September- October 1978 Volume 11 Number 1 McDaniel Announces TOTY Contest State School Superintendent Charles McDaniel, in announcing the 1979 Teacher of the Year Program , encourages every system in the state to participate in this year's selection process. The recipient of the title will be Georgia's entry in the National Teacher of the Year Program, which is sponsored by the Encyclopaedia Britannica Companies, the Ladies Home Journal Magazine and the Council of Chief State School Officers. The Geo aT Program 1s spo e Georgia Department of Education and Southern Educators Life Insur- ance Company. Southern Educators instituted a cash award last year for . the Teacher of the Year and runner- up. The state winner receives $750 and the rwnner-up $250 in addition to many other prizes and honors. Handicapped students at Fulton County's Parklane Elementary School are part of the regular classroom instru ctional program in reading. Special Ed Services Entry forms will be sent to each system superintendent who has responsibility for overseeing the selection of a local Teacher of the Year. How each system chooses its entry for the State Teacher of the Year program is determined at the local level. Entries must be received at the Georgia Department of Education by Oct. 1 to be considered for the state title. Senate Axes Scope Of Tax Credits The U. S. Senate turned down 56 to 41 -a House passed proposal for tax credits of up to $250 a year for tuition paid to private elementary and secondary schools. The proposal was part of a bi II calling for tax credits for college tuition. A college tuition credit of up to $500 a year was overwhelmingly approved by the Senate. State Department of Education officials had advocated the Senate's rejection of the elementary and secondary tax credit, saying that such a program would result in loss of support f or public schools. To Reach Over 90% Georgia will begin the 1978 school year with 530 new teachers for its handicapped student population of about 140,000, putting the state within reach of only 90 percent of its goal of serving all the handicapped. The new federal law on education of the handicapped - 94-142 - is to take full effect this year, according to Allan Gurley, director of the Georgia Department of Education Division of Special Programs. Because of the 1968 state law requiring education of all handicapped children, Georgia is much closer to the goal of serving all the handicapped than most other state education systems. Georgia provides all but $16 million of the approximately $110 million in state and federal funds to be spent this year in educating the handicapped, including vocational, state schools and regular students. Most of the state funds will be used to pay salaries of 5,792 special education teachers. The 633 teachers in the FY 1980 budget request of the State Board of Education will enable services to 100 percent of the children identified as having special needs. The coming school year will see continued cooperation of the department of education and the Georgia Department of Human Resources in serving handicapped children, especially those in institutions and training centers. The first cooperative agreement between the two agencies was worked out last year. "A key to successfully serving Georgia's handicapped children will be the continued development and use of the Individual Education Plan for each student," said Gurley. "Local school systems have written 140,000 of these, one for each child, and they will be followed closely to make sure that each child is receiving the needed services and that his/her parents and teachers are satisfied with the program." The state special education staff will continue to provide technical assistance to the 24 Psychoeducational Centers operated by local boards of education. This year for the first time these centers will begin studying ways of serving 15- and 16-year-old severely P.motionally disturbed students. Another one-third of the state's school systems will be monitored during the year for their compliance with the new federal Education for All Handicapped Children Act. One-third of the systems were studied last year and found to be 80 percent in compliance with the law. Some of the areas checked were whether each handicapped child had an Individual Education Plan (I EP), whether schools were providing the activities and sen/ices spelled out in the IEP, whether due process had been followed and whether there had been parental involvement in the development of the I EP . All of the systems monitored last year were in compliance sufficiently to continue to receive federal funds for the handicapped," said Gurley. "Local school superintendents have filed letters with the department of education stating corrective measures for those items in substantial non-compliance or partial compi iance." \ 0 New fo urth district State Boa rd of Educat io n member from Deca tu r, Pat Kj o rlaug, and se ve nth dist rict representat ive J ames Sm ith of Carte rsvill e hea r a report of th e latest results of st atewid e testing. State CRT Test Scores Continue Rise Education Plan Clears Hurdle The U.S. Senate Governmental Affai rs Commi ttee has voted unanimously to create a new cabinet-leve education depart ment with about 24,000 employees and an annual budget of $18 billion. As approved by the committee, the new department will be made up of dozens of programs shifted from existing departm ents, mostly HEW. Th e b il l now goes t o t he Senate floor w here agriculture int erests will try t o strip the new department of its control over $3 bill ion worth of school lu nch, breakfast and related ch ild nut rition programs presently und er the U.S. Department of Agricul t u re. Georgia Department of Education officials have strongly supported creation of a U.S. Depart ment of Education. Subcommittee hearings are underway in the House, but no action has been taken. In the three years criterionreferenced tests (CRTs) have been given Georgia fourth and eighth graders as part of the Statewide Testing Program, the percentage of students achieving objectives has steadily increased. The results from the statewide tests in reading and mathematics which were administered the spring of 1978 to fourth and eighth graders show that the percentage of stu dents who achieved objectives has increased over three percent in the fourth grade and by approximately two percent in the eighth grade. The greatest favorable change has occurred in fourth grade math. Sixty-four percent of the students achieved 15 or more of the 20 objectives as compared to 58 percent in 1977 and 55 percent in 1976. Fourth grade reading also showed improvement. Tenth grade students were also administered criterion-referenced tests. An assessment was made of their communications and mathematics skills for the first time in 1978. Results indicate that overall the students performed better in the communication skills areas than in mathematics. They performed particularly well on those portions of the test assessing basic skills in reading and the mechanics of writing. The weakest area was geometry, where students performed poorly on items requiring conversions of units of measure. On the graders showed the highest achievement in the skill areas of selfunderstanding and decision making. Eighth grade students showed the greatest achievement in the skill NewVo-Tech Complex Planned For BJC other hand, they performed better than expected on items which areas of education and decision making. A $1 .7 million vocational -technical measure more abstract problem- building will be constructed on the solving ability. Bainbridge Junior College campus with work expected to begin this According to Associate State fall, according to Robert Coker, School Superintendent Titus SAMPLE TEST ITEMS chairman of the college's vo-tech Singletary, certain items on the Tenth Grade Math division. tests may have contributed to the weak scores. "The tests were ad- The new two-unit compl ex w ill ni~~~L-LL~Uil~~~~_n~Lrrlirr~----~llll~~~~QD~ft~r~w~UUinn~&caa~--. ministered an he enth graa e leve in order to allow time for the square feet are there in 5 square pentry, elect rical maint enance, yards? accounting, data processing and remediation of skill weakness, secretarial science. It will also house whether individual or group," he said . "Because many of the skills 2. If 1 centimetre= 10 millimetres, faculty offices and a reading labora how mariy square millimetres tory for the vo-tech division's 500 measured related to real life prob- are there in 3 square centimetres? students when completed in about lems to which students may not 16 months. have been exposed- such as filling out income tax forms - or to certain technology which is newly emerging, it was anticipated that the tests would reveal some areas of weakness." Career development tests given fourth and eighth grade students were scored by objective this year for the first time. Tests results indicate that the overall achievement for grade four in career development is 66.1 percent and 68.8 percent for grade eight. Fourth 3. A die has sides numbered 1, 2, 3, 4, 5 and 6. It is rolled. What is the probabi Iity that the side landing up shows a number greater than 4? 4. In 25 tosses of a fair coin, heads turned up 23 times and tails turned up two times. What is the probability that heads will turn up on the next toss? Answers 1. 45 2. 300 3. 1/3 4. 1/2 Two Systems Pilot Shorter Days Elementary students in Cobb and Clarke County systems will be getting out of schoo l early on certain days in order for teachers to conduct parent-teacher conferences. The two systems have been requested to make thorough evaluations of the effect iveness of the conferen ces and present resu lts of their evaluation to the state board next June . September-October 1978 Volume 11 Number 1 EDPRESS Published five times a year by Public Information and Publications Services, Office of Administrative Services, Georgia Department of Education, Atlanta, GA 30334. Editorial Board Managing Editor Nancy Hall Shelton News Editor Steve Harvey State Editor Eleanor Gilmer Feature Editor Steve Edge Photo Editor Glenn Oliver Graphics Elaine Pierce Typesetting Linda Burton No further requests for shortened days, however, will be considered by the state board "until such time as these two proposals ca n be adequately evaluated and a determination made as to whether such requests for shortened school days are of sufficient va lue to warrant the deve lopment of board po licies enabling other school systems to make such requests. " Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Education Amendments of 1972); or handicap (Section 504 of the Rehabilitation Act of 1973), in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies. Inquiries concerning the application of Title VI, Title IX or Section 504 to the policies and practices of the Georgia Department of Education may be addressed to Peyton Williams, Associate Superintendent, Office of State Schools and Special Services, Georgia Department of Education, Atlanta 30334, or to the Office for Civil Rights, Department of Health, Education and Welfare, Washington, DC 20201. In Cobb County al l elementary students will be dismissed two hours early for one week each quarter. The parent-teacher conferences wi II be used as a part of the evaluation and reporting process. Clarke County 's plan calls for the release of all eleme ntary stude nts at 1 p .m. two days in November and two days in March for parent confere nces. 2 Georgia ALERT, September-October 1978 DISCIPLINE: What Can Schools Do? by Melanie Rawls Discipline. The word once invoked visions of sharp-eyed school masters and schoolmarms, book in one hand and rod in the other, quick to rain down punishment on the head of the unruly student. Today, just as classrooms, curriculums, teachers and students are changing so are the methods of maintaining discipline. According to the latest Gallup .survey of parents and educators, The Houston County school system employs the alternate school program. Hubert Hutcherson, the county's assistant superintendent for instruction, says the program has provided a successful disciplinary alternative for Houston school staffs. The students receive individual attention and counseling from a staff of two teachers, two para- manifestation of a student's psycho! ogical pain." As an example, Brummett cites the teacher who orders "Pay attention!" to a daydreaming student. The student is embarrassed and angry at being singled out and responds disrespectfully. The teacher feels that the student is defying authority and seeks to exert more authority. A major confrontation develops. discipline is the number one problem in the nation's schools. "We professionals and a full -time guidance counselor. Basic instruction in Support Person have gone through a period of per- English, mathematics, science and Gwinnett County's Adolescent missiveness," says State School social studies helps to remedy Alternative Program for middle and Superintendent Charles McDaniel, academic deficiencies which may high school students employs "and maybe we are reaping the have contributed to discipline behavior disorders consultants as harvest of some of this." problems. Individual counseling counselors for difficult students. The U.S. Supreme Court has upheld corporal punishment as a legal method of maintaining classroom order. But there is continued controversy over its effectiveness as well as claims that it damages the student physically and psycho- about disruptive behavior by the guidance counselor attempts to help students understand their problems and seek more appropriate ways to express themselves, as well as modify their classroom behavior. Mike Nelson, an itinerant counselor for several Gwinnett schools, sees his role as a support person for students in trouble. "Often my students feel persecuted," he says. "Everybody tells them what to do and when to do logically. Hutcherson says Houston County Suspension and expulsion remain schools have experienced a decrease options for teachers and adminis- in disciplinary problems as a result trato , b hese, o , cominn- - -,otLtre-program. o many st rrdents under fire as ineffective methods of repeat the alternate school, and controlling students. Indeed, sus- some improvements in their adjust- it. It helps them to know that there is someone who will Iisten to them and speak up for them. They need to feel that they have some say in what goes on in their school Iives." pension and expulsion are said to ment to the school environment Nelson often uses the contract compound the problem by remov- have been noted by the students' system to help students cope with ing the students from adu It regular teachers. their problems. "We find out from supervision - including that of working parents _ and resulting in loss of instructional time, failing grades and premature termination of schooling. Too often the expelled student goes on to be an unemployed drop-out or criminal. So what is being done to maintain The in-house suspension and alter- nate school programs also include in-service training of administrators, teachers and para-professionals to help them better understand the problems of unruly students. The staff also learns ways of coping with troublemakers in a more posi- the teacher just what behavior needs changing," he says, "then we negotiate a contract with the student, teachers, administrators and parents which says that the student will or will not do certain things. If the student lives up to the contract, he or she is rewarded." order in Georgia schools? tive manner. Staff development Doing Something For Rather Than To programs emphasize positive reinforcement, resolution of classroom "The advantages of the contract system are that the student has conflicts through mutual problem input into the conditions of the Disciplinary programs being tried in solving and avoidance of commu- contract and so feels responsible Georgia schools reflect a basic nications which anger or embarrass for his or her behavior," says change in the goal of discipline. students or damage their self- Nelson. "Teachers are made more The programs are designed to do respect. aware of the student's individual something for problem students rather than do something to them. Workshop For Staff needs and parents can be brought in not as a last resort but as active Rather than chastise the student in Trying another angle, the Hogans- participants in an effort to help apunitive manner for disruptive ville City school system has insti- their child. behavior the programs attempt to discover problems - academic, emotional or even medical - which may be the cause of the misbehavior. Students are then aided in coping with their problems and modifying their behavior. In-house suspension and alternate schools are taking the place of tuted transactional analysis work shops for its staff. The approach involves the analysis of interpersonal relationships. The purpose of the workshops is to help school sl:aff members learn to seek the roots of a student's problem rather than deal merely with the symptoms. "I don't have any statistics on whether or not discipline problems have risen or declined in Gwinnett since this program was started," Nelson continues. "But I do know this. There is more awareness on everyone's part that the service is available. Teachers and administrators are going from 'This kid is regular suspension and expulsion in "A major problem in the schools," trouble- get rid of him!' to 'This Georgia schools. Both consist of says Louis E. Brummett, Hogans- kid's having trouble- let's help removing disr.uptive students from ville school superintendent, "is that him.' And I have more students the classroom, as in suspension and relations between students and coming to me saying, 'May I talk expulsion, but maintaining class- teachers are all too often super- to you for a minute .. .' " room work and adult supervision. In-house suspension assigns disrup- ficial. They are based on an authoritative relationship of teacher over Experience The Best Teacher tive students to a separate class- student rather than mutual trust Douglas County's "peer tutoring" room within the school. The alter- and respect. Consequently, teachers program gives high school students nate school system assigns them to perceive student misbehavior as a who have problems dealing with acentral building. defiance of authority rather than a authority a taste of what it's Iike to be in authority. These students become elementary school assistants with responsibilities ranging from academic tutoring to conducting art and drama activities to counseling their elementary charges who are having behavioral problems, too. "Many of these students have had trouble accepting authority and responsibility," says Trudy Seely, special education consultant for Douglas County. "In this program, they are forced to view authority from another angle, as they become somewhat of an authority figure themselves." "It really boosts the students' selfesteem to be involved in something where they are so clearly helpful, so clearly wanted and so successful," says Seely. "Lack of self-esteem is a problem with many of these stu dents. They see themselves as failures and consequently behave like failures. This is their chance to succeed. They make the most of it." Another facet of the program is a group counseling class called SelfDiscovery. The course deals with values clarification, interpersonal relationships, decision-making, coping skills and improving selfconcept. The class meets daily for one period and the students receive social studies credit. School Discipline Reflects Home Discipline Though the trend is away from punishing students and toward counseling students, firm discipline at an early stage of the problem is becoming more commonplace. "It is time for school people to stand up and be counted as instructional leaders," the State Superintendent asserts. "They have the maturity and the experience and they must provide leadership for their students.'' McDaniel does not oppose corporal punishment but says it should be used with restraint and as a last resort. "The alternate schools and the in-school suspension programs have proven to be effective methods of