Annual report 1969-70 [1970]

The Georgia Education Advocate

--- Annual Report of the State of Georgia, Department of Education 1969-70

Jack P. Nix, State Superintendent of Schools

Georgia Department of Education, Atlanta, Georgia 30334

EDUCATION LOOKS TO 1985

Board Forms Youth Council; Rehab Marks 50 ~ars

Georgia School Lunch Program First in U.S.

With a program currently providing nearly 150 million lunches each year, 01 better than 800,000 each day, Georgia has increased student participation in school lunch programs to the extent that it now leads the nation in schools designated as "National School Lunch Program" schools. It also ranks an easy second in the nation in its percentage of students participating in all schools with a current overall rate of 80 percent.

Twenty-two percent of the lunches were served free to economically needy students, representing an increase of four percent over the figures reported during the 196869 school year in Georgia. Schools were able to hold the line on the price of lunches, with an average cost of from 25 cents to 35 cents in elementary schools and from 30 cents to 40 cents in high schools. Students paid for 78 percent of all meals served.
The innovative school breakfast program, which additionally served more than 10,000 students each day with a nutritionally balanced breakfast, had

Inside The Advocate

Education Administration .

2

Teachers . . . .

3

Editorials . . .

4

Vocational Education

5-6-7

Special Education

.8-9

Special Schools

10-11

Curriculum

16-17

Title I . . .

21

Youth Activities

23

Statistics

24

Financial News

30

a marked impact upon panicipating students' school performance.
The newest resource reflected in the 196970 participation is'the state reimbursement of one cent per lunch. Added to funds from the National School Lunch Act and the Child Nutrition Act are lunch dollars from the &onomic Opportunity Act and such sources as Model Cities programs,Public Law 89-10, and local school funds assistance. Of an 18 million'plus funding total of fmancial assistance to school systems from all sources the National School Lunch Act provided better than $7.5 million and state funds represented nearly $1.5 million.
School lunch programs in Georgia have been expanded to include not only the traditional noon meal, but the new breakfast programs, after-school snacks for tutorial programs, pre-school nutrition programs, summer recreation food service programs, and programs for 12months school plans.
To emphasize quality food service to Georgia children, more than 2000 school lunch persons enroll in classes to upgrade their professional skills in management, buying, food preparation and menu planning.
Federal funds are also available to help schools purchase equipment that contributes to better food and better managemen t.

Fiscal 1970 was a year of change in Georgia's public schools and for those who administer education at all levels. The unrest in other facets of modern living reflected in the schools as they made earnest attempts to provide answers to problems besetting students, parents, teachers and others. It was also a year of growth in almost every measurable education statistic.
An important evidence of the desire of the State Department of Education and the State Board to discover what makes today's youth tick was the establishment of the Youth Communications Council, made up of 19 student leaders from school settings all over the state. This sincere and dedicated group met in Atlanta every two months to exchange ideas and opinions with Georgia's educational leadership. Complete freedom of expression from the students was urged by education and other officials. The sessions have thrown much light upon problems such as school regulations, drug use, student organizations, dress codes, decision-making and many others.
The Office of Rehabilitation Services joined rehab agencies nationwide in the observance of the 50th Anniversary of Rehabilitation in America dUring fiscal 1970. Ceremonies marked the fact that 150,000 Georgians were rehabilitated during this period. John S. Prickett, Jr., Assistant Superintendent for Rehabilitation Services in the Georgia Department of Education, noted that "The southeastern region has furnished much of the leadership in working with members of Congress to enact rehabilitation laws." Predictions have been made that the work of rehabilitation counselors and others is only beginning, and that this vital service will gain in importance in the years to come.
The year also saw the beginning of

GAP, the Georgia Assessment Project, focusing on the quality of public education in Georgia and on determining critical education needs of Georgians in the future. As a beginning, the project is compiling and organizing pertinent information on education in the state for ready access. As the work progresses, determinations will be made as to the relationship between the costs of a given education program and the benefits to be derived from it. Also a part of the project, the Advisory Commission on Education Goals has recommended and the State Board of Education has adopted "Goals for Education in Georgia." Basically an evaluation project, GAP will assess the final product of Georgia's schools--the child--rather than the school system itself.
As in other recent years, Georgia continued to climb in almost all areas of educational progress during fiscal 1970. Average daily attendance--a real indicator of school population--stood at 1,019,427 students; of 190 school systems in the state, 99 increased in ADA and' 91 decreased, further indicating the shift ing pattern of Georgia's population from rural to city and suburban counties.
Male students composed 625,807 of the total enrolled, females the remaining 595,048. County systems reported an ADA total of 841,959 students, and independent systems added 177,468 in average daily attendance at their schools.
Georgia was able to increase its average per-pupil expenditure during fiscal 1970 to an a11time high of $528.65. This annual figure is obtained by adding the average cost of providing each Georgia public school student with administration, in
See 'Education,' page 2

Education Fights No.1 Killer . ..
Driver education makes a difference in traffic accident tolls. To learn what Georgia is doing, see editorial on page 4.

2 ANNUAL REPORT - Department of Education 1969-70
Promoting Quality Education

GeorgiaDepartment of Education

Provides Leadership, Assistance

The Georgia Department of Education's aim is to provide professional leadership and assistance to the entire public elementary and secondary education system in Georgia. Through the department's efforts, quality public education is promoted, aided and greatly enhanced by trained, qualified personnel. The staff members of the Georgia Department of Education recognize themselves as servants of the people of the state in that the people and programs of the department are vital to the public educational efforts in Georgia.
Jack P. Nix, State Superintendent of Schools, heads the Department of Education. The state superintendent is elected every four years by the people of the state, and in this position serves as executive secretary to the State Board of Education. He is charged with the duty of carrying out and enforcing all rules and regulations of the State Board and of the laws governing schools receiving state aid.
By law, it is the duty of the superintendent to visit local school systems to insure proper administration of school law, to counsel with local school officials, to inspect school operations and to promote interest in quality public education. The superintendent of schools is also responsible for making an annual report to the Georgia General Assembly.
Falling directly under the administration of the office of the superintendent during fiscal 1970 was the Deputy Superintendent of Schools, a position held by the late veteran educator, Dr. Allen C. Smith. Dr. Smith died in Atlanta September 16, 1970, after 44 years of service to Georgia public schools.
(Ed. note: This position was no longer in existence after Dr. Smith's retirement on June 30, 1970.)
The deputy superintendent served as a representative of the state superintendent of schools in the administration of programs of the Georgia Department of Education, He was also responsible for general supervision of the Division of Planning, Research and Evaluation, and he assisted local school systems with problems arising from efforts to comply with Title IV of the Civil Rights Act of 1964.

for coordinating, supervising and administering the programs of the Division of Curriculum Development, Division of Vocational Education, Division of Teacher Education and Certification, Division of Special Education and Pupil Personnel, Division of Ed uca tional Television, the Elementary and Secondary Education Act, Title I, and Alto Educational and Evaluation Center.
Within this office are located the instructional leadership functions of the department, including all activities which relate directly to the department's responsibility for instructional and school program leadership to the public school system.
The Office of School Administrative Services is headed by Associate Superintendent Oscar H. Joiner. His responsibilities include coordinating and supervising activities of the Division of Financial Services, Division of Administrative Leadership, Division of Administrative Services, Elementary and Secondary Education Act, Title II, and National Defense Education Act, Title III.
This office works with the state school superintendent in administering the depa~tment's leadership and services to local school systems. The office is responsible for upgrading local school administrative procedures, records and reports through cooperative work with school administrators in workshops, conferences, manuals, and other leadership activities.
The Georgia Office of Rehabilitation Services is administered by

the Assistant State Superintendent of Schools for Rehabilitation Services, John S..Prickett, Jr. The programs and services of the office are provided jointly by the state and federal governments to restore disabled citizens to their maximum physical, vocational, social and economic usefulness.
The assistant superintendent administers the program of rehabilitation through the Division of Field Services, the Division of Special Services, Division of Rehabilitation Facilities, and Division of Program Planning and Development.
The purpose of vocational rehabilitation is to provide the necessary services needed by disabled persons to reach their optimum employment potential. Through the provision of these services, disabled Georgians become rehabilitated and enter the employment world, becoming taxpayers and contributing members of society.
The functions of the Office of Department Staff Services are administered by Bert K. Adams, assistant superintendent of schools. His department is divided into the Division of Adminis tra tion, Fiscal Services Division and the Division of Systems and Data Processing.
This office provides all types of supportive services for the department of education staff in carrying on programs of education throughout the state--services such as personnel recruitment, training and management, purchasing and accounting, pUblications and information, budgeting and others.

* Educational and
Evaluation Cent.,. Alto
.*pr'oposed School for the Deaf Atlanta

SurplUS Property Worehouses
*Special Schools of Instructional
Service
.Audiovisual Units

The Assistant State Superintendent of Schools, J. N. Edwards, is assigned to the state superintendent's office and works closely with him to provide for a more effective and efficient educational program. He assists in the coordination of activities of the State Board of Education as they relate to the State Department of Education and local school systems. The assistant state superintendent is also responsible for handling documents relating to appeals that are considered by the State Board of Education and acts as a liaison between the State Board of Education, State Department of Education and State Law Department. The assistant state superintendent also represents the state superintendent of schools in an official capacity both inside and outside the state.
The Associate Superintendent of
Schools for Instructional Services is H.
Titus Singletary, Jr. He is responsible

Academy for the Blind MaCOn
Americus
Tifton

Swalnsborq

Special Department Services

Education

continued from page 1

struction, attendance services, trans-

portation, plant operation, plant main-

tenance and similar items. Variations

in per-pupil expenditures from county

to county can result from different

class sizes, lower or higher teachers'

salaries, various maintenance pro-

cedures and the differing services and

programs of the schools. The Georgia

expenditure per-pupil is based on stu-

dents in average daily attendance.

.High school graduates in Georgia

totaled 56,859 last year. The 1,881

public schools of the state were staffed

with 48,203 teachers who worked for

an average statewide salary of $7,320.

Teachers just beginning their careers

taught at a salary of $5,600 for the

year.

Georgia's total school budget, in-

cluding federal funds, was

$471,497,919 for the year. A new

high of 43 counties had comprehensive

high schools offering a broad range of

vocational skills training in addition to

traditional academic course offerings.

Shared services projects were enjoyed

by schools in 56 counties last year.

School buses continued to make an

important difference in the quality of

education offered Georgia's rural and

suburban young. During the fiscal

period, 5,308 buses traveled

55,408,671 miles.

Classroom construction continues

at a rapid pace in nearly every part of

the state with an ever-increasing need

in the cities for more and more space.

It is estimated that there are 46,182

classrooms currently in use in the

Georgia public schools. For the first

time during fiscal 1970, classrooms

construction was keeping pace with

enrollment growth.

_

Emphasis on present "and future

needs in public education continued

with the distribution of data on cost

and benefits of statewide kinder-

gartens, the Georgia Assessment Pro-

ject, four-quarter schools, improved

and more numerous special education

programs, more comprehensive high

schools, added programs for gifted

students, and a lower pupil-teacher

ratio.

Text, Library Books Free
Public elementary and secondary schools are eligible for free library books with the allotment of funds being based on actual enrollment of students during the first four months of the preceeding school year, reports the Textbook Allotment and Payment Section, supervising unit for library acquisition services. All library orders are screened to insure that only those materials approved by the professional committee and by the State Board of Education are purchased with state funds .
Another service area for libraries is the School library Servic'e Unit which . is responsible for expanding and improving school library services in Georgia and is concerned with financial assistance to school systems for the purchase of library materials.
The statewide library allotment for fiscal year 1970 was $1,516,513, bringing to $1.28 the amount spent for library materials per pupil.
The Textbook Allotment and Payment Unit also screens all public library orders to be certain that only approved materials are purchased.

CRITICAL TEACHING AREAS STILL SHORTON PERSONNEL
Demand is Great in
Rural Areas; Special
Education Teachers
Needed Everywhere
Funds Help Upgrade State Teachers
During the past year the Teacher Recruitment and Special Programs Unit has been involved in many recruitment programs aimed at bringing new people into the teaching profession and upgrading the quality of education in the public schools of Georgia.
Unit recruitment activities include addressing high school, college and post college groups about teaching as a profession, maintaining listings of teachers seeking positions and making surveys to determine the number of teacher positions available.
Programs supervised by the Teacher Recruitment and Special Programs Unit are the Georgia State Teachers' Scholarship Program, Certificate Professionalization Program, Critical Fields Program, Grant-in-Aid Program, State Plan for the Education Professions Act and the Career Opportunities Program.
The Georgia State Teachers Scholarship Program provides fmancial assistance for students who are interested in teaching and can demonstrate high academic potential and fmancial need. The scholarship varies according to need from $300 to $1 ,000 per academic year to a maximum of $4,000 over a four-year period. During the last fiscal year there were 1,037 scholarship recipients preparing to teach in the public schools of Georgia.
Another part of the scholarship program is the Certificate Professionalization Program which provides fmancial assistance to college graduates who lack the professional education sequence or academic major courses when they complete the requirements for their first T4 certifica teo The program provided 86 scholarships.
Also included in the scholarship program is the Critical Fields Program, in which experienced teachers with T4 certificates in non-critical fields may attain certification in a critical field of teaching. The program provided scholarships to S9 teachers during the past fiscal year.
The Grant-in-Aid Program enables teachers to upgrade their professional certification by completing sununer graduate work. There were 1,130 teachers upgrading their teaching skills during the summer of 1969, and 2,219 had applied for the grant-in-aid program for the sununer of 1970.
The state plan for the Education

Fiscal year 1970 was the first year in the history of Georgia ~ducation where there has been a surplus of qualified teachers.
"For the 1969-70 school year there were enough qualified teachers to fill all of the state's teaching positions with the exception of some critical areas," said Dr. John A. Wimpey, Director, Teacher Education and Certification Division. "However," continued Wimpey, "vacancies persisted in many local school systems because teachers did not want to leave the metropolitan areas for rural teaching positions; therefore a surplus of qualified teachers existed in metropolitan school systems."
In reporting on the functions of the Teacher Education and Certification Division, Wimpey said the primary objectives are to insure that Georgia school children have competent teachers, to establish eligibility standards for teachers paid from public funds and to provide incentives for professional improvement.
The division's responsibility for teacher education and certification is designed to foster the growth of a

ANNUAL REPORT - Department of Education 1969-70 3

quality system of public education in Georgia. The state scholarship and grant-in-aid programs enhance this purpose by attracting and qualifying teachers to meet critical shortages in the state.
The teacher education activity also covers the evaluation of teacher education programs in Georgia colleges. In fiscal 1970, there were five colleges and 11 S individual programs evaluated. The teacher education staff coordinated the Teacher Corps Programs, supervised teacher education programs in 33 colleges and evaluated more than 800 individual teacher preparation programs for State Board of Education approval. More than 4,000 students of teacher education completed Georgia's approved programs in 1970.
In speaking about future needs and shortages in teaching areas, Wimpey said, "Estimates of a teacher shortage in certain areas are not to suggest there would be positions available for all teacher education graduates this year even if the minimum levels of quality were attained. The major problem in teacher supply and demand in recent

years has been in the distribution or oversupply of graduates among specific assignments rather than shortages in the total number prepared to enter teaching. It is felt that future shortages and oversupplies may be reduced by increasing the proportion of graduates who are prepared to teach at preschool levels, in special education, and in other assignment areas which have been in short supply. Areas of greatest shortage appear to be in special education, mathematics, science, physical education, library science, and early childhood education," he concluded.
Of 48,203 teachers in Georgia schools last year, only 480, or one percent, did not have at least a bachelor's degree. There were 39 with a seven-year certificate; 1,222 had received their six-year certificates; 8,380 had completed their five-year certificates and 37,728 had their four-year
certificates. The,se figures indicate that
over 18 percent of Georgia teachers has a master's degree or higher. Of the 22,631 'certificates issued during the past fiscal year, 8,380 were initial teaching certificates.

get smart

A full professional at age 22 or younger? Why not? There's no quicker, more satisfying way to help Georgia and the .world grow better than working with its young. You'll learn as you teach, with opportunities abounding for further professional study.

Pick a city scene or something bucolic...the need for really good people is great. The pay's pretty good now, with rapid advancement (Georgia's average teacher salary was $7,320 last year-honest!)

It takes a lot of many things to make it, but you'll be glad you chose to teach, and that you chose Georgia.

be

Write to Teacher Education and Certification Division, Georgia Department of Education, State Office Building, Atlanta 30334.

a Georgia

~
teacher!

Professions Development Act aims at recruiting and educating individuals who are not presently qualified for teaching. The plan outlines administrative procedures for recruitment and training of teacher aides, provides for the recruitment and training of persons who are unemployed, semiemployed or employed in a field other than education, and encourages persons from low income areas to come into the teaching profession.
During the 1969-70 school year under this program, 143 teacher aides were being provided with pre-service and in-service training for entry into non-iilstructional positions.
The Career Opportunities Program is also part of the Education Professions Development Act and is directed entirely toward filling educational needs of persons in low-income families. The program objective is to attract capable persons to careers in education and to improve both education and employment oppoI1unities for the underprivileged.

Elementary Counselors Needed

Three major problem areas were identified by personnel in guidance, counseling and testing during the 1969-70 school year:
a need for more guidance services to elementary grades;
a more workable counselor/ student ratio in the middle and secondary schools;
a method of demonstrating the effectiveness of the guidance program and its value to the school.
Georgia has 102 elementary school counselors. Several new elementary guidance programs were started during the year, but others had to be discontinued for lack of financial support.
According to Paul Vail, coordinator of guidance, counseling and testing for the Georgia Department of Education, state counselor training institutions are being encouraged to offer courses specifically designed for elementary counselors. In-service programs have

been developed for faculties in elementary schools where the employment of a counselor is anticipated, and local systems are being encouraged to employ elementary counselors through various federal programs.
At the state level, the guidance unit staff consists of a state coordinator and one consultant for every two congressional districts. This staff works with local systems to provide guidelines for testing and helps the system upgrade and obtain maximum benefit from its total guidance program.
"During 1969-70, a preliminary evaluation instrument was developed and field tested," said Vail. "Additional testing and the devolopment of a fmal instrument are planned for 1970-71. By using the instrument, we feel we can develop for Georgia a model for secondary guidance programs."

4 ANNUAL REPORT - Department of Education 1969-70
The Georgia Education Advocate
Annual Report of the State of Georgia. Department of Education 1969 - 70
Compiled and published by Publications and Information Services Office of Department Staff Services
Division of Administration Georgia Department of Education
Atlanta, Georgia 30334
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-

.

KfNPDRER?GGA~R7~"~

Media Unit-Dynamic Disseminator

It has sometimes been said that Georgia schools are operating on a horse-and-buggy

basis in the midst of a vast technological explosion. Perhaps in limited locales in the past

this has been true, and perhaps in a very minor sense in local school systems this is still true

today. One of the responsibilities of the teaching media unit of the Georgia Department of

Education's Division of Curriculum Development is to be aware of and disseminate to the

schools up-to-date information and developments. Another responsibility is to consult with

the schools in matters pertaining to planning, organizing, controlling and administering

teaching media programs and to work with all public education agencies in the state to

develop teaching media competencies.

In carrying out these responsibilities the teaching media unit wbrks extensively with

institutes of higher learning to develop programs of excellence in the field. On the other

end the qnit serves as general consultant to other services of the department of education

and works with local administrators to incorporate innovative programs into the county

and city school systems.

.

Success of a service such as the teaching media offers can never truly be measured, nor

should success be measured in a tangible sense. The overall atmosphere of growing and

striving for excellence that is apparent in Georgia schools today may be the best evidence

of achievement.

During the 1969-70 fiscal year the teaching media unit established a program to bring

to system superintendents a working knowledge of teaching media programs. The program

has gone into operation in all ten congressional districts. Also during this time the unit has

worked extensively in the audiovisual field, fastest growing method of teaching today.

A major undertaking of the teaching mediaiiriit has been explaining and developing

plans for the implementation in local systems the media standards of the joint American

Library Association - Department of Audiovisual Instruction. The teaching media consul-

tant has also conducted more than 35 workshops and in-service training programs dealing

with the selection, administration, utilization, and production of audiovisual materials.

Workshops have been developed and for the future the unit is planning a pilot program for

the maintenance and repair of teaching materials and equipment.

Death Wears Chrome Plate

:....::...:..-.:.:..:.
.4
'ONE SMALL GEORGIAN'S STEP, ONE GIANT STEP FOR GEORGIA'
A"Bad Case of Slow"
Federal support for library construction in fiscal 1970 was received from the Department of Health, Education and Welfare so late in the year that it was impossible for the Public Library Service unit to make grants during the period. Compared with the $714,3"75 available at the program's beginning in 1965, FY '70's total funding of $157,345 seems distressingly small. To make matters worse, fiscal 1971 will see a further drop in federal assistance with an aggregate funding of only $141,847 for Georgia.
Don't get us wrong. The year wasn't all bad, since impressive gains were made in areas such as Library Services and Construction Act Title IV-A grants of $27,023 spread among 12 penal, mental and rehabilitative institutions; another grant for $25,300 to the Library for the Blind and Physically Handicapped from Title IV-B ofthat Act; funds from ESEA Title VI-A to administer the large print and braille textbook collection; the furnishing of more than 300,000 sets of library catalog cards to nearly a thousand public schools and 38 public library systems; and the loan of nearly 13,000 volumes for use in libraries over the state to supplement local collections of books for children and youth.
Title I grants were another story, totaling only $486,576 for the year. Conversely, 1968 saw an impressive $743,951 in Title I funding. The results of funds cut were manifold. Library systems cancelled many bookmobile routes, libraries' operating hours were shortened, and some libraries were reduced to laying off highly qualified staff members.
Benchmarks of Public Library Services for the year included assistance in the development of the War Woman Regional Library at Elberton and serving Elbert and Hart Counties. With four joining this year, Georgia now has 37 regional library systems.
The Georgia' bier~ Information Network which ties 40 public, 20 academic and seven: speciarli15raries:iogether made notable progress, and state grants of $1,162,154 for books and materials an<:f$1,389,241 for librarians' salaries rendered matchless assistance.
The state's, biggest need in this area now is for consultative services expansion and for state grant programs to brirlg libraries up to minimum national standards. It goes without saying that federal support of all programs would benefit from better timing and funding.

