Georgia alert; a look at education's role today, 1976-1977

-~30D
I PI Atf-

Received
SEP 30 1976
DOCUMENTS UGA LIBRARIES

September 1976 Volume9Number1

Buses Roll And Safely

by Anne Raymond

Travelling on a Georgia school bus is safe. And getting safer every year, thanks to the combined efforts of the Georgia Department of Education, the Georgia Department of Public Safety and the State Department of Transportation. These three agencies are mounting a cooperative offensive to insure that school transportation in Georgia is safe and efficient. Every facet of school bus operation, from driver qualifications to bus specifications, maintenance and inspection to railroad crossing safety, is under continual scrutiny by state and local school district officials who all have the same goal in mind- safety for students on Georgia school buses.
Although school bus safety hits the news headlines only about once a year, it is an ongoing effort for the Georgia Department of Education and local school districts. Areas of concern include the driver, his or her training, the vehicle, its specifications, maintenance and periodic inspection and routing.
School Bus Inspection One key word in the safety effort is
inspection, and it goes on constantly. School buses are subject to the same annual motor vehicle safety inspection that applies to all passenger cars in the state. The State Department of Public Safety has inspected buses every summer since 1974, and this year they plan additional, periodic inspections throughout the school year. The State Board of Education requires every bus to be inspected once a month and a report filed with local school officials . In addition, according to state transportation program administrator Paul Wills, in Atlanta, every driver gives his or her bus a "walkaround" inspection every day.
The typical bus which bears all this scrutiny is a 56-passenger vehicle, a Blue Bird body on a Ford chassis. It makes about four trips per day and carries an average 110 passengers a day . All with a safety record that amounts to little more than "fender benders," as Wills expressed it. Specifications for Georgia school buses are more stringent than in almost any other state, and in some areas they go even further than requirements of the Federal Transportation Safety Board. Georgia, for example, requires air brakes on larger buses, power steering and automatic transmissions on all buses. Many other states and the FTSB do not. "We feel that these features are important to safety, and not just frills to be cut in cost-saving efforts," said Wills.
Department of Public Safety school bus inspections began the first week in August and continued for about two weeks. Officials in regional state patrol offices visited school districts and inspected the buses, using a checksheet and looking primarily for defects that would jeopardi ze the lives and safety of students.
"This year we found few major problems serious enough to ground a bus," according to Department of PubIic Safety Information Officer Bill Wilson. "We found the usual minor problems such as cracked mirrors or taillight glass - things which

Students ready to board bus.

could be fixed right away. If school officials promised to make these minor repairs immediately, we did not even mark them down. We found very few serious problems such as bad tires, faulty steering mechanism or brakes. Overall, the buses are in real good shape . Georg ia has an admirable record of school bus safety," Wilson said. "I know of very few accidents and no deaths in recent history that have been caused by mechanical problems with buses. Most accidents and injuries to children occur as they are boarding or leaving buses."
Georgia's worst school bus accident in recent history occurred in 1974 at a railroad crossing at Aragon. Since that time, the State Department of Transportation, the department of education and local school districts have been working together to identify unmarked railroad cr ssings used by school buses. These have bee placed on a priority Iist for marking with bells, lights and crossbars as federal and state funds become available. Last year, 219 such dangerous crossings were marked, according to a DOT spokesman, and 200 more will be marked this year. Georgia has more than 6,500 crossings that need markings, at an average cost of $35,000 each.
School Bus Drivers Drivers of Georgia school buses are a cut above their counterparts in many states, which rely in some cases exclusively on student drivers. Georgia drivers must be between ages 18 and 65, properly licensed by the Department of Public Safety especially for bus driv ing, must have an annual

physical exam and participate in training programs each year. These are offered by the local school district and by the dep').rtment of education, which bases its thre
hour in-service on problems which ~e~
most prevalent each year according t o state accident reports involving\chool buses. School districts do their own preservice education of new drivers. The State Board of Education also offers a one-week workshop each summer for school bus mechanics.
The typical Georgia school bus driver is between 31 and 50 years old and has more than six years' driving experience. Increasingly , school bus drivers are female, up from seven percent in 1965 to 40 percent in 1976. In some counties, Cobb and Douglas, for example, better than 85 percent are female. It is an occupation that appeals to women because of its part-time nature, requiring only about three or four hours a day . Drivers receive a state minimum salary of $2,400 effective Sept. 1, 1976, to which most school districts add a supplement of between $300 and $600.
Growing Program During the 1976-77 school year, state offi. cials estimate that more than 700,000 students will ride school buses, another increase in a trend that has been up for a number of years now. Wills explained that the increases are the result of school consolidations and reorganizations, recent legislation which makes city school districts eligible for new programs such as preschool education, special vocationa l programs and programs for the handicapped, and the continuing movement of

1

families to the suburbs. This latter factor means that increasing numbers of children are eligible under pol icies of the State Board of Education which allot funds for the transportation of any student who lives more than 1Y, miles from the school. Handicapped children are transported without regard to residence. To carry these 700,000 children school systems will operate 6,200 buses, each travelling an average of 10,000 miles during the year.

A majority of funds to underwrite the transportation program is appropriated by the Georgia General Assembly, which has increased its support by 107 percent in the last five years alone . Funds are allocated for driver benefits, including salaries; insurance; bus replacement and operating costs (gasoline, oil, tires, repairs, etc.) based on mileage. Six field represe!ltatives of the State Board of Education work with districts to plan routes, estimate needs and recommend levels of funding . State Board allocations are made on the basis of ., these surveys, conducted at least every three years and in growing or changing systems more often. With state funds and whatever local funds are added, systems operate their own transportation programs -recruiting, hiring and training drivers, purchasing and maintaining buses, planning and implementing routes.

More and more, districts are stressing

importance of the transportation program,

hiring professionals to manage the pro-

gram and operating their own maintenance

garages and training programs.



Governor's Task Force Studies Education

The 26-member Governor's Task Force on What are the most effective ways of

Education expects to present its short-

using media to support the instructional

range recommendations by Sept. 17, in

program?

time for consideration by Governor Busbee in preparing his budget and legislative package for the 1977 Gene ral Assembly session .

What types of financing are needed at the state level to insure that local system building needs are met as efficiently as possible?

Appointed in June to study the state's public school program and advise the Governor on the kinds of programs which most effectively meet the needs of Georgia students, the task force is composed of lay citizens and educators from across the state. The members have organized themselves into subcommittees to study five

How should aides and paraprofessionals be trained and what should their duties be?
What sort of training should be available to educators to help them cope with the complexities of school management?

areas-instructional programs, instructional management, public school personnel, support services and education and the community-under the guidance of a steering committee. Dr. H. M. Fulbright, super-

How can funding flexibility be combined with systematic assessment to help the local system more fully meet the needs of its citizens?

intendent of Carrollton City Schools, is chairman of the steering committee; members are Doris Thomas, director of staff development for Chatham County Schools; Florence Warren, primary teacher at Guy Webb Elementary in Fulton County ; and Dr . Justine W. Washington, a member of the Richmond County Board of Education.
The task force has especially focused on the need for citizen and parental involvement in schools, according to Dr. Fulbright.

Two areas under particular study by the task force are kindergarten and compensatory education. Members are looking for successful efforts with the intent of identifying a more complete, unified approach to these two programs. Governor Busbee noted that currently 183 of Georgia's 188 school systems have some sort of early childhood education program. Two additional areas that may be considered as part of the long-range study include the

"We realize that supportive and involved development of a method to identify out-

parents can make a difference in the

standing programs and the constraints

quality of school discipline, in helping

imposed on education by current statutes

children overcome learning problems and and policies.

in the total effect of the instructional program. Each subcommittee is working on ways to encourage effective citizen involvement in education," he said.

The Governor and Lt. Gov. Zell Miller are serving as co-chairmen of the task force, which has been meeting since its appointment in June. In naming the members

The subcommittees are studying such

Governor Busbee said he had sought

questions as

" problem solvers who have proved they

What approaches are most effective in helping children whose achievement is

can work effectively with limited resources."

below what is expected for their age

"The APEG (Adequate Program for Edu-

level?

cation in Georgia) study identified our

funding needs, now we need to know how we can use every education dollar for the best benefit of our children," the Governor said.
Lieutenant Governor Miller called the task force "different from any we've had before in Georgia ." He said he expects the legis-

lature to "listen attentively" to the recommendations. Governor Busbee said he anticipates no "sealing down" of any educational effort; instead, he said there will be the identification of areas that should have priority.


Members of the Governor's Task Force on Education
Charles Allen, Cleveland, principal of White County High School Gordon E. Bondurant, Rome, president of the Darlington School Lyndol Cain, Watkinsville, director of the Northeast Georgia Cooperative Education Service Agency W. L. Colombo, Jefferson, assistant director, Professional Practices Commission Ellen Coody, Atlanta, teacher of distributive education in Atlanta Public Schools; executive secretary of the Georgia Vocational Association Ruth Downs, West Point, vice chairman of the Board of Education of West Point City Schools Dr. Robert L. Driscoll, Clarkston , associate professor of curriculum and instruction; director of educational field experiences at Georgia State University Dr. H. M. Fulbright, Carrollton, superintendent of Carrollton City Schools Dorothea C. Jackson, Morrow, head of the science department at Walter F . George High School, Atlanta City Schools Frances La Farge, Macon, volunteer worker and educational writer for the Macon Telegraph Mary Long, Newnan, fourth grade teacher at Ruth Hill School, Coweta County Schools Marie B. Martin , Madison, principal of Morgan County Primary School Philip McGregor, Decatur, financial planner for Travelers Insurance Company; former teacher Peggy Neal, Athens, mathematics teacher at Hilsman Middle School, Clarke County Schools James Nolan, Macon, principal of McKibben Lane Elementary School, Bibb County Schools Dr. Christopher Sharp, Dahlonega, chairman of the Department of Education, North Georgia College Jo Ann Stallings, Columbus, kindergarten consultant for Muscogee School District Katherine Lee Stalvey, Marietta, lead teacher in middle and high school learning disabilities and behavioral disorders program, Cobb County Schools Virginia Stringer, Atlanta, former president of the Georgia League of Women Voters; member of the Legislative Study Commission which developed the Adequate Program for Education in Georgia (APEG) Anne Stroud, Albany, curriculum director for Dougherty County Schools Ernest L. Stroud Jr., Forest Park, superintendent of Clayton County Schools Doris Thomas, Savannah, director of staff development for Chatham County Schools Florence Warren, Roswell, primary teacher at Guy Webb Elementary School, Fulton County Schools Dr. Justine W. Washington, Augusta, member of the Richmond County Board of Education Peyton Williams, Sylvania, principal of Central Middle School, Screven County Schools Geraldine Wright, Jackson, mathematics teacher at Jackson High School, Butts County Schools

New Faces In Superintendents' Offices

Elections, retirements and resignations will mean changes in the administrations of more than one-fourth of Georgia's 188 school systems this year.

The new superintendents will be offered several days of orientation and education to

help them get started in their new responsibilities. The Georgia Department of Education

and the University of Georgia College of Education will conduct the training, which will

be underwritten by Governor George Busbee's emergency fund. Dates and location will

be announced later.



of Clay County Elementary, will succeed W. W. King; in Decatur County, high school coach and assistant superintendent Charles Bess succeeds S. W. Cox ; in Grady, Cecil McDonald, elementary principal, succeeds Jack Willis; in Hart, Jim Gurley, assistant superintendent, succeeds Jere A . Ridgway ; in Paulding, Oliver Hudgins, curriculum director, succeeds W. C. Abney ; in Putnam , W. A . Dabbs, vo -ag teacher, succeeds Archie Swymer; in Quitman, Joe Gary, high school science teacher, succeeds George M. Phillips ; in Turner , W. G. Hardin, high school principal, succeeds D. C. Royal.

Georgia school superintendents are either elected or appointed, depending on the choice of each local community's citizens. Many of the changes taking place this school year are the result of the statewide primary Aug. 10.
Seventeen incumbents were re-elected over opponents, including W. D. Johnson in Catoosa County, M. 0. Powers in Fayette County, M. E. Lewis in Hancock, David A . Perdue in Houston, William P. Johnson in Laurens, Marcus H. Nobles Jr. in Long, J . Marlin Smith in Lumpkin, Walter Ethington in Mcintosh , Emerson Warnock in Montgomery, S. H. Sanders in Oconee, Jerry Fulton in Randolph , N. P. Malcom in Seminole, Mrs. Lola H. Williams in Taliaferro , Charles Neal in Telfair, WilliamS. Clark in Wheeler, Horace Fitzpatrick in White , M. A . Gu ill in Wilkes.

Appointments Newly appointed superintendents will be taking office in Comm erce, where Dr. Jim Melvin, former Clarke County junior high principal, succeeds retiring superintendent W. M. Barnett Jr.; in Social Circle , where former Worth County superintendent John Burks succeeds Clint Taylor; in Tift County, where Tift County High School Principal Edward McCray succeeds A. 0. Hagan; in Gainesville, former Atlanta City Assistant Superintendent Dr. Ed Cook will succeed R. D. Blakeney; in Hogansville, Louis Brummett succeeds H. L. Dixon; and in Jefferson City, former Social Circle Superintendent Clint Taylor succeeds W. L. Colombo, who resigned to join the staff of the Professional Practices Commission.