maintaining order," says McDaniel. He also recommends keeping disruptive students after school or assigning them extra duties. McDaniel believes that the solution to most discipline problems lies in better cooperation between school and home. "I believe that the discipline in our schools pretty nearly reflects the discipline in our homes," says McDaniel. "When parents assume authority at home, it will then be possible for teachers and school administrators to exert more authority at school.'' Georgia ALERT, September-October 1978 3 McDaniel Asks Focus On Five Key Areas State School Superintendent Charles McDaniel has identified five key 'areas for attention during the first years of his four-year administration. (McDaniel was elected in the Aug. 8 primary with 76 percent of the vote. He has no Republican opposition in November.) "Teamwork -the basics discipline - parental involvementaccountability for student progress -these are the areas in which I hope we can make the most progress," McDaniel said. "I think we must all get on the same team if we are to accomplish anything, and that means at both the state and local levels. We all need to quit limiting our thinking to ~ur own spheres of interest; education for today must be broad in scope, versatile and dynamic, and its administrators and teachers must reflect those same qualities. "Working together, our task will be to zero in on a precise definition of the literate person, to decide what is basic education and to teach those basics as effectively as possi ble to as many people as possible. I think we need to gear maximum resources and effort toward this goal," McDaniel said. " Discipline is another area in which we must make progress. In fact, it probably would come first if I placed priority on any of these ideas. We cannot educate students until they are in school and behaving reasonably. Not only can we not educate the unruly or the drugaffected student, we cannot edu cate those who want to learn as long as the disruptive person is in the classroom. To solve this problem will take more teamwork between the home and school, parent and teacher and administrator. Each person must assume his or her responsibility in discipline matters if we are to re-establish the authority of adults in relation to young people." "We need that kind of parental involvement in establishing and maintaining discipline, and another kind in conducting the ongoing school program. We need and want parents in schools, as volunteers, as visitors, at parent-teacher conferences, at PTAs, in the principal 's office when the need arises, on social occasions and in learning situations. I firmly believe that if we get parents and community members into schools, they will support schools." "A fifth task for immediate attention is primarily the responsibility of schools and school officials at both the state and local levels. We must begin to be more accountable for student progress, both for what the schools are teaching and for what individual students are learning. We need to EDITOR'S NOTE: This special section of Georgia ALERT presents the Georgia Department of Education 's new organizat ional structure, from the sta t e super i ntendent through the program /uni t l evel. K ey manage ment f igures were inter vie wed for their opi nions about Georgia education's direc tion; each unit and di vision opera tion is descri bed brie fl y; and photos are included of new and newly prom oted depar t ment d i vision and unit heads. Legal ass ista nt El don Bas ham, left, and State Sch ool Super intendent Ch arles McDaniel. establish accountability points along the way for each student, and not wait until a person has reached the tenth or twelfth grade to find out he or she has not achieved basic skills. "There are many other areas in which we need effort toward progress in Georgia public education," McDaniel said, "but these are so basic and critical as to be dominant over all the rest. If we can advance on all these fronts during the 197879 school year, I will be pleased and optimistic about our continued progress in the years ahead ." Basham Works On Legal Matters Mercer University graduate Eldon Basham is the Georgia Department of Education 's first legal assistant. Basham, who joined the department in June, supplies legal advice to the state school superintendent and department office heads on policies and handles appeals from local boards of education to the State Board of Education. "Generally, I handle legal questions before they reach the litigation state, " says Basham. "I interpret the laws affecting the department's policies and programs and conduct legal research." He also acts as a liaison between the department and the state attorney general's office. Mi chae l Simpso n those we have in the state schools," ana he said. "Hopefully these schools P'<--"'&.!f ... IP'-!f-a::--''"'"""...._._ _ _ _ _ _ _ _ _ _ ~......,_,........., """'"-_-\~e-t~ evele p e# model programs. They could also become centers for training teachers for local systems." Williams is also responsible for the Special Services Unit which provides technical assistance and information to local system personnel con cerning the myriad laws, regulations and compliance procedures which govern federally funded educational programs. Three sections comprise the unit. A ssoci at e Superi n t endent f or St ate Schools and Sp ecial Services Pey t on Williams reviews pl ans with sta ff members Evelyn Rowe , left, coordinator of Ti t le I X activi t ies; and Loydia Webber, coordinator of Vocati o nal Eq uity act ivit ies. State Schools Study Set The Office of State Schools and Spec ial Services is headed by Associate State School Superintendent Peyton Williams, and a division and a special unit report to him. The Division of State Schools directs the management and operation of the five state schools-North and South Georgia Tech , the Atlanta Area School for the Deaf, the Cave Spring School for the Deaf and the Georgia Academy for the Blind in Macon. The new organizational structure allows the Division of State Schools to report directly to a department office head for the first time. Williams stresses their importance saying that "over 90 percent of our time will be spent working with the state schools." A study is planned for the fall to determine a five-year plan for the three schools for exceptional child- ren, in view of P.L. 94-142, the federal Education for All Handicapped Children Act. The law, which has a September 1978 dead- line for implementation, mandates that all handicapped children between the ages of 6 and 17 be educated in the "least restrictive environment" based on individual needs. A study of the two state vocational technical schools is also planned . Williams sees a very definite future for the schools for exceptional children even with P.L. 94-142. "There will always be exceptional children who can function in a mainstreamed environment while others will require a setting like The Title IV Section provides support to local systems in the preparation and implementation of desegregation plans, upon either the request of local school officials or by court order. The Title IX Section assists local school systems in conducting selfevaluations and addressing issues involved in reducing and eliminating sex discrimination in educational programs. This assistance is provided through on -site visits to local systems upon request, dissemination of resource materials and workshops for school personnel. The Vocational Equity Section assists local school systems in developing policies and guidelines related to implementing nondiscriminatory practices in vocational education programs. "The Special Services Unit is not an enforcement agency," Williams said. "While we don't have any easy answers, we try to establish dialogue between the local systems and the various federal agencies, such as the U.S. Office of Civil Rights. We have been rather successful in this endeavor during the past year." 4 Georgia ALERT, September-October 1918 ~ .2: Office of Instructional Services 0 cc .!!! CJ Leadership Teams Will Help Systems Improve Lucille Jorda n is the new Associ ate Superintendent for Instructional Services. "The most important goal for the Office of Instructional Services is to help school systems provide the best instructional programs possible for Georgia students," said Associate State School Su peri ntendent Lucille Jordan_ She believes this can best be accomplished by the establishment of long-range and short-range goals by her staff, which includes those in three divisions of the department- the Curriculum Division, Special Programs Division and the Educational Media Division . Jordan joined the Georgia Department of Education in July to head the Office of Instructional Services. She previously served as director of program development for Atlanta City Schools, where she was responsible for all curriculum development for preschool through the twelfth grade. Since coming with the department of education she has been meeting with each of her staff members to receive their input on what they think the goals and objectives for instructional services should be. "When we have established our goals and objectives I want to develop a leadership team for instructional services," she said. "This team, to be composed of representatives from each qivision, will give me input on what's going on and will discuss ways for us to improve our services to local schools." She thinks services can be improved by her staff sometimes working across division lines and, where appropriate, across office Iines (such as with the Office of Planning and Development and Office of Vocational Education) . "For example, I can certainly see that our consultants for physical education, art and music could provide valuable input into programs for handicapped children, and our educational television people have many good ideas that could help in all instructional areas," she said . Just as she plans to establish a leadership team for her own office, she thinks an instructional leadership team at each local school level would help improve instruction . She sees this team at the elementary and middle school level composed of the principal and a teacher from each instructional level. At the secondary level the team would consist of the principal, a teacher from each subject area and representatives from resource areas such as Title I and the school's media center. "The teams would discuss instructional needs, share ideas, talk about problems and solutions and define staff development needs," she said . "Team members would receive and take back information to others in their instructional areas." Jordan believes it is important for members of her own staff to also set personal growth objectives - to attend seminars and workshops, to read materials dealing with their interests and to share with each other. "I think it is very important for us to keep up with new ideas, tech niques and information concerning our areas of responsibility," she said. "I think it is also important for us to frequently place ourselves in the posture of a learner and to enjoy the experience of exploring new areas of thought. We often forget what it feels like to be a learner- to experience the feeling of having to admit we don't know something and to be challenged to develop new skills." hree Divisions Provide Instructional Services The Title I Unit administers federal funds granted Georgia to develop and operate compensatory education programs in basic skills and preschool for economically deprived children, including children of migratory workers. The unit also administers federal funds for bilingual education, available to Georgia primarily as technical assistance. The Compensatory Education Unit administers state funds for special assistance to educationally disadvantaged children in grades two through six. The Educational Media Division is headed by Richard Ottinger and includes three units- Audio Visual, Technical and Consultative and Educational Television. The overall missions of this division are (1) to operate an educational television network of eight stations; (2) to operate film Iibrary services and audio tape services; and (3) to provide leadership and consultative assistance to public schools in the area of instructional resources. Division administration is also responsible for representing the State Board of Education, the Georgia Department of Education and the division with federal agencies such as the Federal Communi cations Commission, the Corporation for Public Broadcasting, the Public Broadcasting Service, the U. S. Department of Health, Education and Welfare and other such agencies. The Curriculum Services Division includes units of Early Childhood Education (K -4), Middle Grades Education (5-8), Secondary Education (9-12), and the Governor's Honors Program. The early childhood, middle and secondary education units are staffed by specialists from at least 12 content areas who provide con sultative services to local schools, help prepare curriculum guides and assist with comprehensive surveys among other duties. The Governor's Honors Program is a summer program for gifted and talented high school juniors and seniors held each year at Wesleyan College in Macon and North Georgia College in Dahlonega. The program is staffed by a full -time director who works with local school systems in the selection of students for the program. Specialists in other units of curriculum services help with the program as they are needed. Allan Gurley directs the Special Programs Division, which includes special education, programs for the gifted, Title I administration, compensatory education, migrant and bilingual education. The Program for Exceptional Children provides consultative services to all local education agencies, state schools and institutions. Staff also provide technical assistance to local schools in the area of federal programs, particularl,y the implementation of P. L. 94-142, the Education of The Handicapped Act. Leadership, coordination and administration of a program for gifted students are also provided by this unit. There for fted students in 150 of the 187 school systems, and a total of 27,000 students are enrolled in these programs. Jea n Fant, above, directs the Governor's Honors Progra m. Barbara Stevens, below, is director of Early Childhood Education. Georgia ALERT, September-October 1978 5 Office of Planning and Development ~ > 0 New Office Will Strive To Develop Master Plan Associate State School Superintendent H. Titus Singletary Jr. sees the major role of the Office of Planning and Development as identifying the most pressing issues which affect education - t o see if there are oetter solutions for solving problems, to test new ideas, develop strategies and implement new approaches. The Office of Planning and Development is new in the Georgia Department of Education's organization. Until July Singletary headed up instructional services fo r the department. Included in the new planning and development section are four divisions - the Planning and Evaluation Division, the Staff Development Division, the Standards and Assessment Division and the Educational Development Division. "One of our first goals in the Office of Planning and Development is to develop a master plan for education and to define appropriate roles for the State Board of Education, the Georgia Department of Education and local school systems," said Singletary . A major t hrust of his office will also be the development of a plan of education accountability which will cover all areas of education students, teachers, administration, curriculum, etc. For example, student assessment will be carefully studied and this program refined and evaluated to see if the goals defined by the State Board of Education are being considered . Competency based education wi II be a critical focus in this area, he says. Teacher accountability will be another area .looked at. The Performance Based Certification Program will be in effect and will be under continuous evaluation by Singletary's staff. "We will also take a close look at the whole curriculum process," he said . "We'll try to determine if there are curriculum areas we should include but are not_presently including. On the other hand , there may be things we now include in the curriculum that are not meeting our objectives." He said his staff will look into the ways instructional resources are being used . "We are textbook oriented , but we all probably agree that people sometimes learn better outside the school setting," he said. Education management and comprehensive planning will be othe r target areas for the Planning and Development staff to focus on . "I see the Office of Planning and Development as the cutting edge arm of the Department of Education. We will work closely with all department staff in many areas, " he said . c 0 "a'. E Ui a; DepartmentS New Office of Planning, ~ Pau l V ail , left, d irector of t he new Division of Office of Pl anning and Developm en t . Development Has The Division of Staff Development, directed by J. William Leach since his promotion to that position several months ago, will have three major efforts during the 1978-79 school year. " The developmental work is done on performance-based certification," said Leach, "and this will be the first year of implementation." Beginning this year, all candidates for Georgia teaching certificates will be required to pass criterionreferenced tests in their teaching fields before they can start teaching. The state has developed 15 teaching field tests covering 92 percent of the possible areas of certification. Tests will be administered for the first time Nov. 18, 1978, at four locations around the state, and each quarter afterwards. People who pass the test and also have graduated from colleges with approved programs will receive three-year, non-renewable teaching certificates. During their first three years of teaching they will be assessed on the job against 20 competencies (teaching skills/qualities) ; they will receive supportive supervision and staff development - all aimed at qualifying them for a renewable certificate. "The purpose of this whole effort," said Leach, "is not merely to eliminate poor teachers, but to give people support as they develop. In the past, too many people have dropped out of teaching because they did not receive enough support." Another goal for the division will be improved service in certification. "We are trying for a two-week turnaround on certification applications," Leach said. "We expect to have almost 75,000 certification transactions this year, if the rate of increase continues as it has for the past three years." In 1974 the certification office handled 35,000 transactions. Newly appointed Mary Mitchell, who heads the Teacher Education and Staff Development Unit of this division, will be guiding school systems in meeting the educational and staff development needs of Georgia's professional teachers already on the job. The state has $900,000 for this purpose this year - an increase of $410,000 over last year- which is allotted to systems on the basis of earned certified personnel. Systems plan their own uses for the money, providing credit or non-credit courses for local teachers in the areas they determine they need. Mitchell was at Georgia College at Milledgeville and at Wesleyan before joining the department. The Georgia Research and Utilization Project is also administered in this division. This project, in cooperation with three CESAs and the University of Georgia, is developing techniques and resources to help local school systems more effectively select and implement educational improvement programs. The project is being conducted with 40 school systems in north and east Georgia. Evelyn Turner joined the staff of the Georgia Department of Education in September as director of the newly formed Educational Development Division. The activities of four units- Pupil Personnel Services, Program Development, Competency-Based Education and Adult and Continuing Education are directed by Turner. The Competency-Based Education Unit is responsible for research, development and field -testing of secondary school improvement areas. One section deals with new high school graduation requirements and another with high school program and pupil services improvements. The Pupil Personnel Services Unit is responsible for guidance and counseling programs, visiting teacher/school social work services and career education. Working in tandem with staff development staff, the Program Development Unit staff has the responsibility for monitoring Title IV-C federal funds. These funds are used to validate innovative approaches to educational problems, for teachers to train other system personnel to duplicate these approaches and for systems to install successful projects developed elsewhere. The Adult and Continuing Education Unit is the umbrella under which adult basic education (ABE) and adult secondary education Mary Mi tchell , w ho head s the Teacher Educatia di rect or of the Divisi on of Staff D e vel opm e ~. (ASE) operate. ABE serves adults 16 years of age and older who are functioning below the eighth grade level, and ASE serves those adults functioning from grade eight to 12. The General Education Develop- ment Testing service is also operated through this unit. ~ Paul Vail, who previously worked in Pupil Personnel Services, is the head of the department's new Divi- sion of Standards and Student Assessment. Units assigned to that division are Public School Standards, Proprietary School Standards, Standards for Private Colleges and Universities, Student Assessment and Psychological Services. 