If you constantly worry that cancer or heart disease might claim you at an early age; that air pollution, or food poisoning, or overpopulation, or Viet Nam, or crime in the streets or a thousand other things might end your life at an inopportune time, you may well be placing the emphasis on the wrong thing. Automobile traffic is man's most lethel enemy, and whether you drive or walk you must face it every day when you leave home. Each car that rolls off the assembly line in Detroit increases your chances of being tailended on the freeway, accosted in a crosswalk, pecan-treed on a lonely country road or bumper-to-bumpered to death on a long holiday weekend.
There is hope. It comes mainly from the continuing efforts of the Georgia Department of Education's program of driver and traffic safety education in the public schools and other like programs around the country. In Georgia 401 teachers taught 33,440 students the basic fundamentals of safe driving during the 1969-70 school year. The national Highway Safety Act of 1966 requires each state to provide training for all youths of licensing age. However, the Georgia Department of Education is also providing programs in the primary and junior high schools to prepare students for actual driver education. Although there is only one consultant and one program representative in the department's driver education unit, Georgia has already been nationally recognized as a leader in the field of driver education.
One strong factor in Georgia is that Georgia teachers must be certificated in order to teach driver and traffic safety education courses. The driver education unit works closely with four Georgia universities and colleges that have been approved for driver education preparation. It also is implementing provisions of the State Board of Education that provide for summer sessions in driver and traffic safety education.
The unit has initiated several statewide organizations dealing with traffic safety, among them the Georgia Driver and Safety Education Association, the Driver Education Workshop and the committee to develop Georgia's first Driver Education Guide. The unit has also participated in numerous state driver education sessions, too many to name here. The state consultant has been involved in many national associations and conventions, among them the Mid-winter American Driver and Traffic Education Association meeting in Atlanta, of which group he is a director, the Annual National Safety Congress in Chicago, the 14th Annual ADTSEA conference in Atlanta and the youth division of the Southern Safety Conference in Memphis, the latter two for which he was chairman.
Alto: The Last Resort
The names of confinement facilities always seem to have a sinister connotation. Ageold samples are Bastille, San Quentin, Leavenworth, Andersonville, and more recently Long Bien. The names are innocent, but the thoughts they evoke are of misery and human suffering, perhaps because the need for close confinement and strict regimentation of antisocial types has long since passed its usefulness.
The Alto Educational and Evaluation center is a transition from the medieval tradition of stone walls and barred windows to the nuclear age concept of intense rehabilitation of youthful offenders. Lawbreakers are being treated more as psychiatric problems than as legal problems, more in the classroom than on the roadgang.
Almost to a man all the young inmates of Alto have an over-riding similar characteristic --they are dropouts from the public schools. The Alto Educational and Evaluation Center is attempting to give them back the education they rejected. In addition it offers the following rehabilitation services: medical, psychiatric, psychological, social work counseling, vocational training, structured center living, personal-social-adjustment training, community activities, field contact, and specialized training and research.
The Georgia Department of Education operates three programs within the Educational and Evaluation Center. They are the fully accredited academic school, the vocational school, and rehabilitation services. (See feature story on page 11 for a full in-depth story on the history, programs and successes of the Alto Educational and Evaluation Center.)

ANNUAL REPORT - Department of Education 1969-70 5

VO-EDPROGRAMS FOR ALL

The establishment of a developmental program of vocational education was the keynote for the Division of Vocational Education dUring the 1969-70 school year. This program was designed to serve students from the kindergarten to the post-secondary levels, including adults. As a result 190,170 students and 108,449 adults were able to receive some form of vocational education during the school year. Another 43,886 students received training in prevocational industrial arts classes.

358 TEACHERS or i\C;IUCULTUIU: REACHED (,1.3M (;EORGIANS IN 1969-70

Expansion of services in the field of occupational training was another priority of the Vocational Education Di'tision. This is especially important sin<;:e as Georgia's industrial growth continues its business increases, distribution systems change, agricultural production becomes more diversified and complex, and the manpower needs of the state require more skilled and technically trained individuals.
The division is broken down into several units, with each unit responsible for a specific function in the statewide network of vocational education.
Local Programs The Local Programs Unit has the responsibility for state-level administration of instruction in secondary schools. This also includes some adult instruction and three programs in distributive education at the junior college level. Instruction at the high school level includes the areas of agriculture .. distributive education, home economics, office education and trade and industrial education. Industrial Arts Education, also in the Local Programs Unit, is a general education program for the study of industry and its technology and involves activities conducted in classrooms, laboratories and drafting rooms. Area vocational high schools administered by the unit are designed to serve students in grades 10-12 through a multi-occupational approach so that they can learn skills for beginning employment and receive preparation for further training.
Leadership Services The Leadership Services Unit is responsible for making sure that vocational programs are geared to the needs of both the individual and society. Included in these services are special needs programs, curriculum development, evaluation, research and guidance.
Area Programs The Area Programs Unit has the responsibility for the administration of the 23 area and two state vocationaltechnical schools and for thr Manpower Development and Training Program. These programs include instruction for both post-secondary youth and adults, and training is provided in the areas of distributive education, health, home economics, office education, technical education and trade and industrial education.

Dual Role
Is Stressed
In HomeEc
Home economics has two main purposes--preparation for the dual role of homemaker-wage earner and preparation for employment in occupations using the related knowledge and skills of home economics.
The 583 high school teachers in 1969-70 represents a slight increase from the previous y~ar, with expansion programs being given preference in areas with large numbers of economically deprived students. Homemaking classes served 60,563 students of which 16,060 were classified as disadvantaged and 3,384 as handicapped. The home economics and teacher education staff assisted teachers in planning program modifications designed to better meet the needs of these disadvantaged and handicapped students.
More than half of the students enrolled in classes designed to prepare them for employment in home economics related occupations were identified as disadvantaged and handicapped. Courses included food preparation and service, child care, clothing maintenance, drapery and slip cover construction and nurses' aides. One significant report shows that 29 mentally retarded boys and girls enroiled in a food preparation and service class earned $32,592.49 during the year. Eighty-seven percent of the students completing the occupational preparation courses are employed or are continuing education in the field for which they trained.
Adults were also included in the program. In rural areas 5,725 adults attended home economics classes, with almost half of these classified as disadvantaged and handicapped.
Four new curriculum guides were also completed and distributed during the year. They are organized to be used easily by systems on a four-quarter, semester or full-year basis and were written on family and child development, housing and management, clothing and textiles and food and nutrition.

358 rC4Ic!lcrs

{<lugh r

27.695 secondary
school students

1.306
)'Ollll~
f.HIIlc.'rs

9.719 adult fnrlllcrs

1-1.766 people ill food
proccssillg

7,878 farmers
111
school farm shops

Agricultural Education

Improves Instruction

Special emphasis was placed on several areas in the agriculture program of voca-

tional education during the 1969-70 school year. Improvement of instruction, revision

of the curriculum, working with the disadvantaged and handicapped, and working with

students at lower grade levels were all stressed.

The program of vocational educa-

students who are potential dropouts

tion in agriculture is planned and

will be selected for the pilot program.

conducted for the purpose of

In keeping with emphasis in the

educating people for beginning

1968 Vocational Education Amend-

employment in production agriculture

ments, attention is being given to

and agricultural businesses, and pro-

working with students at lower grade

Viding retraining for people who have

levels, especially the middle grades.

already entered the labor market and

Th rough committee work, a

need to develop additional abilities for

pre-vocational curriculum gUide has

agricultural occupations.

been developed for vocational agri-

The vocational agriculture staff

culture.

made 980 visits to the departments of

During the year the 20 area

vocational agriculture in Georgia

teachers of vocational agriculture

during the 1969 fiscal year with the

taught 402 classes to 6,535 farmers in

primary objective being improvement

agricultural mechanics, forestry and

of instructional programs. The staff

livestock production, and 15 Young

worked closely with local school

Farmer and Adult Teachers were

officials in planning and carrying out

employed to work with young farmers

these programs.

in the agricultural program in the main

Revision of curriculum also came in

agriculture counties of the State.

for its share of attention. Even though

Post-secondary vocational agri-

production agriculture remains the

culture programs were offered in state

largest part of the instructional program, accomplishments were made in

and area vocational-technical schools in Americus, Clarkesville, Savannah,

setting up specialized programs at the

Waycross, Valdosta and Augusta.

junior and senior level. During the

Emphasis in the near future will be

school year there were 135 programs.

placed on specialized programs at

They included 30 programs in agri-

junior and senior high school level,

culture power and mechanics, 31

expansion of young farmer-adult pro-

programs in agribusiness, 19 programs

grams, expansion of agricultural

in ornamental horticulture, 19 pro-

pro grams in state and area

grams in pulpwood harvesting, seven

vocational-technical schools, revision

programs in farm machinery operation

of the curriculum gUide, emphasis on

and maintenance and 19 programs in

working with the disadvantaged and

occupational education.

handicapped, expansion of specialized

During the year plans were made

programs into more of the metropoli-

for working with 18 schools in inter-

tan high schools, and printing of a

locking the vocational and academic

bulletin with reference to equipment

curricula. A class of 8th- or 9th-grade

Distributive Education Expands, Modifies Programs

Expansion and modification of programs was the main emphasis of the distributive education program in the secondary schools during 1969-70. Twelve new programs were added, bringing the total to 87. Four of these new programs were specifically modified to serve the disadvantaged and handicapped with a three-day workshop being held on how to teach the disadvantaged.
Students received classroom and on-the-job instruction in marketing and distribution. They earned threeand-one-half million dollars while working part-time and paid more in

federal and state income tax than the program cost the State of Georgia to operate. The holding power of the program was 91 percent.
Three students received national . recognition in competitions.
Junior Colleges Programs were offered in three junior colleges in the fields of general and fashion merchandising and management serving 250 students, of whom 48 were disadvantaged and 14 handicapped. Those students completing programs in general merchandising, wholesaling, service businesses, insurance, real estate and finance are now

employed in the field for which they trained. Holding power of these postsecondary program was 97 percent.
Upgrading Jobs. Two traveling training - specialists
offered 152 short term classes in 27 cities on the employee, supervisory and management levels to restaurant and hotel-motel personnel to upgrade jobs in the area of food service. 3,495 persons took advantage of this program. Some of these were high school enrollees in the disadvantaged cate.' gory, and about one-half were members of a minority group.

6 ANNUAL REPORT - Department of Education 1969-70
Leadership Services Develop's New Programs

The Leadership Services Section is responsible for making sure the vocational programs are geared to the needs of both the individual and society. In this role they are responsible for special needs programs, curriculum development, evaluation, research and guidance.

During 1969-70 Leadership Services was instrumental in the development of several new vocational education programs.
The Program of Education and Career Exploration (PECE) was initiated for students in grades seven, eight or nine, and CVAE (Coordinated Vocational and Academic Education) was developed for studen ts 14 and above who are potential dropouts.
Another service which was expanded during the year was curriculum development. The cluster concept, in which vocational course offerings are broadened to include several related courses in one laboratory rather than being limited to one specific occupation, was begun on a pilot basis in three schools. Job-entry-Ievel tasks and equipment lists were iden tified for five cluster areas. This concept provides students with greater flexibility in choosing an occupation and more mobility concerning jobs within an industry or plant.
The cluster concept has been expanded to 17 schools for the 1970-71 school year. All new area vocational high schools being built are designed to carry out the cluster concept and curriculum guides are being developed to help schools with this concept.
The Learning Earning Education Program (LEEP) was designed for students with special needs who have either terminated or completed high school, but who have not acquired the necessary skills for entry-level jobs.
Seven area vocational-technical schools operated programs during the school year. Five of these schools had only one coordinator and two schools employed two coordinators to operate the program. Over 50 percent of the students have never held jobs, came from welfare families and many were bordering on delinquency.
The program has three primary facets-basic education, group guidance and individual counseling and general vocational education, orientation and training. It is felt that the area of counseling and gUidance has been a critical factor in helping these students become more adequately prepared to cope with jobs and problems of everyday living.
Cobb County Project
The Cobb County School System this year launched the Occupational and Career Developmental Program in grades one through 12.
The program tries to interlock vocational education with academic work to proVide a total educational program. It is said to be the first program of its kind in Georgia.
Resource personnel from the chamber of commerce, State Department of Labor, and personnel departments of various industries and businesses are used at all program

levels. Guidance is also important to the program at all levels.

Research Efforts

Research efforts have been stimulated since the establishment of the Georgia Occupational Research and Development Coordinating Unit (RCU) which has an identical purpose to that of the research function of the Leadership Services Section. The RCU is integrated into the University of Georgia through research assistants who are graduate students. They are supervised by faculty members in the various vocational services of the Department of Vocational Education. Research by these assistants is selected so that it fulfills purposes that are common to the University and the Division of Vocational Education.
Research activities of the leadership Services Section include projects completed and in progress, proposals being developed for projects and a continuing dissemination program.

A junior high student spends a day in the business world where she learns about office machines and office procedure.

New Area Vocational Schools Opened in Georgia
Three new area vocational high school centers were opened in Georgia in September 1969. These werc Chattooga High School at Summerville, Forsyth County High School at Cumming and North Whitficld High School at Dalton. With the opening of these centers there were 18 area vocational high schools in operation during the school year which provided occupational training for nt>arly 5,000 students in grades 10-12.

TECHDAYS PAYS
BIG DIVIDENDS to YOU STARTING MARCH 31
for particulars contact
GEORGIA DEPARTMENT OF EDUCATION DIVISION OF VOCATIONAL EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334

Five area vocational high schools under construction during thc year were completed in timc to opcn in September 1970. These were Cedartown High School at Cedartown, Paulding County High School at Dallas, Coosa Valley Vocational High School at Rome. Habersham County High School at Clarkesville and Crisp County High School at Cordele.
When funds became available through the Appalachian Regional Development Act, the Coastal Plains Region Act and the Vocational Education Act, an additional seven area vocational high school centers were approved by the State Board of Education and funded for construction. The centers will begin construction in 1971 at Madison County High School in Danielsville, Lakeview High School in Rossville, Gainesville High School in Gainesville, Douglas County High School in Douglasville, Albany Comprehensive Manpower Center in Albany and the Thomasville Comprehensive Manpower Center at Thomasville.
Courses in all the schools are designed to help students in grades 10-12 learn beginning skills in a number of occupations so that they can go directly into the work world or into further post-secondary training. Efforts were also made through in-service conferences to relate academic and vocational courses in a' manner that would make school more meaningful for the disadvantaged student.
The career development concept was also incorporated in all new schools opened during the year. A

Area vocational high schools help students learn skills in numerous occupations to prepare them for entry-level jobs.

state-wide conference was held to seek ways to unite secondary and post-secondary vocational programs so that students can be purposefully prepared in the secondary programs to enter the post-secondary programs through either an early entrance or advanced standing.
A major effort of vocational education during the year was to modify,

redesign, revise and redirect the vocational and academic curriculum of the comprehensive high schools to provide greater attention for the disadvantaged and handicapped groups. A series of summer workshops beginning in June 1970 was cond ucted to train new staff and retrain existing staff in the schools to accomplish the new objectives.

ANNUAL REPORT - Department of Education 1969-70 7

Forsyth County Area Vocational School Offers New Programs

I feel very strongly about this thing. We have plenty of kids with plenty of sense who simply aren't motivated by the offerings of the usual academic high school. This is especially true of kids from deprived backgrounds. A boy from a deprived home can't see algebra or trigonometry as being any earthly use to him, if you just throw it at him in a classroom. But put that same kid busy figuring out a gear ratio for a racing car and suddenly he's sold for life on the importance of mathematics.

I think this school is the best thing that's happened in this county since I've been living here. Before this year I'd been haVing trouble in school. I just don't like subjects like history and English. But now that I'm studying electronics I feel like I'm accomplishing something-like I'm doing something that will help me later on. And I'm a lot more interested in math and science now, too, because I see you've got to have those things in electronics. I'm going into the Navy as an electronics technician when I leave here. I think 171 be ready.

School Board Member Forsyth County, Georgia

Eleventh-grade Student Forsyth County (Georgia) Area Vocational High School

The school board member and the student are both excited about a distinctive new vocational education program now being offered at Forsyth County Area Vocational High School near Cumming, Georgia.

From all indications the new program is having marked success in reviving many students' once-dead interest and enthusiasm, giving them an occu;Jational goal, and keeping them if} school.
After only one year of operation as one of Georgia's network of area vocational high schools being set up across the state, the school has a unique combination of programs which might well be considered a model by other communities.
All of Georgia's area vocational high schools (there are now 24 of them) give students a saleable voca,tional skill they can market as soon as they finish high school. But the preparation given at Forsyth County High is strengthened considerably by two unique programs--one in career exploration called "PECE" and one designed to keep potential dropouts in school, called, appropriately enough, the Forsyth Plan. Vocational education at the school uses a "developmental" approach designed to help the student gain a better understanding of himself in relation to his exploration of the world of work. This process begins with an exposure to broad occupational areas followed by a more narrow exploration of specific occupational areas in which the student becomes interested.
This process prOVides the studen t with sufficient self-understanding and knowledge of the world of work to enable him to make a reasoned vocational choice. Prevocational industrial arts, the PECE program and the Forsyth Plan all contribute to this process of helping students gain insight in finding a suitable vocation.
The impact of the entire new program on the school's students is perhaps best described by Forsyth County Superintendent of Schools C. N. Lambert, a rather dour sort who seems not the least inclined to exaggerate.
"I was principal of Forsyth County High for 14 years before we made it an area vocational high school last year and I've been superintendent of education in this county for two years," says Lambert. "Now, for the first time, I feel we are realistically trying to meet the needs of the majority of the students in this county. I'm talking about all those kids who are not going .on to college, but who will go to work soon after they leave high school."
In the PECE program, occupations are divided into seven large areas, and students spend one day per week actually working in jobs in each of these seven areas.
"We've had a little protest from some academic teachers," says D. L. Baggs, coordinator of the PECE program. "They tend to feel that a

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In Operation Under Construction

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Counties with Comprehensive High Schools -1970

student should never miss any regular classwork for any reason.
"But I'm convinced these are worthwhile experiences for these kids. Not only are they receiving vital, firsthand introductions to various occupations. They also write reports on these occupations, read books on them and write job descriptions. So they're not only being introduced to various occupations. They're also receiving some very practical, down-toearth educational experiences.
"We're very highly pleased with the PECE program," Baggs adds.
Another unique program at Forsyth County--the Forsyth Plan--offers a great deal of hope for keeping potential dropouts in school. Under the plan, approXimately 50 students were ,identified as potential dropouts. These students had negative attitudes toward school, were as much as two years behind their contemporaries in achievement and, in most cases, had poor attendance records.
A special program was designed for these students featuring special academic courses in English and mathematics, exploratory experiences in vocational training, daily counseling sessions and actual work experiences in the school. After a year in the program, participating students'

attendance had improved 39 percent! "The best thing about the Forsyth
Plan to me," says Garland Shumake, coordinator of the program, "is the grouping of like kids together in small
groups. In these groups, these kids feel that they are somebody, and they feel more secure than in the regular classes, in which they are constantly "shown up" by brighter contemporaries. Also, this type kid needs to be doing things rather than sitting in a classroom reading. Under the Forsyth Plan, these kids get a chance to be active, to get extra help, and to become oriented, at an early age, to liVing and working in a world which demands that people work for a living."
Girls in the Forsyth Plan take home

economics, and boys take industrial arts. Student projects in these courses are closely coordinated with the special academic courses in English and mathematics in order to make the academic courses more practical and meaningful .
"Marriage" Between Theoretical and Practical
Such a "marriage" of the theoretical with the practical is one of the main tenets of the educational philosophy behind the entire program at Forsyth County. "One of our first steps in bringing about a closer relationship between purely academic courses and vocational education," says C. E. Kingsley, supervisor of vocational education at the school, "was to start a course we call "Shop Mathematics." This course is taken by first-year (tenth grade) students in our building construction and metal fabrication courses.
"We've also set up an "Applied Physics" course to be taken by first-year students in our power transportation and electronics courses. We think this course has been extremely successful in proving to these students that concepts which preViously seemed purely theoretical actually have enormous practical value.
"We plan to go even further with this sort of practical education in our regular academic classes," Kingsley continues. "In fact, in most English classes here now, students write their themes on practical subjects of genuine interest to themselves, rather than on academic subjects chosen by the teacher. For example, a kid who's majoring in power transportation will be more likely to write a theme explaining a modern automobile brake than one explaining Hamlet's psychological problems."
The emphasis on practical experience has carried over into the selection of the vocational instructors at the school. The head of the power transportation (auto mechanics) department is a former shop foreman at a local automobile dealership, and the head of the building construction department has 25 years experience as a builder. Almost all vocational instructors at the school have similarly extensive experience in the field in which they teach. All are currently taking education courses to sharpen their instructional skills.