Incumbents Defeated Eleven incumbents were defeated in the August primary. New superintendents will include, in Banks County, Bobby Lewallen, a former Banks superintendent who defeated incumbent G. Milton Patterson; in Bartow, Carl Merrill, former Bartow sup_erintendent who defeated Talmage Hudson ; in Effingham, Jacob Moore, assistant principal of Effingham County High School who defeated incumbentS. W. Zipperer; in Habersham, Max Cash, an elementary school principal who defeated Russell Smith; in Johnson, M. V. Claxton, former superintendent and Oconee Cooperative Education Service Agency staffer, who defeated incumbent William A . Harrell; in Pierce, Edward Drawdy , principal of Patterson High and Elementary School who defeated incumbent W. M. Alderman ; in Pulaski, Marvin Peavy , former principal of Bozeman Elementary School who defeated W. M. Alexander; in Rabun, James Burden, Georgia Department of Education employee who defeated incumbent Phillip V. Burrell ; in Talbot, J. B. King, former principal who defeated Mrs. Evelyn 0. Rowe ; in Union, Clyde Collins, high school principal who defeated Earl Odom ; in Washington, Tarver Averett, principal of Sandersville Elementary School who defeated W. B. Ouzts .
No Opposition Four new superintendents were elected without opposition to positions being vacated by retiring superintendents. In Ben Hill County Eugene Harper, an elementary school principal, succeeds J. C. Hunter; in Brantley County James Thornton , an elementary school principal, succeeds Mrs. D. S. Moody; in Madison County Jim Perkins, elementary school principal, succeeds Edgar W. Pinckard; in Webster County Preston bank employee Meredith Walker succeeds R. H. McDuffie .
A number ot superintendents retired and left their positions to be filled by the voters, who chose among as many as three candidates . In Carroll County, Travis Edmondson, Director of Instructional Pe rsonnel for the system, defeated two opponents to succeed retiring Superintendent Spencer Teal; in Cherokee, L. Eugene Norton, an elementary school principal, was elected to succeed Kleven Boston; in Clay, Jerry White, principal

Sixteen Run-offs Sixteen school systems selected superintendents in run -offs held Aug. 31. Five are still to be named in the November general election .
In Berrien County, incumbent Howard L. Sm ith defeated Peggy Kent; in Bryan County incumbent Mrs . June 0 . Baylor defeated Billy Mock ; in Butts, J . M. L. Comer , elementary principal, was elected to succeed W. B. Jones, who did not seek re-election; in Dade, elementary Principal Henry Elliott will succeed D. L. Stanphill, incumbent who was defeated in the primary; in Dodge, former Dodge High Principal L. D. Bowen was elected to succeed E. L. McCranie, who retired; in Douglas, Assistant Superintendent Gene Sheets won election and will succeed Robert Alexander , who retired; in Elbert, elementary Principal Roy Hartley succeeds Lee Atkinson, who retired; in F rankli n , Ed Bryant, former superintendent and elementary principal, was chosen to succeed L. W. Smith, retiring; in Haralson, Bob Watson defeated incumbent Madison M. Sanders ; in Harris, junior high Principal Mike Hickerson succeeds J. R. Mosley; in Miller, history teacher Jim Tom Tabb succeeds James H. Moore, incumbent who was defeated in the primary; in Mitchell, Charles Stripland, Ti.tle I coordinator, succeeds E. R. Rigsby ; in Stephens, incumbent James E. Stowe won over challengers in both primary and run-off; in Stewart, Richland elementary Principal Bill Mayo succeeds W. M. Murrah , incumbent defeated in the primary; in Upson , incumbent C . L. McSwain was re-elected over several challengers in the primary and run -off ; in Worth , Dexter Wilson was elected to succeed John T . Burks, who resigned to move to Social Circle as superintendent.

Superintendents will be selected in the general election in Fannin, with Edward Dunn

(R), incumbent, against Mrs. Frances Milhizer (D); in Gilmer, incumbent Calvin

Jackson (D) against Jimmy Jones (R); in Toombs, Powell Collins (D) against Mrs.

Valera Brinson (R); in Towns, incumbent Bill Kendall (D) against Unseld Garrett (R);

in Pickens, Glenn Anderson, incumbent, against Mrs. Adelaide Anderson, both

Independents.



2

Curriculum Framework Committee Reports

It took nearly two years to complete the job, but the Curriculum Framework Revision Committee presented its final recommendations to the State Board of Education in August for the board's approval. The board is scheduled to act on the committee's recommendations at its September meeting.

About every 10 years the board appoints a committee to revise the basic curriculum plan for Georgia schools. The last revision was in 1967 .

Criteria for Educational Planning in

Georgia is the title given the new edition

developed by 29 committee members

appointed by the state board and 33 ad

hoc committee members. According to

Dr. Claude lvie, chairman of the commit-

Randolph, Clay, Quitman

Circular library in first tri-county high school, Marion County.

tee, the purpose of the pub Iication is to provide general, state-level direction and guidance in the areas of program and curriculum planning and development, as required by state statues and by policies

Plan Joint School


of the State Board of Education.
"This document is seen as the basis from wh ich the State Board of Education will

formulate standards for public education

Georgia will have its second comprehen-

ing from such a multi-system agreement

For the newest tri -county school Randolph in Georgia," states State School Superin-

sive high school serving students from

should have an average daily attendance

County Board of Education would be

tendent Jack P. Nix in the foreword of

three counti es as the result of a newly

ranging from 900 to 1800 in either grades designated fiscal agent or receiver for

the publication. "It is intended that local

revised policy on consolidation adopted

8 -12 or 9-12 . One of the systems is to be

construction funds. According to Randolph education agencies ultimate! y will have

by the State Board of Education .

The boards of education of Randolph,

designated as the "receiving system" and is to be responsible for acquiring the

Superintendent Jerry Fulton, the proposed the opportunity to develop systemwide new high school would serve about 1,200 comprehensive plans for education and

Clay and Quitman counties have approved school site. The remaining, or "sending

students in grades eight through 12 in the to be funded on the basis of these plans."



and are proceeding with plans to build a single comprehensive high school to serve students from the three South Georgia counties. A similar school opened in fall 1975 tor students from Marion, Schley and Webster counties.
The board's new policy, adopted in June, enables state support for comprehensive high schools serving students from two or more school systems. The old policy pro-

systems" is to transfer its Iibrary and instructional materials and equipment to the new school. All systems will share in the operating costs according to their average daily attendance, and the agreement must be for not less than 25 years . The receiving system is also to provide non-fixed equipment and instructional materials and develop the site, including athletic fields and playground areas.

three counties. It would be in excess of 150,000 square feet and would open at least 58 different instructional units, seven of them vocational laboratory type courses.
The new school will be planned by educators and community members from the three counties, who will have the first of a series of seven meet ings Sept. 13 to decide how the school should be built to

The pub Iication is written primarily for educational personnel whose responsibilities include directing, managing, planning or developing a comprehensive education program or curriculum .
"Criteria" topics included in the publication include goals, bases for planning, program design and elements in planning.

,

vided state support only for the consolidation of schools within systems. The

The State Board of Education's part will be to provide financial assistance, includ-

best meet the communities' needs. Included in the planning group will be the

Randolph-Clay-Quitman school, now in

ing federal funds , sufficient to plan and

architects, faculties of the current high

the planning stages, will be the first to be construct the building, provide necessary

schools, area business people, parents

bu ilt under the new policy, which provides furniture, fixed equipment, walks, curbs, that t he comprehensive high school result- driveways and parking areas.

and other community members.



Proposed Graduation Requirements Include Life Role Skills



by Eleanor Gilmer

one-half in U.S. history, one-half in per-

diploma and have chosen to end the for -

The State Board of Education committee sonal finance and one-half unit elective in mal school experience will receive certifi-

studying Georgia's high school graduation requirements presented its proposals to the full board at its August meeting. The

the social science area ; one unit in math; one unit in laboratory science; one additional unit in either math or science; one-

cates of performance verifying the skills they have acquired.
Under the proposed policy students



proposed new policy says that graduation requirements should be measured in three

half unit in health and safety; one-half unit in physical education and one-half

entering the ninth grade in the fall of 1978 will be required to meet the new

dimensions- attendance, units of credit

unit in vocational/career education.

graduation unit requirements. Those

and demonstrated performance. Following Demonstrated Performance

entering the ninth grade in the fall of

Contest Announced

are some highlights of the policy.

Local school systems will be asked by the 1979 must meet the performance objec-



Attendance For students beyond age 16, the state board encourages local boards to adopt policies to allow individuals to complete school in more or less than 12 school years . Another recommendation is that planned off-campus experiences constitute school attendance equal to courses on campus and earn the same amount of credit toward graduation requirements.

state board to establish acceptable levels of achievement for contemporary life role skills defined by the state board. The systems will also have the responsibility for establishing performance indicators to determine if performance objectives have been met. The proposed policy defines life role skills as "those skills which are necessary to address effectively and efficiently the decisions and opportunities presented to individuals in our technical

tives as well as new graduating unit requirements.
The pol icy sets July 1, 1978, as the date when local school systems must file plans for implementation of a contemporary life role skills program with the State Board of Education.
After hearing the recommendations of the Staff Development Committee, the board tentatively approved, in principle,

Nation's Schools Report and the Association of School Business Officials are sponsoring an annual school cost cutter contest, which features cash prizes of up to $250 for the best cost cutting ideas. The contest is open to business officials, other administrators and all employees of any K-12 school or district. Ideas will be judged on the basis of originality, their value for use in other schools or districts and the amount or budget percentage of

Credits

and urbanized free society."

the proposed policy on high school grad - the resultant savings. Entry blanks and

Under the new policy, Georgia graduates

will be required to have earned a mini -

The new policy calls for only one high

mum of 21 credits in grades nine through school diploma but stipulates that it be

12 - 1OY2 specified units a nd 1O'h electives. Specified units will be three in communi-

accompanied by a certificate of performance indicating the skills acquired by

cation skills; three in social science, in-

the student.

uation requirements. In addition, they voted to distribute copies of the pol icy to school system superintendents and to invite the superintendents to discuss the policy with the state board at a meeting scheduled for 9 a.m . Sept. 8 in room 401

contest rules appear in the August issues of the ASBO Newsletter and Nation's Schools Report, but can also be obtained from Luci Switzer, Nation's Schools Report, Suite 1100, 230 West Monroe Street, Chicago, Ill. 60606, phone (312)

cluding one in citizenship, one-half in

Those students who have met some, but

of the State Highway Department in

368-6630. Deadline for submitting

economic principles and free enterprise,

not all , of the requirements for the

Atlanta.

entries is September 30.



3

New Tests Give Individual Results

Teachers returning to Georgia schools each fall usually have to spend at least some time getting to know their new students' individual levels of ability and knowledge in school subjects. After they've determined that Sally Smith dangles her parti ciples and Tommy Jones has trouble with inverted fractions and 80 other youngsters have their own special sets of problems, then teachers can get on with their jobtrying to help individual students learn what they need to know.
Until this year teachers have been on their on to do this sorting of students and matching of instruction with individual needs, and it has been a time consuming, frustrating and imprecise process. This year will be different, at least for the teachers of Georgia fifth and ninth graders who were given the State's new fourth and eighth grade CriterionReferenced Tests (CRTs) in reading, mathematics and career development last year.
These teachers will have access to individual computer printouts on each student indicating precisely the student's level of knowledge in the three areas tested last spring when Georgia introduced the new program. About 165,000 students were tested, and the results have been made available to the testing coordi nator in each school system, who will be sharing the information with teachers.
Developed by Georgia teachers and educational administrators especially for use in Georgia, the new Criterion-Referenced Tests were constructed by Educational Testing Service of Princeton, N. J., using objectives developed by Georgia teachers, subject area supervisors and department of education staff. In all, 18,131 responses of Georgians were assimilated in designing the tests, which measure those skillsthought to be essential for success in school and for progress toward objectives Georgia students should achieve by age 17.
The new testing program will provide more useful information for teachers, students, parents and administrators to use in improving instruction in Georgia schools than has ever before been available, according to Dr. H. Titus Singletary

Jr., associate superintendent of schools for instruction, Georgia Department of Education.
Unique Approach Georgia's approach to criterion-referenced testing is unique in the nation. It is among the first to provide detailed, individual student results on each student tested to systems, schools and teachers. Other CRT programs test only samples of students and provide only group results, such as by system or state.
The Georgia test results are provided on each student and are expressed in terms of how well the student performed on a specific task, or objective. For example, the first of the 20 objectives on the fourth grade reading test is "The student can distinguish between sentence fragments and complete sentences." Anoth er is "The student can read short selections and identify which statements are facts and which statements express the writer's opinions." A computer printout of test results on a student named John Doe might show that he performed well on the first objective but needs work on the second. The information is often so detailed that it might acknowledge competence on the objective but still recommend more work, for example: "Has achieved objective; may need help with quotation marks."
Simply stated, the new tests help individual students to know where they are going educationally and where they are in relation to their destination; they also provide a basis for taking corrective action to reach the destination .
The individual printouts most systems have now will be used as diagnostic and prescriptive tools by students, teachers and parents to analyze and work to correct individual stuaent weaknesses ratner tnan merely to point out where the student stands in relation to a group of other students.
Educators Pleased Georgia educators at both the state and school district levels are pleased with the new tests for several reasons. One Atlanta area testing coordinator called the CRT "a much fairer way to be tested, because

Testing in Rockdale County.
we are testing what is being taught in Georgia. The reading and math objectives are the same as those in our school system curriculum guide."
System officials also consider the new tests to be simpler to understand and explain to parents and students, and they say teachers are more comfortable with this kind of result.
"I would much rather go into a parent conference with this kind of information than to attempt to explain a grade equivalent or norm -referenced score," said a teacher. "The grade equivalent score is so false," she said. "If a student misses as few as two questions it brings his score down a month or two. It just isn't an accurate measurement. Th e CRT is. These results will also help teachers plan learning centers or students based on their individual needs."
The test results will also be used extensively by local school districts in examining their staff, cu rriculum and instructional media to insure these relate to the objectives teachers and students are trying to reach. It is expected that many teachers will use the individual profiles as the basis for individually guided education, and at

the state level, statewide results can be used similarly- to determine critical problem areas and possible corrective actions. In addition, the tests establish clearly and for the first time exactly what is expected of Georgia fourth and eighth graders in reading and mathematics .

