Curtain Call Brookwood High School's advanced choral ensemble ended its fall production of "Celebrate Georgia" with a full-blown grand finale that brought 40 singing, dancing students right up to the foot-lights. These students are part of the 250 ninth through 12th graders in the Gwinnett school's performing arts program, which began with 28 youngsters and one instructor three years ago when Brookwood first opened its doors in Snellville. Today three instructors provide training in chorus, dance, drama and technical theater. The advanced group, for which students must audition, produces one major musical each quarter in the school's 300-seat theater. Contents Letters to the Editor Get Set ... GOAL! Features Commodities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 School Food Service's Ace in the Hole Georgia's 1984 Teacher of the Year ...... 6 She's No Quitter Cooperative Vo-ed Training ............. 10 All the Right Stuff Came Together Aides ......... .... . .......... . .. ..... ... 13 A Look at Georgia's Teacher Helpers Departments Letters .................................. 2 Education's Future Today .. .... .. ... . . . . 18 People in Education . . ...... ... ... . ..... 19 New Graduation Requirements ......... 20 Cover: Penny Pope plays math bingo in teacher aide Susan Morris' math lab at Epworth Elementary School in Fannin County. Penny is one of 25 students Morris works with each day. (Photo by Glenn Oliver.) Thanks for your excellent treatment of school social work in the recent issue of Georgia ALERT. Your writing and photography captured the essence of the practice in the Thomasville City Schools while appropriately generalizing to the state at large. I am certain each school social worker in Georgia shares my gratitude for such fine journalism in their behalf. Wesley 0 . Boyd, Coordinator Visiting Teachers Services, Georgia Department of Education The article "Getting to the Root of the Problem" printed in Georgia ALERT is the best thumb nail sketch of the school social worker I have ever read. The article is concise and accurate, yet written in an entertaining style that promotes understanding. The pictures were excellent and added to the readability of the article. Ms. Martin and Mr. Edge have done an outstanding job, and I compliment them both. Dorothy W. Marotte, Coordinator School Social Work, DeKalb County Schools This note is to express my appreciation for your excellent article and photographs about me as representative of the school social workers in the state. I appreciate the care you obviously took to portray our functions in the total school operation. Many educators in the Thomasville system and some in the Thomasville community have reacted very positively to the story, and I hope the article will help further the understanding of school social work. Samuel L. Boykins, Director of Social Services Thomasville City Schools I appreciate so much the excellent story and photos in Georgia ALERT regarding Quick Start. You are to be commended for your efforts to provide such a positive report. William P. Johnson, Associate Superintendent Georgia Department of Education 2 Georgia ALERT, January 1984 "GOAL Country U.S.A." is the theme for the 13th annual Georgia Occupational Award of Leadership (GOAL) program which recognizes excellent postsecondary vocational students in Georgia . GOAL is also designed to promote the image of vocational education and the dignity of work. It is the only program of its kind in the nation. During the next few months the 30 participating vocational schools will be evaluating students who demonstrate strong leadership and scholarship qualities . School winners will be chosen in April, and in May they will come to Atlanta for the state competition. The state winner will receive a new automobile and will serve as an ambassador for Georgia's vocational education system. In 1980 the Performance Recognition Indicating Demonstrated Excellence (PRIDE) judging was added to the GOAL activities. Each GOAL candidate must submit an exhibit which indicates the student's level of expertise and competence in his or her area of study. The PRIDE winner will receive an award of $1,000. All GOAL and PRIDE prizes are donated by Georgia's business and community leaders. Governor Joe Frank Harris, a longtime supporter of the program, spoke at last year's awards banquet. He emphasized the important role vocational education plays in the economic development of the state. Congratulating the winners and the other nominees Harris said, "You are, in fact, the foundation on which the fut ure of our state will be built. Georgia means business , and you are living proof of that." GOAL and PRIDE are sponsored by the Georgia Department of Education and the Business Council of Georgia. ) Creative at Commo PPice Story by Gilda Lamar Watters Photos by Glenn Oliver What do you think of when you recall school lunches from your past? Fried chicken, soup, fish sticks, cinnamon rolls, jello, green beans, corn? If you have eaten a school lunch lately, you know things have changed . School lunch 1980s style includes such delicacies as lemon chiffon pie, freshly baked whole wheat rolls with honey butter, Waldorf salad and English peas in a cream sauce with new potatoes as well as popular ethnic specialities such as lasagna , burritos, sweet-andsour pork, enchiladas and pizza . And , in a ge neration which thinks an apple is a computer, it's not unusual to find cafeterias sprouting potato bars and soup and salad stations and offering choices to keep up with students' tastes. How can schools afford such costly cuisine? The answer is simple - Georgia's School Food and Nutrition Program is making full use of many U.S . Department of Agriculture (USDA) commodities which are free to school lunch programs. The donated foods serve two purposes - improving the nutritional quality of students' diets and strengthening agricultural markets by purchasing surplus American farm products. The Department of Agriculture has been authorized by Congress to purchase farm commodities and allocate them to school lunch programs since 1935. Fruits, nuts, vegetables, meats, dairy and grain products are acquired and made available to schools, but availability of some items varies. Last year Georgia received $26 million worth of USDA commodities, and the same amount is expected this year. The Georgia Department of Education's Food Distribution Unit coordinates storing, transporting and distributing USDA foods to all eligible recipients. How Sweet They Are! JoAnn Whitley from Fulton County's Palmetto High School carefully readies a favorite for her students. School Food and Nutrition Programs receive a wide variety of items from the USDA Donated Foods Program, including most of the ingredients needed to make cinnamon rolls. Georgia ALERT, January 1984 3 It may sound as if school lunch programs have it made with an outlet such as USDA continually supplying them with free foods . Yet it's one thing to receive these foods ; incorporating them into menus that meet meal pattern requirements for the school food program is quite another. Innovative managers and directors combine menu planning skills and imaginations to create tempting entrees, salads and desserts that include donated foods . With the aid of donated foods they can keep within their budget and create appealing, nutritious dishes to help compete with Mom's cooking and with fast food establishments. Creativity runs the gamut in Georgia school cafeterias. The list of palate- and budget-pleasing school lunch recipes using USDA commodities reads like a gourmet, international and practical foods cookbook. In such a book, Ware County would appear in the homemade breads section; students there enjoy freshly baked breads daily, including whole wheat rolls made with USDA flour , nonfat dry milk, shortening and butter. More than half the ingredients are USDA donated foods . Julia Johnson, Ware County's school food service director, confesses that commodities really make a difference in the types of items she is able to serve. For example, two or three times a month cafeteria employees make a favorite dessert called Hollywood Squares, a peanut butter cake similar to Reese's Peanut Butter Cups. Another special dessert is lemon chiffon pie. Both are affordable thanks to USDA commodities, and both help keep Ware County's school lunch program participation up to 99 percent in some elementary schools and 97 percent in junior high schools. Johnson says, "There would be much less variety in our dessert offerings without the flour , butter and other baking goods from USDA. Also, we certainly wouldn't be able to use cheese in the quantities we are using if we had to purchase it." Few commodities are as versatile as cheese; schools use it in breakfast and lunch menus to make old reliables such as macaroni and cheese and toasted cheese sandwiches. And it's used to Honey Happening - Toni McCluer, president of the Cobb County School Food Service Association, and Marguerite Pritchart, president-elect, make sure all sample honey dishes are in place. The theme for this honey happening was "Bee Creative, Bee Original, Bee Practical." Sweet Line-up- Cobb County managers made the search for tasty new honey recipes a schoolwide effort by encouraging suggestions from the PTA, teachers and cafeteria staff. Sweet potato muffins, sweet-and-sour pork, barbecue sauce, and honey laced cookies were sampled 4 Georgia ALERT, January 1984 Sweei '"Po.f-.1-o ~reo.4, C.ctmt'1 ofhce add something extra to many potato and salad bars. In the practical recipe section of the hypothetical cookbook , managers would include many novel recipes using cheese. In Lowndes County all three cheeses offered by USDA cheddar, mozzarella and process cheese - are used on the potato bar, served with chili, in salads and even combined with USDA turkey, macaroni, powdered milk, butter and bread crumbs to make a prize-winning turkey casserole. P rize-winning recipes are in Georgia schools just as in the Sou thern Living Cookbook. They are shared across the state after being declared winners in old fashioned cooking competitions. Prizes are give n for the best dishes using specific commodities or combinations of commodities. The Lowndes County and Valdosta City School Food Service Association has sponsored several such events, including bread bake-offs a nd peanut, cheese and main dish cook-offs to stimulate employees to create nutritious, tasty dishes using as many commodities as possible. Georgia's school food and nutrition program managers take the challenge of using their commodities seriously, but they a lso have fun. As in many cookbooks, schools have a "q uick , easy and nutritious" section in their menu planning books . Many new recipes have been developed using honey, another USDA commodity.School systems found they had few recipes that included honey when they first received the commodity, but the lack of recipes did not discourage managers. To solve this particular problem Cobb County managers sponsored a honey recipe sampling called "Cobb's Honey Happening." Managers came up with all sorts of innovative recipes using honey. Applesauce cake - using not only USDA honey but other commodities such as flour , nonfat dry milk, raisins, chopped nuts and shortening was among the recipes they received. Others included sweet potato souffle, sweet-and-sour pork, honey cream cheese dressing and honey peanut butter cookies. A special Honey Week was proclaimed in all Cobb schools to feature fun cafeteria activities and to premiere winning honey recipes. Activities such as Cobb's involving the entire school keep customers happy and increase participation . Browsing through Georgia's school cookbooks would not be complete without a peep at the inte rnational section. School menus naturally have an inte rnational twist since some of the students' most highly rated dishes are Mexican and Italian. Fulton County employees have become experts in making burritos and enchiladas - both dishes big hits among students. These dishes are not expensive to make , thanks to USDA commodities. Most ingredients for both are donated food items - the ground beef, tomato sauce, cheese, butter, oil and flour. Delores McCabe, director of school food service for Fulton County, says her schools are making burritos and enchiladas once a month, and students are requesting more. "Mexican food is very popular among kids today , so they have really responded well to our Mexican dishes ," says McCabe . A cost analysis of burritos and enchiladas made with commodities and the same dishes without commodities shows a clear savings by using donated foods . McCabe figures either dish would cost an additional 20 cents per serving without USDA commodites - quite a savings to a system that serves more than 24,000 lunches daily. The list of creative recipes is far too long to include all, but one thing is certain, school lunches aren't what they used to be. Today's include varieties of foods , and managers encourage students to try the foods they might otherwise never eat. School lunches in 1983 have progressed from cole slaw to Waldorf salad, from sugar cookies to raisin honey drops, from cornbread muffins to sweet potato bran muffins and from meat loaf to lasagna. And all these changes have taken place despite inflation and as a direct result of the USDA donated foods program. With imaginative use, the commodities USDA provides make the cost of teaching good nutrition affordable. Sure-Fire Student Pleasers - More than 50 percent of the ingredients used by Palmetto High School cafeteria workers to make burritos are USDA donated commodities. The decision to make a popular entree such as burritos shows Fulton County's commitment to student satisfaction. Above, from left, are Errostine Graham, Ann Williams and Gertrude Rainwater. Georgia ALERT, January 1984 5 Georgia TOTY Says... '' uitl '' by Julia Martin 6 Georgia ALERT, January 1984 Kay Harvey hopes a little shock therapy will jolt the Georgia public school system into some changes. Mrs. Harvey, a 33-year-old Norcross High School math teacher, was named Georgia's Teacher of the Year and immediately startled school officials at the awards ceremony by announcing that she was "quitting" her job. "Although I love teaching and have dedicated 13 years of my life to it, I am no longer able to make the financial sacrifices which the current system demands," she said. After a moment of quiet, followed by a few nervous giggles, Mrs. Harvey ripped up her bogus resignation letter and declared that she would never quit teaching. Mrs. Harvey said she made the gesture because something radical needed to be done to emphasize the problems facing Georgia's public schools. Quality teachers are quitting for better paying hightechnology jobs, she said. The teachers who remain are underpaid, unappreciated and overworked. Atlanta Constitution 11 /18/83 Kay Harvey is a person who speaks her mind. The 1984 Georgia Teacher of the Year is speaking out for public education- the positive aspects and the changes needed, the pride and power of teachers, the use of computers in the classroom, merit pay for teachers, discipline in the schools and the need for more parental and community involvement. "This is a thrilling time to be involved in the field of education," she says. "The national sense of urgency to improve our schools is forcing public officials to view education as an investment rather than an expenditure. We need national leadership of those holding public office to carry out the wishes of the American people to provide the fiscal support to achieve the necessary educational reforms for our nation." And a good place for reform to begin, Harvey believes, is with public school teachers. "Public education is emphasizing the development of the total person. More dialogue about goals beyond the acquisition of knowledge and subject area skills is occurring. Teachers are teaching students, not just subjects," Harvey says. "And teachers are no longer teaching to the average student only. Through mainstreaming and other individually tailored programs, teachers are demonstrating proficiency in challenging each student to work to the limits of his or her capabilities. Special attention is being given to different learning styles, rates of learning and ability levels. With the assistance of strong instructional leaders and more relevant staff development programs, classroom teachers are improving their instruction through the skillful use of effective teaching strategies. "Therefore, we must draw the finest minds this country has to offer into our classrooms, and we must be able to keep them there," she emphasizes . "When I was selected Gwinnett County's teacher of the year, I felt very strongly that some type of performance-based criteria should be used to keep our best teachers in the classroom. When I see what many of the states in our country have done to the issue of merit pay, it disappoints me greatly. When I see a school system taking all the wages that should go to every teacher and awarding it to 10 or 15 percent, it makes me unhappy. When Isee things that are taking away from the profession as a whole a nd being called merit pay, it disappoints me greatly. I'm all for some type of career structure. That is needed so that a year from now I won't reach my 14th step and never receive another pay increase. I want teaching to be my career. I don't understand the inequities between working in a teaching career and working in another career where I would be rewarded for excellence. I want the issue of merit pay addressed, but I don't want it to be abused. I really feel that a lot of the programs that have been developed and are being developed are missing the point. But I feel very strongly that something has to be done ." A positive aspect of public education that Harvey notes is that "many schools are experiencing more support from parents who are sharing with the classroom teacher the responsibility of educating their children. State and local high school graduation requirements are being strengthened. But here again, parents must be involved. They must support the more demanding high school offerings by sharing responsibility for the courses their children take. Education must be considered an essential commodity in the home, with time and encouragement provided for quality work in completing out of class assignments." Harvey also believes that school-industry partnerships and other community involvement are establishing the role of the American people as stockholders in public education. "In guiding students to make wise career choices and to manage their lives as happy, contributing members of society, many educators have been reaching out to other community agencies for assistance . This partnership has been beneficial in providing additional support for students during troubled times," she says. During her 13 years of teaching, Harvey has seen some severe discipline problems among students. "We're dealing with a different base of young people these days," she says. "We're dealing with young people who have been abused at home before they come to school, who have little background in religious training and morality, and we're dealing with some really hard-core kids. The only way you can expect them to respond to you is from the heart. And if teachers are not able to reach that level, they're going to have some very unmanageable students." Several years ago, Harvey served on a systemwide disciplinary panel dealing with students who had committed serious offenses such as using drugs or physical violence . She says, "I was reluctant to accept the position at first . I thought it would be a heartbreaker. I didn 't want to be the one to say 'Suspend him. Expel her.' I thought it would be difficult on me. But Ifound out how many educators in this county are really attuned to all the services that are available in our community to students having problems. I was thrilled to find all of the contacts that were made for those people to obtain services available throughout the county counseling, psychiatric help, drug rehabilitation programs. I felt I really was a benefit to young people instead of just a judge." Many of Harvey's education ideas are national in scope, but her starting point for improving public education is in her mathematics classes at Norcross High School in Gwinnett County. She says, "As problems in American education are defined and solutions to these problems outlined, we must act on the recommendations in our individual classrooms immediately. As the public sees that the efforts of individual classroom Kay Harvey believes the starting point for improvement in public education is in the classroom. She told the Georgia Board ofEducation in November, "As I renew my commitment to the teaching profession in Georgia today, I will continue to dedicate my efforts to improving the quality of our educational system at the grass roots level." Georgia ALERT, January 1984 7 teachers are making a difference in the quality of education received by their children, the tide of public support will continue to swell through the strengthened partnership of home and the school. " Kay Harvey is making a difference in her classroom. From teaching ninth grade Algebra I to 12th grade calculus, her smile and sense of humor pervade her teaching methods . She feels that a sense of humor keeps the students listening to class lectures, eases their fears about learning math and helps them all enjoy their class time together. They use "Barney Binomial" to square binomials, avoid the "Cancel Crazies" when working algebraic functions and always "Do unto one side as you do unto another" when solving equations. "My Algebra I students are so enthusiastic, and they enjoy a sense of humor," Harvey says . "It's a wonderful thing to see them light up. The lights are already on in my calculus students . But when you light up a ninth grader and you know you have that person set for math for the next four years, it's a wonderful feeling." Harvey's teaching is not limited to numbers, however. Grammar in her math class is also important. "I think you do a great disservice to students if you tell them that grammar and spelling are important for only 50 minutes a day in English class. So, when I grade their math notebooks, if there's a word misspelled, I circle it and put the correct spelling by it. If they write an incorrect sentence, I hand them a dictionary. I tell them I'm an educator- a member of the National Education Association. Not just the National Council of Teachers of Mathematics. You're not educated if you leave my classroom thinking that you can spell well in English and not spell well in math." Harvey is excited about the use of computers in math class, but she also realizes the dangers . "In my classroom," she says, "we use the computer as a tool just as we use the filmstrip projector and the overhead projector. Computers have their advantages, but they will not replace teachers. "When I read articles that say computers teach students as well as teachers do, it concerns me greatly. I've never seen students respond to a computer monitor the way they respond to a person . A student is not motivated sufficief!tly to sit down and learn material off a CRT. "I'm also concerned about the emphasis on technology literacy as a replacement for written and oral literacy. Students should be able to communicate their thoughts to people and on paper. If you put them in front of a CRT and tell them to learn calculus, they're not communicating to other people what they're learning. That interaction is so important. So I'm concerned about the communication skills and the socialization skills of students who are put into a computer room to work with a machine rather than with people. "In my computer literacy courses we spend a lot more time on the implications of computer technology than we do on actually writing programs. We have lessons on the new computer morality - being able to log into someone else's computer base, erase their information or use it to your own benefit. We need to address those concerns. I try to stress to my students that computers are not going to solve all their problems and make life different - it's just a tool. " Harvey extends her computer courses from her math classes during the day to teach classes in two community schools in the afternoons and evenings . She's encouraged by the community school concept and believes in it. She says, "To teach in such an atmosphere is really rewarding because these are people who, for the most part, have been through their formal schooling, yet are back to learn new things. They know that education is a never-ending process. They want to learn. " Kay Harvey's superintendent, Alton Crews , has suggested that Georgia's 1984 Teacher of the Year is a national hero . "She is one of those truly dedicated teachers who shapes not only the matematical skills of our sons and daughters, but at the same time , by precept and example, exhibits to her students values, attitudes and behavior that will sustain them in the trying times that confront them beyond the doors of Norcross High School," he says. Harvey replies, "Teaching is the most dynamic profession in which an individual can currently engage! I'm proud to be a Georgia teacher. Ibelieve we can and will improve public education , and I am proud to join the many others who are committed to begin now to do so! " Harvey knows that effective classroom teaching goes far beyond mere skill training. She says, "A master teacher is keenly aware of the major influences and forces affecting young people today. The teacher should be actively involved in the socialization process, providing a loving, intellectually stimulating environment. 8 Georgia ALERT, January 1984 State Semifinalists and Local System TOTYs Jackie Winchester Is TOTY Runner-up Jackie Winchester, a sixth grade math and science teacher at Magnolia/ Chappelle School in Thomas County, is the 1984 Georgia Teacher of the Year runner-up . A teacher for 18 years, Winchester believes in adding "mystery, a bit of magic and a dash of grandeur" in her classroom. She says, "I know that learning is hard work that can be fun. I believe in making every day as unique as possible to keep my students' appetites for learning." Through the years, Winchester's students have undertaken many school and community projects "because we believe in getting involved and actively working to meet our needs and to give purpose to our educational endeavors. A teacher who works in the community can expect the community to work to support our schools." Sandra Brooks Butts County Sarah Heindel Habersham County State Finalists Two other teachers were finalists in the 1984 TOTY program - Sandra Brooks, a business education teacher at Jackson High School in Butts County, and Sarah Heindel, a sixth grade language arts teacher at Cornelia Elementary in Habersham County. Brooks has taught business education at Jackson High since 1970. She believes that "teaching is the most important profession in America. Despite recent reports that might lead an outsider to believe otherwise, I do believe we offer quality education," she says. "Public education employs well-trained, innovative and dynamic personnel. " Heindel has taught in public schools since 1947. She says, "I am grateful for the privilege and ability to perform the role of a classroom teacher, and I welcome the challenge it presents every day." She believes that communication with parents is an important role of a teacher as well as sharing ideas with and giving support to her colleagues. Twelve system teachers were state semifinalists. In addition to the four finalists, they were Cherry Cooper Brewton, Bulloch County; Robert Linn, Calhoun City; Cathy Gambrell, Carroll County; Jean Lovell, Clarke County; Kay Burke, DeKalb County; Peggy Crew, Grady County; Janeen Josey, Valdosta; and Betsy Hoole McArthur, Whitfield County. Other teachers entered into the Georgia Teacher of the Year Program were Kerry Eugene Grimes, Americus; Frances Johnson, Appling County; Lela Blackburn, Atlanta; Gretchen Campbell, Baldwin County; Jackie McBrayer, Barrow County; Rosemary Lisby, Bartow County; James Hinson Jr., Bibb County; Willie Mae Brookins, Buford; Juanita Williams, Burke County; Karen Johnson, Camden County; Martha Dye Smith, Carrollton; Barbara Holland, Catoosa County; Estella German, Charlton County; Julia Clary, Chatham County; Sarah Emanuel, Chattahoochee County; Kimberly Ross, Cherokee County; Johnnie Hayes, Clayton County; Marilyn Allen, Cobb County; Martha Lou Royer, Coffee County; Susan Rozier, Colquitt County; Marion Marshall, Columbia County; Linda Ward Meadows, Cook County; John Dunn, Coweta County; Delores Stephens, Crawford County; Patsy Grimsley, Crisp County; Debra Jean Bunch, Dade County; Hayden Wagers, Dalton; Elaine Wilson, Dawson County; Barbara Grayson, Decatur City; Bruce Little, Douglas County; Janet Ramelle Edelen, Echols County; William Scott, Elbert County; Grady Yancey Jr., Emanuel County; Linda Wiley, Fayette County; Edwina Jordan, Fitzgerald; Miriam Bennett, Floyd County; Mary Jill Jackson, Forsyth County; Peggy McMahan, Franklin County; Kathleen Vande Berg, Fulton County; Ruth Hilson, Glascock County; Rose McDonald Darby, Glynn County; Laura Hite Holland, Gordon County; Marsha Clark, Spalding County; Karen Greenway, Hall County; Laura Mae Jackson, Harris County; Donna Elaine McKie, Henry County; Elisabeth Anne Bishop, Hogansville; Mary Ann Steele, Houston County; Betty Parr Gorham, Jackson County; Audrey Ezell, Jasper County; Edward Bristow, Lamar County; Charles Pope, Lanier County; Susan Strauss Maca, Lee County; Felecia Butler, Long County; James Goolsby, Lowndes County; Sabrina Webb Bennett, Madison County; Betty Carithers, Marietta; Alice Brown, Marion County; Jeanette McTier, McDuffie County; Brenda Hudson, Meriwether County; Barbara Bell Tyson, Morgan County; Louise Tolbert, Muscogee County; Charolotte Wildman, Newton County; Shirley Daniels, Oglethorpe County; Julianne Cofer, Paulding County; Geneva Woods, Pike County; Mary Mann, Pulaski County; John Yearwood, Rockdale County; Ann Everett Sumners, Rome; Eugene Duck, Social Circle; Rebecca Morgan, Stephens County; Emma Jean Huff, Talbot County; Ella Young, Terrell County ; Catherine Anderson, Thomasville; Shirley Cutts, Tift County; Carol Sue Faircloth, Toombs County; Thomas Whatley, Troup County; Sandra Scoggins, Walker County; Wynelle Ruark, Walton County; Leon Thigpen Jr. , Ware County; Loyce Moss Anderson, Washington County; Ramona Anita Battle, Waycross; Sarah Hawkins Paul, Wayne County; Runette Bishop, West Point; and Ruth McCrary Lumpkin, Worth County. Georgia ALERT, January 1984 9 Story and Photographs by Stephen Edge Standing beside an F-15 supersonic fighter plane, dressed in immaculate white coveralls, aircraft mechanic James Turner speaks loudly to be heard over the din of several hundred mechanics, air compressors and steel tools seemingly all ringing at once. Even the roar of Warner Robins Air Force Base jets from the nearby flightline cannot be heard in the cavernous hangar where the Air Force's premier fighter is repaired and maintained. James Turner is excited to be a part of it all. Just a year before he was studying aircraft mechanics at the Georgia Department of Education's South Georgia Technical and Vocational School in Americus. Nearby, Tabitha Turner peers into the miles of electrical wire and systems of anothe r F-15. She is working on the first of three six-month, onthe-job stints as part of her cooperative training from the Houston Vocational Center in Warner Robins. These Georgians and others like them have landed the jobs of their dreams because of a little-known training program sponsored by the U.S . Air Force through five of the state's area vocational schools and the residential state technical and vocational school in Americus. Called the Cooperative Employment Training -Program, it replaces Warner Robins ' apprentice training program. Instead of hiring trainees cold for a three-year apprenticeship, the installation can now work with vo-tech school job placement coordinators to identify prospective employees who show aptitude for the highly specialized skills required for maintaining and repairing the sophisticated fighters and transport aircraft of the armed forces. How do students feel about being tapped for a career as one of 17,000 civilian employees of Georgia's largest employer? The job starts at WG- 5, more than $20,000 a year, and Don Bradshaw, staffing specialist supervisor in Robins' civilian personnel office, says, "No one has turned us down yet." Bradshaw and his staff are closely involved in the everyday operation of the co-op program, which hires students from six different training areas of the vo-tech schools- electronics, tool and die making, aircraft sheet metal, aircraft mechanics, aircraft instrumentation and aircraft electrical repair. James Turner studied aircraft mechanics at South Georgia Tech and was one of the first students to complete training in the co-op program and gain permanent employee status. According to Ben Vann, chief of Robins' Employment Office , when the program first started some of the vo-tech programs were not up to par with standards of the Air Force. "The schools needed a new source of jobs requiring premium skills . Robins needed employees who were systems oriented," he says. "Working with sophisticated metals of (supersonic) aircraft such as titanium and other new metals required a higher degree of proficiency than the schools had been turning out." According to Vann, the schools were motivated by the potential of the Robins program to upgrade their courses and hire more competent instructors. Macon Tech became the first with an all new sheet metal fabricating program. Not only would students learn the basics of sheet metal fabricating, they would learn it in depth, along with such things as precision soldering techniques, zero tolerance drilling and flush fitting rivets. Students accepted for the programs would also learn theory of flight, more math than other students and would be qualified for a much wider range of jobs, even demanding high technology jobs. The original sheet metal fabricating co-op program was funded through the Georgia Department of Education's Quick Start Program, which helps new or expanding industry train employees for specific jobs in specific fields . The first co-op sheet metal class was opened in a renovated industrial arts lab at the Houston Vocational Center in Warner Robins. Quick Start still provides funds for one sheet metal instructor, with the rest of the program being assumed through the school's regular operation. Ray Stewart, then industrialcoordinator at Macon Tech and now director of the new Heart of Georgia Vo-Tech School in Laurens County, says the new school will probably be interested in the cooperative training program as well. According to Vann, Major General John Paulk, then commander of Robins and a native of Willacoochee , Georgia, saw a need for developing co-op programs in postsecondary schools in 1981. The first students hired under the program began work this July, and currently 20 are employed and 10 Georgia ALERT, January 1984 Tabitha Turner also works on the F-15 but as an aircraft systems electrician trainee. She is working on the first of three on-the-job training stints at Wa rner Robins and will return to Houston Vocational Center after six months for further co-op training. Turner feels that his co-op training has made him a consummate professional and given him the confidence to work on the 2,000mph F-15 fighter plane. Greg Keever is also undergoing his first OJT period. He works in the radar section of the Avionics Center of the Air Force and will return to Macon Area Tech in January for further training in electronir;s. Keever was the 1983 GOAL student from Macon. , Georgia ALERT, January 1984 11 another 172 are studying in some phase of the program. All students must either study or work on the job for 30 months before converting to full-time employment. According to Bradshaw, students enrolled in school for six months in one of the target programs may take a proficiency examination and - if they score high enough- be invited to enroll in the co-op program. The first six months of the training are no picnic - the hardest subjects the students must take are intentionally placed at the beginning to weed out unmotivated people. After completing that phase students go to Warner Robins for six months OJT (on-the-job-training) to familiarize themselves with the base and the working situation. Then it's back to school for another six months study, and eventually back to Robins for another six months OJT. Finally, students study for an additional six months at the vo-tech school and become full-time employees when they graduate. At Robins they will work with more advanced employees called journeymen workers until their proficiency improves. Ben Vann says the program is a definite improvement over the old apprentice training. Under it the Air Force had to pay apprentices and instructors full time for three years. The program is of vital importance, he says, when considering the money the electronics mechanics alone save the government. It now costs the Air Force $150 million to employ 1,200-1,500 people in electronics maintenance and repair , a savings of more than $1 billion over the open market price. Five area schools and South Georgia Tech currently operate six different programs for co-op students. The school and the programs they carry are listed below. Warner Robins Deputy Director of Maintenance Earvin Joyner (dark suit) tours training facilities at South Georgia Tech with Robins staffing specialists Kim Schubert, left, and Virginia Lingelbach. Ralph Thomas, SGT instructional supervisor, explains part of the training. South Georgia Tech ...... Aircraft mechanics, machining and electronics Houston Vocational Center ... .. Electronics, aircraft sheet metal, aircraft instrumentation, aircraft electrical systems Spalding Area Tech .... Machining, electronics Macon Tech . . . . . . . . . . Machining, electronics, aircraft sheet metal Ben Hill-Irwin Tech ........ .... ... Machining Upson Tech .... . ....... . ... . .... Electronics When Robins Deputy Maintenance Director Earvin L. Joyner toured South Georgia Tech recently to see the co-op students and programs in operation, he kept repeating that the postsecondary schools could really become the training centers of a new highly technical society, but the message seems to be that they cannot always wait for initiative from outside sources. Georgia's vo-tech schools offer the rarest of things, tailored training programs for specific jobs and careers in no nonsense settings. Below, two South Georgia Tech students in the aircraft mechanics program work on an independent study project. South Georgia Tech is one of only two schools in Georgia to offer aircraft mechanics. Persons attending these schools have goals to reach, and they are hampered only by their own limitations. Programs which offer the highly technical training for specific jobs in specific settings, such as the Cooperative Employment Training Program, may well be the wave of the future . At least one other government agency has jumped on the bandwagon; the Marine installation at Albany has already contracted with South Georgia Tech to train its electronics technology students. Vann and Bradshaw both believe that programs such as the co-op program will be highly beneficial to postsecondary schools in Georgia, especially when all the programs at the schools reach the caliber of those in the co-op program. According to Bradshaw, it is one of the basic things needed to attract high tech industry, to give more high paying employment to Georgians and - through both to significantly increase Georgia's tax base. In this respect the cooperative program truly is the right stuff for the Georgia education system. 