6 Georgia ALERT, September-October 1978 1dards and Assessment, talks with Associate Super intendent H . Ti t us Singletary Jr., head of the new Evelyn Turner is director of the newly -formed Educational Development Division. She joined the department staff in September. Barbara Mathis, above, is the new director of the Competency-Based Education Unit in the Educational Developm ent Division. Jerry Roseberry, below, will be working with Standards for Private Colleges and Universities, a new area of responsibility for the department of education. ~d Staff Development Unit, will be working with J. William Leach, right, promoted earlier this year to According to Vail, the new division will concentrate on revising and field testing new standards for public schools and drawing up standards for colleges and universities to be presented to the State Board of Education . A comprehensive student assessment plan and a readiness test for kindergarten are being developed for presentation to the board for approval :1 and the fourth and eighth grade criterion-referenced reading and mathematics tests are being revised. The Planning and Evaluation Division is directed by Ronald Luckie. Some of the major activities of the Planning Unit include assistance in developing goals, objectives and basic planning strategies of the Georgia Department of Education; assistance to local systems in com prehensive planning; planning and implementation of management programs for local system staff and assistance in the development of State Board of Education policies. Staff of the Evaluation Unit conducts federal requirements for evaluating Title I, ESEA; designs and conducts evaluation studies of the Georgia Department of Education; administers the Georgia School Finance Study and provides information to local systems, CESAs and department staff on research in education in the nation. Georgia ALERT, September-October 1978 7 Office of Vocational Educational FY80 Budget Request Seeks Expansion Funds .. Joseph Freund, Associate Superintenden t for V ocat ional Education, thinks the expansion budget requested for vocational education in 1980 holds much promise. Associate Superintendent for Voca- presently used for vocational per- other words, I don't think we need concept in skills training. There are tional Education Joseph Freund sonnel. We've got to do more for anyone else studying vocational some additional differences, of was interviewed during late August on a range of topics relating to vocational education. Questions and answers from the interview are printed here. Q. The State Department of Education budget that goes to the legislature early next year is the first one you have had any major input in since joining the department in February. What does the request from the vocational office look like? A. It looks good. Vocational education is asking for its first real expansion budget in years. The state board tentatively approved the state's h_andicapped and disadvantaged and we've got to be more responsive to needs and changing roles women are assuming in vocational education. And small high schools in the rural areas of the state with student enrollments of around 200 or less have unique vocational problems which have never been fully addressed. a. Gov. Busbee recently appointed former Senator David Gambrell to a task force to study post secondary education in Georgia. What impact do you think the committee's findings will have on vocational education? education until the present studies are completed. a. Have you noticed any differences between vocational education in Georgia and in West Virginia? A. Yes. For one thing Georgia has a more comprehensive and extensive system of post secondary vo tech schools. Another difference is that West Virginia secondary schools utilize the single skill instructional concept much like that used in Georgia's post secondary schools. Georgia's secondary schools, however, utilize a cluster course, but those are two of them. a. The organizational structure of . the Office of Vocational Education has been in a state of constant flux for the past two years. Do you foresee any more changes? A. I think that most of the major organizational and personnel changes within the office are over and we are now entering a period of adjustment. Some changes and realignment, of course, will always be necessary to meet changing needs and priorities. Gradual change we will have but the major overhaul of the office is hopefully behind us. the budget request in August. But since the budget is still subject to amendment by the board in September, I don't want to get too specific right now in terms of dollar amounts. Basically, we're i Four Vocational Divisions ct> " i Follow Function Lines _... asking for significant capital outlay funds for new secondary and post secondary school construction; expansion of the PECE, high school comprehensive guidance and votech student personnel specialist programs; expansion for vo-tech short term classes; substantial new equipment monies for the high school program; more instructors for the vo-tech and junior college program; and expansion of Quick Start. We've also asked for funds to upgrade the benefits of some vocational personnel. Then, of course, there are funds for an across-the-board 10 percent salary increase all teachers would receive. eQnJ w"0 c QJ .sa::. QJ ciJ A. The Governor's Committee on Post Secondary Education chaired by Gambrell is just one of a number of groups and organizations presently studying vocational education, and I don't think it would be beneficial to discuss one without mentioning the others. In addition to the Gambrell task force which is studying all post secondary education, not just vocational, the Professional Standards Commission is also studying vocational education, the Georgia Education Improvement Council is studying the governance of vocational educa- Joseph G. Freund, formerly director of program services for the West Virginia Department of Education Bureau of Vocational, Technical and Adult Education, has been Associate Superintendent for Vocational Education since Feb. 1. The Office of Vocational Education (OVE) is composed of four major divisions and two unitsCETA and Quick Start - that report directly to Freund. Divisions have been reorganized according to function rather than by levels of education or program. All four division directors were appointed effective July 1 to head divisions they were already serving as acting directors. CETA and Quick Start coordinators also remr.ined unchanged. Ed Word, director of Vocational Instruction, is responsible for providing consultative technical John Lloyd, director of Program Development, is responsible for program improvement and supportive services consisting of research, personnel development, exemplary and innovative programs, curriculum development ,. and vocational guidance and counseling. This division also has responsibility for on-site team evaluations of all vocational pro- grams, services and activities in the state. Wiley Simpson, director of Planning and Operations, has responsibility for the development and mainten- ance of the Five Year Plan for Vocational Education and for the department's annual vocational . budget requests. The division is also responsible for coordinating the Management Information System (MIS) for collecting voca- tional data and for preparing all federal and state reports relating to vocational education. tion institutions, another study is assistance with respect to secondary Troy Elder, coordinator of the due out later this month on the and post secondary instructional physical expansion needs of our vo- programs. Included under this Comprehensive Employmen t Training Act (CETA) Unit, tech schools and, of course, the division is the regular monitoring works with the Georgia Depart- a. What do you see as the three Georgia Advisory Council on Vocational Education is continually of school programs designed to maintain and improve the quality ment of Labor and local units of government in implementing monitoring all aspects of voca- of instruction. basic vocational training programs or four biggest problems facing vocational education in the state today? A. Well, first of all, there are more than just three or four problem tional education in the state. I think some good information is bound to result from these studies. But I really think we have about Bob Lynn, director of Vocational Program Management, is responsi ble for the management of local vocational programs including program planning and budgeting. and supportive services to CETA referrals and other participants through special grants and Title I funds. J. D. Fowler, state industrial coordi - areas. But if I have to limit my reached the saturation point in Emphasis is on working with nator, supervises the department's response to just a few areas, I would terms of the benefits that could systems in developing and imple- Quick Start program for training say we've got to overhaul the com- accrue from additional groups menting short- and long-range employees for new and expanding plicated salary schedule structure studying vocational education. In plans. industries in the state. 8 Georgia ALERT, September-October 1978 Office of Administrative Services Dollars, Building Data Take Priority For 1978-79 ~sso c iate Super intendent Cal A da mso n of t h e Off ice of Administrative Services exp ec ts f manc mg of ed ucat io n to b e a number o ne topi c d uri ng 1978-79. Four Divisions in OAS The Office of Administrative Services comprises four divisionsFiscal, Regional Education Services, Local System Support and Facilities and Transportation plus Publications and Information Services and Public Library Services. The Fiscal Services Division, headed by Bert Adams, is responsible through Accounting Services f or the receipt, disbu rsement, accoun ting and reporting of all department fu nds from all sources. The Financial Review Section works with local systems to improve their budgeting and financial operations and to maintain a uniform reporting system through which systems submit budgets to the State Board of Education for approval and annually report expenditures. The division also supervises Grants Management, which includes data processing, records management and the management of all grants received by the department of education. Through General Services the division coordinates department purchasing, inventory, warehousing, central supply, transportation and mail distribution . The Facilities and Transportation Divison of this office, directed by C. T. Battle, is responsible for matters related to the planning, plan approval and operation of schools' physical facilities. Its staff works very closely with systems in determining facility needs, developing construction plans and cost estimates, reviewing architects' plans for adherence to codes, laws and state board pol icy, promoting energy conservation and ma intenance and custodial inspections and staff training. The transportation staff works with systems in bus routing, driver training and maintenance and sound practices in bidding and purchasing of buses, equipment, tools and supplies. The Publications and Information Section of this office is responsible for planning and conducting a comprehensive program of communications for the department of education, including information for the general public, for special groups such as the news media, and for the education profession at the state and local levels. All media are used -print, electronic, graphics, audiovisual and person -to-person. David L ari scy , new D irector of Grants Managemen t . Continued on page 10. "What is to be the structure of education financing in Georgia?" That's a major question to be settled during the coming months, according to Associate School Superintendent for Administrative Services Cal Adamson. "Will we continue as in the past? Or should we revise educational financing somehow? Is property tax relief a major goal? If so, how do we finance it and still provide an adequate program for education in Georgia?" Adamson thinks these are inevitable questions for the Georgia legislature this coming session or next. The newly-activated Tax Reform Study Commission will tackle the matters first, studying every possible alternative and making recommendations to the full legislature. State School Superintendent Charles McDaniel is on the reform commission, as are three other educators, Horace Tate of the Georgia George Association O'Kelley of of the EUdniuvceartsoirts~ oi Georgia and William Breeding, a Greene County school system administrator. Part of the department of education's role in the financing study will be supplying information and answering questions for the legislators and commission. "But we will also be looking at the alternatives and considering them from our standpoint of responsi bility for a quality education program," Adamson said. "For example, we would not like to see state assumption of Required Local Effort ( RLE) as the only effort to remedy the property tax overburden. The wealthier systems in the state would receive most of the $78.5 million benefit from this action, and educational support would be even more unequal than it is now_But we could support state assumption of RLE in combination with an equalization funding plan such as District Power Equalizing (OPE), authorized in APEG (Adequate Program for Education in Georgia). Adamson noted that the State Board of Education is not seeking funds for OPE in the FY 80 budget request "because we have not yet decided that is the best way to go." A request for equalizati on funds would not come until after the legislature has acted on tax reform, FY 81 at the earliest_ Another major effort for the Office of Administrative Services under Adamson's direction will be the implementation of the massive House Bill 905 dealing with school facilities. During this first year the Facilities and Transportation Division, directed by C. T. Battle, will be working to meet the initial requirements of the new law. Battle and his staff and the department's regional service directors will be inventorying every parcel of land, building, instructional space and item of equipment in the state an estimated total of 17 million computer entries. The computerized inventory should be complete by July 1, 1980, if the department's request for a year's extension of the deadline is granted. (The state's Department of Administrative Services, which must computerize the information, cannot meet the law's present July 1979 deadline _) Adamson hopes the tremendous effort will lead to increased funding for school facilities in the state by 1981. He also expects changes in the way school construction is funded as a result of the new law, which provides for the State Board of Education to determine by its policy how local system contribu tions to building funds may be made. Currently local contribu tions come primarily from bond issues, but Adamson thinks this requirement could be eased "because some systems just cannot pass a bond issue." In other areas of responsibility, Adamson says the Office of Admin istrative Services will continue to work on refining and perfecting the new Grants Management System in the department of education. " Our aim is to provide systems and the department the best possible means of managing funds, giving systems the information they need and keeping a handle on programs and where they are going," he said. The office will also be involved in meeting federal audit requirements of school lunch, Title I and vocational programs at the system level. The department's effort in the school transportation program will be to survey and pinpoint the needs for special education tr'ansportation as a basis for requesting funds. "We are going to have to meet the requirements of the new federal law - 94-142 - in the matter of transportation, but we really can't do that until we determine how many buses we need. Finally, we will be working to make our transportation program more efficient and effective by consolidating funds for kindergarten into the regular transportation program, probably in FY 1980 when kindergarten is funded at the 75 percent level. Georgia ALERT, September-October 1978 9 CJ) uI G)~ :is:si)~O..... C ro - ----.-....-- ~ => Sandra Barwick at the Academy for the Blind in Macon has been honored by the Bibb County Sheriff's Office for her work in publishing the sheriff's "Guidelines for Junior Deputies" in Braille. The Academy has 20 junior deputies in the program, for which Barwick is advisor. Academy Supt. Richard Hyer says the junior deputy program is especially effective in efforts to integrate visuallyimpaired youngsters into the community. Sid Neville has been promoted to head the Teacher Certification Unit of the department of education . Formerly a consultant in planning for the department, Neville takes over during a critical time for teacher certification . In January, the office will be receiving the scores of 1,200 prospective teachers who took the first criterion-referenced tests in November and are applying for certification under the state's new Performance Based Ce rtification Program . Neville was educated at Mercer University and Georgia Southern, with graduate work at Yeshiva University, New York , and Florida State. Before joining the departm ent he was coordinator of federal programs and director of pupil personnel in Lowndes County Schools. January 1979 Volume 11 Number 2 EDPRESS Published five times a year by Public Information and Publications Services, Office of Administrative Services, Georgia Department of Education, Atlanta, GA 30334. Editorial Board Managing Editor Nancy Hall Shelton News Editor Steve Harvey State Editor Eleanor Gilmer Feature Editor Steve Edge Photo Editor Glenn Oliver Graphics Elaine Pierce Typesetting Linda Burton Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Education Amendments of 1972); or handicap (Section 504 of the Rehabilitation Act of 1973) , in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies. Inquiries concerning the application of Title VI, Title IX or Section 504 to the policies and practices of the Georgia Department of Education may be addressed to Peyton Williams, Associate Superintendent, Office of State Schools and Special Services, Georgia Department of Education, Atlanta 30334, or to the Office for Civil Rights, Department of Health, Education and Welfare, Washington, DC 20201. The Georgia Board of Education in December adopted a new policy changing requirements for high school graduation. The new policy increases the number of Carnegie units required for graduation from 18 to 20. (Each Carnegie unit equals 150 clock hours, for a total of 3,000 clock hours required for graduation.) Ten of the required units will be specified, and 10 wi II be elective. Required will be three units of English language arts, 2% units of mathematics (including one semester/quarter of personal finance), one unit of science, onehalf unit of health and safety, onehalf unit of physical education, one-half unit of career planning and two units of social studies (including one semester/quarter each of citizenship, U. S. history, economics/business/free enterprise) . This phase of the policy will apply for all students enrolling in the ninth grade beginning in the 1980-81 school year. In an effort to identify what schools require and what community expectations are for graduating students, the State Board of Education defines as a major role of the public schools the responsibility to ready students for contemporary life roles as learners, individuals, citizens, consumers and producers. Students will be required to demonstrate performance in each of these c;rea.