AdministPativa Manual FoP GaoPf1ia Hlf1h Schools 
Division of Educational Development Office of Planning and Development Georgia Department of Education Atlanta, Georgia 30334 Charles McDaniel State Superintendent of Schools 1981 
 
 TIJe Purpose of TIJis Document 
Tlw Stall' Board of Education Policy IHF. Graduation Hl'quirl'IJH'nts. adopted in March 1980. affects public sl'l ond,nv !'ducat ion in (iFor!Jiil in tln!'l' major ways. I) It pstablish!'s statPwide !Jr<Hiuation nquirements lm stud!nts: :l) it estilhlislws stillewid! proqram requinnwnts lor hi!Jh schools c~nd school systems and :1) it outliiH'" loc;d options. .tllthor~ties. and nsponsihilitil'S nlatinq to tlw rPquil!nwnts and to cerlilin .tsrwcts ol cotnpPkiH\1-h.ts!'d !ducat ion. Policv 1111 lwcanw dkrtive in ill!' J<iHO-H I sdwol term. and ell! hiqh schools in tlw sf cliP havl' IH'!Illn to imphnwnt it. To help systPms statl'wid< 'IS tlwv phase in tlw policy owr sPwrc~l wars. t lw Stat!' Bocnd of hlucat ion specified that i he OfficP of Plannin!J and Development in the GPorgia DPpartment of Education maintain an Administrative Manual for Georgiu High Schools. This docunwnt forms the core of the srwcified manuaL The purpose of this docunwnt is to present Policy IHF: explain student and program requirements: address local options. authorities. and responsibilities and provide information on regulations. procedures and t itnPiines for st at<'wide gradual ion requirements dnd competency-based education programs. The docunwnt i!-> to lw used as a separate manual. but it is also coordinated with and refers to a number of supporting publications and resources which are being produced to help school systems implement Policy IHF effPdivPlv. Both this docunwnt and the supporting information will be included in a publication called Administnrtive Munuul for Georgia High Schools: Compctl.'ncy-based Education and High School Groduation Requircml'nts. This publication will be available in February 1981 and will be bound looseleaf so that additional information and resources may be included as each phase of Policy IHF is implemented sf ill ewide. For further information. call or write Competency-based Education Unit Georgia Department of Education 211 State Office Building Atlanta, Georgia 30334 Telephone: (404) 656-2637 
1 
 
 lj/tl 
Georgia Board of Education 
Roy A. Hendricks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First Congressional District Thomas K. Vann Jr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Second Congressional District A. J. McClung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Third Congressional District Pat G. Kjorlaug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fourth Congressional District Saralyn Oberdorfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fifth Congressional District Larry Allen Foster Sr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sixth Congressional District James F. Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seventh Congressional District Asbury Stembridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Eighth Congressional District Hollis Q. Lathem ........................................... Ninth Congressional District Carolyn Huseman .......................................... Tenth Congressional District 
2 
 
 Contents 
 
Overview 
 
Georgia's High School Graduation Requirements and Competency-based Education Program 
 
4 
 
Section I 
 
Georgia State Board of Education Policy IHF, Graduation He4uirenwnts 
 
7 
 
Section II 
 
Students Requirements for High School Graduation ......................... . 
 
15 
 
1. Attendance . . 
 
. ...... . 
 
17 
 
2. Carnegie Units ........................................ . 
 
17 
 
3. Life Role Competency: Basic Skills and Life Coping Skills 
 
19 
 
Section Ill 
 
Schools and Local Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . 
 
. ................... 22 
 
Program Requirements, Options and Responsibilities to Support Competency-based 
 
Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 
 
1. Guidance and Advisement ..................................................... 23 
 
2. Record-keeping and Reporting .................................................. 23 
 
3. Evaluation ................................................................. 24 
 
4. Instruction, Curriculum and Remediation .......................................... 25 
 
5. Special Education (Programs for Handicapped Students) . . . . . ...................... 27 
 
6. Credentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 
 
7. Carnegie Units: Ways to Award Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 
 
Section IV Procedural Information .......................................................... 31 1. In-field Teaching Certificates for Core Areas of Study ................................. 32 2. Comprehensive Plans for Competency-based Education ............................... 32 3. Implementation Schedule for Phasing in Competency-based Graduation Requirements ........ 33 
 
3 
 
 Overview 
Georgia's High School Graduation Requirements and the Competency-based Education Program 
 
As the state establishes new graduation requirements for students, schools must respond with compatible programs. This assures students of appropriate support and is the basis for interrelating Georgia's statewide graduation requirements and the competency-based education (CBE) program. Following is an overview of both the requirements and CBE as they affect students and the school program. 
 
Student Requirements for Graduation 
Statewide requirements for high school graduation include the following. 
 Attendance (as established by local boards of education in compliance with state attendance laws) 
 20 Carnegie Units of Credit (including 10 required units in the state core curriculum) 
 Life Role Competency: Basic Skills and Life Coping Skills (including the role of learner with competency demonstrated through the Georgia High School Basic Skills Assessment and the roles of individual, citizen, consumer, producer with competency demonstrated through state performance standards and local assessment of life coping skills) 
 
Timeline for Implementing Requirements 
Ninth graders enrolling in the 1980-81 term must meet attendance and Carnegie unit requirements. These students represent the graduating class of 1984. 
Ninth graders enrolling in the 1981-82 term must meet basic skills competency requirements for the role of learner. These students represent the graduating class of 1985. 
Ninth graders enrolling in the 1982-83 term must meet life skills competency requirements for the roles of individual, citizen, consumer, producer. These students represent the graduating class of 1986. 
 
High School Diplomas and Certificates for Graduation 
 
Effective for graduating students beginning with the 1985 class. a standard format will be used statewide for two high school completion credentials, the high school diploma and the high school certificate of performance. The diploma will be awarded to students who meet all graduation requirements. The certificate of performance will be awarded to students who complete a high school program and meet some, but not all, graduation requirements. 
 