Future Testing Plans

The State Board of Education's plans for

testing in Georgia schools during the

school year 1976-77 include both the new

CRTs and the continuation of norm-

referenced testing on a sample basis. Dur-

ing the week of Sept. 27 to Oct. 8 , a

stratified random sampling of 2,600 stu-

dents in the fourth and the same number

in the eighth grade will take the Iowa Tests

of Basic Skill s. All eleventh graders in the

state will take the Tests of Academic

~ogr_ess.-d.uring the same.week . Later in

the school year, the weeks of March 7-25,

Criterion-Referenced Tests will be given in

reading, mathematics and career develop-

ment to fourth and eighth graders. New

criterion-referenced tests are being devel -

oped in reading and mathematics for grades

two, three and six, and tests for tenth

graders are being developed in communi-

cations skills, mathematics and career

deve lopment.



Georgia Seeks Children With Special Needs

Student with special educational needs attending Atlanta Area School for the Deaf.

t

How many physically, emotionally and

of confidentiality has run in all major

mentally handicapped children are there

Georgia newspapers.

in Georgia? That's what Georgia Depart-

ment of Education and local school

Project Child Find, which is federally

1

special education personnel are currently funded, goes hand-in-hand with the

trying to find out through Project Child

emphasis placed on special education by

Find .

the Georgia Legislature in the past several

years. For example, House Bill 671,

The major purpose of Project Child Find which was passed by the 1975 Georgia

is to take an actual head count of persons General Assembly, mandates that "after

below 21 years of age who need special

July 1, 1976, any person certified as a



education services but who are not receiv- teacher, principal or guidance counselor ...

ing them . This information will be used

shall have satisfactorily completed a course

to determine present and future program of five or more quarter hours, approved by

needs and for statistical reporting.

the State Board of Education, in the iden-

An all -out public awareness campaign has tification and education of children who

been launched by state and local special

have special needs, or shall have satisfact-

education staffs to inform all citizens

orily completed an equivalent preparation

about Child Find . Cooperat ion and sup-

in a staff development program .. ."

port is being sought from many state

Teachers already certified in Georgia have

agencies and from parent and professional organizations. Brochures, posters, radio

until their recertification date or one year, which ever is greater, to comply with the



and television spot announcements and

law.

newspaper articles are being prepared .

Colleges in the state have geared up for the

Herbert Nash, director of special educa-

courses needed by the school personnel,

tion for the Georgia Department of Edu- and staff development courses in special

cation, says confidentiality of records is

education have been made available.

being strictly observed . He says informa- According to Dr. H. Titus Singletary Jr. ,

tion gathered which could identify an

associate state su perintendent of schools,

individual child will not be maintained

many teachers have already met the five-

beyond the local level collecting it and

hour course requirement, even teachers

will not be held by any state agency .

who hold Iife certificates and are not

Parents have the right to review their child's records at any time. The notice

affected by the mandate.



4

Teacher Of TheYear Search Is On

The search is on now for Georgia's 1977 Teacher of the Year. Every year one teacher is chosen as representative of Georgia's best teachers and is a candi date in the National Teacher of the Year awards program. Edith Smoak of Brunswick and Betty Lewis Phillips of Macon were Georgia's 1975 and 1976 Teachers of the Year, both selected as runners-up in the national program .

Georgia's 1977 Teacher of the Year may be like Edith Smoak- a dynamic, energetic innovator, a crusader warring against ignorance, a concerned community volunteer, a school leader that is listened to, and a compassionate, loving friend to the less fortunate .

Or like Betty Phillips, Georgia's next Teacher of the Year may be a quiet, confident leader, a tireless teacher offering exciting, far-from-the -ordinary instruction, prodding her students to independent thought, boosting their self-confidence- she may lead them in direct community involvement projects to test the working democracy in its courts and councils. She may bring the world to them or take them out into it, constantly holding up the mirror of their perception to them, questioning even truths until they know.

Georgia's Teacher of the Year may be all these things and more. He or she may be an articulate spokesman for the profession, an enlightened analyst in the classroom, a shaper of ideals for the community.

The National Teacher of the Year Awards Program is now in its twenty-fifth year. It is sponsored nationally by the Encyclopaedia Britannica Companies, The Ladies' Home Journal and the Council of Chief State School Officers. The program emphasizes teaching excellence as the most important link in the educational process. But the program does more than reward a few individual teachers each year; it promotes the importance of good education everywhere.

The Teacher of the Year Awards Program is co-sponsored in Georgia by the Georgia Department of Education and the Southern Educators Life Insurance Company . To become an entrant in the program a teacher's name should be submitted to either a local selection committee or the system superintendent. How the local system teacher of the year is selected is entirely up to the system. Many systems appoint a selection committee which reviews applicants or nominees, with the final choice approved by the system superintendent.

Rules for 1977 Georgia Teacher of the Year Program
1. Superintendents are urged to select a local committee to choose a system teacher of the yea r . The committee may include a PTA representative, a principal , a member of the news media, a chamber of com merce representative, a local board member, and perhaps last year's system teacher of the year. The system superintendent should designate a chairman of the comm ittee and send this person's name to the Publications and Information Unit (P&I) of the Georgia Department of Education. P&l personnel will advise each chairman on how to promote the local teacher of the year program, how to publicize the local winner and so on .
2. Each system will submit its winn ing teacher 's entry form by Oct ober 1 to
Pub Iications and Information Georgia Department of Education 103 State Office Building Atlanta, Georgia 30334
3. All entries will be reviewed by a department of education committee, which will select 10 semi -finalists.

The process of selecting a system t eacher of the year is a good opportunity for th e system t o promote it s educational programs and teachers. Many systems appoint a committee which seeks nominees from each school and has the responsibility to promote the program locally. Many systems have found sponsors for the local teacher of the year program, and these spon sors generally want to award recipients of the title with special ceremonies and gifts. Local newspapers, radio and television honor the nominee by write-ups and interviews.
Reproduced elsewhere on this page are the questions on the official Georgia Teacher of the Year entry form . The form is also suggested for use in determining the local teacher of the year, since the answers to the questions are the sole criteria for selecting the finalists in the state program.
Each system may nominate one teacher for the 1977 Georgia Teacher of the Year . When entry forms are received at the Georgia Department of Education, the State Superintendent of Schools appoints a preliminary committee of department personnel which narrows the field. A second committee of educators chooses the state finalists from that group. During the fall, official judges representing the GAE, PTA, Superintendents' Association or other organizations visit the finalists in the classroom and interview them to determine Georgia's Teacher of the Year . This final judging committee is appointed by State School Superintendent Jack P. Nix.
Betty Lewis Ph illips

4. Entries of the 10 semi -finalists will be reviewed by a second committee, which will select four finalists .

5. Judges representing var ious education organizations will visit each finalist and select the top teacher and runner-up.

6. The P&l staff will help the winning teacher prepare a scrapbook to be submitted for national judging.

7. The 1977 Georgia Teacher of the Year schedule is

September 3 - October 1 - Local committees will select local winners

October 1 - DEADLINE FOR ENTRIES ARRIVING IN ATLANTA

October 4 - October 8- First screening; 10 semi -finalists selected

October 11 -October 13- Second screen ing; 4 f inalist s selected

October 18 - October 20- Committee of judges visits each fin alist to observe and select state Teacher of the Year



November 10 -Winner and runner-up presented to state board .














Georgia's 1977
Teacher Of TheYear
Official Entry Form

(If necessary, additional pages may be used to answer the following questions.)



I.

PERSONAL DATA



Name - - - - - - - - - - - - - - - - - - S c h o o l S y s t e m - - - - - - - - -

School - - - - - - - - - - - - - - Grade and Subject T a u g h t - - - - - - - - -

Place of B i r t h - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Teaching Experience and Professional Preparation ( Institutions attended, degrees earned,
positions held.)




II.

EDUCATIONAL AND CIVIC SERVICES, such as membership and offices held and/or recognition

in professional or civic organizations; also, personal efforts to improve education and social conditions

of the community. (Duplicates of articles or speeches may be attached.)



Ill. WHAT IS YOUR PHILOSOPHY OF TEACHING ?


IV. WHAT INNOVATIVE INSTRUCTIONAL METHODS HAVE YOU USED WITH YOUR CLASSES ?


V. WHAT ORIGINAL METHODS HAVE YOU DEVISED WHICH YOU THINK SUPPLANT OR ADD TO TRADITIONAL OR CURRENT METHODS OF TEACHING ?



VI. WHAT ARE SOME OF THE SPECIAL PROJECTS IN WHICH YOU HAVE INVOLVED YOUR



CLASSES ?


VII. DESCRIBE THE ONE MOST REWARDING EXPERIENCE YOU HAVE HAD AS A TEACHER.



VIII. WHAT ARE THE POSITIVE ASPECTS YOU SEE IN PUBLIC EDUCATION TODAY ?

WHAT CHANGES WOULD YOU LIKE TO SEE MADE ?



Georgia Department of Education 1976

Superintendent's Signature

County


Dahlonega GHP Praised


"Very successful, I'm extremely pleased with the results from the first year of the program." This is how Ralph Hogan, director of the Governor's Honors Pro gram (GHP) for the Georgia Department
of Education, feels about the first year of the north Georgia component of GHP held this summer at North Georgia College in Dahlonega.

"Our sampling and interviewing shows

that the program received high ratings

among the students participating, and one
of the most successful parts of the pro

gram was the cluster approach we used,"

..

Hogan said . The clusters are new to the GHP program

format and are interdisciplinary in design .

"Rather than restricting the students to

narrow subject fields," explained Hogan,

"the clusters allow each student to study

in broad interest areas."

As is customary in the Macon GHP, stu dents in the Dahlonega component selected an academic area or branch of the arts in which to specialize during the
six weeks. "Once an interest area was selected, however, students in north Georgia also had access to several clusters which were interrelated to several subject areas," said Hogan.

The new component of the 13-year-old GHP program also emphasized a new area of study - career development. Stu dents were given an opportunity to observe

Students in Dahlonega GHP political science cluster debate issues.

businessmen and other professionals in their daytoday activities. "Career development was actually an outgrowth of the Macon program," Hogan said. "Last year in Macon we had a 'shadowing' seminar where students went out into the com munity and followed a work day of different businessmen and women . Based on the popularity of that seminar, we molded the Dahlonega component to accent career opportunities. The interest showed by the students was just tremen dous."

"The real surprise, however, was how much the businessmen seemed to enjoy the students," Hogan said. "They seem to have had as much fun as the students. Their help gave the students exposure to careers they never knew existed before they came to GHP. All of north Georgia was turned into a laboratory for learning."

The Dahlonega component was financed by a $130,000 grant from the Appalachian Regional Commission and state funds iden tified by Gov. Busbee and involved 200 gifted students from the 35 counties of north Georgia within the Appalachian . Region.

Since it was so successful, Hogan is opti

mistic about future funding for the pro

gram. "With the excellent reception we've

had to the program we are looking forward

to having it renewed."





~
Q)
-~

State Board

0 cc

Q)

To Set Budget

6

Priorities

. The State Board of Education is sche duled to approve its FY 1978 budget request at the regular meeting Sept. 9. Members are considering cost figures for continuation and improvement items compiled by the Georgia Department of Education.

The board is expected to rate the items requested in order of priority, as they have for the past few years . Items under consideration include additional expan sion of special education services to meet a 1977 legislated deadline at an estimated cost of $1.2 million for each 100 new teachers; increases in teacher salaries, which would cost an estimated $4.6 million for each one percent salary in crease; additional maintenance and opera
tion funds at a cost of $4.4 mill ion for each $100 increase; sick leave and instructional media increases at a projected cost of $447,400 for each $10 increase in either category; increase in instructional equipment funds at a cost of $98,900 for each 10 cents; additional special education
transportation at a cost of $651,500 for each 100 buses.