~..----~-- Requirements to be demonstrated by students for the adult life role of learner will be measured statewide by 10 competency performance standards and will apply to all students enrolling in the ninth grade beginning in the 1981 -82 school year. Graduation requirements for the adult life roles of individuals, citizens, consumers and producers will be measured through 10 other performance standards by local boards of education and will apply for all students enrolling in the ninth grade beginning in the 1982-83 school year. The Georgia Board of Education in November accepted the recommendation of its textbook advisory committee that 639 fine arts, science, foreign language, health and physical education, driver and safety education textbooks be placed on the state-approved textbook list. The board voted not to adopt a policy dictating the content of biology and life science textbooks as they pertain to the teaching of creation and/or evolution, but agreed to leave the matter up to local boards of education. Identified on a special list to be sent to local school systems, however, were the textbooks on the state-approved Iist that teach only the creation theory (12), those that teach only evolution (17), those that teach both theories (5) and those that teach no theory on the origin of man (3). 2 Georgia ALERT, January 1979 Teacher of theYear He Teaches Life, Then Math by Stephen Edge Georgia's 1979 Teacher of the Before beginning his subject his success in the classroom is due School to help make ends meet, Year, Everett Coker of Cobb County, believes that teaching matter, Coker teaches his students how to take notes and arrange not to teaching successfully the course content, but in convincing and he taught gifted students for two summers. But he doesn't let should be as much an exact work and gives them a broad out- his students that knowledge will his high school students suffer. He science as it can be made. A ninth and te_nth grade mathematics teacher at F. T. Wills High School in Smyrna, Coker feels that stu - dents should be taught to learn before being taught math. ' line of what is expected in the course. Everything is expected, nothing is left to chance-students know when homework is due for the whole course and exactly when tests will be given. Coker feels that 0 make a difference in their lives. "I view my role not as a presenter of facts and ideas and a prodder of knowledge," he says, "but as a preparer for the future. I cannot predict how many of my students will remember how to factor a trinomial or prove a geometry theorem, but I can guarantee that each one of them will eventually have to accept the responsibilities of a job and family." has to spend long hours at night and on weekends writing lesson plans and completing paperwork in addition to being in demand as a presenter at teacher training sessions. Another seminar he presents is entitled "What Every Teacher Should Know, But Didn't Know Enough to Ask." He is also heavily involved in teacher organi zations, representing the school system at GAE meetings and serving on committees. He served as Shares His Ideas president of the Association of Nor does he keep his highly orga- Classroom Teachers for Cobb nized style of teaching to himself; County. if he has to be out of class, a sub- Coker will represent the teachers stitute teacher can continue the of Georgia in the National Teacher sequential lessons by using Coker's of the Year program, the winner prepared "emergency lesson plans." of which will be announced next In addition he gives a seminar to spring. For being Georgia's Teacher other teachers every year on time- of the Year, he received a $750 saving in the classroom, and the check from Southern Educators school system has published and Life Insurance Company, the co- distributed to teachers his booklet sponsor of the Georgia Teacher of about classroom effectiveness, "If the Year program with the depart- I Don't Know What to Expect, How ment of education. Can I Prepare for It?" Power of a Teacher The whole world may soon know In his own words Coker feels that of the Teacher of the Year's the power of a teacher is like a two- method of classroom effectiveness. With Wills' mathematics department head, Charlotte Rice, he has written a book entitled T.I.P.S., or Teaching Ideas Proven Successful. The book is currently under consideration for pubIication by California publishers, Fearon Pitman. edged sword; it can be used for much good, but it can also do a lot of harm if misused . "If I speak to my students," he says, "of things about which I am ignorant or misinformed, my words have the same cloak of authority, and I could do much damage. A teacher's every act is magnified in the eyes of Coker is an accomplished, successful children." teacher, but he is not without a Everett Coker, ninth and tenth grade mathematics teacher at Cobb County's Wills High School , is Georgia's 1979 Teacher of the Year. sense of humor. A sign on his desk proclaims, "Teachers have a lot of class," and one of his presentations Coker says he glories in the quick accomplishment and understanding of students, but he feels that "the for beginning teachers is entitled, "Battlecry : If We Don't Win This true test of a teacher is not how he deals with the best students, but Battle, We May End Up Crying." But his is a humor tinged with purposefulness. He always wanted to become a teacher and had to work long and hard, even as a child, to rather how he meets the needs of those who are not so quick to learn. ... I don't know if I'll ever have a budding Einstein in my class, but the possibility inclines me to respect the potential of every child help support his family and win a scholarship to Mercer University. who passes my way. I also know that so long as September heralds He began teaching at Duluth High the return of the children to school, School and transferred to Cobb's I shall never weep, like Alexander, Wheeler High School a year later, for lack of worlds to conquer." where he taught for three years. He has now taught for five years at Wills High School. Spends Time Helping Others Coker is a dedicated teacher who does not like to waste time (he completed requirements for a master's degree in a year's time), but will gladly spend hours of his own time tutoring students who are behind or who have difficulty with math, whether they are his students or not. At Wheeler High School as sponsor of the Key Club, he began a highly rated campaign - still being carried on -of collecting canned goods for distribution to the needy during the holiday Runner-up in the 1979 Teacher of t he Year program is Bolton Luncefo rd , an English and foreign languages teacher at Warren County High School. A nationally published poet, Lunceford states in her philosophy that "the students' main responsibility in school is to expand the frontiers of their minds and imaginations." seasons. Coker teaches a business course in the evenings at CobbMarietta Vocational-Technical Georgia ALERT, January 1979 3 Richard Bryson , one of the original vocational students involved in restoration, inspects a portion of origi nal plaster still intact. Ora nge Hall , an antebellum mansion in the coastal town of St . Marys, undergoes restoration by vocational stud Orange Hall Restoration Benefits ( by Steve Harvey A unique approach to historic pre- by the city, local Chamber of To the Rescue The initial restoration focused on servation in a small coastal town may provide a new means of getting sluggish restoration projects off the ground. And it could provide valuable work experience and unlimited jobs in the construction trades for vocational students. The proposed fol,Jr-year project centers on Orange Hall, an imposing antebellum mansion on St. Marys' main street. Built in the 1820's in the Greek Revival style, its initial occupant, the Rev. Horace Pratt, held the unusual distinction of having a house that was larger than his church. Over the years the house has been a private home and a boys' academy and was once divided into apartments. Commerce and Gilman Paper Co. restored about half the basement section for limited use. Restoration costs of the upper floors was estimated to be in the neighborhood of $250,000, so it was little wonder that the preservation effort at Orange Hall in the last few years has amounted to not much more than talk and some drawings. An initial grant of $39,000 from the Coastal Plains Regional Commission in Charleston was finally obtained in 1975. But despite two, one-year extensions of the original grant, part of the Title X funds were about to expire because the city was unable to satisfy some requirements of the grant. Mac Burdette, a planner involved with the restoration project, discovered that Carlos Jones, the vocational education teacher at CCHS, had previously done restoration work and that he had four students capable of doing such work under his supervision. With the enthusiastic support of principal Pete Baker and Soloman Sparks, the school's vocational supervisor, Jones en Iisted one of the school's counselors, Bob Hemminger, and work began. The four students, all active members of the school's chapter of Vocational Industrial Clubs of America (VICA), came to the job with impressive credentials. Clifford Hewitt was the Georgia state cham- the back porch of Orange Hall, structurally the poorest section of the house. The crew refloored the two-story porch and replaced all of the woodwork, including intricate molding. Critical, too, was reconstruction of the rear steps. The original steps had rotted and been replaced some time ago with a twostory outside staircase that was historically inaccurate and added nothing aesthetically to the man sion. As in all areas they attempted to reconstruct as historically and architecturally accurately as possible. On finding that the original railing supports on the rear porch had actually pierced the floorboards, the restoration team laboriously copied the original method of construction. But the waterfront town of St. pion in cabinetmaking; Richard Marys has long been aware of its historic heritage- it has 48 buildings deemed by federal officials to have architectual or historical significance -and restoration of Orange Hall has been a continuing concern . In 1951 Orange Hall was purchased The problem? The grant specified that unemployed labor be hired to do the restoration work. But countless attempts to round up a work force of unemployed laborers with the skills necessary to restore the intricate innards of Orange Hall proved futile. Bryson held the district championship in plumbing; Robert Massey was the local electrical wiring champion; and Gary Hutchinson, in Carlos Jones' words, was "an outstanding three-year construction student." Work began in June, and since that During lulls in the porch work, the students and their supervisors stripped damaged plaster that could not be saved from the inside walls of Orange Hall. In all an estimated 18 tons of plaster and other debris were removed from the project site. They discovered that the mansion by St. Marys Kraft Corp., which date, approximately $30,000 has had a unique lathing construction. deeded the property to the city of And that's when a vocational been spent on labor and materials. Large planks had been nailed to the St. Marys in 1960 for use as a civic teacher at Camden County High "For that expenditure, we've gotten walls and ceilings and split with center and public library. Several School and four of his students got at least $50,000 worth of work," lath hatchets to form a base for years ago initial preservation efforts involved. Burdette estimates. the four-inch thick plaster. 4 Georgia ALERT, January 1979 photos by Stephen Edge Stripping 18 tons of plaster from the walls revealed la rge pl anks nailed to the walls and ceilings and split with lath hatchets to form a base for four-inch thick plaster. Left to right are Camden County Hi gh School counselor Bob Hemminger; Carlos Jones, vocational teacher ; Richard Bryson, vocational student. ; at Camden County High School. :ity and Students Students Get Kudos Jones has nothing but praise for the students as hard workers. Their day begins at 7 a.m. and ends at 3:30 p.m. with a half-hour off for lunch, a schedule of their own choosing. ''There were no hard words and no arguments," marvels Jones. "These boys were all leaders." Jones points proudly to the active involvement of all four boys in VICA. Bryson, the only junior involved in the project, is a senior this year and serves as local chapter president and was a national VICA delegate. The other three are .. receiving further training this year : Hewitt at North Georgia Tech, Clarkesville; Massey at South Georgia Tech, Americus; and j Hutchinson in Florida Junior College's architecture program. Praise extends no less to the job done by Jones and Hemminger. Both have worked well together, providing an inexhaustible supply of enthusiasm for the project. They not only supervised their crew, but did plenty of the work themselves. In addition, Hemminger kept the many detailed records required by the grant conditions. Burdette emphasizes that the grant funds would not have been salvaged with- out the interest and efforts of both men. Obviously the house needs much more extensive restoration, and further commitments of time and money will be required. The next work increment should focus on the electrical, plumbing and air conditioning duct work . An additional two-year $15,000 grant, matched by local funds, has been approved by the Georgia Department of Natural Resources' historic perservation office for this summer's continuing restoration effort. That grant will be matched by $15,000 in in-kind contribu tions from St. Marys, including additional materials and paint from the Gilman Paper Co. And Jones and Hemminger have already started to train a similar work crew to tackle the second phase of restoring Orange Hall. Project Could Spread Will the Orange Hall restoration by high school students spark other similar restoration efforts by vocational students in other parts of the state and country? Probably. If young people are not trained in preservation crafts, Jones points out, who will possess these skills in Instructor Carlos Jones shows off chunk of origi nal plaster crown m o lding. Windows behind Jones have unique inside shutters that fold back into walls . 50 years? There is another plus, too, in increasing the sentiment of community ownership by involving young people directly with symbols of their heritage. Historic preservation officials, always interested in innovative approaches to preservation, have understandably been attracted to the active way in which the vocational students' talents have been utilized in this project. And as the only such project anywhere in the Southeast, Jones and his students are getting used to increasing publicity. Georgia ALERT, January 1979 5 photos by Glenn Oliver t ' ----- At Arnett Kindergarten in Screven County, matching the correct number of toy cars w ith numbers printed on cardboard sheets is the k ind of "play" that lays a foundation for learning more difficult math concepts. A few toy boats and some water can be great fun and , teachers at Arnett Kindergarten believe, a good learning experience . Kindergarteners Learn Basics Through Play continued from page 1 kindergarten have a far greater chance of passing first grade than those who haven't," she said. According to child development researchers, kindergartens provide essential educational experiences during the child's crucial period of development," said Pruitt. "Twothirds of a person's learning capacity is formed between the ages of four and six." She says these researchers also say that developmental lags or potential learning problems must be detected at an early age in order to maximize future achievement, and that skills which are not developed during this critical period are sometimes never fully attained. Just exactly what do five-year-olds learn in a kindergarten class? Norma Fulbright says the approximately 250 children enrolled in the Carrollton program are taught on an individual basis, and each child moves just as far as he or' she is capable of moving. "Everything we teach leads up to reading, mathematics and other basic skills the child will need in first grade," she said. "For example, the children learn to match items that are numbered or lettered, and they never quite realize they are learning numbers and the alphabet." "Our program stresses that all our five-year-olds have a happy learning experience and leave our program feeling good about themselves and about school," she continued. Another factor that can mean success or failure in any school program is the attitude of the teachers, parents and general public. "The good attitude of everybody connected with our program is a big plus for us," Fulbright said. "Our parents are involved in all areas of our program -they serve as volunteers in the classroom, help prepare teaching materials and help in any other way we ask them to." For example, one of the units taught in the Carrollton program is nutrition. Periodically, a family style meal is prepared and served in the classroom. Linen table cloths, china dishes and silverware are used rather than paper products. The children are taught all about good nutrition, good table manners and how to carry on conversation . Parents volunteer to eat with the children and help with the project. Parents, teachers and other com munity volunteers have also helped to make the k indergarten building a bright, cheerful place for the children to attend classes. Another example of a successful kindergarten program is the Arnett Kindergarten Center in Screven County, directed by Pat Bazemore. The system has had a kindergarten program for seven years, but the Arnett Center is only four years old. When it opened, units from each school were combined. The program serves 137 students, about 60-70 percent of the eligible fiveyear-aids. "Even though we have to bus our students to the center, we feel the advantages of having our entire program under one roof far exceed the disadvantages," said Bazemore. She says the teachers are able to share ideas and materials, and everything in the center is geared toward kindergarten. Like Carrollton, the Arnett program uses an individual approach to teaching. There is approximately one adult for every nine children . This includes teachers and teacher aides. "In our program we strive for a balance between socialization skills and academic skills," said Bazemore. "We stress learning through play, place emphasis on language development and reading readiness and try through an atmosphere that promotes success, to help our students develop a sense of personal worth." She says Arnett teachers work closely with the system's first grade teachers to ensure continuity in program content. It is important that kindergarten not take the place of first grade, but that it prepare the child for the first grade experience, all the persons interviewed agreed. Besides 100 percent funding, how can Georgia's program be improved? "I think it could be greatly improved by going to a full -day program," said Scott Bradshaw. "Bussing children in for one-half day programs has been a problem for systems." It's important that classrooms not be overcrowded and that a contin uous curriculum be used to bridge the gap between