State Core Curriculum 
 
Learner Basic Skills Areas 
 
English language arts Mathematics Science Math or science Personal finance Health and safety Physical education Career planning Citizenship Economics business free enterprise Social studies U.S. History government 
 
3 units 1 unit 1 unit 1 unit 1 3 unit 1 3 unit 1 3 unit 1 3 unit 1 3 unit 1 3 unit 1 unit 1 unit 
 
Reading skills Writing skills Listening and speaking skills Mathematics skills Problem-solving skills 
Life Coping Skills 
Skills applied in everyday life roles by individuals, citizens, consumers, producers 
 
4 
 
 Overview School!oi and toca/ Systems Program Rec1uirements and Responsibilities to Support Graduation Criteria 
In ordl'r to /wlp students successfully meet the state's cornpetency-bascd .'Jmduution requirements. ( ;1'or<1io l1iqh schools und loco/ svs1ems have responsibility to ussure that their programs and services are uppropriutl'iv donwwlltcd wul that they do support the required student outcomes. Providing such w;swwltl' willncccssitalc so11w modification of local programs. services and procedures which previously II'ITI' not dcsiFwd to support COIIIfWtcncv-bascd gmduation. Although modifications will vary greatly from sv.~tcn1 to svs11111 accon/inq to lonrllleeds and situatio11. there will be c1 basic consistency in high school pmqmn1s llmlll!Jiwut the stall'. Policy /HF requires specific scniccs and procedures that local schools and svsii'IIIS hal'l' respo11sibilitv to implement. These are described ill gencml terms with the school programs tlwv uill most affect. Guidance and Advisement: Schools have responsibility to provide annual career and academic .Hki-.cnwllt to PllSIIW thdt '>PCOIHiarv pupils plan high school courses and programs which will enable them to nw!'t tlw qrad11ation requinnwnts and prepare for adult career interests. Re(:ord-keeping and Reporting: Schools have responsibility to docunwnt and report the progress 111dd1 IJV "''COIHlary st 11dellt s toward cornplet ion oft lw high school program. HPcords and forms needed by .,,., o11di11V o.,chools will IH' suppliPd at no cost by the state; however. the us<' of standard state forms is opt io11.d for local systems. Evaluation: Schools haw rP'>pon~ibility to dia~1nose learner proficiencies a11d to use the information for so111HI i11-.trw tio11al plannin!J: al~o to ascertain <.;tudent comtwtency in the life role skills of individual, citizen, consumer and producer. The state will asc('rtain student competency in the basic skills of the learner t hrou~1h the Geor~Jiil Hi!Jh School Hasic Skills Assessment. Schools ar(' encouraged to continue 1lwir usP of tlw diagnostic information provided by the elementary grade criterion-referenced tests as a foundation for basic skills testing at the secondary level. Curriculum and Instruction: Schools have responsibility to (1) provide instructional experiences ntatchill!l the state 10-unit core curriculum; (2) to integrate adult life role skills into the present i11"t ruct ional program; (3) to provide planned course guides for all areas of study. Remediation: Schools haw respo11sibility to provide remedial opportunities to correct student deficiencies in tlw '>kill., l!'quirPd for hi!lh school qraduation. Special Education: ~chool-. hav1 nspo11sihility to provid1 appropriate curriculum and assessment ptocl'diiH'S for -.tude11t., idllltifi,d a-; having handicaps which prevent them from meeting the competency 1l'<(lliHnwnh for ~Jraduill io11. 
5 
 
  Section I 
Georgia Board of Education Policy IHF 
Graduation Requirements 
 
 D~scnptor T ~rm 
Graduation Requirements Cf: IC 
 
Deo;criplor Code 
IHF 
Re~cmds 
 
Issued Date. 
June 1980 
 
The Georgia Board of Education recognizes the importance of assuring an adequate educational opportunity for each Georgian. This goal is to be supported by quality secondary school programs which promote personal development, academic growth and career preparation. Such programs are to be based on a broad, flexible curriculum which addresses each student's needs, interests and abilities. 
 
The state board defines as a major role of secondary schools the responsibility for providing the youth of Georgia with opportunities to acquire and to apply basic skills necessary for contemporary adult life. Such skills are defined as those skills which enable one to address effectively and efficiently the decisions and opportunities presented in a technological, urban, free society. 
 
Graduation requirements from any Georgia high school which receives public funds shall include attendance, Carnegie units of credit and life role competency criteria signifying preparation for adult roles of learners, individuals, citizens, consumers and producers. 
 
Secondary school Instructional delivery and support services shall reflect the competency-based high school graduation requirements and assist all students to develop their unique potential to function in contemporary society. 
 
Graduation Requirements 
 
 Attendance 
 
Attendance requirements of local boards of education shall be consistent with state compulsory attendance laws. 
 
For students more than 16 years of age, local boards may adopt policies allowing for program completion in more or less than 12 years of schooling. Attendance requirements can be waived considering the age and maturity of the student, accessibility of alternative learning programs, student achievement levels and decisions of parents or guardians. Such attendance waivers must be consistent with guidelines of the state board. 
 
 Carnegie Units 
 
Students who graduate from any state-supported Georgia high school must earn at least 20 Carnegie units of credit. Ten Carnegie units must be earned through the Georgia Core Curriculum, with the remaining units earned either through local board of education requirements or elective areas of study. 
 
