EACH OF THE SIX AREA COMMITTEES

Area I (Districts 14 & lS}

Appl ing Bryan Bulloch
camden
candler
Chathan Effinghan
Evans Glynn

Jeff Davis Liberty Long McIntosh Tattnall TOCJ'I'bs Vidalia City wayne

Area II (Di stri cts 16, 17, & 18)

Atkinson Bacon Baker Ben Hi 11 Berrien Brantley Brooks calhoun Charlton Clinch Coffee Colquitt

Coole
Decatur Dougherty Early Echols Fitzgerald City Grady Il"Win
Lanier Lee Lowndes Mi 11er

Mi tchell Pelham City Pierce Seminole Terrell Thanas Thanasvi 11e City Tift Turner Valdosta City ware waycross Ci ty IIbrth

Area III (Districts 6, 7, 11, &12)

1mericus City Butts carroll carrollton City Chat tahoochee Clay Ct:M!ta Crisp Dooly Fayette Harris Heard

Henry Hogansville City LaGrange City Lamar Macon Marion Meriwether Muscogee NeIIIton Pike Quitman Randolph

Schley Spalding Stewart Sunter Talbot Taylor Thanaston City
Troup
Upson webster west Poi nt Ci ty

Area IV (District 4)
Atlanta City Buford City Clayton Cobb Decatur City DeKalb Douglas Fulton Gwinnett Marietta City Rockdale

Area V (Districts 1, 2, 3, &S)

Banks Barl"C* BartOlil Brenen City ca1houn Ci ty cartersville City catoosa Chattooga Cherokee Chickamauga City Clarke
cerrmeree Ci ty
Dade Dalton City
Dawson Elbert Fannin

Floyd Forsyth Franklin Gainesville Gilmer
Gordon
Greene
Habershan Hall Haralson Hart Jackson Jefferson City
L~kin
Madison Morgan Murray

OConee
Oglethorpe Paulding Pickens Polk Rabun Rane City Social Circle City Stephens Towns Trion City Union Wilker Wilton .... i t e Whitfield

B 2-1

Area VI (Districts 8, 9, 10, & 13)

Baldwin Bibb
Bleckley Burke Collll'bia Crawford Dodge Dublin City Emanuel Glascock Hancock Houston Jasper

Jefferson Jenkins Johnson
Jones
Laurens lincoln McDuffie Monroe Montganery Peach Pulaski Putnam Rictvnond

Screven Taliaferro Telfair Treutlen Twiggs warren washington Wheeler Wi 1cox Wilkes Wilkinson

z-z q

ROLES IN MEDIA PROGIWI DEVELOPMENT: SQO)l AND cntUIITY

TABLE OF CONTENTS

Preface ..

ii

Definitions

iii

Role of the Superintendent

Role of the S;istem Media Contact Person

2

Role of the Media Coordinator . . .

3

Role of the Curriculum Coordinator

5

Role of the System Media committee

6

Role of the Principal

.

7

Role of the School Media Specialist

8

Role of the Instructional Staff . .

10

Role of the Building Media Committee

11

Role of the Media Paraprofessional

12

Role of the I"edia Aide

13

Role of the CCJmlJni ty

14

B 3-1

THE ROLE OF THE SUPERINTENDENT

The superintendent's leadership is the primary force in establishing effective and efficient media progroDS. In this role the superintendent

establishes expectations for the media program and media personnel;

assigns responsibility for the development/revision of the local instructional media and equi~nt (IME) pol icy and procedures;

presents the IME pol; cy/procedures to the local board for approva1;

interprets state media policies;

interprets and implements standards related to media;

budgets adequately for school media services and operation of media centers;

facilitates recruitment and employment of qualified, certified media personnel and licensed paraprofessionals;

provides for media facilities improvement;

encourages principals to promote instructionally-related media services;

provides guidelines to principals for media program and personnel evaluation;

appoints the syst~ide media committee;

serves or designates a representative to serve on the syst~ide media cannittee;

appoints a System Media Contact Person;

appoints media professionals to curriculum and textbook selection committees;

interprets the goals and activities of the systemwide media program to the community;

encourages implementation of new technological developments "ithin the educational process;

facilitat~s staff development opportunities for all local educators to improve their knowledge and skill in util izing technological developments;

acts for the local board. as requested, in matters dealing "ith c~1iance "ith the federal

copyright la".

'

THE ROLE OF THE SYSTEM MEDIA CONTACT PERSON
The system media contact person (SHCP) is designated by each local superintendent on an annual basis to serve as liaison bet~n the local education agency and the Georgia Department of Education. In systems where a media coordinator is employed, that person usually assumes these responsibilities. In many Georgia school systems SHCPs fill another role in the system such as curriculum director or school media specialist. The system media contact person
assists with the organization of media committees at the building level; distributes other media-related information or materials to all schools and/or appropriate personnel in the system; chairs the systemwide media committee; distributes the Division of Instructional Media Services' monthly newsletter (Media Memo) to school media specialists; assists media committees in developing or revising local instructional media an~equipment policy, defining media goals and developing comprehensive media plans; directs the completion of the biennial Instructional Resources Survey and compiles and SUbmits the systemwide report; coordinates the annual order for instructional television schedule books and teacher manuals; coordinates use of and requests for duplication of state-provided video and audio resources; assists local personnel in planning for participation in video teleconferences; maintains awareness of copyright provisions and furnishes related information to system personnel; attends the annual statewide conference for system media contact persons; serves as or cooperates with the system's technology contact person in i~lementation of instructional technological innovations or improvements; encourages utilization of technology in media center management; coordinates system participation in previewing, screening and evaluating of instructional materials.
2

THE ROLE OF THE MEDIA COORDINATOR
The media coordinator is usually a systemwide administrator who is concerned with all aspects of the media program and media ser-vices in every school. Successful coordinators IIlJst be knowledgeable professionals, good communicators, careful planners, and skillful motivators. In this role, the media coordinator
coordinates the development of the instructional ~terials and equipment policy and implementation procedures; assumes responsibility for the implementation of media standards; develops and administers systemwide media services; develops and administers the budget for media programs; seeks adequate funding for systemwide media services; coordinates immediate and long range planning for media ser-vices; serves on or chairs the systemwide media committee; plans and provides staff development activities for media personnel; assists principals in selecting Qualified media personnel and in establishing personnel assessment criteria; consults with school media personnel; serves as media liaison between the system and the Georgia Department of Education; consults with administrative, instructional and media personnel in media program development, facilities design and personnel training; evaluates systemwide media programs and assists with the evaluation of building media programs; coordinates the selection of media based on the needs of the instructional program; selects and secures materials appropriate for system-level collections; motivates media personnel to incorporate innovations and implement new technologies;
3

coordinates distribution of media-related information or materials from various sources to all schools and appropriate personnel in the system; insures accessibility to copyright information for all system personnel; provides assistance to building media committees; interprets the media program to the community and system personnel; maintains current awareness of media-related research and technological developments; encourages networking within the local system or with other systems; encourages cooperative activities with other infonmation and educational agencies; provides statistical information about the media program; participates in professional media and educational organizations; communicates purchasing options for software and hardware to system personnel; , encourages and assists with incorporating computer technology in management of building and system media programs; provides assistance in integrating media skills instruction into classroom activities; guides media specialists in requesting, training, supervising, and evaluating paraprofessionals or aideS; assists in planning for renovation or new construction of media facilities, assuring compliance with state guidelines.
4

THE ROLE OF THE CURRICULUM COORDINATOR (Curriculum Director, Director of Instruction, etc.)
Since a primary purpose of the media program is to support and enriCh the instructional program, the curriculum director can insure maximum benefit is gained from media services. Structuring processes that result in cooperative curriculum development and revision, correlation of media resources with curriculum objectives and encouragement of teachers in planning with media specialists for classroom instruction are all critical to effective instructional/media interface. In fulfilling this role, the curriculum director
promotes effective use of media and technology in curriculum implementation at the system and building levels; organizes process to correlate the system's curriculum objectives with available media; assists the system media committee and the building-level media committees in iqentifying resources for specific content areas; encourages media-related staff development opportunities for instructional staff; provides input to the selection of media based on the needs of the instructional program and the individual users; encourages the use of technology in meeting curricular needs and providing individualized instruction; serves on the systemwide media committee; consults with other personnel in media program development, resource utilization and facilities design; assists in the evaluation and utilization of instructional media in relation to the systemwide curriculum; encourages use of relevant media resources coordinated with instructional objectives and teac~ing strategies; promotes the integration of media skills instruction with classroom instruction; interprets the relationship of media and the curriculum to the community; encourages cooperation between media specialists and classroom teachers.
5

THE ROLE Of THE SYSTEM MEDIA COMMITTEE
The Georgia Board of Education requires " ... that each school and system must establish a media committee composed of administrative, instructional and media personnel; student, community and parent representatives ... ". This committee, appointed by the local superintendent, bases its actions on the system's established curriculum and educational goals and objectives. It functions in an advisory capacity to the superintendent and through that position to the local board of education, as well as to the building-level committees. In its role, this committee
recommends local media policies and implementation procedures based on state policies and standards; evaluates media policies and pror.edures periodically and recommends revisions as needed; analyzes instructional goals and establishes related media program objectives and priorities; analyzes applicable state and regional standards to detennine program guidelines; assesses systemwide media program needs, availability of resources and adequacy of personnel; reviews priorities for media budget proposal and recommends budget allocations; suggests immediate and long range media program development activities; establishes procedures relating to the selection and evaluation of media; considers objections to materials or media center procedures; plans for new technology to be incorporated into the media and instructional programs; recommends procedures to increase copyright compliance; responds through established procedures to fonma1 complaints regarding challenged materials; cooperates in identifying media and technology-related staff development needs and seeks opportunit ies to address those needs; encourages cooperative rlanning between administrative, instructional and media personnel; establishes procedures to insure accessibility to all types of traditional and newer media; establishes and maintains cooperation with other local agencies; communicates media-related infonmation to schools and the community; evaluates systemwide media services and recommends modification as appropriate.
(87) 6

THE ROLE OF THE PRINCIPAL
The principal, as the instructional leader of the school, facilitates the process through which instructional ~~~ media personnel cooperatively plan and implement the educational program to meet learner needs. This process combines the media and instructional programs as the school community moves toward common goals. In this role, the principal
assures implementation of state and system policies and procedures; reviews building-level media policies and procedures; encourages teachers to incorporate media services into the instructional program; interprets the building media program to the superintendent, parents and the lay community; recommends qualified, service-oriented media personnel for emplo~nt; provides opportunities to personnel to continue professional growth; allocates ad~uate funds for instructional resources and equipment; confers with the media coordinator in evaluating the media program; establishes a working relationship with the media coordinator where applicable; appoints the building media committee; meets regularly with the building media committee; encourages open scheduling for the media center in order to provide student access at time of need; provides time for, and encourages, teacher/media specialist planning; supports use of and provides paraprofessionals to assume routine, essential media services ..hen available; encourages professional staff to be involved in the selection of new media and technology; supports and encourages innovative strategies and the incorporation of new technology into teaching and learning activities; evaluates media personnel by clearly established and relevant criteria; promotes cooperation ..ith other informational agencies such as public libraries, GLRS centers, etc.; assists in planning media facilities development and/or adaptations; maintains awareness of media program goals, needs, and outcomes through regular conferences ..ith media personnel.
7

THE ROLE OF THE SCHOOL MEDIA SPECIALIST
The media specialist participatesasa member of the instructional team, planning with the admini~trator and teachers to identify, select and provide the best resources to meet learner n6~~S. The media specialist must insure a unified media program which is effectively managed, instructionally-related and accessible to all. In this role, the media specialist
coordinates the building media committee; implements media policies and standards by:
recommending building media policies and implementation procedures in line with system policies and procedures; planning the school media program with guidance from the building media committee; participates in curricu'um development and implementation by: serving on curriculum and textbook committees; assisting teachers in designing and developing instructional materials; recommending media and technology based on the needs of the instructional program and the individual users; planning with the instructional staff to integrate media skills instruction with classroom content; producing locally designed materials for, and with, students and instructional staff; manages and insures accessibility to media resources, equipment, and facilities by: selecting media based on the unique needs of the instructional program and the individual users; coordinating the acquisition, processing, organization. circulation. maintenance and inventory of resources; incorporating technology into media management functions in order to minimize time required for routine activities ~nd insure maximum access to resources; evaluating media services with administrative and instructional staff and modifying as appropriate; informing users of media center services and resources; creates and fosters a climate that motivates effective utilization of media facilities, resoutces. and services;
8

maintains awareness of new developments in technology and provides relevant infonnation to teachers and administrators by:
planning and providing media and technology-related staff development activities fo~ teachers; irq:>lernenting and evaluating the util ization of instructional innovations and related educational technology; assisting students and teachers in using new technologies; seeks opportunities to increase professional skills through: reading, study, and staff development activities; participating in professional media and educational organizations; cCl'l'll'lJnicates and coordinates media progran and services by: infonning the principal, on a regular basis, about media progran objectives, needs and outccrnes; assisting the media COOrdinator or system media contact person in planning systemwide progran development;
conferring with the media coordinator or system media contact person in planning the bui lding media progran; developing media budget proposals based on recannendations of the building media carrnittee; interpreting the media progran to students, faculty, administration and the community; cooperating with other information and education agencies; providing access to resources available through other local agencies or individuals by maintaining a community resource file;
assists in selection of media center paraprofessionals or aides; adheres to federal copyright law/guidelines and system policy by:
planning procedu~ Nith media committee and infonning school community; providing non-state supplied instructional materials in accord Nith the federal copyright laN/guidelines and the system policy;
erasing state-provided video programs as directed by Division of Instructional Media services; erasing other programs in accord Nith copyright guidelines for off-air recording;
coordinating copyright clearance, -men requested and availa..>le, Nith the person designated
in the systems' instructional media and equipment policy.
9

THE ROLE OF THE INSTRUCTIONAL STAFF
The instructional staff is responsible for planning learning activities and evaluating student progress. Since media is an integral part of any learning activity, it is important for teaching staff to stay a~~:dst of available resources and effective utilization techniques. The instructional staff
correlates media with established learning and test objectives; integrates media into every content area; promotes continuous, purposeful use of media resources and services by classes, individuals and small groups; demOnstrates an active interest in recommending materials, particularly those related to subject expertise; demOnstrates creative use of a variety of media and technology in classroom instruction;
,
plans activities to develop intelligent users of information sources and critical readers, viewers and listeners; varies teaching strategies and materials toaccommodate different ability levels and learning styles; identifies the need for student instruction in media research/reference skills and integrates these skills into assignments within specific content areas; serves on the building media committee when appointed; plans with the media specialist in developing class activities and designing, producing instructional materials; demonstrates effective operation and utilization of instructional equipment; seeks opportunities for professional growth in the use of instructional media; identifies the need for student instruction in media production, information retrieval, and technology uti~;zation skills and incorporates th,:m into content instruction; cooperates with the media specialist to maintain desired student behavior in the media center; encourages students to expand inquiry techniques and to seek alternative methods of obtaining and reporting information.
10

THE ROLE OF THE BUILDING MEDIA COMMITTF.E
The building media committee addresses media concerns at the school level and provides input to the system media ~ommittee. Members of this committee should include an administrator, a media specialist, and representatives for teachers, students, and the community. Since the role and structure of each committee is defined by learner needs and the school's instructional program, committee composition may differ fram school to school, even within the same system. The building committee
develops procedures for implementing the system's instructional media and equipment policy; analyzes instructional goals at the system and building levels; establishes media program objectives and priorities based on instructional goals; develops immediate and long range plans for the media program; recommends priorities for media budget proposal; participates in evaluating and modifying media services; assesses available media resources as related to instructional needs; recommends media policy revisions; establishes procedures for the participation of the total school community in media selection; recommends procedures that insure accessibility to media services for all; encourages cooperative planning among administrative, Instructional and media personnel; responds to formal challenges regarding materials used in the school through an established procedure; recommends procedures to increase copyright compliance; assists in identifying, and planning media or technology-related staff deve~opment activities; provides information to the school and community about available resources a1d services; recommends procedures for establishing and maintaining cooperation with other agencies, i.e., public library; recommends applications of technology for inclusion in the media and instructional programs.
11