8 ANNUAL REPORT - Department of Education 1969-70
Legislature Supports Special Ed Programs

1976 Set As Goal
The 1968 Georgia General Assembly passed a bill mandating that all school systems in the state must provide comprehensive and complete programming for all exceptional children within the next eight years. The impact of this bill was reinforced by the allotment of 500 additional special education teachers above the existing 1,425 and the addition of two new program areas for exceptional children--special learning disabilities and gifted.
The Program for Exceptional Children is a part of the Division of Special Education and Pupil Personnel Services in the Georgia Department of Education. This unit provides con.sultative services for school systems, administers a scholarship program for preparation of professional personnel in the education of handicapped children, handles registration of legally blind students eligible for certain special materials through federal funds and coordinates activities involved in the Governor's Honors Program. In addition, the unit administers grantin-aid programs for the trainable mentally retarded and the multihandicapped.
Both handicapped and gifted students are served through Georgia's Program for Exceptional Children. During the 1969-70 school year 36,596 exceptional children in 158 counties in Georgia were served. During the year, 16,303 educable mentally retarded children were served by 983 teachers, in the largest area of exceptionality. The speech impaired was the second largest area with 13,201 children. There were 2,617 gifted, 2,224 hospital/homebound. 739 emotionally disturbed, 714 trainable mentally retarded, 383 visually impaired, 175 hearing impaired, 167 multi-handicapped and 73 with special learning disabilities.
Special Projects In addition to the services offered by local school systems to students in the state who need special help, the program offers exceptional children financial help to some children in nonpublic school programs both in and out of Georgia. Through funds allocated by the General Assembly, these children may receive assistance when no appropriate state-supported services are available. Tuition grants for the multi-handicapped and trainable mentally retarded are examples of such aid. The General Assembly appropriated $65,000 in 1969-70 to pay tuition costs of multi-handicapped children to attend private schools. A $150,000 TMR grant-in-aid program provided funds for 366 trainable retarded children in Georgia during 1969-70. This program provided tuition grants up to $500 for TMR children to attend private schools in or out of Georgia. The DeKalb Center for Children with Behavior Disorders received $125,334 to provide an educational program for 20 children with severe . behavioral disorders and to conduct a
comprehensive program for parents to help them learn approaches and methods relating to the education of

their children with behavioral defects. VR Agreements with Secondary EMR Programs Georgia educators are challenged to
educate all children of school age within the state, including children who may have need of special programs to insure education to their highest level of achievement. One such program is for secondary educable mentally retarded youngsters.
Through a cooperative agreement among the Office of Vocational Rehabilitation Services, the Program for Exceptional Children and the local school system, a planned program is provided which includes vocational education; counselor services; onthe-job evaluations; on-the-job training; prescribed course work leading to a high school diploma; occupational guidance and follow-up; educational, medical and psychological evaluations and follow-up. During the 1969-70 school year, cooperative agreements were effected in 56 of the 79 systems with secondary programs for the educable mentally retarded.
The goal of this educational program is to provide the youngster with experiences which will permit him to think critically and act independently in his daily life-a program which will permit the student to achieve his maximum socio-occupational independence.
Federal Funds Over a million dollars in federal funds was allocated to local systems through the Program for Exceptional Children in 1969-70. Georgia's grant for ESEA Title VI-A programs was $682,447 and was designated specifically for initiation, expansion and improvement of programs for handicapped children, ages 3-21 inclusive. This money was used to employ staff at the state level, for special projects and for grants to local systems. Special projects included a series of educational television ftlms on exceptional children, statewide in-service training for teachers of the retarded and services at the Library for the Blind and Physically Handicapped. In-service training sessions for teachers of the educable mentally retarded were held monthly. Classes were taught by master classroom

teachers selected from local geographic districts. The teachers were permitted to playa major role in determining the programs and materials to be offered.
A grant of $138,416 made available through Public Law 85-926 was used for state administration, summer traineeships, post-master's fellowships and special study institutes.
Fifty teachers received money for summer traineeships for 10 weeks of study. Two full-year post-master's awards were used during the year. The purpose of the traineeships was to upgrade teaching competencies and train special education personnel who seek to provide maximum educational experiences for Georgia's handicapped children.
Special study institutes for teachers of the educable mentally retarded, held in five regional locations, brought together 650 teachers to discuss the selection and use of instructional materials as well as teaching methods with specific instructions in the area of

primary, intermediate and secondary . methods and materials.
Another special institute was held for teachers of the emotionally disturbed, local directors, and students in graduate training programs. The participants discussed problems and concerns of the disturbed and offered solutions and suggestions on how their teaching competencies could be improved.
Over $700,000 received through ESEA Title I and Public Law 89-313, was expended in 1969-70 for exceptional children in 21 local school systems and four state institutions.
A driver education program was conducted at Gracewood State School with Title I funds, and a number of educable and trainable mentally ret~lfded children were able to qualify for Georgia driver's licenses. The Gracewood project was used as a model to assist other agencies in the design and organization of future programs.

Emphasis To Be Placed

On Intellectually Gifted

As a result of a new program approved by the State Board of Education in 1968, emphasis in Georgia is being placed on the intellectually gifted child. During the 1969-70 school year, 18 school systems operated program~ for the gifted and 26 new programs were approved in the spring of 1970.
Participating in this program are students whose mental ability places them in the upper two to five percent of the general school population. Programs for these students are designed to meet each student's individual needs. The development of inquiry, creative thinking and critical analysis skills is a major feature of each program.
Through the Program for Exceptional Children,. the state allots one instructional person to public school systems submitting approved plans for programs for the gifted. During the

1969-70 school year, 14 of the 18 persons allotted to work with these programs served as part-time consultants to teachers and as part-time resOurce teachers for students. The remaining four served as full-time consultants to teachers having intellectually gifted children and youth in their classrooms. Approximately 2,697 students were enrolled in these special programs.
The 18 school systems operating programs for the gifted in 1969-70 were Atlanta City, Bacon County, Bibb County, Carrollton City, Clayton County, Coffee County-, Dougherty County, Forsyth-Cherokee Counties, Franklin County, Lumpkin County, Muscogee County, Randolph County, Rome City, Telfair County, Walker County, Walton County, Washington County and Waycross City-Ware County.

Visiting Teacher Program Is School Social Service

The visiting teacher service in Georgia was designed primarily to help administer the compulsory attendance law. However, school attendance is not the only area in which visiting teachers work. They are concerned with social and emotional difficulties that prevent students from attending school or receiving full benefit from their educational experiences.
During the 1969-70 academic year 82,582 students were referred for individual help to local system visiting teachers. Of this number, 56,116 were referred for attendance reasons, 7,056 for economic problems, 5,310 for health problems and 4,255 for other reasons. In addition to the students referred for individual help, 110,287 were served through consultation with school staff and community agencies. Visiting teachers interviewed a total of 140,380 parents and made 129,064 home visits.

on both local and state levels. Work has also been done in defining the duties and responsibilities of visiting teachers, and a major portion of time has been spent in consultant activities with local visiting teachers and system superintendents.
The nationally accepted ratio for school social service workers is one worker for 2,000 students. Georgia falls far below this standard with a ratio of one visiting teacher to almost 5,000 students.
"Further improvement of visiting teacher services in Georgia is dependent upon an increase in the number of staff, provision of more supervisory and consultant services by the department of education and strengthened programs of training on both pre-service and in-service levels," say Thomas.

According to Jack Thomas, coordinator of visiting teacher services for the Georgia Department of Education, the service in Georgia is developing into a professional school social, service program.
"In other states, such workers are generally given the title of school social worker," explained Thomas. "While social work methods are employed by Georgia visiting teachers and many of them are professionally trained social workers, the focus of the service is on education and educational problems."
In Georgia, casework and group work services are offered for individual children and parents. Consultative work is done with teachers and other school staff concerning individual children or groups of children. Liaison is provided with community agencies and other resources related to the needs of children. Much time is spent in the area of school-community activities.
There were 278 visiting teachers and attendance workers employed in Georgia during 1969-70. Of the 278, 189 were certificated at the fifth or sixth-year level.
The State Board of Education last year approved a new standard requiring all school systems to have either a visiting teacher or attendance officer. There were 19 school systems in 1969-70 without visiting teacher services. As a result of the new standard approved by the State Board, new positions are being added. Some special projects are being financed with federal funds.
A structured plan of in-service training for visiting teachers was begun in the spring of 1970. Approximately 200 visiting teachers attended a two-day workshop at Lake Jackson. Similar workshops will be held twice annually in an attempt to continually improve the quality of visiting teacher services.
A major emphasis of the visiting teacher unit of the Georgia Department of Education during the year has been to revise the system of monthly and annual reporting so that more complete data are available for the evaluation of visiting teacher services

Georgia Students Receive Services Of Psychologists
Children in 38 Georgia school systems this year received the services of 47 psychologists and psychometrists. The professionals evaluated children who were experiencing learning and behavior problems and consulted with teachers, parents and school administrators on thcir ed ucational needs. They assisted in developing educational plans for handicapped children and providcd psychological information necessary for the placemcnt of children in special education programs.
School psychological services workers saw nearly 12,000 children; in addition, the department of education contracted with private psychologists for asscssment and evaluation of about 3,000 children who werc candidates for special class placemcnt bccause of some handicapping condition. These services were secured for school systems which did not have the services of psychological specialists on their staffs.
A third graduate training program in school psychology was begun last year at Georgia State University in Atlanta. Others are at the University of Georgia and Georgia Sou thern College.
The professional development of school psychological workers was enhanced last year through the organization of a professional association which about 40 school psychologists/ psychometrists have joined. The department of education sponsored two workshops during the year which were designed to upgrade the skills of school psychologists and to make them aware of the latest developments in psychological evaluation and prescriptive educational programming.
Several Georgia school systems were seeking school psychologists at the conclusion of the year. As a result, over 15 projects were developed through Section 20 of the Minimum Foundation Law for Education in which two or more school systems agreed to share the services of psychological personnel to serve the needs of handicapped children.

ANNUAL REPORT - Department of Education 1969-70 9
Honors Program Is Seven Years Old

The Governor's Honors Program, an eight-weeks summer residential program for 400 intellectually gifted and artistically talented juniors and seniors enrolled in public high schools, is now in its seventh year. Since its inception in 1964, th-e program has been totally supported by state funds and has been held annually on the campus of Wesleyan College in Macon. Section 51 of Senate Bill 180 authorizes the Georgia Department of Education to operate the program.
Students participating in the Governor's Honors Program each year are selected from nominations made by public school officials. The students may be nominated in one of the major areas of study-English, foreign language, mathematics, science, social science, art, drama and music.
All finalists for the summer program are selected by statewide committees composed of public school, Georgia Department of Education and college and university personnel. The finalists for the 1969 program represented 86 school systems and were selected from a total of 3,148 nominees from 154 school systems.
The instruction phase of the honors program is designed to give students an opportunity to explore courses not usually available to them during the regular school year and to provide them with an opportunity to further

develop specific interests and activities.
New and experimental courses designed for the intellectually gifted and artistically talented students are being developed by the instructional staff. These courses are idea and concept centered and stress the integration of knowledge. The instructional program differs from the regular school program in several ways. Course credit and grades are not given. Instruction is given in large blocks of time without the interference of bells. Independent study, small group seminars, team teaching and large group lectures are major features of the instruction program.
Students in the program spend a great portion of their time working in the area in which they were nominated, but they also take part in a regularly scheduled recreation program, a seminar program and in a minor area of study. Cultural and social activities during the eight weeks include professional concerts, student performances in music and drama, student and professional art exhibits and lectures by state and national leaders, artists and scholars.
Plans are to continue the Governor's Honors Program and to conduct a follow-up study on former students. Special materials will be developed for use by public school teachers during the regular school program.

1GEORGIAg CHILD IN
NEEDS SPECIAL HELP IN _ THE CLASSROOM NOW . ,
Exceptional children are special. Some are exceptionally gifted... others are physically, emotionally or mentally handicapped. Georgia
presently assists only one-fourth of its exceptional children, but the General Assembly passed House
Bill 453 in 1968 which will provide services to all of them by the
1975-76 school year. This is a real challenge to all who would help!
Five color films have been developed to help plan programs for
these children. Each is available individually, or all may
be obtained by localschools, colleges and other groups.
To learn more about these films and Georgia's plans for the excep-
tional child, write for the free brochure SPECIAL ME.
GEORGIA DEPARTMENT OF EDUCATION
Audio Visual Services 1066 Sylvan Road, S. W.
Atlanta, Georgia 30310

to ANNUAL REPORT - Department of Education 1969-70

At Cave Spring: CHILDREN LEARN IN SILENT WORLD

Children from over the state who have a hearing impairmen t preven ling them from attending regular school are eligible to enroll either as day students or as resident students at the Georgia School for the Deaf, a residential, state-supported school in Cave Spring.
The School for the Deaf is accredited as an elementary and high sclil)ol and operates on a nine-months basis. Resident children return home for summer vacation and holiday~.
During the 1969-70 school year 545 students were enrolled in the school at Cave Spring. These student' received instruction in academic sub-

jects usually taught in rcgular public elementary and high schools, and special emphasis was placed on speech and speech-reading. Even though the children lcarn sign language, the combination or simultancous mcthod of communication is used for tcaching in most classrooms, Children are taught that they must learn to live in a world of sound,
Vocational training in a widc range of trades is provided for boys and girls in the upper elcmcntary and advanccd grades. Courses arc taught in printing. shoe repairing. cabinet making. cosmetology. laundry. typing. brick

masonry, homemaking and power sewing.
In addition to the academic classes offered at Cave Spring, vocational rehabilitation services operates an evaluation center where students 16 years of age or older reccive both diagnostic and cvaluative services to determine the types of employment best suited for them.
During the summer of 1969 Title I money funded a special project at the School for the Dcaf. A program was designed to offer individual and small group instruction to 110 deaf pupils of elementary and junior high school age

who have experienced difficulty in mastering language and reading skills. Twenty-two classroom instructors and six teacher aides provided a one to five teacher-pupil ratio so students received much individual instruction. In addition to academic subjects, students received special instruction in art and physical education. Psychological services were provided and an audiologist was employed.
A two-day institute for parents of preschool age deaf children was also held during the summer. The parents were 'taught ways to help their children adjust to a' world of sound.

Blind Live and Learn At Academy in Macon

Eight students received high school diplomas from the Georgia Academy for the Blind last June. They were among 203 youngsters from 84 Georgia counties in the residential school operated by the Georgia Department of Education.
Students from ages five through 19 attend the academy to receive the specialized help they need to achieve equal success with their sighted peers.
About 30 percent of the students have one or more problems in addition to visual impairment and are able to find curricula modified to meet their needs.
According to Lee Jones, director of the school, most of the students use braille, along with other specialized media, materials and methods, but many are able to use type and other visual materials as their primary means of learning.
The majority of the students board at the school because their parents are too far away for them to live at home. About 25 live at home and attend classes at the academy during the day. Mapy stay on campus primarily to receive extra help in gaining greater independence and skills in the activities of daily living.
While they attend this fully accredited school for a normal length school year, the pupils study about the same basic materials being studied by their fully sighted peers back home. They also have many extras, including a broad industrial arts program, a full program of physical education and recreational activities, an excellent music program and a program of arts and crafts and training in self-care skills, including mobility.

Title I federal funds made possible several special projects to further broaden d educational and supportive services to academy students. All students were screened for speech defects and therapy was provided for those needing il. Children with some vision were evaluated to see if low vision aids might increase the effective use of that vision. The music program was strengthened through the teaching of band instruments and social and recreational activities were significantly improved.
Federal funds also made possible the development of facilities and the beginning of a program for young deaf-blind children.
The State Board of Education has approved a policy for the gradual development of the Shurling Campus in Macon to be used as a comprehensive residential educational program for severely multi-handicapped children,
to include but not be limited to the deaf-blind and the trainable mentally retarded blind. State funding for the beginning of these programs is requested in the department of education budget for the 1971-73 biennium.
Department of education officials and the State Board of Education re-
cognized a number of years ago the need for more adequate, modern facilities at the Academy for the Blind. Plans have been made for the replacement of all except the more recently constructed buildings and the addition of new housing facilities for all children. During the year, construction began on five housing uni ts and plans were completed for three additional housing units and a food services-cen tral services building.

ANNUAL REPORT - Department of Education 1969-70 11

ALTO: FIRST CRANCE FOR MAN~ LAST CRANCE FOR SOME!

The next time you visit the supermarket, take a good look at the young man whose job it is to place groceries in bags and take them to your car.
When you attend services at your church featuring a young people's choir or youth group, examine carefully the young men participating. Notice the neat fellow ~ho pumps your gasoline, or delivers your newspaper, or calls at your house to take your daughter to the movies.
What will you see in their faces? What thing in common do all ~hese fresh-faced boys have? Would you expect to find the same thing in the face of a hardened young criminal behind the walls and bars of a state institution? Think again, because the common factor is that there is no common factor!
Boys will be boys, but in doing so, they will be energetic as well as listless, brave and cowardly, smart and slow, black and white. Not too surprisingly, you will find that this is true of the boys at the Educational and Evaluation Center at Alto. Many conditions, brought them there; many environments dictated that failure as a citizen and as a free individual was to be their lot. A variety of offenses against the rest of us caused a court somewhere in Georgia to admit that, as far as one young man was concerned, both he and society had failed, and that there, but for the merest chance, goes anyone of the "good"boys previously mentioned.
Alto no longer is a symbol of failure. The Center there gives hope and a faint glimmering of promise in the young lives it now touches. Operated by the Georgia
Department of Education in cooperation with the Georgia Department of Corrections, th is Center often provides the only door to the outside world which opens only one way!
Located within the confines of the correctional institution at Alto and adjacent to its main facility, the Center is an all-embracing effort to alter basic patterns of living in such a way that a new life is born, with either a first or last chance for a boy to achieve a satisfying and functional manhood.
Alto thus offers hope long after other agencies-such as the home, the school, the church, or the court-have given up and have failed to gain entry into a youngster's inner world. Hope is offered, coupled with a sincere feeling from the administration and staff that the necessary expenditures of time, money, effort and prayers are worth it.
There are about 35,000 public offenders in Georgia today, and 4,000 of these are juveniles. If an annual increase in crime in Georgia of 10 percent is assumed-the current rate, by the way-then we can count on having an offender population of over 65,000 by the end of 1975. This total would include only felons and misclemenants who were convicted and sentenced to some type of incarceration or to probation periods.
Now, if we take these figures just a little further by employing a current rate of 55 percent for persons returning to prison for a second time or more, it is seen

that 17,500 felons in Georgia will repeat criminal activity and return to prison by 1971. By 1975, Georgia can easily host 30,000
chronic repeaters out of the 65,000 in prison at that time.
Each chronic offender costs society about $100,000 during his c rim ina I " car eer " t h r 0 u gh institutions, 'property damage, police costs, court costs, tax losses, increases in insurance rates dependent support: hospitalization, income loss, and so on. Some quick arithmetic shows that, by 1975, our criminals in Georgia will run up a total tab of about $1,500,000,000, for which the return to Georgia, in terms of money or other things of worth, is exactly zero!
Any program significantly changing this situation would be a bargain at almost any cost. Within its scope of influence, the Alto Educational and Evaluation Center seeks to bring about those alterations in the lives of its young charges making changes for the better a probability as well as a

possib iIity. The Center consists of the
divisions of academic school vocational school and rehabilitation facility. The division for rehabilitation activities is
subsequently divided into interrelated services for clinical counseling, evaluation and chaplaincy activities.
Sta.ndard scientific sampling techniques have determined that 70 percent of Alto's inmates is eligible for vocational ~ehabilitation services. Early in his I ncarceration, each offender is evaluated, providing the staff with valuable psychological and vocational assessments for further aiding the inmate to emerge whole from his prison experience. At th is point, about ten percent of the boys are found to have a physical disability.
N ~x~, clinical psychologists administer IQ tests, which determine that many-those who have an IQ measurement of less than 80-are eligible for rehabilitation services. Should an

Proposed
School for the
Deaf
Architect's drawing of Atlanta Metropolitan School for the Deaf to be constructed in three phases at a cost of $4 million. The site is still under consideration.

emotional disturbance accompany

such a low score, the inmate is

brought into contact with a

consulting psychiatrist.

Prevocational evaluation lasts

about three to six weeks. During

this period, the inmate is tested

for various vocational preferences

and evidence of a particular talent

leads to more testing in that area

or to the beginning of

prevocational training. As testing

is completed, the inmate enters a

"work detail" suiting his abilities

and capacity.

The chaplaincy program,

started in early 1967, is based on

the inmates' affection and

need for support

aslovae~

individual. A matchless

opportunity to re-evaluate himself

and his system of values is offered

by this program which extends

through worship services,

individual counseling, family

contacts, pastoral guidance and

Bible study. The Chaplain

maintains contact with pastors

over the state who can supplement

his efforts with their ministry

upon the inmate's release.

The academic school provides

courses at elementary and high

school levels for regular credit.

Over 100 inmates have graduated

from the high school at Alto, and

others have made a smooth

transition into a local school upon

release. Some former inmates have

successfully pursued college-level

work. The academic staff consists

of a .principal, 17 teachers, a

full-time counselor, and a

librarian.

. The vocational school, started I n A ugust of 1968, offers a curriculum which permits trainees to develop a chosen skill to the limit of their ability at an individual pace. Academic programs and vocational programs are designed to augment each other.
Programs offered in the voca~ional school are auto body repair, auto mechanics, barbering, cooking and baking, masonry, plumbing, service station ma i ntenance, sewing machine repair, small engine repair, upholstery, welding, and woodworking.

Approximately 220 students are enrolled in courses varying in length from 13 weeks to two years. Other short courses are offered to facilitate the largest possible number of inmates.
It should be remembered that this "school-behind-the-fence" has very unique requirements and demands, since fully 98 percent of its student body has previously rejected traditional public schools. There seems to be no blueprint for meeting all the demands of this group; consequently, the full resources of the Georgia Department of Education are being brought to bear upon a program which will offer the most in terms of future success for its participants.

12 ANNUAL REPORT - Department of Education 1969-70
District Directors Are System Liaison

The Division of Administrative Leadership Services provides assistance to local school systems in the development of improved local administration and supervision, financial improvement, record keeping, reporting, program planning and other administrative and supervisory services.
"Part of our responsibility," said John A. Mize, division director, "is to act in each of the congressional districts as liaison between the department of education and local school systems, administering the State Board of Education standards and aiding schools in their efforts to maintain an adequate program of education as they develop the unitary school system."
Each district has a director who coordinates leadership programs between the Georgia Department of Education and the school systems in his district.
The Minimum Foundation Program, Senate Bill 180, authorizes the State Board of Education to develop and enforce minimum standards in the public schools of Georgia. The Division of Administrative Leadership Services is responsible for administering the standards program and serves as a coordinating agency in evaluating each school. Results of the annual Standards Survey are used by the State

Board of Education as a basis for its decisions concerning the operation of the public schools and for improving the educational programs in Georgia.
The State-Federal Relations Unit of the Division of Administrative Leadership Services provides local school systems, vocational-technical and other special schools a source of assistance in solving problems relating

to school desegregation. The division is also responsible for
the supervision of the Shared Services Projects which are designed to give support to the classroom teacher in imp.roving the instructional program.
During the past fiscal year there were 11 projects operating in the state representing 95 school systems. Each

Shared Service Project has four or more participating systems. These systems have an enrollment of 421,000 students with a project staff of 110 consultants.
State funds appropriated for the operation of the projects amounted to $1,006,250 for a total budget of $1,006,250.