12 Georgia ALERT, January 1984 Story by Barbara Perkins Photos by Glenn Oliver '%~ Betty Stancil taught fourth grade a long time ago before certification requirements changed. Now she is a teacher aide at Tate Elementary and has been one for nearly 20 years. Lucille Craig and Angela Davis huddle for a minute at the beginning of math period . Then Davis shepherds about 20 youngsters to the back half of the room to work a math game . Craig leads nine children to seats at the front. She whips out a stack of flash cards, holds high one which reads "3 x 8 =" and shouts of "24!" zing toward her like shots from a .22 caliber pistol. Craig holds up another multiplication card, then another and another. About midway through her stack the shouts lose a little velocity and a lot of mathematical accuracy. Before she finishes the deck, fingers, toes, pencils and paper help most students figure the problems. A few take pot shots at the answers. Meanwhile, at the back of the room, Davis and the math game workers are still going strong. What's happening in this third grade classroom at Morganton Elementary School in Fannin County is an everyday thing for the teacher and teacher aide hard at work with the roomful of students. Davis is the teacher. Craig is the 20-year-veteran aide . "I've been working as a teacher aide in the county for 20 years, and I plan to retire from it," said Craig. There is no reason to suppose she will not. She has a two-decade success record. Of the 12 students she regularly worked with from Davis' class last year who had fallen far behind in math skills, only three were not at or above grade level by the end of the term. Georgia ALERT, January 1984 13 Geraldine Pope spends close to five hours a day tutoring youngsters in math at McCaysville Elementary, just a stone's throw this side of the Tennessee line . If she had had a son the same year she became a teacher aide, he now would be old enough to register for the draft , for Pope has seen her 18th year on the job. She, like her sister, Craig, would like to think she has taken on a lifetime career. Teacher aides - you can find them in just about every public school in Georgia, from Tate Elementary near the marble quarries to Montgomery County Elementary near the onion fields . In Claxton they work in schools within the aroma of the fruitcake factory . In Athens they work in schools surrounding the University of Georgia. No matter in which part of the state they work or whatever school program they serve, teacher aides exist for one important reason - to help teachers teach kids. The help aides give takes a variety of forms. They tutor students who are behind in basic skills. They keep groups of students on task while the teacher works with others. They grade tests, file papers and do other classroom related tasks. They supervise students at routine activities . In short, they do what needs to be done to help the teacher spend more time doing what he or she was hired to do - teach. State regulations require all auxiliary personnel to be licensed. Aides fall into this category. There are two classes of aides in Georgia - Rank I (aide) must have at least a ninth grade education or GED equivalent; Rank II (paraprofessional) must have at least 45 quarter hours of college credit. Both classes must complete 50 clock hours of orientation training before being issued a regular license. However, either 90 quarter hours of college credit, or 1,000 clock hours of vocational-technical or CESA training, or the possession of a valid teaching certificate can substitute for orientation. In addition, every three years the aide must complete 50 clock hours of in-service to have a license renewed. "Good aides aren't just born that way. They must be trained. We have some of the best aides in the state because we do some of the best training," said M.C. McDaniel, curriculum director for Pickens County Schools. Pickens County offers courses for aides in first aid, fire safety, child abuse and neglect and physical education for children. Workshops carried out through the year include make-and-take materials for classroom use, professionalism in working with parents and teachers, legal hints for education personnel, proper use of audiovisual equipment, ages and stages of children, storytelling and affective education. "We have an arrangement with North Georgia College whereby they come and offer courses to our people here. A lot of our aides take advantage of this," McDaniel said . Seven of Pickens County's aides realized a bargain from their training. They took so many courses while they were aides that they were able to apply for certification by the Georgia Department of Education and returned to their classrooms not as aides but as teachers. "Aides are teachers ." according to Barbara Stevens, coordinator of early childhood education of the Georgia Department of Education. "Most are not teachers in the technical sense of being certified or having major responsibility for instruction, but they are teachers because they are models for children. They teach by example . This is especially true in kindergarten." Kindergarten units by law are defined as one teacher, one aide and 40 students for regular classes or 24 students for special education classes. "Aides were written into the program because we believe they are essential. Whether you have 15 or 25 kindergarten student's in a room, you need two adults there. Little ones need help with their belongings. They need help with their clothes. They need help with socialization skills. One adult cannot provide that attention and instruct too," Stevens said. Psychoeducational Centers for Severely Emotionally Disturbed Children (SED) also use aides extensively, but they are not called aides. "They are called support teachers because that better describes what they do," said Joan Jordan, These Morganton fifth graders strengthen their mathematics skills by practicing expanded notation at the chalkboard. A test they took in the first two weeks of school indicated the skills in which they were behind. The help Craig gives them both individually and in small groups helps them to master those skills. She hopes to have them working on grade level before the end of the school term. 14 Georgia ALERT, January 1984 coordinator for Georgia's SED network. "If you understand the population of children SED centers serve , if you understand the nature of what goes on in SED classrooms, then you already know that support teachers must undergo a lot of training." SED support teachers are Rank II aides. They help with parent training and educational assessment. They chart student behavior. They must be familiar with each student's Individual Education Plan. According to Jordan, the 379 support teachers along with their lead teachers must make effective classroom teams. They were written into the original staffing plan for the centers because SED students need individual attention . In many cases the support teacher has to know just about as much as the lead teacher, Jordan says. Support teachers go to in-service training; they attend staff meetings; they are included with the teachers in training sessions because of the team approach. "If for some reason a lead teacher has to leave the room, the support teacher has to know how to effectively handle that class of severely emotionally disturbed children," Jordan said. "I was a teacher aide in the special education program here in Fannin County for six years, and it was an intense experience . Three years ago I was transferred to the compensatory education program, and it's quite a different experience altogether," said Joan Kitchens, who works at Mineral Bluff Elementary. Craig drills third graders on multiplication. Fannin County uses all of its compensatory education aides for mathematics remediation. "Readers are Leaders" the sign above Helen Stewart's work area says. Stewart is an aide for sixth and seventh grade teachers at Jasper Elementary. Here she works with slow readers in a social studies class. "33," was second grader Randy Allen's first answer to Morris' question, "What's 2 times 3?" After Morris briefly explains the times sign again, Randy uses a tried and true finger count to get the right answer. Georgia ALERT, January 1984 15 Geraldine Pope helps a youngster with directions on taking a math exam. Teacher Sherry Welch says one of the greatest benefits of having Pope's aid is that, "Gerri is an excellent math scholar. And she knows how to communicate her knowledge to students." Compensatory education students do not have special problems. They simply have fallen behind in either one or both of the basic skills subjects reading and math. Kitchens' job is to help them catch up with the rest of their class. Compensatory Education (CEP) is one of the oldest remaining state funded programs which uses aides extensively. CEP aides are 900 strong today. At one time they were almost twice that numerous. Decreased education funding is one reason for the decline in numbers. "We can't afford to buy teachers with the money we get," said Tom Foster, curriculum director for Fannin County Schools. "But we can buy aides. We are learning to be creative with our existing personnel. Of course, when you have aides the caliber of the ones we have here, I don't think there is any cause for worry about the quality of services students are getting." According to Bert Griffin, compensatory education consultant for the Georgia Department of Education, many aides are as good as teachers. Some who have been on the job for many years are exceptional. Some aides are teachers who have not been able to get a teaching position in the school system of their choice, so they work as aides until the right position opens. Some hold education degrees but lack some qualification to be certified, so they work as aides until the qualification is met. Jordan said one of the best support teachers she ever had while she was director of an SED center was a young man with a four-year degree in psychology from West Georgia College. The center lost him as a support teacher but gained him as a teacher when he became certified. Just about every educational program has teacher aides or their equivalent to serve it - Chapter I, migrant education, bilingual education, special education to name a few. Aides are an education bargain hunter's special. "Teacher aides yield a high return on the education dollar. For the amount of money the state puts into aides for schools, their contribution to Georgia children insofar as helping them to learn is outstanding," said Scott Bradshaw, director of the Division of Curriculum Services for the Georgia Department of Education. Teacher aid is a female-dominated occupation. The pay is low. Aides do not choose this field to get rich . Most of them make barely above minimum wage. Rank II aides make a little more than Rank I. Sometimes, but not often, local funds supplement state or federally funded salaries. The rewards you get being a teacher aide are not related to money, many aides say. "Working with the children and giving them the individual help they need to keep up with the rest of 16 Georgia ALERT, January 1984 Aides Could Be Cut Compensatory and psychoeducation dollars were among the education programs hard hit in last fall's budget cuts. Compensatory education is missing more than $542,000 from its initial FY 1984 allocation. Almost $436,000 in psychoed money was cut. These cuts were equitably divided among school systems- 3.15 percent of each local education agency's original allotment was lost. While no one school system's programs will be devastated by the decrease in funds, the state's overall program will suffer. State education officials say that if school systems cannot replace the state funds with local money, supplies and materials, personnel and services to students will have to be cut. Teacher aides might be affected. A few might lose their jobs. But more likely, as has happened in the past, some fulltimers might become part-timers. Another likelihood as education dollars become scarce and the effect of inflation diminishes their worth is that the ratio of compensatory teacher aides to certified teachers might increase. Pam Garrett helps a kindergartener with his art. She is one ofPickens County's 39 teacher aides. the class is my reward ," one aide said. "Giving children the help they need, help no one else has the time to give them, makes you feel good," said another. "My biggest reward probably has been learning so much about how to deal with children the right way. I'll tell you, when you have a house full of your own, every little bit of good information you can get helps a lot," said an elementary school aide. "Having one of the little ones put his arms around you and say, 'I love you . You're always so nice to me .' is my pay, " said a kindergarten aide. Morris pulls students from their classrooms to work with them in a lab. She takes only three or four at a time. Georgia ALERT, January 1984 17 A Look at Education's Future Today For the first time in 20 years, Georgia public education is getting a comprehensive , in-depth, cross-section study, according to Ed Harris, vice chairman of the Education Review Commission appointed this summer by Governor Joe Frank Harris. The 40-member commission, which includes Georgia Board of Education members, legislators, parents, business people, professionals and educators, has been asked by the Governor to define a basic, quality education and to determine an equitable method of funding public schools. The Governor chairs the commission, and Ed Harris, a certified public accountant with Price Waterhouse of Atlanta, is vice chairman. Ed Harris told Georgia school superintendents that the commission plans public hearings in each congressional district and expects to make its recommendations in June. The first hearing was held November 14 in Dalton ; others are scheduled through January. The commission has five working subcommittees - comparative analysis, definition, teacher education, funding and service delivery. Issues being considered include- What is a basic , quality education? How much preparation do students need? What should be the core curriculum? Why do we have a teacher shortage? Could Georgia implement a career ladder? What should be done about teachers who can't progress? Who evaluates administrators? Should the state take over all education funding? Do we need statewide tests? Is there any significance to the fact that the average millage is 11.2 mills in systems where the superintendent is elected and 13.7 where the superintendent is appointed? Who controls education in Georgia? Should the state superintendent be appointed? Harris said the Governor told commission members that he would not support any new taxes for education but would consider reallocating existing resources. Members of the commission are Kathryn P . Jasper of Macon and Richard Owens of Ocilla , members of the Georgia Board of Education; Senators Tom Allgood of Augusta, Roy Barnes of Marietta, John Foster of Cornelia, AI Scott of Savannah and Terrell Starr of Forest Park; Representatives Jimmy Benefield of Jonesboro, AI Burrus of Marietta, Bubba McDonald of Commerce , Ben Ross of Lincolnton and Georganna Sinkfield of Atlanta. Other commission members are Atlanta businessman Bernard Abrams; John Arndt of Cousins Properties, Doraville ; Judith Arrington of Georgia Power, Atlanta; Dalton businessman James Brown; funeral director William Carroll of Camilla; Ellen Claiborne, former state PTA president, Dalton; Dougherty County campaign coordinator Lisa Collins; Gwinnett County School Superintendent Alton Crews; Atlanta City School Superintendent Alonzo Crim; Patricia Edwards, a homemaker from Barnesville; Chatham County School Superintendent Ronald Etheridge; Dot Fletcher, a homemaker from LaFayette; attorney Billy Fallin of Moultrie; Joseph Greene , McDuffie County Board of Education member, Thomson; Robert Guyton , Bank of the South, Atlanta; banker Eugene Hunt, Augusta; Atlanta businessman Arthur Johnston; Carolyn Lee , Georgia Association of Educators president, Carrollton; Carol Murphy, a teacher from Bremen; Naia Newton , a homemaker from Waycross ; businessman Herman Russell , Atlanta; Elizabeth Brown Sloop, a business education consultant from Decatur; Nancy Stanton, a homemaker from Lilburn; Anne Tolleson, a homemaker from Atlanta; Janet Wiley , Professional Association of Georgia Educators president, Elberton; minister Larry Williams of Atlanta; and Bibb County School Deputy Superintendent Robert Williams. "0 5 0 a- '< rCo l :l :l Q ~ What is a basic, quality education? That is one question to be answered by the Education Review Commission. Dr. Alonzo Crim, right, vice chairman of the definition committee and superintendent of Atlanta City Schools, explains his ideas to other members, from left, Nancy Stanton, Gene Hunt, Anne Tolleson and Dot Fletcher. Funding the Future 1985 The Georgia Board of Education will seek $1.8 billion for public schools for school year 1984-85. Most of the budget request to the 1984 General Assembly will continue programs in the current budget. Approximately $200 million will be sought for improvements, not including $135 million for school building construction and renovation . A large part of the new funds - about $92 million would go for a $1,500 across-the-board salary increase for teachers and public librarians and a 10 percent increase for bus drivers . This would raise the salary for beginning teachers to $14,526 . Other major items included in the request are $5 .9 million to provide a full -day kindergarten program, $5 .2 million to add the 18th year to the teacher salary schedule, $19 million to increase maintenance and operation funds from $2,100 to $2,500 per teacher, $2.4 million to increase sick and personal leave for teachers and bus drivers , $2.1 million to increase instructional materials and media from $450 to $500 per teacher, $23 million to implement a health insurance plan for noncertified personnel, $22 million for vocational and technical education improvements, $1.2 million for 48 additional school psychologists, $2 million for high technology instructional equipment. All but about $20 million of the $1.8 billion budget request would go directly to local school systems and state-operated schools. The other $20 million is for operation of the Georgia Department of Edu catio n . 18 Georgia ALERT, January 1984 People 1 n Education Curtis Kingsley In a recent reorganization of the Georgia Department of Education's Office of Vocational Education, Curtis Kingsley was promoted to director of the Division of Secondary Vocational Programs. He previously coordinated the development of comprehensive high schools and the expansion of the postsecondary vocationaltechnical schools. A native of Mississippi, he joined the Georgia Department of Education staff in 1973. He has been a teacher, vocational supervisor and high school principal. He received a B.S. degree in industrial education from Mississippi State University and a master's from the University of Georgia. The Office of Vocational Education now has three divisions - Kingsley's Division of Secondary Vocational Programs, the Postsecondary Vocational Programs Division headed by John Lloyd and the Division of Program Development and Support Services headed by Jim Conkwright. H. F. Johnson Jr. H. F. Johnson Jr. is associate state school superintendent for administrative services. He joined the Georgia Department of Education staff in 1980 as a regional director in Statesboro for 17 systems. A native of Baxley, Johnson was superintendent of Appling County Schools for seven years . He also has been a high school counselor and teacher. He holds a bachelor's and master's degree in education and an Ed.S. in administration and supervision from Georgia Southern . As associate state school superintendent, Johnson administers five divisions in the Georgia Department of Education facilities and transportation, fiscal services, local systems support, regional education services and public information and publications. Michael Tenoschok Michael Tenoschok is staff assistant to State School Superintendent Charles McDaniel. A native of Frackville, Pennsylvania, Tenoschok joined the staff of the Georgia Department of Education in January 1983 as a health and physical education consultant in the Curriculum Division. He previously served as an intramural director and physical education teacher in Cobb County's Pine Mountain and Dodgen middle schools. Tenoschok has bachelor's and master's degrees from Temple University in Philadelphia. In his new position Tenoschok works closely with the Georgia Board of Education and travels with and handles special projects for the superintendent . Georgia ALERT, January 1984 19 - Governor Names New Board Members The Georgia Board of Education has three new members- Kathryn P. Jasper representing the eighth congressional district, Bernadine Cantrell representing the fifth a nd John M. Taylor representing the third. J asper is a retired elementary school principal from Macon. She has been a classroom teacher and a consultant in the program for exceptional children and early childhood education for Bibb County Schools. Cantrell lives in Atlanta and attended school in Baton Rouge, Louisiana. She is active in church and civic organizations and serves on the board of directors of Challenger Films. Taylor is an attorney in the LaGrange firm of Lewis and Taylor. He has served as an instructor in business law for the University of Kentucky Extension in Fort Knox and is a member of the City of LaGrange Democratic Executive Committee. Kathryn P. Jasper Bernadine Cantrell John M. Taylor Students Must Study More Math, Science Students entering the ninth grade next fall will face stiffer high school graduation requirements. At its November meeting the G eorgia Board of Education adopted a new policy which increases the number of Carnegie units required for graduation from 20 to 21. Of those , 13 will be specified areas of study and eight will be electives. Currently, 10 units are specified, and 10 are electives. The new requirements call for four _units in English language arts, two in mathematics, two in science, three in social studies, one in health, safety and physical education and one in computer technology, fine arts or vocational education. According to the policy, remedial credits must be classified as electives. State required unit credit must be awarded for courses which include skills and concepts generally considered to be secondary school levels of performance . Developmental special education courses are not considered remedial. In the new policy the state board also endorses a course of study for college-bound students which includes four units of English language arts , three of science , three of mathematics , three of social science , two of foreign language, one of health, safety and physical education and one of computer technology, fine arts or vocational education. The board recommends that 17 of these units be required and only four elective . Other requirements previously adopted by the board have not changed. The students still must demonstrate competence in the areas of reading, writing, mathematics and problem solving. These skills, with the exception of writing, are measured through the Georgia Basic Skills Tests, which students must pass in order to graduate. They must also meet attendance requirements established by local boards of education . January 1984 Vol. 15 No. 1 ALERT Staff Managing Editor Nancy Hall-Shelton News Feature Editor Stephen Edge Photo Editor Glenn Oliver Graphics Elaine Pierce Typesetting Carla Dean Contributing Reporters Wagers Chenault, Eleanor Gilmer, Julia Martin, Lou Peneguy , Barbara Perkins, Ann e Raymond and Gilda Lamar Watters. The Georgia Department of Education does not discriminate in employment or educational activities on the basis of race, color, national origin, sex or handicap. Published by the Public Information and Publications Division Office of Administrative Services Georgia Department of Education 2052 Twin Towers East Atlanta, Georgia 30334 Telephone (404) 656-2476 ()d:..-W1\ EDPREEIEI 20 Georgia ALERT, January 1984 Georgia Department of Education Atlanta, Georgia 30334 Cost 5,053/Qt y. 10,500 E53060 2UN I E 0 UN IVER S I TY OF GEOR GI A LIB ST AT E DOCUMENTS A THEN S GA 30 602 BULK RATE U. S. Postage PAID Atlanta, Georgia Permit Number 168 1985 Search Begins For Teaching Excellence The search for Georgia's 1985 Teacher of the Year began in several local systems this spring; other local TOTYs are selected in the fall. State nominations will be due in the Georgia Department of Education's Public Information and Publications Division in late September. State entry forms were mailed to local systems in May. Last year, 98 local teachers of the year were nominated for the state title, the highest number ever to participate. Kay Harvey, a mathematics teacher at Norcross High School in Gwinnett County, was chosen to represent all of Georgia's excellent teachers. Since then she has been named assistant principal at Gwinnett's Duluth High School. "The state teacher of the year program is one of the best ways we have to recognize our many outstanding classroom teachers," said State School Superintendent Charles McDaniel. "I encourage every system to nominate a deserving teacher for the state title." The Georgia Teacher of the Year Program is cosponsored by the state education department and Southern Educators Life Insurance Company. Southern Educators honors the TOTY with $1,000 and the state runner-up with $250, along with a dinner in their honor and hotel accommodations in Atlanta before being presented to the Georgia Board of Education in November. Georgia's 1985 TOTY will represent the state in the National Teacher of the Year Program which is sponsored by the Council of Chief State School Officers, Encyclopaedia Britannica and Good Housekeeping magazine. Kay Harvey, Georgia's 1984 Teacher of the Year, will serve on the final selection committee to choose the 1985 Georgia Teacher of the Year. Contents State Board Takes Action For Excellence Features Principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Good Ones and How They Get That Way Report Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Are They Making the Grade? Education Technology . . . . . . . . . . . . . . . . . . 11 Computers Come to Class Pine Street Elementary Skills Center .... 15 Machines Make Learning Fun It's Not Easy Being Excellent . .. . .. .. .... 16 A Look at Georgia's 1984 Schools of Excellence Departments 1985 TOTY Search Begins . . . . . . . . . . . . . . . 2 Action for Excellence .................... 2 A Matter of PRiority ......... ..... . . .. . . 23 Teacher Salaries Going Up . .. . .. .. ... .. 24 Cover: Shamrock High School English teacher Katie Vance (left) and Betty Beason, secretary in the attendance office, get programming training in BASIC LANGUAGE. Shamrock, a DeKalb County School, will soon be using computers in both administrative and instructional capacities. (Photograph by Glenn Oliver) In recent months the Georgia Board of Education has made some significant policy changes to improve education in the state. Last November, the board adopted stiffer high school graduation requirements which will require students to take more English, mathematics and science courses. The number of Carnegie units was increased from 20 to 21, and of those 13 will be specified areas of study and eight will be electives. The new requirements call for four units in English language arts, two in mathematics, two in science! three in social studies, one in health, safety and physical education and one in computer technology and/or fine arts and/ or vocational education. The board also endorses a course of study for college bound students which includes additional courses in English, science, mathematics and foreign language. The new policy will affect students entering the ninth grade next fall. To be promoted, third grade students will soon be required to pass a state-administered test to measure their reading and mathematics skills. The first test will be given on a pilot basis to third graders next fall. After that, the state board will determine the passing score, and third graders entering school in 1985-86 will be required to pass. The third grade criterion-referenced test will become a part of the statewide testing program and will take the place of the required fourth grade CRT. Student absences for school-sponsored noninstructional activities will be limited to seven days per 180-day school year under a field-test Standard adopted by the board in April. The proposed Standard, if adopted following next year's trial period, will require local boards of education to adopt policies limiting absences for students in grades four through 12 to "no more than seven days/ 42 hours per year for schoolsponsored activities." The local board may adopt a more stringent standard than the seven days. Students in grades one through three may miss no more than 31.5 hours. In addition, the state board Standard allows a school to use a maximum of three days during the 180-day school year for administrative activities such as registration and student orientation. The board interprets instructional activity as "time spent on instruction provided or coordinated by a regular certified teacher or a supply teacher which relates directly to course content as defined in local system curriculum guides or locally adopted state guides. Testing, counseling (including parentteacher conferences) and health screening are deemed to be instructional activity." Other areas under study by board committees and which will be voted on during the next several months include establishing basic curriculum content and expectations for what students should learn in each elementary grade and high school subject; simplifying and streamlining teacher certification and upgrading administrative and instructional leadership throughout Georgia public schools through training, development and evaluation . 2 Georgia ALERT, May 1984 Tlte Principal Teaclter-anda wltolelot more by Eleanor Gilmer Fox principal Guy Sims believes his school's preschool and kindergarten programs have made an important difference in student achievement. Most Fox students come from low-income families where parents have little time or resources to spend on school readiness for their children. If you take a cup of kindness, a tablespoon of firmness, a pinch of tact, a teaspoon of communication skills and a bushel of hard work and mix them all together with a lot of leadership ability, what will you get? Probably an outstanding public school principal. Many have speculated on the ingredients that go into making a good principal. The answers are as varied as the people giving them. But the one thing they are likely to agree on is that the principal is the key to an effective school. "A good principal motivates students to learn." "The principal should be tuned in to students." "The principal should first of all be a good teacher." "I think the principal should serve as a role model for students." "A good principal treats teachers as professionals." "A good principal involves parents in the school program." These are comments from students, teachers, parents and principals themselves on what makes an outstanding principal. The quality of education across the nation has been the topic of much discussion in recent months. Thousands of dollars have been spent studying the issues and recommending solutions to the problems. Many of these studies have reported that the leadership role of the principal plays a crucial part in achieving quality in the school. Some theorists believe that principals are perhaps the most important individuals in schools, and school effectiveness is directly related to the effectiveness of the principal. The role of the school principal has broadened greatly since the early days of public education, when the best teacher in the school was appointed supervisor of other teachers. In fact , that is where the term principal originated - this person was the principal teacher. According to State School Superintendent Charles McDaniel, that still is the most important characteristic of a good principal. "A good principal must serve as the instructional leader of the school and be an outstanding manager of all resources," he said. "A good principal gives teachers support and sees that they are properly placed. He or she must love children, be willing to listen to parents and must be able to interpret the school and school program to the public. " McDaniel believes an important characteristic of a good principal is that he or she has been a teacher. "I particularly believe elementary principals should have teaching experience at the elementary level," he said. Today principals must wear many hats. They must be not only instructional leaders , but also surrogate parents, personnel directors, disciplinarians, public relations specialists, accountants and sometime, janitors . Georgia ALERT, May 1984 3 In a recent survey conducted by the Georgia Professional Standards Commission (PSC), principals were asked to rank their current role and then rank what their ideal role would be. This is how they ranked their current roles: instructional leadership (31 percent), school manager (25.6 percent), disciplinarian (16 percent), personnel leader (11 percent), planner (4.9 percent), community leader (4.4 percent), coordinator of extracurricular activities (3.6 percent) and professional developer (2.8 percent). Their ideal roles were ranked this way: instructional leadership (54.2 percent), personnel leader (11.8 percent), school manager (9.4 percent), planner (7.2 percent), community leader (5.6 percent), disciplinarian (4.5 percent), professional developer (4.5 percent) and coordinator of extracurricular activities (2.8 percent). Principals report spending an average of 53 hours per week on the job. There are nearly 2,000 public school principals in the state. According to the PSC study, the typical Georgia principal is a 46-year-old white male who grew up in a rural community. The average income of principals is $31,450. Most of them received their education in Georgia, and a large majority have been teachers, assistant principals or coaches. Ninety percent reported they are satisfied with their jobs and most want to remain at their present school for the next five years. They do not wish to become lobbyists, college administrators, college teachers or superintendents. There are hundreds of outstanding principals across the state. Many of them are spotlighted each year by professional education organizations such as the Georgia Association of Educational Leaders, Georgia Association of Educators and Professional Association of Georgia Educators. Georgia Alert has selected three principals to feature as examples of those who are outstanding. All three are from schools recently named Georgia Schools of Excellence. When Columbia County underwent an attendance rezoning, students at a rival school were assigned to Columbia Junior High. A campaign to change attitudes about the school resulted in a new school logo. Principal Gloria Hamilton spent part of her summer painting the logo on the gymnasium floor. Sims spends a lot of time in the classroom. He and fourth grade teacher Rochelle Scott discuss curriculum plans. Guy Sims Fox Elementary School Muscogee County Fox Elementary School in Muscogee County has many strikes against it. It is one of the oldest schools in the system. Its 500-plus students come from low-income, mainly single parent homes. Eighty percent of the families are on welfare. The school is located in a neighborhood surrounded by federally subsidized housing. Yet there is a warmth about it that visitors feel immediately. Students are excited about learning. Teachers seldom leave except to retire or move out of the system. And parents who have little schooling themselves are heavily involved in the school program. There is a positive attitude about the entire school. The key to the school's success is its principal, Guy Sims. "It takes a special kind of person to head up a school like Fox," said school secretary Evelyn Miley, who sings her boss' praises to anyone who will listen. "Mr. Sims really cares about people, and as a result, they care about themselves," she said. Sims has been at Fox nearly 12 years, and during that time has made the school an example for others in the system. This school, which ranked near the bottom in achievement, now ranks in the top 10 schools in the system on test scores. This success is due in part to Sims' belief that to build a good program in a neighborhood like Fox's, 4 Georgia ALERT, May 1984 the principal must stay long enough to build trust. Most of his experience has been in schools similar to Fox. He taught elementary grades in one for five years and was principal of another for three. Sims plays many roles as principal. He is the father many of the children do not have; he often takes students shopping for clothes or other necessities. He is counselor to parents; mothers often seek his advice about problems with their children. He is a friend to his staff. "He sets standards of excellence for us and treats us as professionals ," said kindergarten teacher Betty Jo Vignery. "I really appreciate that. As a result teachers act professionally. Every school needs good administration. It's impossible to function in chaos." Positive reinforcement of students is evident to anyone visiting Fox. The halls are full of art and notes from teachers congratulating students for everything from good test scores to working quietly at their desks. Pictures of students also are displayed. Each month students who have birthdays have their names displayed on a special wall, and each student gets a cupcake on his or her birthday. Sims gives monthly principal's awards for various ac hievements. "These children have never received much individual attention during their lives, and we try to make them feel special," said Sims. Sims takes special pride in three areas of his program - the preschool program, a prefirst grade program and the parent involvement program. In the preschool program one full-time teacher and one aide work with 73 children ages one month to five years. Parent and child meet with the teacher once a week for 30 minutes. Activities are based on results of a screening test. In addition to activities the child does at school, activities are planned with the parent to be completed daily at home with the child. All materials necessary to complete the activities are loaned to the parent. The prefirst grade program was implemented for students who finished kindergarten but were not ready for first grade. "The parents resisted the first year we began the program. They didn't want us to hold their child back. But it took only one year to convince parents that the program would pay off," said Sims. "Our test scores have gone up dramatically, and we now have students who feel good about themselves and have positive attitudes about school. In the past these children would have been troublemakers." Sims said when he began working with students from low-income families he thought the parents just did not care about their child's education. "But the more Iworked with the parents, the more I realized the majority do care, but the parents themselves felt insecure about school. Mothers on welfare thought they had nothing to offer the school," he said. This has changed. Parents now [!l re :.0.J, C) "3..', Sims gives a special word of encouragement to third grader Demetrius Love. He believes that being a good principal means taking an interest in each student. serve as volunteers in many areas. They work in the library, help teachers in the classroom and tutor children. Each Wednesday six mothers work in the school cafeteria to allow teachers to have a dutyfree lunch. It is no wonder that many awards have gone to Fox Elementary and to its teachers and principal. The School Bell Award for Outstanding School Programs was presented by the Georgia Association of Elementary School Principals in 1983 for the preschool program. For three out of the last four years, a teacher from Fox has been selected as Muscogee County Teacher of the Year. Sims has been named the Outstanding Elementary Principal of the Year by the Georgia Association of Educational Leaders and by the Professional Association of Georgia Educators. He has served as president of the Georgia Association of Elementary Principals. Just recently, he was named one of 100 top school executives in the United States and has been nominated for a national PTA award . Georgia ALERT, May 1984 5 ...