Other increases and their projected costs
, include one cent per meal for school food
service, $1 .5 million; 25 percent fund ing of the Adequate Program for Education in Georgia (APEG) section which i allots instructional specialists in the ele mentary grades, $4 million; increase in principals' supplements according to the
number of teachers supervised, $735,800; supplements for full-time certificated assistant principals, $534,000; funds to
. pay principals for 11 months rather than 10, $1.7 million; additional vocational education teachers, $1 million ; expansion of the preschool development program to serve 25 percent of the estimated children eligible, including all hand icapped child ren, $4.3 million.

The board's budget request will be pre

sented to the Governor and then to the

General Assembly, which will decide

appropriations in January .





Board members Vann and Oberdorfer discuss policies. (Future issues will carry additional pictures of state board members.)

New Board Members Working in Many Areas
Saralyn .Oberdorfer, A. J. McClung, James Smith and Thomas Vann Jr. have served only six months of their seven-year appointment to the State Board of Edu cation, but already they are functioning like veterans.
None of the new board members were strangers to education activities, and each has stepped into an important leadership role on the state board, serving on board ad hoc committees and representing the board at statewide and national meetings.

Hendricks to serve on four board committees- staff development, educa tional television, textbook and school library and as a representative to the Teacher Education Council. A resident of Atlanta for 22 years, Mrs. Oberdorfer has taught in Atlanta Public Schools and the Temple Sinai Religious School and has served as a supply teacher and guest lecturer in Fulton County Schools.
McClung, who serves as Mayor Pro Tern of Columbus, is the Third Congressional District's representative on the state board. He is a former high school teacher and coach and now serves as executive director of the Brookhaven Branch YMCA in Columbus. He represents the state board on the High School Associa tion and serves on the legislative and vocational/career education committees.

Mrs. Oberdorfer represents the Fifth Congressional District on the board. She has been appointed by Chairman Roy

Seventh district representative James F. Smith, a native of Cartersville, is vice president of R.C.A. Truck Lines, Inc., a
5

director of the First National Bank of Cartersville and a director of the Georgia Motor Trucking Association. He is chair man of the state board's committee on vocational and career education and also serves as a member of the budget com mittee and as a representative on the Transportation Advisory Council.

As chairman of the Thomasville City Board of Education, Thomas Vann has experience dealing with items that are apt to appear before a school board. He represents the second district on the state board. Vann is an attorney in Thomasville. He represents the state board on the Transportation Advisory Council and the High School Associa tion and serves on the textbook/school library committee.

All four of the new board members were

appointed by Gov. George Busbee. Their

terms expire in 1983.





Prisoners Receive Medical Training

Quick Start Aids Economy




by Steve Harvey

After considerable discussion, and with an

Twenty-three inmates at Georgia State Prison, Reidsville, recently finished the

eye toward rehabilitation, Charles B. Mosher, DHR medical director, issued a

.-

first Emergency Medical Technician

policy memorandum concerning the certi-

(EMT) training course to be offered in a

fication of EMTs during confinement in a

Georgia prison. Sponsored by the Georgia penitentiary or other penal institution .

Department of Education and the Georgia Under the policy, the DHR agreed to rec-

Office of Highway Safety in cooperation with the State Department of Corrections/ Offender Rehabilitation , the course was coordinated by John Pascoe, off-campus coordinator, Swainsboro Area Tech , Swainsboro.

ognize successful completion of an EMT training program during confinement and to allow inmates to take the state licensing test upon release from a correctional facility, pending a decision by DHR on eligibility of a convicted felon to become

Th irty -seven Quick Start programs coordinated by the Georgia Department of Education throughout the state at a cost of $700,000 generated over $21 million in new income for Georgians in FY '76 .

represented a 10-25 percent increase over their previous earnings."
From the $21 million in new salaries, the state is expected to receive approximately $206,000 in personal income taxes. Add i



a certified EMT in Georgia . An inmate,

According to J. D. Fowler, state industrial tiona! state revenue will come from sales

According to Pascoe the course at the

however, could not be certified while con- coordinator for the Georgia Department

taxes, corporate taxes and taxes generated

state's best known correctional institute was badly needed.
The prison is located in a remote area of rural Tattnall County, and has an inmate population of about 3,000. Approximately 500 staff members and their dependents

fined to a penal institution .
"The policy is fair," said Phil Petty, state EMT coordinator for the Georgia Department of Education. "It should encourage inmates at other correctional institutions to take the course if offered ."

of Education, the number of companies with Quick Start programs decreased from 57 in FY '75 to 37 in FY '76, but the number of prospective employees trained increased nearly 50 percent, from 1,897 in FY '75 to 2.748 in FY '76.

by personal and corporate spending .
Since $238,000 of the $700,000 spent for Quick Start training went into capital investment items which can be recovered and used again, the remaining $462,000 investment yielded a first year return of



also Iive on the grounds. "The prison has its own hospital within the confines of the institution with a large number of inmates assigned to work in various forms of medical assistance. I felt that the hospital staff needed to keep abreast of the latest emergency health care information just as any other health care facility in our

The first EMT course at Reidsville has

been a worthwhile experience for all

parties involved. "Hopefully," said Petty,

"it will spur other vo-tech schools and

penal institutions within their service

districts to initiate similar cooperative

programs."



Of those 2,748 workers trained, 2,648 found employment at average yearly salaries estimated at $8,000.
"Most of the workers were trained in various phases of plant production," said Fowler. "Their average yearly salaries after Quick Start training in most cases

nearly 45 percent.

Qu ick Start t raining programs are coordi-

nated by the off-campus d ivision of

Georgia's 28 post secondary vocational

technical schools in response to the needs

of local business and industry.



school's service area," said Pascoe.

Prison officials readily agreed . Despite the

risk involved when routine is broken at a

high security prison like Reidsville,

Warden Joe Hopper, !ogether with Elton

James, assistant warden for care and t reat-

ment, and Jim Wharton, training director,

felt that an EMT course taught by some-



one o.utside the prison's instructional staff

would benefit both the inmates and

improve health care.

Paul Genest , Evans County Ambulance Service supervisor, also saw the value of suppl emental EMT instructio n and agreed to teach the intensive, 125-hour course despite h is initial but well -concealed apprehension . His ha rd work and fa ith have been rewarded .

" In addition to sharpening up valuable skill s for the inmates' present hospital duties, successful completion of th e EMT course with state certification will give the inmates an opportunity to get a job in the field following the ir release," said Genest.

Genest pointed out that participation in

the two-month long course was strictly

voluntary . Inmates attended class on the ir

own time twice a week from 5 p.m. to

9 p.m. Several ali -day Saturday sess ions

were also scheduled. Topics ranged from spinal, neck and cranial injuries, cardio-

"

pulmonary resuscitation, wound bleeding

and shock to respiration and resuscitation, injuries to soft tissue and emergency

..

childbirth .

"The inmates on the hospital floor have been most cooperative and eager to learn," said Genest. "These people seem to possess above average intelligence and have applied themselves fully. We had some of the toughest tests I ever gave and these people did real well."

Sally Ann Hawkins receives the keys to her new Chevette from "Tim " Timmers, owner of Timmers Chevrolet in Norcross, wh ile Herb Park s, sales manager, looks on. The car was the grand prize for winning the 1976 state GOAL title.
One Decision Changed Her Life

The inmates took the same curriculum

and were required to complete the same

course work expected of any other EMT by Jeanette Lloyd

Her husband works in the same mill. For

winner, Sally enjoys the celebriW status

student in the state. There were no

Sally the work brought Iittle job satisfac-

around Rom e and her hometown of

problems. Well, almost none .

Sally Ann Hawkins decided to go to

tion, and she wanted more than it gave

Armuchee. The city manager of Rome

The one problem raised by the Reidsville EMT class concerned the status of the inmates following successful completion of the course.
"Swainsboro Tech awards a certificate to all EMT graduates indicating successful

Coosa Valley Vocational-Technical School to change her occupation. That dec ision has changed her whole life.
Sally's story epitomizes the philosophy on which Georgia's network of vocationaltechnical schools was built- a better quality of life through skill training.

her. "I decided I was not go ing to spend my life like that," Sally said .
After checking into educational opportunities at schools and colleges in he r area, Sally found that Coosa Valley Tech offered the best program in medical office assistant training. She appl ied , was

presented her the key to the c ity, she was the subject of an extens ive art icle in the Sunday magazine of the Journal Constitut ion and she rece ived a personal congratulatory note f rom Gover no r Busbee. On the street and in grocery stores people recogni ze her, t e ll her



completion of course work," said Pascoe. "All the inmates received their Swainsboro Tech certificates. But Georgia law requires an EMT student to also pass a state proficiency test before becoming a fully licensed EMT, and the Department of Human Resources (DHR) where the test is administered had no precedent to follow in allowing convicted felons to take the test."

Following h igh school Sally worked at several jobs before going to work in the textile mills, just as other members of her fam ily had done. On her mother's side of the family there are several relatives who have spent most of their adult Iives punching time clocks and striving to meet production quotas . Her father-in-law has put in more than 35 years in a textile m ill.

accepted and has done so well in her studies that her instructor nom inated her for the school's Georgia Occupational Award of Leadership (GOAL) competi tion . She was selected the school winner, and in May she became the state winnerthe most outstanding vocational -technical student in Georgia.
Since being named the 1976 state GOAL

t hey' ve been reading about her and often

ask how they, too, can take advantage

of occupational training such as she has .

.

Yes, Sally 's life has changed as a resul t of her dec isi on to attend vocatio na l school. Recalling everything that has happened, Sally say s, " I just never d reamed of all this."


6

An Inside View Of Education from Jack P. Ni x
State Superintendent of School s

Schools and Community Need Each Other

Who should decide what our public

side their field; we have overloaded them

schools should be? Should any single

with too many students in some cases; and

group have the sole responsibility? Or

we have issued certificates to people who

should it be a consensus of the people in - should never have been graduated from

volved in the schools at every level -

college with a teaching degree. We need to

students, teachers, administrators, parents, assign more authority and responsibility at

legislators and taxpayers?

the local school system level for making

these kinds of decisions.

1

Parents' and citizens' concerns over con-

trol of the public schools are deeply

It is time we in government return to the

rooted in the overall feeling of this nation's people the control and direction of their

citizens that we have relinquished almost schools and the education of their children.

complete control of our daily lives to a

Local control and parental involvement in

far away bureaucracy.

the education process not only would

Reprinted courtesy of Edpress

Citizens are told by the courts where their children can attend school. They are told by special interest areas that emphasis must be given to disadvantaged, handicapped or other identifiable population groupings. They are told by professional

strengthen the schools of this state and nation, but could result in a return of government " . . . for the people, of the people, and by the people . .. ," in the one area that has the most significant longrange impact on our children and future .

organizations and unions that tax levies

We need a coalition of those concerned

with education. Teachers, parents, admin-

fits to those engaged in the education

istrators and anyone else who is concerned

profession.

must come together with a new determi-

It is not unreasonable of parents to expect to receive a healthy return of the tax dollars they invest in education - at the very minimum a safe place for their children to go to classes each day, a competent teacher who is in control and present in the classroom and a quality education program that offers opportunities for their child to learn and grow into a fully developed individual.

nation to put the student first -to lay aside the devisiveness and bickering and use the best ideas of everyone to build a better educational system. I am not saying parents should stop their criticism, or that students should be seen and not heard, or that teachers should 'only teach and not have ideas, or that administrators should turn the whole business over to the community. I am saying that it is time for a meeting of everyone's minds and ideas,

Paul Goethe

The problem is that many parents do not for joining together, for accepting criticism

Grants Management

believe that is what they are getting. And without letting egos get in the way, for

in many cases their doubts are well -

giving up the empires each group has

founded. If a school is not safe it is because guarded so jealously for so many years.

Section Formed

by Michael Simpson
Since July 1 there have been several organizational changes within the Georgia Department of Education which will affect working relationships between state and local educators.

son explained . "The Grants Management Section will provide the one place where systems can go to find out about the availability of funds, the extent of the programs and other questions concerning grants."

discipline is not enforced; it may be that the teacher and the principal are fearful of suit, or the policies are not clear or the teacher has no well-defined authority; the result is an unsafe school.
Parents also expect the teacher to be competent and present in the classroom. But what do we have in many cases? We have teachers assigned to teach subjects out-

American education can be better. And the change can come from within the system, if we are willing to be responsive, responsible and open. Education has the capability and the potential for selfrenewal, but it can happen only if we are all working together.


According to Dr. Cal Adamson, associate superintendent of schools for administrative services, the changes basically consist of shifting control of grant fund activities to local school systems and creating within the department a single authority for grant funds payment.

To shift control of local program activities from the state level to the local school system level state educators have decided no longer to monitor projects in the Iineitem detail of the past, but will rely upon local school superintendents to spend grant funds according to the rules developed for each program area. "What we

Education and the Law

~
1111

This central authority is now operational as the Grants Management Section within the Fiscal Division of the Office of Administrative Services. Headed by Paul Goethe, this new section is the single authority in the department to authorize payment of grant funds to local school systems. Decisions concerning grants will be based on criteria approved by the state board .
"In the past, systems had to go through several different units for grant funding, none of which had ultimate authority in the decision-making process," Dr. Adam -

are trying to do here is give local educators as much decision-making responsibility as possible," said Adamson. "We feel decisions about system programs can best be made at the local level, where the needs of a particular program are better known."