177 Systems,1,265 Schools Meet Board Standards

During the 1969-70 school year, 67.4 percent of all Georgia public schools met the necessary criteria prescribed for schools to be classified as standard, reports the Standards Unit of the Division of Administrative Leadership Services.
Clyde Pearce, standards coordinator, said that since the beginning of the program in 1966, there has been a constant increase in the number of schools and systems becoming standard.
"During the past school year," said Pearce, "177 school systems were Standard, representing 93.1 percent of the state's 190 school systems. These systems enrolled 98.3 percent of Georgia public school students with

the remammg 13 unclassified systems enrolling only 1.7 percent of the students."
Standard schools represent 1,265 schools among the 1,876 schools in Georgia. They enroll 75 percent of the state's students. There were 45 systems in which every school achieved Standard classification during 1969-70, representing a 50 percent gain over last year when only 30 systems reached this goal. Several other systems, including some quite large, had only one to three unclassified schools. "As a rule," said Pearce "these systems are rapidly growing systems which are experiencing overcrowding of facilities at a few school sites."

Again this year, the requirement of a certificate of occupancy for each school building was the single factor causing the greatest number of schools to be unclassified. In the 1969-70 school year, 140 schools received certificates, but there is still concern for the safety and well-being of thousands of students in many of the schools who are deficient in this area.
Pearce said the impending reorganization of schools probably accounts in many instances for failure to obtain certificates from the fire marshal's office as required by law. He said that progress is being made, and more importantly, students are benefitting directly from this program.

Shared Services Projects Operating in Fall 1970

1. Shared Services Project operated through Early County Schools serves the following school systems. Clay County Calhoun County Baker County Randolph County

2. Shared Services Project operated through Carrollton City Schools serves the following school systems. Carrollton City Paulding County Carroll County Coweta County Haralson County Bremen City Heard County

Systems with Shared Services Projects

3. Shared Seivices Project operated through Dodge County Schools serves the following school systems. Dodge County Cochran City Laurens County Telfair County Wheeler County Wilcox County B1eckley County
4. Shared Services Project operated through Spalding County Schools serves the following school systems. Griffin-Spalding Butts County Fayette County Henry County Pike County Lamar County
5. Shared Services Project operated through LaGrange City Schools serves the following school systems. Troup County LaGrange City Hogansville City West Point Meriwether County Harris County Talbot County
6. Shared Services Project operated through Lincoln County Schools serves the following school systems. Lincoln County Columbia County McDuffie County Wilkes County
7. Shared Services Project operated through Macon County Schools serves the following school systems. Macon County Schley County Crawford County Taylor County
8. Shared Services Project operated through Washington County Schools serves the following school systems. Washington County Baldwin County Hancock County Jefferson County Warren County

9. Shared Services Project operated through Bulloch County Schools serves the following school systems. Bryan County Bulloch County Burke County Candler County Effingham County Emanuel County Evans County Jenkins County Johnson County Liberty County Long County McIntosh County Montgomery County Screven County Tattnall County Toombs County Vidalia City Treutlen County Dublin City
10. Shared Services Project operated through Ware County Schools serves the following school systems. Brantley County Charlton County Pierce County Ware County Waycross City
11. Shared Services Project operated through White County Schools serves the following school systems. Banks County Barrow County Winder City Cherokee County Dawson County Elbert County Fannin County Forsyth County Franklin County Gilmer County Gwinnett County Buford City Habersham County Hall County Gainesville City Hart County Jackson County Commerce City Jefferson City Lumpkin County Madison County Pickens County Rabun County Stephens County Towns County Union County White County

ANNUAL REPORT - Department of Education 1969-70 13
New Production Center Opens In Atlanta


VVCLp18 Chahwt'rth

WGTV'8



Allanta

WETV'30 Atlanta


WJSp28 Columbus Warm Springs

WACS'25 Dawson

WDCO15
Cochran


WCES'20 Wrens
Savannah Pembroke


WA8W14 Pelham


WXGA8 Waycross

Georgia ETV Stations-1970

ETV Located Under One Roof for First Time

In February, 1970, the Educational Television Services Division was located for the first time under one roof at the new Educational Television Center on Stewait Avenue. This new center provides comprehensive facilities for the division and includes two studios with control rooms, a film center, art department, a broadcast control center and all offices for the division.
The new center is considered to be one of the most outstanding ETV facilities in the Southeast and has been designed to allow for future expansion.
The division has already undergone an extensive reorganization during the 1969-70 FY to establish better leadership and supervisory procedures and to establish practices and procedures to be used in the production and broadcasting of programs which the division is
responsible for.
An independent survey, conducted by the Division of Planning, Research and Evaluation for the Educational Television Services Division shows that approximately 70 percen t ofelementary school students viewed at least one educational television series. However, the survey revealed also that only 10 percent of high school students watched at

least one or more series. The reason for the difference in viewing is that 60 percent of elementary teachers and only five percent of secondary teachers used ETV in regular classroom studies. The basis of the survey was the standard 33-lesson series. A total of 1,100,000 viewed at least one 33-lesson series and a total of 485,000 students viewed two or more series.
Color Unit Installed At ETV
In the 1969-70 fiscal year the Educational Television Services Division installed new color production equipment and subsequently began developing programs to use this new capability. One of the two studios at the new Educational Television Center has been devoted to producing shows in color. Equipment installed included three color cameras, color tape machines and all the backup equipment necessary for transmitting in color. The first show in color was broadcast on June 9,1970.

State Board Works To Insure Quality Education

Georgia's State Board of Education, through the Georgia Department of Education, works to insure equal and adequate educational programs, curriculum offerings, opportunities and facilities for all Georgia students. In it~ leadership role the board adopts and prescribes all rules, regulations and policies required by the state constitution, Georgia School Laws and other laws as necessary for carrying out public education programs in the state; it also establishes and enforces minimum standards for operation of all phases of elementary and secondary education from state to school system level.
Each of the ten State Board of Education members is appointed by the Governor for a seven-year term and represents a Congressional District. Members of the board are confirmed by the Senate.
A chairman and vice-chairman are elected each year by the board and the State Superintendent of Schools serves as executive secretary. There are three standing committees of the board - Instruction" Finance and Appeals, the chairman of each being appointed by the state board chairman.
Meetings of the board are held every third Wednesday at the Department of Education, State Office Building in Atlanta.
Serving as chairman of the board for fiscal year 1970 was James S. Peters from Manchester. Dr. Peters has been chairman of the board since 1959 and was originally appointed in 1950

by Governor Talmadge.
Roy Hendricks represents the First Congressional District and was appointed to the board by Governor Sanders in 1966. Hendricks is from Metter.
David F. Rice was appointed in 1961 by Governor Vandiver and represents the Fifth Congressional District. He is from Atlanta.
Governor Marvin Griffin appointed Henry A. Stewart, Sr. to the board in 1955 to represent the Seventh Congressional District. Stewart, from Cedartown, was reappointed in 1962

by Governor Vandiver.
James L. Dewar, Sr. of Valdosta was appointed to his current term by Governor Maddox in 1967. Dewar represents the Eighth Congressional District.
Governor Sanders appointed Cliff C. Kimsey, J r. to the board in 1964. From Cornelia, Kimsey represents the Ninth Congressional District.
William L. Preston is from Monroe and represents the Tenth Congressional District. He was appointed to the board by Governor Sanders in 1964.

A. R. Barksdale, representing the
Fourth Congressional District, was appointed to the board by Governor Maddox in 1969. Barksdale is from Conyers.
Mrs. A. Edward Smith was appointed to the board by Governor Maddox in 1969. She is from Columbus and represents the Third Congressional District.
Sam M. Griffin, Jr., from Bainbridge, was appointed to the board by Governor Maddox in 1970. Griffin represents the Second Congressional District.

14 ANNUAL REPORT - Department of Education 1969-70

Trade and industrial secondary school programs offer training for many skilled and semi-skilled occupations.

Industrial Arts Program Supplies Needed Training

Technology and industry are an integral part of our way of life in America. The industrial arts program is a part of the elementary, junior and senior high school curriculum and seeks to provide the student with a knowledge of techniques and devices necessary to succeed in an industrial and technological society.
The 52,875 industrial arts students can participate in 380 programs. They learn basic industrial skills by solving problems with tools, materials and processes used by industry. They explore theory and practice of several industrial activities in industrial-type laboratories or shops. They develop knowledge and skills of drafting by producing and using drawings. They explore the professions, technical and trade occupations associated with engineering and other technical and skilled occupations in relation to job opportunities, educational requirements and working conditions. They develop an understanding of industry and its influence on our daily lives, and develop the ability to purchase and use better industrial products.
Industrial Arts in many parts of the nation is offered from kindergarten through the twelfth grades. In Georgia, there is some emphasis on grades kindergarten through the sixth grade, but the major emphasis is placed on grade levels 7-9 and 10-12.
Grades 7-9 are the grades at which an exploratory course, General Industrial Arts, provides an overview of the basic instructional areas of drafting, woods, metals, electricity, power and graphic arts. Industrial tools, materials, processes, products and occupations of the industrial areas are studied. The operation, history and development of American industry are also related to each of these areas. Present curriculum trends are toward developing this course into several courses such as construction, manufacturing, communications and transportation. The general industrial arts course provides an exploratory program for students who plan to enroll in the area vocational high school or diversified cooperative training programs as well as those who may be preparing for college
Several college preparatory courses

are offered in grades 10-12, such as A me rican Industries, EngineeringDrafting, Descriptive Geometry and Research and Development. For those planning to enter vocational-technical programs in high school or after high school. industrial arts offers general area courses such as Drafting, Metals. Electronics, Graphic Arts. Woods and Power. AI though the programs are not designed to produce vocationally trained students. many students go directly into a job as a result of industrial arts experiences.
The Industrial Arts consultant's staff has visited many of the 380 programs in the state. including many of the 95 junior and senior high schools which do not have a program but which could economically support one.
During the fiscal year reprints of several curriculum guides were sent out. These included a revised copy of the curriculum guide for the middle grades and seven guides for the upper grades.
In-Service Training During the first two months of 1970 the state Industrial Arts staff held an in-service meeting in each of the congressional districts for industrial arts teachers. The major topic dealt with the organiza tion and services of the Georgia Department of Education and federal funds available for industrial arts. Superintendents, principals, vocational supervisors and high school students also attended. Programs concerning space technology and industrial arts were held in 56 high schools and four colleges during the school year in cooperation with the National Aeronautics and Space Administration. As a result, additional space technology programs are planned for 45 high schools during the 1970-71 school year. The Elementary and Secondary Education Act of 1965 provided federal funds to assist educationally deprived students in the state, and during the past fiscal year a small amount of these funds were spent for industrial arts program development. A limited amount of funds made available in 1967 by the National Defense Education Act is also being used for equipment in industrial arts programs.

D.CT, DAY TRADE

TEACH MANY SKILLS

The day trade program and diversified cooperative training program are in the trade and industrial education area of vocational education. Both secondary school programs are designed for students who wish to enter a skilled or semi-skilled trade, craft or occupation which directly concerns itself with the designing, producing, processing, assembling, maintaining, servicing or repairing of any product. Also included are service occupations which are trade and industrial in nature.
Day Trade Program These programs are operated on a laboratory or shop basis within the school and are planned and equipped to simulate as nearly as possible the environment in which the trainee will eventually work. Thirteen new day trade programs began operation in three high schools during the 1969-70 school year, making a total of 128 programs in the state, with an enrollment of 3,799. Diversified Cooperative Training
Programs OCT studen ts learn the skills for jobs that pay a fair wage and provide opportunities for advancement. At the same time, they continue their high school activities and courses and earn a salary while working part-time in a training program. Students have a chance to work through all stages of an occupation and receive instruction about each phase. Local schools operate the DCT programs, working in cooperation with

the business and industrial establishments of the community. This program provides practical on-the-job work experience by the cooperating industries and related classroom instruction in the school, thus helping the student gain occupational skills and knowledge. This helps bridge the gap between school and work.
Ninety-six programs were in operation during the school year with an enrollment of 3,626 students. They earned $4,105,863.22 while receiving on-the-job training. .
As a part of the activities of the DCT coordinators, a new program was started in the summer to provide part-time employment for youth who need or want summer employment, particularly those in economicallydepressed communities who have academic, socioeconomic or other handicaps that might prevent them from succeeding in the regular vocational education programs, and particularly school dropouts or potential dropouts. Fifty-one coordinators participated in the program, counseling with and placing 1,911 young people in summer jobs.
The greatest need for the Trade and Industrial Education program in the next five years will be for well qualified teachers. This is based on projections drawn from the National Planning Bureau figures which indicate that a minimum of 105,991 individuals will need to be trained in trade and industrial skills during the next five years to meet projected labor demands.

Business Education Trains For Expanding Job Market

The Bureau of Labor Statistics estimates that by 1975 clerical works will have

increased by 30 percent over the number available in 1965. The bureau also states that

new areas of opportunity. such as electronic computer personnel, are available in the

general field of office work.

Thus the business and office educa-

meet manpower needs in office posi-

tion program Local Programs Unit of

tions. Students who are enrolled have

the Division of Vocational Education

career objectives in clerical, steno-

has been planned and developed to

graphic and bookkeeping occupations.

provide. at the secondary level, the

During the 1969-70 fiscal year there

vocational skills, knowledges and at-

were 89 VaT programs in operation,

titudes necessary for success in this

including 17 new ones, and an enroll-

competitive field.

ment of 2,058, which represented an

A basic objective is to aid business

increase of 286 students over the pre-

teachers, teacher ed ucators, admini-

vious year.

strators and businessmen in the de-

A follow-up study of the 1969

velopment of a total program of'

VaT graduates showed that 89.2 per-

business education in the state.

cent were employed either in the oc-

Five major programs of the Busi-

cupation for which they had trained

ness Education Service include ap-

or in a related occupation.

proved business education programs,

With the increasing need for office

area vocational high school programs,

workers, it is predicted there will be at

vocational office training programs,

least a 20 percent increase each year

Future Business Leaders of America

in the number of VaT Programs es-

and teacher education programs.

tablished in the high schools in the im-

Approved Business

mediate future.

Education Programs

Area Vocational High

Three hundred and thirteen schools

School Programs

have been approved for funds pro-

This program provides a specially

vided under the 1963 Vocational Act

designed school plant where equip-

for needed equipment. A maximum of

ment is provided so that competent

$4,000 per school is available, to be

teachers can develop to the frnest

shared by the local system on a 50-50

point possible the skills of a person

matching basis. For approval a pro-

selecting business education as an

gram must include at least one of

objective.

three curricula - stenographic, clerical

and business management, with each

Teacher Education Programs

curriculum consisting of six courses. Reimbursed in-service meetings
provide an opportunity for profession-

An additional Teacher Training Institution - North Georgia College -

al growth resulting in improved class-

was added during 1970 for a total of

room instruction.

15 of these institutions in Georgia. A

Vocational Office Training

reimbursed in-service meeting of 50 of the 60 total teacher educators was also held during the year, providing a

Vocational office training, the co-

better working relationship and better

operative work-training program for

training for pre-service and in-service

office occupations, is designed to help

teachers.

ANNUAL REPORT - Department of Education 1969-70 15

AREA SCHOOLS GO MODERN

Yo-Tech Planners Adopt New Cluster Concept

Area vocational-technical schools in Georgia represent a modern idea, the "drive-in" concept of education, designed to serve the needs of people living within a 30-40 mile radius of the school. Area schools are for the most part located in the population centers of the state and operated either by a local school board or an area board of education.
The Area School Programs Unit of t!1~ Vocational Education Division has tne responsibility for administration of tne 23 area schools, the two state vocCttional-technical schools, the Adult Voca tional-Technical Education Program and the Manpower Developmen, and Training Programs.
Eacll area school offers two basic types of programs--a full-time daytime, post-secondary program and an evening or adult program. The daytime programs are preparatory in nature and range from one quarter or 56 days to two years in duration depending upon the skill level to be obtained. Students enrolled in th.e post-secondary program usually attend classes six hours per day, five days per week. Each instructional program offered by the school has 3 laboratory

with the same type of equipment the student will encounter in a work environment, making the transition from school to work easier and more advantageous to the graduate and his employer.
Area vocational-technical schools are financed with state, federal and local funds. The local school system provides the building site, adequate space for parking and space for expansion. The local school system also provides funds for half the initial building costs, with state and federal funds completing the construction costs. Instructional equipment is purchased with state and federal funds. Salaries for school administrative personnel and instructional personnel are reimbursed by state funds. All maintenance and operating costs are borne by the local system.
The two state vocational-technical schools are located in Clarkesville and Americus and have dormitory facilities to serve resident students, although the percentage of commuting students is increasing at both schools, resulting in increased enrollment. Both schools have a large number of occupational offerings.

MDTA Meets Needs

The high level of unemployment this past year, combined with Georgia's traditionally high dropout rate, compounded the problem of finding jobs for the hard-core disadvantaged in the state.
Georgia is meeting the problem to some extent with its Manpower Training Programs of the Vocational Education Division. It is designed to provide the skills necessary in a competitive labor market.
During the 1970 fiscal year 3,087 people were provided with occupational training, remedial education, professional counseling and various supportive services needed to secure and hold gainful employment through the Manpower program.
The average cost per trainee hour amounted to only 76 cents, with the program cost per trainee averaging out to $1,061. Eighty-two projects were funded during the year with an average cost of $31,127 each and were administered in various ways. Fourteen provided training for inmates in correctional institutions; 13 projects were part of the programs conducted at military installations, three were part-time training programs to upgrade skills of people already employed. The remaining projects were regular institutional programs.
During the same period 1970 funds in the amount of $2,192,980 were used to initiate 80 new training programs. Although this represents a decrease of two, certain programs were increased in number due to demand. This was true of the "Transition" programs and the training programs in correctional institutions.
An allocation of part of the funds for use in individual referral allows MDTA students to attend Georgia's area vocational technical schools. All costs which are incurred by regular students are covered by the program. Approximately 408 trainees were en-

rolled in the program on June 30,1970.
The Manpower Development Training Program is a joint responsibility with the State Employment Service. State and local employment service offices establish training needs, recruit and refer individuals for training and place graduates in gainful employment. Education provides occupational training programs including facilities, personnel, equipment and supplies, remedial education and guidance and counseling services.
FBLA Grants
17 New Charters
This national organization is for all high school students enrolled in business and office programs. It operates as a part of the school program under the guidance of business teachers, school administrators, state supervisors and businessmen.
During the 1969-70 school year the Georgia chapter of FBLA was com-. posed of 289 high school chapters with a membership of 7,896 and 23 college chapters with a membership of 742. Seventeen new chapters were granted charters during the year. Two' planning conferences and one state leadership conference were also held.

Programs in consumer education seek to prepare men as well as women for family living_
Consumer Education Improves Home Life

More and more emphasis has been placed in recent years on consumer education,

and as a result of the Vocational Education Amendments of 1968, consumer and homemaking education has become an integral part of the area vocational-technical

SdlOOls' programs in Georgia. Programs in Consumer and Family Life Skills were designed to prepare young people and adults for the role of homemaker or to contrib-

ute to the employability of such people in the dual role of homemaker-wage earner.

It is felt that married women especially need the ability to manage a home and family so they are free of cOllcern during the hours of employmen t. The program is also designed to assist consu mers in solving problems which arisc in the areas of feeding, clothing and housing, rearing children and maintaining satisfying human relations. Homc economics is concerned with the wise use of individual or family incomes. The program seeks to prepare men in assuming their role in family responsibilities and to help individuals in making consumcr decisions consistent with their goals in oreler to improvc homc environments and the quality of family life.
At least one-third of the instruc-

Food Preparation and Management for Good Nutrition in the Home, Home Furnishings for the Homemaker, Consumer Education for Homemakers, Home Health Care for Children and the Aged, Family Reiat ion san d Personal Development, Work in the Household and Management of the Home and Housing for the Family.
Five workshops were conducted for the teachers of this program through the Vocational Home Economics Divisions of the University of Georgia and the Georgia Department of Education. Ways of reaching and teaching low-income families and culturally and socially deprived persons were discussed

tors' time in these programs was spent in working with low-incomc families, welfare rccipients and scnior citizens.

Adult Class

They conducted dasses in low-income housing units, in parent-child centers, model cities areas, vocational rehabilitation centers, mental health institutions, OED centers and other economically depressed areas, as well as in 12

Enrollment On Upswing

area vocational-technical schools. Three mobile teaching units were
authorized during 1970. One was ready for occupancy in the spring of 1970 and the other two will be operative by fall of 1971. The objective in developing these units was to expand and extend Consumer and Family Life Skills programs to persons in economi cally depressed areas where it would be impossible to motivate them to come to any other facility for service.

More and more adults are apparently feeling the need for additional education, for adult education programs experienced a tremendous growth in 1969-70. Adults attending these programs fall into three types of students-those who are employed and wish to update or upgrade themselves on their jobs, those who are underemployed and wish to be trained for a higher level of employment and those who are unemployed and need a

At the post-secondary level, the program's major objective was to reach each of the men and women at some

particular job skill. The growth of these programs is a result of efforts of experienced coordinators of adult in-

time during their occupational training program in the area school to help them prepare for assuming homemaking and family responsibilities. Other consumer and homemaking education programs were offered in all 23 area vocational-technical schools and included such classes as Clothing Construction and Garment Alteration,

struction, coordinators of business and industrial training and a series of leadership and program development courses conducted by the 23 area and two state vocational-technical schools' staffs. Courses are conducted in all of these area schools and in a number of business and industrial plants.