THE ROLE Of THE MEDIA PARAPROFESSIONAL
In the media program, paraprofessionals assume responsibilities designated by the media specialists whi~h assure smooth media center operation and services while enabling the media specialist to . devote more time to professional services activities such as planning with teachers for maximum utilization of resources in instruction or incorporating information skill instruction into course content. In this role, the media paraprofessional
assumes responsibility for operation of the media center and supervision of students in the approved absence of the media specialist; operates and maintains media-related equipment; assists in training volunteers; assists in producing, mounting and laminating materials; assists students and staff in utilizing and operating equipment; supervises 9mal1 groups of students in retrieving materials, finding information or other activities; repairs print and nonprint materials; processes materials according to established procedures; explains location and arrangement of resources to students and staff; assists students and staff in use of the catalog to the center's resources; prepares reports as directed; prepares and assembles materials for classroom use; assists in borrowing materials from other collections; prepares displays and bibliographies from preselected items.
12

THE ROLE OF THE MEDIA AIDE
As defined in the Quality Ba~ic Education Act (1985), -aide means a person who may have less than professional training and who talees no independent actic"~ clnd has no decision~ldng authority but perfonns routine tasles assigned by higher certificated personnel-. In the media program, aides perform routine tasles which are essential in operation and maintenance of media centers, as directed by the media specialist. In this role, the media aide
types and processes correspondence, reports, orders, circulation and catalog cards; operates the circulation system and compiles circulation records; files catalog cards, vertical file material, and order cards; assists in inventorying materials and equipment; assists in all phases of materials processing; reshelves and maintains correct order of returned materials; prepares current periodicals for shelving and maintains collection of bacle-dated issues; assists in maintaining an orderly, neat, and attractive atmosphere in the media center; assists students in locating references and operating instructional equipment; assists in preparing and maintaining media center displays; operates microcomputers and other business or production equipment as needed in media center aardnistration.
13

THE ROLE OF THE COMMUNITY The community is defined as a composition of individuals, cultural and informational agencies, organizations, business, and industry. Since the community is the environment in which the student interacts, it has a unique role in the edllrJtional process. Community use of school resources and school use of community resources are beneficial to both the community and school. Involving community members in planned and coordinated volunteer activities contributes to achievement of instructional objectives and educational enrichment. In its role, the community
stimulates awareness of available media resources and services through existing informational channels; provides assistance in planning for the use of media in development of student skills necessary for employment in the community; provides constituents for appointment to media planning committees; influences media-related legislation and funding; promotes positive attitudes toward the utilization of a variety of resources irt the educational process; provides information and services, i.e., resource speakers, field trip sites; encourages cooperative activities among community agencies; provides pertinent information on new technological developments that can enhance the teaching/learning process and management techniques in the school system.
Source: Roles in Media PrOQram Develooment: School and Communitx, rev. ed., Division of Instructional ~ia Services, Office of Instructional Services, Department of Education,
1985.
14

Standards and Policies
Section C

REPLACEMENT PAGE - 1991

STANDARD NUMBER: VALIDATION LEVEL: . BROAD CLASSIFICATION: SUBAREA CLASSIFICATION: AUTHORITY:
REFERENCE:

B1 System SChool Board Operations LBOE Orgaruzation and Operation

O.C.G.A GBOE Rule

20-2-54.1. 20-2-57 through 59. 20-2-271. 20-2-1190 through 1192, 50-14-1 through 6. 50-18-70 through 75. 50-18-90 through 103. others as shown in indicator 1a As shown 111 indicator 1a

Application Handbook

STANDARD STATEMENT
The LBOE 15 organized and operates accord1ng to state law and governs through codified poliCies andI or rules which conform to state law and GBOE requ1rements.

INDICATOR(S) OF LEGAL ADHERENCE

la. The LBOE governs through cod1fied policies and/or procedures related to the folloWing.

1. Absences and Excuses 160-5-1-.10 IJBOI--policy 2. Additional Absences for School-Sponsored Non1nStructional ActiVities (if authoriZed
by LBOE) 160-4-2-.16 lIEDl--policy 3. Child Abuse and Neglect Report1ng 160-4-8-.04 (JGIl, 19-7-5--policy and procedures 4. Communicable DiSeases 160-1-3-.03IGANA/JGCCJ--policy 5. Complaints 160-1-3-.01 (GAEJ--pol1cy
6. Contracts For or On Behalf of Students 160-5-2-.03 IDK/JHBJ--policy 7. Corporal Punishment (if authOrized by LBOE) 20-2-731--policy 8. DisCipline Uf the system has one or more state-funded in-school suspension teachers)
160-4-8-.03 (JDDl--pol1cy
9. Employee Work Day 160-5-1-.06 IGBRCJ--pol1cy and procedures 10. Extracumcular ActMties: No Pass/No Partldpate 160-5-1-.18 (!DEl--policy 11. Eye Protection 160-4-3-.10 (JGFJ--pol1cy 12. Fund Raising By Students 160-5-1-.11 (JKBJ--pol1cy 13. Gifted Education 160-4-2-.08 (IDDDJ--policy 14. Hardship Waivers of SCheduled Instruction 160-4-2-.16 {IEOJ--policy 15. High School Graduation Requ1rements 160-4-2-.30 lIHFl--pol1cy 16. Leaves and Absences 160-5-l-.04 (GBRIl--policy or procedures 17. Media Programs 160-4-4-.01 (IFBDJ--poltcy 18. Pledge of Alleg1anCe 20-2-31Q--pol1cy
19. Recruitment and SelectiOn 160-3-3-.01 (GBe(l)): 20-2-211--pol1cy and procedures 20. Sale of Foods of M1n.1mal Nutr1tional Value 160-5-6-.01 (EE(l)J--pol1cy 21. School Bus Uses 160-5-3-.05 lEDDAJ--pol1cy 22. Staff Development 160-3-3-.04 (GAD(lH--pol1cy
23. Student Management 160-5-3-.13IEBCB/JCDADI--procedures 24. Student Testing 160-3-1-.07 (IlJ--REPEALED pend1Dg CBOE approval of new rule

EY!dence:

LBOE poliCies as Usted: policy on autholization of additional absences received by the OOf.. Dtv1S10n of Standards and Evaluation: media. graduation
and gifted education pol1C1es approved by the DOE. DiViSion of Curriculum and
Instructional Services

C 2-1
11991-92 ed1tion)
1991-92 Public School Standards Manual

srM~ARD: B I

LEVEL: System

REPLACEMENT PAGE - 1 991
SUBAREA: LBOE Organization and Opcntion

SYSTEM i'ERSONNEL SHOULD

REVIEW COORDINATOR SHOULD

lao FOR THE MCR: - Complete a St2tement of Compliance.
FOR ON-SITE REVIEW: - Place in folder a copy of each of the LBOE policies as
numbered in the Indicator. If specific componena are required to be in the policy, highlight or mark those sections of the policy.
FOR INFORMATION: - Note that all 24 items must be adopted by the LBOE
regardless of whether they are policies and/or procedures. - Note that items 2, 13, 15, and 17 are checked by inhouse DOE reports; therefore, they do not need to be included in the folder. - Note that loal codification may differ from GBOE codes and that seVClial required items may be included in one local policy. - Note that certain components are required to be included in some policies. Refer to B 1 Infonnation Sheet. - Note that the Promotion and Retention Rule 160-33-.01IGBC (1)1 has been rescinded. - Note that if an indc:pendent public school system has charter requirements related to its organization and operation that differ from those indicated on this Standard, then, in order to receive an NA on any Indicator, it shall produce a legal copy of its charter noting the differing requirements.

lao FOR THE MeR:
Review the St2tement of Compliance.
FOR ONSITE REVIEW:
- Review policies against the B 1, la In-
fonnation Sheet. Verify that required componen ts are listed.
- For items 2, 13, 15, and 17, check presite n:pora from DOE Divisions of St2ndards and Evaluation and Curriculum and Instructional Services which will certify whether the system has LBOE-adopted rules/policies for the following. 1. Additional absc:nces 2. Gifted education 3. Graduation requirements 4. Media sc:rvices

C 2-2 1991-92 Standards Application Handbook

REPLACEMENT PAGE - 1991

STANDARD llUMB~R: VALIDATION LEVEL: BROAD CLASSIFICATION: SUBAREA CLASS!FtCATION: Atn'BORITY:
REFERENCE:

C9.2 School/Special Entity Personnel Positions: Required Assignments

O.C.CA GBOERule

20-2-184. 20-2-185. 20-2-187 '160-4-3-.03 (IDAA{4)). 160-4-4-.01 IIFBD]. 160-5-1-.22 (CGB). 160-5-~.01 (EEl 1)) 160-5-6-.04 (GCB)

Application Handbook

STANDARD STATEMENT
School-level personnel are employed and assigned as required by the GBOE.
INDICATOR(S) OF LEGAL ADHERENCE
la. School inStructional leaders and leadership personnel are assigned in the following manner. 1. A m1n1mum of one full-time prtnCipal 15 employed for each school with 251 or more n-Es. 2. In schools With 250 or fewer FTEs. a pr1ndpal15 employed at least half time. 3. In systems With only one school of fewer than 350 FTEs. a m1nimum of one full-time person seIV1ng as both super1ntendent and pr1ndpal15 employed. 4. For each additional increment of 250 F'TEs above 251. one half-time leadership position 15 employed.
Evidence: Leadership assignments verified by the DOE. DiV1Sion of Regional Services
lb. Each school has a media center and 15 staffed by media personnel in the follOwing manner. 1. A m1n1mum of one full-time media professiona115 employed for each school with 251 or more FTEs. 2. In schools with 250 or fewer FI'Es. a minimum of one half-t1me media professional is employed and adult superv1s1on 15 provided in the media center dUring the entire instructional day.
3. In schools where the FT'E count reaches one-third ever base size. as determined by the
lowest grade in the school. a m1n1mum of one full-tune media paraprofessional is employed to support media center services.
EvidenCe: Media personnel assignments verified by the DOE. Division of Regional Services

C 2-3 (1991-92 edition] 1991-92 Public School Standards Manual

REPLACEMENT PAGE - 1991

LEVEL: School/ SpcQal Entity

SUBAREA: POsitiODS: Required Assignments

SCHOOL PERSO~"ELSHOULD

FIELD ADMINISTRATOR SHOULD

Indicators la, Ib and Id. POR THEMCR:
- Meet all related requirements to enable the DOE regional direaor to verify adherence to these Indicators.
POR ON-SITE REVIEW: - Use same information as given for MCR.

Indicators la, Ib and Id.
POR. THE MeR:
Refer to the reportS from DOE Division of ~gional Services to record whether the school employs a sufficient number of the follOwing personnel. 1. InstrUctional leaders and leadership personnel 2. Media specialistl.panprofcssional 3. Vocational supervisor
POR ONSITE REVIEW:
Usc same information as given for MCR.

POR. INFORMATION:
- Note the information given on the G 9.2 School Personnel ~quirements Informarion Sheet.
- Note that the number of required personnel is based on the PTE count as determined by the initial allot-
ment sheet calculated on the unweighted FTE avenge of the three counts made during the previous calendar year.
o Note that, for new schools or for schools with enrollments affeaed by reorganization, the number of reo quired personnel is based on the first FTE count ofthe school year.

C 2-4 1991-92 Standards Application Handbook

REPLACEMEKT PAGE - 1991

INFORMATION SHEET School/Special Entity Persn".neJ Requirements

STANDARD G. 9.2

The following information is relared ro Standard G 9.2 and GBOE Rules 160-51.22 (CGB) and 160-4-2.2B (GDBA). The lisr is a condensation only. For additional information refer ro GBOE Rules or concact the regional director in your area or the person listed.

POsmON

REQUIRED

CERTIFICATE

DOE CONTACT

Inmuc:tional Leadership

One full-time if
251 or more FTEs; if250 or fewer FTEs, half-time principal. one half rime position shall be added for each additional 250 FTEs.

BL5, PAL-S, NLS or L5 (or higher) in Admin.ISupcr. Additional: pan-
time and full-time as above or PAL-5 or L5 (or higher) in Insrructional Supervision

Don Thomhill 4046562446

See the table: below for requirements for School Instructional - Laders (principals and assistanr principals, grades K-12)

250 FrEs or below

1/2 position

251 - 500 FTEs

1 position

501 750 FTEs

1 1/2 positions

751 1000 FTEs

.2 positions

1001 - 1250 FTEs...............2 1/2 positions

1251 . 1500 FTEs

3 positions

1501 1750 FTEs..............3 1/2 positions

Media

One. Schools less than 250 FTEs may employ one halftime position. When school reaches one third over base size, as de:tennined by the lowest grade: in the school, a fulleme paraprofessional must be added ro support media center services.

PAS-4 or S-4 (or higher) in Media. Paraprofessionals must meer mining requirements in Rule 160-42'.28 (GDBA)

Seleta Rogers 404-656-2418

See the cable below for requirements for media professionals and paraprofessionals.

2S0 FI'Es or bcJow..._. l/2 Media Professional
251 FI'Es & above (KS).... 1 Media Profcssional
600 FI'Es & above (KS).. 1 Media Profcssional and 1 Media Paraprofessional 251 FI'Es & above (68)._.1 Media Professional
833 FI'Es & above (68).1 Media Profcssional and 1- Media Paraprofessional 251 FI'Es & above (912)....1 Media Professional 1293 FTE.s & above (912).1 Media Professional and 1 Media Paraprofessional

Use the category (KS or 68 or 912) or the lOwest grade housed in the school to detcnnine requil'cments.

C 2-5 1991-92 Public School Standards Manual

REPLACEMEh"T PAGE - 1991

STANDARD NUMBER: VALIDATION LEVEL: BROAD CLASSIFICATION: SUBAREA CLASSIFICATION: AUTHORITY:
REFERENCE:

III School/Special Entity Instructional Programs Use of Media Resources ::. the Instructional Program

O.C.CA GBOERule

160-4-4-.01 (IFBDJ. 160-5-4-.16 [FEDBJ, 160-5-4-.17 (FEB(3))

ApplicatioD Handbook

Roles in Media PrQ~ram Development: School and Community

A Guide for Planning and Construction of School Faclities in Georgia; Media Center Facilities

STANDARD STATEMENT
The LBOE policies related to use of media resources in the instructional program are implemented.
INDICATOR(S) OF LEGAL ADHERENCE 1a. System policies are reviewed annually and revised as needed With school personnel.
Evidence: School operational procedures related to media program lb. Procedures based on the system's media policy are implemented.
Evidence: Principal's assurance Ie. One indiVidual at each school 15 appOinted to prOVide current copyright infonnation. to
ma1ntatn proof of COpyright clearance and to recommend compliance procedures. Evidence: School operational procedures regarding COpyright information 1d. Implementation of the media program 15 the responsibility of the school administrator and 15 based on identified roles. Evidence: Prindpal's assurance Ie. For media centers constructed since JanuaJy 1. 1982. the nine required functional areas are available for use by students and teachers. Evidence: Observation of current use of media center space

C 2-6 (1991-92 edition) 1991-92 Public School Standards Manual

REPLACE!1EN'I' PAGE - 1991

STANDARD: 111

LEVEL: School/ Special Entity

SUllAB.EA: Vse of Media RcsolU'Cei in the lAsuuctional Prop-am

SCHOOLPERSO~~LSHOULD

FIELD ADMINl~J.1lATOR.SHOULD

la. FOR THE MeR: Complete a Statement of Compliance. POR ONSITE REVIEW: Place in folder a statement of how school personnel art made knowledgeable of the LBOE media policies and requirements each year.
1b. POR THE MCR: Complete a Statement of Compliance.

lao POR. THE Mell:
~ew the Statement of Compliance.
POR. ONSITE REVIEW:
~ew the statement to make certain that media policies and requirements have been reviewed with school personnel.
lb. POR. THE MeR: '
- Review Statement of Compliance.

FOR ON-SITE REVIEW:
- Place in folder a completed assunnce form signed by the principal.

POR ONSITE REVIEW:
- Review assurance form. CoHea for DOE files.