Areas of Study 
 
Carnegie Units 
 
English Language Arts ......................................... 3 Ma~em~a .............................................. 1 Science .................................................... 1 Science or Mathematics ........................................ 1 
 
~-------------------------------------------------------------------------------~ 
 
8 
 
 IHF (Continued) 
Graduation Requirements (Continued) 
Personal Finance ............................................ liJ Health and Safety ............................................ liJ Physical Education ........................................... 113 Career Planning ............................................. 113 Economics/Business/Free Enterprise ............................. liJ Citizenship ................................................. liJ Social Studies ............................................... 1 U.S. History/Government. .................................. ~ 
Required Units - 10 Elective Units - 10 Total Units - 20 
 Competency 
Students who graduate from any state supported Georgia high school must demonstrate at least minimal mastery of the competency performance standards as prescribed by the Georgia Board of Education. Such standards are established as instructional guides for preparation for adult life roles. 
1. Learner 
Each graduate should demonstrate competence in the areas of reading, writing, mathematics, speaking and listening and problem solving. Performance will be demonstrated by students using those materials which are used In typical academic, employment and everyday tasks. These may include newspapers, magazines, personal budgets, tax and employment forms, textbooks, business and personal letters and other materials requiring the application of basic learning skills. 
Reading - A student will demonstrate competence by his or her ability to read, understand, interpret and use written materials in the context of academic problems, everyday tasks and employment activities. Indicators of reading competence include such skills as identifying main ideas and details, interpreting literal and figurative language and using reference resources. 
Writing - A student will demonstrate competence by his or her ability to select, organize and compose written material in the context of academic problems, everyday tasks and employment activities. Indicators of writing include such skills as composing sentences, organizing information and writing paragraphs. 
Mathematics - A student will demonstrate competence by his or her ability to understand and employ basic mathematical concepts and operations in the context of academic problems, everyday tasks and employment activities. Indicators 
9 
 
 Graduation Requirements (Continued) 
 
IHF (Continued) 
 
of skills in mathematics include translating numbers, computing percentages and applying arithmetic operations. 
 
Speaking and Listening - A student will demonstrate competence by his or her ability to receive and transmit oral and aural communication in the context of academic problems, everyday tasks and employment activities. Indicators of speaking and listening may include interpreting aural communications, composing oral directions and questions and using formal and informal speaking styles. 
 
Problem-Solving - A student will demonstrate competence by his or her ability to evaluate, analyze and draw conclusions from situations presented in the context of academic problems, everyday tasks and employment activities. Indicators of problem solving may include interpreting a variety of data, inferring cause and effect and applying logical reasoning to the identification and solution of problems. 
2. Individual 
Each graduate should have the sktlls and understandings necessary to Improve both physical and mental health, to use leisure time in a profitable and fulfilling manner and to establish a personal family role which is mutually beneficial to the individual and to members of the family. 
 
Competency Performance Standards - - 
The student recognizes and practices sound personal health habits necessary to maintain physical and mental health and demonstrates preventive and emergency actions for health and safety. 
 
The student recognizes the value of cultural arts and the humanities and the use of personal leisure activities In contributing to his or her physical, mental and emotional well-being. 
The student understands the sound health care principles involved in family living, parenting and parenthood. 
3. Citizen 
Each graduate should have the skills and understandings needed to function as a responsible member of society, using and contributing to society in an appropriate manner and interacting with the environment in a responsible way. 
Competency Performance Standards - - 
The student understands the basic structure and functions of the American system of government and the American economic system. Following completion of the state ualidation process, generic competencies will be identified and existing competency statements will be clarified. 
 
10 
 
 Graduation Requirements (Continued) 
 
IHF (Continued) 
 
The student knows basic legal rights and responsibilities of the citizen under the American judicial and penal systems. 
 
The student recognizes relationships between current societal and environmental problems and the individual's role and responsibilities. 
 
4. Consumer 
 
Each graduate should have the skills and understandings needed to function as an informed consumer and to use available resources In an efficient and beneficial manner. 
 
Competency Performance Standards - - 
 
The student knows the principles of sound personal financial planning and management. 
 
The student identifies the legal rights and responsibilities of the consumer in buying and selling goods and services. 
 
5. Producer 
 
Each graduate should have the skills and knowledge necessary to select and pursue a career reflecting personal interests and abilities. Each graduate should also have the skills needed to pursue a new career should situations arise which dictate career changes. 
 
'Competency Performance Standards - 
 
The student analyzes personal career opportunities and choices In career planning and management. 
 
The student demonstrates the skills necessary to obtain employment. 
 
Procedures for Awarding Carnegie Units of Credit 
 
Three procedures may be used by local systems for awarding Carnegie units of credit or increments of units of credit. 
 
Course Credit - Carnegie units may be awarded for courses of study based on 150 clock hours of instruction provided by the school. (Quarter programs offer 50 clock hours of instruction for one-third Carnegie unit. Semester programs offer 75 clock hours of instruction for one-half unit of credit.) 
 
Credit In lieu of Enrollment - Local boards may adopt policies, with state board approval, to grant credit for learning which has occurred outside the school. Local systems must develop assessment procedures to award or exempt credits In lieu of enrollment. 
 Following completion of the state validation process, generic competencies wt/1 be identified and existing competency statements will be clarified. 
 
11 
 
 IHF (Continued) 
Credit for Planned Off-Campus Experiences - Local boards may adopt policies, with state board approval, to grant credit for planned off-campus experiences if such experiences are a part of planned studies program. 
Secondary School Credentials 
The High School Diploma shall be the official document certifying completion of attendance, units of credit and competencies required for high school graduation. 
The High School Performance Certificate shall be awarded to pupils who complete some, but not all, of the criteria for a diploma and who choose to end the formal schooling experience. Such a certificate shall identify those competency performance standards which the pupil did demonstrate during the secondary school experience. 
All students ending their formal schooling experience shall receive a Record of Demonstrated Competency as a part of or in addition to their School Transcript. 
Local Authorities and Responsibilities 
Local boards of education have the authority to require attendance, Carnegie units and adult life role competency requirements exceeding the state minimum criteria for graduation. 
Local boards of education have the responsibility to establish Instructional support services and delivery services to uphold the multiple criteria for high school graduation. 
To provide an ongoing guidance component beginning with the ninth grade for familiarizing the student with graduation requirements and for examining the likely impact of individual career objectives on the program of work he or she plans to follow; also, to provide annual advisement sessions to report progress and offer alternatives in meeting graduation requirements and career objectives 
To provide record-keeping and reporting services that document student progress toward graduation and include information for the school, parents and students 
To provide diagnostic and continuous evaluation services that measure individual student progress in meeting competency expectations for graduation 
To provide Instructional programs, curriculum and planned course guides and remedial opportunities to assist each student in meeting graduation requirements 
To provide appropriate curriculum and assessment procedures for students who have been identified as having handicaps which prevent them from meeting the prescribed competency performance requirements 
Georgia Code: 32-408 (1937, 1961), 32-609a (1974, 1975), 32-611a (1974, 1975), 32-653a (1974). 32-657a (1974), 32-660a (1974), 32-1901 (1971). 
12 
 