16 ANNUAL REPORT - Department of Education 1969-70

Early Childhood ...
The Early Childhood Education Section of the Georgia Department of Education's Curriculum Development Division spent much time during fiscal year 1970 laying the groundwork for a statewide kindergarten program under consideration by the legislature.
An important part of the kindergarten program will be certification of teachers. A new certificate, especially designated for kindergarten through the third grade, will go into eifect. The Early Childhood Education Section worked with six colleges in Georgia in formulating plans to implement programs. In the past only one Georgia college offered a pre-first-grade certifi cate. Several other colleges are now developing programs to be approved in this area.
The Early Childhood Education Section was also instrumental in drawing up a proposal for a three-state federal grant to be shared with Alabama and Florida. The purpose of the grant is to train teacher trainers and their teachers. The proposal was funded last year and has already been extended for two more years. Georgia has offered specialized training to 40 personnel who will retrain others in early childhood education.
In addition, Follow Through funds have been utilized to develop institutes for pre-first.grade teachers. Training and certification are being developed for teaching aides and paraprofessional personnel. The section is also ex tensively involved with in-service activities and training for Title I kindergartens, Head Start programs and the development of experimental projects.

unit's close contacts at the local level is the "Foreign Language Beacon." The "Beacon" is edited by a former consultant with the department and is published by Georgia State University. It has received acclaim at national levels and is envisioned as an ins tructional link with all foreign language teachers in Georgia.
Art ...
A major problem of education in general and art education specifically is the lack of opportunity for students, school personnel and average citizens to view quality works of art.
The Georgia Department of Edu cation during the past year has pro vided consultative services to the Georgia Commission on the Arts for the "art bus" project. The art bus is visiting 10 school systems within the state and exhibiting work by con temporary Georgia artists.
Department consultants are also attempting to overcome many of the reasons for a definite lack of art

education in Georgia schools. Throughout the 196970 school year consultative services have been extended to local systems in order to develop curriculum guides for art edu cation. The work that has gone on in local committees has resulted in more individualized work in the classroom and more experimentation with different types of art media. Students and teachers are gaining a deeper understanding of aesthetic qualities and are becoming more involved in their work.
Among the non-credit summer workshops, two were held in school systems which previously had not reo quested services for art education. Two additional teacher education pro grams have been developed and approved, one an undergraduate and the other a graduate program. These art education programs are needed because the need for certificated personnel to teach art has reached a critical level. Demand fOT supervisors and consultants in art education far exceeds the current supply.

Foreign Languages. ~ .
Viva Nuestra Amistad, a Spanish telecourse developed by the Georgia Department of Education's foreign language staff in cooperation with the Educational Television Division, has been highly acclaimed nationally and was given special recognition when presented at the national symposium of the American Council on the Teaching of Foreign Languages.
The program, requested by many teachers and coordinators from other states for use in their systems, until recently was funded by ESEA Title III; now it must be supported by state funds, says the program coordinator.
During the 196970 school year the foreign language consultants, in con junction with the State Advisory Committee on Foreign Languages, spon sored two seminars for groups of foreign language teachers in Georgia. The Foreign Language Methodology Conference was attended by educators from secondary and postsecondary schools and dealt with teacher pre paredness and classroom experiences. The second conference was the foreign language weekend retreat heldaf Rock Eagle Camp. It provided French and Spanish teachers with the opportunity to learn more of foreign cultures while speaking the language.
General activities of the foreign language services unit included in creased visits, assistance with inservice meetings and increasing textbook, library and audiovisual resources. In addition, contacts with college, secon dary and elementary teachers were widened.
An example of the foreign language

Mathematics...
The mathematics unit of the Division of Curriculum Development of the Georgia Department of Edu cation has greatly expanded and ex tended its services during the fiscal year. Local mathematics superivsors have been placed in 47 school systems. The department consultants meet with them three times a year to help them coordinate their services at the local level.
A project was piloted by the mathe matics unit in which Mathematics for Georgia Schools, a text series, was revised by a committee consisting of mathematics teachers, the local supervisors and college professors. Approxi mately 140 teachers in 33 school systems were involved in using and evaluating the materials developed by the committee.
The mathematics unit also aided the Georgia Council of Teachers of Mathematics in planning and partici pating in 10 district programs and two statewide conferences. The unit con ducted twoweek summer inservice workshops and participated in other inservice meetings during the school year. In addition the unit gave assis tance in writing local guides, in updating programs, evaluating material purchased through federal funds and also served on school plant and eval uation committees.
At the state level the mathematics

The division feels that its staff muSl continually call to the attention of those involved in education decision-making f(')les--legislators, state board ofeducation, state department personnel, local school boards, school administrators, teachers and other individuals, groups and institutiom--the fact that sound curriculum development requires an examination of both tile new educational purposes and the means through which the purposes are to be ejJ'f!cted. The division feels that crisis oriented approaches to educational development must not cause the errors of excess and repudiation. .. but to implement what is presently known about the successfiJl school and to grow through continued appraiSiAl of the goals and educational processes of both the traditional and the newerappro~chesto educational programs and practices.
-- 'eprinted from the 19661968 Biennial Report Georgia Department ofEducation
CURRICULUM .THE HEART
OF
;
EDUCATION r
The division of curriculum developmer t is constantly involved in change. Four broad categories of the division's service-orientec functions are leadership and study, promotion and coordination, construction and plarning, education and continuing education of teachers.
Specific services of the division include textbook selection, library books and materials selection, film selection for film libraries, development of curricula in all areas except vocational education and the direction of lI1igrant, civil defense, and adult basie education programs. [n addition, the division direct~v assists other curriculum and service personnel in the Georgia Department of Education.

unit assisted other units of the depart ment in evaluating equipment, mate rials and films. The Alto Industrial School obtained a labtype mathema tics program with the assistance of the mathematics unit, and the consultants of the unit served on the advisory committee of the Governor's Honors Program for the selection of students and staff in mathematics. In addition the unit held sessions on several college campuses with in-service and pre-service curriculum classes in order to acquaint them with trends in mathematics equipment and materials.
At the national level the mathe matics unit was active in planning the convention in Atlanta of the National Council of Teachers of Mathematics. One Georgia consultant served as pro gram chairman for the convention.
Music ...
[n the next biennium it is antici pated that the Curriculum Division will organize a fine arts unit within its structure in the Georgia Department of Education. The section will include music, art, drama and dance educa tion.

ANNUAL REPORT - Department of Education J969-70 17

Goals for the music staff include an increase in the number of music teachers in all grades, more lib rary materials on music, the establishment of fine arts programs in Georgia's schools and the increase of music pro grams. Longrange plans call for the consideration of a school for the performing arts in Georgia and presentations of professional artists and their work to Georgia students.
The Georgia Department of Education's music staff has the responsibil ity of providing leadership for music education programs in Georgia's public schools. During the 1969-70 school year the music education curriculum staff participated in the following programs.
They co-sponsored the Georgia High School Music Workshoip for 244 students and 25 professional personnel at the University of Georgia.
The unit co-sponsored the first Allstate Elementary String Orchestra Festival in two differen t ses sions at Henderson High School in DeKalb County and Wesleyan College in Macori. Approximately 200 students were involved.
Staff members screened and selected nominees for the music

SAVE was sponsored by grants from the U. S. Office of Education and the Office of Juvenile Delinquency totaling over $100,000.
Regional workshops were held in which teachers, lay persons and interested young persons received training to conduct local follow-up workshops. Four team members from each participating school system in Georgia were trained as well as an additional 100 metro Atlanta teachers. In addition to teacher training, Project SAVE was instrumental in the printing of a teacher's guide for drug education, purchase of additional films, local syllabi funding and the development of teacher resource kits.
Thirty selected elementary physical education specialists attended the sta t ew ide participation workshop sponsored by the unit. New trends, teaching methods, improvisation of equipment and curriculum content were discussed and demonstrated, and each participant performed in the selected activities. The specialists are to go back to their school systems and assist in the training of elemen tary cia ssroo m teachers in followup workshops.
A statewide workshop was held to develop district levelleadersrup in outdoor education skills. Clinicians were trained in casting, angling and archery.

section of the Governor's Honors Program. A total of 76 music majors was selected from 500 nominees for the 1970 program.
The music curriculum guide is being revised and published and will be tried out in selected schools during 197071 school year.
Highlights for the year for the music staff included a workshop for public school string quartets spon sored by the University of Georgia and the Sears Roebuck Foundation and four television workshops for teachers conducted by Robert Shaw, conductor of the Atlanta Symphony Orchestra.
The music staff worked with school systems in providing a comprehensive music program. The greatest emphasis was placed on elementary programs. Special attention was given to the expansion of string and orchestra instructional programs, as well as better quality programs in band, chorus and small ensemble.
He.alth and Physical Education...
During the 196970 fiscal year the Health and Physical Education Unit initiated Project SAVE (Substance. Attitudes and Values Education) in a cuncentrated effort to bring to teachers. students and lay persons valuable information concerning wide spread drug abuse problems. Project

Science ...
Ecological disasters, projects of nationally known crusaders, advertising campaigns and many other events have brought the problems of air and water pollution and other aspects of ecology and conservation into the spotlight as never before. It would seem that the nation is in a panic over the possibilities that some day there may be no animal life, clean streams and oceans, or forests left.
As usual education may be the answer to these problems where legislation and public campaigns fall short. The science unit of the Division of Curriculum Development of the Georgia Department of Education has' included environmental education in its two areas of expanded interest along with nutrition education.
Projects already under way in this area are the development of school program materials for the Panola Mountain outdoor education facility and for Natural Resource Use Edu cation programs at Shorter and Valdosta State Colleges in cooperation with the Georgia Natural Resources Education Council. The Panola Mountain facility is an outdoor study area for such subjects as ecology, biology, geology and natural history.
In the nutrition education area the science unit is helping to draw up a proposal in conjunction with the Uni versity of Georgia for the development of audiovisual materials for the middle grades.
In-service work by the science unit during fiscal year 1969-70 has been focused on promoting the use of national curriculum materials in science. In schools where the new materials have been accepted over traditional ones the science con sul!iits. have conducted inservice tralMAg for their use by the teachers.
Ano'ther project of the science unit has been publishing the Junior High School Science Guide. The guide in three volumes has been printed and distributed. and the unit is using critical reviews as a basis for l'dit ing and preparing the final l'dition.
More Curriculum Stories
on next page

18 ANNUAL REPORT - Department of Education 1969-70
Soci a I Science.
Social science education in Georgia is gradually escaping from a course long prescribed by the dual school system. For the first time in Georgia's history black studies material has been added to the state's schoolbook list, consumer education for all children is being include-d in planning for future curriculums, and because of national pressures, the study of rights and responsibilities under the law will be incorporated into future studies.
Evidence of the job that the unit l'as done for the 1969-70 school year !ncludes the continuation of such program.; as the U. S. Senate Youth PrograIn, Social Science Fair, annual winter conference and the Guide Development Conference. New programs initiated during the past school year include a first - non-credit workshops in social studies, as well as participation in conferences such as the E.P.D.A. Civic Dissemination Institute, Southern States Work Conference, the Education Committee of the American Bar Association and the Seminar of Curriculum Specialists in India in late J969.
The social science unit hopes to more fully utilize the existing and future shared services programs in the coming year. It is also expected that the coming year will see the completion of most of the social science curriculum guide and the completion of plans for the selection of textbooks.
English And Reading.
Extensive work by the English and Reading unit and leaders of the Georgia Department of Education's Curriculum Development Division has resulted in 10 Model English Programs being implemented in 55 schools in Georgia. The programs will affect 1,020 teachers and over 40,000 students. The basis for the Model English Programs was A Design for an English Cu"iculum a new instructional method developed by the unit.
1n addition, the English and Reading Unit was involved in the production of several educa tional television series. This unit also developed additional reading programs and guides and conducted many seminars and programs dealing with English and reading. Two educational television programs produced and and shown during the 1969-70 school year were "Language" and "Literature." The unit also aided in the production of Reading for Secondary Teachers, which was aired during the 1969-70 school year. An in-school program in the language arts has also been planned.
During the 1969-70 fiscal year the unit was involved in many meetings and seminars. Six in-service programs in English and reading were held for language arts consultants in all shared services projects, and in in-service programs at Alto were conducted. In addition, a series of reading seminars was conducted with reading staff members of the colleges in the university system and ESEA English institutes were held for 210 English teachers, assistant teachers and administrators at West Georgia College and the University of Georgia.
Publication work by the unit included the development of a state reading guide, the revision and reprint of Teaching Word Recognition Skills and the development of "A Reading Program for the 70's" for Georgia schools.

The English and reading unit feels that the activities of the fiscal year have resulted in improved teaching in schools where A Design For an English Cu"iculum was implemented and in improved learning experiences for students in English.
Needs of the English and Reading Unit, say staff members, include a state reading guide, a state language arts conference, and an organized in-service program for curriculum directors and principals in the language arts. Others are an organized program for college staffs and statewide assessment of achievement of students in English and reading, the establishment of an experimental Georgia Reading Center and diagnostic centers for remedial reading programs.
Migrant Education
The children of migrant farmworkers are among the most disadvantaged persons of all time. The migrant workers shift from town to town, and often from state to state, most of the time on the basis of vague reports that work is good in another place. They do not have the opportunity to put down roots and have little time for their children. The children have very limited backgrounds on which to begin an education, and often do not stay in one place long enough to correc t this de ficiency. It is little wonder that John Steinbeck said of them, "They had no argument, no system, nothing but their numbers and their needs."
Wherever these migrant workers stay in one place long enough, migrant education programs are developed to provide their children with an intense program designed to give them stronger academic backgrounds, broader cultural experiences and newly awakened self concepts.
The Georgia Department of Education, with the aid of federal funds, has committed itself to providing these programs in counties and cities where th.ere is a high concentration of migrant agricultural workers. The programs are administered through the Division of Curriculum Development and its elementary and migrant education unit.
During the 1970 fiscal year the elementary and migrant education unit had established migrant education programs in 11 county and two city school systems. These programs served 1,744 students during the school year and employed a teaching staff in these systems of 35 teachers and 20 teacher's aides. To be in the migrant education program a child must need the extra education, must have moved during the last year and must be from a family engaged in agricultural work.
The elementary and migrant education unit is constantly involved in upgrading programs, materials, standards, criteria and personnel. During the 1969-70 fiscal year the consultant attended migrant education work conferences in Washington, Virginia Beach and Monterey in addition to holding in-service meetings and conferences around the state. The unit works with all other units of the department, especially in pre-vocational and vocational education -and all areas dealing with curriculum. The upgrading of Georgia elementary schools is a continuous process and the selfevaluation of schools and personnel must not be relaxed. To this end the unit is involved in consultative services in almost all phases of education.

Area Schools Offer Training In Technical Occupations
The Technical Occupations Education programs in the area vocational-technical schools are two-year programs designed to train engineering technicians in the field of electrical technology, mechanical techno log y, drafting and design technology, electronics technology, instrumentation technology, chemical technology, research laboratory technology, civil technology and wa tel' quality technology. Technical programs are offered at 21 area vocational-technical schools and at both state schools.
The programs provide each student with a broad capability in technical mathematics, communications skills, physics, human relations and special technical courses in a chosen instructional speciality. A graduate is able to work as an engineering technician, engineering aide or maintenance technician.
Equipment was purchased during the year in each of the area schools for the purpose of expanding laboratory capability and updating equipment. Instructional workshops were also held to keep instructors up to date on advances in technology, new industrial procedures and new instructional techniques. Workshops were conducted to upgrade mathematics instructors, to help mechanical technology instructors in numerical control, and to help instructors develop more individualized instruction to meet students' needs regardless of educationallevel.
Post-secondary enrollment in the 69 programs was 2,119, with adult and evening programs serving 3,671 additional persons.
Health Begins New Programs
In-service programs were designed to help health occupations instructors in the area schools during 1969-70.
A three-weeks workshop was offered through the cooperation of the Vocational Education Divisions of the University of Georgia and the Georgia Department of Education. A two-day seminar on "How to Improve Health Occupations in Georgia" had Dr. Lewis Holloway of Iowa as consultant. The state supervisor of health and home economics offered individualized services to instructors as they encountered problems in reaching the disadvantaged and handicapped.
Meetings were also held with the Veteran's Administration to develop ways of serving returning Viet Nam veterans who have worked in the medical corps.
Programs established during the year include a new licensed practical nurse program in Ben Hill-Irwin Area Vocational Technical School, a new certified lab assistance program in Columbus Area Vocational-Technical School, and expansions of the nurses aide program in all 23 area vocational-technical schools.

ANNUAL REPORT - Department of Education 1969-70 19
HomeEc Attacks Problems

Business Ed Students Prepare for Employment

The most rapidly expanding program in terms of needs, student enrollmen t and new program growth in Business and orncc Occupations Education is in the field of business data processing. Two-year programs in this field are offered in 12 of the 25 urea vocu tional-techn ical schools.
Two levels of programs ure availublc in the dala processing field. und the onc-ycur unit record programs arc operational in 16 area schools. Six new programs in business da Iu processing technology were initiuted and added to the cxisting two-year programs.
Business data processing curriculum is aimed at preparation of studcnts for entry into the field and includcs computer programilling. necessary related subjccts and individuul program applications in puyroll. inventory, cost analysis. order billing und order entry.
In order to upgrade instructional capability in the two-yea r business data processing progruills. the urea

school stuff working in conjunction

with the University of Georgia and the

National Cash Register Com pany

offered four courses in business data

processing. Twenty-one instructors

attended these classes and the Univer-

sity of Georgia granted five quarter

hours credit to instructors for success-

fully completing each course.

One-year programs in business and

office occupations offered in all of the

schools are secretarial science,

accounting and clerical occupations.

One-year programs in unit record data

processing are offered in 16 schools.

The curricula for these programs have

been organized into four quarters with

sufficient flexibility to allow students

to enter at the beginning of each

quarter or more often if necessary.

Progress was made toward

scheduling and a core approach to

curriculum in the broad areas of

accounting, secretarial, clerical, unit

record data processing and business

data processing technology. Equip-

ment was purchased or leased for

expanding laboratory capability or

replacement of worn or obsolete

equipment in each area school.

'

New programs were initiated at the

new Ben Hill-Irwin Area

Vocational-Technical School in the

areas of accounting, secretarial and

clerical work.

State and area vocational technical schools offered during the 1969-70 school year 33 programs in accounting. 33 programs in clerical training, 16 programs in unit record data processing and 12 programs in business data processing. The total program offered 127 courses in occupational training with a full-time day, post-secondary enrollment of 3,804. The udult or evening programs served' 15, I02 students.
T&IOffers Wide Variety
The Trade and Industrial Occupations Education programs contil1lle to offer the largest number of individual progrums in the state and area vo-tech schools. Post-secondary offerings include courses in air conditioning and heating, automobile body repair. automotive mechanics, aviation mechanics, barbering, brick masonry, carpentry, commercial art, farm equipment repair, diesel mechanics, electrical appliance servicing, elect rical construction and maintenance, fabric maintenance, house wiring, industrial electricity, industrial sewing, machine shop, mechanical drafting, office machine repair, offset printing, photography, prin ting, radio and television repair, shoe repair, small engine repair, upholstering, watch repair, and welding.
The courses may be one or two years in length, but the majority have the curriculum developed toward the one-year length. Fourteen course outlines developed during the year enabled students to enroll at the beginning of each school quarter or more often if necessary.
Instructional equipment was updated in each of the schools and workshops were conducted to update instructional personnel in the areas of automotive mechanics, air conditioning and refrigeration and appliance repair.
The schools offered 220 Trade and Industrial Occupations programs during the year and had a post-secondary enrollment of 7,882, with another 20,010 Georgians enrolled in the adult and evening programs.

Home Economics Education Home Economics Education in the area vocational-technical schools provided occupational programs in child development, cake decorating, catering, custom dressmaking, clothing alterations, home decorating, commercial food service, drapery construction, senior citizens training and school food service programs.
Child Developmen t
Child development programs at the post-secondary and adult level were expanded to meet the need for quality trained workers for day care and mental retardation centers and kindergartens. Additional programs were offered in all 23 area schools geared especially to the disadvantaged person.
Several specific programs were also developed in the Atlanta area.
A program was begun at the vocational rehabilitation evaluation center in Atlanta for handicapped persons.
A specific program was also developed in the Model Cities Project in Atlanta through the child development program of the Atlanta Area Vocational-Technical School which provides training to potential day care workers and parents who live in the Model Cities area. Included in the program are laboratories for all ages of preschoolers and classroom space for the trainees.
Another program developed through the Adult Vocational Home Economics program in Atlanta assists adults who are working with exceptional children in the Atlanta metro area.
The post-secondary child development program in the Atlanta area school was revised so aides in the Head Start programs in Atlanta could take courses at night until they were financially able to attend the regular day classes. ApproXimately 45 aides were enrolled in this phase of the program.
A program was also designed and implemented to serve unwed mothers who were in the Adolescent Pregnancy Program at Grady Hospital. This involved the participants in training for work in child care services as well as how to care for their own child. The infants were placed in a preschooler laboratory in the Atlanta Area Vocational-Technical School program or in a home with a person who had been trained through the adult programs to work with parents and infants.
Senior Citizens Program Programs were developed to train senior citizens in foods, clothing, maintenance and child development. The classes were implemented through the adult vocational home economics programs in Atlanta and were taught in low-income housing areas.
School Food Service Program The School Food Seryice Programs for managers were expanded in all of the 23 a rea vocational-technical schools with specific emphasis on training the workers in the breakfast programs as well as Type A lunches. The ' home economics instructors were offered in-service training through two conferences and specific individual training on a once per quarter basis.

20 ANNUAL REPORT - Department of Education 1969-70

Safety Is Watchword for School Buses 1 0 Georgia

The Pupil Transportation Services Unit, a vital, supporting service to public school education, makes it possible for every boy and girl in Georgia to get a quality education n~ matter where they live. Pupil transportation has made it possible for a broader curriculum offering and equalizes the educational opportunities of Georgia youth.
The Pupil Transportation Services Unit is responsible for administering state laws and State Board of Education Policies and for allocating state fur.ds to county system boards of education for pupil transportation purposes. The unit determines state fund allocations on the basis of current needs as shown in the most recent transportation survey by the unit's consultants. Grants to county system boards of education are made in accordance with a schedule of standard transportation costs incurred by local systems in the operation of economical and efficient transportation programs.
In the past 12 months this unit has performed 46 routing arrangement surveys in order to provide additional transportation for increased school enrollment and also for MFPE allotment purposes.
The consultative staff visited most of the school bus maintenance shops, assisting local systems with their record keeping programs and school bus preventive maintenance programs. The staff also administered a one week mechanics workshop at the South Georgia Technical and Vocational School in Americus. Purpose was to instruct the mechanics throughout the

state on how to properly maintain their buses, but most of all, how to perform preventive maintenance in an effort to make transporta tion safer and more efficient.
The several county system boards of education operated 5,308 school buses in 1969-70. These buses transported 549,896 pupils twice daily for a distance of some 54,000,000 miles. This was an increase of 93 buses and 12,270 pupils over the previous year.
The unit researched and rewrote School Bus Purchase Specifications for the approval of the State Board of Education to include power steering for all school buses in Georgia. Georgia systems' buses are among the finest school buses in the nation, and the state has one of the safest programs.
All school bus accidents that were reported to this unit by local boards of education and the Department of

Public Safety were carefully investigated by the staff in order to determine what caused the accident, whether it could have been prevented, and what could be done in the future to prevent such an accident from happening again. Georgia had one accident more in 1969-70 than in the previous year. However, the buses transported over 12,000 more children and traveled many more miles in a more complex traffic situation. There was one fatality reported in 1969-70. The fatality was a 69-year-old man who failed to yield to a stop sign and ran into the side of one of the school buses. The transportation system had 13 less non-fatal injuries in 1969-70 than in the previous year and also $21 ,384 less property damage. This is an indication that the driver training program for school bus drivers in Georgia is providing safer trans-

portation for public school students in the state with a greater degree of efficiency and economy.
The Pupil Transportation Services Unit developed four multi-media school bus driver safety programs during the 1969-70 fiscal year. These programs were related directly to the operation of school bus transportation in Georgia and included such items as school bus evacuation, school bus emergencies, school bus driver preventive maintenance and railroad grade crossings. The unit also developed a motion picture film teaching children how to ride a school bus, emphasizing the importance of being on time at the school bus stop and remaining well out of the street until the bus arrives.
Georgia's school bus driver training program has been declared the outstanding safety program in Georgia for 1969-70.