FOR. I~"ORMAnON:
Note that semons in the medii procedures should include the follov.ing provisions.
1. Composition, operation and the duties of the
school media committee 2. Scheduling to provide flexible acc:cssibility to
and use of media center throughout each school day 3. Duty of the teacher to maintain responsibility for the whole class during visits to the media center by a. planning the purpose of the visit
cooperatively with the media spc.c:ialist and b. participating in the delivery of instruction
to meet the purpose of the visit, when nec
essary of. Other requirements enumc:r:ated in the current
GBOE rules.
Note that the teacher whose entire class visits the media center should be present with the group unless the nature of the activity planned and the cooperative agreement reached ~en the teacher and media specialist require a different arrangement.
Note that assignment of classes to a fUDtime media specialist for the purpose of providing a me/planning period for teachers or for the purpose of regular in strUction in a content area docs not meet the require
mcDt.
C 2-7
1991-92 Standards Application Handbook

REPLACEMENT PAGE - 1 991

STANDARD: 111 (Continued) LEVEL: School/ Spccia1 Entity

SUBAREA: U,C of Media 1l.csourccs in the Insuuaional Program

SCHOOL PERSONNEL SHOULD

FIELD ADMINISTRATOR. SHOULD

Ie. POR. THE MeR:
- Complete a Satement ofCompliance.
POR. ONSITE ltEVIEW: - Place in folder the name of the person designated to
provide information dealing with copyright law. Place in folder the proceduTCS used to provide cunent
copyright information to school personnel and to obain clearance for duplicating copyrighted material.
Id. POR. THE MCIl:
- Complete a Satement of Compliance.
POR. ON-SITE ltEVIEW:
Place in folder a completed assurance form signed by the principal.

Ie. POR. THE MeR.:
- Review the Statement of Compliance.
POR. ONSITE llEVIEW:
. Review information in folder to make certain that a person is officially designated and that the necessary procedures have been made available to school personnel.
Id. POR. THE MCR.:
- Review the Statement of Compliance.
POR ONSITE llEVIEW:
Review assurance form. CoHea for
DOE filcs.

POR. INFORMATION:
Note that the identified rolcs relate to those specified in Roles in Media ProiTim Pml
CWmcpt: Schools and CommunitY.

C 2-8 1991-92 Standards Appli~at1on Handbook

REPLACEMn1T PAGE - 1991

STM"DARD: I 11 (Continued) LEVEL: Sc:hool/ Special Entity

SUBAREA: U.e ofMe.dia Raoun:cs in the
ID~ctioDalProgr.un

SCHOOL PERSONNEL SHOULD

FIELD ADMINISTRATOR. SHOULD

Ie. FOR THE MeR: Complete a Statement of Compliance.
FOR. ONSITE REVIEW: Prepare no folder if the media ccuer wu built prior to
January 1,1982. Provide access to the medi2 center. - Place in folder any request for waivcrs in the use of the
nine required functiona:I areas of the media center.

Ie. FOIl THE MeR:
Review the Statement of Compliance.
FOIl ONSITE REVIEW:
Answer not applicable (X) if the media center wu built before January 1,1982.
If the media center W25 constrUcted af ter January 1, 1982" tour the media center to check that these: areas are available for student and teacher use. 1. Circulation desk 2. Conference 3. Planning/administration 4. Periodical/equipment storage 5. EleCtronic distribution system 6. Collection 7. Processing 8. Production 9. Reading, listening and viewing areas
Review copies of \Wivcrs requesting tempor2ry usc: of media center for purposes other than the: nine required functional areas.

FOR INFORMATION:
Note that fhe required media center areas mu.st be available and used for media functions continuowJy except in situations where unforc:sc:en cirewnstlnc:cs occur. Temporuy use may be made of media center space when no other space is available, if it docs not limit accessibility and the usc docs not extend beyond one semester/quarter or if the local &cilities plan includes provisions for corrective aaion. Waivers for temporuy usc of media center space for purposes other than the nine required functional areas should be rc:quc:stcd in writing from the: DOE.

C 2-9 1991-92 Standards Application Handbook

REFLACEME~7 PAGE - 1991

STANDARD NUMBER: VALIDATION LEVEL: BROAD CLASSIFICATION: SUBAREA CLASSIFICATION:
AUTHORITY:
REFERENCE:

118.1 System Instructional Programs Text Adoption

O.C.GA

20-2-133. 20-2-168. 20-2-1010 through 1014

GBOE Rule 160-4-4-.10 [IFAA{ 11]

Application HandbQQk

STANDARD STATEMENT
Implementation of text adoption is completed according to GBOE requirements and state law.
INDICATOR(S) OF LEGAL ADHERENCE
la. The LBOE has approved a text adoption plan.
Evidence: Text adoption plan. LBOE m1nutes
lb. The LBOE uses state funds to purchase only texts on the CWTent state-adopted list. With the folloW1ng exceptions. 1. Texts purchased to implement a spec1al education student's IEP 2. Texts for Fn:-funded courses for which there are no adopted titles 3. Texts for advanced placement courses 4. Texts from the previous list which are 1n subject areas identified by the GBOE and which have been readopted for a period not to e:xceed five years.
Evidence: Text orders

C 2-10 (1991-92 edition) 1991-92 Public School Standards Manual

STANDARD: I 13.1

I.EVEL: System

REPLACEMENT PAGE - 1991
SUBAREA: Tat Adoption

SYSTEM PERSONNEL SHOULD

REVIEW COORDINATOR. SHOULD

lao FOR. mE MeR.:
Complete the Statement of Compliance.

lao POR. mE MeR.: - Review the Statemcnt of Compliancc.

FOR. ON-SITE REVIEW:
- Place in folder a copy of the tcn adoption plan followed by the system to adopt textS and distribute adequate numbers of teXtS to schools.
- Place in folder a copy of the LBOE minurcs showing official approval of the tcn adoption plan.

POR. ON-SITE REVIEW:
Review the ten adoption plan and the LBOE minutes to detennine appropriate approval.

FOR. INFORMATION:

- Note that the local ten adoption plan must include

the following provisions.

1. A designated group responsible for evaluating

matcrials and malting recommcndations to the

adopting authority

2. The critcria the group must usc in making its

recommendations

.

3. A timeIine that ensures the complction of thc

process within 18 months of the time thc

(;BOE provides the most reccntly adopted list-

ings

of. A mcthod oftcnbook disposal

S. A list of courses that do not require textbooks

Note that thc -ten- is dcfined as the matc:rials that constitute thc principal source of study for a givcn class or group of StUdcnts, copies of which shall be av:ailablc for the individual usc of each studcnt in thc class or
group.

- Note that -provided- means that every studcnt has equal acCCS1 to thc text.

C 2-11 1991-92 Standards Application Handbook

SI'M"DAlU>: J 18.1 (Continued) LEVEL: System

REPLACEMEN'l' PAGE - 1991
SUBAREA: Tat Adoption

SYSTEM PERSONNEL SHOULD

REVIEW COORDINATOll SHOULD

lb. FOR THE MeR:
- Complete a Satement ofCompliance.
POll ONSITE REVIEW:
- Place in folda the text order fomu for the cumnt
)'QT.
Place in folder a copy of the written notification submitted to the DOE if the LBOE has decided to readopt texts on the previous srare textbook list.
Place in folder an explanation of how srate money has been used for textS if no texts have been purch2scd for the current year.

1b. FOR THE MeR:
Review the Satement of Compliance.
PORONSITE REVIEW:
Review order fomu to determine if the LBOE has adopted tem from the current state-adopted list.
Verify that written notification was sent to the DOE if texts on the previous stare list were readopted.
Review the explanation and supporting evidence of how state money has been used if appropriate rats have not been purchased for the cum:nt year.
Exempt this requirement for special education books and materials, teXtS for adwnced placement courses, tens for FTE-funded courses with no adopted text on the state list, and tem that have been submitted for readoption to the GBOE.

FOR IlI."POB.MATION:
Note that the $llbject areas (or the cum::nt five.year text adoption cycie are listed on the Information Sheet
tOr 13.1.

C 2-12 1991-92 Standards Application Handbook

REPLACEMENT PAGE - 1991

STANDARD l'oilJMBER: VALIDATION LEVEL: BROAD CLASSIFICAnON: SUBAREA CLASSIFICATION:
AUTHORITY:
REFERENCE:

118.2 School/Spec1al Entity Instructional Programs Text Adoption

O.C.GA

20-2-168. 20-2-1010 through 1014

GBOERule

AppUcatioD Handbook

STANDARD STATEMENT
Texts are provided to each student enrolled in a course of study that requires the use of such
mateI1al by the students.
INDICATOR(S) OF LEGAL ADHERENCE la. Each student enrolled in a course which requires a text 15 issued the appropriate text.
Evidence: Text distribution records

C 2-13 11991-92 edition) 1991-92 Public School Standards Manual

REPLACE:MD."1' PAGE - 1991

STANDAlU>: 118.2

LEVEL: School/ Spcc:W Entity

SUBAREA: Tat Adoption

~:.===============================::;;;;===============r================--===============:::::i::==

SCHOOL PERSONNEL SHOULD

FIELD ADMINISTRATOR. SHOULD

lao POR. THE MCR:
- Complete a Statement of Compliance.
POR. ON-SITE REVIEW:
- Plac:.c in folder a list of those courses which the LBOE has exempted from the requirement of providing a textbook for issue to each stUdent.
- Place in folder teXT distribution records showing the procedures followed by the school to ensure that each stUdent is issued texts in every course requiring such
textS.
POR. INPORMAnON:
- Note that for purposes of this Indiator, special cdua tion texts arc not included.
- Note that ten is defined as the materials that co-
nstitute the principal source of study for a given class or group of StUdents, copies of which shall be available for the individual usc of each stUdent in the class or group.
- Note that provided means that every stUdent has equal access to the text.

lao POR. THE MCR:
- &view the Statement ofCompliancc.
POR. ON-SITE REVIEW:
Review the list and the records to determine if adequate measures arc taken for issuing requi~ texts to StUdents.

C 2-14 1991-92 Standards ADDlication Handbook

GEORGIA ACCREDITING COMMISSION

REPLACEMENT PAGE - 1990

The Georgia Accrediting commission is an independent association of educators. Membership is open to qualifying public and nonpublic schools, kindergarten through high school. A board of directors composed of both public and nonpublic educators is elected by a vote of the member schools. The Board prescribes procedures, policies, classification, fees and standards for accreditation.
STANDARDS F~ HIGH SoroLS
Schools containing grades ten (10) through twelve (12) or any Combination of grades ten (10) through twelve (12) must apply as high schools. Schools containing grades seven (7) through twelve (12) or any combination thereof may apply as high schools.

I. Organization

B.

All inter-school contests and all other school-sponsored activities are un~r direct and

complete control of the school administration. Responsibilities related to school-sponsored

activities ar~ not delegated to any person or persons other than employees of the school or

system.

11. The Media center has a minimum of 10 books per student and other materials suitable for use in a sound instructional program.

12. The organization of the Media center collection and the school schedule facilitates use of the collection by pupils during all school hours.

III. Personne1

5.

All persons employed as paraprofessionals, auxiliary helpers or teachers' aides are under

the direct supervision of a professionally qualified person.

6.

The qualifications and assignments of Media Specialists confonm to the following provisions:

Senior High School

Enrollment

Quallficat ions A mininun of:

Tlme In Media center A minimum of:

~ to 250 251-375 376-750 751-1,000
1,001 and above

20 Quarter Hours 20 Quarter Hours
25 Quarter Hours Kasters degree with
certificate in library Media Kasters degree with S-5 certificate in library Media

One-ha1f day Full-t ime FUll-time with half-time clerk FUll-time with half-time clerk
FUll-time with full-time clerk and 1 Associate Media Specialist

C 3-1

REPLACEMENT PAGE - 1990

13. Teachers and all other personnel of an individual school are employed only upon the recommendati~n by the'principal to the superintendent or headmaster.

V. Scnool Plant

5.

Panic hardware is installed and operational on all outside doors except classrooms that open

directly to an outside area.

6.

Electrical and gas outlets and lighting fixtures are in safe condition.

1.

There is a minimum of 20 square feet of floor space per student in each instructional area.

10. Exit lights are operating.

11. All storage spaces are free of fire hazards.

11. All storage rooms are clear of litter.

lB. All exits are free of obstruction.

20. Shelving in the ~dia center is adequate for materials and equipment.

25. There is adequate lighting throughout the school plant.

VI. Finances

4.

At least $5.00 per student enrolled is spent for library books and other library media,

exclusive of equipment, within the school year.

5.

The school has a system of internal accounting records showing all receipts and

disbursements. These records are audited annually by a qualified individual who is not a

member of the administrative staff of the school.

STANDARDS FOR JUNIOR HIGH/MIDDLE SCHOOL

A junior high/middle school may be any combination of grades 4 (four) through 9 (nine).

1. Organi zat ion

5.

All inter-~chool contests and all other school-sponsored activities are under the direct and

complete control of the school administration. Responsibilities related to school-sponsored

activities are not delegated to any person or persons other than employees of the school

system.

B.

The school Media center has a minimum of 10 books per student and other materials suitable

for use in a sound instructional program.

9.

The organ"zation of the Media center collection and the school schedule facilitates use of

the colle,;tion by the students during all school hours.

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REPLACfI'lENT PAGE - 1990

III. Personnel

5.

The Qualifications and ass;gnments of the Media Specialists conform to the following

provisions:

Enroll~nt

Qual ifications A mininun of:

Ti~ in Media center A mininun of:

'-'> to 250
251-375 376-750 751-1,000
1,001 & above

20 quarter hours 20 quarter hours 25 quarter hours Masters degree with
S-5 certificate in Library Media Masters degree with S-5 certificate in Library Media

One-half day Full-time Full-time with half-ti~ clerk FUll-time with half-time clerk
Full-time with fUll-time clerk and one Associate Media Specialist

6.

All persons ~loyed as paraprofessionals, auxiliary helpers, or teachers' aides are under

the direct supervision of a professionally qualified person.

13. All teachers and all other staff personnel of the school are employed only upon the recannendation by the principal to the superintendent or heaanaster.

V. School Plant

5.

Panic hardware is installed and operational on outside doors except classroans that open

directly to an outside area.

6.

Electrical and gas outlets and lighting fixtures are in safe condition.

7.

There is a mininun of 20 square feet of floor space per student in each instructional area.

10. Exit lights are operational.

11 . A11 storage spaces are free of fi re hazards.

17. All storage roams are clear of litter.

18. All exits are free of obstructions.

ZO. Shelving in the Media center is adequate for materials and equipment.

26. There is adequate 1ight ing throughout the school plant.

C 3-3

VI. Fi nances

REPLACEMENT PAGE - 1990

1.

All financial activities relating to inter-schOOl contests and all other school-sponsored

activities are under the direct control of the principal or headmaster.

4.

At least $5.00 per student enrolled is spent for library books and other library media,

exclusive of equipment, within the school year.

5.

The school has a system of internal accounting records showing all receipts and

disbursements. These records are audited annually by a qualified individual who is not a

member of the administrative staff of the school

STANDARDS FOR ELEMENTARY SCHOOL

1. Organ; zation

6.

All inter-school contests and school-sponsored activities are under the direct and complete

control of the school administration. Responsibilities related to school-sponsored

activities are not to be delegated to any person or persons other than school ~stem

employees.

8.

The school Media center has a collection with a minimum of 10 books per student and other

materials suitable for use in a sound instructional program.

9.

The organization of the Media center collection and the school schedule facilitates maximum

use of the collection by pupils during all school hours.

II. Personne1

4.

The qualifications and assignments of the Media Specialist confonn to the foll~ing

provisions:

Enrollment

Qualifications A minimum of:

Time in Media center A mininun of:

Up to 250 251-375 376-750 751-1,000
1,001 & above

20 quarter hours 20 quarter hours 25 quarter hours Masters degree with
certificate in Library Media Masters degree with S-5 certificate in Library Media

One-ha1f day Full-time Full-time with half-time clerk Full-time with half-time clerk
FUll-time with fUll-time clerk and one Associate Media Specialist

An elementary school that is a part of a calCination school has media allocated on the basis of the total enrollment of the calCination school.

5.

Persons ~loyed as paraprofessionals, auxil iary helpers, or teachers' aides are under the

direct supervision of the professionally qualified person.

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REPLACEMENT PAGE - 1990

11. Teachers and all other staff personnel of an individual school are employed only upon the recommendation of the principal to the superintendent or headmaster.

III. Program of Studies

1.