 D-.:"-:-rnptor T~rm 
Graduation Requirements 
 
Descriptor Code: 
IHF-EP 
 
Issued Date 
June 1980 
Issued 
 
The Office of Planning and Development shall maintain an Administrative Manual for Georgia High Schools. 
The following components shall be outlined in an Administrative Manual for Georgia High Schools. 
Implementation schedule for phasing in multiple criteria for graduation in 1980, 1981, 1982 
Competency performance objectives and Indicators for adult life roles 
Regulations governing credit and attendance options 
Guidelines for providing planned course descriptions, recording and reporting services, student advisement services, competency evaluation services, basic skills remedial programs and competency based program opportunities for handicapped pupils 
Sample credentials, diplomas, performance certificates and student records 
The State Superintendent of Schools shall review annually In the application of standards for public schools the extent to which local systems meet or exceed the minimum expectations adopted by the state board. The state superintendent shall report annually to the state board the effectiveness of minimum high school graduation requirements in providing assurance that secondary schools are successfully educating pupils in terms of life role preparation. 
 
I 
I 
l _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ J 
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  Section II 
Students Requirements for High School Graduation 
 
 II. Student Requirements for High School Graduation 
Student Graduation Requirements In order to graduate from any Georgia high school which receives public funds, students must meet requirements and satisfy criteria set by the State Board of Education and their local board of education in the following areas.  Attendance  Camesfe Units  Baelc Leamer Skill  Life Copint Skill Policy Statement "Graduation requirements from any Georgia high school which receives public funds shall include attendance, Carnegie units of credit and life role competency criteria signifying preparation for adult roles of learners, individuals, citizens, consumers and producers." (Policy IHF) "Local boards of education have the authority to require attendance, Carnegie units and adult life role competencies exceeding the state minimum criteria for graduation." (Policy IHF) Explanation of Requirements Each area of requirement is described separately in the following section. Requirements and criteria set by the State Board are listed, along with explanations and resources. Additional requirements and criteria which may be set by any local board of education, are also described. 
16 
 
 Life Rolf Competency: Basic Learner Skills and Life Co()iug Skills Student Graduation RefJUirements In ordr lo <Jr.rdllafl' frorn illtV (,,orJiil hiqh 'idwol which rP(Ti\'I'S public frrndc,_ dw s!udent must satisfy crih'r i<~ c,d In: t lw Stat,, Bu;nd of !:ducat ion for Ilw adult lifP role of learrwr (bil<>ic -.kills) and for the roles of indil'id~tid. < ili/l'll, consunwr <111d pr<Hiuccr (life coping skills). 1 he studl'nl llllt',l dlso ml'e! any additional 
, rd ('I i.r ..,,,j hv t lw loci! I c,chool <.vsll'm. 
Policy Statements '( ;, wluulion 11'(/llircllwtlls /mill ltiiV Georqio hi!IIr school which rcceiti('S puhlic funds shell/ include.. .life roll- <rJIIIfWinwv r-ritcriu siqni/vin!! prqwrotion (or odtlit roles o( /corners. indiridunis. citizens. consumers nnd pmducns." ((;cor~liu Boord of Fdttcntion Policv /HF. (iradtwtion Ucqttircn~ents) "Sw /r s/..il/s nrc defined us those skills tt'frich f'nnblc one co oddrcss effectively ond efficiently the decisions m11i oppurlrlllilics prcsf'ntcd inn tcchnologicol. urban. free society." (Polin; /HF) "( ulltfll'lcllcv: Students . . .lllltsl clcmonstrolc at /cost mini111nl nwslcry of the competency perfornwnce stnwlords ns prcscriLw<l /Jv the Gcor![ia Boord of Education. Sttch slarrdnnls ore established as inslntctionol <[ttidcs for prepontJiPII for adult life roles.' (Policy IHF) "I ocol /Jonn!s of cducotion /woe the nuthority to require...odu/1 life role competcncv requirements nncdill!l tlw state mininllllll critcrio for groduotion." (Policy IHF) Explanation of State Criteria for Life Role Competency l'lw Stc~f<' Board of Fduc;rtion has provided a description of eilch of the ildult life roles for which students nru~t dernonsl rille compl'l Pncv. In add it ion, t hi' board hils c.;pf validated comjwt ency performance c,l.riHI;rrd'. fm tlw role of ll'drner (basic skills). Similar -;tandards iHP lwinq prepared for the roles of iruli1idut~l. citi/1'11. cono.;unH'r <Hld producer (life copin~l skills). and these st;md<Hds will be available after llwv <HI' \!<llid;rted. in fall t<JHJ. Tlw dl'~niptiorr'i of each <Hiult lift role ilnd the related competencv twrformancc o.;tandards prescribed by tlw '>filii' arl' included in Stat<' Board of Education Policy IHF ''Graduation Hequirements," pages 2-5. in tlw pr'<Tdinq section of this nramlal. Local school boards have the authority to include additional life role ndt'rid in tlwir qradu,llion requirements and have the re<;ponsibilitv to inform students and their parents of dll\1 ..,,., h .. ddit ion;rl n itl'ria. 
Resotart~es 
( lhJI'I 1iv('~ .11HI indicatm-. for I he i!dult Iill' roll' of learrwr (bac;ic <,kills) iHF inclrrdcd in t h(' Re~.;ource Section 
of 1\druinistnrtiue Mmwol for (}('orgin Hi~[h Schools: Compctcncy-bnscd hiucution ond Graduation 
Hf'qllinI!Jcnts 1111dl'r t!w lwadinq "Evaluating Competency." 
19 
 