Adamson explained that spot checks of

projects will be made by the Financial

Review Section and control of overall

project balances will continue to be main-

tained at the state level by the Grants

Management Section.



In response to an inquiry as to whether public school funds can be used to provide certain types of health care, Attorney General Arthur K. Bolton has ruled that although "some forms of medical service have such a direct and substantial relationship to the educational process" as to make payment for them legally arguable in court, "the courts would almost certainly conclude" that expenditure of school funds for a broad package of medical services such as examinations for orthopedic and upper and lower respiratory deviations, nutritional deficiencies, growth and

development deviations, dental appraisals, abnormal skin , emotional symptoms, etc ., would be in violation of the Constitution of the State of Georgia of 1945.
In another opinion the attorney general ruled that a local school system "is now fully authorized to expend common school funds to obtain an outside certified public accountant's audit of its records and accounts as to those activities in which it is lawfully engaged and for which it can legitimately expend school funds."


7

Georgia Moves Closer

Q; .::!
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To Metric Use

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The U.S. will soon be totally on the metric system, and groups everywhere are working to prepare citizens for the change.
Most states are working mainly through the math and science departments to prepare public school students to understand and use the metric system . In Georgia, however, a committee appointed by the department of education felt it would be best to introduce metric education in many disciplines- math, science, foreign languages, social studies, art, home economics, nutrition, distributive education, business education, health and physical education and industrial arts. A grant from the U.S. Office of Education provided funds for preparing a package of materials for use in the schools in relating metric education to these subjects.
Consultants from all curriculum areas involved met in Athens in July to develop these materials. Each package contains

materials and suggested activities for teachers to use in in-service and preservice workshops. The activities cover all grade levels and all subject areas mentioned. In addition, the package includes general information on the metric system and a section on how to involve the community in introducing the metric system .
According to Clare Nesmith , mathematics coordinator for the Georgia Department of Education and coordinator of the Athens meeting, the packages will be ready for use at early spring workshops. These will be held in four locations throughout the state and will include representatives from local systems, teacher education institutions, junior colleges , area vocat ional schools and CESAs. Participants will be trained to return to their agencies and conduct similar workshops.


Gene Bledsoe
"It's impossible to lecture to students who have been raised on television," says Gene Bledsoe, department chairman in English at South Cobb High School, Austell. Instead of lecturing, Bledsoe has organized his literature classes into groups which each produce a 10-15 minute slide and tape interpretation of the ideas presented in the works they read .
A photographer himself, Bledsoe first got the idea for his method when he noticed how interested some of his students were in his pictures. "The advantage of a visual/verbal approach to EngIish," said

The Camera In The Classroom

Bledsoe, "is that students with many non-verbal skills can work successfully with highly verbal students. Even nonreaders who are often visually literate can make important contributions to class activities in the form of art work prepared for photographing, props or the photography itself."

Bledsoe attributes the success of his

approach to the fact that "the modern

student is a visual, not a verbal creature ."

The camera is his way of capturing the

student's imagination and interest.



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Guide Published

The Federal Education Program Guide: A

Directory of Education Programs and

Administrators, Fall 1976 is now available

to the education community. The guide

describes 320 federal education assistance

programs and includes complete organi-

zational charts and listings of the individual

federal officials who admin iste r each pro-

gram. The publication is available from

Education Resources Division, Capitol

Publications, Inc., 2430 Pennsylvania

Ave. NW, Washington, D.C. 20037 for

$25 per copy plus $1.50 for handl ing and

~n~e .



State Property Agency Cited

The Surplus Property Section of the

Georgia Department of Education has

been selected as the second "Most

Outstanding State Agency" in the United

States by DHEW. Of the Georgia unit,

which is directed by William D. Bennett,

DHEW Region IV Director James Warner

said, "Mr. Bennett and his entire staff

have consistently turned out a top-notch

job and reflected most favorably on the

state."



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00

People in Education

State Senator Terrell Starr from Clayton County has been named outstanding legislator of the year by the American School Counselor Association. The organization selected Starr because of his involvement in writing and passing the APEG education bill and for "truly being a friend of education over the years."

When 75-year-old Annie Wood's husband died last year she decided she would "rather work than stay home," so she enrolled at Columbus Area Vo -Tech School and earned a certificate as nurse's assistant. Mrs. Woods, a Columbus resident, now plans to do private duty work or help out at a hospital or nursing home. Sh e's also thinking about taking additional courses to further her career.

Dr. Gene Bottoms, director of the Div ision of Program and Staff Development fo r the Georgia Department of Education, has been elected president of the American Vocational Association (AVA) . He was installed in July at the AVA Board of Di rectors meeting . Dr. Bottoms has been a teacher and principal in Georgia public schools and has taught special courses at the University of Georgia and Georgia State Un iversity. Before assuming his current position he was state supe rvisor of vocational guid ance and associate state director of
8

Vocational Education Leadership Services for the department. He is a frequent consultant, writer and advisor to the U. S. Office of Education and other national groups in the field of vocational guidance and career education .

Josephine Martin, administrator of School Food Services for the Georgia Department of Education, is the new president of th e 65,000 member American School Food Service Association (ASFSA) . A native of Lul a , Ga ., Miss Martin was educated at the University of Georgia, Duke University and Columbia Un iversity of New York. Currently she is working toward a Ph .D. at Georgia State University. Prior to joining the depa rtment of education she was chief dietitian of Floyd Hospital in Rome , Ga ., and was a regional home economist for the U.S. Department of Agriculture in Atlanta .

Nell Hall, a health occupations instructor and department head at Marietta-Cobb Area Vo -Tech School, was named the new president of the Georgia Vocational Association (GVA) at the group's annual conference . Mrs. Hall recently headed a special statewide committee of the Georgia Boa rd of Examiners of Practical Nurses making recommendations on admission requirements for LPN trai ning in the state. She has been on the Marietta-
Cobb school staff for the past nine years.

,.
~ r~i~
E3 oo Pi 0 I
All
~Cf () t'\0 J_

January 1977 Volume9Number 2

~~ Q)
.2:

New Copyright

6
c c
Q)

Law Explained

~ (5

Recent revisions of the 1909 federal

...

copyright law includes clear guidelines on what teachers can and can-

not copy for classroom use. The

f ollowing is what teachers can do.

ll
Pa tricia Hammond, Georgia 's 1977 Teacher of the Year
1977 Georgia Teacher Of The Year
Dahlonega Teacher Designs Learning

They can make single copies of a chap ter of a book ; an article from a peri odi ca l; a sh ort story, essay or poem; a chart, grap h or diagram for research or class preparation.
Teachers can also make mu ltiple cop ies (on e per pu pi l ) if copying "meets th e test s of brevity and spontaneity " and carr ies a notice of copyright.
The test for brevi t y limits t he teacher to copying a compl ete poem of less than 250 words; a complete article or essay of less th an 2,500 words; an excerpt from any prose work of not more t ha n 1,000 words or 10 percent of the work wh ichever is less; one chart, diagram or other illustration per book or period ica l; and two pages or 10 percent of short "special works," such as a Dr. Seuss book .
The test for spontaneity says that, if waiting for a reply to a request fo r
I
permission to use material proh ibi ts the teacher from using the material at the time her lesson plan calls for , the material may be copied withou t perm ission .

Experiences
By Stephen Edge
Patricia Hammond, a learning disabilities teacher at Lumpkin County Elementary School in Dahlonega and Georgia's 1977 Teacher of the Year, exemplifies the best of the state's young, forward-looking teachers. She represents not only youth and energy, but courageous new ideas and convictions and the ability to carry them out.
To Mrs. Hammond, an innovative teaching technique is not innovative just because it's new and someone says it's better; it has to prove itself in her classroom under actual teach ing conditions. "I believe it is the teacher's job to discover the best methods, materials and learning atmosphere for each student," she says. She does this and does it well.
Before becoming a teacher, Mrs. Hammond worked for several years as a secretary. She was dissatisfied in this career because it gave her little close association with other people, and because she felt the work was unproductive.
In her first two years of teaching at Lumpkin County Elementary

For Child's Success

The guidelines specifically prohibi t copying t o replace or create anthologies, photocopying consumable

works, copying as a subst itute for

School, Mrs. Hammond sought to give the north Georgia mountain children a deep understanding of their plentiful natural inheritance. She was one of the first teachers in Georgia to be instrumental in marshalling the resources of the com -

primary grades. I wanted to make some positive contribution toward helping those children with learning disabilities realize their strengths and maintain a healthy self-concept as they worked to correct their weaknesses."

buying books and charging students more than the actual cost of copy ing.

munity to create an environmental study area. It was a time of learning and discovery, but a far more important discovery for her occurred in the classroom . "While teaching science," she said, "my emphasis was on active participation in experiments and on oral discussions. In such situations children with reading disabilities were seldom distinguishable from their classmates with high reading scores. My decision to specialize in learning disabilities was influenced by my frustration in working with those many obviously intelligent children whose produc tivity and self-concept had been depressed by failure to achieve in reading."
"As I began to realize how seriously a child's self-concept is affected by

After teaching elementary science for two years, Mrs. Hammond took a master's degree in the field of learning disabilities. She has taught for four years as a resource teacher for learning disabled chi.ldren and as a resource teacher for other students who are below level in reading and math. During this time she has worked constantly to improve the quality of education for every ch ild, even if it meant extra work and dedication on her part.
To help bring students up to level she teams with other teachers to give individual students the extra help they need. She uses a variety of self-prepared or adapted materials and attempts to teach each in a way that is best for him.

Fairburn fifth grade teacher Beth Hogeland talks with State Superintendent of Schools Jack Nix about her effective use of criterion referenced test results. Nix recently visited Miss Hogeland's class at Fulton County's M.P. Word

a reading disability in a verballyoriented curriculum, I felt it necessary to learn as much as I could about why some children fail in the

Mrs. Hammond feels she is in a unique position to see in detail the learning process working throughout the primary grades. About her unique

Elementary School. A transcript of their conversation begins on page 2.

continued on page 4

An Inside View Of Education
from Jack P. Ni x, State Superintendent of Schools
This Teacher Uses Test Results As Planning Aid

Editor's note: Beth Hogeland is a fifth grade teacher at Fairburn's M. P. Word Elementary School, Fulton County School System. Georgia Superintendent of Schools Jack P. Nix heard about her effective use of the results of last spring's criterion referenced tests (CRTs) , and went to .the school to visit Miss Hogeland and her principal, Mrs. Helen Selman.
Miss Hogeland's teaching plan based on CRT results is one she developed herself. During the summer she spent two weeks working out a paced mathematics pro gram for her 21 students, who range in ability from primer level to about seventh grade, though most are on grade level. Prior to the opening of school she grouped students according to their weaknesses in reading, correlating textbooks with the test results. In all of her efforts she has been supported and encouraged by Mrs. Selman.
This article is based on conversation between Dr. Nix and Miss Hogeland.
0
Nix: Obviously, you find the results of these new tests helpful. What are the particular features that make them better?
Hogeland: Primarily it's the fact that they are so specific . Last year at the beginning of the school year I gave each of my fifth graders a reading inventory. It took me eight weeks to administer the tests, analyze the results and organize my teaching plan around them, and even then I knew only the grade level on which the students performed. This year I had the tests analyzed and the students grouped according to their weaknesses and strengths before they ever got here.
I also correlated the reading texts with the tests so that I now know what lessons to assign to which students to give them help in weak areas .
Nix: Could you have done the same thing with the standardized tests we used up until last year?
Hogeland: Not at all. The standardized tests are valuable for certain types of uses -such as comparing groups of students with other groups of students. But for the teacher, the CRT is more helpful. It gives me useful information about individual students.
Nix: How is the CRT helpful to you in talking with a student's parents?
Hogeland: For one thing, it keeps them from getting hung up on whether their child is above or below the norm. Very often a parent will focus on just that one fact. With the CRT I can communicate with parents about the areas in which their child needs help.
Nix: What can the state do to help you do a better job of teaching?