The elementary school curriculum includes objectives that facilitate the development of

proficiency in: listening, expressing ideas effectively and creatively, reading well,

writing legibly, spelling accurately, speaking clearly, thinking critically, figuring

accurately, observing carefully, solving problems, participating in groups, keeping healthy,

enjoying aesthetic experiences, and living in a pluralistic society.

3.

The curriculum is broad in scope and provides for balanced experiences de~igned for

development of basic skills, recreation, health, social living, and aesthetic activities.

IV. School Plant

5.

Panic hardware is installed and operational on all outside doors except classrooms that open

directly to an outside area.

6.

Electrical and gas outlets and lighting fixtures are in safe condition.

7.

There is a minimum of 20 square feet of floor space per student in each instructional area.

10. Exit lights are operating.

11. All storage spaces are free of fire hazards.

17. All storage rooms are clear of litter.

18. All exits are free of obstructions.

20. Shelving in the Media center is adequate for materials and equipment.

26. There is adequate lighting throughout the school plant.

V. Finances

4.

At least $5.00 per student enrolled is s~nt for library books and other 1ib'ary media,

exclusive of equipment, within the school year.

5.

The school has a system of internal accounting records showing all receipts and

disbursements. These records are audited annually by a qualified individual who ~s not a

member of the administrative staff of the school.

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REPLACEMENT PAGE - 1990

STANDARDS FOR KINDERGARTEN

A kindergarten may be accredited as a part of an elementary school or as a separate entity.

1. Organization

6.

The kindergarten program has a current collection of media materials appropriate for the

kindergarten student.

II. Personnel

2.

All persons employed as paraprofessionals, auxiliary helpers, or teachers' aides are under

the direct supervision of a professionally qualified person.

III. Program Of Studies

1.

The kindergarten curl iculum includes objectives that facilitate the development of

proficiency in: listening, expressing ideas, speaking clearly, observing clearly,

participating in groups, keeping healthy, enjoying aesthetic experiences, and, living in a

pluralistic society.

IV. School Plant

2.

Thirty square feet of instructional floor space is provided for each student enrolled for

each instructional area constructed prior to 1974.

V. Finances

1.

At least $5.00 per student is spent for books and instructional materials each year.

2.

The school has a system of internal accounting records showing all receipts and

disbursements. These records are audited annually by a qualified individual who is not a

school administrator.

Source: Georgia Accrediting commission, Inc., Official Bulletin: 1990-91 and 1991-92, Volume 32 September, 1990.

C 3-6

REPLACEMENT PAGE - 1991 SClJTHERN ASSOCIATION Of COLLEGES AND SomLS

Southern Association of Colleges and Schools is one of six regional accrediting associations which covers all 50 states. ~rship is composed of schools Which have voluntarily joined together to foster better education. The Association functions through state carmittees lifhich are responsible for "'eviNing appl ications of schools and for making reccmnendations on accreditation concerning
these institutions.

Standards for Secondary Schools

2.1.0 Design of Instructional Progr...

2.1.9 The progr... design shall provide for essential instructional support services and student personnel services, including library/media, health, and guidance.

2.1.14 The program design shall include time and resources for continuous curriculun planning.

3.2.0 Yearly Calendar

3.2.3 The school's yearly calendar shall provide staff time for instructional planning, evaluation and reporting, and in-service growth activities.

3.3.0 Oai ly Schedule

3.3.1

The pattern of daily scheduling shall accammodate all areas of the school's progr...: the regular subject and course offerings; activities, both cocurricular and extracurricular, and all instructional support and student personnel services.

3.3.3

The school's daily schedule shall be flexible to provide time as needed to acccrrnodate extracurricular activities, research and experimentation, use of the instructional materials center and caml.mHy resources, and independent study.

3.3.4

The daily schedule for staff III!ll'tM!rs shall be flexible to provide time for staff planning, scheduled classes, in-service growth actbities, self-eval uation , and evaluation of the school's progr....

3.6.0

Schoo1 Records

3.6.2

Record systems shall include, but not be limited to, student academic and scholarship records, student CQq)rehensive C\IIIJlative folders, personnel records, f i nanti a1 and account j ng records, and prcperty inventory records.

C -.-1

4.6.0

REPLAtfMENT PAGE - 1991

Librarian or Media S~ialist

4.6.1

Each school shall have the services of a librarian or nedia specialist lIIho has a degree in library science or is certified as a librarian or ~~la specialist by the appropriate state agency.

4.6.2 Additional professional staff in the library or instructional nedia center shall have at least a bachelor's degree and training in the areas in vhich they IIIOric.

4.6.3 All professional staff in the library or instructional media center shall have c~leted at least 12 semester hours of credit in professional education either as part of the bachelor's degree or in addition thereto.

4.6.4 A library or media center professional staff rnent>er shall have tlllO years to c~lete the 12 S8IIester hours of professional education.

4.6.5

Llbrary or media staff I!STbers shall earn at least six S8IIester hours of credit, or
the equivalency as approved by the state committee, during each five-year period of
~lo)'Tlent. The six S8IIester hours of credit or the equivalency shall be designed
to increase the cCJllletency of the staff in the areas in vhich they teach or IIIOrlc.

4.6.6

Staff who have training and experience that might be considered to be equivalent to the hours in professional education may request, through the aaninistrative head of the school, the state committ~ to accept such training and experience in lieu of no IOOre than six senester hours. Such a request IlIJst be sutmitted to the chairman of the state committee and be accarpanied by justification for the request.

4.6.7

A school that ~loys at least tlllO professionally qualified librarians and/or nedia specialists may, in lieu of any required additional librarians or media speciallsts, ~loy tlllO trained paraprofessionals for each additionally required librarian or nedia specialist.

4.8.0 Support Personnel

4.8.1

Secretarial and clerical personnel shall be assigned by the aaninistrative head of the SChCXll to duties in such areas as the office CQ'It)lex, the guidance area, departmental units, and instructional media services.

4.9.0 Standards Affecting Personnel

4.9.1

The principal, vith input fram the faculty, shall talce the lead in assigning teacher loads and develaping teacher schedules. Consideration shall be given to such factors as the n\ll'ber of classes taught, n~r of preparations required, class size, total n\ll'ber of students taught daily, library or instructional nedia center and study hall duties, and superv\$ion of student activities.

4.9.7 A school should have a planned salary schedule for all personnel. REmJneration shall be appropriate for the type of service perfonred.

REPL..ACEMEHT PAGf - 1991
4.10.0 Minimum Personnel Requirements
4.10.1 Eacnn8lber s.chaol shall be provided the services of qualified school professional or auxi llaryper'$Onnel in the equivalents shewn in Figure 1.

J.f_",
/- 199 ~ 499
soo- 649
650- 749 750- 999 /.00).1.249 l.15O-lJp

FIGlRE 1. Mi nillUll Personnel Requi rements
(Reference 4.10.')

I
I~,( .,.,H .- _
I I I I I I I

~,.."...
.s..--~

GWIiIMw ~f--'s

t.-.a_
J.f_ ..........

-

~

~

~

~

I

~

I

I

I

J

I

"JI,

2 2',1.

J
2

One staff person shall be added for uc:h additional 250

stUdents o"Cr 1.249. This person may be assigned to any

of these three areas as best meets the needs of tile school.

PersollS employed by tile $Choal system In these c:aIegones and renderillg sc:l"\'ic:es required by these standards may be included in ftlCCting the personnel reqUtre ments on a pro-rau basis.

,-- .s.n.-...C_J

I

In addition to ont

I'~

full-umt custodian.

2

t\lStodw and ITWn

2~

ten&llC'e personnel

J~

shall be provided In

4

such numbers that

i One cJencaJ person, the school facihlll:S
shall be added for m adCClualtly dean-

each additional 400 eel and malnwned

Sludents 0"Cl' 1.249. and all state and

local regulation.

and laws are met

5.3.0 Library/Materials Services

5.3.1 Each school shall provide a program of instructional materials services cperated fram a library and/or an instructional materials center.
5.3.2 The 1ibrary or materials center shan serve as a resource center for the entire
educ.ationa1 progr.

5.3.3

The services and materials provided shall be adeq~te in quantity, qual ity, and type to assure the breadth and depth in learning necessary for the development of academic skills, vocational ecmpetencies, and pe~l 9~th. The requirements for instruction in all courses shall be considered in maintaining the collections. (See 7.3.4 of Finance and Business Operations for required expenditures.)

5.4.0 Materials COllection

5.4.1 The materials collection shall include usable print books as indicated in Figure 2.

C "'3

FIcaE 2 Minimum Book Collection
(Reference 5.4.1)

REPLACEMENT PAGE - 1991

Meni)e rsh i p

Collection

~ to 100
101~
801-1,000 1,001-1,500 1,501-2,000 2,001 and above

1,000 voll1nes 10 volllnes per student 8,000 yo1l1nes + 6 voll1nes per student in excess of 800 students 9,200 vo1l1nes + 5 volumes per student in excess of 1,000 students 11,700 volllnes + 4 volllnes per student in excess of 1,500 students 13,700 voll1l1!s + 3 vollllles per student in excess of 2,000 students

5.4.2 Teacher and student recamendatlons shall be sollcited and considered in purchasing 1ibrary booIcs and other materials.

5.4.3 A new school shall have a least t.., boDIes per student upon opening and shall add at least two booIcs per student per year until the basic booIc collection is reached.

5.5.0 Periodicals

5.5.1

The materials collection shall also include periodicals appropriate for and related
to the interests of the students. The subscription list shall include no f~r than 10 titles or one for each 2S students in ftI!IIt)ership, whichever is greater. If
justified by use, additional copies of a title may be included in this formula after the subscription list exceeds 30 titles.

5.5.2

The distribution of periodicals shall represent all areas included in the instructional program. One or mf'e daily metropolitan newspapers and one or 1II)f'e local ~rs shall be included.

5.6.0 Nonprint ~terials

5.6.1

Nonprint materials shall be provided in the library/materials collection as indicated by the ~ of the instNctional program and in accordance 'lith
expenditures in 7.3.

5.6.2 All materials shall be cataloged using a standard system.

REPLACEMENT PAGE - 1991

5.1.0 Circulation
5.1.1 Circulation records shall be kept for the purposes of evaluating student use of the 1ibrary.

5.1.2

Any school havi ng a ci I"CUlat ion of less t!'lan 2S percent of its merrbership as of the date of the annual accreditation report shall provide reasons for low circulation in writing with the a'nnual report to the State Ccnmittee.

5.1.3

Each student shall !'lave regular and frequent accns to the library on either an individual or a class gl"CUP basis. In no case shall such access occur on fewer t!'lan til) da~ per -.eek.

6.0.0 Plant Operations and Facilities

Basic Pre'llise: The school plant and site provide the physical envirotl!ent within which the total educational program is i~lEmented and should be designed, operated and maintained to achieve the school's purpose and objectives, and to safeguard the financial investment.

6.1.0 The School Site

6.1.1 The site shall be designed to facilitate the school's instructional and extracurricular programs.

6.2.0 The School Buildings

6.2.1

The school buildings shall be designed to facilitate the i~structional and extracurricular programs.

6.2.8

The plant shall include, where applicable. spaces for laboratory study, vocational programs, audio-visual presentations, fine arts programs, appl ied arts programs, nLlltiple use, exceptional education, Emergency health service, food services, phys i cal educat ion, health education, gnall-group instruction, large-group instruction, instructional materials storage. and instructional equipment storage.

6.2.9 Appropriate space shall be provided for the llbrary/instructional materials service center.

6.2.10 Space shall be provided for the shelving of materials.

6.2.11 Space and proper installation shall be provided for the use of all instructional equipment intended for use in the library and/or center.

6.2.12 Storage space with appropriate surfaces shall be provided for all portable instructional equipment.

6.2.13

Sufficient floor space and seating capacity in the library/nedia center shall be avai lable to accannocSate 10 percent of the tnl!II'bership, but not fe...er than 40 students, for reading, viewing. listening, instruction, and individual study. A school will not be expected to provide seating space at anyone time for IlI)re than 100 students in the library/media center.

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REPLACMENT PAGe - 1991

6.3.0 Equipment and Furniture

6.3.1 Proper equipnent shall be provided to support the instructional progr.

6.3.2 Proper furni ture shall be provided to support the instructional progr.

6.3.3 Appropriate equiprent and furniture shall be provided clerical and aaninistrative personnel in order to support the instructional progran efficiently.

6.3.4 An annual or continuing inventory of equiprent and furnishings shall include an evaluation of the condition and value of each item.

6.3.5 A systenatic progran for the replacement of obsolete or inoperative equiprent and furniture shall be maintainec:l.

7.0.0 Finance and Business Operations

Basic Prenise: The school's aChievement of purpose is directly related to its financial support and the efficient use of its resources.

7. 1. 0 Budget

7.1.2

A balanced pnogran of expenditures for instructional materials and supplies shall be planned so that annual expenditures facilitate the maintenance of quality in each area of the school's prograll.

7.1.3 The faculty, staff, student body, and camlJnity should be rePresented in the bUdgetary process.

7.2.0 Financial Records

7.2.1

Efficient procedures for requisitioning materials, supplies, and equipment shall be deve loped and ilq)lemented.

7.2.2

The records of all funds collected and disbursed in connection with the operation of any part of any part of the school's progran shall be kept in accurate and systenatic fonn, properly safeguarded, and audited at appropriate intervals.

REPLACfPENT PAGE - 1991

7.3.0 Allocation Or Resources

7.3.1 In school systems. resources shall be appropriately allocated .wnong all schools accordi ng to the best interests of the students served.

7.3.4

After the basic book and nonprint materials collections are establ i shed , each
library or instructional materials center shall be provided with funds on an annual
basis as indicated in Figure 3 for the purchase of library booIcs. periodicals. library supplies. and nonprint materials.

7.3.5 A specific plan shall be developed to allow input fran teachers in detennining how llDney allocated for materials is to be spent.

FIGlRE 3 library/Media center Expenditure Requirements
(Reference 7.3.4)

Meni:lership

Expenditure Requirements~

~ to 100
101~
801-1,000 1.001-1.500 1.501-2.000 2,001 and above

$500 $500 + $4.00 per student in excess of 100 $3.300 + $4.00 per student in excess of BOO $4.100 + $3.50 per student in excess of 1,000 $5,850 + $3.50 per student in excess of 1.500 $7,600 + $2.00 per student in excess of 2.000

*These requirements may be met by averaging expenditures over the 3 lIDSt recent consecutive years provided the school does not get in debt to the standard. In school systems that provide a centralized service for processing media materials, a school may include a pro rata share of the value of that service in meeting the expenditure requirement.

Source: Standards of the CoTmission on secondary Schools, 1986 ed. Southern Association of Colleges and Schools, 1866 Suuthern Lane, Decatur. Georgia 300~7.

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Standards for Elenentary and Mtddle Schools

REPLACEP1ENT PAGE - 1991

Area B School and Ccmmunity

PRINCIPLE: Interaction bet~n the school and its community is essential, based upon an understanding of the role of each in providing an adequate and effective educational program as each functions in improving the community.

STANDARDS:

B-4 Each school 01" systEm shall have a written plan for use of school facilities by the carl'/l,Jn i t Y

8-5 Each school or systEm shall provide evidence of the use of CCJl'I'/IJnity resources by the school.

Area 0 Design for Leaming and CurricuhJll

PRINCIPLE: A balanced program of appropriate school experiences facilitates the maximum mental, social, physical and emotional development of each student.

STANDARDS:

0-2 The school program shall reflect: b. fidelity to sound principles of human development and an understanding that the teaching-leaming process shall encompass an increasing variety of instructional techniques as students mature. d. appl i cation of rel iable, pertinent reseal"ch. e. continuous, coopel"ative development of a curl"iculum which provides options for students as they mature. f. effective use of a variety of resources, including human, natural, and material. h. flexible use of time in scheduling leaming experiences based on individual student differences to accommodate, when appropriate, independent study, extracurricular activities, and interdisciplinary projects. o. appropriate evaluation, selection, and utilization of rapidly developing instructional technologies which enhance student learning and assist schools in managing data. p. equitable access to available instructional technologies and training for all students and staff.

Area E Areas of Leaming and Subject Areas" (Elementary)

PRINCIPLE: All effective program is broad in scope; provides for a wide range in rate, timing, and potential for leaming through a balanced program of experiences; and places ..,.,hasis upon the development of slcills and concepts and the assimilation of facts tMt establishes bases for
understanding .