kindergarten, first, second and third grades, others said. Even though Georgia's kin.dergarten program is still in the developmental stages, most people agree it's on the right track and long needed in the state. A lot of people are committed to making it one of the best kindergarten programs in the nation . It has been one of Gov. George Busbee's pet projects since he became governor, and he has indicated he will support 100 per- cent funding for next year. If the -~ legislature approves the funds it will cost for another 50 percent, the overall kindergarten program will cost just under $50 million a year. 6 Georgia ALERT, January 1979 Georgia Names Hearing Officers For Handicapped Building a tall tower with a friend is an excellent way to have fun at Screven County's Arnett Kindergarten. These youngsters seem to have mastered the art of getting along with their peers. Arnett Kindergarten teacher Nancy Brannen gathers her youngsters around her each morning for a variety of group activities. The new federal law on education of the handicapped requires that all children who need special education services must be provided for. Another provision -that parents are to be involved in planning educational programs for their handicapped child -has avoided some of the problems that could occur in planning for and placing these children. Still, parents could be dissatisfied with their child's treatment, and the law provides for that possibility, too. Georgia's Annual Program Plan under the new federal law for education of the handicapped spells out specific procedures for appealing decisions, according to Allan Gurley, director of the Georgia Department of Education's Division of Special Programs. "First, the school system must try to resolve the conflict through mediation," says Gurley. "Then, if either party is still dissatisfied, a written request for a state hearing should be initiated through the office of the local superintendent of schools." Upon receipt of the request for a state hearing, the Georgia Department of Education's legal assistant, Eldon Basham, selects and contacts one of the State Board of Education's approved hearing officers. The hearing officer then notifies the concerned parties of the time, date and location of the hearing. "Since Oct. 1, we have had 14 requests for hearings," said Basham . "Five of these were settled through mediation, two have been heard and the others are pending." Basham says most of the cases con cern the parents' dissatisfaction with the school system's placement of the child, but others have dealt with bussing, requests for related services and what the parents feel is an "appropriate" education for their child. Gurley says that after a request is made to the local superintendent's office, the hearing must be held within 20 school days. The use of regional hearing officers by the State Board of Education is a change from last year, when the board's own hearing officer heard all the cases. So far, the board has approved 22 persons to serve throughout the state as hearing officers. Others will be appointed as they are trained. Training is provided by the department of education and a consultant firm, and sessions are held throughout the year in various parts of the state. "The primary eligibility of persons interested in being hearing officers is that they be willing to become knowledgeable of the education process spelled out in Public Law 94-142, the Education of All Handicapped Children Act," said Gurley. "These persons cannot, however, be employed by a public agency involved in education of the child or have a professional or persona I interest that wi II keep them from being objective." Listening to a good story is one highlight of the day in Georgia kindergarten programs. Arnett Kindergarten teacher Ruth Brown reads stories to her youngsters daily. Georgia ALERT, January 1979 7 Dougherty Wins Sex Discrimination Suit WINSLOW HOMER (1836-1910, A Sunflower for Teacher, 1875, watercolor on paper, ?x 15%, lent by The University of Georgia, Georg1a Museum of Art, Eva Underhill Ho lbro ok Memonal Collectio n of American A rt, gift of Alf red H . Holbrook . Museum Holds Exhibit The "Children in America" exhibition at Atlanta 's High Museum of Art is the focus of the museum's program for school children during the current school year. The exhibit uses a variety of paintings, watercolors and photographs in an imaginative setting to explore what it was like to be a child in colonial times, Civil War days, in the early 1900's and today . Other features of the exhibition include a tunnel slide, jungle gym, distorting amusement park mirrors, period costumes, old toys and a closed circuit video system. The exhibition will remain on view through May 27. Additional information may be obtained from the museum's education office, High Museum of Art, 1280 Peachtree St., Atlanta 30309 (404) 892-3600, ext. 228. i,).i.iC"OD>G)~ ~<9. ~~ ~0 D.IDJ ~ {Q( ~t" q_. CoD"OCD <9.~ ~'% DJ3 ~ WCD Ow:::.:..l. wo ~-ccm:.. (') .D.o.l. (..5.. ' J>rcm -I.,....Z\11 ::t:Cll-IJJ m~ motft~~o - G'l l> w 0 0' 0 f\ 1 A federal court judge has ruled in favor of Dougherty County Schools in a sex discrimination suit filed against HEW that has attracted national attention. U. S. District Judge Wilbur D. Owens Jr. permanently enjoined HEW from withholding approximately $2 million in federal funds from the Dougherty County School System because of alleged noncompliance with Title IX regulations. Owens ruled that Title IX of the Education Amendments of 1972 did not cover employment practices of recipients of federal financial assistance. The original complaint filed by two Dougherty home economics teachers in December 1974 alleged sex discrimination under Section 901 of Title IX, which prohibits sex discrimination under any education program or activity receiving federal financial assistance. In substance, the complaint charged the Dougherty system paid a 12 percent salary supplement to industrial arts teachers but not to home economics instructors. Howard Knopf (right) is director of the At lanta Area Center for T eachers. Th ~re are three cen ters i n the Atl anta area where teachers can make their own games and learnmg m atenals for classroom use . Les Stanford (standing) is the coord inator of t he center located o n the Mercer Un1vers 1ty campus. The school system contended that home economics and industrial arts "involve two distinctly separate job descriptions." Dougherty County school superintendent Paul Robertson further contended that industrial arts teachers get the pay Teachers Turn Castoffs Into Learning Materials supplement because "it's required The room is a potpourri of home- they maintain their equipment and made teaching materials. Brightly put in extra time after school beyond that required of, say,~ colored games are posted on the walls and ceiling. More games, home economics or mathem.atlcs mobiles and activities hang from teacher." Heber-tseFrals~ pomt~d --the ceiling b y strings. A parachute out that the one female mdustnal is suspended across one end of the arts teacher employed by the room. Painted concrete blocks system did receive the supplement. support books on shelves. teacher in participating systems, and to other teachers for a five dollar annual fee. HEW threatened to cut off approx imately $2 million in federal funds last spring when negotiations broke down between the Dougherty school system and the HEW office in Atlanta. Dougherty school officials went to court to block the funds cut off. Another federal court suit by a Dougherty high school counselor against the Dougherty schools alleging sex discrimination is still pending. This is the Atlanta Area Center for Teachers (AACT) - a place where teachers can construct games and activities, get free craft materials, share teaching ideas and participate in weekly workshops. Located on the campus of Mercer University in Atlanta, the center was opened in early 1976 by the Atlanta Area Teacher Education Service (AATES), and is operated by and for teachers in 13 cooperating Atlanta-area school systems and eight colleges and universities. Weekly Reader SO Years Old The "Weekly Reader," which put the news of the world into a youngster's vocabulary and once reached 15 million school children each week, begins its 51st year this winter. No w, half a century old, it is changing with the times. It still thrives on the basics - news stories and maps - but where a child of 1928 could have read a poem about the benefits of cod liver oil, today's reader is told about illicit drug usage. The Xero x Corporation bought the newspaper in 1965, and it now is published by Xero x Education Publications with publishing and distributing facilities in Columbus, Ohio, and editorial offices in Middleton, Conn. Circulation is about 8 million this year. "We have activities for all curricu lum areas," says Howard Knopf, director of the center. "All it takes is one visit for teachers to realize how helpful the center can be. They can make their own games and learning materials for classroom use, use the book binding and laminating machines, check out material from our resource Iibrary of books and magazines on teachermade games or look for new ideas in our resource bank of teacherdonated ideas." Teachers can also rummage through the boxes of free materials donated by area businesses. These include such useful items as foam rubber, puzzles, maps, billboards, metric materials, magazines, mat board, tag board, egg cartons, film cans, plastic containers, envelopes, junk jewelry, book jackets and computer cards. All these services are available without charge (laminating does cost 10 cents per foot) to any Center staff members Marty Nolte and Marlene Lindeman hel p a teacher o perate the lami nating m a c h i n e. The center's operations are coordinated by the AACT board of directors, which is composed of two teachers from each of the participating systems and three representatives from AAT ES. Financing for the center, originally from AATES funds, now comes from a USOE grant. Only 37 states have similar teacher centers. Successful? Knopf believes the center has filled a void. "Before we opened, teachers had to scrounge for ideas and materials on their own and then warehouse them in their homes." The facts and figures spell success also. Since its opening, the center has had 12,000 visits by teachers. And now there are two additional centers, opened at the end of 1978 - one at Metro CESA in Atlanta and another at Huie Elementary School in Clayton County. 8 Georgia ALERT, January 1979 r- I.- roho \ GA E.~ -:>O .P I ALf \ 1\/ 3 State Dacume I oocu ~ .~ ENTS UGA LIBRARIES April1979 Volume 11 Number 3 Budget Funds Smaller Classes In Early Grades by Eleanor Gilmer One of the most significant items included in the FY 80 budget allotment to public education is the $18.4 million to be used to reduce the teacher-student ratio from 1:25 to 1:20 in grades one and two. Educators say many factors determine whether or not a child learns. One of these is the individual attention t he child receives from the classroom teacher. "It makes...sense that individual attention can best be given if teachers have fewer students to work with," said State School Superintendent Charles McDaniel. "We know that early childhood is the most critical period in human growth and development , and that education dollars spent in early childhood education yield probably the greatest return of any dollars we can invest, " he said. Major findings of recent research done by Gene V. Glass, of the University of Colorado Laboratory of Education Research, indicate that as class size decreases, student achievement climbs. The Glass study is the first by a nationally recognized researcher t o make unequivocal statements about the effects of class size on pup il achievement. Earlier research, however, has concluded that certain students those in the lower grades, disadvantaged children and those with lower academic abilities- benefi t from small classes. Under current provisions of the Adequate Program for Education in Georgia law (APEG), teachers are allotted to school systems based on students' average daily attendance (ADA). "This means that for a class to have an average daily attendance of 25, there would have to be about 28 students enrolled; ' explained Associate State School Superintendent Cal Adamson . "When parents and others read that the teacher-student ratio is 1:25, they don't understand why many classes have more than 25 students in them." Adamson explained further that only whole teaching units are allotted. For example under the new ratio of 1:20, if a system has 100 first graders, then it will be allotted five teachers. If it has 112 first graders, it will still receive five teachers, and the additional 12 students would have to be divided among the five classes. The $ 18.4 million allotted by the legislature provides f or 1,589 t each ing units to reduce the student-teacher ratio in the first two grades. The school systems will have the option of using their share of the funds to hire either new continued on page 2 The addition of audiological equipment at Georgia School for the Deaf has improved the quality of instruction given deaf students. See story and photographs on page 3. Education Gets Major Funds Increases The $2.7 billion state budget finally agreed on by the Georgia General Assembly March 27 included several major increases for public education . Full funding of a statewide kindergarten and programs for handicapped and gifted students, reduction in the teacher-student ratio from 1:25 to 1:20 in grades one and two and a 9.5 percent salary increase for Georgia te~chers were some of the significant items included in the nearly $1 billion allotted to public education. "I very much appreciate the funds the General Assembly has allotted to education for 1980 and the support of the Governor and the legislators for education programs during the session," said State School Superintendent Charles McDaniel. "Funds to fully implement our statewide kindergarten program and to reduce the teacherstudent ratio in the first two grades will allow us to place the emphasis on the early grades that we feel is so important. I also feel that the full' funding of our programs for exceptional children and the 9.5 percent salary increase for teachers are real steps forward for Georgia. The State Board of Education and I had originally asked the legislature for a 10 percent raise for teachers." The additional $24.4 million allotted for kindergarten will fund half-day sessions for all eligible five-year-olds in the state - the estimated target population is 72,000 youngsters. The program is presently funded at the 50 percent level. To be eligible for public kindergarten, a child must be five years old by Sept. 1. The $6 million increase in funds for programs for handicapped and gifted students will provide for 635 additional teachers for a teacher-student ratio of 22 : 1. The $18.4 million allotted to reduce the teacher-student ratio in the first two grades may be used by school systems to hire either additional teachers or licensed aides for these grades. The largest chunk of the new funds for education will go for the 9.5 percent salary increase for teachers and other instructional and support personnel. The salary increase will be funded in two steps. A 6.5 percent increase will become effective on Sept. 1, 1979, and an additional three percent on Dec. 1, 1979. Also included is a stipulation that beginning teachers receive the same salary as teachers with one year's experience. School bus drivers will get a 12 percent increase in salary effective July 1, 1979, and there will be a seven percent increase in supple- ments for extended day/ year vocational education teachers, effective Sept. 1, 1979. The FY 80 budget includes $886.8 million for continuation of programs. Ot her major increases include $2.4 million to eliminate "required local effort" in the Teachers' Hea Ith Insu ranee Program. $1.7 million to upgrade equipment in comprehensive high schools. $1.8 million to provide services in a high school setting to 15and 16-year-old severely emotionally disturbed students. $1.5 million to add 16 new centers and staff to implement the Performance Based Certification Program. $1.5 million to provide a one cent increase per lunch in the school lunch program, making the total state support 91!2 cents per lunch. $1.3 million for public library construction. The General Assembly also allocated $75 million to fund House Bill 95, which will provide grants to local school systems for property tax relief. Hall County, Waycross Citizens LilC)~ iiiO ~c9. ~~ {Q ~~ ~(~ oCD " CCD ~~ ~ WCD ow::,:.J. wo -~:~o- mcc:::. n Q) ~0 :::J Arthur Bilyeu has joined the staff of the Georgia Department of Education as director of the Program for Exceptional Children. Bilyeu previously served as director of the North Metro Children's Center, a center for seriously emotionally disturbed/behavior disordered children. In the department of education he will supervise programs for handicapped and gifted students. Annette Bomar is the Georgia Department of Education's new administrator of the School Food and Nutrition Section. She previously served as assistant administrator. Teacher of Year Slated for Spring As a result of a survey conducted by the Georgia Department of Education, the Georgia Teacher of the Year (TOTY) Program will begin in the spring this year with local system selection . The survey was taken in FebruaryMarch to give system superintendents more input into program scheduling and planning. Ninetyfive systems responded to the survey; more than three-fourths favored continuation of the program but preferred changing the local selection from the fall to spring. A few systems reported they do not participate because they think teachers should not compete in such a "contest." State education officials point out, however, that the Teacher of the Year Program has tried through the years to eliminate all traces of competitiveness and simply to choose one of Georgia's finest teachers to represent the teachers of the state. Another frequent comment of those surveyed was that systems would like to know more about how the four finalists and the TOTY and TOTY runner-up are chosen and what criteria are used in the selection. Program planners said these comments will be taken into consideration when plans are made this spring for operation of the program. Promotional materials and entry forms will be sent to systems in April this year for use at the local system level, although the state portion will continue to take place in the fall. Southern Educators Life Insurance Company will again sponsor the program and award the TOTY and runner-up $750 and $250, respectively. The survey showed some systems seem to be confusing the state department TOTY program with the Georgia Teacher Hall of Fame, which is sponsored by the Georgia Association of Educators and WSB television station in Atlanta. The Georgia Teacher of the Year Program is not connected with the Teacher Hall of Fame Program, which honors teachers based primarily on their years of service. The Georgia Teacher of the Year is nominated for the title of National Teacher of the Year, and that program is sponsored by Ladies Home Journal Magazine, the Encyclopaedia Britannica Companies and the Council of Chief State School Officers. The State Superintendent of Schools, Charles McDaniel, conducts the program through the department of education Public Information and Publications Unit. All pubIic school classroom teachers in Georgia have the opportunity to become the state's Teacher of the Year for 1980 and represent the teachers of Georgia. The major change in this year's program will be that promotional materials and entry forms will arrive in the spring, allowing systems more time to select a local entry. Systems Must File Plans To Correct Deficiencies The Georgia Board of Education is asking school systems which have had nonstandard schools for three or more years to develop a plan of action for correcting the deficiencies in those schools. The board learned in March that there are 50 schools in 33 systems which have been nonstandard for three or more years. State Board Chairman Roy Hendricks and State School Superintendent Charles McDaniel, in a joint letter, notified each of the 33 system superintendents and local board chairmen of the number of nonstandard schools in the system and the number of years each has been nonstandard. The local superintendent and board chairman were asked to notify McDaniel in writing by April 2, 1979, of the system's plan of action for correcting deficiencies in the nonstandard schools. If a system fails either to respond or to give an adequate response by the deadline, McDaniel will appoint an investigative team from the Georgia Department of Education to visit the system and work with the superintendent and board on a plan of action for correcting deficiencies in each of the nonstandard schools. The investigative team will prepare a written report to McDaniel proposing a plan to address local problems and a plan for enforcement. In addition to the list of schools which have been nonstandard for three or more years, the board received another list of schools receiving a nonstandard rating for one or two years. There are 47 on that list. Standards are applied annually to every school and system in the state to help :determine needed improvements in programs, personnel and facilities. School Days Today The bicentennial train which traveled through Georgia with exhibits of Georgia history is now stationed permanently at Stone Mountain Park in Atlanta. Part of the train is devoted to exhibits by state agencies. Featured in the Georgia Department of Education exhibit are pictures of innovative educational programs over the state and various art objects made by students at Valdosta High School. Admission to the train is free to Georgia students. 