C~ a----

SU~E WE CAN...

LET'S NOT FOOL AROUND. IF A KID IS HUNGRY HE'S NOT GOING TO LEARN ANYTHING. YOU CAN SURROUND HIM WITH A COMFORTABLE SCHOOL FILLED WITH MODERN BOOKS AND MATERIALS. YOU CAN HIRE THE BESTOUALIFIED TEACHERSAVAILABLE. YOU CAN, IN SHORT, SPEND A BUNDLE. BUT IF THE SOUNDS OF AN EMPTY STOMACH ARE LOUD ENOUGH, EDUCATION WILL NOT HAPPEN UNTIL THE HUNGRY

CHILD IS FED.

This is where we come in. We're a service unit which plans, orders,

directs shipment, inspects and instructs in the proper use of

foods from the Donated Food Program of USDA. In FY '70,

we distributed almost 112 million pounds of surplus foods

valued at 32.7 million dollars to schools, state institutions,

,summer camps, child care centers, county commodity programs

,and other eligible agencies. This food also makes additional free and

reduced-price lunches available to many needvchildren. To offset

-rising costs in lunch programs, Federal and State cash support will increase in FY 71. A higher level of food support from the United
States Department of Agri-
culture will also be needed

HUNa~Y!

to perserve Georgia's low-cost,

high-nutrition meals in schools. The USDA currentiy'makes 39 different f~ods available to this unit for distribution to 190 public school systems, 40 private and parochial

schC!0ls, 68 service institutions, 64 county programs, 165 tax-supported institutions and nonprofit institutions, 100 summer camps, 50' nutrition educatIon programs.

(i. r) Georgia Deportment of Education

State Off,ce BuddIng

Atlanta, Georgia 30334

ANNUAL REPORT - Department of Education 1969-70 21

Deprived Children Benefit from Title I Funds

The Georgia program under Title I of the Elementary and Secondary Education Act of 1965 showed considerable expansion in the 1969-70 fiscal ye.ar. For the first time in its five year history, Title I had advance funding, which amounted to 90 percent of the preceding year's total allocation.
The 1970 appropriations bill brought the total Title I allocation for Georgia up to $40,214,927. This was $5,118,653 greater than the allocation of the previous year. Most of Georgia's Title I money went to local school systems to strengthen their programs for severely educationally deprived children. Additional funds were spent for state and locally administered programs for neglected, delinquent, handicapped and migrant children and for state administration costs.
According to R. C. Beemon, director of the Division of Title I, ESEA for the Georgia Department of Education, the additional money made available in the FY-70 appropriation was largely used in summer projects. For the first time, however, new legislation made it possible to carryover any unused funds from FY-70 to FY-71. This enabled school systems, where adVisable, to have additional time for planning purposes and, consequently, for wiser use of the money.
The projects placed major emphasi~ on instructional activities, especially in the areas of reading, English, rna thema tics, physical education, music, kindergarten, art, science and social studies.
Related and necessary supplementary services were also provided, particularly in the areas of food, transportation, library, health, dental, counseling, attendance and clothing services.
Title I has brought cultural enrichment, more proficiency in academic school subjects and a brighter educational future to more than a quarter of a million educationally deprived children during the year.
Extensive use of teacher aides has enabled many teachers to carry out more concentrated professional jobs with their educationally deprived students who live in school attendance areas having high concentrations of low-income families.

Adult EducationEnrollment Soars

Audiovisual Lends Films,Tapes To Schools

The 1970 fiscal year marks the 23rd year that the Audiovisual Unit of the Georgia Department of Education's Curriculum Development Division has been in operation. During these 23 years, the unit has loaned four million fIlms and duplicated over 115,000 tape recordings. The estimated viewing audience for the mms was 150 million students. The audiovisual libraries contain over 40,000 prints of 5,000 fIlms and 6,300 master tapes available for reproduction.
The Audiovisual Unit has maintained centers in Atlanta, Tifton and Statesboro since 1967. Not only do these centers mail fIlms, but they offer technical assistance to schools on equipment operation, screen thousands of fIlms for possible additions to collections, screen criteria on possible tape purchases and offer consultative services to- all other units of the Georgia Department of Education and Georgia schools as well. In addition, the Atlanta center duplicates tapes.
The Audiovisual Unit is constantly upgrading library content and disposing of obsolete materials. A film and tape catalog is sent out from this unit. Staff members of audiovisual services conduct workshops for teachers and student teachers on maintaining equipment and materials.

A major goal of the unit is to establish mm libraries in local school systems. The audiovisual staff feels that its biggest problem is assuring a teacher that she can have a mm when her lesson requires it. In addition the

unit feels that each system should seek consultative services in order to develop plans, guides and student syllabi in order to more fully use the services of the unit.

Regular enrollment in adult basic education classes reached 19,317 persons during the 1969-70 fiscal year, an increase of 1,492 over the previous year. This increase came in spite of the fact that many systems lost funds because of non-compliance with federal regulations.
In addition to the 837 classes taught iIi 126 local systems, the program served 1,261 adults in prisons and 1,565 in hospitals. Many classes were held in cooperation with Manpower Development Training Association and Work Incentive programs, many businesses, churches and civic clubs.
The Adult Education Unit also cooperated with the Educational Television Division in producing "TV High School." The television series helped adults prepare for the General Educational Development Tests. 4,472 students received equivalency certificates out of 5,919 who took tests. More will receive their certificates when they reach their twentieth birthdays. A series entitled "Teaching the Disadvantaged Adult" was also aired to prepare adult basic education teachers for monthly or quarterly seminars.
The Adult Education Unit feels that the most progress made in the unit was through a planned program of teacher education. Georgia and five other Southern states received a special grant from the Office of Health, Education and Welfare for staff development at all levels.
Civil Defense Unit Has Active Program
The Civil Defense Education Unit of the Georgia Department of Education has been engaged in an active training campaign in fiscal year 1970. Over 5,000 persons received some type of civil defense training; 548 persons completed the radiological monitoring course and another 95 completed the shelter management course. Civil defense education staff members visited 53 Georgia counties to conduct courses, promote civil defense education, or set up plans for future instruction.
A civil defense education guide is being prepared for publication and four areas have been selected to begin work on disaster preparedness plans for schools.

22 ANNUAL REPORT - Department of Education 1969-70

The School Plant Services Unit of the Georgia Department of Education's Administrative Services Division continues to offer a valuable consultative ser.vice to local school superintendents, boards of education, architects and others concerned with planning, constructing and maintaining better school facilities in Georgia.
This year, the unit equalled its last year's performance in the reviewing of .preliminary building plans by handling 171 sets of such plans. Even more impressive results were totaled up for the review of check set plans, with an increase this year of 22 over the pre\ious year.
hnal plans approval decreased from 152 in 1969 to 139 in 1970. Final plans approved this year were for construction of 10 new high school and 8 elementary schools, and for 103 additions to existing schools over the state. A total of 1,299 new classrooms were thus approved for construction. Other approvals were for 40 portable units, 7 gymnasiums, one auditorium, 10 lunchrooms, 7 kitchens, 2 bandrooms and one office building.

MODERN SCHOOLS MEET

MODERN NEEDS

The unit continued to work with the department's Public Library Service in approving plans for library construction under Title II of the federally matched Library Services and Construction Act. Inspections and

ratings were also given to buildings in 61 school systems.
During the year just past, 22 regional and local workshops were conducted by the unit to train school custodians.

MAYBE GEORGlA'~ ~URPlUS
PROPERTY AGENCY CAN EASE YOUR SCHOOL'S BUDGET WOES!

Educational institutions all over Georgia take advantage of savings on thousands of items their schools
and students need. Last year, property was acquired by these institutions valued at $5,566,014.
Health and civil defense agencies acquired almost an additional two million dollars worth!

What did the 3,932 transfers of surplus property include? All sorts of things no longer needed by the federal government's many agencies - classroom aids, maintenance equipment, electronics gear of every sort, tools and other materials.

What does your system pay for surplus items for use in educating Georgia's people? Nothing! That's right - you are charged only a transfer fee, used to offset the operating expenses of the agency.

The Agency for Surplus Property operates as a unit of the Georgia Department of Education and is responsible for the acquisition, warehousing, and distribution of property to eligible agencies. Contact us at any of the addresses shown below - and start stretching those tax dollars!

GEORGIA DEPARTMENT OF EDUCATION
. OFFICE OF SCHOOL ADMINISTRATIVE SERVICES
Division of Administrative Services
SURPLUS PROPERTY UNIT

. N SOUTH GEORGIA TECHNICAL

T

AMERICUS A.LA TA: SWAINSBORO: AND VOCATIONAL SCHOOL

OLD FARMER'S MARKET
1050 MURPHY AVENUE, s.w.

KITE ROAD

GEORGIA
South Georgia Tech. . .

SERVES

HER

ANNUAL REPORT - Department of Education 1969-70 23
YOUTH WELL

The Odom Center, a new, two-story administration-classroom building, was completed and dedicated at Sauth Georgia Technical and Vocational School during 1969-70. South Georgia Tech is one of the twa residential techni cal-vocational schools in the state. The Odom Center houses the cosmetology, business education and practi cal nursing laboratories and classrooms, as well as the communi cations skills laboratory designed to aid in improving reading comprehension, verbal and written cammunication and listening ability. Other programs initiated during the year include the establishment af a related math program to aid in improving math programs in all shop areas; the scheduling of evening shop programs and special short term programs with a full-time coordinator hired to staff and schedule these programs. Emphasis is being placed on identifying and helping disadvantaged and handicapped students in all course areas, on student activities which contribute to the total campus life and on broodening of training for iob categories in different fields of study.

Georgia VI CA ...
Georgia VICA, Vocational Industrial Clubs of America, is for students enrolled in trade and industrial eduoation. Its aim is to develop in members an enthusiasm for learning that will help them take their place in society and the economy upon high school graduation. Organizational activities afford practical and valuable experiences for students' future industrial careers. At the same time, the student achieves a sense of accomplishment and recognition for skills and abilities as he learns to appreciate and develop good work habits, good craftsmanship and leadership.
Industrial Arts ...

Students enrolled in industrial arts education in many cammunities may become members of local youth organizations affiliated at the state level with the Georgia Association of Industrial Arts Clubs. Leadership and citizenship experiences, social growth, civic porticipotion and a respect for the industrial community and the American way of life are encouraged through these youth organizations. The GAIAC had an enrollment of 510 students from 19 local clubs throughout the state in 1969-70.
Future Homemakers...
The Georgia Association of Future Homemakers of America had its first national president during 1969-70. She is Luck Hendrix of Metter. Mrs. Janet Barber, first state adviser of the youth group in the country and the only adviser the Georgia Association has had, retired during the year and was replaced by Miss Carolyn Ellington. Emphasis was placed on two national projects during the year--"Preporedness-Key to Opportunity" and "Decisions that Count." The organization- has 29,516 members in 459 chapters.

North Georgia Tech ...

Collins Residence Hall for women, pictured here, was one of three buildings dedicated during 1969-70 at North Georgia Technical and Vocational School. The other buildings were Clegg Hall for male students and the Purcell Metal Trades Building. The latter facility will enable the schoal to train an additional 20 to 30 students each year. Holder Hall, a dormitory built in 1919, was razed to provide spoce for a projected library-student center building. In addition to the 907 students enrolled during the year for fulltime preporatory training, 585 persons were enrolled in the newly initiated evening and short-term classes. Facilities needed for future exponsion include a library-media center and a student recreation center.

DE TEACHES MARKETING AND MANAGEMENT

Seven programs were offered in Distributive Occupations Education during 1969-70 in the area vocational-technical schools. Post-secondary marketing and management development were offered in Athens, Atlanta, Augusta, Columbus, Macon, Valdosta and Walker. Of the 399 persons enrolled, 173 were disadvantaged and 25 were handicapped. Fifty-four percent of those enrolled completed the program.
Seven full-time coordinators and two full-time instructors were employed for adult DE programs with enrollment reaching 9,170. Continuous programs are offered in Albany, Atlanta, Augusta, Columbus, Macon, Savannah, and Valdosta.
The one-year agri-marketing program was offered at Augusta and Valdosta.
In the spring of 1970 a curriculum project was initiated for post-secondary. programs offered in area vocational-technical schools. Objectives of the project were to study competencies needed for career-level employment in the distributio. ,occupation; identification and developrpent of instructional guides for a basic curriculum preparing persons for career-level jobs; identification of related courses in other occupational

areas of value to students prepaJillg for employment in the marketing and distribution field; curricula structured independently by quarter so that a student can enroll at the beginning of each quarter; modification of curricula to meet the needs of all people, including the disadvantaged and handicapped; development of curriculum to prepare persons for emerging occupational opportunities.
Plans were also made for study and development of instructional guides for ten courses with publication set for early 1972.
During the year area vocationaltechnical schools in Savannah, Albany and Athens planned facilities for initiating Or expanding post-secondary marketing and management development programs.
During the developmen t of local and state plans for vocational education, area school directors and the state staff made studies as to long-range employment needs in the distributive occupations. They attempted to identify the group which should be served by post-secondary and adult distributive programs. These needs will be met as soon as funds are available to employ personnel and expand facilities.

Now Girls May Join Future Farmers

The women's movement has even entered that traditionally male stronghold, the Future Farmers of America. In 1969-70 girls were admitted to membership for the first time.
And during the first year of membership a girl exhibited a steer in the state show, a girl participated in the Area Forestry Field Day, a girl became second-place state winner in Ornamental Horticulture, several chapter quartet groups had girl members, and one of the district finalists in public spealGng was a girl.
Even with the admission of girls, however, the 21,114 of the Georgia Association of FFA represented a decrease of nearly 2,000 from the year before. This was due largely to the consolidation of chapters, the movement

toward a unitary school system and the trend toward private schools. This decline may continue for a few years as boys enter larger schools with wider course offerings and elect not to take vocational agriculture. The shortage of teachers of vocational agriculture is also a factor.
Honors won during the year include four members from Georgia being chosen for the third consecutive year to play in the National Band. Twentytwo applications for the coveted Ameri- . can Farmer degree were approved, proficiency awards were submitted in II of the 13 available programs and Georgia had the Regional Star Farmer of America for the second time in three years. Wheelus Davis III was regional winner in agricultural mechanics.

24 ANNUAL REPORT - Department of Education 1969-70
Financial Review Aids Local School Systems

Fiscal year 1970 saw increased activity in the areas of taxation, ap p ropriations and reorganization, according to the Financial Review Section of the Division of Financial Services.
The section reorganized its staff assignment areas and divided the state into five territories. Each staff member will provide financial review services to approximately 32 local systems.
Warren Post, chief analyst, reported that through better budgeting and financial control, local school system ~axes and appropriations for the general operation of schools rose from approximately $192 million to approximately $216 million and local taxes for the retirement of building bonds rose from approximately $18 million to approximately $21 million.
Through the .combined efforts of the Financial Review Section and local systems, the number of systems operating with deficits was reduced from 37 to 27.
"Throughout the year many reviews were made of federal and state

programs," said Post, "and these reviews assisted greatly in a better understanding. of procedures and accountability."
Textbooks Free textbooks for Georgia school children are providing increased educational opportunities for many students who otherwise could not afford to buy books, reports Paul S. Goethe, assistant director, Division of Financial Services. The Textbook Allotment and Payment Section prepares budget requests based on the current costs of books, the average life of a book and the number of books needed to maintain a replacement program reflecting projected enrollment figures. Funds are allotted to each school system based on the actual enrollment of the first four months of the preceding school year. An additional allotment is made after the first month of each school year to adjust for those systems which have had an increase in enrollment.

The Textbook Allotment and Payment Section also screens all textbook orders to be certain that only materials approved by the professional committee and the State Board of Education are purchased with state funds. Those systems desiring material not on the state list can secure special approval from the Director of Curriculum Development if the materials meet certain requirements.
During the 69-70 school year, $5 was expended for textbooks per pupil plus $19.53 per increased pupil enrollment. The adoption of textbooks and the approval of requisitions are performed statewide, but local systems reimburse the publishers directly. For fiscal year 1970, the statewide textbook allotment was $6,220.735.
The State Board of Education, upon the recommendation of a professional textbook committee, approves textbooks to be used in Georgia schools. "These state-adopted textual materials, used in conjunction

Co~t Per Child in Average Daily Attendance (ADA)
(Current Expenditures 1969-70 )

School System

Total ADA Total Cost (K-12) Per Child

Appling

3,361

Atkinson

1,640

Bacon

2,009

Baker

1,025

Baldwin

6,157

Banks

1,157

Barrow

1,287

Bartow

4,756

Ben Hill

746

Berrien

2,638

Bibb

32,247

B1eck1ey

884

Brantley

1,426

Brooks

3,398

Bryan

1,810

Bulloch

6,401

Burke

4,719

Butts

2,496

Calhoun

1,834

Camden

3,055

Candler

1,577

Carroll

7,011

Catoosa

6,503

Charlton

1,662

Chatham

38,579

Chattahoochee 336

Chattooga

3,406

Cherokee

6,450

Clarke

10,124

Clay

1,019

Clayton

23,090

Clinch

1,553

Cobb

40,007

Coffee

4,855

Colquitt

7,636

Columbia

5,870

Cook

2,946

Coweta

7,649

Crawford

1,530

Crisp

4,412

Dade

1,969

Dawson

824

Decatur

5,562

DeKalb

78,033

Dodge

3,719

Dooly

2,806

Dougherty

21,579

Douglas

6,337

Early

3,176

Echols

463

Effingham

3,492

Elbert

4,021

Emanuel

4,273

Evans

1,988

Fannin

2,876

Fayette

2,693

Floyd

9,219

Forsyth

3,585

Franklin

2,938

Fulton

32,209

Gilmer

1,838

Glascock

473

Glynn

11 ,631

Gordon

3,067

Grady

4,207

$464.05 458.58 511.05
583.13 480.93 531.97 510.28 464.91 568.89 490.18 579.45 548.92 502.64 497.62
487.95 444.80 473.22 515.65 457.17 488.65 456.80 467.60 399.60
523.15 530.12 622.57 495.43 448.74 605.24
569.54 482.65 540.49
497.11
$578.67 483.17 420.68
465.79 522.56 516.12 526.42 507.49 586.94
480.42 533.55 580.80 513.14
500.33 456.91 470.11
598.37 390.63 454.59 613.88 489.65 504.73 495.03 468.96 516.55 508.69 705.76 497.08 484.75 512.19
470.78 497.60

School System

Total ADA Total Cost (K-12) Per Child

Greene Gwinnett Habersham Hall Hancock Haralson Harris Hart Heard Henry Houston Irwin Jackson Jasper Jeff Davis Jefferson Jenkins Johnson Jones Lamar Lanier Laurens Lee Liberty Lincoln Long Lowndes Lumpkin Macon Madison Marion McDuffie McIntosh Meriwether Miller Mitchell Monroe Montgomery Morgan Murray Muscogee Newton Oconee Oglethorpe Paulding Peach Pickens Pierce Pike Polk Pulaski Putnam Quitman Rabun Randolph Richmond Rockdale Schley Screven Seminole Spa 1ding Stephens Stewart Sumter Talbot

2,426 14,937 4,275
9,359 2,361 2,211 2,738 3,485 1,185 6,099 14,856 1,897 1,930 1,426
2,370 4,547 2,158 1,619 2,872 2,429 1,327 4,346 1,788 3,305 1,519
927 5,802 1,713 3,332 2,971 1,529 3,582 1,968 4,569 1,675 3,261 2,455 1,472 2,573 2,994 39,683 5,856 1,699 1,881 3,964 4,231 2,138 2,391 1,538 6,428 1,287 2,172
584 1,860 2,110
33,120 4,204 784 3,374 1,871 8,739 4,161
1,746
2,532 1,767

537.00 475.83 470.31
439.06 $552.95
523.17 572.94 456.28 561. 81 484.34 493.58
561.98 471.12 524.98 449.58 472.27 445.37 467.79 446.01
450.93 485.53 571.43 499.32 506.42 544.66 585.58 506.28 531.09 568.20 486.08 496.67 404.41 468.18 486.68 517.96 514.56 464.79 497.24 458.81 474.76 $519.83 475.31 591.28 463.65 445.07 452.07 467.47 512.33 599.70 489.28 506.00 543.09 463.05 508.69 414.77 564.29 575.45 558.96 520.90 474.12 477.11 484.69 640.97
521.52 519.08

School System

Total ADA Total Cost (K-12) Per Child

Taliaferro Tattnall Taylor
Telfair Terrell Thomas Tift Toombs Towns Treut1en Troup
Turner Twiggs Union Upson Walker Walton Ware Warren Washington
Wayne Webster Wheeler White Whitfield Wilcox Wilkes Wilkinson Worth

515 3,295 1,949 3,047 3,011 4,011 6,676 2,514
916 1,437 3,352 2,239 2,290 1,525 2,833 10,213 5,057 3,502 1,671 4,491 4,739
605 1,079 1,734 8,168 1,752 2,547 2,337 3,807

INDEPENDENT SYSTEMS

Americus

3,237

Atlanta

97,781

Bremen

1,123

Buford

1,086

Calhoun

1,930

Carrollton 2,400

Cartersville 2,301

Chickamauga

749

Cochran

1,293

Commerce

1,451

Dalton

4,191

Decatur

3,839

Dublin

3,808

Fitzgerald 2,237

Gainesville 3,508

Hawkinsville 854

Hogansville 1,101

Jefferson

1,281

LaGrange

5,198

Marietta

5,239

Pelham

1;764

Rome

5,972

Tallulah Falls 200

Thomaston

2,580

Thomasville 4,459

Trion

861

Valdosta

6,984

Vidalia

2,352

Waycross

4,261

West Point 1,186

Winder

2,242

STATE

1,019,427

5li~.33
420.31 505.71 523.25 397.77 527.27 437.50 426.46 527.49 484.32 $499.28 444.00 516.85 529.69 437.36 456.65 449.16 498.57 567.57 507.34 482.44 632.16 669.73 443.80 442.28 556.50 437.75 471.70 575.65
470.64 735.94 432.80 480.60 499.21 509.05 586.35 442.08 531.11 492.53 563.19 685.54
$421.41 469.49 589.92 495.20 499.92 45L63 502.93 521.99 421.48 545.42 499.86 550.72 548.95 478.37 511.61 364.84 579.70 475.25 453.68
$528.65

with reference materials from the school library, provide the essential printed materials needed for good instructional programs," said Goethe.
Titie II Funds Boost Libraries In Georgia Schools
Georgia public and private schools which comply with the state compulsory school attendance law and other state school laws are eligible to receive grants for the acqUisition of school library resources, textbooks and other printed and published instructional materials under Title II of the Elementary and Secondary Education Act.
Since the beginning of the federal program in 1965, hundreds of Georgia schools have improved the quality and increased the quantity of their library resources with Title II funds and have developed more comprehensive programs that will more nearly meet the needs of the state's teachers and students.
During the 1969-70 school year, funds allotted to Georgia under Title II amounted to $923,415. Since the programs of Title II have been in operation, 133 new libraries have been established with the major fmancial support coming from its funds. Due to the increased availability of resource material because of the Title II programs, the average number of library books has increased to over nine books per pupil.
The program is administered by the Division of Financial Services.
NDEA Aids Critical Fields With $1,043,363
Georgia public school children who study science and benefit from Title HI of the National Defense Education Act may some day be engineering outer-space defense programs or space flights to other planets. Under Title III of NDEA, federal matching grants are provided to states to strengthen instruction in critical subject areas in elementary and secondary schools.
The funds are used for instructional equipment and materials in science, rna thematics, modern foreign language, economics, history, geography, civics, reading, English and industrial arts.
Wi th the exception of those systems designated as Appalachian systems, NDEA is a 50-50 matching program. Those designated as Appalachian systems receive an additional 30 percent through a grant from the Appalachian Regional Development Act of 1965.
Georgia's Title III allotment for the 1969-70 school year was $1,043,363. The National Foundation on the Arts and the Humanities Act of 1965 did not provide the state any funds for programs in the arts and humanities areas during the past fiscal year.
These federal funds are administered by the Division of Financial Services.