Hogeland: There are several things, and I realize that money is a problem. But we need a wider variety of materials and textbook series so lessons can be more readily tailored to meet the needs of individual children. It happened that I was able to correlate the results of the reading CRT with the textbook we are using this year. But with the results of the mathematics CRT, I had to proceed differently. I took the best material from three series of textbooks in mathematics and developed my own, paced program for each child. Very often teachers will need special materials for a certain child who has a special problem, and we just don't have access to them .
Nix: What would you think of the idea of the state and the school system making it possible for you to have an extra two or three days during the summer to work on things like this?
Hogeland: I think I would get a lot out of it. I know many times teach ers are willing to try things, but they won't because they are unfamiliar with an approach or an idea. I'm sure I appreciate the tests more now because I have worked with the results and have been able to put them to good use. But I'm probably not typical of most teachers, since I have a specialist degree in reading, and I have a particular interest in diagnostic procedures. But I definitely think it would be helpful to have some time set aside for teachers to study test results and plan their teaching accordingly.
Nix : Are there other problem areas you can tell me about from your point of view as a teacher? What about the availability of time during the school day?
Hogeland: I'm sure most teachers would find it valuable to have time to consult with other teachers about students' problems and progress. For example, we have two Title One reading teachers and two resource teachers in this school who give reme dial help to students in my class. But I never have time to talk with them about individual students; they don't know what I'm doing while the students are in the fifth grade classroom and I don't know what help she is giving them. We are not reinforcing each other as much as we would be if we had some time together. I should also be working with the fourth grade teachers who taught these children last year and who will be having another class tested this year. There is a lot teachers could accomplish together if we had more structured time to work with each other. I don't mean we don't com municate at all; we do, but it's very

Jack Nix and Beth Hogeland discuss her use of criterion -referenced test results.

informal. There's just not enough time.
Nix: We have these CRT tests now for fourth and eighth grades, and we are working on a similar test for the tenth grade. What other levels do you think should be tested?
Hogeland: I would like to see the efforts and funds concentrated on developing tests for the primary grades. A good readiness test before children enter the first grade would be invaluable. Then, I would like to see a test developed for the second grade and , as soon as possible, for the first grade. I believe that if we concentrate on trying to solve learning problems in the primary grades we will eliminate a lot of troubles in the upper grades. I would also like to see the test developers build in a formula - I know there are some existing- for relating a child's 1.0. and his performance score to indicate where the child should be in reading. If this could be done, teachers would know what a child is capable of learning and would not

spend time trying to teach things certain children really don't have the capacity to learn.
0
Conclusion: Or. Nix expressed appreciation for the opportunity to visit Word School and pleasure at what he saw there.
"Miss Hogeland seems to be using these tests quite effectively, and she is to be commended for the time and effort she has spent developing her teaching plan," Nix said. "With Mrs. Selman's support, she has helped to point up just how valuabte these tests are. I would hope that what is happening in Fairburn at Word School will serve as a basis for further improvement in the Statewide Testing Program. Certainly I am in agreement as to the value of additional tests for preschool children and in the early grades; in fact, the second grade is an area in which the State Board of Education is already supporting criterion referenced test development."

Education and the Law

~
lUI

In response to an inquiry as to whether the psychological services (including testing) currently being provided to both preschool and school age children by local school systems and CESAs (under Section 5 of the Adequate Program for Education in Georgia Act, 1974, as amended) may be made available to private school children, Attorney General Arthur K. Bolton has ruled that "there is no statutory impediment to providing these psycho-

logical services to private school or

non-school children, provided that

they are 'eligible' by reason of age

and residence to participate in a

school system's general or pre-

school program." He went on to

say that "the degree to which these

children are to be permitted to

receive these services is a matter of

policy which addresses itself to the

discretion of the state and local

boards of education."



EDPRESS

In compliance with Title IX of the 1972 Education Amendments, the Georgia Department of Education does not discriminate on the basis of sex in its educational programs, activities or employment policies. Inquiries regarding the department's com pliance with Title IX may be directed to the Title IX Coordinator, Georgia Department of Education, Atlanta 30334, or to the Director of the Office of Civil Rights, Department of Health , Education and Welfare, Washington, D.C. 20201.

January 1977 Volume 9 Number 2
Pub! ished Five Times A Year By Pub! ications and Information Section General Support Divi sion Office of Administrative Services Georgia Department of Education Jack P. Nix, State Superintendent of Schools Glenn Oliver, editor Elaine Pierce, graphic design

2 Georgia ALERT, January 1977

.








Third district board member A. J. McClung of Columbus listens to debate on the graduation policy.

New Graduation Policy To Be Tested



During the next school year 10

and national government; principles test the new plan next school year.

Georgia school systems, one in each of economics, business; free enter-

In 1978-79 the state's 188 local

i congressional district, will test a

prise; personal finance; and career

school systems are to develop plans

new policy on graduation require-

planning and entry skills. The

for adopting or adapting the modi-

ments adopted by the State Board

present policy provides for 18 units. fied pilot model. Statewide use of

a of Education. The test sites will be selected according to criteria approved by the board.

Under the policy, local school systerns will have flexibility in schedul -

the policy for ninth graders in 1979-80 will be contingent upon positive evaluation of the pilot pro-

ing class periods, waiving attendance gram and funding by the Georgia

The plan is the product of two years requirements, requiring additional

General Assembly. Students in the

~

of study by the board, and calls for high school students to earn 3,150 clock hours or 21 credits for graduation . The 21 credits would include 10% elective units and 10% required

credits and offering credit for planned off-campus experiences. Systems are to set their own student performance objectives and indicators and plan their own course

ninth grade in 1977-78 must complete a course of study in principles of economics/business/free enterprise.

"

units in the areas of communication skills; mathematics; health and

descriptions, and offer 38 courses of instruction.

A staff member of the Georgia

safety; physical education; labora-

Department of Education will serve

tory science; citizenship; local, state The 10 volunteer school systems will as Director of Competency-Based

Education for Students, and will coordinate the implementation of the graduation policy. The State Board of Education plans to appoint a task force of community representatives and educators to assist the department staff in developing preliminary criteria, procedures and a planning guide for use by the pilot systems.
The new graduation requirements are an effort by the board to relate high school studies to the contemporary life roles which each individual fills in society -to give students the skills they need to function as learner, individual,
citizen, consumer and producer.

Child Abuse On Rise
Good Faith Doctrine Aids Battered Children

By Michael Simpson
Mrs. Jay Miller, a teacher at a Georgia elementary school, was worried about one of her fourth grade students. Andy was a bright and energetic pupil, but lately he had been withdrawn and his attendance erratic . After one particularly long period of absence Andy came to school with a livid blue whelp on his cheek. Alarmed, Mrs. Miller took the child aside for questioning. The child, frightened that he had "done something wrong, " refused to tell the teacher what had caused the large mark . Finally, talking with the teacher and principal , he told of a severe beating he had received several days earlier from his father. "Daddy was upset," the boy told the teacher and principal, "and he hit me until I was sick." When asked to explain what he meant by "sick," the boy said he had been in the bed for three days "hurting."
Though the teacher and child have fictitious names, this case of child abuse is sadly real. Last year there were 885 similar cases of child abuse

reported in Georgia, rising an alarming 84 percent over the 479 cases reported in 1974. Duringthe~me period nearly 2,000 children in the United States died as a resu It of physical maltreatment at the hands of their parents, guardians or other caretakers.
In an effort to curb child maltreatment, local educators have joined local health officials in pinpointing abused children in Georgia's schools. Last year, through the efforts of Georgia principals, teachers and counselors, 137 cases of suspected abuse were reported . This number accounts for the third highest source of referrals by any occupational group in the state, surpassed only by hospital and clinical staff and private citizen referrals.
According to H. Titus Singletary Jr., associate superintendent of schools for the Georgia Department of Education, "it is essential for local educators to involve themselves with the problem of child abuse. Teachers, counselors and principals

come into contact with these children almost daily and could easily detect signs of child abuse ." Singletary said that these signs may be overt or subtle. "Sometimes attendance or attitude of the child will be an indication that he has been abused at home. Bruises and cuts are even stronger evidence of abuse."
One of the aids in getting Georgia educators involved with the problems of child abuse is the state law which provides immunity for persons alerting authorities of suspected cases. Under the "good faith doctrine" of the law, a person notifying officials is granted immunity from criminal or civil prosecution for making the report.
Educators are one of four occupational groups in the state specifically mandated by law to report to county health officials or private physicians any physical injuries of children under 18 years of age wh ich appear intentional. Other targeted groups for reporting child abuse are medical personnel, social service workers

and law enforcement officials. Any person, however, can report an instance of suspected child abuse.

Reportable abuse falls into four broad categories which include nonaccidental physical injury, sexual molestation, emotional or mental injury and neglect. The 885 cases of child abuse compiled by the Georgia Department of Human Resources last year do not reflect the over 20,000 children in the state classified as neglected.
Once local health officials or private physicians receive a report of possible abuse they are required to forward the information to the Child Protective Services of the Department of Human Resources.

"Working as a team, local educators

and health officials can go a long

way toward eliminating child abuse,"

Singletary said . "It is sad , but studies

show that most adult child abusers

were themselves abused as children.

The only way we are going to stop

it is to break this cycle."



Georgia ALERT, January 1977 3


Teacher Of The Year
continued from page 1

teaching methods she says, "I have tried to work as much as possible with the children in the classroom so I could get a better understanding of how the classroom environment and learning experiences would have to be modified for the child to succeed. The overwhelming evidence from my short experience supports a very fundamental and well-known fact about human nature: people learn differently and at different rates. When we create situations that ignore this fact, children fail . . . when we modify situ?tions to take this into consideration, children succeed."
To visit Mrs. Hammond's classroom is an experience in concern for education. She teaches some of the brightest children as well as children with specific learning disabilities, and the result is always toward success. She is deeply concerned about her students' concentration being disrupted, and her classroom methods combine the best of businesslike concentration and learning while having fun. Students at different levels participate and teach each other in learning games which she developed. Volunteer parents take turns helping with the different activities, and students from Lumpkin County High School also help out. Many classes are a hubbub of different activities and groups doing different things.
Using parents and older students to help in the classroom is an outgrowth of Mrs. Hammond's belief in individual attention. In addition she enlists the aid of parents in the home to tutor their children. She is in the process of preparing a booklet which can be used by parents at home to tutor their children in reading and spelling in a regular, sequentially

arranged booster program . As in her activities in building the outdoor classroom, Mrs. Hammond still asks volunteer groups to help her prepare classroom materials and take part in other activities.

Patricia Hammond's uniqueness lies in not accepting the ordinary, most widely used methods as the only way. Her strength as an outstanding teacher is that she is always searching for a better way for the one way that will help her break through to a student, elicit the reaction that tells her learning is really beginning.
It is incomprehensible to her that education is not given the highest priority at all levels of government. "From the first day I ever taught," she says, "it has been this realization of the human potential existing in my classroom that has driven me to improve-to work with others to improve our school system-all toward the goal of giving our youth the best opportunities to develop the strengths that are within them ... and to try to avoid at all costs the wastefulness of human failure."

As Georgia's 1977 Teacher of the

Year, Mrs. Hammond has been

entered in the National Teacher of

the Year program, which is spon-

sored by the Council of Chief State

School Officers, the Ladies Home

Journal and the Encyclopaedia

Britannica Corporation. In Georgia

the program is co-sponsored by the

Georgia Department of Education

and the Southern Educators Life

Insurance Company. The 1977

National Teacher of the Year will

be announced in the spring. For the

past two years Georgia's Teachers

of the Year have been runners-up

in the national program.



Patricia Hammond's directed reading techniques help students overcome unusual difficulties in learning to re.
Team Teacher Is TOTY Runn~

Mrs. Lanette Horton, runner-up in grams would without sacrificing

Georgia's 1977 Teacher of the Year subject matter.

Famous Georgians' StoryTold

To help promote bicentennial studies in Georgia public schools, the State Department of Archives and History and the Georgia Commission for the National Bicentennial Celebration have compiled 29 biographies in one

through the lives of important leaders from James Oglethorpe to Dr. Martin Luther King Jr. Famous Georgians is available for $2 per copy, when ordered in quantities of 10 or more, plus $.50 for handling

Program, has taught English, girls' basketball, and English and humani ties at Mt. Zion High School in her native Carroll County for 18 years.

"I believe that students should be provided the direction and incentive to build positive self-images and self confidence and to solve their

She holds her bachelor's and Master's degrees from Jacksonville

own problems," Mrs. Horton said. "Teaching is a challenge and has



University in Alabama and a six year degree from Auburn University .

many rewards, but one must realize that teachers cannot cure all the

..

Along with team teacher, Mrs. Shirley Spruill, Mrs. Horton devel oped and instituted an interdisciplinary humanities program at

ills of society. We should continue to strive for the ideal, but not at the expense of dealing effectively with the realities of today."

publication entitled Famous

and postage. Orders should be sent

Mt. Zion which incorporates junior Mrs. Wilson B. Hahn of Fulton

Georgians. Designed especially for

to the Georgia Commission for the and senior English. She believes that County and Minnie C. Foster of

teachers and students of Georgia

National Bicentennial Celebration, this approach to the humanities

Decatur were selected as finalists in

history, the 80-page, soft bound

Suite 520, South Wing, 1776 Peach- offers mature students many more this year's search for a teacher to

volume tells the history of the state tree St. NW, Atlanta, Ga. 30309 . experiences than traditional pro-

represent the many excellent

People in Education

Roy A . Hendricks of Metter will again be chairman of the State Board of Education in 1977. The First Congressional District representative, who has chaired the board since 1972 following the retirement of the late James S. Peters, was unani-

mously re-elected by fellow board members during the group's December meeting. Hendricks was first appointed to the board in 1966 by Gov. Carl Sanders and reappointed by Gov. Jimmy Carter in 1974.