E-2 Basic Slcills Development - The program shail provide all students with effective instruction in the basic skills. a. Basic ski 11s instruction in the language arts shall be designed to enable ,the student to
develop: (4) the ability to read for a variety of purposes inclUding c~rehension, i nfonnat ion ,
literature appreciation, and pleasure; (8) skills in the use of library/media materials and resources.

C~

REPLACEMENT PAGE - 1991
-3 Intellectual Development -An effective program shall provide all students with meaningful
and effective instruction which stimulates and enhances intellectual and creative development. I"struction shall be designed to enable students to develop: a. the abil,ty to think rationally through application of probl~solving skills and use of
reasoning; b. a knowledge and understanding of the scientiflc method of investigation inclUding its
use and application; c. the ability to use and evaluate Icnowledge through critical and independent thinking; d. a general wealth of knowledge inclUding information and concepts in the various subject
areas; e. the ability to make use of various sources of Icnowledge; f. positive attitudes toward intellectual activities inclUding intellectual curiosity and a
desire for further learning; g. creative and imaginative abilities through activities such as creative dramatics, role
playing, story telling, and puppetry; h. an understanding of the role of c~ters and other technologies; 1. an awareness of and slci lls needed to uti lize outdoor learning places and not;lschool
learning environments. Area E
Areas of Learning and Subject Areas* ("iddle Schools)
PRINCIPLE: Art effective program is broad in scope; provides for a wide range of rate, timing, and potential for learning th~gh a balanced program of experiences; and places emphasis upon the development of skills and concepts and the assimilation of facts that establish bases for understanding.
-2 Adequate provision shall be made for effective ift1)l8!entation of a program of meaningful experiences based upon: continuous and cooperative training utiliZing reliable research findings; sound principles of education which include total development of students; constant evaluation by use of a variety of evaluative procedures to determine the degree that schools are achieving their total objectives; and the effective use of assistance provided th~gh special services of the school system and other agencies which help to provide curricular experi~nces. Such a program is ift1)l8!ented in the middle grades by: c. providing multilevel materials in all academic areas; d. using a variety of teaching techniques/strategies which fit the subject matter and are also appropriate to the learner; e. using interdisciplinary units where appropriate; i. encouraging the use of cClmllnity resources-both hl.lnll': and material-to enhance the instructional program;
E-3 The middle grade program shall be organiZed to allow for: a. flexible use of instructional time and space; e. continuous progress in slcills developlent through the use of instructional infonnation fran the el8!entary schools; f. appropriate transfer of instructional infonnation to the high school; g. teaming concepts such as joint plaMing for student behavior managenent, interdisciplinary units, and sharing of materials: i. use of all school resources in solving individual st.Jdent problems (teachers, aaninistrative staff. counselors. psychologists. special education, parents);
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REPLACEMENT PAGE - 1991
Area F
School, Staff, AQninistration and Coordination
PRINCIPLE: Effective integration and coordination of all factors that contribute to the defined purposes of the school pnogram, inclUding functions of instruction, organization, administration, and finance, are essential to the achievement of quality education.
F-2 Pol ides adopted by the local governing board shall be i~lemented by the superintendent and principals through appropriate administrative regulations. b. Staff time shall be provided for instructional planning, evaluation, and in-service activities.
F~ There shall be ~itten descriptions of the roles of professional and nonprofessional personne1. (Was F: 3)
F-6 There shall be an organized plan to coordinate the school or schools with the total education pnogram. (Was F:5)
F-ll There shall be evidence of an organiZed plan for detennining the need, selection, procurement, and effective use and care of instructional equipment and materials. (Was F-10)
F-12 There shass be a mininun of $15 per student bUdgeted and expended annually through the regular business office of the school or school system for instructional materials. Basic textboolc's, equipment, and library/media materials shall not be purchased fran this allocation. (Was F:ll)
F-13 Records of all school funds collected and disbursed shall be kept i~ accurate and systemativ form, properly safeguarded, and audited at appropriate intervals. (Was F:12)
F-14 Sound, ~itten policies covering recruitment, employment, assignment, and termination of service of all school personnel shall be followed. (was F: 13)
F-25 All personnel shall be actively engaged in a continuing planned pnogram of in-service development designed to i~rove their effectiveness on the job. To ac~l ish this, the following shall be provided: a. coordinated system and individual-school prograns of in-service activities; b. released time fran teaching and other routine activities to foster staff development; c. specific budgetary allocations for in-sel"Vice education covering $'JCh costs as released time, travel, materials, and contracts with resource people. (Was (" :24)
F-26 Teacher assignment in relation to the types of sel"Vices rendered and the nl.llber of students served shall be conducive to the developnent and maintenance of a teaching-learning envirorment of high quality. Requirements for llleeting this standard are: a. Student-professional staff ration shall not exceed 22: 1. (1) Teachers, guidance personnel, librarians, principals, and other professional personnel assigned to the school Ny be included in ~ting the student-professional staff ratio; but they IlIJst beconsiderec' on the apprcpriate fractional part of full-time equivalency.
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REPLACEMENT PAGE - 1991
AI"N G Faculty Qualifications
PRINCIPLE: A competent and qualified staff in sufficient numbers is essential to implement a program of learning experiences designed to achieve the school's Purpose~.
G-ll The librarian or nedia specialist shall have earned a degree in llbrary science fran an institution accredited by the Southern Association or another regional accrediting agency or be certified as a librarian or media specialist by the appropriate state agency.
The librarian or lledia speciallst shall have carpleted at least twelve semester hours of credit in professional education either as part of the bachelor's degree or in addition thereto.
The librarian or lledia specialist shall earn at least s;x semester hours of credit during each five-year period of employment. The six semester hours of credit or the equjvalency shall be designed to increase c~tency in the areas of job responsibll ity.
A person who has a valid state certificate ba~ on a bachelor's degree with certification in another area is to be regarded as meeting the requirements of this standard provided: (1) at least six semester hours toward proper certification as a librarian or media specialist have been earned, (2) a plan has been filed for c:arpletion of such certification with the pnoper employing authority, and (3) at least six semester hours are earned each year until pnoperly certified. (Amended)
G-12 Paraprofessionals shall be actively engaged in an in-service program that is designed specifically to increase competency in areas of responsibility.
AI"N H Learn;ng fi'edia services
PRINCIPLE: Effective use of the learning media center enables students and staff to facilitate and improve the learning process.
H-l The school 1ibrary shall be an instructional media center. with the librarian serving as media specialist, and shall offer a CCJI1)rehensive progr. of library services to st~jents and teachers - such as story hour activities. teaching of library skills, checking od books, opportunities for independent study, group research. browsing. use of print and nonprint materials. and providing curricular mater;als.
H-2 Physical facilities shall include a library space or spaces readily accessible to students, attractive in appearance. properly lighted. fitted with standard library equipnent. with floor space to provide for a minillUll of ~ students at one time. and with adequate space for storage and workroom and for other areas appropriate to a media center.
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REPLACEMENT PAGE - 1991
H-3 A schOOl .,ith fewer than 2S4 students enrolled shall ~loy a professionally qualified librarian/media speclallst who shall spend half-time or III)re in the library/media center. A school .,ith 264 or lI'Ore students enrolled shall erploy a full-time, professionally qualified librarian/media spe<:iallst. A school .,ith 440-659 studla"~s enrolled shall ~loy at least one half-time library aide or clerical assistant for the library. A school .,ith 660 or lI'Ore students enrolled shall erploy a full-time library aide or clerical assistant for the library. A school may use professional personnel" in lieu of the library aide or clerical assistant to meet this standard.
Provision shall be made for adequate and appr'q)riate learning materials and equipment including those designed to acccmnodate the rapidly developing instNctional technologies for all levels and areas of instNction in the school. Basic criteria for evaluation of media and materials shall be as follows:
a. Materials shall provide opportunities for students to learn through doing. b. Materials shall be used in a variety of ways and by students at different
development levels. c. Materials shall provide for individual and group use, interaction, and
problem-solving. d. Materials shall be safe, well constructed, and attractive.
H-5 There shall be evidence of sufficient flnandal support for the school library/media center. Such financial support shall be budgeted and expended annually through the business offlce of the school/system for the purchase of library books, periodicals, audio visual materials, and computer software.
The library/media center shall serve as a IlIIltimedia learning center for the school. Its collection of media, both print and nonprint, shall be current, comprehensive, and carefully selected in tenns of the school curriculun and instructional progran and shall reflect rapidly developing instructional technologies.
H-7 The library book collection shall contain a mininun of 10 books per student or 1,500 books, whichever is greater. No school shall be required to have IIDre than 10,000 boolcs in its library collection. library boolcs on order but not delivered may be counted as a part of the requirement. No lI'Ore than 5 copies of a title shall be counted in IIHting this requirement.
H-8 The library/media collection shall be weeded annually to remove materials that are badly "Om or out-of-date.
H-9 The school shall have an adequate and properly balanced collection of instructional equipment. Provision shall be made for on-going maintenance and replac&rent of this equipment.
H-10 Special provision shall be made in local budgets for new schools in accredited systems to neet standards relating to collection of boolcs and other media. (State ccrrmittees may give special consideration to such schools by allowing them time, not to exceed three years, to IlI!et the standards and develop a balanced collection of suitable library media materials.)
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REPLACEPNT PAGE - 1991
H-ll In kindergarten and early childhood centers serving students under six. no central library (nedia center) or librarian is required. However. each classroc:m shall have a collection o~ a mininun of 10 booIcs per student. These b.JoIcs shall be appropriate to ~ne various developmental stages. ",ith picture books predaftinating, and shall cover a variety of topics including nature. real-life experiences. fantasy, mechanical subjects. and art. centers having centralized libraries ",ill apply Standard R:7.
H-1Z There shall be evidence that students have continual access to use of books and other learning materials.
Area J School Plant and Facilities
PRINCIPLE: Adequate facilities, Ithich include all materials and equipment. are essential to achieve the purposes of the school and to fac; 1itate expansion and lrI)dification as needs arise.
J-l The location, construction, and design of the building shall facilitate an adequate educational progran consistent ",ith the school's purposes and the educational needs of the camlJnity.
J-3 The school plant shall pnovide for present activities. for multiple use of roams and floor space, and for anticipated expansion.
J-4 The school plant shall pnovide adequate space for appropriate storage and for utilization of materials and equipment by students and teachers.
J-S The school plant shall include roams that are spacious, safe. functional, properly arranged. and appropdately equipped for varied instructional programs and activities for large and small groups such as: science laboratory experiences. art education, music education, physical education. health activities. space and facilities for media center using multimedia materials and equipment, clinic, cafeteria. and adequate administrative facilities for all such personnel.
J~ There shall be evidence that the school plant is utilized effectively.
J-7 There shall be evidence of effectlve maintenance and housekeeping designed to provide a safe. sanitary. and attractive enviroment for learning and to protect the investllent in the school plant.
J-8 lighting, ventilation. and temperature shall be adequate for each student's safety and canfort.
Sources: Policies. Principles and Standards for the Accreditation of Elementary and "iddle Schools. 1990-1991. cemnission on Elenentary Schools. Southern Association of Colleges and Schools. 1866 Southern lane. Decatur. Georgia 30033-4097
C 4-13

ACCESSIBLE MEDIA CENTERS
Georgia Board of Education Standard 1-11: There are written p,"OCedures adopted for the sct..JOl that implement Local Board of Education policy and include accessibility of the media center for both individual students and groups simultaneously throughout the instructional day during each day of the school year.
The Department of Education's explanation of an accessible media center is one which is available for students and teachers to use according to instructional need rather than according to a predetenmined schedule. central to this interpretation is the belief that the media center should serve the teaching and learning needs of the school. In order to insure maximum use of school media resources, the center must be open every day that school is in session. The center should not be closed to facilitate meetings or testing programs and it is recommended that arrangements be made for the center to accommodate students before and/or after the school day. Policies establishing guidelines for the use of a school media center should be cooperatively
detenmined by the school media ccmnittee. This group. composed of representatives fran
administration, instruction (by grade levels or subjects). media services, the student body, and the community can insure optimum use is made of the facility and its resources. In an accessible center, there is usually a process for teachers to schedule time and space needs in the center according to the activity that is planned. This approach is preferable to a predetenmined schedule because it provides flexibility in planning center use and better meets the needs of groups and individuals. In some places, a set schedule has been coordinated with a flexible schedule so the center is used for both regularly scheduled activities and on a sign-up basis. However, this arrangement does take an exceptional, cooperative ~ffort to prevent overload on facilities, materials and media personnel. Insuring accessibility during the inventory process may require some temporary alteration in the hours of operation, or in the availability of materials for circulation, or in the level of service provided to students and staff. Such modifications should be recommended by the media committee, approved by the school administrator, and announced in advance to all students and staff. The period of time in which altered service is provided should be limited and may be unnecessary if paraprofessionals and/or adult volunteers assist in the inventory process.
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vemer Rogers tate Superintendent of Schools
MEMORANDUM

Georgia Department of Education
Office of Instructional Programs Twin Towers East
Atlanta, Georgia 30334-5040
August 17, 1989

Peyton Williams Jr. "'-ociate State Superintendent
William P. Johnson Aasistant State Superintendent General and Vocational Instruction
Don Hogan ~tant State Superintendent Special Instructional Programs

TO:

System Superintendents

FROM:

Paul Vai 1 Peyton Williams, Jr.

SUBJECT: Media Standards and Policies

We continue to receive inquiries about media standards and policies that indicate concern and possible misunderstanding of their intent related to
two specific questions.

1. Does state media policy or standards prevent a media specialist from teaching?

2. Must the classroom teacher always be present when an entire class visits the media center?

The attached response to these questions should help to clarify these issues. Please feel free to contact Max Wilson at (404) 656-5945 if you have additional questions or concerns about media standards. We appreciate the response we have had from you and your staff members about this
program. It is an essential support to instruction.