- But awards are not what make Guy Sims and Fox Elementary School outstanding. It is the genuine love and caring the teachers, students, parents and principal have for each other. "I love Mr. Sims because he never leaves anyone out," said fourth grader Lori Gray. "I love Mr. Sims because he keeps our school clean," added a kindergartener. "Mr. Sims is a wonderful principal. He really cares about all of us," said a mother serving as a volunteer. Gloria Hamilton Columbia Junior High School Columbia County Schools That Columbia Junior High School was selected as a Georgia School of Excellence and has been nominated for a national excellence award amazes some people who only two years ago saw unhappy parents, hostile students and an uncooperative community when the school system underwent an attendance rezoning. "Students whose parents, brothers and sisters went to Evans Junior High and who thought of Columbia Junior High as the enemy were assigned to our school," said Columbia Principal Gloria Hamilton. "Students who had been friends throughout their school careers were assigned to different schools. Parents were unhappy because Hamilton sometimes fills in for a teacher instead of hiring a substitute. Here she helps Dana Sumner with a history problem. Columbia students Amy Swaney (left) and Elaine Garnett take advantage ofHamilton's open door policy. She not only encourages students to come to her office to talk with her, but also she eats lunch with the students each day. their children had to be bused farther to school. This was a very emotional time for all of us." Under Hamilton's leadership the school faculty and students launched a campaign to try to change attitudes about the school and to soothe sore feelings. The students voted on a new school logo and colors. The previous logo, the bulldog, was eliminated from the walls and school paraphernalia. The school became the Columbia Raiders, and Hamilton spent part of her summer painting the new logo on the gymnasium floor. This year the school adopted a motto and a theme which paid off in many ways for students and staff. The motto, "Home and School - a Partnership for Excellence," and the theme, "Pride," are demonstrated in all school activities. "The students now have pride in their school and parents have become avid supporters of our program," said Hamilton. A former elementary school principal, Hamilton has had to do some adjusting herself to serve as a principal of a junior high school. "I have had to learn a different type of curriculum and to deal with additional programs such as sports," she said. "I love working with this age child. Junior high students are very special. They also have an adjustment to make when they come to junior high." She said it takes students a while to get used to changing classes instead of attending school in self-contained classes. They have to make decisions about classes and have more extracurricular activities from which to choose. Hamilton has an open door policy at her school. "Students can come talk with me any time. I circulate throughout the school and on campus. I always eat lunch with the students. I don't want them to know me as 'the lady in the office,' " she said. According to Hamilton, most of her time is spent on instructional matters. Sometimes she teaches a class for a teacher who is absent. She frequently observes in the classroom. "My day begins about 7 a.m. and ends at 5 p.m. I do my office work after teachers leave for the day about 3:30," she said. Last year the seventh grade was added to the junior high, making the total enrollment nearly 800. Emphasis was placed on academic excellence in all grades, and for the past two years standardized test scores for the school have been the highest in the county. "Even though we have overcome many obstacles during the last two years, Columbia Junior High has consistently performed at the highest academic levels. By viewing all students as individuals, we are able to meet their needs and expectations," said Hamilton. Students and staff at Columbia Junior High who were there two years ago when the school was going through turmoil are especially proud of their school today and believe the Partnership for Excellence motto has paid off. 6 Georgia ALERT, May 1984 FREDERICK DOUCLA SS HICH Douglass High principal Lester Butts in front of the school's goals for 1983-84. Lester Butts Frederick Douglass High School Atlanta City Schools The climate of Douglass High School is that of an institution whose main purpose is to develop minds, to institute right attitudes and ideas, to develop character, to help students find out who they are, where they want to go and to provide some means by which their goals may be reached. The climate created in this school was no accident. It was begun before the physical building was completed, according to principal Lester Butts. Butts and a small group of efficient and interested staff, parents and prospective students planned the direction of the school during the spring and summer of 1968 before the opening of the school in August of that year. The new school was composed of students and selected faculty from three rival schools all located within three or four miles of each other, yet of the most diverse socioeconomic range in the city from public and low-income private housing to the most affluent residences. In a single year, however, these combined student bodies, parents and teachers became such a cohesive unit that the school was awarded the WSB School Spirit Award in its first year of operation. For its 16 years the school has maintained this positive climate . Butts, whose leadership is the key to the school Program, provides the setting for a positive approach to learning and allows all segments of the school family to participate in decision making. "He's firm but fair, supportive but not maneuverable, knowledgeable but not pompous," is how Butts is described in the entry form for Schools of Excellence. Douglass not only won a state award in this program, but also was nominated for a national award. "Because Douglass' student body is predominantly black, there is no racial bias in our school. However, the diversity in the socioeconomic level of students could cause discrimination," said Butts. "We won't let this happen at Douglass. We won't let a student's economic problems keep him or her from participating in any school activity." The school's queen contest is a big event each year. "If a student meets all the academic and other qualifications for the contest and can't afford a new dress for the dance, the school buys the material, and the dress is made in the home economics classes or by a hired seamstress," he said. "In most schools, the queen's escort must rent a tux, but we use our ROTC students, who wear their uniforms to escort the contestants." Butts said he won't allow excuses such as economic depression or race to be used by students for not learning. "I stress to students that they don't have to tell people they are quality - let them find out by observing." Butts and his staff are aware that economic barriers can restrict some students from learning. "One of our priorities is to motivate students to desire to achieve. Some of our students have never seen their parents read a newspaper or book, and students - especially male students - are often called sissies if they exhibit an interest in school," he said. "We use role models to reach these students. Persons who have achieved in a particular area such as sports and who come from similar backgrounds as these students talk with the students about how they dealt with similar pressures." Butts believes the principal's major role is to be in charge of academic offerings and to remove barriers from learning. He believes a good principal guards a student's time on task and keeps morale high in the school. Douglass High School's success is an outcome of the extended family concept. All of the school's programs, policies and practices are based upon what is best for the whole, with each member contributing to achieve agreed-upon goals. "Deciding what is best, however, is nof easy because of the diversity of" the family members," said Butts. "But through planning, discussing, negotiating and even compromising common goals are agreed upon." The first senior class was graduated from Douglass in 1970. Of the 349 graduates, 38.9 percent went to four-year colleges. That figure has increased. Last year 66 percent of the students enrolled in college. The number of National Achievement finalists for Outstanding Negro Students has increased from one to as many as 10. The school has had one National Merit finalist, and the number of semifinalists in the National Achievement Scholarship Program for this year is seven, the largest number from a single high school in Georgia. Like most principals Butts works much longer than an eight-hour day. He not only serves as school administrator, he often teaches classes and serves as a resource person for teachers. "I believe a principal can command more respect when he demonstrates talent in the classroom," he said. It is obvious from the good relationship Lester Butts has with students, staff, parents and community leaders that he does not lack respect. Butts often teaches classes and serves as a resourceperson/or teachers. He believes principals can command more respect when they demonstrate talent in the classroom. Cro-l :l :l Q ~- ..., Georgia ALERT, May 1984 7 In the late '60s and early '70s it became fashionable to grade students on a pass/fail basis. But what did "pass" mean? Parents want to know whether their kids are doing great or just getting by. Now the trend is toward the old-fashioned A, B, C, F and numerical grades. Confusion or Communicationt "Johnny can't read," said Mrs. Adamson, the boy's teacher for the last eight months. "At least not at the fourth grade level. Not well enough to go on to the fifth grade next year." Mr. Jensen glared at the teacher. His wife seemed more bewildered than angry. "But we don't understand," she said. "All year, on every report card, he's always had good marks in reading. Now you say he's failing? How ..." "Please," Mrs. Adamson interrupted, "let me try to explain. It's true that Johnny's reading has been Story by Wagers Chenault Photography by Glenn Oliver evaluated as satisfactory, but not at the fourth grade level. Actually, he's been struggling to get through the third grade reader." "Struggling? With a third grade book?" Now the father was really hot. "If he's been struggling, why have you been telling us all year long that he's been doing satisfactory work?" "Try to understand, Mr. Jensen. Satisfactory can mean anything from good to just above failing. I'm afraid in Johnny's case ... " It's an old story for many teachers and parents. The report card, the primary line of communication between school and home, is often not up to the task. And the problem seems to be getting worse. Over the past 15 years many schools have adopted a satisfactory/ unsatisfactory or pass/ fail grading system. These grades are confusing and imprecise to parents familiar with the A, B, C, D and F of their own school years. Unfortunately, report cards have become less understandable at a time when they are needed most. More mothers are going to work outside the home, and more parents are 8 Georgia ALERT, May 1984 working overtime and holding second jobs. These factors make it increasingly difficult for teachers to meet with parents or even reach them on the phone. So the report card has to do the job. How can it be changed to do the job better? About two years ago western Georgia's Carroll County School System decided to do something about the problem. The Superintendent's Teacher Advisory Committee (STAC) is a group made up of Carroll County Superintendent Travis Edmondson and a representative from the faculty of each of the system's 16 schools. Their first regular meeting was in the fa ll of 1982. Jan Hamilton, who represented Villa Rica Primary School, recalls, "At the first meeting Dr. Edmondson asked 'What concerns do you have that you feel we need to address?' Everyone said, 'Report Cards! ' " Judy O'Malley, direc tor of curriculum and instruction for Carroll County, asked STAC members whether they would be willing to work on a revision of the reporting system. The challenge was accepted, and the group , together with O'Malley and public relations director Jim McKinnon, began their study. There were a number of factors to be considered. STAC members agreed that standardization was needed. Each system in Georgia has authority to devise its own report card, but in the Carroll County system there were differences among the individual schools. At that time most, but not all, of the system's primary schools used the satisfactory and unsatisfactory grades. The elementary schools used A, B, C and F, but there was no explanation of exactly what those letters meant. All of the high schools issued numerical grades, but the formats of the report cards varied from school to school. For instance, at Central High School students received a mini-report card from every subject teacher. According to principal Donald Fussell, this gave each teacher an opportunity to make extensive comments. But Fussell acknowledged that parents were deprived of having a complete record of the academic year on one document. After a year of discussion and after reviewing report cards from other systems around the state , STAC members agreed on cards to be used by all schools in the Carroll County system. High schools still use numerical grades, but now they all use the same cards. Primary and elementary schools have adopted the A, B, C and F grades for academic subjects. Grading is made more precise by using plusses and minuses. And the new report cards clearly indicate the numerical equivalent of the letter grade. Satisfactory and unsatisfactory are still used for nonacademic subjects such as physical education and conduct. According to O'Malley, grading primary and elementary students on mathematics and reading is a particularly tough problem. Like Johnny, many fourth graders are not ready for a fourth grade reader. Teachers provide these students with less advanced materials, and the students are graded according to how well they do with that material. That is the grade that appears on the report card. Many parents assume that is the grade that determines their child's eligibility for promotion. But unless the student, at some point during the school year, progresses to the fourth grade reading level, she or he could fail the fourth grade. Using grades such as "satisfactory" compounds the confusion. Even if Johnny's parents had realized the boy was reading at the third grade level, "satisfactory" does not tell them whether he is almost to the fourth grade level or barely above the second grade level. Johnny's future teachers will also be confused and, more important, so will Johnny. Carroll County's new report cards were designed to end that confusion . In addition to an A, B, Cor F grade, the card clearly indicates whether the student is at or below the appropriate grade level in reading and mathematics. "A report card by itself is not going to get the job done," contends Anthony Wilkins, principal at Carroll County's Sand Hill Elementary School. However well-designed, no report card issued just four times a year should be considered sufficient communication with the parent. As a result of STAC's recommendations, Carroll County has initiated a policy of sending letters to parents. The first letter is sent to each home in late September and discusses where the student is academically and where she or he should be at the end of the school year to be eligible for promotion. A second letter may be sent in January and a third in April. Both are mailed directly to the parents of students who are having difficulties and are faced with the possibility of failing the grade. Carroll County is presently revising its midterm progress report. Some feel these should be as complete as the endof-term report cards. Others believe the midterm report should focus only on problem areas. All of this is done now in Carroll County as a matter of policy. Many teachers go beyond these Parents aren't the only ones happy with the recent changes in report cards. Teachers are now able to chart a child's progress more accurately. And students can experience the satisfaction of moving up from C to B to A Georgia ALERT, May 1984 9 .1. requirements and take it upon themselves to make additional contact with parents. "Report cards, letters, midterm progress reports and parentteacher conferences, I don't know which one is the most important part of the reporting system," says Wilkins, "because it takes them all." Results? This is the first year that the new report cards have been used. But already Carroll County teachers and administrators have received indications that parents support and appreciate the new card. And students, especially those in primary and elementary schools, seem to like the more structured, precisely defined grading system they like to know where they stand. In fact, in regard to the renewed popularity of the A, B, C and F, Judy O'Malley says, "I think that teachers feel better, students feel better, and parents I know feel better with this type of traditional grading system." Problems remain. Teachers, already overburdened with administrative chores, are being asked to spend more time and take more care in preparation of report cards and other communications with parents. Some students, particularly in high school, will continue to forge their parent's signature, alter grades and even intercept the U.S. mail. But the teachers and other educators in Carroll County feel they've made a good start. Parents have a better idea of the progress their children are making in school. And that gives them the opportunity to exercise one of their most important responsibilities- to participate in the education of their children. Penny Bradley, an English teacher at Carroll County's Central High School, believes a teacher's responsibility goes beyond just filling out report cards. Letters, phone calls and conferences with parents are sometimes more effective. Don Fussell, principal at Central High School, has some reservations about the new card. "There's no best system . .. I like the idea of a direct comment by each teacher, which I've lost, but I also like the idea ofa graphic picture of the whole year, which I've gained." Jim McKinnon, director of public relations for Carroll County Schools, recognized that confusion over the meaning of "satisfactory" was causing a serious PR problem. "Somewhere along the line parents would feel we weren't telling them the truth." Anthony Wilkins, principal at Sand Hill Elementary School, stresses the importance of letters to parents and parent conferences. "A report card itself is not going to get the job done." 10 Georgia ALERT, May 1984 Jan Hamilton, a reading and physical education teacher at Villa Rica Primary School, believes the new report card gives parents "a better idea of where their child actually is. This may not be the answer, but it's a step better than what we had." ""' -......... Judy O'Malley, director of curriculum and instruction for Carroll County Schools, thinks "teachers feel better, students feel better and parents I know feel better with this type of traditional grading system." ... Hello EduEation I Story by Gilda Lamar Watters Photography by Glenn Oliver [omputers [ome To [lass Carol Swinney, coordinator of the Macon Computer Center, explains the workings ofthe Apple lie computer. The center provides staff development in technology to teachers, administrators, media specialists, superintendents, support staff and department of education personnel. It was not surprising a few years ago to hear the over-50 generation say "the little red school house just isn't what it used to be." Indeed, since this group attended school - when anything besides readin', 'ritin' and 'rithmetic was considered a frillschools have changed. But nowadays it is not unusual even to hear people 25 and younger say that education is not the same. Many people who finished high school a few years ago find that the marvels of technology then are mundane and commonplace today. And what is advanced technology for today's student had not been dreamed of a few years back. The amazing computer certainly has changed things. And not for students alone; teachers and administrators too are finding the use of computers exciting and rewarding. Technology in Georgia schools, of which the computer is a part, started at the grassroots, according to J . R. Pennington, director of the Georgia Department of Education's Technology Task Force (ETTF). Parents, teachers, media specialists and others strongly voiced the need for students in their community to be able to keep up with changes nationwide by becoming computer literate. In many cases local boards of education that were financially able bought computers for their schools. Sometimes, businesses or civic groups in the community donated equipment and software. Georgia educators realized that to keep up with the changing times the use of technology in education not only had to be encouraged but also had to be guided. In 1983 State School Superintendent Charles McDaniel put together a fact finding committee of local superintendents interested in coordinating and developing education technology in the state. Their recommendation to McDaniel was to establish a task force for coordinating the development and use of technology for school systems and the department of education. Their desire was to see technology in education and in education administration guided along the road that would best lead to what local school systems need. ETTF was organized as a three-year, at-large unit of the Georgia Department of Education, with each of the five administrative offices represented by one member: one full-time director, Pennington, from the Office of Planning and Development; and four part-time members, Jane Lee from the Office of Georgia ALERT, May 1984 11 State Schools and Special Services; DaLinda Brown from the Office of Instructional Services; Jerry Roseberry, interim representative from the Office of Vocational Education and Weyman Culp, interim representative from the Office of Administrative Services. The part-time members spend one quarter of their time on task force activities and the remainder on technology related activities within their respective offices. According to Pennington, ETTF is taking its job one step at a time. Technology is changing so quickly that the task force finds long-range planning difficult. "Our biggest thrust at the present is making schools aware of the potential of computers," Pennington said. "Many computers are capable of doing whatever you want. But first you must know what you want. Then you must match the use, the money, the training and the flexibility of a particular system to your school or system needs." The task force is too small to provide consultation for school systems individually, but working in conjunction with other education groups, it provides technical assistance and staff development for groups of systems. The fact finding committee set up by McDaniel also recommended that school systems combine to purchase the equipment and training each on its own could not afford. A group of 67school systems formed the Education Technology Consortium and developed the computer center located at Macon Area Vocational Technical School. Since August last year, the Macon Computer Center has trained more than 1,800 superintendents, principals, teachers and department of education personnel. Administrators learned computer awareness and operation, how to evaluate software and hardware and how to use microcomputers in education. Special workshops are scheduled later in 1984 for consortium system secretaries, media specialists, teachers and vocational supervisors. ETTF and the consortium have worked together in developing the computer center's course offerings. In addition to staff development, ETTF has given attention to networking. They designed and distributed statewide a survey to establish an inventory of school system technology resources and consultants. An electronic data base will be established within the department of education to make this information available to systems. ETTF also established the Georgia Education Technology Advisory Council, a cross section of educators, vendors and the public . The council is a sounding board for the task force to make sure that education technology is in step with technology advances in business and industry and that it meets the needs of local systems. The department of education also is working closely with the Georgia HighTechnology Advisory Council, established in 1982 by executive order of former Governor George Busbee. The council advises the governor, the Georgia Board of Education and the Board of Regents on improvements needed in high technology training to meet current and future needs of industry. Whereas ETTF functions for elementary and secondary schools, the department employs a high technology coordinator in the Office of Vocational Education to ensure that Georgia's postsecondary vocational programs meet industry's needs. Ray Morrison serves as liaison with the High Technology Advisory Council, the Department of Industry and Trade, vocational schools and industries. Morrison makes sure that postsecondary vocational school programs meet requirements for state and national accreditation. Schools that will be requesting sanction by the national Accreditation Board for Engineering and Technology are in Athens, Savannah, MariettaCobb, Augusta, DeKalb and Columbus. Morrison also works closely with the Georgia business community and the Techniquip Partnership Program. Plans are under way to expand Techniquip, which offers incentives such as tax credits to industries which donate money, equipment or personnel to the state's training and education programs. State and local efforts to use computers in schools were joined by business's efforts to sell them. Technology in education is big business for computer manufacturers. It's a matter of simple arithmetic. According to Market Data Retrieval, a Connecticut research firm, the average grade school in the U.S. now owns 3.6 computers, while the average high school has 10. But those figures are likely to double annually for the next several years. At universities, computers are expected to become as common as stereos in dormitories. According to Pennington, you can find almost any type of computer in Georgia schools, but the most commonly used ones are manufactured by Radio Shack, Commodore, Apple and IBM. These vendors and others frequently court schools, giving them not only discounts but also training incentives to get their machines in the school door. That is important to the companies, because a foot in the door at school often means a foot in the door at home. Students working on computers at school often persuade their parents to get the same brand at home. With profits at stake, computer vendors often offer free instruction, instructional materials and equipment to school systems. DeKalb County is an example of this. It recently was selected as one of 27 systems nationwide which will participate in the Model Secondary School Computer Literacy Known as "Georgia's Renaissance Man of Education Technology," Randy Pennington is the Education Technology Task Force director. He is an internationally known technology consultant to 43 states and six foreign countries. Sixth graders at Rome's West End Elementary School are mastering mathematics and more in a pilot program, From Abacus to Computers. Harold 12 Georgia ALERT, May 1984 Smith, p resident of the Northwest Georgia Chapter of the Georgia Society ofProfessional Engineers, helps students apply metric skills and concepts. Above, Wesley Turner, senior marketing engineer with Georgia Power, helps students gradually byte into the basics of computer programming. Ed Yeargan, below, of Battey Machinery Co., makes learning about weights and measures easier by explaining the computer program's applications to engineering. Georgia ALERT, May 1984 13 Program. IBM will donate 90 personal computers and selected software to five DeKalb County schools. In the last two to three years most Georgia school systems put personnel on staff with some expertise in computer technology. Several systems have computer coordinators, as do all 16 Cooperative Education Service Agencies (CESAs). Schools use computers for teacher and administrative support, from sending personalized letters home to parents to maintaining attendance and budget data. However, one of the most effective and probably most-talked-about areas in which computers play a part is instruction. Research indicates and parents agree that today's children are more eager to learn when computers are used in teaching. "The computer's impact on students is phenomenal," Pennington said. "All students- handicapped, gifted, remedial, average - all of them have been greatly affected by computers in the classroom." At the Atlanta Area School for the Deaf in Clarkston, computers will soon be used for instruction. According to task force member Lee, studies indicate deaf students read better with them . The school will use a new computer language called Logo, which features a triangular cursor called "turtle." The cursor is manipulated to draw an unlimited number of shapes on a screen, and children learn words, problem solving skills, the difference between right and left, basic elements of programming and geometric concepts they normally would not learn until junior high school. Computers are equally effective with visually impaired students. The Georgia Academy for the Blind in Macon has Apple computers with state-ofthe-art features such as voice output devices which read what is on the screen. It also has computers which enlarge print up to five inches. Sixth graders at West End Elementary, a Rome city school, find mathematics more interesting since computers have been put into their lab. The program, From Abacus to Computers, is taught by Georgia Power Company, General Electric Company and Georgia Society of Professional Engineers personnel three days each month. Helen Smith, guidance and counseling director for the system, said the program will be expanded next year. Students in Georgia schools who need remedial work to pass the criterion-referenced tests find computers just as rewarding as do gifted students who want to write their own programs. Technology enhances learning, educators agree. But it is not a new thing, Pennington reminds. When instructional television, tape recorded lessons, overhead projectors and typewriters first hit the schools, they were new and advanced for their time . It took a lot of encouragement, enthusiasm and training to get educators reluctant about newfangled gadgets to try them. The difference is that the other devices were limited in their application to teaching. The computer's potential is limitless, he said. CESAs have made computer use in local schools their 1984 priority. They are teaching teachers and administrators how to plan for computer purchases. They have given workshops on how to use Logo. They have trained school personnel in how to use software effectively. (A software preview and evaluation consortium is being developed by Central Savannah River CESA and Northeast Georgia CESA.) Many CESA technicians have been trained to care for and maintain Apple and TRS-80 computers and are providing repair service to local systems. Charles Thompson , director of Metro CESA, sums up what his and other CESAs are doing, "Our whole direction is becoming more technology intensive and less labor intensive ." Pennington says planning is the key to successful education in the future . "And planning must be done by those who are technologically literate," he said. "The computer is the tool of the information age, but education leaders must look beyond the computer and understand that the tool is changing not only the content of our knowledge but also the way we process, access and apply that knowledge ." Georgia is one offew states that provide technology training to department of education personnel. Here Bert Griffin, compensatory education consultant, works on an Apple lie at the Macon Center. Sue Moore, VOT coordinator at Shamrock High School, clues in Wade Adams, industrial arts teacher, on the many ways computers can be helpful to the classroom teacher. ~ 14 Georgia ALERT, May 1984 Pine Street Elementary School students in McDuffie County can't seem to get enough of learning, especially when they work with the machines in the school's new Skills Center. Come On In The Learning's Fun! Story and Photography by Julia Martin "This is fun - no lion," proclaims the brightly painted king of beasts at the entrance to Pine Street Elementary School's Skills Center. And to the students inside working diligently on machines which look like robots, computers and calculators, the lion is telling the truth. Who would ever guess it could be such fun overcoming learning deficiencies? The McDuffie County School's Skills Center opened in the fall of 1983 with approximately 40 learning machines of five different types to remediate criterion-referenced test (CRT) deficiencies of the school's fifth graders. In fact, according to Principal John Hammond, the state CRT was a springboard for developing and funding the center. "All the machines and materials are crossreferenced to the CRT," Hammond said. "Once a student's weaknesses are diagnosed, our teachers write individual reading and mathematics programs to be used in the Skills Center. The teachers can prescribe the proper work at the proper machine. We can test mastery of the concepts on the machines, too." And what makes the learning fun are the machines. They consist of Charlie, described in the literature as "the lovable teaching robot from a distant galaxy;" the Tutorgram, an electroboard which looks like a Polaroid camera; the Digitor, which is similar to a calculator; the System 80 machine which uses records and pictures to teach the students; and the Rainbow Spectra. All except the Oigitor can teach reading and mathematics; it teaches only mathematics concepts. A new machine, the Alpha Master, which teaches only reading concepts, was added to the center in January. "The children's favorite is the Rainbow Spectra because it is more like a computer," said teacher Kay Sanders. In one language drill, students read paragraphs on the machine and put them into logical order. Charlie features a board that lights up with the correct answer as well as a written answer sheet. The Tutorgram is similar in that cards are placed on the machine which lights up when the correct answer is touched with a stick. On the System 80 machines, students insert records, listen to the instructions, read the screen and press the button below the correct answers. A voice tells the child if the answer is correct or not. Once the students have reviewed the material, they can go to the test record or take a written test on the material covered. "If a child still does not master the concepts from the machine and the written test, he or she can go to an activity book and work from there ," Sanders said . The Skills Center is not only a place for students to remedy their deficiencies, but also it is a place for them to learn self-reliance and good work and study habits . Fifth graders come in two days a week for 45 to 50 minutes - one day for mathematics and one for reading. The center's three teachers and two aides prepare a folder each day for the child's work which contains a continuous record of progress. Each student works from the folder, alone or with needed help, thus enabling the work to be individually paced. Color coded wheels are turned each day so students can eventually work with each machine . In addition to the fifth graders, compensatory education students are served in the center four days a week. The county's migrant students spend two days a week in the center. With the center's expansion in January, two thirds of the school's fourth graders are also being taught on the machines. "And we plan to have all fourth graders scheduled into the center next year," Hammond said. Even Pine Street students who are not deficient in any areas tested by the CRT use the Skills Center for enrichment. "We know it works," Hammond said, "because the students are now passing tests on those skills that we know they had not mastered before coming into the Skills Center." Pine Street Elementary School's Skills Center is popular with visitors from colleges and other school systems, and that's just fine with Hammond. He said, "It's nice. We know we are helping our students. Now we can share and help others, too." Georgia ALERT, May 1984 15 r "Excellence is never granted ... , but as the reward of labor." Sir Joshua Reynolds 16 Georgia ALERT, May 1984 by Julia Martin What does it take to be excellent in public education? What makes a school, an administrator, a teacher or a student outstanding? Excellence is the result of hard work. Many dedicated people in Georgia public education have made strides toward excellence for many years. And thanks to new state excellence recognition efforts, their hard work is being noticed, honored and emulated. The Georgia Department of Education has honored excellence in teaching for almost 20 years through the Georgia Teacher of the Year Program. A monthly recognition of excellence by the Georgia Board of Education at each meeting began in January 1983, honoring students, administrators and curriculum areas. The Georgia Scholar Program was also begun that year to honor graduating seniors who excel in all phases of school life, community activities and the home. The first criterion a Georgia Scholar must meet is to score 1200 or more on the Scholastic Aptitude Test (SAT). The newest program, Georgia Public Schools of Excellence, began in 1984 and is highlighted here. The other programs will be spotlighted in future issues of Alert. "The goal of the Schools of Excellence Program is not necessarily to find the best schools in Georgia, but to identify schools that are doing an exceptionally fine job," said State School Superintendent Charles McDaniel. "The schools will be examples of outstanding programs from various regions of Georgia. We hope that their excellence will serve as examples to other schools in our state." Georgia's program is an expansion of the national Secondary School Recognition Program sponsored by the U.S. Department of Education. The national program recognizes only middle/junior high and high schools, but Georgia's program was expanded to include excellent elementary schools as well. School systems were invited to nominate one school on each of the three levels. Entries were grouped by congressional district and sent to judges in North Carolina and Tennessee. Schools of Excellence were chosen based on their administrative leadership, teacher effectiveness, parent and community support, positive school environment, clear academic and behavioral goals, regular monitoring of student progress, wellcoordinated curriculum, evidence of student responsibility and effective staff development. The first district's 1984 Georgia Schools of Excellence are from Chatham, Glynn and Bulloch counties. May D. Howard Elementary School in Chatham County may appear to be isolated on an island, but it is actually in the middle of activities which make the school excellent. The Every Child a Winner physical education program is a national demonstration site. May Howard School also piloted one of the first programs for the gifted in Savannah, which has grown into the SEARCH program. Kindergarten students are in a computer pilot program learning not only basic language arts and mathematics concepts, but also basic operations and computer terminology. Students write and publish a school paper twice a year and produce a daily television program called "The Morning News and Weather." The school's leadership says that May Howard is "recognized by the community as an excellent school , with concerned and conscientious teachers and effective programs." They believe that the complete curriculum and excellent resources, the dedicated staff and strong parent support are three factors which contribute to the school's success and the pride that parents, staff and students feel for it. A