4 Georgia ALERT, January 1977

Sam F. Burke has retired as the

Sarah P. Thornton, English teacher

executive secretary-treasurer of the at Elbert County Middle School,

Georgia High School Association,

Elberton, has been appointed to the

after 37 years in that position . Upon State Advisory Council for lnstruc-

joining the association in 1939,

tional Services by the State Board of

Burke worked to bring about its

Education. She replaces Eddie White

reorganization and to increase school on the council and will serve for

and community support for a qua- two years.

lity athletic program in Georgia high





schools. W. C. Fordham, former

Mrs. Linda Godwin has been appoint-

assistant executive secretary-

ed by the State Board of Education

treasurer, will succeed Burke. Charles to serve on the Georgia Proprietary

E. Musselwhite, formerly of Gaines- School Advisory Commission. She

ville, will become Fordham's assistant. replaces Phil Eastabrooks.





Using specially developed techniques, Mrs. Hammond helps this handicapped child overcome his unique learning disability.

i.
..
~r-up

Mrs. Hammond works with these youngsters outside their regular classroom on specific reading problems.

teachers in Georgia.

Mrs. Hahn, a Coordinated Vocational -Academic Education (CVAE) coordinator for Russell High School in East Point, has taught in Fulton County Schools since 1971, previously teaching in Danville, Va. She has attended the Mary Washington College of the University of Georgia and Georgia Southern College.

Mrs. Hahn believes that school is

the major contact with society, for

the disadvantaged students with

which she works, and that if they
fail there it will lead to counter-

productive behavior. One of the

major goals of the CV AE program

is to interest students in employ-

ment and to help them become

employable. Mrs. Hahn has devel -

oped a package she calls a "first

aid kit for employment." It is used

in reading lessons and contains



many items used in business such as W-2 forms, work permits, appli -

cations, insurance forms, guides to

interviews, employment tests as

well as many helpful pamphlets.

Lanette Horton discusses a group project with students in her English and humani t ies class at Mt. Zion H igh School in Carroll Coun ty.

..

Miss Foster is an elementary reading She has devised complicated but

teacher at Oakhurst and College

effective reading programs for both

systemwide reading problem.

Heights Schools for the City Schools slow and superior students. She

Miss Foster has definite opinions

of Decatur. She has attended Georgia once was designated by the Decatur about the role of public education

State University and the University system to spend a year researching today . "I'm glad to see," she said

of Georgia and has taught in Decatur reading techniques and devising

"that teachers are beginning to

schools for nearly 20 years.

concrete methods to deal with a

realize the importance of the child

having a good foundation built on

the basic fundamentals for success

in learning."



Georgia ALERT, January 1977 5

..

Citizens Bring New

Cl
:>
'":>
Q
.<'

Viewpoint To State

~

~

Textbook Selection

i

By Eleanor Gilmer

Adamson, associate state superin -

For some students social studies is an exciting subject to take in school.

tendent of schools for administrative services.

For others, it's not very excitingin fact, it is downright dull. Could

The textbook advisory committee comprises 12 professional members



the textbook being used make the

- one from each congressional dis-

difference? Many teachers would

trict and two from the state-at-large.

say that the textbook does make a This year three non-voting lay mem-

difference.

bers were added to the committee.

Who selects the textbooks being used in Georgia's public school classrooms? Ultimately, the choice is made by the individual school

(State law stipulates that only professional educators may serve as voting members of the textbook committee.)



system, but the State Board of

B. J. McClendon, a school principal

Education first approves the Iist

in Fort Valley, now in his fifth year

from which books may be pur-

as a committee member, is chairman

chased with state funds . Systems

of the textbook committee this



may use local funds to purchase

year. He is willing to devote so much

books not on the state-approved

of his time each year to help select

Surrounded by stacks of textbooks, selection commi ttee members compile their reports. Seated from

list.
In order to ensure that the very best textbooks are placed on the approved list, the state board each year ap-

good textbooks because he believes "the work of this committee is very important to the school children in Georgia ."

left are James B. Woods of Columbus, Rai ford Cantrell of Cartersville, Mrs. Blanche Lindsay of Elberton, R. Jones Niager of Clarkston , Mrs. Joyce Mauldin of Morrow, Mrs. John L. Turner Ill of Thomasville (lay member) and Maxann Foy of Statesboro.

"I think it's important that the

tion given to textbooks used in




points a textbook advisory committee to review and evaluate books

The new board pol icy also set up an

public realize the textbook advisory Georgia schools. committee does not adopt textbooks,

and other instructional materials

appeals procedure to be followed by but only makes recommendations

"I feel that I was treated just like



submitted by publishers. Each sub-

publishers or citizens who want

to the State Board of Education,"

any other member of the commit-

ject area is reviewed every five years. either to add or delete a book or

McClendon said.

tee, and my opinions counted," she

books from the approved Iist.

said. Does she think the board did

"The state board charges the com -

Appeals must be made in writing to McClendon expressed satisfaction

a good thing by adding lay members?

mittee each year to look for what's the state superintendent of schools. with the new procedures used this

right with a book, not what's wrong with it," said Paul Goethe, Georgia Department of Education staff member who works with the advisory committee.

He in turn submits the appeal to the textbook committee of the state board. The committee can either
determine that the evidence is

year in his committee, praising the three lay members.
"The lay members were treated like any other members. They participated in all discussions. The only

"I certainly do. It not only helped me understand how textbooks are selected, but I think I perhaps looked at the books from a different perspective than the professional

insufficient to support the

difference was they didn't have an members," she said. "I felt that if I

This year social studies textbooks

appeal and recommend that

official vote. However, their opinions couldn't understand something in a

were up for review, and the commit-

the state board reject the

were asked for and were taken into book, there was a good chance a

tee operated under a new policy on

appeal, or

consideration by the professional

child wouldn't understand it."

instructional media and equipment recently adopted by the state board.

determine that the appeal is valid. In this case the appeal

members," he said.

The state board also feels the lay



"The new policy for the first time

goes to the textbook adv h;ory One of the committee's lay members participation added to the selection

emphasizes lay participation in the

committee for evaluation.

was Mrs. Tommie Murphy from

process. In fact, at its November

selection process and sets up an

Written recommendations for Clarkston, appointed by state board meeting the board voted to ask the

r

appeals procedure for individuals

its resolution are then sent to member Ernest Whaley. She says

Georgia General Assembly to pass

wanting to add or delete books from

the board's textbook com-

serving on the committee helped her legislation allowing lay persons to

the approved list," said Dr. S. Cal

mittee.

to understand the careful considera- serve as official voting members.

.t
New Legislation Expands Surplus Property Program

New federal legislation affecting the effect of this provision will be to

surplus property program will ex-

free more good and desirable prop-

placed on the excess (grantee) programs, there should be a larger

"The passage of this act should ensure continued service to these

pand eligibility and limit competing erty to become surplus," Bennett

volume of surplus property available eligibles and expand services to

programs, according toW. D. Bennett said.

for screening. Although health and other state and local governmental

of the Georgia Department of Edu -

education eligibles will be compet- activities," said Bennett.



cation surplus property agency.

The act requires that a state plan of ing with state and local governments

operation be developed outlining

for available property, they will, at

The act, PL94-519, which becomes effective in October 1977, amends the Federal Property and Administrative Services Act of 1949 to perm it the donation of federal surplus property to the states and local organizations for public purposes. It also extends eligibility to any public agency sponsored by state or local governments. Public and private health and education institutions currently eligible will remain eligible.
The new law limits federal agencies in acquiring excess property for use

organizational and operational authority and capability, accountability, means of financing, cooperative agreements, compliance and utilization requirements, equitable distribution and determination of eligibility.
The law also requires that the plan be advertised for 60 days and interested persons be given the opportunity to comment on it.
"For the Georgia Federal Surplus

least, be competing on the same level. Heretofore, certain local government agencies in the coastal plains region had priority in acquiring excess property through authority granted the Regional Economic Development Commissions. That authority is repealed in this act."
The federal administration of the program wi II be transferred from the Department of Health, Education and Welfare to the General Services Administration.

Reading Program Gets Funds
Georgia's Right to Read program has received a $110,1 00 leadership and training grant from the HEW office of edu cation. The funds will be used to plan and coordinate a series of workshops, conferences and staff develop-

..

by federal grant~es and repeals the

Property program, the legislation

The Surplus Property Donation

ment programs for local

authority of the regional commis-

will likely increase the volume of

Program has been in continuous

reading teachers, Right to

sions for economic development to operations and number of autho-

operation for 31 years, serving the

Read directors and school

acquire federal excess property for rized eligibles significantly," Bennett nation's schools, colleges, univer-

principals.

use by local governments. "The

said . "Because of the limitations

sities, hospitals and health centers.

..

6 Georgia ALERT, January 1977

,...-I

Task Force Suggests Improvement
1985 Proposed As Deadline For Total Kindergarten

By Anne Raymond
The Governor's Task Force on Education, appointed almost five months ago by Gov. George Busbee, has formulated 36 short-range recommendations for improving public education in Georgia and submitted them to the Governor.
The task force of 26 persons - educators at all levels and citizens from throughout the state- was asked to identify ways of improving student achievement and making the best use of each educational dollar spent.
About half of the group's recommendations require no funding. Most of the 50 percent which do require funding are already in the Adequate Program for Education in Georgia Act (APEG).
Dr. H. M. Fulbright, Carrollton City schools superintendent and chairman of the task force's steering committee, says the report completes the first phase of the group's assignment to make short-term recom mendations for consideration by the upcoming session of the General Assembly. The task force will continue its study of public education and compile a list of long-range recommendations.
Some of the major short-range recommendations include a reaffirmation of the section of APEG which sets Sept. 1 as the cut-off date for first grade entry age. Also recommended was that the statealter procedures required in merging

school systems. Presently, for school systems to merge, a referendum must be held in which 51 percent of the registered voters cast a ballot, and a majority of those must be in favor of the action. The task force wants the procedure changed to eliminate the requirement that 51 percent of the voters turn out.
The recommendations for the first time detail a timetable for implementing kindergarten "at the earliest possible date but no later than FY 1985." To meet this deadline the task force recommends that the General Assembly amend the APEG Act to include a funding schedule for offering statewide kindergartens on a one-half day basis to 41 percent of all five-year-olds in FY 1978, 71 percent in FY 1979 and 100 percent in FY 1980. From this half-day basis, the task force advocates phasing in full-day kindergarten for all children by 1985.
A full-day kindergarten available to all five-year-olds will eventually cost an estimated $60 million, according to task force projections. Phased in as the task force recommends, however, it will mean about $6 million additionally in FY '78 and a gradual increase each year until full implementation.
The task force recommends developing additional criterion-referenced tests in grades two, three and six. The task force also feels that administrators and teachers need additional help in learning how to interpret and use the tests.

The recommendations include plans for a statewide inventory of building needs, development of local facilities plans to project all needed facility improvements for seven years and a method for state allocations to systematically meet local capital needs.
"We found," said Fulbright, "that, although APEG authorizes allocation of capital outlay funds to local systems for constructing, renovating, altering or enlarging school facilities, State Board of Education policy places the highest priority on using these funds in growing systems or for merging schools within or across system boundaries." Some systems have not received state assistance for a number of years, creating an inequity among school systems in the quality of their facilities.

Task Force's Philosophy
"Each individual must be provided opportunities throughout his life to be educated to the extent of his abilities. Therefore, for all knowledge and skills which can be effectively developed by the public schools, the curricula and methods of instruction must be consistent with the needs, capabilities and objectives of each individual."

So many educational leaders surveyed by the task force indicated the need for additional in-service training that the study group has made a strong plea for com prehensive educational planning by local school systems.
The task force also urges the gradual and systematic expansion of the Compensatory Education Program throughout all grades consistent with the funding level and that funds begin to be allocated more on the basis of the documented needs of individual students instead of the present basis of average daily attendance.

Throughout its search for education improvements the task force praised the APEG law. "In all our studies," said Fulbright, "we found that APEG provides a good, basic framework for educational progress in Georgia for several years."
In making its study the task force received input from the Governor's office, the department of education, local educators and lay persons.

"For each of the recommendations,"

said Fulbright, "we have made an

in-depth background study, a report

on the current status of the program

or idea, a recommendation, an objec-

tive and a rationale."



Survey Results Tallied
CESAs "Adequate," Say Superintendents

The 1977 session of the Georgia

annually and may apply for add i-

and four gave other, individual

Most of the superintendents' nega-

General Assembly will mark the

tional funds by submitting project

reasons for not belonging.

t ive feelings were based on objec-

,., fifth anniversary of the legislative

applications and having them funded

action creating the state's 16 Coope- on the basis of merit.