PV: PW/tyl

Attachments

C 5-2

MEDIA PROGRAMS
QUESTIONS AND ANSWERS
1. Does state board policy or standards prevent a media specialist from teaching?
The answer to this question is "no." If you consider teaching in a broad context, media specialists may teach on occasion, just as counselors, principals, and other professional educators do. The primary role of these positions, however, does not include instructional assignments in specific content areas. A media specialist must be eligible for certification in a teaching field in addition to the field of media. However. the media specialist does not need to acquire a teaching certificate or have teaching experience.
The central focus of the school is instruction and the purpose of the media program is to support teachers and students as they engage in this process. At times. a media specialist will ~rovide specific instructional activities in cooperation with classroom instructionalstaff and in relation to the current unit of study. Instructional activities carried out by the media specialist might include reinforcing classroom instruction of information access skills, teaching a student/students to access information in a particular format, telling a story in the media center or the classroom, guiding students throughout the development of an original work to communicate findings from research, etc. However. the primary responsibility for the planning, instructing, and evaluating of all units of study in which students and media specialist are involved remains with the classroom teacher. This includes middle school exploratory courses. Cooperative planning between a middle school exploratory teacher and media specialist may designate topics on which the media specialist will instruct the class; however, the media specialist may not be designated the teacher for the exploratory course.
2. Must the classroom teacher always be present when an entire class visits the media center?
The answer to this Question is "no." However. as stated in answer one above. Hthe primary responsibility for the planning, instructing, and evaluating of all units of study in which students and media specialist are involved remains with the classroom teacher." Therefore. most often this responsibility would make it necessary for the teacher to be present for entire class activities in order to assist in answering Questions related to the lesson, to develop reinforcement activities and examples to be used later in the classroom and to design assessment measures that cover materials presented. Assignment of classes to the media specialist by an administrator for the purpose of providing a free/planning period for teachers or for the purpose of regular instruction ;n a content area ;s not permitted.
C 5-3

ADDITIONAL INFORMATION
The primary role of the media specialist is identified as one of support to instruction. Even though the media specialist is a professional educator and often "teaches" students that is not his/her primary role. Funds allotted under QBE provide a teacher for each instructional segment and a media specialist for each base size school. If "the media specialist teaches a regularly scheduled class, then the system receives double funding for staff during that segment.
The media specialist's role, as detailed in Roles in Media Program Development: School and Community (attached), focuses on responsibility for assisting all teachers in the delivery of instruction; to implement the curriculum; and to coordinate and manage the selection, acquisition, processing, circulation and accessibility of resources of varying formats needed to support the curriculum. To manage the media center, the media specialist will have to devote time to all of these functions as well as services for both teachers and students that increase effective use of resources. This latter task entails being available and accessible to assist teachers and students, inaividually, or in groups, and in locating and using information related to classroom instruction.
The classroom teacher, on the other hand, is responsible for delivering and evaluating instruction. Cooperative planning with the media specialist for materials support can increase overall instructional effectiveness. Research has shown that when the media specialist teaches information access skills without involvement of the teacher, students have low retention scores. Therefore, information access skills are infused into each curriculum content area in the Quality Core Curriculum. The media specialist and the teacher must work as a team, with the teacher serving as instructional leader and the media specialist serving as the support person. The teacher knows the objectives, the content, the organization, the methodology, the activities, and the evaluation of the lesson/unit; the media specialist knows the resources available and the information access skills related to this task. Presence of the teacher in the media center as instructional leader even when the media specialist is presenting ,material allows the teacher to answer student questions that relate to instruction presented earlier in the classroom, gives the teacher information that can be used to structure reinforcing examples in later instruction and develops a better base on which to assess the level of student achievement and retention. Both the Georgia Media Specialist Evaluation Instrument and the TeT in Media assess the media specialist in this broad role of resource person.
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REPLACEMENT PAGE - 1991
160-4-4-.01 MEDIA PROGRAAS (1) 00:INI TICIfS . (a) Information Access Skills - Student competencies-related to posing Questions, locating and retrieving data and solving information problems. These are stated as objectives in content areas of the state-required curriculum. (b) Instr-uctional EQuij:lTl!nt - Machinery used in the instructional progran to access or display information. These items retain original shape and appearance with use. are non~xpendable, perfonn a mechanical or technical function and normally have a life expectancy beyond tl) years. (c) Instructional Media - Books, magazines. ~pers. tape and disc recordings. traniparencies, filmstrips, films, videotapes, instructional television programs, other electronic formats and other materials that are used to dellver instr-uction. (d) Instructional Resources - Instructional media and equij:lTl!nt. (e) Media center - location in the school where instr-uctional resources are organized by a media specialist who offers services to support instruction and to develop student skills in using instructional media and equij:lTl!n~. (f) Media Committee - A group composed of at least one representative each of administrative, instructional and media personnel; student, community, and parent groups; and, when appropriate, vocational educators and technology coordinators who collectively advise on media program operation and irrprovement. (g) Media Services - Plans, strategies and activities provided through the media specialist and media center that facilitate information retrieval and use of instr-uctional media and equipment to support instruction. (h) Unified Media Programs - Inclusion in the media center of print and nonprint resources and in the media program of services, personnel and facilities necessary to maximize their use.
(2) RE~IRfMENTS.
(a) Each local board of education shall adopt a media polley that 1. Provides for the est.abllst1'nent of a media CCJlIIIittee at the SystBll level and at each school.
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REPLACEMENT PAGE - 1991
2. Requires deve10pnent of procedures for the schcx;)l system for (i) Selecting materials locally, (ii) Handling requests for reconsideration of materia~s, (iii) Considering gifts of instructional resources, (iv) Using non-school owned miterials, (v) Keeping resources organized and updated, (vi) Reimbursing for lost and damaged instructional resources, (vii) Complying ~ith cop)right l~, (viii) Identifying education specifications for constructing and renovating media centers. 3. Sets as minimum for new construction and renovation the requirements for functional areas, square footage, electronic distribution system as specified in A Guide for Planning and Construction of Public SChool Facilities in Georgia: Media Center Facilities (available fram the department). 4. Requires administrators to i~lement a unified nedia progran based on role definitions found in Roles in Media Program Developernent: School and Ccrmunity (avallable fran the department). S. Is reviewed ~ith school personnel annually and mide available upon request. 6. Is fi led ~ith the department at least once every three years and after each re"ision, wtdchever canes first. (b) The local superintendent shall appoint a system nedia contact person to serve as 1iaison ~ith state, regional and cClllllJnity agencies; bet,,"n systems; fran system level to schools and anDng schools. (d The system media cClll'llittee shall 1. Recannend long- and short-range goals, budget priorities and operation, utilization and accessibility procedures for the media progran. 2. Develop a IrIJlti-year system media plan that shall be based on the extent of need reflected in school media plans, on budget and service priorities of the Systllll and annual evaluation results for the system.
C 6-2

REPLACEMENT PAGE - 1991
3. [)evelop and recamend procedures for (i) Functioning of system and school media committees, (ii) selecting instructional resources locally, (i i i) Handl ing requests for reconsideration of materials, (iv) Considering gifts of instructional resources, (v) Using non-school ~ materialS, (vi) Keeping collections organiZed and updated, (vii) complying ~ith copyright law, (viii) Identifying education specifications for constructing and renovating media centers. (d) Each school shall have a media center staffed by media personnel in accordance ~ith Rule No. 160-5-1-.22 (GBB) and shall develop processes to irrplerent system nedia pollcy and procedures. The following shall be included in school media progran irrplementation 1. A plan for flexibly scheduled media center access for students and teachers in groups or as individuals sil!Llltaneously throughout each instructional day. Accessibility shall refer to the facillty, the staff, and the resources and shall be based on instructional need. 2. A nedia cannittee that makes recannendations and decisions related to planning, operation, evaluation and irrprovenent of the media program. This CCIIIIlittee shall annually evaluate media services and develop a multi-year media plan for budget and service priorities. 3. Cooperative planning that includes joint detenmination by media specialist and teachers to ensure use of media center resources and services which support on-going classroom instruction. 4. Procedures that hold students and school personnel accauntable for instructional resources provided through the media center. S. A procedure for ~lying with current copyright law and for appointing one individual to provide current c:op~right infonnation to staff, to maintain pl"OOf of copyright clearance and to recarmend ~liance procedures.
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RECORDS RETENTION SCHEDULES FOR MEDIA
NOTE: Tl FOLl~ING ITEMS ftlST BE RETAINED ~ IF T~SE RE<XlRDS ARE BEING flAINTAINED. SOOJL LIBRARY ACCESSION BOOKS A listing or other index of books, periodicals, filmstrips, films and other materials assigned or added to the library. Usually arranged numerically by book or item accession number; may also be arranged alphabetically by title or author name.
RETENTION REQUIREMENT: Retain penmanently for administrative purposes. SCHOOL LIBRARY CIRCULATION RECORDS A record indicating the daily, monthly and annual activity of the library. Generally ShONS cirCUlation statistics, fees received (sometimes with receipts), new borrowers, holding circulation statistics by category, i.e., nonfiction, fiction, adult, juvenile, paperbacks, magazines, visual aids and totals. Usually arranged chronologically by date.
RETENTION REQUIREMENT: Retain 3 years except annual cirCulation and library use statistics Retain penmanently for historical reasons.
SCHOOL LIBRARY SHELF LIST A complete listing or index, usually of books, periodicals, filmstrips, films and other materials available at the library for public use. Usually arranged numerically by item number; may also be arranged alphabetically by subject or author's name.
RETENTION REQUIREMENT: Update as necessary and retain until superceded. Reference: Records Retention Schedules for local School Systems as approved by the State Records
carmi ttee, ~rch 1, 1983.
C 1-1

REPLACEMENT PAGE - 1991
6. Quality instNctional media provided thl"OUgh a unified media progran are available in sufficie~t quantity and diversity to ~upport state required and locally adopted curricula, varying in!'':;'~ctional strategies and learning styles to contribute to the attairment of educational goals/objectives.
7. Organization and managenent of all school-4lmed instl"\Jctional resources thl"OUgh the media progr.wn. The system may exclude textbooks, items purchased with categorical funds or those useful only in one content area.
8. Use of cCJImJnity resources necessary to provide effective support to instNction.
(e) Each school shall provide students with opportunities to develop information access skills.
1. The media specialist shall have the primary responsibility for planning with the teacher to link information resources and opportunities for students to apply these skills during instNction.
2. The media specialist shall have the responsibility for providing opportunities fo~ instructional staff to acquire, develop and improve their own information access skills and those of their students.
3. The classroom teacher shall have the primary responsibility for planning, instNcting and evaluating all units of study in which students and the media specialist are involved.
Authority a.C.G.A. ZO-2-l67; ZO-2-l68(b); ZO-2-1B2(f); 20-2-184; P.L. 94-533.

Professional Organizations and Publications
Section D .

DIVISION OF CURRICULUM &INSTRUCTION

REPLACEMENT PAGE - 1991

fDIA PROGRAMS
Provides consultative and technical assistance in plaMing, organizing, actninistering and evaluating media progr~ upon the request of local systems. Position papers concerning aspects of media progr~ are developed periodically and distributed to . .t identified needs. Art annual state-lide conference is designed to meet needs identified by local systt!lll lledia contact pe~s (SPICPs). In addition to the state-lide SMa' conference, regional wr1cshaps are held to update and inform building level nedia specialists of state nedia T'eqUil"llllents and to faciHtate ilq)rovement in nedia services. Other responsibilities inc:hlCle:
- ~lementing State Board policy on instMictional IIIIterials and equipment in local systems - ~lementing state nedia standards - ~roving system and building-level nedia progr~ - Organizing and conducting nedia-related wricshops for school system pe~nel - Werking with teacher training institutions, RESAs and others to ilq)l"Ove media progran
development - Revie-ling and making recannendations c:oncerniny plans for nedia facility renovation and
c:onstMiction - Recommending equipment specifications - Operating a media advisement system

INSTRUCTIONAL SUPPORT UNIT
The overall goal of the Support Unit is to identify .terials and systems that support curric:uhlll and classrcom instruction, as .11 as those which address specific lNrning concerns. The unit furthel"llr)re provides consultative and technical assistance in planning, organizing, aaninistering and evaluating activities related to state textbook adoption, the National Science Foundation project. and instMictional aligment. Specific assistance includes:
-COOrdinating the an~l state adoption of textbooks -Preparing and distributing the annual Hst of state adapted textbooks -Assisting local systems with i~l..-ntatian of annual local textbook adoption plans and
related standards -COOrdinating an InstMictional Aligrnent Project through the Department of Educ&tian and disS8llinating infonnation to local systems -COOrdinating and i~leaenting a special video utiHution project sponsored by the National
Science Foundation -COOrdinating advisory councils. CCIII'ftittees and PAnels for input. feectack and recClnllendations

D 1-1

STATE PROVIDED MEDIA RESClRCES

REPLACMENT PAGE - 1991

Instructional Television:

Broadcast over Georgia Public Television Netwrlc. Dai ly 9:00 a.lI. - 12:00 noon . PIonday, wednesday, Friday 2:00 p.lI. - 3:00 p.m.
TuesdaYi Thursday 2:00 p.lI. - ~:oo p.m. catalog: lTV Schedule Book COst: None Teacher Guides avai1~le for Nny series. 0I"derec:t through System Media CCntact Person.

Video lessons:

Available only to subscribing systems. Fonns sent annually to local superintendents. Prograns recorded off-air or obtained through the Georgia Department of Education. catalog: Video lessons

Medi a Me'no:

Newsletter sent to System Media CCntact Persons and school media spedal ists on the 15th of each school-year nmth.

D2-1

REPLACE'NT PAGE - 1991
~IA TV/lTV Fran 1961 to 1982, the Georg;a Board of Education operated the Georgia Educational Television Netwrlc .,nich IIMS responsible for progrftlling both instructional television (ITV , daytime) and public television (PTV or ETV, nighU..). In 1982, the Georgia Public TelecamlJnications carmission IIMS formed. Since then, the Depar-tllent of Education has been responsible for the lTV schedule and the tanniss;on has been responsible for the ETVIPTV operation. Georgia'S lTV system provides progrnning for grades l-12 fran 9:00 a.lI. to 12:00 noon daily, fran 2:00 p.m.- 3:00 p.m. Monday, Wednesday, and Friday, and frail 2:00 p.lI. - 4:00 p.m. Tuesday and Thursday. A schedule book is published annually and provides descriptions, broadcast times, and taping rights
for each series. Prograns may be taped by l-12 public schools .men aired and viewed at the
appropriate time of ;nstr-uction. Teacher manuals are available to acc~ny many lTV $eries. These
manuals contain objectives, ~tent summaries and preparatory and follow-up activities. use of this
resource .-ill ensure maxinun effectiveness in lTV utiliution. Schedule ~ and teacher manuals may be obtained fran the Division of CUrriculum and Instr-uction, office of Instructional Ser-vices, Geor-gia Departnent of Education. Orders for both are coordinated through the system media contact person.
D 1-1

REcmNITICJI r:F EXCELLEJa

RE'PLACEPIENT PAGE - 1991

The Georgia Board of Education began Hs excellence recognition program in 1983. The pu~se is to honor achievement by public school students and staff in the nrious curricu1U11 and leadership areas. EX~lary school and system media programs are ncninated by III!IItIers lJf the six Area Media CDlInittees on the basis of
total program excellence in delivering media services to support instruction. Final selection of the system and school recipients is made by the State Media CDlInittee ~d redpients are recognizeel by the State Board at one of their III)ftthly meetings.

1991 Al.Iardees

1990 Avardees

System:

CLINOl CXUlTY SOIXlLS Tommy Lee, Superinte~t David Hi nson, System Media
Contact Person

School:

TIGER ~EK ELBENTARY, (CATOOSA 00.) Lee Sims, Superintendent Janie Br'Olm, Principal Alice Crocker, Media Specialist

System: IOJSTCJI CXUlTY SQIX)LS Harold L. Chapman Jr., Superintendent Frances Worrall, Media Coordinator

School:

WESTSIDE ELEMENTARY SQIX)L, (CATOOSA CD.) Lee Sims, Superi ntendent James ". Haddock, Pri nci pal cathy Anderson, Media Specialist

1989 Awardees

1988 Al.lardees

System: FULTCJI CXUlTY SOIXlLS James Fox, Superintendent Diane Myers, Media COordinator

School:

5W'INSBORO HIGH SOXlL, (EMNlEL CXUfTY) Betty Br'Olm, Superintendent Dessie Davis, Principal Judy Bennett, ptarthi Ccbb,
Media Specialists

System:GLYNN CXlMTY SQQ)LS Kermit KeenUII, Superintendent Paula Galland, Lead Media Specialist

School:

GRIFFIN HIGH SQO)L, (SPALDING CXlMTY) Charles Green, Superintendent Harold Barnett, Prindpal Nancy Baird, Patricia Tiggler,
Media Specialists

1987 Al.Iardees

System: IOJSTCJI CXlIfTY SQO)LS ptat thew Arthur. Superi ntendent Frances Worrall ....cUa COordinator

School:

em ELElENTARY SQO)l. (OOLQUIn CXlIfTY)
Tan Wl:mnIclc. Superintendent Brady Brode. Principal Barbara TrillOle. Media Specialist

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1986 -..ardees

Systllll: GWINNETT cnJNTY SQIX)LS
A1ton crews, Superi ntendent
Anne Craft, Ptedia Coordi nator

Schoo1:

CEDAR S~LS HIGH SQIJOL, (ClARKE a:ufTY) carol Purvis, Superintendent Douglas McLaughl in, Principal Joyce Nolan, Dana McDougald,
Ptedia Specialists

REPLACEMENT PAGE - 1991
Special Proiects Award (986):
GRADY (XUny SQO)LS Clecil McDonald, Superintendent Elaine Connell, Systllll Ptedia COntact Person Susan Perieins, Chair, Grady County LibrAry Counci 1

1985 Aa.lardees

Systllll:

FAYETTE cnJNTY SomLS Trigg Dalrymple, Superintendent Annette Nash, Systllll Ptedia Contact
Person, Ptedia Specialist

School:

JESUP ELEMENTARY SQIX)L, (WAYNE cnJITY) Jerry Jones, Superi ntendent Larry Cooper, Principal Janice Richardson, Ptedia Specialist

Systllll: SAVANNAHl0iA11WI CCUlTY SomLS Ronald Etheridge, Superintendent Grace Burlce, Media CCordinator

School:

JCH6TON ELEPIENTARY SomL, (OROKEE cnJITY)
Mike Johnston, Superintendent Dorothea Kirkland, Principal Joy Mabry, Media Specialist