special effort has been made at Glynn County Middle School in Brunswick to open lines of communication among administrators, teachers, parents, students and the community. A report card was sent to parents to evaluate the school's performance in instruction, discipline, facilities and communication. More than 50 percent of the cards were returned with the majority favorable. Glynn Middle also has made a conscious effort to involve nonparents. At least half of the members of their Citizens Communication Committee do not have children in the school. Committee members receive information about school activities and react to it in regard to the concerns and suggestions of the community. Students at Statesboro High School in Bulloch County with above average ability may enter Program Challenge, a rigorous college prep program. It has provided the proper motivation and advanced study needed by the academically gifted students. Joint enrollment with Georgia Southern College also meets the needs of advanced learners. And , as a comprehensive high school, Statesboro also offers a variety of vocational training courses to its students. School officials believe that the ROTC program has been a particularly positive addition to Statesboro High. It gives an opportunity for students who have not excelled in other areas to develop leadership skills. ROTC has been their answer to the needs of many of their students and the community's support and acceptance have been extraordinary. G) ro :l :l Q ~... Travis Gough (left) and J. T. Thompson (right), students at Columbia Junior High in Grovetown, proudly raise the flag designating their school as a 1984 Georgia Public School of Excellence in the Tenth Congressional District. Georgia ALERT, May 1984 17 r At Statesboro High, order and discipline are stressed as a necessary feature of a successful school. Saturday School was begun last year and provides an alternative to suspension for students who violate the behavior codes. Statesboro High has an orderly, disciplined academic climate. The second district 1984 Georgia Schools of Excellence are from Ben Hill, Thomas and Lowndes counties. Ben Hill County Elementary School served as a state demonstration site for the K4 curriculum guide, "Personalizing Instruction for Georgia's Children." The approach takes into account each student's interest, experiences, needs and learning styles. Ben Hill's teachers felt that to be successful they needed to vary their instructional styles and strategies, and the new state guide met their needs. While the concept was developed for K-4 teachers and students, they have spread throughout the school. Ben Hill teachers in grades 5-7 have begun to implement the approach in their classrooms. The teaching methods give Ben Hill students selfconfidence, helps them take greater responsibility for their own learning, helps them learn to work together and emphasizes the development of reading, writing and mathematics skills. In 1979, Ben Hill Elementary also piloted arts projects sponsored through the Southeast Coalition for Arts Education from the U.S. Office of Education. As federal funds were cut, local money has been used to continue the worthwhile project. Four years ago, Magnolia-Chappelle Middle School in Thomas County successfully made one school out of two and changed from a traditional junior high with two grades to a middle school with three grades. Their success in integrating two schools, two faculties and implementing a middle school program has given Magnolia-Chappelle a cohesiveness that is apparent. Everyone feels a sense of one school and one spirit. School officials believe that the main element behind the success of their school is their "stable and caring faculty whose main interest is in the educational, social, physical and maturational development of their students." Magnolia-Chappelle's learning environment requires strict discipline so that no student's behavior interferes with another's right to learn. An in house suspension center, of which they are proud, is staffed by a teacher and two aides who instruct the students placed there. The program has improved discipline, cut out-of-school suspensions to none and improved the academic achievement of students served by the center. "Hustle and Harmony" is Magnolia-Chappelle's motto, and it works! Lowndes County High School in Valdosta is a comprehensive high school with over 50 percent of its graduates entering the job market or going on to further vocational training. Approximately 40 percent enter college. So the school's primary education goals are to develop marketable job skills and to prepare students for further education. Valdosta State College lends support to the academic areas with dual enrollment and early admissions programs. Peer tutors at Lowndes are available upon request to help other students having problems with their studies. They are a select group of volunteers and they receive elective credit for their work. Lowndes teachers believe that one of its greatest successes has been the strengthening of academic standards which has renewed the faculty's enthusiasm for the art of teaching. Raised educational standards, higher test scores, a firm administration and opportunities for student achievements are encouraging Lowndes students to strive for excellence. Putnam County Middle School in Eatonton was named a School of Excellence in the Eighth Congressional District partly because of the dramatic three-year increase of students'scores on the state criterion-referenced testsas much as 400 percentage points. The 1984 Georgia Schools of Excellence from the third district all come from Muscogee County. At Fox Elementary School there is plenty of room for leadership. Two Fox teachers helped write and develop the Muscogee County School District Health Project that has been validated at the state and national levels. Last year Fox piloted a drug abuse education program that has been approved as a part of the system's elementary health program. In the past four years, three Fox teachers have been named Muscogee County Teacher of the Year. Fox's principal received state outstanding elementary principal awards in 1982 and 1983. The school has also received the School Bell Award for an Outstanding School Program for its preschool program. The preschool program at Fox involves parents and children ages one month to kindergarten. It has not only developed positive results in involving parents with the growth of their children, but also has fostered positive community and parental support for Fox school. A pre-first grade program was developed seven years ago for students not ready for a regular first grade . It has greatly improved the students' attitudes and behavior and enables them to move into a regular first grade the following year and experience success. Through these programs Fox has overcome a major problem for schools in low socioeconomic neighborhoods, that is the lack of readiness that students entering first grade and kindergarten possess. The low self-concepts of the students is partly overcome by ongoing recognition and projects to develop positive feelings in the students toward themselves and their school. The success at Rothschild Junior High School in Muscogee is attributed to their strong, supportive administration and the enthusiastic, competent faculty that has a spirit of cooperation. Because of the combined efforts of the teachers, students have improved their criterion-referenced test (CRT) and other test scores. In fact, in the last three or four years, Rothschild students have ranked first or second among the junior high schools in the county. Academic weaknesses of the past have been overcome . Two years ago Rothschild's students, despite being from a lower socioeconomic group of extremely transient students ranked second in the city on CRT reading scores and third in mathematics. Successful involvement in science bowls, forensics and mathematics tournaments are evidence of the emphasis Rothschild places on academics. In fact, Rothschild had the state first place winner in 1982 and 1983 in science fairs . And in 1982-83 the school had more district science fair winners than any other junior high in Columbus. Shaw High School in Muscogee opened in 1978 with three features unique to their area - open space, team teaching and an advisor-advisee system that coordinated teachers and counselors. All three were part of the Shaw Plan which was used as the blueprint for future growth of the school. In retrospect, Shaw officials see that these three areas have remained attributes which distinguish the school as a progressive leader in curriculum. Tearn teaching is the most important aspect of the Shaw Plan. The open space satisfies the physical space requirements, but the teaming is the key element for success. The advisor-advisee system is an organized approach to planning, relating and providing students with personal communication. Faculty members advise students from the four grade levels and work with a particular counselor. Officials believe that the teachers better understand the total program by being involved with a variety of students. Shaw has set goals and high expectations for all 18 Georgia ALERT, May 1984 members of their school community - parents, teachers and the administration. With that background, Shaw students have responded with pride in their school, hard work in their studies and high hopes for their futures. The fourth district Georgia Schools of Excellence are from DeKalb and Rockdale counties. Parent involvement is a vital part of Rockbridge Elementary School in DeKalb County. The PTA funds the purchase of instructional materials, equipment and other necessities. Parents in the Volunteers in Public Schools program assist teac hers as classroom aides and tutors, check on absent students as Headhunters and serve as library aides. The volunteers in the Apple Corps are parents trained in the use of computer-assisted instruction, and one parent per classroom works with students and computers on a regular basis. Other parents serve as resource persons and speakers and as instructors in the middle years exploratory program. In response to requests from parents for help with parenting, the PTA and school have developed a parenting library and scheduled periodic study groups and speakers . The parent volunteer corps has been recognized as outstanding by the state PTA School officials attest that Rockbridge's teachers give 110 percent daily to students, encouraging them to test personal limits. The working relationship among the staff is highly cooperative and professional, with each setting high standards for themselves as well as for the students. Rockdale's County's Edwards Middle School has academic excellence as its primary concern. The school's positive learning environment ensures that students are able to progress. Edwards' reading and mathematics programs are sequential and taught by all academic teachers. Students must demonstrate mastery before they can advance . A common teacher planning time during the school day allows the parent and counselor to meet with all of their child's teachers at once. Team teaching is stressed. Students are assigned so that two to three teachers are responsible for the major part of their academic day. This allows for consistent expectations and reasonable daily assignments. Road signs were given to Georgia's first Schools of Excellence at the awards banquet, sponsored in part by the Blue Bird Body Company. In such a large school as Edwards, with 1,200 students, maintaining staff identity has been difficult. Edwards developed a school-within-aschool concept to reach that goal. Weekly grade level faculty meetings are held instead of traditional schoolwide meetings. The common grade level planning time allows groups working together to cooperate and plan more effectively. Cro-l :s :l Q .~..- Paige Howell from Jackson Road Elementary School in Griffin-Spalding County was one of 10 students who spoke before some 600 guests at the 1984 Georgia Public Schools of Excellence Awards Banquet. Her school's tee shirt proclaims, "Life Swings at Jackson Road School." While academics are stressed at Edwards Middle, the administration and staff also recognize the need for each middle school student to explore many areas. A full exploratory program includes band, business education, music, industrial arts, home economics and art at each grade level. Students are also involved in an extensive environmental education program and an outdoor adventure program. Heritage High School in Rockdale has had lots of successes. A new peer tutoring program operates before, during and after school. Registration for new terms is held at night rather than during class time . Morning announcements include the names of students and staff who have made a special achievement. A Parents Advisory Committee meets regularly with the administration. Neighborhood businesses participate in the school's work-study program. Heritage's Junior ROTC unit has been selected by the U.S. Department of Defense as an honor unit four times in the past five years. Heritage is proud of its strong academic programs, advanced level classes, gifted program, independent study options and joint enrollment with DeKalb College. But opportunities also exist to combine these academic options with hands-on experience in a number of ways - psychology students use the day care classes in the vocational child care program for observation and developmental study; art class sketches and photographs are printed by the graphics arts classes, and independent study computer students serve as tutors and aides in computer classes. Academic expectations are high at Heritage, but are never held in isolation of all the other opportunities that exist. Georgia ALERT, May 1984 19 regardless of circumstances, individual successes can be achieved by perseverance and a positive attitude . The administration and faculty stress the positive effects of togetherness, love, pride, concern and responsibility, acting as an extended family. As a result, Douglass' students are envied for their school loyalty and overall academic and social successes. For 16 years the school has maintained this climate which allows concentration on academic tasks. The factor that has affected Douglass' success the most is the overall stability of the faculty and student population . Three key concerns have been instilled in them - the family concept, pride in the school and business as usual every day - the business of education. Gloria Hamilton, principal of Columbia Junior High, shows off the excellence certificate her school received. Governor Joe Frank Harris presented the certificates at the banquet on behalf of the State Board of Education and the Georgia Department of Education. Sixth district 1984 Georgia Schools of Excellence come from Griffin-Spalding County and Douglas County. The 1984 Georgia Schools of Excellence from the fifth district are in Fulton County and Atlanta City systems. North Roswell Elementary School in Fulton County feels that it has maintained high edUcational standards, and that perhaps the area of greatest growth has been in school/community interaction. With a membership of about 80 percent of the students' parents, the PTA is an active, vital part of the school. It recruits and organizes volunteers to staff the school's clinic, conduct storytime classes, help shelve books and create displays in the media center and assist health officials in screenings. The cultural arts committee of the PTA brings local artists into the school. The PTA not only supplies volunteers, but also supports the school with additional finances for ground and building beautification and additional audiovisual equipment and a computer. Another school/ community group success is the North Roswell Adivosry Committee whose members are administrators, teachers, parents and other community leaders . They receive information regarding school programs, facilities and operations and react by expressing the individual and collective questions and concerns of the community they represent. Community involvement enhances North Roswell Elementary's program because decisions about matters of curriculum and instruction are ultimately left to the teachers and administrators who have professional training. The two groupsschool leaders and community leaders - work together in a successful team. Sandy Springs Middle School faculty in Fulton County wrote, implemented and revised the system's current middle school curriculum and continues to provide feedback on its strengths and weaknesses. Because the teachers have a vested interest in the curriculum, there is a greater effort to concentrate students on the academic tasks that the teachers helped develop. Interdisciplinary studies, foreign languages, exploratory courses, mini-courses and a physical education program round out the Sandy Springs Middle School curriculum. The school serves a student body with diverse cultural heritages , parental occupations, expectations and family stability. The school staff has been aware of this mixture of cultures and has made it a muticulturallearning experience. Sandy Springs Middle is an exciting environment where education is viewed as a journey, not a destination. The economic diversity of students at Douglas High School in Atlanta City - one half of whom are on poverty level and approximately one-tenth who are in the upper middle income category could present serious divisive problems. But that has not happened at Douglass. Achievement is a common goal toward which all students can aspire - whether in ROTC, student government, athletics, art, music, academics or conduct. Douglass' students are taught to believe that race and family income are not necessarily determinants of success. They are taught to believe that, The administration and faculty at Jackson Road Elementary School in Griffin-Spalding County believe the main purpose of education is to help each child grow into a self-directed adult capable of creative and purposeful living. And their school climate reflects that goal. The students' work is attractively displayed in classrooms and halls. Colorful bulletin boards, learning centers and other displays stimulate students' intellectual curiosity and develop creativity. Appealing, eye-catching murals in the cafeteria contribute to an atmosphere conducive to development of social graces. Each day at Jackson Road begins with a classical music selection played over the intercom. The composer, instruments and special qualities are explained by each teacher. Jackson Road has special procedures to maintain discipline called "Limiting and Directing." Limits, which state what students do not have the right to do, are posted and discussed in each classroom. Directives, which state what students are to do, are posted also. "Excellence Through Persistence" is the theme for Douglas County's Fairplay Middle School. Science and technology studies there include an aerospace club which was featured on the nationally syndicated TV program "Kids' World" in 1980; an amateur radio club; a weather station, and a computer lab. The New Pioneers is an orientation group offered by the counselor to help new students make an adjustment to Fairplay. The group meets monthly to discuss concerns, to familiarize students with school rules and procedures and to help students feel comfortable in the new school. All of these elements work together to provide a climate at Fairplay that fosters 20 Georgia ALERT, May 1984 concentration on academics in a wholesome environment. Lithia Springs Comprehensive High School is also part of Douglas County's "Effective Schools: Every School Outstanding" program. Strong goals are a vital part of an effective school, and their goals are communicated through handbooks, newsletters and discussions at various meetings with parents, students and teachers. A Committee of Ten, consisting of community and parent leaders, works with the school as a key link between the school and community. Lithia Springs school people believe several factors have made them successful - an administration that is open to new ideas; a staff which is composed of dedicated professionals; a school which has shown a willingness to respond to the needs of the community; a student body which comes from supportive homes; and a good relationship among administrators, faculty and students. The 1984 Georgia Schools of Excellence from the seventh district are all in Cobb County. Tritt Elementary School has instituted an enrichment program which provides a diversity of learning experiences and an opportunity for indepth study for all children. Enrichment at Tritt is divided into nine study areas operating both interdependently and independently. They include classroom enrichment such as field trips; specialists in music, physical education and gifted programs; learning resource centers; mini-courses such as creative writing, rocks and minerals, babysitting and foreign languages; special schoolwide events such as science and humanities fairs; a career awareness program; a continuing education program for faculty and staff; a computer lab and a cultural arts program. When Tritt opened in 1980 the administration had definite ideas about attributes a school should exhibit to be excellent, and systematic efforts have been made to acquire these qualities. The principal hired a high quality staff who have worked together and created a cohesiveness that continues to grow. Luke Garrett Middle School in Cobb County stresses the teaching and development of the total child. Parent conferences evolved from this concept and, as a result, greater understanding between home, school and community has developed. Through Garrett's Student Support Team, which is composed of administrators, teachers and counselors consult with team teachers to form educational plans for a student who is having difficulty. It has not only provided valuable assistance to students and parents, but also to teachers who have been able to benefit from suggestions and strategies from peers. Another element of success at Garrett is the pride which the faculty has for the school and its programs. A strong commitment to effective communication in all facets of the school's programs, policies and procedures has made Garrett successful in serving its community. Garrett people describe their school climate as a student-oriented, family-like environment conducive to academic pursuits. Coupled with the high expectations for scholastic performance is a high commitment to instill in Garrett's students the willingness and desire to assume responsibility for their actions and to demonstrate good citizenship skills . The primary educational need of the majority of students at Walton Comprehensive High School in Cobb County is preparation for college. With 85 to 90 percent of their students going to college each year, they have focused on developing a strong program in the traditional academic areas. Because of their competent faculty and excellent curriculum, Walton has gained a reputation as one of the best college prep institutions in Georgia. Walton has a "Future Shop" which may be the most comprehensive college and career information center in the southeast. An additional room, called the "Apple Shop," houses a computer and the latest software available for college and career planning. For the 10 to 15 percent of Walton's students who are preparing for immediate employment or endeavors other than college, career prep programs are offered in six technical areas- building construction, computer programming, drafting, electronics, graphic arts and transportation as well as business education. The eighth district Georgia Schools of Excellence are from Bibb and Putnam counties. Alexander II Magnet School in Bibb County has risen from an inner-city school with declining enrollment and a threat of being closed to the first magnet school in the state emphasizing mathematics and science in all areas of its curriculum. For example, the language arts program is enhanced through the use of mathematics/ science related stories, terms and activities. In creative writing contests , a mathematics/science theme is used. A fully equipped mathematics/science lab, computer training, mathematics tournaments and science competitions, science project development and mathematics games are all part of the curriculum. There are numerous opportunities for parents to assist with activities at Alexander II. Volunteers amass hundreds of hours working through the Partners in Education program. Mercer University has adopted the school through the system's Adopt-a-School Program with the professors and students working with the school in various ways. Since the beginning of the magnet school program, parent involvement has been one of the areas of greatest success. Parents, because they apply and their children are selected to attend Alexander II, have a real interest in the school's success. Last year Alexander II, which a short while ago was threatened with closing, received more than 900 applications to fill 98 vacancies. Putnam County Middle School in Eatonton knew what it would take to be successful. The administration and staff decided that if they were going to become a successful step in the education of the county's students, they were going to have to change a negative image. They began by making the public aware of all the good things they were doing and getting community members into the schools to see first -hand. They began to make their school look better physically and to share their achievements with the local school board. They began to build self-confidence in the students and faculty . According to school officials, Putnam Middle had good teachers, aides, administrators, staff and students. They did good things. They just didn't let the community know. But that has changed. At Putnam everybody is sharing the same goal- to educate young people . And students' scores on the state CRTs have increased as much as 400 percentage points in the last three years. Staff members have been sold on the idea that if a difference is going to be made, they will have to make it. Pride and motivation by staff members are the key factors to create that climate. Georgia's ninth district Schools of Excellence are from Gwinnett County and Dalton City. The principle of participation is emphasized in the management of Gwin Oaks Elementary School in Gwinnett County. Each six weeks, grade level curriculum planning meetings are held. Teachers, team leaders, the principal and instructional lead teacher plan and coordinate activities that benefit the students. It is here that new ideas and new work methods are discussed and implemented, and it is here that teachers participate in making decisions that bring about change. Gwin Oaks folks believe that one of the most outstanding features of their school is their media center. There students receive instruction in literature appreciation and library skills as well as have time for independent pursuits. Learning centers relate to the six weeks curriculum planning themes, special days and celebrations and games, music and art activities and special education. The Plop Place - a reading house and deck with cushions - and the Booktub - a bathtub with Georgia ALERT, May 1984 21 cushions - provide opportunities for pleasure reading. Gwin Oaks students benefit from the variety the media center offers. They look forward to visiting and are always finding new treasures and areas of interest. This enhances a positive attitude toward learning that Gwin Oaks tries to foster in students. Concern for others, responsibility and cooperation are the major social principles stressed at Gwin Oaks. Five Forks Middle School in Gwinnett County provides basic skills remediation partly through peer tutoring. The peer tutors are eighth grade students who are carefully selected by the counselors. The tutor, who has been trained, meets with the student needing help for one period twice a week. A by-product of the program is the improved self-concept of the tutored student through association with the older peer tutor. One problem Five Forks faced was teaching the community to understand and accept the middle school concept. Through morning coffees with parents, mailing home a newsletter, hosting a variety of activities during American Education Week such as a community and business leaders' breakfast, establishing a local advisory committee, establishing a PTA volunteer program and parent participation in textbook adoption, the parents of the school community came to feel that they were participants and supporters of their child's middle school education. The community's pride and confidence have been gained. --/ Dalton High School students who are collegebound know what it means to work hard. They also know what it means to succeed. They are required, in the college prep program, to take four years of mathematics, four of science, four of social studies and at least two of foreign language in addition to four of English. At least 70 percent of the students take more than the basic requirements. At least 95 percent of all graduates finish with more than the prescribed 315 hours. From the time the first period of the day begins until the dismissal bell in the afternoon, there are no interruptions from the intercom. The stress from the administration to the faculty is to "be on task." As a pilot school for Georgia's competency-based education program, Dalton High completed CBE course guides in all subject areas. Since that time they have developed a K-12 listing of skills for each major subject area. They indicate the grade the skills are introduced, when they are reinforced, when they are developed and, on most of them, when mastery is expected. The focus of the project, in addition to basic skills, has been course sequencing and the prevention of overlap and duplication. Faculty members at Dalton High use words such as "businesslike, positive, proud and task-oriented" to describe the school's climate. The 1984 Georgia Schools of Excellence from the tenth district are from Oconee and Columbia counties. Oconee County Elementary School in Watkinsville was funded in 1980 as a state certified demonstration and training site for STAMM K-12, Systematic Teaching and Measuring Mathematics. Their program has been successful, based on significant student improvement in mathematics. The school has 10 computers and more than 65 software programs for student and teacher use. It is nice to have a 'friend right next door, and Oconee Elementary has just that in the University of Georgia. The college is used for field trips and resource materials and personnel. Oconee Elementary serves as a teacher training site for the College of Education of the university. Oconee school officials say that the majority of new families who choose to move into Oconee County say they do so primarily because of the outstanding, positive reputation of the school system. Last year was the first in which Columbia Junior High School in Grovetown operated in a new population zone. This made it necessary to bus students miles farther than they were accustomed to traveling. School spirit was low because students had previously attended Columbia's arch rival. The staff worked hard to make those students feel at home and a part of the school. This year it is evident that their hard work has paid off. The students are loyal to Columbia Junior High. Parents visit the school, meet the personnel and tour the facilities. Working toward a positive goal helped ensure a successful school year. And this success continues to be evident in Columbia's increasing academic achievements. "The Georgia Public Schools of Excellence Program identifies and honors unusually successful public school programs throughout our state, and we hope it encourages excellence in all schools. I am sure that in the coming years your program will serve as an example of academic achievement deserving the emulation of others," State School Superintendent Charles McDaniel told school winners at the Celebration of Excellence banquet. Because of the increase in the numbers of students entering Columbia, additional faculty and new curriculum areas were needed. The existing staff worked closely with the new personnel to become a cohesive, effective team. Pride has been developed among the students and staff and has resulted in better grades, cleaner school grounds, fewer discipline problems and more school spirit. Georgia's Columbia County is one of the fastest growing in the state and Evans Comprehensive High School has had to keep up with the changes. It has been successful. New teachers and new students are accommodated with new classrooms and the sharing of space by other teachers. Perhaps the most constant measure of success at Evans is the excellent faculty that has had virtually no turnover in the past few years. In fact, teachers from other schools and systems request that their names be put on a waiting list for possible job openings at Evans. Another observable success at Evans is the increase in parent participation. Two years ago, Evans parents went to the administration with the idea of establishing an Academic Boosters Club. Evans now has a very active group of parents who work to support the academic programs in the school. Parents are willing to work diligently to secure needed funds, equipment and special events which promote and foster good will in the community toward the school. Evans programs are well-planned and wellimplemented, and its policies are clearly stated and uniformly applied. They do contribute to the success of the school. But beyond these, the attitude of everyone involved is one that combines optimism, commitment and cooperation. Everyone at Evans works together to provide the best program for each student in the school. 22 Georgia ALERT, May 1984 Matter o PRiority by Barbara Perkins The Georgia Board of Education issued the first annual Award of Excelle nce in School-Community Relations last year to two school systems and one schooL Griffin -Spalding County Schools won an award for two projects, Future Stock and 3 for One%. Bulloch County Schools' American Education Week celebration won an award. And Social Circle Elementary won for informing the community of its new promotion standards. Descriptions of two of the projects follow. Look for others in future editions of Alert. Future Stock When the Atlanta Gas Light Company, First National Bank, First Federal Savings and Loan, American Mills, Inc., Thomas Packing Company a nd other businesses got together in Griffin for a school volunteer project, a lot of stock was involved - future stock - for the boys and girls in GriffinSpalding schools. In 1981 Griffin-Spalding schools and the area chamber of commerce began to promote a partnership between business/industry and education. A joint committee set goals for the program: they were to increase involvement in and collaboration between the community and its schools, increase understanding about the resources needed to produce high quality education and increase knowledge of how the combined efforts of every community sector could bring this about. A teacher called the project Future Stock . Two high schoolers, Chris Blalock and Chris Christopher, designed a logo. The joint board appointed a part-time director and identified four pilot schools, and the project was off and running. By the fall of 1982 Future Stock had recruited 26 Partners in Education (PIEs), including Southern Bell, J . C . Penney Company, Bandag, Inc. , Bank of Griffin and WKEU and WHIE radio stations. Schools needed Future Stock help mostly in three areas: clerical, curriculum and facilities . Within a few months businesses, industries, civic clubs and individuals had made hundreds of donations in time, resources and materials. Art supplies, cash registers, calculators, typewriters, sewing machines, floor covering, bookcases and money to buy computers were a few of the donations. According to Future Stock Director Ann Bethel, the project operated five months in 1983 with the pilot schools. Then it was evaluated. Opinions of the program were so favorable that Future Stock plans for the next year were expanded to include a landscaping project, speakers' bureau and an awards program for high school students. "The schools and community, through Future Stock, continue to reach out for better education," said Judy Byrd, public relations director for GriffinSpalding schools. "There is no limit to the goals that can be obtained through Future Stock. " How to Get a Promotion If you know the alphabet, recognize punctuation marks, can count from 1 to 100, can add and subtract and a whole lot more, you will get a promotion- if you're a first grader at Social Circle Elementary School. Social Circle Board of Education adopted promotion standards in grades K through 5 effective the 1982-83 school term. They decided to use the mastery learning technique to teach the subjects. School officials planned at the outset to conduct a vigorous campaign to inform parents and community members about the standards, about mastery learning and about what they could do to help the children succeed. They set a goalof getting 75 percent of the parents to participate . They missed their goal: 98 percent of the parents became directly involved in learning about the new requirements. The school got the word out through the PTO, newspapers, radio , businesses and other community resources that new standards had been adopted . They produced brochures telling parents exactly what their child would have to know before being promoted to the next grade. Then they held several events to which parents and the community were invited to see just what the new requirements and mastery learning were all about. One of those activities was neighborhood teas in homes and churches. Educators, parents and community leaders discussed academic achievement, mastery learning, why the new standards were needed and how parents could help their children. The school created and put on plays on each grade level describing mastery learning to parents. Parent-teacher conferences were held regularly to keep parents up to date on their child's progress. The parent volunteer program was expanded to inform the community about the new standards. According to Principal Sandra Shockley, setting a public relations goal and then missing it by exceeding it has been a good thing for her school and the community. "Already we see mastery and excitement in teaching, learning and parenting. The community and parent involvement goals enabled us to initiate and sustain vital education goals," she said. Georgia ALERT, May 1984 23 Teacher Salaries On The Way Up Public schools K through 12 came away from the 1984 legislative session with 50 cents of every new dollar appropriated - the biggest increase in recent history. "We had a very good session," said State Superintendent of Schools Charles McDaniel. "I am well-pleased at the support Georgia education received from the governor and legislators, and I believe it will continue." Of 341 million new state dollars appropriated for state government in FY 85, $171 million will finance education improvements. Salary increases, including the historic 10 percent raise for classroom teachers, will take almost $102 million of the new education funds . Proposed and guided through the session by Governor Joe Frank Harris, the salary package singles out classroom teachers for raises that will bring the beginning teacher salary to $14,329. Counselors and media specialists will also receive 10 percent, while superintendents, principals and curriculum directors will receive three percent. A few school systems will be adding local funds to bring all employees' raises up to 10 percent. The state ?3lary package also adds the 18th step to the teacher salary scale, making it possible for veteran teachers to receive raises for experience beyond 16 years. Another major improvement included in the FY 85 funds is $11.3 million to fund health insurance for school bus drivers, food service workers and other noncertified personnel. The insurance plan begins January 1, 1986, and provides that the state will pay 38 percent of the cost (about $53 per person), the local system 37 percent (about $52 per person) and the individual 25 percent (about $39 per person). The costs are estimates, because participation in the insurance plan is voluntary for both individuals and school systems. The 1985 budget also funds development of the writing portion of the Georgia Basic Skills Test ($175,000) and a third grade promotion test ($120,000) to implement the Georgia Board of Education's new policy that youngsters must achieve basic skills in reading and mathematics before moving to the fourth grade. Development of the writing test will begin right away, with pilot testing in '85 and '86. Beginning with lOth graders in 1987 , students taking the Basic Beginning Teachers' Salaries $14,500 $13,500 $12,500 $11,500 $10,500 l $1~.329 vI $13,026 / $12,4-"' $11,815 ~j( J vI$10,581 I ( $9,641 $ 9,500 FY '80 '81 '82 '83 '84 '85 Skills Tests must pass the writing as well as the reading and mathematics tests to be graduated. Other improvements in the FY 85 budget include $6.6 million for area vocational-technical schools in Gwinnett, Laurens, Muscogee, Houston and Lowndes counties. $2.1 million for public library construction in Greene, Baldwin, Crisp, Bleckley and Peach counties. $2 million for new comprehensive high schools in Houston, Dougherty, Jackson, Coweta and Henry counties and the Atlanta: City System. In addition, $9.6 million was included for general' obligation bonds for school building construction. These bonds will yield $80.2 million in construction. The legislative session enacted a new compulsory attendance law to replace the law ruled unconstitutional last fall. The new law reinstates compulsory attendance from age seven to 16 and provjdes for compliance through attendance at public schools, private schools or home ~chools. The new law sets minimum requirements for private schools and provides for attendance reporting. It also sets minimum requirements for home schools and provides for attendance reporting. Parents or guardians may teach only their own children in a home study program, and the teaching parent or guardian must have a high school diploma or GED certificate. Other new legislation provides for local boards of education to close student disciplinary hearings and sets up certain conditions under which the entry age requirement of age six by September 1 may be waived for children moving into Georgia from another state. May 1984 Vol. 15 No. 2 ALERT Staff Managing Editor Nancy Hall-Shelton News Feature Editor Barbara Perkins Photo Editor Glenn Oliver Graphics Elaine Pierce Typesetting Carla Dean Contributing Reporters Wagers Chenault, Eleanor Gilmer, Julia Martin, Lou Peneguy, Anne Raymond and Gilda Lamar Watters. The Georgia Department of Education does not discriminate in employment or educational actiuities on the basis of race, color, national origin, sex or handicap. Published by the Public Information and Publications Division Office of Administrative Services Georgia Department of Education 2052 Twin Towers East Atlanta, Georgia 30334 Telephone (404) 656-2476 1\ \4) /"'"\....