  Section Ill 
Schools and Local Systems: Program Requirements, 
Options, and Responsibilities To Support 
Competency-based Graduation Requirements 
 
 Ill. Schools and Local Systems: Program Requirements. Options and Responsibilities to Support Competency-based Graduation Requirements 
School and Local System Responsibility To help students successfully meet the state's competency-based graduation requirements, Georgia high schools and local systems must document their programs and services appropriately and assure that they do support the required student outcomes. Policy Statements "Secondary school instructional delivery and support services shall reflect the competency-based high school graduation requirements and assist all students to develop their unique potential to function in contemporary society." (Policy IHF, page one.) "Local boards of education have the responsibility to establish instructional support services and delivery services to uphold the multiple criteria for high school graduation." (Policy IHF) Explanation of Program Requirements and Local Responsibilities The specific services and procedures that are the responsibility of schools and local systems are described in the following section, along with related options, alternatives, resources and some suggestions for implementation. They are presented according to the areas of educational planning and operation most likely to be affected.  Guidance and Advisement  Record-keeping and Reporting  Evaluation  Instruction: Curriculum and Remediation  Special Education  Credentials  Carnegie Units: Ways to Award Credit 
22 
 
 1. Guidance and Advisement 
Policy Statement Each Georgia high school has responsibility "to provide an ongoing guidance component beginning with the ninth grade for familiarizing the students with graduation requirements and for examining the likely impact of individual career objectives on the program of work students plan to follow; also, to provide annual advisement sessions to report progress and offer alternatives in meeting graduation requirements and career objectives." (Policy IHF) 
Explanation of Local Responsibility 
Local school system officials may determine the most effective way to provide career and academic advisement. Since advisory services represent only a small element of a comprehensive guidance program, system planners are encouraged to select approaches that will complement the total guidance and counseling program. The following advisory services should be included. 
1) Every student and parent should be advised of all graduation requirements. Such advisement should begin no later than the ninth grade and should be repeated at least annually throughout the high school tenure of the student. 
2) Every student should be advised of all alternative ways the local system provides to meet graduation requirements, whether in attendance, Carnegie units or life role competency areas. Students and parents should be well informed about eligibility criteria for participating in various alternatives. 
3) Every student should be advised at least annually of his or her progress toward graduation and should receive assistance in meeting any difficulties encountered. Ideally, such assistance would be provided on a quarterly or semester basis as students register for school courses or programs. 
4) Every student should be assisted in examining his or her personal career goals and objectives and in planning an educational program for the high school years which will be compatible with those objectives. This career advisement process should begin no later than the ninth grade and should be an ongoing career planning activity throughout the student's high school years. 
Resources 
Implementation resources for ways to provide or improve career and academic advisement are included in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading "Guidance Resources." 
2. Record-keeping and Reporting 
Policy Statement 
Each Georgia high school has responsibility ''to provide record-keeping and reporting services that document student progress toward graduation and that include information for the school, parents and students." (Policy IHF) 
Explanation of Local Responsibility 
Local school system officials may determine the most effective ways to maintain student records on attendance, credits and competency performance standards. Since school systems already have recordkeeping procedures and forms to monitor attendance and course grades, it is not necessary to develop completely new forms or records. Most school systems will be able to modify existing transcripts, cumulative records and report cards to include information about the new Carnegie units of credit and life role competencies required for graduation. All schools presently use the State Attendance Registers for logging pupil attendance data, and no changes are necessary in those records or processes. 
Copies of secondary school records and forms to document student progress toward graduation will be available from the Georgia Department of Education at no cost to local school systems. Local officials may elect to use the records and forms provided by the state or may elect to modify local records to document secondary students' progress. State forms will be available for optional use beginning in the 1981-82 school term. 
23 
 