8 Georgia ALERT, April 1979 fol\0 GA- E.3DD .Pi State A4- llj4 .,..~,:............ . Received JUN 18 1979 DoCUMENTS tiGA LIBRARIES June1979 Volume 11 Number 4 (f) co D ::r m :J am . 0 c c 22 <..? ~ In Education Four Georgia Students Are Presidential Scholars Four Georgians are among 121 high Selection of the 1979 Presidential Andy Olsen, director, department of communications, DeKalb County School System, has been elected Southeast vice president of the National School Public Relations Association. school seniors from across the nation selected as Presidential Scholars for 1979. The students, chosen from more than three million high school graduating seniors, will receive medallions from President Jimmy Carter in a Scholars was based on the students' scores on the Standardized Achievement Test given high school seniors and evidence of additional qualities, capabilities and outstanding accomplishments that supplement scholarship. I Georgia has three new system superintendents - Carol Purvis, Thomas County; Travis Ouzts, Pelham City and William D. Gardner, Baldwin County. Curtis Dixon has joined the Georgia Department of Education staff as director of Secondary Education in the Division of Curriculum Services. Dixon, who was born in Richlands, ceremony at the White House. The scholars from Georgia are Brooks R. Burdette, Hogansville, Hogansville High School; James H. Gilland, Atlanta, Lakeside High School (DeKalb County System); The Commission on Presidential Scholars, a group of citizens appointed by the President, handles the selection of the scholars. Recently appointed to that commission was Cecile C. Waronker, a Bill Hammond, director of the Right To Read Program for the Virginia, previously served as superintendent of Isle of Wight County Lloyd S. Hawk, Atlanta, Westwood High School (Fulton County teacher in the Atlanta City School System. Georgia Department of Education, Schools, Virginia, and as teacher, System) , and Mary McCarthy, has been elected to a three-year counselor and principal in Atlanta Decatur, Walnut Hill School (Natick, term on the Board of Directors of City Schools. Mass. ). the Concerned Educators of Black Students, an affiliate of the International Reading Association. Allan Gurley, director of the Guidelines Set For Student Capitol Visits Georgia Department of Education's Division of Special Programs, has been asked by the Southeastern Last December the Legislative age/grade level of students visiting lower-grade students w ill find a trip Regional Resource Center to help Services Committee adopted a reso- and crowded conditions within the to the capitol more rewarding if it evaluate the special educat ion pro- lution regarding class field trips to capitol building. is scheduled when the legislature is gram of the schools in St. Croix, Virgin Islands, June 5-7. Jack Touchstone, student personnel services coordinator at Ben HillIrwin Tech, Fitzgerald, is the first judge of the recently established Irwin County Small Claims Court. Touchstone will also continue in the Georgia Capitol during the legislative session. The new resolution does not prohibit future field trips to the capitol, but does encourage school systems to schedule field trips for elementary grades (K-7) for when the legislature is not in session. The legislative committee stresses that the policy established in the resolut ion is not a blanket mandate prohibiting visits by lower grades. It is suggested, however, that most not in session. Not only is there less confusion, but students also have more freedom to get acquainted with the capitol, its grounds and the state museum. his present capacity at BH IT. For several years, members of the Legislative Services Committee - ,)..CD>C)~ Qi'O ~0 s~ ::I ... coo"eCD ~ m~n~ ~~ ~ WCD Ow:,:.:.:.l. .w; .o- m Qcn : . Q,...l. o ::I made up of leaders of both houses have been concerned that field trips to the capitol have been less than a satisfactory experience for many students. Committee members say that some of the problems are due to the large numbers of students visiting, the wide differences in Career Guidance continued from page 3. ~ 0 ..0 0 ('() Cl> Ol D Jj ell w ...... 0:: O Zt.')U :::::> c::J .-1 LL 0 Oc:J V) ..0 w z O > l- w ('() ...... <%: a.nz 1- I 1- W::J Vl ..O IN Hill. "We believe their scores indicate they have a much more realistic idea of what Iife is about." Problems Can Be Avoided Hill says that the establishment of guidance programs at the elementary level is an attempt to meet the developmental needs of children and prevent problems from occurring. "If you'll notice, problems such as drug addiction, delinquency and the tendency to drop out are very difficult to change once they appear," Hill says. "We are trying to develop a program which will teach our students coping skills long before problems become unmanageable. We want the emphasis to be on preventive and developmental aspects of the program, not only solving a problem after it appears." Another favorable effect the elementary guidance program has had, says Hill, is that it has increased team work within the schools. "Career guidance becomes the entire school's responsibility, not just the counselor's job," says Hill. "In the best programs not only do the teaching and administrative staff become involved, but the entire community also becomes part of the team. Parents and local businesses share in the responsibility rather than depending on the schools." Hill says that DOE can offer consultative services and materials to other elementary schools which are interested in starting elementary guidance programs and that the University of Georgia has agreed to print the necessary materials at cost for local systems. "This summer we plan to revise some of the program components and develop plans for including additional systems," says Hill. "Fourth graders were given the career component of the CRT's this spring as part of the statewide testing, and we will be evaluating those results also." Sample worksheet for elementary guidance I CAN DO THINGS ADULTS CAN DO Children I can make faces and jokes. I draw pictures. I play the piano. I sew doll clothes. I dance. I write stories. I take care of animals. I play baseball. I hammer nails. Adults Artist Zoo keeper Carpenter Author Tailor Dancer Musician Actor Baseball player 8 Georgia ALERT, June 1979 ---rr;& mrA...------~---- E3CXJ . PI A4 11 /5 ~~;t}oolt:Uurm~Tieent Pel"'odicals Received JAN 41980 DOCUM ENTS UGA LIBRARIES December 1979 Volume 11 Number 5 Georgia's 1980 Teacher Of The Year Lowndes' Emma Stevens "Stands Tall" With Five-Year-Oids At Westside by Julia Martin " I didn't think a kindergarten teacher education students. For 11 years she and various college student s fro m Emma Stevens' worth and potentia l had the sophist ication to be named made her kindergarten the best pos- Valdosta State help w ith small gro up has been recognized many t imes teach er of the year. This means my sible to set high standards for kinder - activities. They are a lucky fe w throughout her life in education . five -year-olds are recognized as gartens in the community. among many who clamor t o be under Now, as Georgia's 1980 Teacher of '' importanrpeoplewho can leam. This means that the kindergarten teacher isn't thought of as just a babysitter." Stevens' work with the migrant program in Lowndes County was the beginning of special school programs Stevens' cla ss roo m guidance. An important part of Stevens' teach ing is that of self-importance t o her the Year, she will be entered in th e National Teacher of the Year Program. With these words Emma M . Stevens for migrant children in tha t part of the f ive-year-olds. Promptings such as Stevens says, " I have watched ed u- opens up to us a fascinating life story state. Materials that were developed "If you didn 't bring anything to share cation change during my lifet im e, for of 32 years of teaching, culminating for the program are now used state - with the group today, sha re your- my father was a school man from the in her recent selection as Georgia's wide . selves because you are important, time of my birth until he retired . It is 1980 Teacher of the Year. From teaching vocational home economics to teaching day care courses to teaching migrant children to teach ing kindergarten, Stevens knew that she had found her niche in teaching younger children - for she had two small boys at home. Concerned about the education they would receive in school convinced Stevens " I realized that young migrant children could relate to very few bought materials and so all of my instructional aids would have to be devel oped," Stevens said. " I made math and readiness skills games using examples of things in the ir environment - frogs, butterflies and fish ." Her help for migrant children did not too" and "Stand tall , young man, and speak loudly" emphasize Stevens ' philosophy that every child has worth and potential. in my blood . It is exciting . A nd it is so important." We agree, Mrs . Steven s. State School Superintendent Charles McDaniel was notified early in December that Emma Stevens is one of four finalists for the title of National Teacher of the Year. She and state teachers of the year from Colorado, Missouri and New York will be considered for the national title in the spring of 1980. to strive for excellent standards for end when her teaching emphasis early childhood education through moved to public kindergartens. She her own teaching and her service on monitors a school fund which is used many state committees and com - for medical needs, food and clothing munity projects. which the county migrant workers Stevens' work for public school kin- heavily depend on. dergartens and migrant programs is Stevens' one year of teaching day known statewide. Her service on a care workers at Valdosta State state advisory committee for the College led to her developing and Georgia Department of Education teaching two courses in basic day helped get kindergartens into care at Valdosta Vocational- Georgia 's public schools. Technical School intermittently for "Since I have been a crusader for kin dergartens for all children," she says, "seeing kindergartens put into the state's schools is a dream come seven years. Because of this work, she was asked to serve on a state advisory committee which set the standards for day care in Georgia . true. Many people do not understand Stevens' teaching methods at West- how important preschool education side Center in Lowndes County look is. They don't realize that what child- like fun - all play and no work. She is ren learn at the age of five sticks in an actress before her five -year-olds, their heads. That is why so many of freely using puppets, a piano, a us have been working so hard on pre- ukelele, stories and live animals to school education. We know that bring to life the children's daily les- what a child learns at age five means sons. But observers should not let a lot. That knowledge sticks." her drama fool them. Behind her One of Stevens' earliest pushes for statewide kindergartens and their high standards began with her own animation and play with the children, her educational and social goals for each child are strictly followed . kindergarten in 1955. She estab- " My student teachers have to follow lished the preschool program in her my objectives for each child, " home after requests from Valdosta Stevens said, " but they are free to State College personnel for a lab-like situation for their early childhood gain these objectives through their own methods." Her student teachers ''Wh o wants t his loll ipop? You can have it if you can tell me wh at this letter is !" Emma Steve ns has no trou bl e capturing her kind erg arten students ' attention w ith her loll ipop alpha bet game. ( - Seventy-eight Systems I t: I t r t a h v ( e 1 il s ir ,s . t c v t ( a a ~ s r HonorLoca/Teache~ Marie W . Allred, Haralson County High; Sandra Akins, Union County High; Mrs. Jessie 0 . Arrington, Waddell Elementary, Muscogee County; Linda R. Austin , South Gwinnett High , Gwinnett County; Glenda Bain, North Heights Elementary, Rome City; Sandra J. Barfield, Stockbridge Senior High, Henry County; Reese R. Barnard, Calhoun Junior High, Calhoun City; Richard R. Bell, Turner Middle High, Douglas County; Mrs. Lewis Brinson, Ben Hill County Elementary; Brenda J. Britton, Fairview Elementary, Walker County; Mona K. Brooks, Clarkesville Elementary, Habersham County; Emily S. Brown, Russell Elementary, Cobb County; Minnie Ruth Browning, Cook Middle, Cook County; Wanda Buice, Midway Elementary, Forsyth County; Ruby J . Byrd, Atkinson Elementary, Coweta County. Susan Carlisle, Troup County Junior High; Evelyn H. Carmichael, Etowah High, Cherokee County; Fran E. Cawthon, Hicks Elementary, Rockdale County; Charlotte W . Cochran, Tolbert Elementary, Gordon County; James Coleman, Worth County High; Barbara J . Cornelius, Winder Elementary, Barrow County; Edna M . Crawford, Lamar County Comprehensive High; June W . Dixon , Jerger Elementary, Thomasville City; Penny H. Durham, Carver Elementary, Terrell County; Ellen M . Dye, Falling Creek Elementary, Elbert County; Juanita D. Floyd, Gaines Elementary, Clarke County; Juanita H. Folsom, Morven Primary, Brooks County; Dorothy A. Frasier, Cloverleaf Elementary, Bartow County. Sherry Y. Garrison, North Hall High, Hall County; Jackie H. Gay, Statesboro High, Bulloch County; J . Norman Green, Valdosta High, Valdosta City; Harley C. Grove, Wayne County High; Nancy A. Guerrero, Heard -Mixon Elementary, Newton County; Brenda D. Hall, Morton Avenue Elementary, Waycross City; Alice T. Hamilton, Buford Middle, Buford City; Betty Hendricks, North Talbot Elementary, Talbot County; Elaine S. Hitson, Thurston Elementary, Upson County; Cassandra D. Howell. Stringfellow Elementary, Colquitt County; Mrs. Maxie A. Jones, Morgan County Primary; Janet G. Kinard, North Springs High, Fulton County; Jean Lambert, Shirley Hills Elementary, Houston County; Jane T. Lowe, Echols County High; Houston Lykes, Turner County Junior High, Turner County. Ann A. Martin, Canon Elementary, Franklin County; Kathy McCay, Comer Elementary, Madison County; Ellis W . Mill Jr., Decatur High, Decatur City; Joan H. Moore, Martinez Elementary, Columbia County; June C. Mosely, Whigham, Grady County; Sylvia C. Mullis, Memorial Drive, Ware County; Edith D. Nash, Henderson High, DeKalb County; Myrtice C. Nichols, Pepperell Elementary, Floyd County; Sylvia Oates, Satilla Elementary, Coffee County; Eloise Penn, East Atlanta High, Atlanta City; JoAnn Perry, Woodbine Elementary, Camden County; Elizabeth Phillips, Enota Elementary, Gainesville City; Patrick C. Price, Marietta Junior High, Marietta City. Georgia 's 1980TOTY runn!lr -up is Jean Lambert, a sixth grade teacher at Shirley Hills Elementary School in Houston County. In add ition to her degrees from Georgia Southern College, Mercer University and Georgia College, Lambert is certified in administration and supervision . She has taught in the Houston County system for 22 years. TOTY finalist Richard R. Bell, a Douglas County earth science teacher at Turner Middle School in Lithia Springs, has been teaching for 15 years after retiring from the U. S. Army . He graduated from Wofford College and has a master's from George Washington University. TOTY finalist Dr. Patrick C . Price teaches sixth through eighth grade gifted students at Marietta Junior High. A teacher for 10 years, Price graduated from Augusta College and holds a master 's and Ph . D. from Georgia State. 1 Jean W . Ralston, Pike County Mitldle; La rene Rowe, Maple Street Elementary, Carroll-- ton City; Steven D. Ruff, North Dade Elementary, Dade County; May D. Sampson, eacher Salary Increase f Spalding Junior High, Griffin -Spalding County; Mary M. Sapp, Brookwood, Dalton City; ~ ( Kathy A. Sisk, Lumpkin County High; Lucille M. Smith, Nashville Elementary, Berrien County; May Ann Smith, Charles Ellis Elementary, Chatham County; Melissa W. Smith, Temple High, Carroll County; Florence Stepp, Fitzgerald Junior High, Fitzgerald To $11,000 Sought In FY 81 s City; Emma M . Stevens, Westside Center, Lowndes County; Bonnie H. Stevenson, s Northeast Complex-Smith Building, Bibb County; Barbara T. Stokes, Swainsboro High, Emanuel County; Jane R. Taylor, Lyons, Toombs County; JoAnne M . Thomas, A $1 .3 billion education budget for to build an area vocational-technical a Intermediate, Oconee County; Eleanor B. Wade, J .S. Pate Elementary, Crisp County; FY 81 was adopted by the Georgia school in Gwinnett County. A school I f Wendall W . Willis, Lee County Upper Elementary, and Richard Winstel. Riverdale Junior High, Clayton County. Board of Education at its August in Gwinnett was recommended as a meeting. A large chunk of the new top priority in a study of construction ( All were named local teachers of the year. The 16 semifinalists were Garrison, Hall budget- nearly $100 million- was needs of area vo-tech schools a ~ \i County; Stokes, Emanuel County; Green, Valdosta City; Mosely, Grady County; Hamilton. Buford City; Gay, Bulloch County; Moore, Columbia County; Penn, Atlanta City; Cornelius, Barrow County; Jones, Morgan County; Mill. Decatur City; Brown, Cobb County; Bell, Douglas County; Lambert, Houston County; Price, Marietta City, and Stevens. Lowndes County. designated for a salary increase for public school teachers. Beginning with the 1980-81 school year, the board proposes to bring the mini- recently commissioned by the state board. After Jan. 1, 1980, a school system Bell , Lambert, Price and Stevens were the four finalists. Lambert was selected runner- mum salary for beginning teachers to must go through the competitive bid- s up and Stevens was selected Georgia 's 1980 Teacher of the Year. $11 ,000 and to give a $1 ,594 across ding process to spend more than a the board increase to all other systemwide total of $75,000 in state Teachers who would like their entry forms returned should send a self-addressed, stamped envelope to Stephen Edge, Georgia Department of Education, 103 State Office Building, Atlanta, GA 30334. teachers . Another major item funds for school building construcincluded in the FY 81 budget is $123 tion during a fiscal year. A single con- million for school building construc- struction project that exceeds tion. $25,000 must be awarded through open competitive bidding . This man- The state board will ask the 1980 date, in a policy on competitive bid- Georgia Legislature for $13 million ding, came from the Georgia Board of Education at its July meeting . December 1979 Volume 11 Number 5 :S::DPR:S::SS Published five times a year by Public Information and Publications Services, Office of Administrative Services, Georgia Department of Education, Atlanta, GA 30334. Editorial Board Managing Editor Nancy Hall Shelton News Editor Steve Harvey State Editor Eleanor Gilmer Feature Editor Steve Edge Photo Editor Glenn Oliver Graphics Elaine Pierce Typesetting Teresa Ross Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Education Amendments of 1972); or handicap (Section 504 of the Rehabilitation Act of 1973), in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies. Inquiries concerning the application of Title VI, Title IX or Section 504 to the policies and practices of the Georgia Department of Education may be addressed to Peyton Williams, Associate Superintendent, Office of State Schools and Special Services, Georgia Department of Education, Atlanta 30334, or to the Office for Civil Rights, Department of Health, Education and Welfare, Washington, DC 20201. In November the board approved 300 English, literature and humanities textbooks to be part of the Iist of texts school systems may purchase with state funds. This list was recommended by the board's 23-member Textbook Advisory Committee. NOTICE New Telephone Numbers For Teacher Certification Services Area Code 404 A new telephone system with three lines began operating in Teacher Certificat ion Services on December 3, 1979. The new num bers and their assigned alphabetical sections are listed below. 