___!_ ~ :S:Dl?RESB 24 Georgia ALERT, May 1984 State Board of Education Georgia Department of Education Atlanta, Georgia 30334 BULK RATE U.S. Postage PAID Atlanta, Georgia Permit Number 168 Cost $5,053 I Quantity 10,500 E5306 Uf\dt: 0 UNIVE SITY Of G~ORG JA LI B STATE DCCUNE.N TS ATHE NS GA 3602 Contents Review Commission Has Some Answers, Many Questions . . . . . . . . . . . . . . . . . . . . . . . . . 2 What makes a good basic education? Commission close to completing report. Summer School. . . . . . . . . . . . . . . . . . . . . . . . . . 3 What a way to spend your summer vacation They Follow The Seasons. . . . . . . . . . . . . . . . 6 Migrant students are here today, gone tomorrow in Georgia Schools. Summer Reading Makes Summer Fun . . . . 9 Vacation Reading Club creates summer magic. Graduate's Eye View of GHP . . . . . . . . . . . 11 Going back to GHP brings insights, nostalgia to recent graduate. Special Teachers Get Special Help From GLRS ...................... . 14 Georgia Learning Resources System (GLRS) provides help for special education teachers. More Than Just "Eat Your Vegetables" .............. . ... 16 Child Care Food Program gets children to like eating healthy foods. Georgia's Future Leaders Are Today's Outstanding Students. . . . . . . . . . . . . . . . . . . 20 Three Georgia students win prestigious honors. To Take PRIDE You Must Reach GOAL. ................ 22 Performance Recognition Indicating Demonstrated Excellence award is an up and coming part of Georgia Occupational Award of Leadership competition. A Matter of PRiority .................... 23 State board awards of excellence in community relations (continued from last issue). Georgia's National Excellence Winners . . . . . . . . . . . . . . . . . . . . . 24 Five schools earn national recognition. Excellence ... The Bibb County Way 24 Macon's answer to "A Nation at Risk." Cover: This Jackson County Child Development Center teacher consoles one student and challenges the other to practice the golden rule. While this basic guidance is very much a part of the child care center teachings, nutrition education is fast becoming another fundamental lesson for life. (Photograph by Glenn Oliver) Review Commission Has Some Answers, Many Questions The Education Review Commission appointed in 1983 by Governor Joe Frank Harris is nearing the completion of its work and is expected to issue a full report by October. Following a period for public comment, Governor Harris will compile a budget package based on the recommendations for the 1985 legislature to consider for fiscal year 1986. In a year of study thus far, five subcommittees of the review commission have adopted positions supporting most of the current improvement initiatives of the Georgia Board of Education. The five subcommittees are working on 1) definition of a quality basic education, 2) service delivery, 3) personnel, 4) funding and 5) comparative analysis. Major recommendations of the commission thus far, all developed in subcommittees and endorsed by the full commission, include these state board of education initiatives. raising high school graduation requirements from 20 to 21 units endorsing a rigorous preparatory program for college bound students adopting a basic curriculum for all schools and every course at every grade level continuing the Performance-based Teacher Certification program extending the kindergarten program to full-day In formulating its definition of a quality basic education program, the commission has developed and published a list of 77 competencies students should have when they are graduated from Georgia public schools. It has also proposed setting up alternative or in-school suspension programs for disruptive students, and it has given preliminary approval to a weighted per pupil formula for funding Georgia public education . The commission is studying every aspect of the state's education system, searching for answers to questions both historic and contemporary. What programs should be available to secondary school students to ensure their opportunity to receive a quality basic education? What options should exist beyond the basic program? How can we ensure that teacher preparation programs produce quality teachers? How can teacher evaluation data be used to improve teacher education programs? What should be the purpose and function of teacher certification? What standards of knowledge and performance should exist for teachers, and how should their knowledge and performance be evaluated? e To what extent is continued professional development for instructional staff needed and what should it involve? How can school systems be encouraged to . develop and provide innovative methods and programs to students and teachers and demonstate the effectiveness of such methods and programs? What are the organizational structures and mechanisms which encourage or inhibit programmatic and instructional practices and how can they be improved? What should be the respective authority of the state, regional and local levels for educational activities? What method of selection for top state, regional and local educational leadership positions is most effective? How can positive parental and community involvement be fostered? What should be the relationship between extracurricular activities and student academic achievement? What can be done to ensure there is adequate time for instruction? What can be done to improve teacher attendance in the classroom? Are current education funds being used efficiently and as intended? The full commission is expected to make recommendations in answer to each of these questions and others as well. Position papers and proposed solutions have been developed in many of the areas while others are still under study. 2 Georgia ALERT, September 1984 Summer fun for this Cobb County youngster has to take a back seat to classwork four days a week during summer school. As one classmate put it, "I like to come, but it's notfun like vacation."Nevertheless, Cobb elementary students will earn credit for this summer's progress. What a Way to Spend Your Summer Vacation Story by Barbara Petzen Photography by Glenn Oliver Traditionally, summer for students is beachtime, playtime, anything-but-school time. For some kids, however, June and July have become part of the school year. All across Georgia, these students show up bright and early for summer school classes to make up or improve grades in classes for credit, to get ahead in required courses, to take enrichment courses such as computer instruction or just to keep in touch with their schoolwork over the vacation months. Summer school programs come in all shapes and sizes, and nearly all systems in Georgia have some form of summer school. Some programs are administered through the regular school program, while others are funded through community education, vocational education or federal programs such as Chapter I. While some programs allow only high school students to make up credit through Carnegie units, others offer credit for elementary and middle school students, too, allowing them to move ahead or catch up with their classmates. Cobb County has an innovative summer school program that is divided between the regular school program, which administers the high school, and the community education program, which runs both community education classes and elementary, middle and special education summer programs in the same six centers, making the fullest use of . facilities and time. High schoolers from all over Cobb County who attend the summer program at Osborne High, a centrally located school, face a much different atmosphere than they do during the regular school year. Attendance is mandatory: every day is the equivalent of three days of regular school, so there is no time to waste. Students who miss four days are dropped from the roll. The curriculum is pared down to offer a no-extras, no-fooling-around education, including all of the courses a student is required to take to be graduated. The pressure is on, too , for both students and teachers. Carla Northcutt, summer high school principal, explains, "It's a challenge to fit 90 days of instruction into a 30-day semester of two-hour classes. The teachers are strict - probably tougher than during the school year- but at the same time, Georgia ALERT, September 1984 3 they ~ave to remember that many of their students have failed." To compound the problem of time limitation, most of the coursework has to be done in the classroom. Homework is impractical, not only because many of the students have jobs during the summer, but also because students in summer school are more likely to need the classroom environment and close contact with the teacher to learn effectively. The intense atmosphere has its benefits. One student said, "It's a good thing they have it, or I'd be in trouble. Besides, you really learn the subject better." Another said, while she hated taking classes during vacation, she also thought, "You get more from summer school, because they take more time with you, and there aren't as many people in class." While many students take required courses in summer school to better grades or make room for electives during the regular school year, some gain the credits they need to be graduated. This year, more than 100 Cobb students received diplomas - from their home schools - at a special summer school graduation ceremony. Osborne High summer school students Angie Parks and Laura Weaver enjoy some personalized instruction from chemistry teacher Pat Thompson (left). Weaver commented, "I get more out of summer school because they take more time with you and there are fewer people in class." High schoolers aren't the only ones to get academic credit for summer school. Cobb County's innovative community education division is pioneering a program which allows elementary school students to earn credit for work done in summer school, too. While middle school students still do not earn academic credit for attending the summer tutoring program, they will probably be able to do so next summer. Robert Burke, Cobb County associate superintendent for curriculum and operations, said, "The summer school for credit program is part of our push for excellence in education in Cobb . It's designed to provide opportunities for young people to work ahead. It is especially beneficial because it allows those who are significantly behind to pick up on skills they haven't acquired during the school year and keep in practice so they don't regress during the summer." The elementary and middle school summer programs are held in the same facilities as community education classes. This year was the first time elementary students were able to earn credit for academic progress they made during the summer. 4 Georgia ALERT, September 1984 Derek Denard takes a full load of courses required for graduation at Osborne's summer school program - chemistry, United States history and f~ee enterprise. All that work will pay off this fall, because passing those classes will make Derek a senior. The permanent records of students attending summer school are sent to the center, and the child's progress is recorded. Under this system, the student can catch up with classmates and take up in the fall where he or she left off. The structure of the summer school program under community education is slightly different than it is during the regular year. Each of the six centers is administered by a lead teacher in all three areas - elementary, middle and special education. This .lead teacher acts as a substitute and works with children who are having problems. Class size is limited to 14 for elementary and middle school language arts and mathematics classes and six for special education classes in learning disabilities, speech and language therapy, interrelated, impair ed hearing and moderately and severely mentally handicapped. Like the high school program, the elementary and middle summer schools have a hard-core curriculum. Janice Repasky, community school director at Nash Middle School, said, "There's no time for frills, enrichment or 'fun' activities. It's a learn and drill situation. Parents, students and teachers all want to get the most out of the summer." That attitude works in terms of student achievement, says Repasky, and she credits that to the one-on-one situation and the dedication of the summer school teachers. Nick Pedro, director of adult and community education, also based the success of the program on the teachers. "We've selected some of the best teachers we've got, and that's important," he said. "If the kids are behind, we want teachers who are extraordinarily capable ." One of those teachers, Susan Gann, describes the benefits of the summer program as two-fold. "It's great for both students and teachers," she said. "They get lots of individual attention, while I get some perspective on working with students on different levels." According to Pedro, the Cobb summer school program is stirring interest in other systems - at least five other counties have called for information. Pedro said , "We've ironed out some of the wrinkles now - where to get money for instruction and airconditioning, how to shuffle student records - and there's a lot of need and interest. In the next couple of years, more programs will be doing what we're doing - especially since it's self-supporting." All the costs for facilities and instruction are included in the summer school fees- $55 for language arts, $39 for mathematics and $90 for special education. Learning the times tables isn't nearly as hard with the special help of Rosalie Morgan, who teaches at Norton Park Elementary during the regular school year. One-on-one attention is a natural part of Cobb's summer school enviro nment. It's a challenge to fit 90 days of instruction into a 30-day semester of two-hour classes. Georgia ALERT, September 1984 5 WINTER SPRING SUMMER AUTUMN ow e easons by Eleanor Gilmer They are like the seasons of the year- they come, and they go. They are the children of migrant agricultural workers, and they move in and out of Georgia's public schools several times a year. In fact, the seasons mostly determine when and where these special students go to school. They come to Georgia when crops need harvesting, and their parents can find work. Then they move on to other states. Through a federally funded program, the migrant students receive special attention not only during the regular school year, but also during summer months. A record is kept of each student, and through a national computerized network, this record follows the child from school to school. Since the summer is a peak agricultural period in Georgia, and a large number of migrant students are in residence, administrators have found this to be a good time to plan activities for the students, especially those too young to work. The bulk of the state's farm products are produced in south Georgia, and many of the landowners use migrant workers in the summer to pull plants and help harvest crops such as peppers, cucumbers, cabbages, squash, tomatoes and tobacco. Many of the workers return in the fall to help with crops such as sweet potatoes. According to Eugenia Lott, director of the Peachtree Migrant Education Agency, which serves 40 middle -and south Georgia systems, the majority of the migrant workers in her service area are Hispanic. The Tift County migrant program is served by the Peachtree MEA Tift Director Joan Marshall tried something new this summer. In summers past, Marshall and her aides have taken a mobile classroom into the migrant camps where the students live and worked with them on a one-to-one or smallgroup basis. This summer they decided to bring the students in to an elementary school in Omega, and they have been pleased with the results. "We had up to 150 students enrolled this summer. The number changed from day to day as families moved on to other work areas," said Marshall. "About 90 percent of our students were Hispanic." The students were bused to the school and attended classes from 9 a.m. to 2:30 p.m. They were fed breakfast and lunch. Four teachers, two aides and two volunteers worked with the students to help them improve basic skills in reading and mathematics and to improve their English. They learned to make things such as clay beads in arts and crafts and to use computers to learn other skills. Preschoolers who will be eligible to enroll in kindergarten in the fall learned to recognize colors, to count and to identify parts of the ,body. They also did a lot of singing and playing and were eager to demonstrate their skills to visitors to the program. An evening program was conducted for high school students who work during the day. Some of the school systems in south Georgia this summer received help from six teachers from Texas who were Hispanic and had experience working with migrants. However, Tift County did not feel the need for one of the Texans because the two aides in the Tift program are Hispanic and are products of the migrant education program themselves. Sisters Andrea Dean and Diana Mendieta both are married and live full-time in Tifton . They both serve as aides in the regular school program as well as in the summer program. 6 Georgia ALERT, September 1984 At the end of the seven-week program a special meeting and homemade ice cream supper was to be held for the parents so that the students could demonstrate their new skills. Marshall said last year about 75 parents attended a similar meeting, and she expected more this year. Champs Program is Successful The Piedmont MEA, which serves migrant students in north Georgia, also tried something new this summer. A two-week residential program for secondary students was conducted at North Georgia College in Dahlonega. Eighteen students ages 13 to 15 were enrolled. Many of the students are potential school dropouts, even though some are very bright. "This is the first time we've attempted a program like this, and we are pleased with the results," says Susan Johnson, one of the directors of the program. "We wanted to show the students that learning can be fun. " According to Johnson, the program was patterned after the Governor's Honors Program - although on a much smaller scale . The students lived in a dormitory and attended classes during the day. Andrea Dean, an aide in the Tift County migrant program, is .,. Hispanic and was enrolled in the program herself. Here she works with preschoolers to help them become ready for kindergarten. All the staff at the Piedmont Migrant Education Agency got involved in the Champs program at Dahlonega. Director Clabus Adams shows Shane Whitley ofJefferson how to build a doghouse. Georgia ALERT, September 1984 7 According to Clabus Adams, director of the Piedmont MEA, the purpose of the program, called Champs, was to help the students improve their self-concept, develop skills in decision making and job seeking, improve study skills and improve career awareness. The students also participated in recreational and arts and crafts activities in addition to receiving counseling. One of the popular activities they participated in was "shadowing" local businesses in Dahlonega. Each student spent part of a day at a local business learning about the business. For example, Bobbijean Dupry of Gainesville, shadowed one of the local veterinarians and watched him perform eye surgery on a cat. "It didn't change my mind. I still want to be a veterinarian," she said. Connie Ivester of Cleveland wants to be a cosmetologist, so she spent her time in a beauty salon. Connie is in the ninth grade at White County High School and has been in a gifted program since second grade. The students were given new clothes and other items at the beginning of the program. A representative of a modeling agency gave them tips on how to dress on a low budget, how to present themselves well and other tips on building self-concept. Another popular part of the program was the computer class taught at the local high school. The students learned computer games, as well as how to improve literacy skills. The Champs program has been so successful that it will probably be continued next year, says Johnson. 8 Georgia ALERT, September 1984 Tammy Hinesley, a student at Jefferson High School, was one of 18 students enrolled in the Champs program in Dahlonega. The students participated in classes to help them improve their study skills, self-concept and career awareness. Tam my makes a necklace in an arts and crafts class. Veronica Rodriguez (right) and Tasha Taylor use the computer to learn to count. These youngsters were enrolled in the Tift County summer migrant program and will be ready for kindergarten in the fall. p UIRIR8P 88~10 akes Summer Fun Story by Barbara Perkins Photography by Eleanor Gilmer Are You a Conservative? Are YouaLiberal?is a book you could expect to find in just about any good library during a presidential election year. But would you expect to see a fourth grader reading it? In the middle of July? Stranger things than this have happened as a result of Georgia's vacation reading club program. Some things so remarkable, in fact, that they seem downright magical. And the theme for this year's program, "Books are Powerful Magic," is an apt one. Children at the Lake Blackshear Regional Library in Americus find the shelves stacked with books on powerfully magic things such as The Wonder Clock and The Magic Lantern. On powerfully magic people such as Harry Houdini, Master of Magic and Merlin the Magician in tales of King Arthur. And on ordinary things and people which to a child's mind seem magical such as Computers, Avalanche and Hammerin Hank of the Braves. But more than this, these children are finding that books have the magical property of transporting them from here and now to there and then, of allowing them to spend their summer vacation with Odysseus in The Trojan Horse and with King Arthur in Camelot or with The Boy from the UFO . .. and they don't even have to leave home or 1984! According to Betty Shields, children's librarian at Blackshear, the main goal of their program is to make reading fun for the preschool and elementary age students who take part. Every child who reads -----------~- Books Are Powerful Magic Georgia ALERT, September 1984 9 10 books gets a reading club button. Those who read 25 books earn a gold seal to place on the button. Children may read any book they want on any subject they choose on any grade level they can. They are given reading club folders to record the titles of the books they have read. They get bookmarks with the year's slogan imprinted. And they get to tell the librarian some of the stories they read throughout the summer. "Books are Powerful Magic was the theme decided on by this year's vacation reading club committee," said Sharon Joseph, coordinator of the club for the Georgia Department of Education's Division of Public Library Services, which administers the program. "Each year around January, we meet and discuss the thrust of the program for the year. We decide on a theme. Then we inform all county and regional libraries of our decisions and invite them to take part in the statewide program. The overwhelming majority of them do. But sometimes a few libraries have made plans of their own for their clubs, so they will not participate in the statewide theme." The incentives for participating in the statewide theme are many. The Division of Public Library Services provides bookmarks, folders, buttons, posters and technical assistance to libraries which take part. Up until a few years ago they also provided books. But that has changed. Each library is now responsible for ordering its own. "Our circulation has tripled this year in response to the reading club program," Shields said. "Last year we gave the children free video game coupons, and I think the word got around. This year we have more than 590 students participating." In addition to providing books, the Lake Blackshear library provides enrichment programs for the children who come in to spend part of their summer days. Programs which teach them how to use sign language, how to mix colors and other everyday activities which seem nothing short of miraculous to children are pn:;sented. Vacation reading clubs all over the state have been creating powerful magic for a long time. Since the 1920s- when an independent agency named the Georgia Library Commission ran it, and children were mailed books two at a time for which they had to pay postage in counties without their own libraries - to the present-day state funded program, the club has created the magic of getting children to read . . . and like it. Decisions! Decisions! Choosing just the right book for summer fun is an all-absorbingjob for this young visitor to Lake Blackshear Regional Library's vacation reading club. The wide variety of books the library carries means students have more books from which to choose. "I've read 10- count 'em- 10 books already!" is the message these reading clubbers are giving Jana Foreman, aide for the Lake Blackshear Library's children's program. 10 Georgia ALERT, September 1984 P Story by Barbara Petzen Photography by Glenn Oliver Barbara Petzen is a summer intern in the Public Information and Publications Division. In addition to attending the Governor's Honors Program, she also has the distinction of being Georgia's 1983 STAR Student. She now is a sophomore at Columbia University in New York where she is majoring in international relations. She plans a career in journalism. Going back to GHP is like going back to the house where you grew up. You watch the new occupants go in and out, you peek in the windows, you try to figure out what they've changed, whether the kitchen sink still leaks. Well, GHP looked mostly the same as it did when I was there two summers ago- tousled heads yawning over doughnuts at breakfast; brightly colored jerseys with ComArt or Compute! blazoned across the front ; whistles and standing ovations at performances, giving one of our own the recognition they deserve . . . . Ooops. Their own. As similar as it seemed on the surface, this Governor's Honors Program was not the same as the one I attended. This year, GHP has been structurally remodeled to provide a richer, more streamlined experience for the gifted and talented students who spend six weeks there in the s um mer . "Basically, we looked at the operational framework of the program," said Lonnie Love , GHP director. "We saw three areas - instructional, residential and administrative - and we tried to separate those areas more. An assistant director was appointed for each." The decision to divide responsibilities according to distinct guidelines has changed some things. For example, the status of the resident assistants is different. They are no longer seen as support and service personnel as they have been in the past. According to the new philosophy, the RAs spend their time coordinating all noninstructional activi ties, including the classic Casino Night and an airband competition, and "being responsible, respon ding adults who are there for the kids to go to any hour of the day." That, says Love, makes the program both better and safer for the students. When I was in Valdosta with 399 other GHPers, there were 200 more at North Georgia College in Dahlonega. That's changed, too. Now all of the GHP participants are at Valdosta State College. Explaining the move, Love said, "Moving all 600 kids to the Valdosta campus complemented the decision to separate the administrative, instruc tiona! and housing functions. It made management easier - and cheaper - in terms of materials, If there's one thing we can do, it's to make kids independent of teachers and schools for their personal education. Still no chocolate chip cookie care packages from home in my old mailbox- some things at GHP never change. selection of students, etc. More important, concentrating the students at one place made the program much richer for the students academically and in terms of providing a total residential life program. Having everybody here at Valdosta State College instead of divided between two places is the best decision we ever made." Students seem to agree. Chris Arnt, an '84 GHPer, reasoned (in typical GHP style), "More people. More friends. More buddies." He added that because there were more people, there was a wider variety of people to meet and more cultural interaction and breaking down of barriers. "Six of us went to synagogue together one weekend," he said. "It was pretty cool." The instructional area of the program has also shifted focus . It used to be that a student would go to his or her major area class in the morning and divide the rest of the day into interest areas. Now, students choose a minor area in addition to the major area in which they were nominated for the program and attend both classes every day. Minor area subjects include architecture and design, Shakespeare, computer programming, TV pro duction and film, among others. Students are also required to complete some sort of research project within the scope of their major area subject - an instructional innovation I'm almost glad we didn't have in '82 . The schedule of major and minor classes still leaves the students free time in the early morning, after noon and evening. Some of this time is taken up by optional shortterm seminars on a variety of topics, ranging from Northern Ireland to hiking. The seminars allow students to explore different areas without limiting the scope of their GHP experience and allow the instructors to branch out from the basic curriculum into their own special areas of interest and expertise. Georgia ALERT, September 1984 11 Also taking place in the evenings are rehearsals and performances for the choruses, orchestras, dance performances, dramatic productions and other activities - the infamous student talent show, for example. All students, instructors and RAs are invited to participate in these groups (although some, of course, participate by coming to the per formances and adding their applause!) Outside of the structured classes, rehearsals and leisure activities, there are four support areas. Separate staffs for counseling, media, computers and physical activities provide services to all the students, both in and out of the classroom. While these services were available to students before, the new organization makes them more visible and more accessible. For example, students are exposed to the services the media center offers at an orientation in major area classes, which introduces them to basic information accessing skills. Then they are free to use those resources on their own to complete major area research projects or just to explore. Likewise, physical activity instructors come to major areas and describe the physical program and its services, which include early morning exercise such as group jogging and interdormitory sports competition. The program also sponsors a sort of olympics where the major areas compete in strangebut-true sports. The new stress on the four support areas is part of a philosophy of teaching independence. "We hope the new program will empower youngsters to take charge of learning, to be in command of their intellectual, physical and emotional resources," said Love. "If there's one thing we can do, it is to make kids independent of teachers and schools for their personal education. They should feel that they can get it and do it on their own." That attitude of independence in learning, at least, has survived intact through the changes of the last two years. The big oak tree by the cafeteria may be gone, but students still argue over politics and poetry and learn to waltz by the fountain. The sense of time rushing by, too, is a permanent part of the GHP atmosphere. Six weeks still isn't long enough - and two years is far too long. GHP students have access to some of the newest technology and equipment. In a minor course in design, instructor Bill Leathers shows Julie Home how to use a new-fangled "drawing board" - a computer drafting program. 