 For pupils enrolled in special education programs, performance information is maintained through the IEP, Individualized Educational Plan. Progress in meeting graduation requirements is already documented through the IEP, and this should continue to serve as an adequate record. 
Two types of instructional records are recommended to school systems to insure the continuous monitoring of achievement for those pupils having difficulty meeting graduation requirements. Such students will benefit from an individualized Performance Profile. or IPP, maintained by the instructional staff who must plan remedial work to help marginal achievers attain the required life role competencies. The IPP should contain brief diagnostic information that can be shared among teachers as the student transfers among classes or instructors. The IPP should contain current progress reports identifying those required basic skills and life coping skills which the student has mastered and those skills which have not been demonstrated at minimal competency levels. 
Many Georgia school systems already use versions of a continuous progress record, especially in elementary grades. High school students who are having difficulty meeting minimum performance requirements will need a similar type of continuous progress record, or IPP. System planners may modify the elementary progress records for use with high school remedial programs or may develop a shorter, competency-based skills list for high school marginal achievers. 
The second type of instructional record recommended for those pupils having difficulty meeting graduation requirements is a Conference Record. As students are identified as deficient in some of the life role skills required for graduation, and as they are counseled to select basic courses or remedial programs, a record should document the involvement of the student and the parents in such counseling or placement decisions. Students who continue to experience difficulty in meeting minimal performance requirements need special support, not only from the school staff but also from the family. A conference record insures that the parents have been continually involved in the planning for learning experiences to help marginal achievers overcome skill deficiencies which might prohibit successful high school experience or graduation. 
Resources 
Sample records and resources to assist systems in modifying existing transcripts, cumulative records and report cards are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading of "Records." 
3. Evaluation 
Policy Statement 
Each Georgia high school has responsibility "to provide diagnostic and continuous evaluation services that measure individual student progress in meeting competency expectations for graduation." (Policy IHF) 
Explanation of Local Responsibility - Adult Life Role of The Learner 
The evaluation of student achievement is now a responsibility shared by local school systems and the Georgia Statewide Testing Program. Georgia's criterion-referenced tests provide a resource for measuring basic skills during the elementary school years. An additional resource is the Basic Skills Assessment to be introduced in the spring of 1981 as a part of the statewide testing program; this will assess the attainment of competencies required for the adult life role of a learner. In the spring of 1981, the Georgia Department of Education expects to have completed for use in schools criterion-referenced tests measuring competencies in reading, mathematics and problem-solving. By the fall of 1981, the department expects to recommend to the state board procedures for assessing the additional learner competency areas of writing and of speaking and listening. 
Ninth graders who enter high school in the fall of 1981 should take the basic skills tests in the 1982-83 school year, and they will be the first students required to demonstrate mastery of the learner competencies for high school graduation. 
Local school system officials have the authority to provide system evaluation programs to insure that the learner competencies required for graduation are adequately covered in the system's diagnostic assessment processes. This means that diagnostic information about student achievement in reading, 
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 writing, listening and speaking, mathematics and problem-solving should be collected on all secondary pupils as they enroll. Resources for gathering such diagnostic data include the Georgia criterion-referenced tests, teacher observations and judgments, course grades earned by students, local system testing programs using commercial or teacher-made tests and diagnostic skill inventories frequently used in subject areas such as reading. 
Diagnostic profiles of students should not be limited to the score earned on any single test instrument. An individual profile should contain information that can be used to prescribe an appropriate instructional program for the student. The value of preliminary or diagnostic assessment rests in the use of results to make certain that students take advantage of the most appropriate educational programs available to them and that they have available to them appropriate ways to meet graduation requirements. 
Schools may encounter difficulty in obtaining adequate diagnostic information on students who transfer from other systems or states. In such cases, the school should plan for informal evaluations to determine the basic skills proficiencies or weaknesses as rapidly as possible to insure that the appropriate instructional decisions are made for the student. 
Until such time as the student does demonstrate the prescribed competency standards required for graduation, local school officials should provide continuing evaluation services. Such checkpoint assessment allows administrators and teachers to identify specific problems, and instructional activities can be modified accordingly. A variety of checkpoint evaluation techniques can be used to monitor the progress of students. Since secondary school courses of study are not designed to teach specifically to minimum skills, course grades alone are not reliable indicators of progress from year to year in attaining life role competencies. Along with course grades, the school staff is encouraged to employ several other evaluation procedures such as the use of teacher-made skill tests, commercial tests, developmental skill level inventories provided with many instructional materials and tests and alternative forms of the statewide testing program materials. 
Explanation of Services Required Adult Life Roles of Individual, Citizen, Consumer, Producer 
Since competency requirements for these adult life roles do not affect students until 1982-83 freshmen enroll in Georgia high schools, the resources prepared for this section will be added to Administrative Manual for Georgia High Schools: Competencybased Education and Graduation Requirements at a later date. 
Resources Implementation resources and descriptions of the Georgia statewide testing program basic skills assessment are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competencybased Education and Graduation Requirements under the heading "Evaluating Competency." Additional resources will be provided each year as the developmental work on Georgia's Competency-based Education Program continues. 
4. Instruction, Curriculum and Remediation 
Policy Statement Each Georgia high school has responsibility "to provide instructional programs, curriculum and planned course guides and remedial opportunities to assist each student in meeting graduation requirements." (Policy IHF) 
Explanation of Local Responsibility Local system curriculum planners are required to modify existing curricula in three areas. 1) Core areas of study 2) Life roles competency 3) Planned course guides 
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 All Georgia high schools are to provide instructional experiences through general and vocational programs 
 
to enable students to attain the Carnegie units of credit required in the state core curriculum. The core 
 
curriculum comprises the following areas of study. 
 
. 
 
English language arts Science Mathematics Personal finance Health and safety Physical education 
 
Career planning Economics/business/free enterprise Citizenship Social studies U.S. history and government 
 
All Georgia high schools are to infuse the validated state adult life role competencies into existing secondary curricula. Basic skills for the role of learner should be integrated within course guides by the fall of the 1981-82 term. Life skills for the roles of individual, citizen, consumer and producer should be integrated by the fall of 1982-83. 
 
The preparation or revision of planned course guides for all areas of study is a local curriculum responsibility. It is recommended that all course guides contain at least the following information, but guides are not limited to such information. 
1) Course title 
2) Student learning outcomes, including performance objectives, to be achieved through the course of study 
3) Course content 
4) Student learning activities 
5) Evaluation procedures, including performance indicators, to indicate the successful mastery or completion of learning outcomes. 
 
Reource 
Definitions of the core areas of study and implementation resources for curriculum revision or curriculum development are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading "Curriculum Resources." 
 
Explanation of Remedial Opportanitie Required 
Educational remediation is the treatment of identified deficiencies in student achievement, so a sound diagnostic process is essential for success. Because remedial efforts are specifically linked to the competency standards required for high school graduation, local system planners should ensure that diagnostic and prescriptive teaching approaches are planned for the basic skills areas and the life skill areas in grades 9-12; these should expand the diagnostic instructional intervention techniques used in grades K-8. 
 
The basic skills of reading, writing, listening and speaking, mathematics and problem-solving are the foundation upon which cognitive development is based; therefore, systems are advised to combine all available resources to help each student become proficient in these skills. 
 
The following guidelines for developing remedial programs represent the instruction principles of a success-oriented curriculum which focuses on learning rather than teaching and upon students rather than content. 
1) Remediation emerges from diagnosis and prescription related to the skills students are expected to achieve. 
2) Remedial programs use alternatives to the strategies which have already proven unsatisfactory. 
3) Remedial programs are success-oriented and have clear objectives, realistic timelines and well-defined exit criteria. 
4) Remedial programs provide for many alternative ways to learn rather than offering only a single method. 
 