ANNUAL REPORT - Department of Education 1969-70 25
GAP TO MEASURE PROGRESS

The Georgia Assessment Project (GAP), initiated in January 1969 by the State Board of Education, is said to be unique in the nation. It is designed to provide statewide measurement of the progress of Georgia's children and youth toward achievement of those qualities necessary to live successfully in the Georgia and United States of 1985 and beyond.
Research seeks to show the measurable impact of educational programs, services and resources on children and youth; to determine the relationship between costs and educational benefits; to identify areas of critical educational need; and to develop long-range educational planning.
To initiate GAP, the State Board appointed eleven Georgians from various professions to an Advisory Commission on Education Goals. They were selected on the basis of their broad collective experience in many areas of Georgia life. The tasks of the commission were to examine the
Division Guides Planning, Research,' Evaluation
The Division of Planning, Research and Evaluation serves as the communications fink between the Georgia Department of Education Planning Council and its Executive Committee and provides staff support for the planning efforts of the Department Planning Council. With funds from the U.S. Office of Education the division developed a plan for designing a program management system to include systems of planning, evaluation, information and management.
Coordination and direction for the U.S. Office of Education program management review was provided, as well as administration of a federally funded interstate project that brings together representatives of the state departments of education in Florida, Georgia, South Carolina, Tennessee, Mississippi and Alabama to discuss problems and exchange information.
This division gave direction in the development of the Biennial Development Program and biennial budget for fiscal years 1971 and '73 and secured federal funds for planning a staff improvement program for the " department of education.
Several statistical reports prepared for the school year 1969-70 include Georgia School Boards and Superintendents; Size, of School Systems; Certificates, Teachers and Principals; Georgia Public High Schools; Costs Per ADA Child; Receipts - Local, State and Federal; Biennial Report, Statistical Tables 1968-70.
Title III of ESEA and the Georgia Assessment Project were also administered through the Division. A study on teacher-pupil ratio and classroom size dealing with the effect of smaller classroom size on the quality of education was published and distributed. Another study on the feasibility of introducing a teacher aide program into the Georgia public school system was researched and written and a self-study instrument was prepared to aid local schools in establishing a unitary school system.

social, economic and political life in Georgia; project the probable social, political and economic conditions of the state through 1985; identify as goals for education the knowledge, skills and values that will enable the citizen of Georgia to live successfully in the future; and to suggest the nature of the education system necessary to achieve the desired goals. Specialists

prepared 19 position papers about Georgia's current status and probable status in 1985 with respect to the social, economic, technological, political and cultural environment. In addition, critiques of the position papers were prepared to provide additional a.nalyses, corrections or amplifications. This collection of papers was edited and published in a

volume called Focus on the Future of Georgia, 1970-1985. In addition, Goals for Education in Georgia the report of the advisory commission, was written and published, and a video tape was prepared in cooperation with the ETV staff for presentation to the advisory commission. A fUm, "The State of the Future," was also prepared in cooperation with ETV.

Eight new Title III projects such as the ongoing Okefenokee Project, pictured here, were funded during fiscal 1970.

Title III Seeks NewAnswers

ForTraditional Educational Problems

Eight new Title III projects were approved during the fiscal year, including such diverse programs as a consumer oriented music program and a pre-kindergarten readiness program with emphasis on parent participation.
Title III projects attempt to find new ways to solve problems that have plagued the educational community for years. Created by the Elementary and Secondary Education Act of 1965, Title III provides capital to be used in developing imaginative solutions to educational problems, using research findings more effectively, and in creating, designing and using supplementary centers and services.
Georgia's Title III program is in the Division of Planning, Research and Evaluation. In 1970 the State Plan for Title III was revised and submitted .to the Office of Education to provide a framework for state administration of the program. Teams of consultants made on-site evaluations of 18 projects. Their reports suggested numerous changes and improvements resulting in more effective use of funds.
Forty-eight different ideas were considered for development. Of these, 21 proposals for projects were submitted, and eight were approved in

July 1970, representing a total of $2,343,388 for projects for the year. The projects covered a wide range of ideas.
A project in Chatham County entitled "Student-Teacher Environmental Relationships" has as its purpose the recognition of environmental factors through collection and analysis of specimens and data.
In Muscogee "Learning Music as a Language" will develop a music curriculum to offer children experiences which will enable them to learn music as a language.
Young children will be the center of attention in the Lowndes County and Telfair County projects. Telfair will conduct a "Pre-Kindergarten Readiness and Parent Education" project to give preschool children readiness experiences for school through appropriate social, emotional, physical and educational activities in the earliest years possible. Parent participation will be designed to develop good parent relationships. In Lowndes County the project is entitled "Individually Prescribed Elementary Instructional Program" and will seek to implement a system which produces an educational environment responsive to requirements of the individual learner in the elementary school.

The Hancock County project will seek to develop a curriculum and instructional television center. Telecast lessons and classroom reinforcement teaching would upgrade the primary school achievement of a rural school population, many of whom live at the poverty level. This project is an adaptation of a successful experimental program developed for the schools of American Samoa.
In Bullock County the project will proVide a district-wide educational services center for 24 school systems, most of which are rural.
In Clinch County Project "Lispro" will conduct an operational project in music education that was originally funded for one year of planning. The planning project had two purposes which the three-year project will attempt to carry out. They were to plan a consumer oriented music curriculum that would prOVide musical experiences with emphasis on listening, and to determine ways of bringing the program to areas with limited access to cultural activities as a result of isolation and financial deprivation.
The Irwin County project is a Design for Comprehensive Health and Physical Education.

26 ANNUAL REPORT - Department of Education 1969-70

Georgia School Libraries Offer 9.33 Books Per Child

The School Library Services Unit reports that 99 percent of Georgia's schools now have centralized library media centers; seventy-five percent of these schools have a full-time librarian and an additional 18 percent have more than one librarian or a clerical aide.
Although this report is indicative of tremendous progress, the unit still feels that the task is not complete. The school libraries average 9.33 books per student, but the collection of audiovisual materials is only in the beginning stages. The unit feels that for the future school libraries must improve their service programs. In addition, funds are being sought for higher quality printed and audiovisual
materials, improved facilities and equipment, a lower ratio between library staff and students to be served and more local supervisory programs at the system level or cooperative programs between systems.
Overall goals of the school library services unit are to improve the quality and variety of library materials and expand the use of these materials in the comprehensive school program. Included in the pursuit of these goals

are consultative services to all
personnel involved, librarian recruit-
ment, upgrading of standards and
obtaining financial assistance for all
phases of their programs. Establishing
policies, preparing lists of materials,
stimulating improved library service
programs as well as classroom in-
structional practices and keeping the
public informed on the school's library
programs are other services offered by
library staff members.
Impacted Areas
Get Federal Aid
Public Laws 874 and 815 authorize financial assistance to local educational agencies for current operating expenses of schools and for construction of school facilities in areas where there is a high concentration of school age children due to a federal installation or facility.
Eligible systems are provided information and the necessary forms to apply for these funds. The completed applications are reviewed and forwarded to the U. S. Office of Education. When approved, the U. S. Office of Education sends allotted funds directly to the local school systems.
There were 83 systems in Georgia that participated in these programs during fiscal year 1970.

J% Advocate ...
JACK P. NIX, STATE SUPERINTENDENT OF SCHOOLS

Report me and my cause aright. -William Shakespeare Hamlet, Act V
'Georgia law requires that the state superintendent of schools annually report to the General Assembly the condition of public education in the state and that the report include a statement of plans for the management, extension and improvement of the common schools.
This report, in my opinion, reflects the genuine progress we are making toward realizing our goal of providing the best possible education to every child in the state. I feel confident that our schools are doing an adequate job and that we are moving ahead at a respectable pace.
But make no mistake about it. Our public school programs need further strengthening in a number of critical areas. We cannot now, we must not, rest in the belief that there is nothing left to do. There is a great deai left to do.
The title of this report-- "The Georgia Education Ad vocate"--reflects our feelings concerning the needs of public education in Georgia at this time: we advocate continuous and unceasing progress in public education in Georgia.
We advocate, for example, a much-needed extension of the state's vocational education programs into still more rural areas of the state. We have fine programs 6f vocational education in Georgia, but they still are not available to many of our students.
We also advocate--again as an example--that Georgia move swiftly to provide a statewide public kindergarten program. I feel confident that establishment of this kindergarten program will be a substantial step forward in solving some of our most persistent

educational problems, such as the school dropout problem.
We also advocate that each and every G"eorgian take a greater interest in the public schools of this state, for we all have a tremendous stake in what our public schools accomplish--or do not accomplish.
A past Governor of Georgia put it this way more than 100 years ago:
Education is the friend of the State. It will elevate the people. It will diminish crime and the expense of executing the law. It will prize out the poor from the mire into which innocent poverty has sunken them and place them on intellectual equality with the favored sons of fortune . .. It will bring into the field of science an array ofmind that will . .. dazzle the world by its achievements. We agree with this appraisal of the potential of education for providing solutions to our problems, for we have indeed, already been dazzled by the achievements of education. We strongly believe, therefore, that there can be no question of whether we can afford to have the best possible public education in Georgia. The question is, rather, can we possibly afford not to?

"BE WHAT YOU WANT TO BE! READ!!

ANNUAL REPORT - Department of Education 1969-70 27
REHABILITATION AIDS 11,142

The Georgia Department of Education, Office of Rehabilitation Services, is set up to serve Georgia citizens unable to take part in this active world. The tremendous challenges that are undertaken and met each day have limitless benefits to the people rehabilitation personnel serve, both in an economic and humanitarian way.
The Social and Rehabilitation Service Administration, Department of Health, Education and Welfare, Washington, D. C., estimates that for every dollar spent to rehabilitate an individual, approximately ten dollars is returned in state, federal and local taxes during the remaining working lifetime of the individual. Rehabili. tants are not only paying for themselves, but the economy of the nation is also strengthened through increasing its work force.
The programs and services of the Georgia Office of Rehabilitation Services are provided jointly by the state and federal governments, and services are available to all persons who have a substantial physical or mental job handicap which can be corrected or reduced with a reasonable expectance of employment.
Some vocational rehabilitation services are furnished without regard to the economic circumstances of the individual. These include complete diagnostic services covering medical and psychological examinations ana vocational evaluation, designed to determine the extent and degree of the disability and the need for rehabilitation services and to help evaluate the work capacity of the individual; and vocational counseling and guidance to develop a rehabilitation plan for the client and to select a job objective compatible with the client's abilities and consistent with his physical and mental limitations. Other services offered are prevocational training to determine and develop basic work trai ts and skills; train ing in colleges,

un ive rsi ties, voca t i 0 nal-technical schools or onthe-job. or tutorial or extension courses; and placement and follow-up to insure that the handicapped worker is placed in the job for which he is best suited and to determine that the client and employer are both satisfied.
Services provided by vocat iOllal rehabilitation for which economic need must be established include medical, psychiatric and surgical treatment to remove or reduce disability; physical

occupational therapy to improve, reduce or remove disability; artificial appliances (limbs, hearing aids, dent ures. glasses) and other prosthetic devices to increase work ability and affect cosmetic appearances; maintenance and transportation; and initial stock. tools. licenses and equipment when needed.
During fiscal year 1970, I 1,142 disabled persons were rehabilitated in Georgia.
The Georgia Office of Rehabilita

tion Services is administered by the Assistant State Superintendent of Schools for Rehabilitation Services. The office of the assistant superinten dent has the support of a Research Unit, a Medical Advisory Committee and Psychological Advisory Commit tee. The program is su pervised through four divisions, the Division of Field Services, Division of Facilities and Workshops, Division of Program
Planning and Development and Division of Special Services.

Rehabilitation Marks Golden Anniversary

The Georgia Office of Rehabilitation Services is celebrating 50 years of rendering in valuable services to handicapped citizens of this state, enabling them to become self-sustaining and productive people. During the 1969-1970 Golden Anniversary, the 150,000th client was rehabilitated in Georgia since the beginning of the program in 1920. The total number of Georgians rehabilitated for the 50-year period is 150,022, a figure that represents 3,890 persons rehabilitated per 100,000 population over the half-century. This was the highest rate of rehabilitations per 100,000 population of any state in the nation.
The history of rehabilitation in Georgia closely parallels the history of rehabilitation in the United States. Only two months after Congress passed the first national rehabilitation legislation, the Civilian Vocational Rehabilitation Act, June 2, 1920, Georgia's General Assembly on August 14 authorized establishing a rehabilitation program for the state.
Although these laws did not specify that only those individuals with physical infirmities would be eli gible, the Federal Board insisted that this was the case, and only those were served.
The National Rehabilitation Association was founded in 1925. Georgia has always been a leader in NRA, placing either first or second in membership for many years. The Georgia Rehabilitation Association was
founded in 1959. The first permanent vocational re-
habilitation law and a substantial expansion of federal support came in 1935. By this time Georgia had reo habilitated over 1,000 clients, the state staff had been increased to 10 people and the state budget was over $55,000.
World War II accelerated a phenomenal growth in placement for the disabled. A drive was initiated with

HIGHLIGHTS

*The Georgia Office of Rehabilitation Services rehabilitated its 150,000th person

during the 50th year, 1970. The total number of Georgians rehabilitated during the

SO year period is 150,022.

*30,85 I disabled Georgians received services from rehabilitation during this fiscal

year (exclusive of the Disability Determination Unit).

*The Disability Determination Unit processed 26,689 disability applications dur-

ing 1970 and allowed 13,562 disability benefits.

*11,142 Georgians were rehabilitated during 1969-70.

*Continuing to make services available to disabled people who cannot go to a

rehabilitation center, Rehabilitation Services developed and put into operation the

second and third mobile evaluation units, one in Albany and one in Savannah.

*The Meriwether County Innovation Project was initiated during this fiscal year

to provide preventive rehabilitation services for handicapped pupil-clients in

Manchester High School. Emphasizing early identification and referral, 90 students

from the ninth through the twelfth grades were identified as having learning disabili-

ties, vision or hearing problems, behavioral or mental problems, speech difficulties or

orthopedic impairments.

* 194 disabled social security beneficiaries were returned to substantial employ-

ment in Georgia.

.

*For three consecutive years Georgia and one other state have led the nation in

total number of people rehabilitated. For 10 consecutive years, Georgia has led the

nation in number of rehabilitants per 100,000 population. Georgia has ranked in the

top lOin rehabilitations per 100,000 for the past 40 years.

1920

1970

Selective Service, the U. S. Employ, ment Service, Red Cross and others to recruit physically handicapped per sons for defense work.
The Barden-LaFollette Act was passed in 1943, authorizing payments for physical restorations to reduce or eliminate disabilities as well as permitting service to the emotionally and mentally ill. This new act incor porated new and different definitions for vocational rehabilitation including "any services necessary to render a disabled individual fit to engage in ren umerative occupation."
The Silver Anniversary of rehabilitation in 1945 found Georgia third in the nation in number of clients rehabi litated.
The Georgia General Assembly passed a bill in 1951 authorizing establishment of rehabilitation centers and workshops in Georgia, enabling rehabilitation personnel to work with the more seriously disabled.
Congress amended the original vocational rehabilitation bill in 1954, giving authority to grant programs for research and training and providing for specialized rehabilitation facilities.
Further amendments to the rehabilitation act in 1965 brought more favorable federal financing, helping the area of construction of facilities and workshops, new developments in the rehabilitation of persons with severe or catastrophic disabilities and planning grants to project the needs of the handicapped.
The year 1968 brought opportunities to provide vocational evaluation and work adjustment services to the disadvantaged and to individuals with behavioral disorders.
The 1970 Golden Anniversary celebration of rehabilitation services in Georgia and the nation finds Georgia at the front, placing her first in the nation in the per capita number of clients rehabilitated for the 50-year period.

28 ANNUAL REPORT - Department of Education 1969-70
Planning and Development Lends Support

The Division of Program Planning
and Development provides support services to the statewide rehabilitation program in the areas of program plan-
ning, standards, evaluation, medical services, policies, rates for services, training, staff development, coordination and technical assistance in relationship to the delivery of services to the physically and mentally disabled as well as those with behavioral disorders. These support services, in addition to routine activities, are provided to units serving welfare clients, alcoholics, drug abusers, sensory disorder clients, mentally ill, mentally retarded and public offenders.
Support services are also provided to the operating divisions. The type and extent of services are based on need/demand factors reflected in ongoing and projected programs and services.
Listed below are some activities of this division that helped the Georgia rehabilitation agency reach its objectives during the Golden Anniversary year . Program Planning and Develop-

ment engaged in planning and scheduling in-service orientation and training activities for all ern ployees. Review of approximately 30,000
active cases by random selection was completed to identify strengths and weaknesses in the case development process.
Assistance was provided in monitoring activities in the first year of the computerized Informational
Case Service System modification and suggestions were made for the 1970-71 fiscal year. Plans were initiated to conduct a feasibility study for the utilization of a TeleCommunication Systems in the Informational Case Service System.
A feasibility study was conducted at the Youth Development Centers in Milledgeville and Macon.
The division planned and implemented a joint program to increase services to public assistance clients at the rate of 25 percent for the next four years. This program was conducted in cooperation with Family and Children Services, State Department of Health, the Division of Field Services and the Research Unit.
Data was gathered for an implementation report on the recommendations of the "Statewide Planning for Rehabilitation in Georgia."
A comprehensive review of the joint school program in the Macon District was conducted in cooperation with the local schools and the
Division of Exceptional Children. Planning in the area of developing proposals for drug rehabilitation centers in cooperation with the Department of Mental Health and the Metropolitan Atlanta area was conducted. A staff member representedthe division as a member of the State Task Force on Drugs. The division assisted with a study in cooperation with the InterDepartmental Council on the Handicapped in the area of cooperative agency services to the handicapped.
Services to the handicapped and disadvantaged as stated in the 1968 Vocational Educational Amendments were planned with the Division of Vocational Education.

Business Enterprise, Social Security Division Duties

Special Services Division is divided into three units in addition to the Administrative Unit - Business Enterprise, Disability Determination and Social Security Beneficiary Rehabilitation Program.
The Business Enterprise Unit includes the vending stand program and agricultural and related projects for the blind and severely disabled. During the fiscal year, this unit opened eight new vending stands and remodeled three others. Also, 40 agricultural and related projects were established for the visually handicapped.
Business Enterprise counselors consult with field counselors regarding evaluation of clients, locations and initial stock and equipment for the establishment of small business enterprises, 29 of which were established during the fiscal year.
The Disability Determination Unit does all necessary development, both medical and vocational, and makes disability determinations for the Social Security Administration on all Georgia residents. This unit processed 26,689 disability applications during fiscal year 1970. Of these, 13,562 were allowed disability benefits. Of these claims, 415 did not require disability determinations for technical reasons. In addition, 782 disability applications were transferred to other agencies for various reasons. This pro-

gram is financed entirely with funds from the Social Security Administration.
A counselor, stationed in the Disability Determination Unit, but actually a part of the Administrative Unit and paid by Rehabilitation Services, screens all claims to determine any vocational rehabilitation potential. There were 5,307 claims in which rehabilitation potential was indicated, and these were referred to rehabilitation counselors for possible services. This counselor acts as liaison for the exchange of information between the vocational rehabilitation counselors and the Disability Determination Unit.
The Social Security Beneficiary Rehabilitation Program provides rehabilitation services to certain social secilrity disability insurance beneficiaries, returning them to substantial work.
After diagnostic and screening proced ures were made on all referrals, 368 new rehabilitation plans were developed whereby disabled individuals could receive rehabilitation services needed to return them to productive employment. During the year, 194 disabled social security beneficiaries were returned to substantial employment in Georgia. At the end of fiscal year 1970, there were 604 disabled beneficiaries on the rolls actually receiving services.