12 Georgia ALERT, September 1984 GHP camerc ience as hez a student-pre production n Jack Thileni1 on completin ground is an and painted n Robbie Henderson gets real hands-on experin fo r a close-up shot during a taping session of show, "Pyramus and Thysbee,"in his television class. a GHPer from Newnan High School, concentrates his project in design for his minor class. In the back- project - a "stained glass" window designed art majors. GHP isn't all fun and games. Rehearsals can be exhausting, frustrating and boring, but students will agree that all those "one more times" are worth it when the curtain finally goes up. Having everybody here at VSC instead of divided between two places is the best decision we ever made. Christopher Gurr relays camera directions through the director's headset as he fits angles, fades and close-ups into a complete television production. The finished product was student acted, directed and produced. Georgia ALERT, September 1984 13 -- Spe~:ial Tea~:hers liet Spe~:ial Help From lilRS Story and Photography By Wagers Chenault Students aren't the only ones who sacrifice part of their summer vacations to return to the classroom. Each year thousands of Georgia teachers spend the summer months furthering their educations and updating skills. Sometimes these educators enroll in courses that have little to do with their specific subject areas. In the mid-seventies the Georgia legislature passed House Bill671 requiring all teachers, principals and counselors wishing to renew certification to take a course in identification and education of exceptional children. Most educators take the course during the summer. And most take the course at a center of the Georgia Learning Resources System (GLRS). During the summer and throughout the year, teachers, administators, students, counselors and parents take advantage of the services offered by the GLRS. The Georgia Department of Education's Program for Exceptional Children coordinates the activities of the state's 17 GLRS centers. According to Kathy Bush, "state GLRS coordinator, every Georgian is within an hour's drive of a center. GLRS serves the special education community in many ways. Perhaps their most important contribution is in the area of staff development. Techniques and strategies for working with exceptional stu'dents are constantly being revised as more is learned about their needs and capabilities. GLRS workshops and media centers help keep educators abreast of the latest innovations. In addition to providing coursework for educators seeking to upgrade certification, GLRS conducts workshops covering a wide range of special education topics. There are orientations for those who have recently begun working with exceptional children, sessions on how to write behavioral and instructional objectives for Individualized Education Programs (IEPs) and up-dates covering the latest techniques and regulations. According to Bush, teachers are most Kathy Bush, state GLRS coordinator, believes diversity and cooperation are the strength of the system. If a particular service or resource is not available at one GLRS center, there are 16 other centers in the statewide network that can be called on to fill the need. interested in "how to" kinds of things. They come in with a specific case, and the GLRS staff will locate materials to help with that particular need. While instructional strategies are the number one concern of teachers, most administrators who come to the center are interested in keeping up with the latest laws and policies that affect special education. Most workshops are given at the local center or nearby schools, but some are held at the regional or statewide level. To cut down on the need for travel, many workshops are videotaped, and the tapes are made available to each center's loan library. The media centers are the heart of the local GLRS centers. Each center has a collection of specialized instructional materials designed for handicapped students. There is also a relatively small collection to serve the needs of gifted students. All types of materials are available, ranging from printed matter to videotapes to specially designed toys. Anyone who works with exceptional children can check out the materials as soon as they have completed an application establishing user privileges. There is no fee charged for the use of these materials, and, in fact, there is no charge for any GLRS service (Sometimes a small fee is assessed to cover the costs of refreshments at workshops or the costs of extensive laminating or photocopying). Materials are usually checked out on a short term basis, but long term loans can be arranged if demand permits. Material rapidly becomes outdated as new methods of working with exceptional children evolve. The state's 17 centers hold an annual "round up time" to retrieve materials out on loan and to purge their collections of old materials. Center administrators attend seminars to stay in touch with the latest trends in special education, and centers attain grants to acquire new materials each year. Centers publish a catalog of their holdings, and suggestions from users are solicited. Every center has a designated service area, but users are free to go to any center in the network. Interlibrary loans are encouraged. Many parents, and some teachers as well, may not realize that a child is in need of special education services. About four years ago the GLRS initiated its Child Serve program. Technical assistance is pro- 14 Georgia ALERT, September 1984 System, and electronic information system and bulletin board that provides immediate access to what's going on in special education at the national and state levels . According to Bush , the next step is to link the centers with colleges and universities. "We're really excited about that! " What about funding? Federal funding seems to be holding fairly steady, keeping pace with inflation. But there have been some cutbacks in important areas such as training . Demand, on the other hand is increasing rapidly . There was a time when GLRS served exclusively the population of special education teachers. They still make up the majority of users, but today more and more regular education teachers, principals and counselors are recognizing the benefits of the program. One of the major concerns is how to reach parents. This year the network has acquired a grant to initiate a program to make parents more aware of the services offered by GLRS and special education. At this time of year, in the last month of summer, special and regular education teachers are spend- ing a lot of time at their local GLRS centers, prepar- ing materials for the new school year. But the services offered by GLRS are available, year round , Teachers are not the only users of GLRS. Billie Talley-Brown, second from left, is department chair of a high school resource program. She is meeting at the Metro East GLRS center with two speech therapists, a school psychologist and the center's Child Serve coordinator. to anyone who works with exceptional children aged 0-21. Special education is a rewarding but also an extraordinarily demanding field. Georgia's 17 GLRS centers can be of tremendous assistance to vided to local school systems and other agencies to Department of Education establishes a "work- those working in that field. As Kathy Bush says, "I identify unserved and inappropriately served handi- scope" for the 17 GLRS centers. The workscope think we provide good services to children, and capped children. There are probably many children lists objectives that all centers should meet based people really do appreciate having that extra re in regular classrooms or other settings who have on identified statewide needs. The local advisory source to help with the tough jobs they have to do ." not been identified and are therefore not taking boards decide how their centers will meet those advantage of the special help they are entitled to. Child Serve tries to identify those students and provide the staff development, technical assistance and resources needed to serve them. Child Serve also initiates interviews with parents to talk about their child's need for diagnostic services and pos- objectives as well as other local needs . The centers submit proposals to the state and the state determines whether the requirements of the workscope have been met. As a result of this system the state's 17 centers offer a great deal of consistency and a great deal of diversity as well. Sandra Morgan, an instructor at DeKalb County Mental Retardation Center, prepares classroom materials at a GLRS center. "You won't find another place like GLRS that has so many special ed resources- and it's free!" sible placement in a special education program. Most of the students served by GLRS are in the mildly to moderately handicapped range because that is the profile of the handicapped population at large. But the system also provides services to the severely handicapped. An important part of that service involves providing information and referrals for diagnostic services for severely and multiply handicapped students whose needs can't be met through local resources. What lies in the future for GLRS? A current goal is to increase cooperation with colleges and universities. When GLRS was established in the early seventies centers were intentionally located away from areas served by colleges. The centers' inservice training was primarily to be used by people who could not get to a college. That's beginning to change. GLRS and colleges have recently cosponsored a number of projects. A recent workshop with Georgia State University covered the use of How does the system operate? Funding for GLRS microcomputers in special education. And today comes primarily from the federal government one GLRS center is located on a college campus. under Title VI Part B, the Education of the Handi- This is bringing positive results. Student teachers capped Act. State funds pay the salaries of center are learning about the resources provided by directors, provide for operating and maintenance GLRS, and that association continues after costs and pay for some instructional materials. graduation. Various grants also contribute to the program. Each of the centers is fiscally managed by a desig- The use of advanced technology is another area nated fiscal agent. About half of these are large that GLRS is concentrating on for the future . Their metropolitan school systems and the rest are goal is to have a computer lab in all or most centers .. CESAs. Each center's programs are managed by a local advisory board. To insure a basic level of to train teachers in computer literacy and software development. Today, 15 of the 17 Georgia centers quality service throughout the network, the Georgia are hooked into the Special Net Information Georgia ALERT, September 1984 15 Georgia's Child Care Food Program Story by Gilda Lamar Watters Photography by Glenn Oliver I remember as if it were yesterday. But it happened more than 20 years ago, and I was in nursery school. I loved that school and thoroughly enjoyed eating there - tasty, appetizing, home-cooked dishes prepared with love by Mrs. Harris, the cook. The meals were always well-balanced, including foods from the basic food groups as well as a fresh salad about three times a week. I especially remember the salads - carrot salad, potato salad, tossed salad, macaroni salad - you name it, we had it. I remember them so well because I cried whenever they were served. Why did I cry? Because I was required not just to taste a bite, but to eat the entire salad or be punished by having my recess taken away . My, how things have changed! The days of teaching good eating habits through coercion are long gone. Instead, through the Child Care Food Program (CCFP), nutrition education has been eased into the child care centers' curriculums subtly, but effectively. Nutrition education is an integral part of the program's overall goal. The Program The CCFP, established by Congress in 1968 as a program of the United States Department of Agri- culture's Food and Nutrition Services, was enacted for the specific purpose of providing meals for children in day care centers. Other programs in this federal feeding program include outside-school hours centers, family day care homes, group day care homes and institutions providing day care services for the handicapped. But in addition to providing foods for meals that will improve the nutritional status of those served, the program strives also to help the day care center children develop nutrition habits for healthier living. To do so, attention is placed not just on teaching the toddlers and preschoolers, but also on teaching center personnel how to better teach nutrition education to young children. 16 Georgia ALERT, September 1984 The Georgia Department of Education's School and Community Nutrition Services Section, the CCFP's local administrator, is leading the way in offering this valued technical assistance to the centers' personnel. Yet, it is the program participants - the children - who are the prime beneficiaries of these efforts. The Situation Today, with the increased number of two income families and single parent homes, day care center business is increasing rapidly. Surveys show that parents want their children to be exposed to organized teaching as well as organized play. Research reinforces the need for a structured learning atmosphere at an early age. Studies show that by age five most children have developed their eating and snacking habits along with other important socialization skills. Positive reinforcement through encouragement is now the rule. Learning Made Fun CCFP centers aim for an ideal - to make learning fun. The Moody Air Force Base Child Care Center is an example . A brightly colored, modern, wellstaffed, well-equipped facility in Moody, Georgia, near Valdosta, this center accepts preschoolers beginning at age six weeks. They provide an afterschool program and a summer program for older children up to age 10. Today- in groups of about 12 - the preschoolers are meeting Chef Combothat's short for Chef Combination, according to Pat Brubaker, the food service employee introducing the puppet to the students. They have made personalized chef hats just for the occasion during arts/crafts sessions led by teacher Rocanne Buckle. Chef Combo will be used regularly to conduct nutrition education training sessions in the center. The preschoolers seem to be mesmerized as Chef Combo combs the room , first asking everyone's name, then inquiring about their eating habits with questions such as "What's your favorite food?" Responses such as "pizza, " "ice cream," "spaghetti," "jel/o," "cheese toast" and even "broccoli" are clearly and willingly shouted. Chef combo tells them why these foods are good for them; how important to proper growth these foods and those from the four basic food groups are; and how the students can make wise food choices. The session closes with Chef Combo saying to the children that he is their new friend and will meet with them regularly to talk about good nutrition and give them some new, healthy foods to try. This group of preschoolers leaves with lots of discussion about their new pal and how they are going home to tell mommie about different foods that are good to eat! Hundreds of miles north of the Moody center, in an old, restored home with fireplaces in practically every room and a rambling front porch, lead teacher Chrystal Tarpkins is teaching a group of five year olds about eggs and why they are sources of good nutrition. Today the class at the Jackson County Child Development Center in Commerce is actually preparing scrambled eggs and will sample the results. Step by step they learn the process, everyone having a cup to crack their egg in, a spoon to stir with and a turn at the electric skillet to do the actual cooking. Questions such as "Is there a chicken in here?" or "What's that yellow stuff?" and "What happens if you drop the egg?" are thoroughly and patiently answered by Tarpkins along with the other information she is teaching them about today's subject. In both centers, although activities vary, the goal is the same: to conduct innovative learning sessions that help young children develop positive attitudes about food and nutrition. In these activities and other popular ones such as baking and cooking exercises, recipe writing, taste test parties and gardening, child care students learn many important skills. What Are They Learning? and How? Making alphabet soup can be an adventure for young children - an educational adventure. Step one, wash the vegetables. From this the students learn the importance of cleanliness and the differences in color, shape and texture of the vegetables being used. Already they have learned the vegetable names. Step two, slice the vegetables. From this the students are taught how to follow sequential directions, the names of various kitchen utensils and how they work, the importance of safety (Knives are dangerous!), the difference between long and short and the concepts of odor distinction (Onions smell different from carrots.). Step three, measure four cups of beef bouillon . The children practice counting while executing this procedure and engage in show and tell with the instructor showing them what solid to liquid looks like . Step four, put the ingredients in a glass pot. From this the children are able to watch the boiling process and review the utensils used. Step five, cover and simmer for 30 minutes. Students learn what the term simmer means and learn the fine art of timing. Final step, measure one cup of alphabet noodles, put in the pot and cook five minutes. The children review the alphabet and learn about hard and soft. They have practiced eye/ hand coordination and muscle development throughout the entire process. Why have children write recipes? Recipe writing exercises are fun for the children and helpful to the center teachers. They are a way for the parent and child to interact at home, a vehicle for teachers and parents to measure a child's observation skills, a great opening for show and tell games and an outstanding way to begin discussing nutrition. Anthony Sanders from the Dawson Child Development Day Chef Combo, a puppet used to teach children nutrition education, makes a new friend of this Moody Air Force Base preschooler. This session, taught by center dietitian Pat Brubaker, is just part of the students' action packed day which includes music, language, arts and crafts and physical activities. Development assessments of every child's social and physical abilities are taken biannually and reviewed with parents to track students' maturity. Georgia ALERT, September 1984 17 Care Center shares his version of a family recipe for chicken: "Put them in a skillet and cook them/or 12 hours. And then you take it out and turn some water on. Then you put the chicken in there and let it cool. And then just take it out of the water. Put it on the table and say your blessing and open your eyes and eat your chicken. That's all." Taste test parties are undoubtedly o ne of the best ways to introduce new foods to children. The object is to get the children to taste items with which they may not be familiar , may not have liked before or may have wanted to try but never had the opportunity. Taste tests allow them to sample small portions of each. Gardening is an education in itself, and allowing children to eat what they have grown is a delight. Georgia's Role "This program is designed to be operated by a state agency because state administrators know their publics and can thus better serve their needs," says Freeman Dennis, unit leader of the USDA Child Care Center/ Summer Feeding Program for the southeast region. He adds that USDA is pleased with the job Georgia's CCFP is doing. The department of education assumed the responsibility of administering the CCFP two-and-a-half years ago. Today it is meeting its top three goals of improving the nutritional status of preschool children, providing nutrition education to improve the quality of food service to children and providing nutrition education that will include the children in planned nutrition activities. Under the direction of Patricia Malone, child care food program coordinator with the School and Community Nutrition Services Section, six one-day conferences were held across the state during the summer providing in-service training to lead teachers, menu planners and other center representatives. It is these conferences and the technical assistance given by the program's three area consultants that bring into focus such ideas as Chef Combo and numerous other instructional strategies for nutrition education. The program also receives help from nutrition specialists in the Georgia Department of Education and USDA. Going to the Moody center is fun to these students. Good communications and ongoing community relations makes the center an exemplary one. The center manger and staff send home monthly newsletters, sponsor a monthly family activity, send families with newborns congratulatory letters and offer four hours of free child care services to them and all new families. Mardy Stevens, Moody center manager, reviews this toddler's daily record chart which includes feeding instructions, bottle information, special instructions from parents and teacher comments. Students and teachers enjoy close relationships at the center, where the student/teacher ratio in the infant room is four to one. "Fire cribs" with special fireproof wheels are in each infant room as a safety precaution. 18 Georgia ALERT, September 1984 To date the CCFP participants in Georgia total471 day care centers and 1,784 day care homes sponsored by 12 organizations. To participate in the CCFP, individuals or institutions must have nonprofit status, have the proposed facility approved and licensed by the Georgia Department of Human Resources, complete the necessary forms and attend the Georgia Department of Education sponsored preapproval conference. The area consultants then conduct preoperational visits to the sites and within 90 days conduct follow up visits to the facilities . Children differ based on where they live, how they live and with whom they live. But whether they are children at a military day care center where low flying jets do not excite them but the ripening of a green tomato does, or children from a small town day care center who are being encouraged to eat their raw vegetables and salads, it takes careful planning and preparation to teach them healthy eating habits. As Mardy Stevens, director at the Moody center, put it, "Day care centers are no longer just nurseries. We're concerned with total child development." Stevens' statement sums up the way most CCFP child care centers view their role and the direction being taken by the program's administrators. Development is not only the key, but the key concern in CCFP centers. Child Care Food Program Staff in Georgia The Child Care Food Program's (CCFP) primary goal is to provide nutritious meals to children in day care centers, outside-school-hours centers, family day care homes and group day care homes. But Georgia's program has added the goal of providing nutrition education instruction as a regular part of the training given to CCFP students. To do so, the program coordinator and staff are placing great emphasis in 1984 on training the trainers - CCFP teachers - how to plan and implement fun and effective activities to help young children develop positive attitudes towards food and nutrition. Special meal pattern requirements are established and updated for centers to plan and prepare well-balanced meals and healthy snacks for infants and children. The CCFP area consultants provide much-needed, muchappreciated technical assistance which makes the program work in Georgia. Patricia D. Malone, coordinator Patricia Binion, area consultant Mahalah Harrison, area consultant Virginia Kempa, area consultant Georgia ALERT, September 1984 19 Beorgia's future International Peace Prize Winner byGaleE.~mu.,. "If I were a world leader, I would devote all of my life to doing what I could to prevent the killings which so many people have suffered. But one out of billions of people can do little. We need everyone's cooperation. Besides, our life is too short to be unhappy and hateful. Let us use our lives and make each of them a worthy one." Nguyen Vu Tran Nguyen With these words of inspiration, 12-year old Nguyen Vu Tran Nguyen (pronounced "win") ended the essay that made him one of 17 children around the world to receive the 1984 International Children's Peace Prize. He was presented his award by Egypt's Madame Sadat and Nobel Peace Prize winner Linus Pauling at a ceremony in June in San Francisco. A shy Vietnamese boy who began learning English a mere two years ago at Newton Estates Elementary School in College Park, Georgia, Nguyen, a fifth grader, has advanced rapidly and should be at his normal grade level this fall. Nguyen's heroes are Ghandi and Martin Luther King, Jr. He has seen the effects of war first hand and believes that if people stop fighting and "treat each other with love" peace can be attained. Nguyen's father was put in a concentration camp in North Vietnam when Nguyen was three, and his family struggled for survival during that time. His mother tried farming but was unsuccessful, so she went to work on a rubber plantation, working extremely long hours and caring for her children. When his father returned, the family tried to escape. After a few attempts they finally boarded a small boat with about 25 other people and arrived in Malaysia. For four months they stayed in the Philippines, and then came to College Park, Georgia. Nguyen believes that America is a place where dreams can come true. A sculpture of three hands and a dove and a $1,000 scholarship from the Round Table Foundation (sponsor of the peace prize) will help foster Nguyen's dream of becoming a world leader for peace. leaders Are Totlay,s Outstanding Students International Science Fair Winner When he begins school this fall as a Robert W. Woodruff Scholar at Emory University, Andrew Shapira won't have any trouble answering the question of what he did this summer. In late July, Shapira traveled to London to share his cancer research with other young scientists at the 26th London International Youth Science Fortnight. Shapira's research project, "Discovery of Protein Bound to Mitochondrial DNA: Its Role in Aging and Cancer," won him the U.S. Marine Corps award and his trip to London at the 35th International Science and Engineering Fair, held this May in Columbus, Ohio. Students at Briarcliff High School are required to do an original research project, and Shapira calls this "a great learning experience because the thinking process is the real important thing." Add to this a family atmosphere rich in intellectual pursuits (his father is in neurochemistry and his two brothers are in medical school) and you have the combination Shapira credits for his intense interest in science. According to Gene Michaels, director of the Georgia Science Fair Program at the University of Nguyen Vu Tran Nguyen has learned much about life in just 12 years. His personal knowledge of the effects of war and fighting lead him to write a prize-winning essay. 20 Georgia ALERT, September 1984 An international peaceseeker, a cancer researcher and a na- tional president. What is the common ingredient in the lives of these outstanding Georgia students? It is their intense interest in a certain subject that has lead them to create projects worthy of national and international attention. Georgia has many outstanding students; in this issue of Georgia ALERT we spotlight three of them. Andrew Shapira has earned many honors th roughout his academic career at Briarcliff High School in Atlanta. Here he receives some guidance from Judy Johnston, one of the teachers who inspired him. Georgia, Shapira set a record this April at the 36th Georgia Science and Engineering Fair when he won the grand prize in life sciences and the first prize in biochemistry for the fourth year in a row. Four years ago, he was the youngest winner at the state science fair with his project on how certain enzymes operate in the different areas of digestion. Bill Hembree meets President Ronald Reagan at The White House after the President addressed a group of young people to declare 1985/nternational Youth Year. At an unscheduled meeting in Atlanta, Hembree had another chance to speak with the President about free enterprise. He went to Emory University to see if he could obtain a water bath and some other simple supplies needed for his enzyme project and began talking to researchers there. Shapira's interests evolved into cell research when he saw that the enzymes National DECA President "Bill's natural leadership qualities. He has a humble style and he relates to whatever audience he is addressing." This skill will serve him well in the year ahead, as Hembree fulfills his duties as president by changed in cancer cells. Through the inspiration of "He was so shy, he hardly spoke up in class. attending leadership conferences, career develop- his teachers at Briarcliff and his advisor in Another student came up to me in class one day ment workshops and speaking out for free enter- biochemistry at Emory, Shapira got support for pursuing his cancer research. and said Bill Hembree wanted to run for a DECA prise and DECA across the nation. state office. At the international science fair this year, Shapira also won the American Veterinary Medical Association Biomedical Research Award, the Navy League of the United States Award, fourth place award in the American Chemical Society competition and third place in biochemistry. Shapira went to Washington, D.C., this year as one of 40 winners of the 43rd Westinghouse Electric Corporation's Science Talent Search, one of the most prestigious awards in the nation. 'Bill who?' 'Bill Hembree.' 'You're kidding,' I retorted." Little did teacher Sandy Wilson know then that her student, Bill Hembree, would be elected as national president of the Distributive Education Clubs of America (DECA) to represent 145,000 members. From that inauspicious beginning at Douglas County High School two years ago, Bill Hembree As part of his free enterprise project, an individual competition sponsored by Phillips Petroleum Company and DECA, Hembree moderated a forum at his high school, spoke at an elementary school and did guest editorials on television. Hembree won 10 shares of Phillips Petroleum stock as his prize. While President Ronald Reagan was in Atlanta to speak at a rally, Bill persuaded a secret service person to let him meet with the President to talk about free enterprise and youth. During his high school career, Hembree has been a It's hard to believe, but somehow this year, Shapira has gone on to conduct a national campaign; member of the drama club, French club, football also found time to be a member of the golf team, the appeared on three Atlanta television stations; team , tennis team and president of the chorus. He mathematics team and the drama club ; captain of initiated, developed and participated in a Phillips also works at the Commercial Bank in Douglasville the social studies team; treasurer of the student Petroleum Free Enterprise Project that won first as a marketing assistant in business promotions council; and editor of the Briarcliff High School place in national competition; won the Spirit of and public relations. '} magazine, Esse, among other activities. What is not hard to believe is that Shapira is looking America award; and met Governor Joe Frank Harris and President Ronald Reagan. At the rate he's going, Hembree's plans to become a director of marketing are realistic, and after he forward to attending college because it will be less When asked what makes Bill an outstanding completes his term as DECA president he wants to work and he will be able to relax. student, State Supervisor Marvin Brown said it was attend Berry College . Georgia ALERT, September 1984 21 ToTal1 PQIDE ~ourttust Qeac CiOJlL Story by Barbara Petzen Photography by Glenn Oliver A PRIDE judge inspects Robert Peteet's documentation of the materials and procedures he used in constructing his ''functioning Plexiglas scale model environmental control system," which won top honors. Some people take more pride in their work than others. Take Robert Peteet, an air-conditioning/ refrigeration/heating student at Atlanta Area Vocational-Technical School, for example . His latest project won him the distinction of being named the state PRIDE (Performance Recognition Indicating Demonstrated Excellence) winner at the Georgia Occupational Award of Leadership competition in Atlanta in May. Peteet's project was a Plexiglas scale model building with a functioning heating and cooling system accompanied by several notebooks explaining the materials and procedures he used to construct it. As impressive as Peteet's exhibit and PRIDE award were, he was not the only winner at the GOAL activities. Carrying off top honors was Richard Lazenby, an ornamental horticulture student at Augusta Area Vocational-Technical School. Lazenby competed with the best students from the state's 29 other vo-tech schools to earn the title of best postsecondary vo-tech student in Georgia. After a series of interviews in which contestants were judged on qualities including leadership, maturity, dependability and commitment to the values of vocational-technical education, Lazenby was named 1984 GOAL winner at a banquet ceremony at the end of GOAL week. He will serve as an ambassador for vocational-technical education in Georgia for the next year. The GOAL award earned Lazenby a new 1984 automobile and his instructor, James Scott Smith, a $250 check. Four runners-up for the GOAL title won color television sets. They were Barbara M. Ayer, data processing, DeKalb Area Vocational-Technical School, Clarkston; Carol Jeanette Page, data processing, Griffin Area Vocational-Technical School; John L. Flowers, forestry technology, Savannah Area VocationalTechnical School; and Jane Wilson, radiologic technology, Troup County Area VocationalTechnical School, LaGrange. As PRIDE winner, Peteet won a $1,000 prize. Runners-up, who also received monetary awards, were second place, Phil Fielder, electronic engineering, Athens Area Vocational-Technical School; third place, Timothy McDonald, machine shop, Lanier Area Vocational-Technical School, Oakwood; fourth place, Andrew James Hay, electrical construction and maintenance, Bainbridge Junior College; and fifth place, Anne Lynn Elrod, secretarial, Columbus Area Vocational-Technical School. While the GOAL program is in its 13th year, the PRIDE judging is a relatively new facet of the competition initiated in 1980. Students prepare exhibits and documentation that show their rate of mastery and level of skill in their study area. Exhibits this year ranged from Peteet's working environmental control system to an electronic sun-tracking device to a cosmetology exhibit that explored the frontiers of cosmetic fashion . Because of the huge amount of effort and time that goes into the making of a PRIDE exhibit and the many fields the exhibits represent, the GOAL planning committee decided this year to institute a new phase of evaluation of PRIDE exhibits called the Professional Recognition (PR) judging. Members of professional associations and societies rate the exhibits pertinent to their professions and make awards to students whose projects demonstrate criteria such as creativeness, currentness, appearance and technical accuracy. Students are given a rating of excellent, good, fair or unsatisfactory. According to Flay Baker, state GOAL program coordinator, the PR program is designed to reward students who have a high level of proficiency in their skill area, to promote the profession itself and to foster industry-education interaction and cooperation. 22 Georgia ALERT, September 1984 A Matter o PRiority Awards of Excellence in School-Community Relations from the Georgia Board of Education last year went to two school systems and one school. Griffin-Spalding County, Bulloch County and Social Circle Elementary School were the winners. The May 1984 edition of ALERT featured two of the projects. The remaining two are featured in this article. Awards are given each year at the December meeting of the state board. Entries are judged by a joint committee of the Georgia Department of Education's Public Information and Publications Division and the Georgia School Public Relations Association. Entry forms and other materials are mailed to school system superintendents in early fall . 3. ofoner1. A Lot for the Money When someone offers you a bargain, you take it. That's what the thrifty folks of Spalding County proved they believe. "1981 was a bad year for the Griffin area ," said Judy Byrd, public information director for the county's schools. The courthouse burned. The jail was condemned. And high school students were unhoused, taking many of their classes in mobile trailers. Th~ county's buildings had gone to pot. New ones had to be constructed. But the county faced a big problem: building public facilities on a zero budget. The schools and the community rallied. Their solution was a one percent self-destruct tax on sales. A survey was done to see if citizens would support a bond referendum. The results showed that they would, and that they considered a new high school their number one priority. So the campaign to win a referendum got underway. The slogan, "3 for one %, A Lot for the Money" was printed on posters, brochures and other publications to support the self-destruct tax for a new high school, a new courthouse and a new jail. A committee of citizens representing the three community agencies carried out an extensive public awareness campaign. On November 2, 1982, the referendum passed by a wide margin. School administrators from Spalding County say that probably at no other time has community support for the schools been so emphatically demonstrated. And at no other time have the schools become in the eyes of the people such a total community concern. What's Right with Education? Bulloch County answered this question during American Education Week with a week-long cele- bration which captured the attention of everyone in the community. According to June Smith, public relations director for Bulloch County Schools, their goal was twofold: to inform the public of the good things taking place in the school system and to build morale inside the schools. They accomplished their goals. One principal stated in a letter to the county school superintendent, "American Education Week was a positive experience for the whole community." Another said, "American Education Week was the best activity I've ever seen or read about." What was so good about it? First, it was planned by a committee consisting of a representative from each school. Each day of the week highlighted a special audience . And each school appointed someone to coordinate its activities. An all-day kickoff extravaganza at Statesboro Mall on Saturday brought the schools to the public. Every school put up exhibits. Administrators and faculty staffed the booths. Students performed every 30 minutes, conducting routines which ranged from band shows to puppet shows. Hundreds of parents and other shoppers visited. On Sunday, educators were recognized at their churches during morning services. Monday, Student Appreciation Day, was highlighted by activities ranging from special meals and extended recess to no homework and a student band performance on the courthouse lawn. Tuesday featured a conference cosponsored by Georgia Southern College for Handicapped Awareness Day. Wednesday, Visit Your School Day, brought parents from all over town to the classrooms and lunchrooms. One school of 800 students had more than 300 parents to lunch. Teacher Appreciation Day was Thursday. Teachers were treated to coffee breaks, corsages, apples, goody bags, an appreciation tea and duty-free lunch provided by civic clubs, area merchants, parents, the board of education and other community members. Parent Appreciation Day came Friday. Students wrote special letters and made special gifts to take home to their parents. Stilson Elementary School students get a hop, kick and a jump out of the Crazy Socks Sock Hop held in their gymnasium as part of student appreciation day during American Education Week. Georgia ALERT, September 1984 23 Georgia's National Excellence Winners "We have just received word from Washington that your school has been named a National School of Excellence along with four others from Georgia. Congratulations!" The voices were ecstatic; the hearts were bursting with pride. The five Georgia schools were recognized, along with 197 others nationwide, in the U.S. Secondary School Recognition Program. They were chosen for their clear academic goals, high expectations for students, order and discipline, rewards and incentives for students, regular and frequent monitoring of student progress, opportunities for meaningful student responsibility and participation, teacher effectiveness, rewards and incentives for teachers, concentration on academic learning time, positive school climate, administrative leadership, well-articulated curriculum, evaluation for instructional improvement and community support and involvement. National Schools of Excellence Dalton High School Dalton City Schools W. J. Rochelle, principal . Douglass High School Atlanta City Schools Lester Butts, principal Garrett Middle School Cobb County Schools Larry Cooper, principal Glynn Middle School Glynn County Schools Pam Lewis, principal Walton High School Cobb County Schools Kelly Henson, principal Macon's Answer to "A Nation ai;eflisk" Excellence The Bibb County Way By Julia Martin When the National Commission on Excellence in The 31 members of the commission included Education issued its "Nation at Risk" report, some teachers, principals, professors, parents, doctors, public school administrators quivered. Even if their business people, public service employees, schools were doing a good job, the report's impli- students and government workers. .They were cation was that no public schools were succeeding divided among five committees representing con- in educating American youth. tent, standards and expectations, time\ teaching But Bt.bb County schoo1s m Maeon came out f.tght- anf d leakdershhip and fiscal su,pport. After six months mm.thgge.ttrToshScehuyopwoe1nas.nnwtteeednredtoednoptmrTogvoema tgoHotaohgdeletJrOr,cbto.hmAeymndwu,maancttyceodthrtadot-/ / -r onb- eowowksloecrto, n,wfetarseenpccreoesm.emnttesdstotontsherecpoomrmt, ummtay d5u4n-pnaggae see in which areas they could improve education. \c- The Bibb County Commission on Excellence in Education was created in October 1983, and charged with the task of studying the recommendations contained in the "Nation at Risk" report. Bibb is one of 30 school districts from 15 states and the District of Columbia working with Vanderbilt University to fulfill the national commission's call for local level initiatives to achieve excellence in schools. The Bibb commission members were to react to each recommendation in three ways - by agreeing, or disagreeing with or modifying each of the , William Simmons, chairman of the board of the Trust Company Bank of Middle Georgia and chairman of the commission said, "The school system had made solid progress in the past few years. Our report shows that the Bibb County Public Schools are currently doing a creditable job of educating the youth of our county, but that progress must continue if we are to address the ever-changing educational needs of students. It is my firm hope that the recommendations will serve as a catalyst to implement needed changes in our system so that we truly can say that we are striving for excellence ." national commission's recommendations; by William Hutchings, president of the Bibb County identifying and describing exemplary programs Board of Education, thanked the commission for its already in place in Bibb County; and by developing hard work, saying, "It would be impossible to put a recommendations for new directions that the value on the time and effort these people have con- school system should follow. tributed in making this analysis of our schools." September 1984 Vol. 15 No. 3 ALERT Staff Managing Editor Nancy Hall-Shelton News Feature Editor Barbara Perkins Graphics Elaine Pierce Typesetting Carla Dean Contributing Reporters Wagers Chenault, Eleanor Gilmer, ,Julia Martin, Lou Peneguy, Barbara Petzen, Anne Raymond, Gale E. Samuels and Gilda Lamar Watters. The Georgia Department of Education does not discriminate in employment or educatignal activities on the basis of race, color, national origin, sex or handicap. Published by the Public Information and Publications Division Office of Administrative Services Georgia Department of Education 2052 Twin Towers East Atlanta, Georgia 30334 Telephone (404) 656-2476 ~ ~W1\ EDPRESS 24 Georgia ALERT, September 1984 State Board of Education Georgia Department of Education Atlanta, Georgia 30334 BULK RATE U.S. Postage PAID Atlanta, Georgia Permit Number 168 Cost $5,053 I Quantity 10,500 E530601UN-J 0 UNIV Of GA llfRARIES STATE DOCUMENTS ATHENS GA 30601 Gn A 3('0 .PI A4 /~ I Received APR 07 1987 u8A0CU IVINTS LIBRARJ About the Cover Shanna Gentry, a third grader at Whitfield County's Westside Elementary School, has benefited directly from additional QBE funding. Turn to page 3 to find out how. Cover Story What Does QBE Mean for Georgia's Children? QBE's first gifts to Georgia's children are new teachers, buildings, instructional programs and excitement. Come see what's happening inside Georgia 's elementary, middle and high schools. 