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 5) The initial step in developing a school remedial program is the evaluation of the effectiveness of the existing curriculum in meeting the needs of the students. 
Students and parents should be involved in the placement or course selection decisions when alternative instructional experiences such as intensive remediation are needed. In this manner, the school and home work in a partnership to help the student take full advantage of the supplementary learning opportunities. 
Resources Implementation resources for the expansion or development of remedial programs are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading "Remediation Resources." 
5. Special Education (Program lor Handicapped Student) 
Polley Statement Each Georgia high school has responsibility "to provide appropriate curriculum and assessment procedures for students who have been identified as having handicaps which prevent them from meeting the prescribed competency requirements." (Policy IHF) 
Explanation of Local Responsibility Both Public Law 94-142 and the Georgia Special Education State Program Plan describe detailed procedures for insuring full educational opportunities to all handicapped children and youth through individualized educational planning and through the availability of related services and resources to support the plans. 
The State Board of Education policy on graduation requirements further promotes the goal of providing adequate educational opportunities and broad, flexible secondary curricula which address each student's individual needs, interests and abilities. To insure that no potential for discrimination against handicapped students exists in the high school graduation requirements, the State Board of Education emphasized local system obligations to provide "appropriate curriculum and assessment procedures" to assist handicapped students in meeting minimum competency performance requirements for a high school diploma. 
Local boards of education are to define handicapped students using terms, criteria and procedures consistent with Public Law 94-142 and the Georgia Special Education State Program Plan and regulations provided by the Program for Exceptional Children. 
Local boards of education are to define appropriate curriculum and assessment consistent with the special education programs and services outlined in Public Law 94-142 and described in state-approved individual pupil planning processes. 
Competency-based program opportunities for handicapped students are the responsibility of local school districts. However, the following guidelines are consistent with Policy IHF, Graduation Requirements. 1) Curriculum plans to help handicapped students attain minimum life role competencies should be 
reflected in the statement of annual goals and short-term instructional objectives of a student's IEP. 2) Handicapped students should be able to acquire Carnegie units through mainstreamed instructional 
activities, resource arrangements, self-contained settings or all of these. 3) Handicapped students may earn Carnegie units of credit through any of three methods: course credit, 
credit in lieu of enrollment and credit for planned off-campus experiences. 
4) The IEP of any student enrolled in special programs should reflect instruction for minimal life role competencies as measured by statewide tests, just as the course participation of a student enrolled in a regular program includes preparation for competency tests. 
5) Students having handicapping conditions which prohibit competency assessment through regular testing will be given modified measurement opportunities for demonstrating the competencies required for graduation. 
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 Resources 
Guidelines on how to provide nondiscriminatory secondary educational opportunities for handicapped students are available from the Program for Exceptional Children, Georgia Department of Education. 
Additional resources for improvement efforts are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading "Special Education." 
6. Credentials 
Policy Statement 
Each Georgia high school has responsibility to provide the following credentials or records for students-a high school diploma, a high school performance certificate and a record of demonstrated competency. 
"The high school diploma shall be the official document certifying completion of attendance, units of credit and competencies required for high school graduation. ''The high school performance certificate shall be awarded to pupils who complete (a high school program and meet) some, but not all, of the criteria for a diploma and who choose to end the formal schooling experience. Such a certificate shall identify those competency performance standards which the pupil did demonstrate during the secondary school experience. "All students ending theirformal schooling experience shall receive a record of demonstrated competency as a part of, or in addition to, their school transcript." (Policy IHF) 
Explanation of Local ResponslbiUty 
Both the high school diploma and the high school certificate of performance are school completion credentials. Local school systems are to award the diploma to students who meet all graduation requirements and the certificate of performance to students who complete a high school program and meet some, but not all, the requirements. 
The record of demonstrated competency is a program record of achievement for the student. Local school systems have responsibility to present this record to aU students who formally leave school for any reason-as a graduate, transfer student or a drop out. Its purpose is to assist individuals in seeking employment or further educational training. Local systems may keep and present the record of demonstrated competency in whatever way seems appropriate. It might be part of the student transcript or the certificate of performance; it might be shown on the student's withdrawal/completion report card or included in a portfolio signifying special accomplishments, training or job preparation. 
A standardized format for the high school diploma and the high school performance certificate will be provided by the Georgia Department of Education for use in all Georgia school systems. Local high schools may adapt local system credentials to the format established by the Georgia Board of Education. 
Resources Implementation resources for the development or modification of system credentials and samples of diplomas, certificates and competency records are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading "Credentials." 
7. Carnegie Units: WaJIS to Award Credit 
Polley Statement Georgia high schools may use three procedures for awarding Carnegie units of credit or increments of units of credit. "Course Credit - Carnegie units may be awarded for courses of study based on 150 clock hours of instruction provided by the school. (Quarter programs offer 50 clock hours of instruction for one-third Carnegie unit. Semester programs offer 75 clock hours of instruction for one-half unit of credit.) 
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 "Credit in lieu of Enrollment- Local boards may adopt policies with state board approval, to grant credit for learning which has occurred outside the school. Local systems must develop assessment procedures to award or exempt credits in lieu of enrollment. ''Credit for Planned Off-Campus Experiences- Local boards may adopt policies, with state board approval, 
to grant credit for planned off-campus experiences if such experiences are a part of planned studies 
programs." (Policy IHF) 
Administrative procedures governing credit alternatives may be obtained from Competency-based Education Program, Georgia Department of Education. 
Explanation of Credit Procedures All credit and attendance alternatives provided by local school systems must be described in local board of education policies which have been approved by the Georgia Department of Education prior to implementation. 
Credit alternatives allow local school systems to take full advantage of community learning resources to enrich or supplement school experiences. Since not all learning occurs in formal classroom settings, options for credit in lieu of enrollment and credit for planned off-campus experiences should be available. 
Schools can reward independent study and growth by providing credit for skills acquired in the home, in work experiences and avocations. Students may plan educational studies in conjunction with the home, business and industry and public or private agencies. Credit alternatives can be very advantageous in combating youths' isolation from the adult work society. Emphasis on self-reliance and independence is a way to help students make an effective transition from adolescence to adulthood, from the school world to the adult world of work. 
Credit alternatives encourage and reward individual student initiative and self-responsibility, two traits which students must be willing to exhibit in planning their own learning. The opportunity to participate in credit alternatives helps young people develop the skills needed to function as independent, lifelong learners as they blend teacher-directed and self-directed learning opportunities. 
Credit in Lieu of Enrollment There are three major examples of credit in lieu of enrollment programs. 
1. Credit by Examination is the process of ascertaining student achievement through an examination and of awarding Carnegie unit credit for an area of study which is normally off~red in high school courses without the student's having to enroll or participate in the school course. Example: Students who demonstrate satisfactory achievement on the National Assessment of Educational Progress might receive 113 unit of credit in lieu of enrollment for persona/finance. This credit would release student class time to allow enrollment in more advanced studies of economics appropriate for the needs, abilities and career interests of the individual. 
2. Exemption by Examination is the process of ascertaining student achievement through an examination and of exempting the student from a required area of study without Carnegie unit credit. Like the credit by examination option, this alternative releases student time to pursue more elective studies appropriate for the individual's own abilities, needs or interests. 
Example: Students who demonstrate satisfactory achievement on an American Red Cross Advanced First Aid Test might be exempted from the 113 unit requirement in health and safety and allowed to enroll in an advanced health education program. 
3. Independent Directed Study is the process of contracting between an individual student and a school-appointed director or advisor for independent studies beyond the regular school day or class and of awarding credit in lieu of enrollment upon satisfactory completion of that contract. Example: Students who complete self-study contracts on the mass media combined with an internship at a local radio station could receive credit in lieu of enrollment for language arts. 
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 Credit For Planned Off-campus Experiences 
There are five major examples of credit for planned off-campus experiences. 1. Enrollment in courses at other educational or training institutions might be allowed with units of credit awarded for time expended at learning sites other than the high school. However, studies at the other institution would have to be coordinated with the high school program to the extent that the students' off-campus experiences become a planned extension of the secondary school experiences. 2. Joint Enrollment programs with community colleges, vocational-technical schools or universities might be established to allow units of credit to be awarded for studies completed at both learning sites. Again, studies at the other educational site must be coordinated with the secondary school program so that one experience is an extension of the other. 3. Training Internships might be established to allow students to serve apprenticeships or internships with community or government agencies and to award units of credit for the completion of objectives set jointly by the school, the student and parents and the community or government agency. 4. Work Study Cooperative Programs might be established to allow students to serve apprenticeships in business of industry and to award units of credit for the completion of objectives set jointly by the school, the student and parents and the business or industry enterprise. 5. Travel or Enrichment Programs might be established to allow students to receive units of credit satisfying learning objectives contracted for in advance between the school, students and parents and any participating enrichment agencies or organizations. 
Reeoarces 
Resources for the development of alternative credit experiences are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading "Credit and Attendance Alternatives." 
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 SECTION IV PROCEDURAL INFORMATION 
 