656-7293 656-2407 656-2408 A Goode Goodf - N 0 -Z All telephone inquiries about licensing of aides and paraprofessionals can be answered on 656 -7293 . 2 Georgia ALERT, December 1979 Improving Education Top Priority For Local Systems by Anne Raymond Most of Georgia's school system this area . One superintendent wrote : superintendents seem determined to " Good discipline is necessary if record progress during the current teaching is to take place . For 1979- school year toward better student 80 our administration and local achievement, improved student board will not tolerate behavior that behavior, increased benefits for staff disrupts and interferes with the and more parental involvement. rights of other persons to have a good System administrators were asked by State Superintendent of Schools Charles McDaniel earlier this year to submit plans to him detailing how they would improve their school systems' records in those four areas. The plans were due October 1 to McDaniel, who says he will be con- school environment. Our system operates an in-school suspension program at the school level. Severe cases are referred to an off-campus alternative school. Individuals that cannot conform to rules for the alternative school are to be expelled from school." ferring regularly with the superintendents on their problems and successes. As of November 7, only nine Georgia superintendents had not submitted plans. A number of system plans indicate they will be relying on the alternative school as a method of discipl ine . Others have published behavior codes for the first time; some have Most of the plans are quite specific involved students in developing stu - and optimistic. ' 'I'm pleased with the dent behavior codes, and others are response," McDaniel said. "Most emphasizing physical education, local superintendents show good recreation and extracurricular activi - planning, a strong determination to ties as positive ways to improve accomplish something in these student behavior. At least one sys - areas, and a willingness to devote tem has instituted a new drug policy, the time and resources to the job. For including provisions for crisis inter- the most part, our local administra- vention if it is indicated. Jefferson City Schools Superintendent Leland Dis hman (left) discusses school policies with Jefferson High School Principal Robert Scott (middle) and Harold Hughes, Jefferson M iddle School tors in Georgia are conscientious, professional and hardworking. They are quite willing to accept the responsibility that belongs to them at the system level." While some school systems have few financial resources for improving staff benefits, most have indicated their intention to do something, even if it is only a little. Systems are paying Pr i ncipal. In the area of student achievement, teachers' shares of health insurance; many plans stress setting local cri- some have added steps to the states School Leaders Build Skills teria for promotion and expectations at each level for what students are supposed to achieve. Many school 14-year salary scale, and others are passing along the full amount of the state-legislated pay raise for the cur - In DOE-S~onsored Seminars systems have developed and are rent school year even though they using new curriculum guides that are not required to do so. At the very _ insure regular, sequential progress least school systems have appointed through the system from kindergar- study committees to review local Local school administrators have pose of our staff to design programs ten through the twelfth grade. Some salary schedules and make recom - nothing but praise for the seminars that will make a real impact on edu- systems are building their plans for mendations for improvements. sponsored each year by the Georgia Academy of School Executives. "The purpose of the academy is to provide, through seminars, the opportunity for school administrators to improve o"r develop managerial skills necessary at the local level," said Bill Trussell, executive director cation," said Trussell . Seminars already scheduled for the 1979-80 school year include one held Oct. 1-2 in Macon for assistant principals, one for principals held Nov. 15-16 in Atlanta on "Evaluation of the Experienced Teacher" and one Dec. 3-4 in Atlanta for elementary student achievement on compe tency-based education programs and criterion -referenced tests; many others are stepping up staff development for teachers in the belief that improved student achievement comes about through better instruction . Plans for increased parental and community involvement include the establishment of volunteer pro grams, more performances of school concerts, plays and other events open to the community, the atten dance of senior citizens at these events as guests of the school , and of the academy for the Georgia principals. Other seminars or work- A variety of approaches to improved the use of business and community Department of Education. shops have been planned by several student behavior have been sub- representatives in career education " To reach our objective we must first determine the administrative needs of the school leaders, then through congressional district committees and by the coordinator of the 17 teacher assessment centers. mitted, all of them based on strong expressions of the need for the school to reestablish its authority in continued on page 7 well-planned seminars look at these needs in a workshop-type atmosphere," he said. School leaders need Academy Student Is Published Poet to develop the same leadership skills as managers in business and indus- Rickey Tucker, a 13-year-old student try. These skills include the ability to at the Georgia Academy for the Blind organize, delegate authority and to in Macon, has had one of his poems motivate and evaluate personnel. " published by two national maga- The academy grew out of the Leader- zines. ship Development Program organ - Ebony Jr. and Wee Wisdom accepted ized two years ago through the "It Rained and Rained and Rained" Georgia Department of Education. from Rickey 's English teacher, The seminars are available to super- Sandra Barwick. She thought his intendents, curriculum directors, poem, written as a class assignment, principals and assistant principals. unusually good, so she submitted it. Some of the topics covered include In addition to having his poem pub- teacher evaluation, building teacher lished, Rickey received a braille cer- morale, student motivation, team teaching, student discipline, school finance, due process, programs for gifted students, communications, curriculum development and many other topics on instruction . According to Trussell, one of the main reasons the seminars have been so successful is the qualified consultants selected to lead discussion groups. Most of these consultants are local school administrators. "National surveys continue to support the need to give assistance in leadership development to the tificate for outstanding achievement from Wee Wisdom. Rickey has received recognition for other poems he has written. His first poem won a school contest. In the fifth grade he won a citywide contest in Atlanta; his slogan, "Share, " was used on Red Cross posters throughout the city. Although Rickey lost his reading vision almost four years ago because of cataracts, he still has traveling vision which enables him to move around on his own. Rickey is the son of Mr. and Mrs. John Will Tucker of It Rained and Rained and Rained The skies were black and cloudy as could be, The air was rather cold, The wind was blowing heavily, And the thunder was very bold. The rain would soon begin to pour, The hail not far behind, Lightning flashing through my door, Brighter than ever it shined. No longer did the thunder crash, But still the rain remained. For my name is Noah, and as I recall, It rained and rained and rained. school administrator. It is the pur- Atlanta . His poem follows. Georgia ALERT, December 1979 3 Under a new structure at t he AASD high school, students will no longer be forced to change schools. AASD will add a h igh school grade each year , and students will attend the new section of the school now bei ng compl eted . Atlanta Area School For The Deaf Students Look To Bright Futures by Barbara Perkins Students at the Atlanta Area School for the Deaf (AASD) have big plans for their futures . Goals range from attending vo-tech school to entering Gallaudet College upon graduation from high school, from beginning regular public school classes to being promoted to higher levels with AASD next school term. AASD was created in 1972 as a day school for deaf and hearing impaired children who could not be served in their regular public school programs. It resulted as an outgrowth of groundwork laid earlier to ensure that these children receive a comprehensive public school education without sacrificing their home environments. "The day school concept;" according to Superintendent Mona K . McCubbin, " allows students to live at home with their parents and siblings while receiving instruction.We make the school environment and curricu lum as much as possible like that of a regular public school and provide our students with the same basic school experiences that their hearing brothers and sisters receive. " More than 200 students from 17 school systems in the metro-Atlanta area enrolled this year upon referral by their schools and in accordance w ith each student's Individual Educati on Plan . In addition, AASD professional staff test each student to determine that the child has suffered a sign ificant hearing loss that would prevent success in the regular school classroom . The school, located on a 15-acre tract in Clarkston, carries out four ongoing programs of instruction. The first program, parent infant training, assists parents with children from birth to three years old in diagnosing and evaluating hearing loss and trains them to work with their children at home. This program enables children to begin their education as soon as the handicap is discovered and helps them enter regular school classes much earlier. The second is the preschool program which serves approximately 50 multihandicapped children ages three through five. The nine _pre school classrooms boast a 6:1 pupilteacher ratio. The third and fourth are the primary cipates in programs which include and middle school programs. Stu- adults and students. dents from six to 10 years of age enter the primary program, which is divided into four levels. Language arts, math and the development of basic written and oral communication skills are emphasized. Extracurricular activities play an important ro le in the school's pro gram. The AASD 'Apaches enjoy intramural football , basketball and tennis. The yearbook club puts together a school annual to which Students 11 to 16 years old are in the the photo club contr ibutes pictures . middle school , which extends Middle school students participate in through the- rrint h grade . Along w ith - the J uni or Nationa l- A ssociation for the regular academic classes, middle the Deaf, an organization which school students also participate in a develops responsibility and leader- career awareness program of voca- ship skills for young deaf students. tional exploration into three fields- Each year the drama club, in cooper- business education, industrial arts ation with the Georgia Council for and home economics. Advanced stu- the Arts, performs a play at several dents are given the opportunity to elementary schools in the Atlanta take part in the Program of Education area . and Career Exploration (PECE). which provides them with actu.al hands-on experiences in major businesses. Two auditory-oral classes - one in the preschool and one in the primary program - for potential mainstreamers are growing stronger. As a A central services building, now result of these classes, 16 students under construction and scheduled to entered regular school classrooms open September 1980, will house last year. eight classrooms for a temporary high school consisting of ninth grade classes already in progress and a tenth grade level recently authorized by the Georgia Board of Education . "Two accomplishments of which we are particularly proud, " said McCubbin, "are the participation of our preschoolers with the DeKalb Head Start program and the Kellogg Presently, after successfully com - Project." AASD is one of three pleting their studies, students either schools in the nation chosen to parti- enter vocational training programs, cipate in the Special School of the return to their local systems in regu- Future project funded by the Kellogg lar classes or in special programs- Foundation . The five -year project is or complete their high school educa - geared toward developing and imple- tion at the Georgia School for the menting programs related to the Deaf at Cave Spring . chang ing sphere of education for the The total communication concept deaf and hearing impaired. of speech , speechreading , sign According to Rachael M iller, project language, auditory processing, read- coordinator, "One of the primary ing and writing is the core compo - objectives is to help develop AASD nent of teaching . Specialized staff- into a major Southeastern resource including an audiologist, diagnostic center for educating the deaf. " Many teacher, psychologist. nurse and schools from all over the country speech therapist. in addition to regu - have already contacted us and some lar classroom teachers and modern have visited us to observe our pro- technological equipment - assist in grams. Educators from Tennessee, implementing this innovative con- Mississippi and North Carolina cept in hearing impaired education. Schools for the Deaf were among Programmed learning systems, team those who visited us. Public school teaching, open classrooms and up- systems throughout Georgia are to-date media and materials speed using our program as a model for the learning process. developing or improving education AASD has made many accomplish- for the deaf in their local schools." ments in its nearly eight years of In meeting the needs of deaf and operation . Parents are strongly hearing impaired children, AASD involved in school activities. The recognizes that each is a unique indi- parent-teacher group regularly parti- vidual with potential for tremendous growth and development. The school is ded icated to providing the methods, personnel, services and equipment to make this important goal possible. Small c.lasse_s a.nd a great dea l of individual attentio 4 Georgia ALERT, December 1979 People In Education at AASD use both verbal and sig n language, and students in primary grades must use hearing until they reach a certain age. Students can be mainstreamed into regular commu nity schools if hearing improves enough. hearing impaired students at AASD use the special teaching methods to overcome their handicaps. There are several new local school superintendents . William D. Gardner is superintendent at Baldwin County; T. Murphy McManus at Bremen City; Buford C. Arnold, Cartersville City; Ralph Bennett Jr.. Gordon County; G. W. Pope Ill, Jenkins County; J. E. Singleton, Lamar County; Margaret Swindle, Lanier County; Travis Ouzts Jr., Pelham City; Louis Bonner, acting superintendent for Seminole County; Charles Green, Spalding County; Carol Purvis, Thomas County, and Richard Young, Ware County . Ken Smallwood will become superintendent of Calhoun City System Jan . 1, 1980. Outstanding leadership awards, presented at the annual conference of the Georgia Association of Education Leaders, went to Leland Dishman, Rabun County, Outstanding Princi pal; Virginia Mickish, DeKalb County, Outstanding Instructional Supervisor, and Paul Robertson, Dougherty County, Outstanding Superintendent. The Georgia Vocational Association recently named its vocational educators of the year. Included were R. E. Balkcom, Early County, agricultural education; Marilyn Butler, Lilburn, business and office education; Robbie Lynn Gooch, Commerce, distributive education; Jack Touchstone, Fitzgerald, guidance; Inez Edwards, Macon, health occupations; June Winn, Patterson, home economics; Berkley Ruiz, Winder, industrial arts; William E. Lambert, Perry, local administrators; Ed McLeskey, Atlanta, manpower development training ; Tracey Axelberd. Clarkston, related services; John W. Roberts Jr .. LaGrange, technical education; Linda Smith, Athens, trade and industrial education, and Linda Rice, Athens, trade and industrial education . A local school board member, a high school administrator and a classroom teacher are among five members elected to the executive board of the Georgia Professional Stan dards Commission . Richard C. Owens has served as a member of the Irwin County Board of Education for 18 years; Gwendolyn Mundy is an elementary curriculum director for Hall County Schools and Margaret Thrasher is a teacher of the gifted for the Griffin-Spalding Schools. Charles R. DeMott has been appointed director of Thomas Area Vocational -Technical School, Thomasville . He previously had been an instructional coordinator, assistant director and acting director at the school. Associate State School Superinten dent Lucille Jordan has been named national president-elect of the Association for Supervision and Curriculum Development. She will take office at the national ASCD conference to be held in Atlanta March 29 April 2, 1980. Bill Hammond, director of the Georgia Right to Read Program, has been named chairman of the Leukemia Readathon . The Reada thon, sponsored by the Georgia Chapter of the Leukemia Society of America , is to raise money to support the research programs sponsored by the society. Stephanie Alisa Moss, a 12 -year old eighth grader from Macon, has been selected as one of 25 children to serve on the Children 's Advisory Panel for the U. S. National Commission on the International Year of the Child. The Children 's Advisory Panel was established to give young people an opportunity to share with the commission some of the concerns of children and youth across the nation. Mona McCubbin was recently named superintendent of the Atlanta Area School for the Deafin Clarkston. She has been with the school since it opened in 1972 and served as elementary supervisor and principal of the school. McCubbin graduated from Western Kentucky and has a master's in deaf education from Oklahoma University at Oklahoma City. She recently completed work at Georgia State University for her administration and supervision certificate. Before coming to Georgia she taught in Iowa and at the American School for the Deaf in West Hartford, Conn. Georgia ALERT. December 1979 5 Standards Revised, Strengthened; To Be Field-Tested In Spring 1980 by Eleanor Gilmer It looked like a real court trial- there was a judge, 12 jurors, two attorneys, witn~sses, a clerk and a court reporter. It sounded like a real trial- " Ladies