3 Gale Samuels Elementary - Monsters, Mice, an Aide and P.E. in Third Grade 6 Merri Sheffield Middle School - Making Learning Whole; Teaching the Whole Child 10 Kristin Summerlin High School- A New Attitude: Working Harder, Learning More 12 Merri Sheffield Georgia's Children: Who Are They? One million children attend public school in Georgia. Our photostory will show you a few of them. 14 Nancy Hall Full-Day Kindergarten: More than Just the ABCs Children learn more, and teachers can do a better job with full-day kindergarten. 15 Wagers Chenault GENESIS: The Cure for Paperwork Headaches A statewide computer network is the answer to the paperwork nightmare of QBE's added accountability. 18 Julia Martin Gervais Making the Difference, One Student at a Time Why is Eliot Wigginton, 1987 Georgia TOTY, still a classroom teacher? He tells us why in this interview. 21 Eleanor Gilmer From 3 Rs to Computers: Two Centuries of School School has changed a lot since the "good old days," when reading, 'riting and 'rithmetic were "taught to the tune of a hickory stick." 2 Georgia ALERT, March 1987 Page 14 Page 18 A Me~e from Werner Rogers, State Superintendent of Schools This issue of ALERT should come as a welcome and well-deserved pat on the back to everyone who's worked so diligently for the progress we've made this year on QBE. Good things are happening in Georgia's schools. We're attracting qualified teachers; we're focusing more clearly on the needs of our students; and we're backing our programs with more state funding than ever before. But this is just the beginning. As we move into our second year of implementing QBE, we must do more than sit back and review the mileposts. The goal is yet ahead: the full funding and implementation of all of QBE's programs. Georgia's continued strong economy has allowed us to seek $45 million in supplemental funds for FY 1987, and $200 million more for FY 1988. This funding is as necessary to Georgia's continued economic strength as the influx of new businesses, because business grows only where the educational climate is good. Georgia has one of the nation's most extensive education reform packages, but without full funding QBE can never fulfill its promise to Georgia's children. We must find ways to fund middle schools, in-school suspension, remedial education and staff development if we are to maintain the integrity of the QBE package. I appreciate the good work you've done to get us off and running with QBE. Don't give up yet. Your efforts will make a better future for Georgia's children. Inthisi~ue ________________________________________ Welcome back to ALERT! Devoted readers have noticed that ALERT has been missing from their mailboxes for about two years. It's no coincidence that the magazine disappeared just as the Quality Basic Education Act was getting off the ground. The new law, which required more of every educator in the state, also touched the staff of the Public Information and Publications Division, because they are responsible for educating the public about QBE. But now that we've hit our stride in implementing QBE, we have a lot to show you. ALERTstands for "A Look at Education's Role Today" - what better place to examine the impact of QBE in our schools? This issue's theme, "QBE in Action," highlights the very essence of the law; helping teachers and students make the most of what happens in the classroom. Whether it's full-day kindergarten, smaller class sizes in elementary schools, a middle school program tailored to meet the needs of adolescent children or better science and foreign language labs for high schools, you'll see that QBE has already made a direct and measurable impact on the students and teachers in our schools. We'll show you GENESIS, the new statewide computer network that links local schools and systems to the state department of education. Although QBE has increased accountability and the resulting paperwork, GENESIS ultimately will allow administrators and teachers to put more time back into the classroom, where it belongs. You'll also meet Eliot Wigginton, Georgia's 1987 Teacher of the Year and one of the four national TOTY semifinalists. Although he has received national acclaim for his Foxfire program, Wigginton has chosen to remain a classroom teacher. He makes it clear that his priority lies with his students in Rabun County. Finally, quality and excellence are not new goals in education. We'll compare what's happening today with the "state-of-the-art" instruction of yesteryear. We hope you like what you see here. Educators across the state are work- ing hard to make quality the standard in Georgia, and we're proud of their efforts. -Kristin Summerlin What Does QBE Mean for Georgia's Children? New teachers, buildings, programs and excitement are QBE's first gifts to the children of Georgia. This year is the Quality Basic Education Act's first full year of implementation, and the new law has already made a dramatic difference in Georgia's schools. This feature in three parts will tak e yo u into an elementary, middle and high school to show you, fi rsthand, how QBE has touched the students. E lem entary Monsters, Mice, an Aide and P.E. in Third Grade Amy volunteers to role-play in front of the class. The type of behavior she will play is a secret between her and counselor Chipley. In the role-play, Amy has a friend who has been called a name. "You're not being very nice," she calmly says to the name caller. "You shouldn't call people names." by Gale Samuels The class then guesses which ofthe When was the last time you acted like a monster, and when was the last time you acted like a mouse? three behaviors Amy has displayed. "How was she acting?" asks Chipley. "Was she being mean?'' Everyone answers at the same time. They agree Pretty heady questions for eight that Amy was being assertive: being year olds . Amy Holcomb, a third herself, being honest and being grader at Whitfield County's West- thoughtful. "Say what you need to side Elementary, chooses a crayon say, but don't be pushy," Chipley fro m her giant-size Crayola box as explains. she contemplates her answer, while classmate Shanna Gentry looks thoughtfully at her teacher. These students are considering these questions, in part, because QBE equalization funds received by Whitfield Coun ty enabled Westside to hire a new counselor for their school - just one of the changes QBE has wrought at Westside. Chipley spends half her time seeing individual students privately if they have been referred by teachers. At other times she conducts small group sessions on such topics as school behavior, self-concept and divorce. Students volunteer for these groups, and Amy Holcomb has been attending one. As she asks her question, counselor Susan Chipley stands at the front of the room, engaging the youngsters with her warm smile. The question about monsters and mice illustrates three types of behavior the class has discussed. Chipley uses illustrations Chipley also offered a parenting group this fall and will start a student leadership group of fourth graders this spring. From the gleam in her eyes, anyone can tell that Chipley enjoys what she is doing. She is busy at her work all Using her newly learned mathematics skills, thirdgraderAmy Holcomb converts a chili recipe for different family sizes. Reading and math are her favorite subjects. and solicits lists of adjectives to de- the time, serving two of Whitfield scribe assertive (friendly, thoughtful, County's elementary schools. Accord- yo u), aggressive (monster, bully, ing to Chipley, if there were more mean) and nonassertive (mouse, shy, funding in QBE for elementary coun- afraid) behavior. selors, it would be used, because the Georgia ALERT, March 1987 3 needs at the school are greater than slow learner, not really ready for the one counselor can meet. fourth grade." Teacher's aide Gail Hogg gives Shanna Gentry individual help with multiplication problems. Funded by QBE, her presence is an important asset to the classroom. When Chipley closes her lesson, teacher Margaret Colley returns to the front of her room. Mathematics is next on the agenda. As Colley passes out Skill Drill 68, a sheet of multiplication problems, she calmly explains that this is a review of what the class has already learned and that it will be easy. The class is memorizing multiplication tables. As the children quietly figure their problems, teacher aide Gail Hogg walks around the room offering her help to anyone who may need it. Hogg was formerly a school tutor, paid minimum wage through a program sponsored by the Westside PTA. When QBE made money available for teacher aides, Hogg completed Whitfield County's 50-hour teacher aide training program and was hired for Colley's class. "Right now I'm making a multiplication chart that goes from 0 to 9, with everyone's name on it. The children will recite their tables to me and get a smiling face next to their names. I like working with the children," she explains. Hogg's two children attend fourth- and eighth-grade classes in Whitfield County schools. Next, the class receives Challenge 68, an activity in which they match similar problems (e.g., 5x4 =9, 4x5=9). Shanna volunteers to write the multiplication table for number 5 on the board. Her work is perfect, as is the rest of the students' . To close out the lesson, Colley talks about chili, giving each child a sheet with the chili recipe, and the class converts the recipe for different family sizes. Colley says she doesn't teach anything differently just because her students will now be taking a third-grade exit exam required by QBE. "The test is very basic, "she said. "They must know these skills to do fourth-grade work. Last year, I had only one student who didn't pass, and he was a Before the last chili recipe is figured out, the class breaks for lunch. Amy and Shanna stand together in line after reading the weekly menu to find out they will be having " Italian pizza." Judging from the smiles and squeals, pizza is a treat. On their way to the cafeteria, they pass new library aide Sandy Arp in the hall and say hello. Arp was a volunteer at Westside before QBE provided funding for aides. She works the morning shift at the library and says she enjoys her job because "there's something new every day, every two or three minutes, really." In addition to hiring two parttime library aides, QBE has provided $2,000 in new funds for library books, periodicals and supplies this year at Westside. At lunch, Amy and Shanna are asked which subject at school they like the best. "I like everything," says Shanna, "but my favorite is math." Amy can't decide between reading and math, so she picks both, adding that "sometimes I don't like that division." Both girls excel in their thirdgrade studies. Shanna also likes her music class. Whitfield County used new QBE funds to hire an elementary school music teacher, who divides her time between the two elementary schools. "We listen to music and Ms. Mount tells us about the person who wrote it," says Amy. Westside Principal Larry Gable is all smiles about QBE. His school has three new teachers, aides for all kindergarten through third-grade classes and at the library, new library and textbooks and supplies, a library computer and a new roof and interior paint job. Most of all, Gable is heartened by his teachers' new attitude. "Most of our teachers have been here a long time, so I know that they 4 Georgia ALERT, March 1987 The bell rings for recess, and the Elementary, and it seems like another children return their books to the front day in any other year. But QBE has of the room. Colley uses this time to made some big changes here, however talk with other teachers or catch up on subtle they may seem. Physical im- planning or paperwork, because Hogg provements, new PE and music teach- is with the class. Out in the school- ers, a new counselor, new teacher yard, Shanna is talking about her aides and new books have given rise new physical education class. "We to a new attitude. Whitfield County have a new teacher, Ms. Clark, and has experienced a 20 percent increase she's very nice. She taught us how to in dollars per student in the 1986-87 jump rope, and she lets us choose school year. And everyone involved at what game we want to play some- Westside Elementary can tell you times." about the difference QBE has made. Ann Clark is Westside's new PE teacher, hired with QBE funds. She has been a principal, a middle and high school PE teacher and a system health and recreation coordinator, but she loves working with the younger children. "These kids can do every- thing," she brags. "It's not because QBE has allowed Whitfield County to hire Susan Chipley, ele- I'm a good teacher, it's just that they mentary counselor, to serve two schools. She encourages stu- have the opportunity now." dents to think about school behavior and self-concept. Before QBE funding, Colley taught PE to her class and says she felt are happy here. But QBE has had a they started on and the last page read unable to perform the task properly. noticeable effect on morale," said at each session. On the wall is a chart Clark is concerned that elementary Gable. "Our teachers feel they are from the Pizza Hut reading program, students h a ve the same opportunity finally getting some support for what in which every student who finishes a for physical education as other public they d o. The salary increase has certain number of books will win a school students. "I have 620 kids here helped, and it's improving the atti- free pizza. Amy finishes her book and at Westside. The middle school has tude of the student teachers, too. The picks up McBroom 's Zoo, because "it's 450 kids and two full-time PE teach- teachers feel concrete support from having aides in the classroom. And our kindergarten teachers are happy about full-day classes, because they don't have to cram everything into a few hours. QBE has provided a better learning environment for the children, and that's why we like it. " got good pictures and I read other McBroom books and they're funny," she says. Amy and Shanna are absorbed in their books, but some others need a little help, so aide Gail Hogg quietly walks down the aisles, offering to listen or answer a question. ers," she said. "These children deserve the same chance to learn physical skills as the middle and high schoolers. I'm glad we've begun to realize t h i s ." The final lesson of the day is a science review of temperature. The children remember well what they Teacher Margaret Colley welcomes QBE's changes. With a Wh en the class returns from lunch, " Having Gail in the class is like have learned about Mr. Celsius and new aide and an elementary Colley fi nishes up the chili recipe les- having another teacher," says Colley. Mr. Fahrenheit. P.E. instructor, she says she son and announces that it's recre- "I don't have to take class time any- When the bell rings, another day of has more time to spend on ational reading time. Amy picks up more to run things off at the copier, learning has concluded at Westside planning for instruction. Hundreds and Hundreds ofPancakes, take a sick child to the nurse, and so while Sh anna starts reading Mustard on. She helps with individual students Seed Magic. The children choose and also gives me some planning time books from the classroom library, when she takes the children to recess. where books are on loan from the It makes a real difference in the class- school library. They record the page room." Georgia ALERT, March 1987 5 Middle School Making Learning Whole; Teaching the Whole Child by Merri Sheffield The solar system, the presidency, commercials and learning have something in common, and by the end of the school day Daniell Johnson, a middle school student, will have made the connection. Teaching how subjects interrelate and how those bonds affect our everyday life is just one of the goals of the middle school concept, an education philosophy that focuses attention on the whole child by using team teaching, common planning time and coordination of subject matter to heighten learning. "We're making learning whole for the students," says Anita Robinson, principal at Bibb County's Ballard A Middle School, where Daniell attends eighth grade. "It's not like they are carrying six little sacks around all day. They have one sack now, and everything is poured into that one sack." Until now, schools have grouped students in grades four through eight in three ways. Either they remained a part of elementary school, progressed to high school at an early age, or they attended junior high school (sometimes called middle school), designed as a sort of high school for preteens. Although each of these groupings taught the basics, none of them addressed the specific developmental and education needs of adolescent students at a stage when intellectual, phy- sical, emotional and social growth are paramount, according to Robinson. Middle schools ensure that students receive the 41fz hours of academics they need while developing the individual through exposure to exploratory classes such as band, art, physical education and industrial arts. "Middle schools are really the first attempt to serve the individual needs as well as the larger needs ofstudents," Robinson said. More and more educators are embracing the middle school concept as the most effective way to educate adolescent children. The writers of the Whether by arranging his students in a semicircle or acting out the Boston Tea Party, Joe Bell works hard to make social studies come alive for his middle school students. 6 Georgia ALERT, March 1987 The middle school concept makes learning whole and develops the whole child by providing team teaching, common planning tim e and coordination of subject matter to meet the intellectual, emotional and social needs of adolescent students. Quality Basic Education Act recog- Theories, hypotheses and scientific nized this shift and included a 13- facts leap out of the textbooks and percent incentive grant in the law to become real as Givens points to dia- encourage the establishment ofmiddle grams projected overhead and enthu- schools. Although not yet funded, the siastically explains the stars. middle school incentive grant remains an important part of QBE. A visit to Ballard A shows why funding the plan is essential. " Now, wait a minute. All of these people were telling their opinions about the solar system, and while some of their ideas were later proven It is 8:50a.m. and students scurry to as fact, others were not. They were class, although there are no bells to presented as being fact when actually signal the class change. Ballard A they were just the opinion of someone doesn't need bells to condition its who was trying to convince people to sixth, seventh and eighth graders. believe something. Does that sound Daniell's day starts routinely with like something you may be studying roll call, announcements and the gen- in some of your other classes?" Giveral bookkeeping associated with the ens queries as the hands fly up. school day. Daniell and her fellow students Learning begins at 9 a .m. with exploratory classes (the electives of the middle school world). Through band and her lessons on the French horn, clamor to be the one who answers, unaware that they are experiencing one of the basic middle school goals: interrelation of subject matter. Daniell says she is learning about "It's like propaganda. We're study music. What began as an opportunity ing that in Ms. (Beverly) Held's Eng- to spend time with friends who were lish class," a proud eighth grader in enrolled in band has revealed a possi- the second row replies confidently. ble career option if Daniell cannot fulfill her dream to become a computer technician. "I might be able to get a degree in music when I get out in the real, big world," the eighth grader says, adding that she is dedicated to "That's right. Science is filled with propaganda. Can you think of other examples of propaganda we have studied?" Givens questions once again as the hands wave frantically. going to college. "Now back to NASA," Givens con- tinues. "Who heads NASA? Well, who After exploring the world of physi- selected him for the position? . . . cal fitness and health, Daniell is ready That's right, the president selects the for the 10:30 a.m. flight to the stars in head of NASA. And in which branch Joey Givens' science class, where to- of government would we find the pres- day's topic is the solar system. ident?" Givens knows his students Eighth-grader Daniell Johnson is eager to answer a question in science class. She says school makes her feel good about herself. Georgia ALERT, March 1987 7 According to Joey Givens, ((Middle school means more work for the teacher. It is a lot easier to teach strictly content and lecture all the time. It is a lot harder to plan all of this, but we are not here for us. We are here for them." are studying the branches of governmentin Joe Bell's social studies class. By the end ofDaniell's science class, she has not only learned about science, but also she's seen how science relates to every area she studies, including English, social studies and herfavorite, mathematics. Homework assignments will reinforce what she has learned. As his students make their way to their next class, Givens reflects on his decision to leave high school teaching to accept the challenge of the middle school. The walls of Givens' classroom are plastered with brightlycolored posters from a recent research project that emphasized creativity and writing skills in addition to science. Keeping QBE's emphasis on writing across the curriculum in mind, Givens says he assigns at least one writing exercise each week, along with summaries ofhomework reading assignments. "At first I heard a lot about the summaries. 'Ah, Mr. Givens, do we have to?'," he recalls with a smile. "They didn't like to do them, but once they began seeing improvements in their writing, the grumblings softened, and many students now admit they learn from the summaries, and some even enjoy them." So as not to defeat students by repeated criticism and bad grades that might adversely affect their selfimages, Givens says grading varies with the assignment. Some tasks stress grammar and punctuation, while others concentrate more on the effort and thought put into the work. If a student tries, his or her grade reflects the effort. At Ballard A the student body of 742 is divided into six smaller groups called clusters. Each cluster is assigned a team of core teachers- English, mathematics, social studies and science - who design a curriculum based on student needs and QBE requirements. Clusters include students of all ability levels, reflecting the idea that students can help each other learn. This "school-within-a-school" setup makes it easier for teachers to monitor student performance, identify problems and address individual needs. "If I think someone is having problems, I can discuss it with the other teachers during our planning time. Ifthe others share my concerns, we call the student in and find a solution," Givens explains, adding that he enjoys the personal relationship he feels both with fellow teachers and students. The 90-minute common planning time (conducted during students' exploratory classes) gives teachers the At lunch, Daniell visits with other cheerleaders. They have just come from academic advisement, where students discuss issues that concern them, such as drugs or social problems. chance to discuss the materials being taught in their subjects and reveals ways fellow teachers can help drive home the message by reinforcing the topics in relation to their own subject matter. Team teaching also makes it possible to shift schedules to allow for a special project, such as a science experiment that requires more than the allotted hour. If one teacher needs more time, or if the students show a need for more work in one area, changes can be made to accommodate the needs. To avoid the "sixth-period slump," when students are more concerned with watching the clock than learning, classes are periodically rearranged. This way, math sometimes comes third period rather than sixth, and English may be third period one week and fifth period the next. "Middle school means more work for the teacher," Givens says. "It is a lot easier to teach strictly content and lecture all the time. Itis a lot harder to plan all ofthis, but we are not here for us. We are here for them." It is 11:30 a.m. and time for academic advisement, a cluster meeting that gives students a chance to meet and discuss issues that concern them, including social problems such as drugs, interpersonal relationships 8 Georgia ALERT, March 1987 p and today's topic, "What we do to get people's attention." The time also gives teachers the chance to meet with any students who need special attention. After lunch, where she visits with other cheerleaders and giggles over the latest gossip, Daniell returns to her studies. "I think some day they will care because the world is getting bigger and troublesome, and they need an education to understand it." A staunch supporter of the middle school concept, Principal Robinson says, "The middle school has a giant task, greater than elementary school, and more important than high school. It is our job to help students be very positive about themselves, so that they will pick the right choices for themselves and will be happy down the road." Werner Rogers, state superintendentofschools, requested a $19,996,745 middle school incentive grant package from the Georgia General Assembly to fund middle schools throughout the state next school year; however, the governor only recommended $3 million for pilot programs in his FY 88 budget. Many systems are preparing to switch to the middle school plan once funding is obtained. During fourth period Held continues the study of propaganda by discussing various advertisements and their impact on teenagers. In Bell's fifth-period social studies class, students sit in a semicircle, a pattern the teacher feels increases class participation and reduces the pressure on shy students. As in Givens' class, students excitedly raise their hands. The excitement is primarily due to Bell's efforts to present social studies to his students in a form they will listen to and understand. "Sometimes social studies is hard for us to understand, so Mr. Bell goes through exactly what happened, and it helps us understand better. When we studied the Boston Tea Party, he divided us into different characters we acted out what happened," Daniell recall s. After algebra, Daniell is ready to go home. She has made the connection. Elementary school, according to Daniell, "just taught us things tha t we already knew, but middle school teaches you new things and makes learning fun." Inertia, gravitational pull, advanced algebra and the executive branch of government were once foreign topics, but now "I understand them all," she says. "School makes me feel good about myself. When I look in the newspaper and see all the people who don't have an education, I think to myself how fortunate I am." As for those who do not share her feelings, Daniell adds, Joey Givens assigns at least one writing exercise per week, plus chapter summaries, in his science class; this is in keeping with QBE's emphasis on writing across the curriculum. Georgia ALERT, March 1987 9 HighSchool A New Attitude: Working Harder, Learning More by Kristin Summerlin Think back to when you were in high school. What were your biggest concerns? Whether you'd be asked to the prom? Whether you'd make the football team? Going steady? If you were like many kids, you probably weren't as concerned about your schoolwork as your parents were. Although extracurricular and social issues are still very much on their minds, today's teenagers are much more aware of the importance of academic success, judging from interviews with three students at Polk County's Cedartown High School. And while Tiffani Knight, Donna Alexander and Rodney Wad dell might not know it, their new attitude toward school can be traced to the Quality Basic Education Act and its emphasis on excellence in Georgia's public schools. Many of QBE's provisions are based on a trickle-up theory: By improving instruction for kindergarten and elementary children, we'll eventually end up with better-educated high school students. It's much easier to focus on QBE's direct impact on the younger students- new teachers and teacher aides; art, music, physical education and counseling for elementary students; full-day kindergarten programs. Although QBE has brought new science equipment, foreign language laboratories and com- puters to Cedartown High, its real effect is much less concrete. It is a philosophical difference. According to Tiffani, an 11th grader, the biggest change in the past couple of years has been in extracurricular activities. Learning time is most important, so athletics, clubs, field trips and other extracurricular activities are no longer allowed to interfere with class time. "Now we don't have clubs during school, so I have to do a lot more at night," Tiffani said. "It would be more fun if we could have the clubs at school, but I know that's not why we're here. I understand that we go to school to learn." Tiffani, who will receive a college preparatory diploma, is a cheerleader and member of several clubs, including the Future Business Leaders ofAmerica, the Spanish Club, the Fellowship of Christian Athletes and the Honor Society. She hopes to be accepted to the Air Force Academy after high school. "I know I have to make good grades to be able to get in. I want to be a pilotthey're letting more women fly now -and you really have to be good in school to do that. My SAT (Scholastic Aptitude Test) scores had better be good, too," Tiffani said. One of QBE's goals is improving Georgia students' scores on the SAT, which is one reason elementary and middle school programs have received so much attention. Elementary and middle schools are concerned with preparing children to be better high school students. High schools, on the other hand, must prepare students for the "real world," which usually means continued study in college or technical school, or work. One way high CHS senior Donna Alexander, who will receive both college preparatory and vocational endorsements on her diploma, plans to major in chemical engineering at Georgia Tech. schools do this is by offering curricula tailored for three diploma programs: general, vocational and college preparatory. Many systems already had the three programs in place, but QBE underscores their importance hymandating them. Like many of her fellow students at CHS, Donna, a senior this year, will receive both vocational and college preparatory endorsements on her diploma. Brenda Madden, assistant principal, is particularly proud of the school's emphasis on developing wellrounded students. "We stress to our students that it's very important to try a little of everything," she said. "Two thirds of our vocational students go either to college or technical school, and more than half of them get dual academic and vocational diplomas." Donna has been accepted to Georgia Tech, where she plans to major in chemical engineering or computer science, and she feels that her vocational classes have been a big benefit. "I liked my vocational courses as much as I like the academic ones," she said. "I took general business, typing, office procedures and computer literacy, and I really think they'll help me in whatever I do." Cedartown ninth graders have a choice of either band or an exploratory vocational course as their elective class. The vocational class exposes them to each of the nine vocational areas offered by the school, including construction, home economics, drafting, health occupations and auto mechanics. Donna said she wishes she had taken the exploratory class, which wasn't offered when she was in theninthgrade. "Now they get to sample all the vocational courses, and I think they have a better chance of finding out what they'll be good at later in life," she said. 10 Georgia ALERT, March 1987 Donna decided to major in chemical she enjoyed it. "We had to write about engineering because she enjoyed her Georgia's recent attention to improving education standards what our perfect room would be like," 11th-grade chemistry class, where she has given high school students a new attitude toward school. she said. "I liked taking that test; it did a lot of laboratory work. This year These students find themselves working harder and are more was fun to imagine. We didn't get Cedartown High used $36,000 in QBE funding to improve its science pro- aware of the importance of academic success to their future . scores on it, though. I'd like to know how I did. I really like to write, and I grams. The money allowed the school write a lot of poetry." to add one new lab and upgrade equipment and supplies for the existing ones. The school also added safety features, such as a new eyewash system in the chemistry lab. QBE money also bought 10 new IBM computers, worth $28,000, for the sch ool's data processing and accounting program. The computers are in use all six periods of the school day. " Having the computers is very important. It allows us to simulate the real work environment for the students," said Radford Talley, vocational supervisor. "It's hard to teach data processing on typewriters. I don't think the school will buy any more typewriters in the future,because word processing has taken over." CHS offers computer literacy in addition to the business computer classes, and computers are used in auto mechanics and drafting. Rodney's exposure to the computer-assisted design (CAD) system in drafting has helped him decide to pursue a career in architecture. A senior this year, he plans to enroll at Floyd Junior College in Rome and then transfer to Clemson University. In his drafting courses, Rodney has used the CAD system to design automobiles and now is working with a letting them hear and repeat the dialogues on tape," she said. "It gives me a lot of flexibility, and now I have more time to work with individual students." Tiffani is in her second year of Spanish. "I love to work with the labs, because sometimes I don't like to say a lot in front of the whole class. I'm self-conscious about my accent, and when I'm using the lab, I don't feel like everybody's listening to me," she said. "It's really helped me with pronunciation and where to put the accents, and I can understand better after I've heard it on tape." Tiffany, Donna and Rodney all said they like high school, particularly CHS, because "it's fun and I think it's helping me get ready for life," in Tiffani's words. Rodney even went so far as to say he wishes he could be a ninth grader all over again. "I wish I could be a freshman again. Four years don't seem so long now. It's been really quick, and I feel like there's still so much I could learn!" he said. When's the last time you heard that from a student? buddy on the design for a bank build- All three students have felt in- ing. "The CAD system makes you creased emphasis on writing in all of wonder what the future will be like. their classes. Rodney and Tiffani This is just 1987! There's no telling think English has gotten especially what 2000 will be like," he said. "I harder. Because of QBE, the school hope I'll be one of the people who fig- has added an additional English ures it out." teacher in order to reduce the class Two years of foreign language are size for that subject. required for the college preparatory "This is my hardest year yet. We're diploma, and Madden said QBE pro- writing a lot more in all ofmy classes," vided funding for two new foreign Tiffani said. "This month we have language laboratories, one for French four projects due, in history, science , and one for Spanish and German. The English and Spanish. It's really hard, school chose to purchase lab equip- but I guess it'll be worth it after it's ment that is suspended in trays from over. Math is my favorite subject, the ceiling, because it requires no spe- though. " Tiffani Knight uses the new Drafting student Rodney Waddell's work with computerassisted design (CAD) has influenced him toward a career in architecture and inspires him to seek the future. cial classroom configuration. The equipment is lowered to within reach of the students only when it will be in use, allowing the teacher more flexibility in scheduling class time. Jane Spacagna, who teaches French, said she uses the lab at least twice a week. "The lab allows me to present a topic in lecture and class interaction, and then reinforce it by CHS was one of the schools pilottested in the state's project to develop criteria for the writing portion of the Basic Skills Tests required by QBE. Donna took the writing test and said foreign language laboratory provided by QBE funds. She likes the system because it allows her to practice Spanish pronunciation in private. Georgia ALERT, March 1987 11 Georgia's Children: Who Are They? On any given day, about one million Georgia children attend public school. When Georgia's teachers look out over the sea offaces, what do they see? Who are Georgia's children? Every morning they make their way from communities such as Enigma, Ohoopee and Rising Fawn, or from their city neighborhoods in Atlanta, Macon and Savannah, to the elementary, middle and high schools of Georgia's 186 school systems . Most leave their homes at the same time their parents leave for work - on the farm, in the bank, at the power plant, the hospital, the grocery store, and even in the schools. Most are black or white, but an increasing number are Hispanic or Oriental; most are Georgia born and bred, but more and more are transplanted from other states. For 13 years of their lives, these children spend seven hours a day, five days a week in school. From the gap-toothed first grader to the clumsy-but-eager seventh grader to the earnest high school senior, Georgia's schools help them develop academically, emotionally, intellectually and socially into whole human beings. The one feature all their faces show is the light of learning. 12 Georgia ALERT, March 1987 Photography by Merri Sheffield Georgia ALERT, March 1987 13 Full-Day Kindergarten: More than Just the ABCs by Nancy Hall Colquitt County Schools are in their second year of QBE's full-day kindergarten program, and teacher Ginger Griffin of Norman Park Elementary School is excited about what is happening in her classroom. Griffin has been a kindergarten teacher for most of her nine-year career and says she has seen a lot of changes in those years. "When I first started teaching, kindergarten was just for certain children who qualified according to family income level. I had 15 students and an aide, and the classes were half-day. Then we went to two half-day sessions with 25 students in each session -50 children a day," she says. "QBE has created a very happy medium for kindergarten. I have 20 students and an aide, Gerry White, who is terrific. Gerry is not an extra; she is an essential part of the learning that takes place in our classroom. She loves children and her job as much as I do. We're a great team. We are both redheads, and, of course, we get a lot of comments about that around school. The children are intrigued by it." Griffin was a proponent of full-day kindergarten and spoke out for it locally. Handling 50 students a day is really bad- it's bad for the children and the teachers, she says. Kindergarten children are wonderful , according to this committed teacher. They are so spontaneous - a little "crazy," but always fun, excited and ready to learn. "Gerry and I look back on those two-session days now and think 'How did we ever do it?' The afternoon children were never tired when they Students in full-day kindergarten are betterprepared for first grade. They learn the ABCs, color and number words, to count to 20 and to match numbers and quantities, words and sounds. arrived; they were as fresh and ready to go as the first-session children," she says. Griffin has seen a real difference in what the children can learn in the fullday program. "There just wasn't as much instruction time in the half-day programs, " she says. "Many activities that are not part of the learning experience, such as lunch, recess, rest time, must be included in the half-day, just like the full-day program. That just didn't leave time for enrichment activities, and it's these activities that really set the children to learning." Under the full-day program, Griffin's students have physical education three times a week, music once a week and library once a week. All programs add a lot to the well-rounded child, Griffin believes. "We can now stress the emotional and social development of each child," she says. The priority is still instruction, of course, but having more time to develop activities- such as planning a tea for parents in which the children write and practice a play to perform, make invitations, plan a menu and make food -allows the children to learn a wealth ofthings. "Through this one activity, we can hit every area of the curriculum - a real double shot of extras! These extras cement the learning for the children," Griffin says. Full-day kindergarten will help more children do well on the readiness tests for first grade. Griffin's students recently took a sample review of the items tested by the California Achievement Test. "I was pleasantly surprised at how many of them had already mastered the concepts measured by the test without any formal , isolated drill," she says. "That could never have happened on half-day, there just isn't the time." "School is tough now; children have to know a lot - it's really amazing what is required of them." Teacher Ginger Griffin, left, says teacher's aide Gerry White is not an extra, but an essential part of the classroom. With 20 students, the teacher-pupil ratio is 1:10. In kindergarten, students must learn the ABCs, to recognize the letters and the sounds of letters. They learn the color words and number words, the numbers to 20 (Griffin's children will count and write numbers through 200 by the end ofthe year), to match quantities to numbers and number words to 20. They also learn to match words and the vowel and consonant sounds. Without QBE and full-day kindergarten, Griffin believes they could never have accomplished all those objectives. "Full-day allows more time, more individual attention for the child," she says. "Kindergarten is a special time in a child's life, and I want it to be rewarding for my children. When parents tell me later that their third grader still remembers a special experience in my class, it's wonderful." 