 I. In-field Teaching Certificates For Core Areas of Study 
 
Core Areas 
 
In-field Certificates 
 
English language arts 
 
English 
 
Science .............................................. . 
 
Science 
 
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mathematics 
 
Social studies ... . 
 
. . . . . . . . . . . Social Sciences 
 
Personal finance ... . 
 
. . Mathematics Business education 
Economics Distributive education 
Home economics Social science which includes 
preparation in economics 
 
Health and safety .......................................................... . Health Health and physical education Home economics Science which includes preparation in health 
 
Physical education ....................................... . Health and physical education 
 
Citizenship ........................................... . 
 
. . . . . . . . . Social sciences 
 
Career planning ....... . 
 
. . . . . . All vocational. including industrial arts (except V series) Career education specialist 
Program of Education and Career Exploration (PECE) 
Coordinated Vocational Academic Education (CVAE) School counselor Visiting teacher 
 
Economics/business/free enterprise ........................................... Economics Distributive education All business education 
All vocational certificates, including industrial arts, 
which include preparation in Economics, business, free enterprise 
All social studies, which include preparation in economics, business. 
free enterprise 
 
2. Comprehensive CBE Plans 
During the period from 1980 to 1983, as the Georgia State Board policy on graduation requirements goes into effect, each local system is asked to submit a CBE plan showing readiness to implement each phase of the policy. Such plans let the state know the needs of local systems in preparing to implement CBE. 
The Phase I CBE Plan is required by January 31. 1980. The Phase II Plan is due by March 31, 1981. The Phase lli Plan or Addendum will be due by January 31. 1982. 
Planning forms and descriptions of the planning activities are provided prior to the planning deadlines. 
 
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 Resources Planning forms for CBE are provided in the Resource Section of Administrative Manual for Georgia High Schools: Competency-based Education and Graduation Requirements under the heading "Comprehensive CBE Plans." 3. Implementation Schedule for Phasing In Graduation Requirements and Program Support Enrolling ninth graders beginning In the 1980-81 term must meet attendance and Carnegie unit requirements. These students represent the graduating class of 1984. During the 1980-81 term, schools and local systems should begin programs and services supporting the attendance and Carnegie unit requirements. Enrolling ninth graders beginning in the 1981-82 term must meet baic kill competency requirements for the role of learner. These students represent the graduating class of 1985. During the 1981-82 term, schools and local systems should begin planned programs and services to support the basic skills requirements for the role of learner. Enrolling ninth graders beginning in the 1982-83 term must meet life skills competency requirements for the roles of individual. citizen. consumer and producer. These students represent the graduating class of 1986. During the 1982-83 term, schools and local systems should begin planned programs and services to support the life coping skills requirements for the roles of individual, citizen, consumer and producer. 
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 Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1Cfl2 and Title II of the Vocational Education Amendments of 1Cfl6) or handicap (Section 504 of the Rehabilitation Act of 1Cfl3) in educational programs or activities receiving federal financial assistance. 
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies or practices. 
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy. 
Title VI - Peyton Williams. Jr., Associate Superintendent of State Schools and Special Services Title IX - Myra Tolbert. Coordinator Vocational Equity  Loydla Webber, Coordinator Section 504 -Jane Lee. Coordinator of Special Education 
Inquiries concerning the application of Title VI, Title IX. Title II or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, 231 State Office Building, Atlanta 30334, to the Regional Office of Civil Rights, Atlanta 30323 or to the Director, Office for Civil Rights, Department of Health, Education and Welfare. Washington D.C. 20201.