1983 Awardees

Systems: flOYD cnJITY SQIX)LS Nevin Jones, Superintendent Sue Frazier, Ptedia CCordinator; Media Specialist

SPALDING cnJITY SQO)lS Charles H. Green, Superintendent .lu Rogers, Media Caordinator

School:

FAIRINGTON ELEMENTARY SQD)l, (DEIALB CXUfTY) Robert FreIIIlIn, Super; ntendent
Phi 11 ip BrAdley, Principal Freddie Ford, ~ia SpeciAlist

MSTANOING PEDIA aJIVlONENTS

REPLACEMENT PAI;. - 1991

OUtstanding Media carponents isa biennial publiCition developed by the Division of eu...,.iculun and Instruction fran naninations made by statewide media personnel. A media center Cln be naninated for inclusion in V1y one of the following tWItty-four ~t areas. Only one naninee per syst8ll per category may be sutrnitted. Sub-topics are provided IS gui.des for ~leting the narrative description of the outstanding ~nt on the appliCition fOf"lll. AppliCition forms Ny be requested frail Media ProgratlS, Departlent of Education, or ~liCited fran the ex~le in this
hanclloolc

1. Moderniution of a media center within an old building
a. Creative use of space b. Functional areas included c. canaittee input into planning process
2. OUtstanding neo.I construct ion
a. Creat i ve use of space b. Functional areas included c. camtittee input into planning process
3. Adaptation of an area (other than a library) to becane a media center
a. Creative use of space b. FUftCtiORIl areas included c. CoIIIIittee input into plannin.9 process
4. COoperation - bet","" school media centers, with other infomation agencies
a. De1i very servi ces b. loans c. Neworking d. In-service activities e. Program developnent
5. Ci rculation
a. ResGurce retrieval b. Circulation of various f011lllts and related equiplll!nt c. Student responsibility in circulation, self-service d. Circulation flexibility

a. SillPl ified or innovative techniques, _thods b. CoClperative efforts c. Volunteer assistance
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7. Teacher/media specialists instructional planning process
a. Effective or unique strategieslappl"Oilches
b. Developnent of guides/forms c. Involvement of staff and students

REPLACEMENT PAGE - 1991

8. Use of volunteers

a. Recruiting b. Training, responsibilities
c. Scheduling, publicity

9. Pledia advisory c:cmnittees

a. Identification of Pledia Goals b. Involvement in policy development. l8CIia plan c. Program lq>lementation d. selection and evaluation of materials

10. Information access skills development

a. Alignecl with state and local student instructional testing objectives b. A1ignecl with state and local resources c. Innovative techniques or appl"Oilches

11. Learning centers

a. Curricuhlll ~hasis b. fllu1ti~ia and interdisciplinary approaches c. Originality
d. Large. small. and individual users

12. Keying resources to required student ~tencies instructional unit and test objectives

a. Development process b. Innovative approaches

13. Production

". Curricuhlll ~hasis b. Teacher antS student design/production
c. In-service training
d. Variety of production techniques e. Facilities. supplies and equipll!ftt resources

14. services to special populations (gifted .-tal and physical dhabilities. culturally di verse. -nonusers. - etc.)

t. Strategies. materials b. Guides. bibl iographies and other resources
c. Effectiveness d. Adaptation to accamlDdate special needs

15. use of Instructional Television
A. Guides And manUAls b. VideotAped And off-air
c. use in lII!diA center And/or classrocm
d. IntegrAtion in the instructional process
16. Syst8ll level lIledia Pl"09rilftS
a. Variety of services/resources b. CcxlperAtiontflexibi lity c. Effectiveness And efficiency measures d. Accessibility
17. Use of technology
a. "-dia management functions b. Benefits, special applications c. Integration in the instructional process
18. Special pranotions/publicity
A. Instructional purpose b. Innovative approaches c. Evidence of success
19. School-c:amunity relations
a. Involvement of media program
b. Innovative approaches
20. Staff develapnent for media special ists
a. Syst8ll level iqllementation b. Creeli t procedures c. FOl"Et (sessions, independent projects, etc.) d. Tcpi cs addressed
21. "-dia program ~valuation and needs assesSllRnt
a. EvalUAtion/assessment instnneft.t used b. Progrilll areas assessed
c. IIq)rovements achieved
22. Collectlon development
a. consolidation of collections b. Dispersal -)f collections
c. Updating
d. Recansiderat\on
D S-3

REPLACfMEHT PAGE - 1991

REPLACEPlENT PAGE - 1991
23. Flexible sc~lin9 . ~lemenution process b. ~ct on the instructional program
24. Other (a spedal category for use if another does not cover your ~t)
Source: Outstanding Media carponents. flledia Programs. Division of CUrriculun and Instruction. Office of Instructional services. Georgia Departnent of Education. 1991.

REPLACEMENT PAGE - 1991

QJTSTANOING MEDIA CDVlaIENrs
Appl ication Form

aI'PONENT NlJmR:

_

(use atuched category list for mJ'It)ers)

System:

School:

Address:

Telephone NtJlt)er:

_

Superintendent:

_

Principal:

_

Sysm Media Conuct Person:

_

Media Specialist(s):

_

School Grades:

_

Schools in System:

_

NU'/i)er of Students:

_ NU'/i)er of Teachers:_ Area Media Ccmnittee Region:_

The above required signatures indicate revi .. of this application and a cannitnent to recelve apprcpriately scheduled visitors who may wish to lea", fran your outstanding media c~nt.

Media center Description (age of facility, location in school, size and variety of collection, equipment, furnishings, etc.):

carponent Description (and reasoning in support of media center including in sut..ide listing):

D 6-1

REPLACEMENT PAGE - 1991
REGI~L EDUCATIONAl SERVICE AGENCIES (RESA)
The Quality Basic Education Act of 1985 (QBE) encouraged each s~l Systllll in the State to becane a participating IIBItler of one of the Regional Educational service Agencies (RESA's). These agencies are guided by boards of control ~ of lOCAl schaol baird staff persons, who are designated by Nch IIBItler-system's board of education, and lay III!IIt)ers equal to one third of the total board. The RESA Board of Control has the same responsibility for the RESA operation as a local board of education has for the operation of the lOCAl school syst.. Though state law mandates six areas of service, each RESA board of control detennines the types of services and the extent to which each service is provided to IIBItler systems. To detenaine the services to be delivered, needs are identified by an annual asses'7llent of InI!ftt)er systems by each RESA. The services mandated by law are (1) planning and research, (2) staff development, (3) instruction and curriculum, (4) assessment and evaluation, (5) technology assistance, and alcohol and drug abuse instruction. Additional prograns may include such activities as purchasing, repairing equipment, asbestos inspection, establishing and coordinating summer prograns for gifted and talented youth, induction and mentoring for beginning teachers, coordinating training for system administrative staff, strategic planning, etc.
Funding for FV 91 was on a flat grant basis to each RESA. W'len funds are appropriated, funding will
be based on a fOrmlla according to the nurDer of systems, schools, students, and square miles served by each RESA. RESA's are also eligible to apply for special grants which might be available fran state or federal sources.
D 7-1

REP~PlENT PAGE - 1991
GECRaIA CIIlINE DATABASE
The Georgia Online Database (GOLD) wnt online on Nov8d)er 22. 198B. ~rship to the Georgia library Net-.orlc (GLIN) was closed on Jul y 1. 1989, and JlEnt)er libraries are be; ng phased over to the GOLD system. GOLD wi 11 replace GLIN in providing interl ibrary loan services to 1ibraries throughout the state. GOLD provides access to oyer six ..illion bibliographic records of items owned by Georgia libraries and enables libraries to effectively share their resources. Requests for items are sent electronically over the system and borrowing libraries often have the books in-hand within t-.o days. Present1y 177 11 brari es in Georgi a are GOLD IIIE!llt)ers. School libraries and media centers are wlcane to join OOLD provided they follow the Georgia Interlibrary Loan Code in the borrowing and lending of itllllS. A ~ter and IIlOdEm are necessary to use the database. Startup costs are under $200. The Georgia Union List of serials is llIilintained on OOLO. Over 58,000 unique serial titles are included in the Georgia list. Periodical articles can be ~sted over the systen in the sane manner lIDtlOgraphs. microfonns, and other materials are requested. A microfiChe copy of the union list 15 produced once a year. Libraries and media centers wishing membership forms and additional information should contact the Reader Services section of the Division of Public Library services.
09-1

GEORGIA "IGRAHT EWCATION AGENCIES

REPLACEMENT PAGE - 1991

To lll!et the special educational needs of .igrant children, Congress created the "igrant Education P1'ogr.wn in 1966 Ulrough Public law 97-35. The p1"09ram provides services that help educate migrant children and foster their well being. This may include supplementary basic skills instruction acc:ording to need and supportive services which enable the children to benefit f1"'Clft the educational program. Other special needs are _t as they are identified. The U. S. Department of Education
allocates funds to each state based an its identified .igrant student population. Each state department of education detemlines the best wy to deliver services to eligible migrant chi ldren fran ages three to age twenty-one. The states wol"lc together to assure cantinuity. coordination, and
consistency in the education of these children. In Georgia, there are the four migrant agencies located in Statesboro, Tifton, Gainesville and Nashville. For Imre information cantact:

EPlERGENCY I...IGRANT EW:ATION P'ROGRM

The federally-funded progr.wn provides financial assistance for supplenentary educational services and c:osts for inmi9Tant children enrolled in elementary and secondary schools. To be eligible, a district must enroll either 500 inmigrant students or 3 percent of the total school papulation lII.Ist be inmigrant. For a student to be el igible, he lII.ISt not have been born in any state and have been attending schools in any one or mre states for less than three ~lete academic years. For IrX)re information contact:
ENGLISH TO SPEAKERS a: one l.AHGUAGES (ESOL)

Under this state-funded program. students who are new to the English language receive instruction in
English listening. speaking. reading, writing and ".,.ican cultural ocneepts. Students must be identified as limited English proficient under Rule 1~S-.02 Language Assistance: Program for
Limited English Proficient (LEP) Students, and be served according to tbit rule. This is a
categorical QBE program. For IIDre infonllition cantact:
"igrant Education e-rgency IIImigrant Education Program Progr.llllS for the li.ited Engllsh Proficient Georgla Deparu.nt of Education 1962 twin Towen h~t Atlanta, Georgla 30334 (404) 6S6-499S

D 10-1

GEORGIA STATE DEPARTMENT (F EIU:ATION
CFfICE a= INSTRUCTIatAl PROGRAMS DIVISIC* a= GENERAl INSTRUCTION

REPL.ACMENT PAGE - 1991

CUrricuhlll Materials List

The follC*ing curric:uhlll publications are avallable in .ic:rofiche to all public schools, coll~ and universities in Georgia. camera ready copies are proVided by this division for duplication to .11 local curricuhlll directors and Regional Educational Service Agendes.

Please return ~leted fOnD to:

Ship to: (Please type or print)

Dr. Edi th Be1den , Oi rector Division of General Instruction Georgia Department of Education 1952 T~in T~rs East Atlanta, Georgia 30334-5040

******'**************************************************'******'*******,****************11******** Microfic~ ONLY
N~r Ordered

WflREHENSION IN THE READING PROGRM, 1984

wmIQJl~ PlANNING IN SECXlNDARY PHYSICAl Ew:ATIC*, 1981

~IGNLANGUAGE ~RIQJll," GUIDE (11:-12), 1981

GEORGIA KINDERGARTEN ASSESSPIENT OF QWlINICATIVE

ARTS AND tUmER lMDERSTANDING.1981

lEAlTH EIlJCATIC* FCR GEORGIA MIDDLE GRADES, 1982
1. IEAlTH Ew:ATION FCR GEeR;IA SEalNMRY SOJOLS. 1983
INSTRUCTIONAL. CXJUlUTING (A Resource Manual), 1987
KINDERGARTEN IN GEeR;IA. REVISED

LMGUAGE ARTS GUIDE (1C-8). 1984

lANGUAGE ARTS GUIDE (9-12). 1984

lANGUAGE USAGE GUIDE (9-12), 1987

LITERA~ GUIDE (9-12), 1986

MT~MTICS F~ GEORGIA MIDDLE GRADES, 1983

MllMTICS F~ GEORGIA SEamARY SQlX)LS. 1981

'UDOlE GRADES PHYSICAL EtuCATIC* (S-8). 1983

fl)TIVATItlN"L STRATEGIES FOR TEAOUNG LANGUAGE ARTS,
(A Resource k-12). 1m

flLlSIC ~ ELEMENTARY SQO)LS. 1982

Cl1TSTAHDING BLACK GEtJtGIANS: A LEGACY. 1987

PERSONALIZING EWCATION FOR QULDREN
[A Hancbx* for Early CMldhood Education (K-i) l. 1982

SCIENCE FOR GEORGIA ELEJIIEJfTARY SQCX)LS (IC-S) 1985

SCIENCE GUIDE F~ SECXJfDMY SQlX)LS. 1984

SOCIAl STUDIES ~ GEORGIA SomLS EARLY OULJHXX)

AND MIDDLE GRADES. 1983

SOCIAL SMIES FCR GEORGIA SomLS SEaHWrt PAOGRM 1983

SlFPlEIENTAl ACTIVITIES FOR MnMTICS INSTRUCTION

(A Resource k-12), 1982

IDa) REOOGNITIC* SKILLS INSTRUCTION

(Reprinted 1986)



D 11-1

REPLACEMENT PAGE - 1991
GEORGIA'S Q.RRIQlU'" GUIDES AND TEAQR RESClRCE GUIDES C'NRA READY CX)PIES
(Ply. canuct ~ local curricuhlll director or RESA Di recto..)

1. '* ~IOJtl-" GUIDES
Geor"gia's Quality Core eu....icuhlll 0:-12). 1 . ""sic Education eurricull1ll Guide (~). Revised. Visual Arts Education Guidelines (K-12). Revised. 1 .
'* TEAOR RESMCE GUIDES

AIDS Prevention (6-12>' 19E18 Geo..gia Studies (8th Grade). 1989 Health Education Resource Guide (Grade 2). 1989 Health Education Resource Guide (Grade 5). 1 . Health Education Resource Guide (Grade 6). 1989 Health Education Resource Guide (Grade 7). 1989

GEORGIA'S OJUUQlLl-" GUIDES AND TEAOR RESClRCE GUIDES
AVAILABLE ON 5 1/4- DISKETTE ~
(Plea. IIlIke check payable to Elaine E. O...il)

ApplelC"ks Version (2.0)
tkJIt)er Ordered

1M WordStar Version (3.3 - 240 Ie)
tkJIt)er Ordered

QMIQlllJll GUIDES

Geor"gi a's Quality Core CUrricul\lll (K-12). 1989
ttusic Education CUrricul\111 Guides (4-8). Revised. 1989
Visual Arts Education Guidelines (K-12). Revised. 1989

_~~$loo.oo
(25 Disk set)
"'(3-D~i-sk~s$et)12.00

_ _ _$.68.00 (17 DiSk set)
_ _~$ 4.00
_ _.-$ 4.00

D 11-2

REPlACEMENT PAGE - 1991

AIDS Prevention (6-12), 1_ Georgia Studies (8th Grade), 1989
Health Education Guide (Grade 2), 1989
Health Education Resource Guide (Grade 5), 1989
Health Education Resource Guide (Grade 6), 1989
Health Education Resource Guide (Grade 7), 1989

_ _ _$. 4.00 _ _ _$.24.00 (6 Disle set)
_ _ _$. 8.00 (2 Disk set)
_ _ _$. 4.00
_____$ 4.00
____$ 8.00
(2 Disk set)

_ _ _$.4.00 _ _ _.$ 8.00 (2 Disk set) _ _ _$.4.00
_ _....;$ 4.00 _ _ _$.4.00 _ _ _$ 4.00

;rAll materials may be abtained electronically by ~ter llI)dem by calling toll free: Georgia College Edunet 1....a00-042-737S

Revlsed Decli!llOer 1989

SPECIAL MATERIALS PllDICED FtR aJIUCJltll DEVELOPERS
VItOS TO IMPl9NT mIlY OR CURlaJltll (Please contact your local school media specialist)

caught in the "idelle. Glynn County ..idelle School, Glynn County "iddle School Inactive Grant Info~tion. 1989
Foreign language and the Quality Core CUrricuhlll. 1989
Introduction to Georgia's Quality Core CUrriculun, 1989 ~lementing Your Student Support TNII. 1989 QCC K-4 - Putting It An Together, 1989