Homer Toulouse-Lautrec
John Milton Charles Proteus Steinmelz
Ray Charles Alexander Pope
Beethoven Franklin Delano Roosevelt
Helen Keller George Shearing
You've just read ten good reasons to hire the handicapped.
The Office of Rellabilitation Services, Georgia Department of Education, can give you sonle others. Ask them.

ANNUAL REPORT - Department of Education 1969-70 29

Field Services Operates In Eight Districts

The Division of Field Services is administered through eigh t district offices which supervise and direct the activities of 56 local offices located throughout the state. Counselors as-

signed to this division proVide rehabili-

tation services 'fo the physically handi-

capped, mentally retarded, mentally

ill, blind, public offenders, alcoholics,

selective service rejectees and indivi-

duals with behavioral disorders.

The services available to disabled

citizens of Georgia include complete

I

diagnostic services such as general and

special medical and psychological exa-

1_-

minations to determine the need for rehabilitation services to help evaluate work capabilities; vocational counseling and guidance; and pre-vocational and adjustment training. Other ser-

vices available are college, university,

technical, tutorial and on-the job

Facilities and Workshops

t raining; hospitalization; physical restoration; small businesses; artificial appliances; tools, licenses and equip-

Serve 7,182 Clients

ment; and job placement and followup.
The Program for the Blind is now

administered through the Division of

The Division of Facilities and

Field Services with 3,400 being pro-

Workshops is responsible for opera-

vided visual services.

tion of the Georgia Rehabilitation

Center, Warm Springs; Atlanta Em-

ployment Evaluation and Service Cen-

ter; Evaluation Center for the Deaf,'

Cave Spring; Vocational Rehabilitation Center for Young Offenders, Alto; Georgia Mental Health Rehabilitation Unit, Atlanta; Atlanta Community Adjustment Center; Grace-

Rehabilitation Centers


Alto

* Rehabilitation Offices In Hospitals
RehabIlitation ReSidences

Wnrk Loboratar-ips

wood Vocational Rehabilitation

Center, Augusta; Central State Hospital Rehabilitation Center, Milledgeville; and Southwestern State Hospital

Marl@tta ...

Scottdale


Athens

Rehabilitation Unit, Thomasville.

Atlanta

These nine Facilities provided services

to 7,182 clients during fiscal year 1970.

Auq,,-.t.1
G I( ewood

In addition, this division has provided consultative and"supervisory services in facilities operated by private, non-profit corporate groups, as well as

Warm Sprtng~


Milledgeville


other public agencies at the commun-

ity level.

Since it is becoming increasingly evident that services to the more difficult clients can best be provided in facilities, state owned facility operations are being expanded, and support is being provided to communities for construction and operation of programs for the disabled. The staff is providing consultation in varying degrees, as appropriate, to the following developmental situations involving prospective rehabilitation facilities or facility improvements.
Training Facility for Young Mentally Retarded
Clients, Cartersville Sheltered Workshop, Griffin Association for Retarded Children Gainesville Jaycees, Model Cities Vocational Rehabilitation Workshop Athens Jaycees, Model Cities Vocational Rehabilitation Workshop Easter Seal Vocational Evaluation

Alb"'n)'
.,
ThomaSville

Setvannah

Rehabi Iitation Services -1970

Center, Augusta Appalachia Vocational Rehabilita-

tion Workshop, Ellijay Easter Seal Vocational Evaluation

Center, Albany Evaluation Center and Workshop,

Waycross Workshop Planning Grant, La-
Grange Sheltered Workshop, Warner
Robins Emory University Rehabilitation
Cen ter Planning Atlanta Medical Center (Georgia
Baptist) Rehabilitation Center Planning
Baldwin County Association for Retarded Children Planning Workshop, Milledgeville
Grady Hospital Rehabilitation Unit, Atlanta
Bobby Dodd Sheltered Workshop, Atlanta
Gracewood State School and Hospital, Augusta
Goodwill Industries, Operations and Building Program, Atlanta

During the year, 13 additional
school systems were added to the Cooperative Secondary School Program for the mentally retarded, bringing to 56 the number of systems involved.
Two additional mobile work laboratories were added to work with mentally retarded in the Secondary School Program and other disabled citizens in Albany and Savannah. These mobile work laboratories will be moved from school to school to serve citizens within a fifty mile radius of the cities. The division operates pre-vocational centers in Rome, Atlanta and Macon.
Through the Rehabilitation Residences for the Mentally Ill, 237 individuals were rehabilitated. These residences are designed to provide intensive rehabilitation services to the severely handicapped.
Vocational rehabilitation counselors are involved in the Atlanta and Gainesville Concentrated Employment Programs to proVide services to enrollees recruited from low-income areas. Field Services personnel are involved in Model Cities Programs in Atlanta, Gainesville, Athens, Savannah
and Alma. The Atlanta Kidney Center and the
Medical College of Georgia were provided a grant by the legislature for the establishment of Nephrology Centers and for services to clients. The Vocational Rehabilitation Office provided additional funds for further services to clients, making it possible to work with severe kidney disorders in the area of home dialysis and kidney transplants.
The Division of Field Services continues to conduct a variety of programs in Grady Memorial Hospital, Atlanta; Medical College of Georgia, Augusta; Memorial Medical Center, Savannah; Medical Center, Columbus; and Phoebe Putney Hospital, Albany. In addition, staff are located in the Regional Mental Hospitals in Atlanta and Augusta who work with mentally ill in these institutions.
The Division of Field Services is working actively throughout the state with Goodwill Industries and with Easter Seal in Augusta, Atlanta and Albany.
Amputee Clinics are held in Atlanta, Macon, Augusta, Savannah and Albany and Epileptic Clinics are held in Atlanta, Columbus and Savannah in an effort to restore disabled citizens to productive employment.
Meetings were held with staff of the Department of Family and Children Services and the Vocational Education Division to establish joint goals in working with disabled citizens. In addition, the Rehabilitation Services Administration provided a grant to establish counseling stations in selected large offices of the Department of Family and Children Services in an attempt to provide rehabilitation services to a larger segment of the welfare population.

30 ANNUAL REPORT - Department of Education 1969-70

Education Financial News

State, Local Systems Share MFPE Cost

Capital outlay projects-or school building construction - were the major activity of the Financial Services Division during fiscal 1970, according to Director C. T. Battle. The Division administers MFPE funds and is concerned with teachers'salary schedules, fmancial reviews and instructional materials as well as liaison with the Office of School Plant Services.
Capital outlay funds are provided to local school systems on the basis of increased attendance and for consolidation of schools, with first priority being given to those systems with increased attendance.
The 1970 General Assembly appropriated $4,300,000 in capital outlay funds for use during fiscal year 1970 and 1971. When capitalized, these funds would amount to between

$47 and $48 million. The -State aoard of Education allocated $11,500,000 of these funds to nine systems Feb. 18, 1970; $24,715,000 to 22 systems on May 20, 1970; and the remaining $11 to $12 million to approximately 22 systems on Sept. 16, 1970.
Georgia school teachers received an average salary increase of $293.01 during fiscal year 1970, bringing the estimated average annual salary for teachers to $7,278.01. The 1970 General Assembly approved an average salary increase of $525 for fiscal year 1971 which will be applied to the index salary schedule.
The Division of Financial Services supervised the operation of the School Payments Section, Financial Review Section and Instructional Materials Section.

The School Payments Section of the Division of Financial Services provided broad and diversified assistance to departmental and local system staff during the past fiscal year.
The section is responsible for determining the funding needed under the MFPE Law for teachers' salaries, certificated professional personnel, maintenance and operation and sick leave, isolated schools, travel and mid-term adjustment. This section also secures funds from other units for free textbooks, school library books and for transportation.
MFPE funds are calculated to determine the state's and local systems' share and the relative fmancial ability of each local unit of administration to raise funds in support of the MFPE Law based on

the adjusted tax digest provided by the State Auditor.
Additional services provided by the School Payments Section include providing information on MFPE allotments and payments ona monthly and yearly basis; preparing monthly payrolls for other MFPE funds and for annual payments of capital outlay; preparing monthly requisitions for the payment of public librarians' salaries and travel, educational servic~s across county lines, supervising teachers, in-service grants, driver education grants-in-aid, and consulting with other units of the Georgia . Department of Education, other agencies of state government, local school systems and with the legislature on matters pertaining to the allotment and expenditure of MFPE funds.

Budget and Expenditures For Fiscal Year 1969 -70*

Grants Section 11 & 20 Teachers' Salaries Other CPP M & 0 and Sick Leave Free Textbooks library Books & Non-Consumable Materials Isolated Schools Pupil Transportation Travel Expense Mid-Term Adjustment
Sub-total
Superintendents' Salaries Public librarians Salaries & Travel Public Library Grants Educational Services Across County Lines Supervising Teachers Driver Education In-Service Grants Teacher Scholarship Grants Preparation of Professional Personnel in
the Education of Handicapped Children Tuition for Multiple Handicapped Psychological Services Guidance, Counseling, Testing (NDEA V) Civil Defense Adult Basic Education Educational Television School Lunch School Lunch Science, Math & Foreign Language (NDEA III)
Grants Title I, P.L. 89-10 Title II, P.L. 89-10 Vocational Education Grants Grants to Improve the Education of
Handicapped Children (ESEA VI) Educational Training for the Mentally Retarded Title III, ESEA Teacher Retirement Pilot Program for Autistic Children Title V, EPDA Nephrology Centers Highway Safety

Total
$209,644,694 36,166,600 34,124,741 5,248,900 1,251,468 42,047 15,256,616 779,173 779,236
$303,293,475
2,245,704 1,626,055 1,907,595
450,000 120,000 478,500 450,000 835,000
111,900 65,000 48,000 664,430 11,500 1,630,267 53,511 17,695,807 1,710,400 1,100,340
39,155,254 902,162
25,441,310
575,597 150,000 2,378,388 18,048,752 125,334 301,712 150,000

Budget
Agency
693,441 478,500 111,900 249,730
11,500 1,430,267 17,695,807 1,100,340

State $209,644,694
36,166,600 34,124,741
5,248,900 1,251,468
42,047 15,256,616
779,173 779,236
$303,293,475
2,245,704 1,626,055 1,214,154
450,000 120,000
450,000 835,000
65,000 48,000 414,700
200,000 53,511
1,710,400

Total
$207,692,525 35,044,067 33,974,212 5,248,900 1,250,994 30,482 15,256,616 741,926 144,159

Expenditures
Agency

$299,383,881

2,181,140 1,389,241 1,740,395
450,000 107,675

526,241

450,000 834,063

110,070 .
65,304 49,108 664,430
1,795 1,571,112
53,511 17,514,261
1,513,510 822,178

110,070
249,730 1,795
1,371,848 17,514,261
822,178

State $207,692,525
35,044,067 33,974,212
5,248,900 1,250,994
30,482 15,256,616
741,926 144,159
$299,383,881
2,181,140 1,389,241 1,214,154
450,000 107,675
450,000 834,063
65,304 49,108 414,700
199,264 53,511
1,513,510

39,155,254 878,749
14,043,182 575,597
2,343,388
301,712

23,413 11,398,128
150,000 35,000 18,048,752 125,334
150,000

35,300,108 902,162
22,779,129
585,193 147,806 1,038,953 18,048,752 125,334 287,745 150,000 477,754

35,300,108 878,749
11,656,986 585,193
1,038,953
287,745
477!754

23,413 11,122,143
147,806 18,048,752
125,334 150,000

Total Grants
Capital Outlay Authority Lease Rentals Operation of Department and
Department-Operated Facilities GRAND TOTAL
ItAs Amended Through June. 30. 1970

$421,725,993 716,833
27,118,659

$ 79,069,367 65,533

$342,656,626 651,300
27,118,659

$408,744,610 595,846
26,813,799

$ 70,821,611 51,846

$337,922,999 543,951
26,813,799

40,991,558 $490,553,043

25,337,236 $104,472,136

15,654,322 $386,080,907

38,478,392 $474,632,647

23,365,240 $ 94,238,746

15,113,152 $380,393,901

Recruitment, Training Personnel Functions

Personnel Services Branch is responsible for planning, developing, and administering a comprehensive program of personnel administration within the Georgia Department of Education. Personnel support services are supplied to all units and employees in the department.
The number of employees in the State Department of Education as of July I, 1968, was 2,275. On July 1, 1969, there were 2,309 employees and on July 1, 1970, there were 2,409 employees. There has been no appreciable increase in the number of employees in the Department; however, turnover rate continues to be significantly high with recruitment and retention of qualified personnel as one of the branch's major efforts.
All personnel actions affecting the employment status of employees in the department are processed and monitored by personnel services to insure compliance with Rules and Regulations of the State Personnel Board, policies of the Georgia Department of Education and the State Board of Education, and other legal requirements affecting public personnel administration.
Personnel services continues to conduct a program of study and review of the department's organizational structure and of the Merit System Classification and COh1pensation Plans as they apply to the department. A study of the salary levels for eight classes in the Public Education Series resulted in salary adjustments approved by the State Personnel Board for these classes; another resulted in the developmen t and implementation of a reorgan ization plan for the Educational Television Division and the revision of classification and compensation of classes peculiar to that field of work. Another study project conducted this year in cooperation with the Georgia Merit System resulted in the revision of the classification and compensation of classes peculiar to the field of da ta processing.
In committee with representatives from accounting services and systems

and data processing services, personnel services began work on a comprehensive personnel, budget, and payroll system which will be computerized.
In order to meet the provisions of the Fair Labor Standards Act, a study of its requirements and their application to the department was made and coordinated with the U. S. Department of Labor.
In order to attract trained clerical and stenographic applicants, a recruitment program through personnel visits and contacts with area technical and

vocational schools and high schools was continued. Through cooperation with personnel at these educational facilities' and with the State Merit System, examinations for clerical, typist, and stenographic classes are administered to many of these students.
Personnel services planned and conducted 414 hours of training for new employees, Qrientation in office practices and procedures, preparation of materials for publication and department administrative procedures. A

total of 446 employees participated in tltis training. Personnel services also participated in several training programs and workshops developed by vocational rehabilitation services.
As a result of work with the Training Division of the State Merit System and the Center for Continuing Education at the University of Georgia, personnel services obtained financial assistance for 19 employees participating in specialized study activities outside the department.

Education Data Computerized

During fiscal year 1970 Systems and Data Processing Services Division modified its existing systems in order to be more responsive to changing requirements and activities in various programs as well as to the changing needs in the state and local reporting. Their efforts have resulted in an increase in activities and services available to the departmen t of education.
In providing these services, the division's main functions are to operate the computer center and to program various support services for all units in the department. In addition, the division's computer system engineering group gives aid in serving the department, while their local school systems advisory group gives systems and technical assistance to the Planning. Research and Evaluation Division.
The increased offerings of this division were made possible th rough the upgrading of its IBM computer and increasing of the overall capabilities of the hardware.
A revised system for vocational rehabilitation permiting the use of state files on caseload for federal reporting has reduced the effort necessary to maintain files and added to the timeliness of each report.
The School Standards System was expanded to allow immediate access to school and system files via a remote

Departmellt of Education staff members in the Systems and Data Processing Divis-

ion computerize data on the school lunch program, department equipment

inventory, teacher salaries and other programs.

"

terminal. As a result, the user can now view the records as well as update the files from the terminal.
An information system for Vocational Rehabilitation developed during the fiscal year allows the user, through three terminals in accounting and re-

habilitation, to make inquiries into certain files and receive an immediate view of the desired information.
Also during the year, installation of terminals was completed in teacher certifica tion.

Fiscal Services Manages Funds

Fiscal Services Division has responsibility for two functions of the Georgia Department of Edueation--budget and accounting.
Accounting Services Division provides internal accounting services. It is responsible for receiving and disbursing all funds under the jurisdiction of the department, maintaining accounting records and documentary support required by law, auditing supporting data for obligations and payments and preparing financial reports for use by administrators, the State Board of Education and other federal and state agencies.
The Budget Office is responaible for the overall budget function within the department. It coordinates the preparation of biennial budget requests, annual budgets and quarterly budgets for the various units. Budget requests are reviewed and consolidated into the department budget.
The Budget Office also prepares information to be submitted to the State Superintendent of Schools and
after consulting with him prepares a
recommended budget to go to the

State Board for approval. The Budget Office also serves as liaison between the department and the State Budget Bureau in all budget activities.
Expenditures for fiscal year 1968-69 were $455,095,468; for 1969-70 expenditures were $474,638,313. The budget for fiscal year 1970-71 is $517,632,074. Expenditure and budget figures include both state and agency funds.
During fiscal year 1969 a computerized system for vocational rehabilitation client records and expenditure data was designed. It was put into effect at the beginning of fiscal year 1970.
Open shelf filing was installed during the 1970 fiscal year for filing current and prior year expenditure records. This system allows better use of available space and eliminates the need for approximately 100 filing cabinets.
Changes in forms and reports were made as needed during 1970, and during the 1971 fiscal year a review of procedures will be continued.

Printer checks Heidelberg press at Department of Education print shop.

Management Review Branch New

The Management Review Branch or
the Georgia Departl1.1ent of Education was activated on July I, 1969, and has already made studies of salary levels, organizational structure and space requirements of the department. This unit also studied the feasibility of payments to vocational rehabilitation clients and made time and motion surveys.
During the year a standardized rental agreement was developed and a procedure devised and implemented to insure periodic inspections of rented facilities.
An analysis was made of the printing requirements of the department of

education and a number of recommendations were made and accepted which have resulted in increased efficiency and economical operation.
A records management program was developed ~md is now being implementated. The purpose of the program is to save valuable office space and to provide for an orderly retirement or destruction of files and records under applicable federal and state laws.
A complete inventory of all owned, leased, rented and donated property of the department of education was made, documented and furnished to the Secretary of State.

32 ANNUAL REPORT - Department of Education 1969-70
P&1 Coordinates Communications Efforts

Editing, design, writing and preparation of art for nearly 250 publications for the Georgia Department of Education took up a major portion of time during the year for staff members of the Publications and Information Unit. Some of the publications were printed by commercial printers, but most were printed in the department print shop.
Members of the P&I staff also worked closely with the news media by daily releasing news items, radio and television spot announcements and by setting up news conferences for the state school superintendent, State Board of Education and others in the department of education. In-depth feature articles also went out on a regular basis.
"The Age of Education" was the title of three communications workshops conducted for school system superintendents by members of the publications and information staff. Superintendent!; attending the workshops in Savannah, Atlanta and Columbus were given suggestions on how to communicate with people in their communities.
Title III coordinators attended a communications workshop staged by P&I staff at which they received practical information on preparing publications, news articles, radio and television programs and visuals.
Sixteen exhibits or displays were planned and built for various divisions and units in the department and others in state government including rehabilitation services, library for the blind, school food services, North Georgia Technical and Vocational School, exceptional children unit, vocational education, early childhood education, Governor's Committee on Physical Fitness, county commissioners' conference and the superintendents' communications workshops. The art staff prepared 33 sets of transparencies and slides for use by department staff in educational programs. Numerous charts, posters, signs, certificates and other pieces of art work were prepared.
Four periodicals are edited and printed regularly by Publications and Informa tion Services. They are Georgia Alert, Rehabilitation News What's Going on Here? and the Georgia Future Farmer. Staff members _--' worked closely with the state school superintendent during the year in preparing information needed by him. During 1.969-70 the unit continued to be responsible for the "Education in Focu " series produced in cooperation with educational television. A communications center in the department was completed for use by the news media as well as P&l staff for fuming and taping.
A regional meeting of the National Association of State Education Department Information Officers was held in Atlanta during the year and hosted by Georgia NASEDIO members. Another special project of the unit was the editing of Focus on the Future, a 537 page book for the Georgia Assessment Project.
. A major goal for the unit for the 1~70-71 fiscal year is to plan and carry out a total balanced public information program for the Georgia Department of Education.

Publications and Information staff artists work on exhibits such as this one for the Governor's Council on Physical Fitness. Approximately 16 such exhibits were designed and built during [iscaI1970.

General Services Supervises Supplies, Mail, Printing, Records

General Services Branch of the department of education in 1969 merged with Personnel Services and Publications and Information Services to form the Division of Administration. The general services coordinates functions of the department such as purchasing, supervising the print shop, telephone services, mail room, central supply and central stenographic services. Two new services were established during the fiscal year -- a quick copy center and a records center.
The central supply system is designed to provide effective procurement of office supplies for the department of education's employees in 35 locations over Georgia. Supplies are bought in large quantities to obtain maximum discounts. They are then stored, and upon requisition are shipped to units of the department.
Approximately 400 items are carried in stock in central supply. A catalog distributed to units lists each item by specification and/or illustration.
Mail volume for the department of education has more than doubled in the past six years. As a result of the large volume, an auxiliary mail room was established in the Education Annex Building. Through improved methods and increased efficiency, in 1969 the number of clerks in the central mail room was reduced from four to two. There is one utility clerk in the Education Annex.
Since the department of education functions in more than 20 locations around. Atlanta, a truck service pro- vides mail pickup and delivery twice daily.
The central stenographic service operated by. general services provides clerical and secretarial services to the various units in the department upon request. Stenographers handle gener.al correspondence, volumemailings.report typing, collating, duplicating and other clerical duties specified by unit heads.

The telephone service for the department during the 1969-70 fiscal year operated three model 608 switchboards which included 12 incoming trunk lines, 22 out dialing trunks and 10 combination lines. The department print shop during the year printed about 1~ million impressions per month. The new quick copy center handles short run duplicating needs of the department in the Atlanta area and averages more than 200,000 impressions per month.
A records center was established during the year to store inactive but necessary records as required by state and federal governments or the depart-

ment. Useless materials are destroyed and records with historical value are transferred to the State Archives.
A computerized inventory system was developed by general services and offers versatility, accuracy, speed and control not previously available. The new system relieves individual units froIJ1 having to maintain their own inventory records.
General Services Branch handles all procurement for the department of education and serves as the central point of contact with the State Purchasing Department. Approximately .. 15,000 requisitions and confirmation requisitions per year are processed.

New warehousing facilities and procedures developed during Fiscal 1970 make Department of Education recordkeeping easier and more efficient.