14 Georgia ALERT, March 1987 GENESIS: The Cure for Paperwork Headaches by Wagers Chenualt First the good news, then the bad news, then some more good news. The good news is that the Quality Basic Education law (QBE) is on track. It's the most comprehensive education reform package in Georgia's history and is recognized as a national model. The bad news is that QBE, with its emphasis on accountability, demands a tremendous amount of paperwork -it could be an administrator's nightmare. The good news is that the same people who gave you the headache also gave you the cure. ERC recommended greater reliance on computer technology for both administrative and instructional tasks. The governor's Education Task Force went to work on the problem. They looked at similar networks currently used in other states, especially Florida, which has been automated statewide for several years. The task force adopted much of what they saw, and they saw ways to improve on what others were doing as well. Specifically, they recognized that a network is most efficient when all the units are standardized - hardware and software- and that standardization will not happen unless the planning and funding are coordinated at the state level. The good news is GENESIS. GENESIS (the Georgia Education Network Exchanging School Information Statewide) will tie about 285 education administration sites into a twoway computer information network. The sites include every local school system, Regional Education Services Agency offices, regional libraries, area vocational-technical schools, the State Board of Postsecondary Vocational Education and the Georgia Department of Education. Eleven pilot sites are already up and running, getting the bugs out before the project goes statewide. GENESIS will make old jobs, such as bookkeeping, easier. It will make n ew QBE tasks, such as full time equivalent (FTE) counts, doable. It is an open-ended system that will affect the way we implement policy, and inevitably the way we formulate policy, well into the next century. Who's idea was this anyway? When the governor's Education Review Commission (ERC) was looking at ways to improve Georgia's public education system, they noticed that the state had fallen behind the private sector in its use of computers. The So the state department of education (DOE) issued a request for proposals for a vendor to set up all 285 sites. Wang Laboratories was one of 16 companies to submit bids. According to Ellis Bateman, director of DOE's Budget and Technology Services and GENESIS supervisor, "Wang wasn't the low bidder, and they weren't the high bidder. But they promised the most for the money." Last June, Wangsignedanagreementwith DOE, promising to complete the GENESIS project within two years. What does each site get? The contract requires Wang to provide hardware,software and stafftraining, plus maintenance, a year's worth of supplies and site preparation for installation of the equipment. (However, local money must be used to pay for building or renovating facilities or installing air conditioning.) The Quality Basic Education law requires everyone to join GENESIS, but what about local school systems that already have computer operations in place? Eighty-five systems are already fully automated. Those systems can phase out their existing computers, and the state will provide GENESIS supervisor Ellis Bateman foresees a day in the notso-distant future when the Wang network will be a necesary tool for local system planning and operation. Georgia ALERT, March 1987 15 QBE's emphasis on accountability at all levels demands a tremendous amount of paperwork. Happily for the local administrator, QBE also calls for a computer information network that will eliminate much ofthat burden,plus some pre-QBE drudgery. Continued technical support from Wang is integral to the success ofGENESIS. At the DOEpilot site, Wang's John Cybulski explains an application to Sue Spencer. DOE's John Barker prepares to print full-time equivalent (FTE) data from local systems. GENESIS will tie about 285 education sites into a two-way information network. them with the basic Wang package. Or they may choose to modify their present systems to interface with GENESIS. But that could cost them money. DOE has requested funds, about $7.5 million, to modify in-place systems, but it seems unlikely that the money will be appropriated this year. The hardware and software arealeady in place at all 11 pilot sites, and local staff members have been trained. Some sites are already running payrolls using the computers, and all 11 sites should soon be using the basic software Wang designed for Georgia's school systems. The software package includes a financial accounting and reporting program, the payroll and personnel program and an FTE count program. In addition, Wang provides each site with word processing, database management and communications programs that will allow network members to tap any number of computer bulletin board services, such as DOE's daily update on the General Assembly. The state's contract requires Wang to develop other specific software, including student records and attendance packages soon after the pilot sites are completed. Bateman hopes that by the beginning of the 1987-88 school year, automated systems will have access to a fullblown central office student records package. Once the 11 pilot sites are successfully installed and operating, the state will begin automating the rest of the GENESIS sites. What to expect? Three months before the installation date Wang engineers will visit the system to help prepare the facility where the computers will be housed. One month before installation the school system's bookkeeper and payroll clerk receive two days of training with the appropriate software. Two weeks before installation the school system's designated site administrator and backup site administrator take a one-week course in operation of a computer center. Finally, the equipment is installed and checked out by Wang. One month after installation a dummy payroll is run on the computer, and the results are checked against the real payroll. The next month the real payroll is run on the computer. If there are no problems, the payroll and accounting packages are brought up to speed. Three months after installation Wang makes a follow-up inspection of hardware, software and operating procedures. Three months before installation to three months after installation: That's the six-month automation cycle. After that, the school system is ready to be tied into the network. And what about the network? So far all we've got is 285 separate computer centers scattered around the state. Same type of hardware, same type of software, but no connecting network. Isn't it a tremendous task to link up computers in every county in the state? Sure it is. Fortunately, it's already been done. The state's Department of Administrative Services (DOAS) maintains a computer network that covers Georgia. It's used by other state agencies. Soon it will be the vehicle for GENESIS. DOE and DOAS officials plan to begin tying GENESIS sites into the DOAS network by June of this year. 16 Georgia ALERT, March 1987 Barbara Savage prepares to transfer information from an IBM system to the network via computer tape. Existing systems can be modified to interface with GENESIS. All GENESIS sites should be tied in before the end of the '80s. "That's when we'll begin to realize the full potential," says Bateman. "If a local system wants to consolidate four old schools into two new ones, they have to ask, 'Where are the ideal locations? Which students would go to which schools? What are the best bus routes?' All the data needed to answer those questions already will be in the computers. We just have to develop software that will call it up and arrange it to suit our specific needs. "Or," Bateman continues, "if a particular system projects that it will need five more math teachers for the next school year. One for remedial math, one for advanced placement and three general. GENESIS can be programmed to keep an updated list of all teachers available for employment. We could also track students enrolled in education colleges across the state and in neighboring states, their majors, when they'll graduate, even where they hope to locate. The potential really is open-ended." All ofthis sounds great. But hasn't there been some resistance to such sweeping change? "The response from local systems has been very At the Jackson County pilot site, JeffSanchez financial accounting and reporting, payroll favorable," says Bateman. "Everyone works on payroll. Wang's software includes and personnel, and FTE count packages. sees the advantages of GENESIS. Of course people have concerns about the mechanics of how we're going to put site. We've gotten extra attention. I vide instructors at the site, but state ready to deliver benefits today. Public this thing into place." would hope that the state will make department staff eventually will take education is going through some nec- sure the systems that follow also have over all training responsibilities. The essary growing pains. Demands are Superintendent Tim Wheeler re- adequate support." training center's purpose will be two- being made on everyone, especially members some initial concern in Jackson County, one of the pilot sites. "Our board wasn't convinced that GENESIS was going to do everything that was promised. But up to this point, it has done everything that was promised. I didn't think we would be able to meet the timeline. But we did." "Everybody from DOE, Wang and our staff has really pulled together," That's a good point. Wang is committed to getting all 285 sites up and running. But the state's contract with the computer company runs out in July 1988. What happens to GENESIS after Wang leaves the picture? "We'll be ready for that," says Bateman. A new training center in Peach County is scheduled to begin operation almost immediately at a facility fold: It will serve as a microcomputer training lab similar to those at Macon Area Vocational-Technical School and North Georgia Tech, and it will be one of two training sites for GENESIS. (The other is at DOE offices in Atlanta.) A model Wang system will be set up for training, as well as developing and testing new applications and software. local school systems. Wheeler is confident those demands will be met. "With QBE came a lot of additional accountability and paperwork for the local people. It really did put a strain on our resources," he said. "GENESIS has made that chore almost easy. And it's provided us with many other benefits that don't relate directly to QBE. All in all, it's been an excellent Wheeler adds. "Of course, we've been owned by the Peach County Board of And that's GENESIS.It holds great trade-off for us." fortunate because we've been a pilot Education. For a time, Wang will pro- promise for the future, but it's also Georgia ALERT, March 1987 17 1987 TOTY Eliot Wigginton Making the Difference, One Student at a Time by Julia Martin Gervais High up in the Appalachian mountains ofnortheast Georgia, among the farmhouses, the livestock and the tractor-trailors rumbling down the twolane highway, sits a rather out-of-placelooking building. Rabun County High School is a large, modern facility housing some 1,000 students. Within its walls is a teacher most folks have heard about and a writing program that has made many headlines, not only in Georgia but also throughout the nation. A teacher who made a big splash years ago, whose success came early, who has probably had more publicity than any other Georgia teacher. Eliot Wigginton and Foxfire- after 20 years, can anything more be said about them? Yes. Just as some of it bears repeating. The Foxfire program, begun by Wigginton in 1966 as a desparate attempt to create some interest among his bored students, takes them in language arts classes through the production of a series of magazines, the contents mainly interviews the stu- dents conduct with people in the community who remember days gone by and how things used to be done in that part ofthe country. The Foxfire books, published by Doubleday, Dutton and the Foxfire Press, are basically compilations of the magazine articles. Students also produce radio and TV shows and record albums. But Wig, as his students call him, is not content to rest on past success. He is in his classroom at Rabun County High School day in and day out handing out pencils and paper when students forget to bring them to class, teaching them to write a paper, grading compositions each afternoon and night just as thousands of other public school teachers do every day. Named Georgia's 1987 Teacher of the Year, Wig is also one of four finalists in the National Teacher of the Year Program, along with state teachers of the year from North Carolina, Ohio and Wyoming. The National Teacher of theYear will be announced at a White House ceremony in April. His ideas on teaching and excellence, voiced during several recent interviews, are compiled here for ALERT. Q. With all the national attention you've received, why have you continued teach ing in Rabun County? A Because of the success of Foxfire, people do ask me why I stay in the profession. My answer to them is 'Look, I just spent 20 years inside this school system getting to the point where we have a little bit of credibility, where we have something to work with in terms offacilities and equipment and supplies, where we have the community pretty squarely behind us, where we have the potential of really doing some work, and I'm not gonna shut the door to the office and walk away from it now after finally getting everything set up.' I really see what we've done so far as being a prelude to what's going to happen in the next 20 years. The next 20 years are going to be the exciting ones - not these first 20. 1987 TOTY Eliot Wigginton remains a class- Foxfire, because he believes "teachers save room teacher, despite national attention to lives as surely as doctors." 18 Georgia ALERT, March 1987 Q. The first 20 years? How many people could manage a second 20 years? A Oh, I went through my trial by fire just like all teachers do. I almost didn't stay in teaching my first year. Students pulled out all the ammunition they had and used it on me. At the end of my second year as Wigginton continues to teach because, "One human being at a time, we make a difference. We send them out the doors of our high schools full of hope. That's the job." a teacher, trying to decide if I really wanted to stay in this profession, I took a year to go to Johns Hopkins to get another master's degree and try teaching at the college level. While I was gone, the group of students I had started Fox{ire magazine with and who were then seniors - without faculty supervision, without money from the school system, without any help except permission to use the school library after school hours continued to publish Fox{ire magazine. The editor would call me in Baltimore every Friday night for an editorial conference. They put out three of the best issues of that magazine that have been published to date. And every time I get discouraged or allow myself to fall into that trap of not being absolutely sure that students have the kind of potential that I keep telling myself they do have, I try to remember that story. And I try to put students into situations where they can exercise that kind ofrespon sibility every day. It's hard, but that's what teaching is for . Q. What influenced you during your first 20 years? A. People ask me all the time why I went into teaching. The reason is very simple. When I was in the ninth grade, I was a very poor student. My parents sent me away to a school in Pennsylvania where I was supposed to be 'fixed.' I had an Eng lish teacher there named Jack Tyrer who recognized all the signals of a kid who was going under, found a composition of mine that he thought showed some glimmer of promise, helped me work on it until it was publishable and then encouraged me to submit it to the school's literary magazine where it was, in fact, accepted for publication. That was the first affirmation I had received from the system that I might have some potential as a human being. I look back on that experience and know for a fact that despite my entering Cornell Univer sity to become a doctor, I instead became an English teacher of ninth and 1Oth grade students and started a literary magazine called Fox{ire because an English teacher took 30 seconds out of his busy day to make something positive happen in my life. That is exactly why I became a teacher, and it is why I'm still teaching today. Through Jack I realized t11at teachers could save lives as surely and successfully as doctors. Q. How does Foxfire relate to traditional learning activities? A All the activities take place within an academic context. They all require that students use the academic language arts skills (the writing skills, skills in grammar, mechanics, etc.,) in producing something real - in the real world for a real audience that the community ap plauds as being work that is useful. And my kids see school as not being a time when they're on hold, waiting for the day when they can do something, but they see school as a place where they can get a ctively involved and try to make sense of what's going on around them so that they go into life with some perspective. This year I'm teaching two college English 101 prep courses, one collegelevel research paper, one Foxfiremagazine production class and one Appalachian literature class. I believe the ideal language arts program would be one where the kids' typical question - 'Why are you making us sit here and do this? We'll never need to use this in our lives.' - is answered in a really powerful, conclusive way so that they see the connection. The public perception that most teachers are on automatic pilot, that the majority of our schools are in Foxfire students combine skills like photography with traditional language arts skills to produce "something real- in the real world for a real audience." really serious trouble, is wrong. I know that inside our schools are teachers who have given this profession their lives, and they're serious as can be about what's going on in their classrooms and what they're trying to accomplish. And they are making a difference in the future and in the quality of life. Q. A. How do you change the public's negative perception of public education? For an immediate, widespread impact we need con- stantly to showcase the work of great teachers and great students through the media, making communities aware of the fact that there are really fine things going on inside the schools. Another part of it- and this is slower, more subtle, but longerlasting - is through the kinds of activities we do with Foxfire students. Parents, grandparents, other family members of necessity become involved in what the students are doing in their classes. Each Foxfire project will typically involve a half dozen community people. They know that something good is going on inside Georgia ALERT, March 1987 19 Foxfire students focus on their heritage by interviewing parents, grandparents and community members about bygone days and how things used to be done in Rabun County. that high school because they were part ofthe project from the beginning. The more kinds of parallel activities like that going on in schools and communities the more widespread the public perception will be that 'Well, those things they're saying about public schools may be true over there, but as far as our school goes, I know it's not true in ours.' I think that we as a profession have to remind ourselves that what we are in the business of doing is working to add one more solid, positive, competent human being to a confusing world. One human being at a time we make a difference. We send them out the doors of our high schools full of hope. That's the job. We give communities people who are ready to roll up their sleeves and go to work. Teachers provide a service to the community when we give them young people who aren't crippled academically or emotionally, when we give them young people whose curiosity is still alive and who are eager, enthusiastic, self-confident, responsible. We as teachers are agents for nourishing these characteristics. Q. What are your plans for the next 20 years? A. Over the next five years the other Foxfire folks and I are moving in the direction of looking more closely at how we might not only share with other teachers some strategies we've developed, but also how to be a catalyst for getting other teachers to test some different ways of doing things and get that information down on paper and share it with the rest of the field. My book for teachers is part of that. The course guide in the back of the book is another part. We also want to do course guides for each of the 22 courses Foxfire sponsors at Rabun County High School that demonstrate how our philosophy operates in a tra- ditional public school setting and not only meets the state agenda - BST, CRT, etc., - but is in fact a powerful delivery system for that agenda. I spend summers working with teachers at Berea and at North Georgia College. This spring I'll begin working with teachers through Georgia State University. So for the next five years, I'll be spending a lot of time with a lot of other teachers thinking through some strategies. I would like to think that the work that I do and that the other Foxfire staff do here in the public school system is going to continue to put out a positive message about Georgia and public education in this state. I think now with QBE we have some momentum that's positive. I think that a lot of the fear has been digested now and that a lot of the initial paranoia is gone. People now have settled down and said, 'Okay, at least now the job is clear. Let's go ahead and figure out some strategies for getting it done.' The challenge for the next five years - possibly 10 -is going to be how to help teachers get to the point where they see that the agenda is not just the test scores. The issue for the next 10 years is going to be for people to accept the fact that the items on that agenda really are things that students should in fact know how to do - and figure out strategies inside the schools for creating programs where that agenda really is integrated seamlessly into the curriculum and achieved. Not so the kids will beat the neighboring county in test scores but so they will walk out the door of our high schools with those competencies secure. I think the most important thing for all of us to realize now is that we have a governor, a state superintendent of schools and a state board of education that are really concerned about what it is we as teachers are doing and are really trying to figure out some strategies for helping us do the job better. The conditions have rarely been better for our making some real progress in Georgia schools. I'm going to stay in the profession as long as two ingredients remain intact for me. Number one is that I still really like the students I work with and enjoy their company. They a1e interesting people. The thing I hate most about teaching is the fact that it seems like we spend half our time saying good-bye to people we love. And number two is that I'll stay as long as the situation itself remains an intriguing and interesting intellectual problem. It's like a metaphorical game of chess you play with kids. It's like they move and you move and then they move and you move and they move and you go 'check.' The doors fly open in his head and he says, 'I never thought of that before,' and you say, 'That's right.' Wig's classes, filled with Appalachian arts and crafts, give his students an appreciation of their history and the means to perpetuate it through books and films. 20 Georgia ALERT, March 1987 From 3 Rs to Computers: Two Centuries of School by Eleanor Gilmer The person who said, "The more things change, the more they stay the same," was not talking about public education in Georgia. In 1870 a law was passed by the Georgia General Assembly to set up a system of statewide public schools, and there have been milestones along the way since then - the greatest of which was passage of the Quality Basic Education Act (QBE) in 1985. In addition to QBE, three other major education laws have been passed since the 1940s: the first Minimum Foundation Program for Edu cation (MFPE) Act in 1949, the second MFPE Act in 1964 and the Adequate Program for Education in Georgia (APEG) Actin 1974. Although each of the laws brought about needed change in public education, QBE promises the greatest reform. During its first quarter century, public education in Georgia was mainly a local, rather than a state, responsibility. During this time state assistance was provided only for elementary schools and was directly prohibited fo r high schools. The state constitution , in fact, permitted only cities to levy a tax for the support of high schools, thus beginning the tradition of unequal education for children in the state's rural areas. Several types of public educational institutions were common in the state during the early 1800s, but the most interesting was the "Old Field School." This type of school was so named because it was usually built on an old, wornout field considered unfit for any other use. Built ofunbarked logs, the old field school was usually located near the center of the rural community and was a far cry from the modern, energyefficient school buildings that now grace Georgia's landscape. These photos, circa 1936 and 1986, show how just 50 years. We still teach the basics, but far public education in Georgia has come in with new tools, like computers and videos. Writing desks in the field school consisted of half a log cut lengthwise and supported on pegs, with another half log placed somewhat lower serving as a seat for the children. Although school buildings did improve over the next 80 years, a state school building program did not begin until1951, according to Marlin Smith, director of the Facilities and Transportation Division for the Georgia Department of Education. "Before the state building program, local systems were responsible for building schools in their communities, and there were some poorly constructed ones, as well as well-designed ones that are still in use today," said Smith. Because energy costs were so low, systems did not concentrate on schools that were economically efficient to operate, he said. "Most of the schools had flat roofs, tile or oil-finished floors and a lot of windows for ventilation and light," he said. "Today, our buildings are climate-controlled and designed for the curriculum of the school." Of course, not only have the looks and size of the buildings changed drastically through the years, but there is also a major difference in the cost of construction. For example, in the early 1900s the total cost of building an 800-square-foot, one-room school was about $400- or 50 cents per square foot. Today, the cost of a new 131,000-square-foot comprehensive high school will run in excess of $6 million, or $45 per square foot. Georgia ALERT, March 1987 21 ... [ . i t' .. ...,~ ~ Gwinnett County's Brookwood High School exemplifies the modern comprehensive high school, which incorporates both vocational and academic programs. New schools, such as BrookwoodHigh, mustmeetDOErequirements for such factors as sanitation, heating and air conditioning, energy efficiency, traffic flow, comfort and acoustics. Unlike their forbears, today's school system administrators must follow many state regulations to build a school. Gone are the days when a community held a "school raising" on weekends to put up a new school. State Board of Education policy now regulates every phase of the building project, from site selection to the finished product, and each school system must have a five-year facility plan on file with the Georgia Department of Education. "The Georgia Department ofEducation must approve every school building construction project," said Smith. "In approving a plan, we look at such things as sanitation, heating and air conditioning, energy conservation and efficiency, acoustics, comfort, how traffic will flow in the halls, the media center, food service facilities, supervision of the building and whether the school is designed for the planned instructional areas." were " brutal vagabonds." Keeping a school was considered at the bottom ofthe list of vocations and was undertaken only by those who were not qualified for any other profession. The old field schoolmaster usually appeared on foot in the community, carrying his household goods in a redspotted bandana. When he gathered a sufficient number of students, he would commence his school. According to Orr, the prevailing attitudes of society helped make the schoolmaster severe. It was understood that full parental authority had been delegated to him, and that it was his duty to get into the heads of his charges as much as he could of the knowledge of books by meeting all resistance with force. The teachers who met their pupils with a winning smile were considered weak. Learning, it was felt, had to be thrashed into the tender mind. Not until the late 1970s did the state authorize capital outlay funds for use in renovating schools. Previously, funds went only for school consolidation and growth. There was another reason for these early teachers' brutality. The only teaching methods used were memorization and recitation. There was a right and a wrong answer for every question, and woe to anyhapless stu- Not only has the school building dent who asked a question the school- changed through the years- so have master could not answer. teachers and teaching techniques. Recitation and memorization have The precedent of low pay for teachers may have been first established by the patrons ofthe old field school who, being largely illiterate themselves, were incompetent to judge a teacher's taken a back seat to other, more modern teaching methods in today's classrooms, according to Lucille Jordan, associate state superintendent of schools for instruction. qualifications, and so based their acceptance or rejection of him entirely upon the rates at which he offered his services. (At that time, most teachers were men.) "The teacher today knows there are many learning styles, and he or she must research and diagnose the best style for each student," said Jordan. "For example, some students are aud- The History of Public Education in Georgia, by Dorothy Orr, (grand- itory learners, while others learn best from visual methods." daughter of Gustavus John Orr, one Curriculum has also changed since Today's teachers respond to many different learning styles. No ofGeorgia's first state school superin- the days when reading, 'riting and _ longer tied to the front of the room, they can offer more indi- tendents) states that most of the 'rithmetic were taught to the "tune of vidual instruction with the help of teacher's aides. teachers during the antebellum period a hickory stick." 22 Georgia ALERT, March 1987 Clarke County's David C. Barrow elementary school is undergoing renovation. Capital outlay funds could not be used for renovating older structures until the 1970s. Although textbooks are still an important resource to learning, other tools such as computers and videos have found their way into the classroom and have proven effective. "We have also learned to cluster our teaching of curriculum materials," said Jordan. "For example, we teach reading and spelling in just about every subject area, and science, mathematics, the arts and humanities also cross curriculum areas." As a result of QBE, today, ninthgrade students must decide on a course of study, which determines whether they will pursue a general, college preparatory or vocational diploma in high school. QBE has also mandated and the state board has established a core curriculum for every school system, a nd the board has identified 76 competencies all students must master befo re leaving school. The classroom itself has taken on an entirely new look since the antebellum days when students shared a writing table that faced the teacher at the front of the room. A visitor to a modern classroom might not even be readily able to identify the teacher. The visitor might see a cluster of students reading aloud to an aide while another group of students works on computers or other learning machines. The teacher might be working one-on-one with a student in a corner of the classroom. Today's teachers have to be more than dispensers of information, says J ordan. They must be classroom managers, skilled technicians, counselors and often psychologists. They must be able to recognize the child with emotional problems, motivate the gifted student and give special help to the slow learner. Although low pay has commonly been associated with teaching school, teachers today are paid many times over what teachers were paid in the 1940s and 1950s. Teachers today are paid according to the degree they hold and the years of experience. Even as late as the early 1950s, white teachers were paid more than blacks, and high school teachers were paid more than elementary teachers. Male high school teachers were paid more than women, but female elementary teachers were paid more than men. (In 1948, there were only 373 male elementary teachers as compared with 10,328 female.) The average salary of all teachers in 1948 was $1,961. Today, a beginning teacher with a fouryear degree and no experience makes $16,800 a year. Teachers today are not only better paid than those before them, but they're also better qualified. In 1946, only 40 percent ofthe state's teachers had a baccalaureate degree or higher. Today, all have baccalaureate degrees, and more than 50 percent have advanced degrees. These and many other improvements over the years have made public education in Georgia what it is today. Kindergarten programs have been added; children with special needs are identified early and placed in appropriate programs; student assessment programs reveal strengths and weaknesses and impact achievement; funds are now in place to help equalize educational opportunities between wealthy and nonwealthy systems; the pupil-teacher ratio is the lowest it's been in many years, and more state funds are appropriated to education than to any other program. When Georgia public education celebrated its 100th anniversary in 1970, the slogan adopted for the celebration was "Measuring Up and Moving On." In looking at the history of education from 1870 to 1987, a better slogan might be, "We've come a long way, baby." Bacon County's old Coffee School in Alma is an example ofthe one-room schoolhouse. In the early 1900s, it would have cost 50 cents per square foot to build a similar school. In 1954, this teacher was paid far less than teachers today. Now salaries are based on experience and education, rather than race, sex or the grade level taught. Georgia ALERT, March 1987 23 The Georgia Department of Education presents QBE in Action: What Does It Mean for Georgia's Children? a presentation profiling the impact of the Quality Basic Education Act on Georgia's classrooms and students QBE's additional funding has provided new programs, more teachers, better facilities and a new excitement to the schools in Georgia. This presentation takes you into the schools and shows you firsthand the positive things happening as a result of QBE. QBE in Action is available in slides or video to any group that would like to learn more about how QBE funding has benefited the children of Georgia during this first year of implementation. For further information and scheduling, contact The Georgia Department of Education Public Information and Publications Division 2052 Twin Towers East Atlanta, Georgia 30334 (404) 656-2476 In Memory of Charles McDaniel This month marks the first anniversary ofthe death of Dr. Charles McDaniel, state superintendent of schools from 1977 to 1986. This is also the first ALERT we've done without his input, and we thought it important to remember his influence and concern. Dr. Mac spent his life working to make public education better for the children of Georgia, and it was very important to him that the department spread the good news about our schools. He believed one of our most important tasks is to build bridges of communication between home and school, educators and community members. ALERT is one of those bridges. The only memorial Dr. Mac requested is that he be "remembered as one who tried to make a contribution." His contributions to Georgia's schools were many: the implementation of statewide, free public kindergarten for all five year olds; performance-based teacher certification; the Georgia Schools of Excellence program; more stringent graduation requirements; the Georgia Scholar Program. Dr. Mac's leadership laid the foundation for the tra,nsition into the new programs and require- ments of the Quality Basic Education Act. We do remember Dr. Mac for these things. To make our memories tangible, many schools have begun planting trees in his honor. Arbor Day was Dr. Mac's favorite holiday. He wrote about it every year in his newsletter to local superintendents, and he always felt that "the school campus ought to be the most attractive place in the community." In this spirit, West Central Elementary School in Rome has planted three redbuds dedicated to Dr. McDaniel, Calhoun Middle School has planted a Bradford pear, and many other schools have done likewise. As another memorial, a teacher scholarship fund has been established in Dr. Mac's memory. The private fund, administered by the Georgia Student Finance Authority, will help educate Georgia high school graduates who want to pursue careers in teaching. We dedicate this issue of ALERT to the memory ofCharles McDaniel, a man who wanted his works to stand as his memorial. March 1987 Vol. 16, No_ 1 ALERT Staff Executive Editor ....... Anne Raymond Managing Editor .... Kristin Summerlin Art Director . . . . . . . . . . . . . Elaine Pierce Photography Editor . . . . Merri Sheffield Typesetting ............... Kim Curfman Contributing Writers: Wagers Chenault, Julia Martin Gervais, Elean or Gilmer, Judy Hall, Nancy Hall, Lou PenegU