SlFPLDENTART MATERIALS - CDtTACT L~ QRUaJLtII DIREcnR CIt RESA DlREC1C1t
Foreign Language ~nion, 1 . Georgia's Quality Core CUrrieul. and Your Child (A Guide for Parents), 1989 ..iddle School Foreign Languages: A PlaMing Guide, 1989 Preparing Georgia'S Children for the 21st century: Foreign Languages in the
Elementary and ..idd1e Grades, 1989 Social SCience Fair 1989-90

D 11-3

Media Facilities
Section E

MEDIA CENTER REQUIREMENTS
The media center is divided into areas according to functions. ..-.ile all areas need not be separated by lIIalls, the functional areas should be dhtinct and those areas where interaction IlI)st frequently occurs placed near to one another. Planners should carefully analyze the work and traffic flow of all media program activities to ensure specification of the best possible functional
relationships. In sane situations it may be logical to camine similar functions for IlI)re effective
use of space and equipment. While mininun square footage requirements are detennined by ADA, note that an adequate media program may necessitate more than minilUll requirements.
The media center must include the space to accommodate the functions and subfunctions described below, regardless of ADA. The funct ions must be included within the mininun requi red total area (see Mininun Square Footage Requirements), but relationships between, and space allocated to, each function are to be detennined by the system planning groups.
FlMCTIONAL AREA REQUIREMENTS
Circulation. display in which media are checked in and out and special media are displayed. This area should be near the media center entrance and exit.
Reading, br'C*Sing, listening, viewing and studying in which students and teachers use media individually or in small groups.
COnference in which groups use media without disturt>ing or being disturbed.
Collection which contains shelving to house the media center's instructional resources and the space needed by users. The specific requirements for shelving of the instructional resources follow.
1. Shelving scaled to the size and age of the users naKt:
a. accommodate lS print and nonprint items per ADA;
b. be estimated on the bash of eight items per 1inear foot;
c. be placed on the perimeter or in stack areas if over 42 inches in height;
d. not exceed 42 inches in height in K-4 media centers;
e. not exceed 66 inches in height in upper elementary and middle schools;
f. not exceed 84 inches in height in high schools;
g. be no IIlOre than three feet long between supports;
h. allow a mininun of four feet between r'C*S of shelves;
i. all<* a ..ininun of five feet between r'C*S of shelves and fumiture involving seating or traffic.
2. Access aisles all<* unobstructed n<* of traffic.
Production provides students and teac~rs with space, lMterials and equipment for creation of instructional materials (may include a dclrlcrocm).
E 1-1

Electronic distribution includes fqUipnlftt which provides a varlety of capabi 11ties. The syst8ll can receive television and radio signals and transmit these signals to the appropriate instNctional area(s); progralll5 can be recorded for later playback to the apprapriat.e instNetion.al area(s). The heaHnd of the syst-. IlIUst be in the .-dia center in an area set asidIP far recot"ding and playbadc of television progr. .; the tMlls of this area should not be loacl)earing. A drawing stating
engineering dirUtls of the electronic distribution syst-. IlIUst be pennanently displayed in this area.

Adainistration and planning needs to be accessible to staff ..aI'S at all ti.-s. *dia specialists need a space for planning vith teachers and students.

Processing is used by staff for ordering, processing, organizing and inventorying the lIlIdia center collection.

'-riodical and instruction.al equiPl"t stora~ includes specially designed shelving, lDfable carts for instNctional equipment and standard adjustable shelving to acc:annodate back flles of periodicals. For maxinun use the rocIII should be long and nar!"ClW and have two doors, one to the lIIIdia center and the other to an outsidIP halltMy so that equipnlRftt can be taken and returned to the storage area after use elsevhere in the school. For security this door should have a lodcing system on both sides so the med ia speciall st vill be invo1ved any t i_ the door is opened. The door shou1d be considered an _rgency exit only.

Function influences the kind, size and position of these spaces. The fol10liling diagr. rwmes sane

of the needed spaces and points out the interrelation of the areas. The size of the circles

approximates possible size relationships. sane schools aJli)ine ~tible functional areas in their

plans.

~

SOUrm: A Gu;dIP for 'lamina and COnstruction of PubHc SChoOl FaciHties in G!orQia. fllldia
!i!!!!!!:
Factl ities. GIorgia Dlpal"t-.nt of Education, .-vised 1982.
E 1-2

Schools o'er 2125 n'E should Idd 75 squI,.. fNt per 2& students beyond the 8850 sQuire footll' figure. All squire footages sUted In for tota' outside UIOunt. Vlrtationl ff"Oll require .nts will be up to I 500 squire foot ncuctton for ezisttng _ail cente".
E 2-1

PLANNING FOR ELECTRONIC DISTRIBUTION
The use of video materials is most effectively and efficiently accomplished in a school that has a properly designed and lnsta11ed electronic distribution system.
I. An electronic dlstribution system is composed of tNO major parts:
1. The Head-End: This is a grouping of active and inactive devices that are used to process the radio frequency television signals. TV signals may be converted fran one channel to another, sane slgna1s may be deleted, other (closed-circuit) signals may be added, but all signals IJlJst be ~1ified enough to feed the distribution system. The signal source is an lntegra1 part of the head-end and is not generally considered as part of the distribution system.
2. This system is made up of coaxial cable, splitters, tap-offs, and outlets that deliver the televised materials to t.v. sets in the lnstructiona1 areas. These components are inactive devices and inherently represent a loss of signal.
II. suggestions for installation of electronic distribution systems:
1. The head-end should be placed in the school's media center where it can be easi ly accessible for maintenance.
2. The wiring of the electronic distribution system should be protected to discourage vandals and minimize other sources of damage.
3. The use of conduit is required in n~ facilities and renovations, but any cable runs on the outside of a building should definitely be protected by conduit. Conduit is also recommended for wiring inside existing buildings.
4. As a cost-saving precaution, TV outlets should be placed in every area that could conceivably be used as an instructional area because additions to a system are more expensive on a per outlet basis.
III. Examples of signal sources:
1. P\!ster Antenr.a Television (""TV) - One or more antenna, usually mounted on a CamDn mast, are used to rt"Ceive broadcasts fran television stations.
2. Community Antenna Television (CATV) - Frequently referred to as -cable TV-, this is a television reception and distribution system that serves large areas. Schools, hanes, hotels. and businesses receive signals fran these companies. which are usually commercially operated.
Electronic distribution and CATV systems are not limited to television. They are also capable of distributing A.". and/or F.". radio. voice. music. and data.
3. C10sed-Circuit Television (CCTV) -to. videotape record/playback machine can be used to provide a television signal when set for either Channel 3 or Channel 4. This arrangement permits a closed-circuit distribution of pre-recorded. lTV. and/or ccmnercial programning to be used at the sane time that other channels are distributing programs received by outside signal sources.
E 3-1

Services and Resources
Section F

NATIONAL PROFESSIONAl fEDIA ~IlATIONS

REPl.AC9IENT PAGE - 1991

.
The oldest And largest natiCNl library organization in the tllDrld "IS founded in 1876. This association spans all types of libraries: sute. public. school. aadlllic. And special. ~sis is placed on excellence of library and inf~tion services in the a....s of education. research. cultural develClPll!nt. rec:1"Htion And public sel"Vice. ALA PralDtes access to inforwtion. library legislation. intellectual freedal. and pblic avarenen of library services. It serves is an _rella organization for llI)f"e than eighty llbrary-related groups (e.g AASL and GlA). Publishes Merican libraries. BaoIctist. Ubrary Technologx Reports. Reference 8c:Ion Bulletin and Choice. Address: 50 East Huron Street. Chicago. 11 60611.
~rican Association of School librarians (AASl)
rhts organization -.orles for the i~rovement of Hbrary Edia centers in el. .nury and secondary ;chools and defines the role of the library .cUa specialist to the educatiCNl CCllllllftity.
tn conjunction "ith AECT. published Information ~ Guidelines for School library ".eUa Prosr.... In evaluation tool for schcxll media prograas and services. Schcxll Library Media Quarterly is the Ifficial publication of AASL.
ssociation for library sel"Vice to Children (ALSC) he Association for Library 5el"Vice to Chlldren. a Division of AlA. lG"h to i~rove library el"Vices to chlldren fran preschcxll to eighth grade. ALSC selects the prestigious Newberry and aldec:ott avard "inners and lists of notable children's books and nonprint .teria1. Journal of outh Sel"Vices in Ubrary. published quarterly. 15 the official publication of ALSA.
?Uft9 Adult 5el"Vices Division (YASD)
Itt gall of YASD. a Division of ALA. is to guide the selection and evaluation of library IIIterials INS Ml"Vices for ~ adults and strhes to i..-ove the quaHty of ,oung adult _l"Vices and ~. .ing in public. school. and institutional libraries. .lcIurnal of Youth 5el"Vices in libraries. t the official publiation of the Division.
--
F 1-1

Association foro Educational CcJmlJnications and Technology (AECT)

REP~MEMT PN3C - 1991

A natiOM1. pn"fessional association dedica\.ed to the iqnMlleftt of instruction through the effective use of . i a and technology. AECT assists its . . . .r-s in using technology in their jcbs and to enhance the learning process. Tech Trends, AECT's -profenional periodical. and Educational Technology Resea,.ch and Development, the research quarterly. are official publications of AECT. Address: 1025 Vemaat Avenue. N.W. Suite 820. WIshington. D.C. 2000S. (202) 347-'7834 FAX (202) 347-7839

Division of School ~;a Specialists (DSMS)
A division of AECT. this organization PrQllCltes c:amunication IIII:lng school . i a personnel who share a CCIII1I:II'I conte", for the develapnent. i~lenentation. and evaluation of school _cUa programs; and strives to increase learning and iq)1"OYe instruction in the Khool setting through the utilization of educational media and technology. School learning Resources and 05"5 Newsletter are 'the official publications of this division;

Division of Telecammunications (DOT)
This division of AECT. strives to i~rove instruction through the use of telecama.mications including television. radio. video, and audio deiws. The Division is concerned with design. production. utilization, and evaluatlon of instructional telec:anamications aterials and equipnent. as well as the training of personnel. The ooT Newsletter is published quarterly and features telecamamication activities and info,.tion for ooT ..ars.
Source: MenOe~hip InformaUon Brochure. Association for Educational CQmIunications and Technology.
1990.

Society of School librarians International (SSLI)

1M Society of School Librarians International (SSLI) is a national. independent s:hool library anociation which ws organized to . .t the unique needs of Ktlool 1ibrarius at the bui lding
level. It exists to enhance the professionali. of librarius through progrllllS and services which
will i~rove the role of the school librarian as a ..... of the instructional tNI.

Progr_. ,...rship in SSLI provides access to AnnuAl Conferences. Regional CDnferences. Legislative

lbr'kshap. AnnuAl Book AlArd

Leadership Training. Jnwmational Study Tours and ill!

~TS. the Society's official newsletter.

iaurce: SOCiety of School Librarius International. 1990.

F 1-2

STATE PROfESSIONAL PDIA ~IZATI(JfS
1. Georgia Association for Instructional TechnologY (GAIT) The Georgia Association for Instructional Tech",,'~ (GAIT) is the state affi 1iate of the Association for Educational CamIInications and Technology (AECT). The purpose of GAIT is to i~rove instruction through the systematic development. util ization. and management of learning resources which includes people. processes. and technology. GAIT IIIl!Id)ers represent media practitioners fran a diversified group of vocations. The Association IlII!!IIt)ers keep in touch with association news and information through 1l GAIT CONNECTION, a quarterly newsletter, as ~11 as other periodic reports to the IIIBIt>ership. The association sponsors an annual meeting which my include leadership development seninars. workshops and sessions. canittee meetings and other activities.
2. Georgia Association of Media Assistants (GAM)
The Georgia Association of Media Assistants (GAMA) is sponsored by the Students Assistants Ccmni ttee of the Georgia library Association and the Georgia library Media Association. Students in grades 5-12 are eligible for /nl!IN)ership through locally organiZed chapters . . The organization fosters interest in school media work and in educational media as a career.
3. Georgia Council for Media Organizations (GaCOf(
The Georgia Council for Media Organizations (GaCDlO) is ~ of representatives fran GAIT. GLA. GUll, and the Georgia Association of Media Representatives. The purpose of the Council is to provide a fOnJII for cooperation anong Georgia media groups. It meets quarterly to plan joint conferences. discuss legislative concerns. and collect and share information.
4. Georgia library Association (GLA)
The Georgia library Association is a statewide organization for librarians who work in school. public. academic. and special libraries. It is a state unit of the Merican library Association. The Association publishes a quarterly journal. The Georgia librarian. and sponsors a biennial conference as ~ll as nUBerous workshops and seninars presented in various sections of the state. These meetings feature topics of interest to librarians and focus on COo'lCerns of those working in specific types of libraries. The School Library Media Division is a ~nit of GLA c~ of school media specialists and has a section for school media COOrdinators.
5. Georgia library Media Association (GlM)
The Georgia library Media Association (GlM) of the Georgia Association of Educators (GAE) is affiliated with the National Education Association (NEA). Since 1977. GlM has also been affiliated with the ~rican Association of School librarians (MSl). a division of the Merican library Association (ALA). This organization serves to strengthen the ties between .. lia specialists and teachers at a professional level. GlM provides cpportunities for exchange of ideas. information and skills; distributes a newsletter. a journal (Media Educators). and a handbook; pranotes -Media Day in Georgia. - sponsors the Georgia Student Media Festival. holds a ..id~inter Staff Developnent conference and a leadership wortcshap for governing board ..mers in the spring.
F 2-1

REP1AC9ENT PAGE - 1991 PERTINENT ADCRSSES AND TEI.EPIOE tIlERS

Division of AssesRDMit 1858 rvin TCMrS East Atl.U, GeorgiA ~ Teacher Astes1lilftt - (<<M) 656-6016
Division of GerMn1 Instruction 1952 rvin TC*er'S East Atluu, GeorgiA ~ (<<M) 656-2.12
Division of Qlrriculllli and Instrvction 2OS4 Tvi n TC*lrs East Atl.u, GeorgiA 30334 ftedi~ ProgranlS - (<<M) 656-2418 InstructionAl Support - (<<M) 651-9406
Division of Personnel Develaplent 1858 Tvin TC*er'S EastAtluta. Georgia 30334 Teacher Education - (<<M) 656-2431 TeAcher Rec1"uitment - (404) 6S6-C339
Division of Public Library Services 102 Education Annex
156 Trinity Avenue AU uta , Georgia 30303
(<<M) 656-2.,
Division of TeAcher certification 1452 Tvin TC*er'S East Alluta. Georgi~ 30334
(<<M) 656-2604
GIOrgi~ Accrediting ea.tssion G-10 Aderhold Hill COllege of Education
a.iversity of Georgi~ Dr. Kenneth RlUhevs. Executive Directar C.) 542-330

GeorgiA As$C.llr; ~tion for SUpervision ~nd Qlrricuhll Deve1~t
. Dr. Raben P. Clute, President Jllriet~ City Sdm1s P.O. laic 1265 145 Dodd Street "'rietu, GIorgi~ 30061 (<<M) 422-3500
GIorgi~ Assaci~tion of CUrricuhll ~nd InstrvctiOMl SUpervisors Dr. Alfredo Stakes. President Daugherty CDunty Sdmls
P.o. lax 1410
600 8rD1C1 Avenue
Albany. Georgi~ 31703
(912) 431-1315
libr~ry for the Blind 1050 JM'phy Avenue Atluta. GeorviA 30303
(<<M) 656-2e
Parents Teachers Associ~tion
.ice Richardson. President 114 BIker Street I.E. AUuta. Georvia 303GB
(<<M) 659-021.
sauthem Associ~tion of COlleges And SChool s 1866 SGuthem Lane I.E. AU.ta. &IOrgia 30033 4091
C.) 329-6500
StDdIrds and Evaluation Division MHc SChaDl Standards AtMns. &IOrgi~ 30602 1754 Twin TCMn bst Atluta. Georgia 30334 C4(4) 656-a04

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