and gentlemen of the jury, I intend to prove today that research does not clearly show teacher behavior affects student outcome." In fact, it was a real trial of sorts, even though the setting was an educational television studio and the "attorneys" were really educators. The judge was a real judge, and the 12 jurors could well have served on any real jury. The jury's verdict was just as binding as in a real trial. The difference was this trial was about education - educational research to be specific . The unique courtroom type hearings were a part of the procedures being used in the redesign of standards for Georgia public schools. Harriott King, Emory law professor, presided over one day's hearings. Standards are applied each year to every school and school system in the state to determine needed improvements. The first set of stan dards, mandated in 1964 by the Minimum Foundation Program for Education Act and administered statewide three years later, fell into several categories - those required by law and State Board of Education policy and those determined to be essential or desirable. Mainly, they were status standards - they measured items that could be counted or observed. The one performance -based standard was Standard 23, which dealt with the measurement of student achievement based on test results. "In 1974, the Adequate Program for Education in Georgia Act called not only for the continuation of status standards, but for the development of additional , performance -based standards, " said Associate State School Superintendent H. Titus Singletary Jr. "Because of this mandate, and because it had been more than 10 years since standards were first implemented, the State Board of Education decided to evaluate and redesign the entire standards program ." The first draft of these standards was presented to the Georgia Department of Education staff in September and will soon be reviewed by local school superintendents. A final version will be presented to the state board in December for action early in 1980. Research-based Standards The real change in standards will be the addition of new, research-based standards - those with which the juries were concerned. Staff members responsible for their development relied extensively on research evidence for their study, judging each bit of research by the question, 'To what extent, if any, does a given practice, approach or provision, as substantiated by research in the field, affect students' performance in school or their self-concepts?" The department of education staff specified 11 broad areas from which research-based standards will most likely come. A national expert in each of the 11 areas was asked to prepare a position paper on the research findings in his or her area and to highlight findings which had implications for standards. The 11 research areas were teaching personnel, administrative personnel, pupil personnel staff, extracurricular activities, school climate. facilities. instructional media, management strategies, community and family, instructional strategies and student expectations. Another expert in each area was asked to critique the first researcher's paper and to identify areas of disagreement. After the papers were written, critiqued and major findings summarized, the next step was to try the evidence in " court." For the purpose of the hearings the 11 research areas were divided into four broader areas - staff, learning strategies, resources and school clientele. A jury was selected for each area . Each jury was composed of a State Board of Education member, a legislator, three representatives from local school districts, two parents, a student, two business persons, a representative from higher education and a Georgia Department of Education staff member. The writers in the 11 areas presented their findings to a jury. In addition, those who prepared critiques presented opposing views or interpretations. It was the job of the " attorneys" to bring out the relevant evidence. After hearing the evidence, the jury determined which findings should be used as the basis for the development of new standards. For example, in the area of student expectations, the jury found insufficient evidence to support the conclusion that, "It is possible to alter performance levels by changing school staff expectations for their own as well as for their pupils' performance." In the area of school cli mate, the jury agreed that there was sufficient research evidence to substantiate that " classroom climate influences student learning and performance ." " Only those findings which were accepted by a jury will be used in the development of research-based standards," said Singletary. "However, we are asking for input on the performance indicators to be used and the process for application of standards." Based on the verdicts of the juries, a draft of the new research -based standards has been written. After the standards have been reviewed by Standards writer Dr. Duane Alvin (above) and critic Luther B. Otto, Boys Town, Omaha , Neb. local school districts and education department staff, a final draft will be completed by the middle of February. The method of application and enforcement procedures will be developed, and t he stan da rds will be field-tested in the spring of 1980. Recommendations will be presented to the State Board of Education in April. " We think one of the good things about the process for redesign of the standards is the input we are r.eceiving from many groups and individuals," said Singletary. "I believe the final result will be a set of standards that will make a real impact on education in Georgia." Courtroom setting for four -day standards "trials" was built in a studio at Georgia ETV production center in Atlanta . Status Standards A special task force in the Georgia Department of Education has been looking at status standards and procedures for their application and enforcement. This task force was to make sure that status standards con tain only discrete, minimum and enforceable criteria that can be proved to make a positive difference in the education process. 6 Georgia ALERT. December 1979 Statewide Commission To Study Teacher Salaries, Report To State Board State Board of Education Chairman Roy Hendricks has announced the appointment of 26 Georgians to study the state's teacher salary structure during the next six months. The Salary Study Commission will hold its organizational meeting in Atlanta on Dec . 13 and is expected to report its recommendations to the State Board of Education next spring prior to the board's formulation of its 1982 budget request. Members of the commission represent Georgia businesses and industry, education groups and individual members of the profession, colleges and universities, the state legislature and local government and the agricultural profession. The committee chairman will be William 0 . Riley of Atlanta, president of Atlantic Steel Company. The commission will study the present state teacher salary schedule, on the basis of which all teachers in the state are paid. State-appropriated funds for teachers ' salaries are granted to school systems under provisions of the Adequate Program for Education in Georgia Law. Depending on teaching certificate and experience, teachers are paid the base state salary as a minimum. and most systems add supplements ranging from $100 to $1000. The current schedule contains an increment series which provides for annual raises through a teacher's fourteenth year of experience. The current beginning salary for a teacher with four years of college and no experience is $9.406; the top of the schedule provides for a teacher with a doctorate and 14 years of experi- ence to earn $18,342 in state pay. Funds for teacher salaries and raises are appropriated annually by the legislature based on requests by the State Board of Education and the State Superintendent of Schools and recommendations of the Governor. The study commission will look at the schedule, the plan for increments, experience factors as they affect the schedule and funding mechanisms. The commission's work will be conducted under the direction of Chairman Riley. He has been with Atlantic Steel since 1940, serving as an officer since 1960. He was named president in November this year. Riley is a graduate of Georgia Institute of Technology, has completed the Advanced Management Program at Emory University and earned a law degree from Atlanta Law School. He is chairman of the board of trustees for the Georgia Fund for Education, vice president of Junior Achievement of Greater Atlanta, a Rotarian, Mason and Shriner. He belongs to the American Iron and Steel Institute, the National Association of Manufacturers, the Georgia Busi ness and Industry Association and the Atlanta and Georgia Chambers of Commerce. Members of the Salary Study Commission were appointed by the State Board of Education, with nominations from each board member and from the state superintendent, the legislature, the governor and various associations. The members are as follows. Everett Williams of Statesboro, chairman of the board of Sea Island Bank; Langdon S. Flowers of Thomasville, a businessman; Clayborne Edwards of Ft. Valley, mortician and funeral director; John Weitnauer of Decatur, businessman; James Johnson of Atlanta, associate superintendent for staff personnel for Atlanta Public Schools; Ted Key of Forest Park, teacher; Sue Spivy of Summerville, member of the Chattooga County Board of Educa tion; Charles Harris of Ocilla, busi nessman; Mrs. Ernest Huey of Canton, former teacher; Robert Roper of Greensboro, probate judge and businessman; Charles Miller of Atlanta, vice president, C & S Bank; Sherman Day of Atlanta, dean, Georgia State University; Rep. Ben B. Ross of Lincolnton, representing the Legislative Services Committee; Raymond Head Jr. of Griffin, Georgia Municipal Association; Jewel John of Athens, Association of County Commissioners; Garland C. Fritts of Atlanta, Georgia Business and Industry Association; Fern B. Patterson of Gainesville, Georgia Association of Educators; Buford Arnold of Cartersville, Georgia Association of Educational Leaders; Susan Aft of Marietta, Georgia Federation of Teachers; Alice Washing ton of Atlanta , Georgia State PTA; Lyda Hannan of Columbus, Georgia Retired Teachers; Glenn Heck of Warner Robins, Georgia School Boards Association; Kathleen Hires of Jesup, Georgia Vocational Association; Don Thornhill of Grovetown, Professional Association of Georgia Educators; Charles Daniel of Nashville, Young Farmers Association. Systems Work Hard To Improve Programs At Local Level continued from page 3 classes and on advisory committees. At least one large school system is requiring every school to develop a plan for citizen involvement. " The prospects for a good school year and for some very real progress in these areas is excellent," said Supt. McDaniel. "These ambitious plans are an indication that Georgia 's school systems can and will be better through individual effort and initiative ." At the same time McDaniel asked the superintendents for their plans. he also invited them to submit suggestions of areas that need his attention at the state level. Some problems outlined by the local administrators include the need for a more generous allotment and additional flexibility in using administrative support personnel under APEG sections 20 and 21 (These are such system level people as principals, assistant principals. librarians, curriculum specialists, directors of curriculum and community education school coordinators.); the need for additional funds to pay for maintenance and operation of schools, including the payment of fuel costs; the increase in paperwork requirements for new programs without additional administrative staff or funds to pay for them; too many meetings to be attended by local school system personnel, and the need for increased salaries and benefits for teacher and noncertified personnel. McDaniel pledged to the superintendents that he will work on the problems they cited and report back to them regularly. Public Wants Quality Education .... More Communication Quality education for their children and the communication of informa tion about schools are two major areas of public concern this year, according to results from the Eleventh Annual Survey of the Public's Attitudes Toward the Public Schools. A joint project of the Gallup Poll and the Charles F. Kettering Foundation, the poll sampled 1,514 adults (parents with children attending public, private and parochial schools and parents with no children in school). While the local newspaper is still considered the best single source of information about the schools, 98 percent of the parents with children in public schools named word of mouth and personal involvement as the best sources of information. Better communications was cited as a vital element that would help parents, the community and the school to improve education . The poll revealed that 37 percent of the persons questioned regard newspapers as a better source of information than either television (16 percent) or radio (five percent). As sources of information, survey participants rated school personnel and school newsletters relatively low- 10 and seven percent respectively. Samuel G. Sava, a Kettering Founda tion vice president and a career educator, says if the public does not have reliable information about its schools, then it cannot be expected to support those schools. Many school officials feel they are already com municating with parents and the educational community, Sava said, but perhaps they should examine their methods of communications. Other results of the poll showed that only one person in eight claimed to know the cost per child, per school year, in the local public schools. only one third of the participants professed to know the superintendent's name, while 58 percent claimed that they did not. in general, those not directly affected by the schools appear to be less informed about them. 85 percent of those sampled feel teachers should be required to pass a state board examination to prove their knowledge in subjects they will teach . 85 percent also believed that administrators should be tested every few years to assure that they are keeping up to date with developments in their fields. most parents with children enrolled in a public school seem to be satisfied with their schools. adults would like public high schools to concentrate on basic courses . mathematics and English top the list of essential subjects, but 60 percent of the respondents regarded foreign relations as an essential subject. New Video Series Focuses On Basics Beginning in January 1980, middle grade students (grades 5 -7) in 26 school systems in Georgia will be part of a pilot project designed to help them acquire and use basic skills they must have to become independent learners and problem-solvers. "ThinkAbout" is a classroom video series which focuses on problems children face, in and out of school. The systems to pilot "ThinkAbout" before it is implemented statewide in the fall of 1980 are Appling, Bryan, Bulloch, Candler, Chatham, Cobb, Dougherty, Effingham, Emanuel, Evans, Floyd, Glynn , Jenkins, Laurens. Long, Mcintosh. Montgomery, Polk, Richmond, Screven, Tattnall, Toombs. Treutlen and Wayne counties and Vidalia and Atlanta cities. There are 60 15-minute programs in the "ThinkAbout" series. The programs are divided into 13 clusters. each centering on a basic reasoning skill. Individual programs focus on a thinking skill and review at least one other related language arts, mathematics or study skill. The topics are dealt with in dr;_ natizations of problems that young people face in the classroom, at home or in their social lives. The 13 program clusters deal with finding alternatives, estimating and approximating, giving and getting meaning, collecting information, classifying, finding patterns, generalizing, sequencing and scheduling, using criteria, reshaping information, judging information, communicating effectively and solving problems. After viewing each program the students and teacher will plan activi ties of their own to stress the skills highlighted in the program. Program guides will be provided each teacher. Pilot systems will present the programs by either video cassettes or film in the classroom project. WVAN television in Pembroke will broadcast the programs for the 20 school systems in its viewing area . ~tatewide broadcast over all instructional television stations and distribution of films and video cassettes are scheduled for November 1980. The "ThinkAbout" series was funded and developed jointly by a consortium of 35 state and provincial edu cation agencies and managed by the Agency for Instructional Television . This year, the Georgia Department of Education joined the consortium and will use the "ThinkAbout" project as part of a plan to teach basic life process skills, according to Associate State School Superintendent Lucille Jordan. Georgia ALERT, December 1979 7 Unique Display Of High SchOol Students' Art In Athens Through January 13, 1980 Taco Trick Wins Kids' Favor ... And Trip Miriam Dameron, food service manager at Rockbridge Elementary, Stone Mountain, won one of four prizes in last summer's nationwide contest for cafeteria recipes. The recipe for vegetable tacos earned her an all expense paid trip to the American School Food Service Association convention in San Francisco. Dameron designed the taco to encourage children to eat raw vegetables. She hides diced cucumbers, tomatoes, spring onions, bell peppers and radishes between layers of spicy beef and grated cheddar cheese. "The kids eat the taco," she said, "before they know what's in it." The first High School Art Symposium for Georgia students in grades 10-12 was held Dec. 14-15, 1979, at the University of Georgia, (UGA), Athens. According to Ruth Gassett, arts and humanities consultant for the Georgia Department of Education, the two-day sumposium was held in conjunction with a continuing exhibition of student art at the university's museum, Dec. 14- Jan . 13. "The student exhibition at the Georgia Museum of Art is very exciting," said Gassett. "It is all but unprecedented for a museum of this stature to devote so much of its fallwinter exhibition schedule to a student art show. It certainly shows a great deal of interest- and commitment - on the part of the museum and the university for our state's school art programs." In all, some 77 works selected by a state jury are displayed during this month-long show. The works were selected following competitive judging by 10 regional juries. The two-day symposium on the university campus featured lectures, panel discussions and workshop sessions by many prominent state and regional leaders in the art field . Workshop sessions included painting, sculpture, drawing, printmaking, ceramics, photography, fibers, graphic design, art history and appre- c1at10n, jewelry/ metal work and interior design. Following the symposium, the museum's Friends of the Museum auxiliary presented the Albert ChristJaner Memorial Scholarship to a high school senior. The symposium was jointly sponsored by the Georgia Museum of Art, the UGA Department of Art, the Georgia Council for the Arts and Humanities, the Georgia Center for Continuing Education and the Friends of the Museum in cooperation with the Georgia Department of Education, the Georgia High School Association, Clarke County Schools and Cedar Shoals High School, Athens. Carl Renfroe Middle School, Decatur City's largest middle school, was one of 27 schools in 17 school systems identified by the Georgia Department of Education as containing harmful asbestos insulating material. Workmen dressed in protective clothing are unloading a newer type flame retardant insulating material which will replace the asbestos stripped from the building . Personnel from the department's division of facilities and transportation are continuing to monitor the state's school facilities to insure that there are no school buildings left containing harmful asbestos material. Education News In Brief Education News In Brief Brief Education News In Brief Education News In News In Brief Education News In Brief Education :>r-crn -1...,Z\Jl IOJ......,VJ m z:x-,>:Jm