One hundred forty-one superinten-

tions to the present method of awarding a portion of state funds

rative Education Service Agencies

dents thought the present method

on the grant proposal basis. For the

(CESAs). Since that time these orga- Systems support CESAs locally by

nizations have enabled Georgia's

contributing staff, money or facili-

of governing CESAs is appropriate, 135 thought it efficient and 137

first time this year, as required by the legislature, applications are

smaller school systems to share

ties on the basis of average daily

thought it effective.

funded on the basis of merit rather

across county lines services which

attendance in the school system.

than on a flat sum basis.

they could not afford on their own. Twenty-three systems contribute

Under further questioning on the

But are these agencies filling the

both staff and money, 123 con -

adequacy of CESA services, 25

When asked for additional com-

systems' needs?

tribute money only, 16 contribute superintendents said not enough ser- ments about CESAs, 44 of those

"

The Georgia Department of Education asked the same question recently in a survey of local school superintendents. A majority of the administrators whose systems participate in CESA reported the services they received were "adequate."

staff only and two contribute facilities.
Each CESA is governed by its own board, composed of the superintendents from each member system. The board decides what services the CESA will provide and what staff it will need according to the wishes of

vices are provided; nine said the level of expertise on the CESA staff was not adequate; and three gave other reasons.
Questions on how CESAs are funded drew both negative and positive responses- 89 superintendents said the present method of funding is

questioned said they are supportive

of CESAs, 36 said small systems

could not do without CESAs and

10 said smaller geographical units

would be desirable. Five superin-

tendents said CESAs are in danger

of becoming a "superstructure,"

while two said there is toomuch

state control of CESAs.



The 16-question survey was con-

the member systems. System mem- appropriate, while 68 said it is not;

ducted by telephone by an inde-

bersh.ip in CESA is voluntary; 162 of 95 think the present method effi-

pendent consulting firm, which questioned 186 of the 188 superin -

the 186 superintendents surveyed

cient, while 63 think it is not

said their school districts participate. efficient.

EDUCATION HOT LINE

tendents. (Two of the administrators would not answer questions about CESAs, although all respon dents were guaranteed anonymity.)
CESAs are funded jointly by local school systems and the state. State funds are offered on both a flat

According to the survey, of the 24 systems which do not participate in CESA, 10 do not because they are large enough in themselves to provide all necessary services. Five said membership was not cost effective;

Half the respondents from participating systems- 83 -thought another method of funding might be bettr; 16 preferred equal state funding for each CESA; 10 suggested a state grant on the basis of systems served; three desired per

Keep Up With What's Happening
Dial (404) 656-2667 For Daily News Of Education In Georgia

grant and a project basis. Each CESA two said it was geographically diffi- pupil state grants and 27 had other

receives a flat sum of $94,000

cult for the system to participate;

ideas.

'

Georgia ALERT, January 1977 7

Model Program
Community Involved At East Rome High School

How can a high school principal establish trust and rapport with parents and community members? How can he prove to black parents that the "white man in the front office" cares about their kids? How can he prove to affluent white parents that his school is the right place fpr their children? And, most difficult of all , how can he get the confidence of his student body? These are questions facing all principals. David Holland, principal of East Rome High School, has solved many of them at his school through a comprehensive community relations program.
East Rome is a large senior high school with 700 students, 49 percent of them black, drawn from both high and low income areas. When Holland arrived four years ago he began setting up programs to bridge the school-parent and school -community gaps he saw. "The basic question is 'whose school is it?'" says Holland . "If it belongs solely to the principal, you take one approach , but if it belongs to everyone in the community, your viewpoint is different." Subscribing to the latter philosophy, Holland has set up specific projects to show parents, community people and students that they are all welcome and needed at East Rome High.
To establish and maintain good relations with his students, Holland
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Principal David Holland (far right) talks wi th students over lunch at East Rome High School.

meets monthly with student council leaders and their guests at local restaurants and lunches weekly with six students chosen at random from the student body. Holland and the students take their trays to the home economics living room and talk about numerous subjects while they eat. During one recent meeting they talked about discipline in classrooms, whether the homecoming queen should be black or white and what should be done about black history week at the school. Holland explained his position and listened as the students discussed their views. There was not complete agreement about anything, but the conversation was honest and open.

vantage of this opportunity gain the kind of first-hand appreciation for the school that nothing else could give. "Several affluent parents have decided against private schools on the basis of this experience alone," says Holland.
Other parent-oriented activities include an assembly in the spring to welcome incoming eighth graders and their families to East Rome and explain school policies and procedures. There are also monthly "mothers' coffees" where 10 or 12 mothers join Holland for coffee and general discussion about the school and its activities.

Holland also involves his students in running the school by appointing them as voting members of faculty committees. "The students welcome this responsibility and their participation helps make decisions more acceptable to the student body," explains Holland.
To draw parents into active participation in school life, Holland expanded the traditional "back-to-school night" activities. His "be a student for a day" program allows a student to legitimately stay home if one of his parents will take his place at school that day. Parents taking ad-

To make other community members aware of what goes on inside East Rome High School and expose his students to outside citizens, Holland invites special groups to visit the school on designated days. "Ministers, radio and TV people, newspaper writers, Rome city firemen and policemen have all visited the school, had lunch and talked informally with students," says Holland. "This project not only generates good publicity for the school, it establishes overall good feelings as well."
Holland feels that the responsibility

of operating East Rome High School is a "fifty-fifty proposition" between the faculty and the administration. "I need to support the faculty, and they need to support me to give the kids the kind of education they deserve. I accomplish this partly by visiting classrooms," he said . Holland tries to visit each class in his school at least once a week, not to check on teachers, but to give them visible support and to be aware of what is going on.

Holland supports and encourages his faculty and students in writing also, by sending them notes of appreciation for jobs well done. These notes are written on special note paper designed by an East Rome art student.

David Holland's efforts at East Rome

High School have paid off in a model

school -community relations program.

"More than anything the program

has begun to dispel parents' fears and

suspicions about school," Holland

said. "One parent told me 'I've had a

kid in school for nine years now,

and this is the first time I've ever felt

welcome at a school-this is the first

time I've ever felt that the school

people wanted me there.' "



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School Standards Revision Planned

A work plan for totally revising educational standards for Georgia public schools was approved by the State Board of Education at its December meeting. The proposed revision will be the first major revamp since Standards were first administered in 1967, and will be carried out in the next 18 months.
Standards are applied annually to every school and school system in the state to help determine needed improvements in programs, personnel and facilities. Some changes in the Standards are made each year.

"The present Standards," said Jack P. Nix, state superintendent of schools, "have helped bring about much improvement in public education in the last decade. It is now time for the Standards to take a new direction and provide a new thrust for further progress."

According to Dr. Clyde Pearce,

administrator of the Standards

Section for the Georgia Department

of Education, a committee of depart-

ment staff members will draw up

the revisions, based on input from

the lay public and local system

personnel.



8 Georgia ALERT, January 1977

State Gets Vocational Money
The Georgia Department of Education has received over $9.6 million in grant awards for the 1977 fiscal year under the Vocational Education Amendments of 1968. Granted by the HEW office of education, the funds will be used for a wide variety of vocational programs, including basic vocational education, programs for students with special needs, consumer and homemaking education and vocational research.

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6

Unlverstty of Georgia Libraries Athens, Georgia 30602
May1977
Volume9Number 3

The State Board of Educat ion has approved the appointment of Peyton Williams Jr. of Sylvania as Assistant Superintendent for Special Activities in the Georgia Department of Education.
See story on page 2.

Of the thousands of bi lis passed by the 1977 Georgia General Assem bly, the one most important to public education in Georgia this year is the appropriations bill. State educators are looking to the budget as a means of financing many improvements in the public education enterprise.
"In the last two years," says State Superintendent of Schools Jack P. Nix, "Governor Busbee and the members of the General Assembly have supported public education with sizable increases in funding despite economic restrictions, and they continued their support of public school programs this year."
Education did indeed fare well, receiving a total of $775,091,066 in state funds. "This is an increase of nearly $82 million over last year," said Nix, "and is the second largest increase in the history of Georgia public education."
Within the budget is $34,284,321 for teacher pay raises and $709,106,261 for continuing current programs at the same level of service. New or expanded pro"' grams total $65,984,805 and include many of the recently released recommendations of the Governor's Task Force on Education. The task force has been examining all phases of public education since last June for areas which could benefit from more efficient or expanded service.
One highlight in the legislature's funding package for education is

$4,952,113 to expand the statewide kindergarten program to serve 25 percent of all five-year-olds. This money will finance the additional 230 teachers needed for the expansion.
There is also $2,500,000 earmarked for increasing the state's compen satory education program . These funds will be distributed on the basis of need as determined by the fourth grade criterion -referenced test results, while distribution of continuation funds for the program would still be based on average daily attendance. All funds will be used for students in grades one through five identified by local systems as needing remedial help.
Pilot testing of new competency based high school graduation requirements developed by the State Board of Education will be funded by $250,000. Under the plan, 10 systems, one in each con gressional district, will try the board's plan next school year.
Also included in the budget is $3,150,000 for 300 additional special education teachers needed to expand the state's services for children with special needs.
Other items in the appropriations bill include $1,480,000 to provide a one cent increase in school lunch support; $3,152,520 to increase systems' maintenance and operation funds by $70; $2,251,800 to increase instructional media by $50; and $669,500 to increase the per-

centage factor used in computing teacher retirement benefi t s from 1.78 to 1.80.
Other education related bills passed this session deal with teacher retirement, sick and personal leave policies, corporal punishment, garnishment, kindergarten, cooperative education service agencies and school consolidation.
A new garnishment law is created by House Bill 19. The legislators hope this bill will withstand the test of constitutionality, since the Georgia Supreme Court recently ruled previous garnishment laws unconstitutional.
Teacher leave policies are affected

by Senate Bill 25, which allows teachers to accumulate all unused sick leave from one school year to the next up to a maximum of 45 days. This measure will become effective only when funds are appropriated for it by the legislature.
Senate Bill 27 made a minor change in the present state statute providing for teachers' professional and personal leave. Essentially, this legislation allows teachers to request personal or professional leave without having to give the reason for taking the leave. The bill states that the proposed perioa of absence must not be in conflict
continued on page three

Teacher RaisesThe Seven Percent Solution
A salary schedule for school year 1977-78, reflecting a seven pe~
cent pay increase for Georgia teachers, was adopted by the State Board of Education at its March meeting. The new schedule will become official when the FY 78 appropriations bill is signed by Gov. Busbee. The pay increases for teachers total $34,284,321 and will be effective Sept . 1, 1977.
Under the schedule, which sets the state base pay for teachers and is supplemented by most local school boards, a beginning teacher with a four-year degree will earn $7 ,991 per year. With 14 years' experience the teacher will make $10,788 per year. Master's degree level teachers with no years of experience will make $9,030 per year and can move up to $12,386 per year after 14 years. The beginning salary for doctorate level personnel is $12,066 and the top salary is $15,582.

An Inside View Of Education
from Jack P. Ni x , State Superintendent of Schools
Shortages Should Make Educators Better Planners

Although the energy crisis has lost some of its immediacy and Georgians have returned to their routine, the effects of the state's recent gas shortage are far from over . It is most important that we not become complacent and secure in the com f ortable warmth of spring and summer. We all need to begin now to prepare for a potentially chronic energy shortage in the future.
The State Board of Education faced the problem squarely and set its priorities accurately recently when board members voted to require all days missed because of weather or gas shortage to be made up before school is closed for the summer.
We must keep our priorities straight
in Georgia; we cannot afford to lose even one single day's instruction in the public schools. Only in the past couple of years have we begun to see some measurable progress in students' basic skills, and we cannot let our momentum lag. We must be sure, too, to avoid subjecting local school officials to constant pressures to suspend school for what could become whimsical reasons.

There are many things we can do together to alleviate the problem. In the Department of Education we are looking into several possibilities. In cooperation with the Georgia Tech Experiment Station, our staff is studying energy conservation measures and will develop a program package for use by school systems in their own energy conservation efforts.
The situation may become so critical that schools will not be able to pay fuel costs at all; in that case we may have to be very flexible and imaginative in the alternatives we consider. We might have to suspend school in the dead of winter and the heat of summer and hold classes only during the moderate weather months. We need to look at the size of classrooms we are building, the halls and extra space, our gymnasiums, lunchrooms and lighting systems, especially when we are planning new construction. For existing buildings, there may have to be some allocation of funds for insulation.
Another way we can attack this problem is through the most effec-

State Superintendent of Schools Jack Nix talks with students on a recent visit to Marcus Mashburn Elementary School in Cumming, Ga.

tive of all approaches-education. Everyone in our schools-students, teachers and staff-must understand the basis for an energy conservation program and be aware that its success depends at least in part on the individuals in the school. School officials must reconsider schedu Iing, staffing, elective courses and the use of curriculum materials from the standpoint of energy use, and the result will probably be a better orga nized learning program all around. We in the school business have the opportunity to shed our old, wasteful, patterns as an example in the

education of a new generation of consumers.
The education system can be a leader in the local community and the state in bringing about more efficient use of energy. The whole situation could be turned to an advantage by forcing parents, teachers, students and administrators to rethink what is most important-to realize that conservation, some sacrifice and certainly flexibility may become necessary to keep our public schools open.

Williams Named State Assistant Superintendent

Peyton Williams Jr. of Sylvania, Ga., currently principal of Central Middle School in Screven County and a member of the Governor's Task Force on Education, will become Assistant Superintendent for Special Activities in the Georgia Department of Education on July 1.
As special assistant and advisor to State Superintendent of Schools Jack P. Nix and Deputy State Superintendent of Schools Joe Edwards, Williams will direct activi ties and programs relating to nondiscrimination provisions of federal legislation such as the Civil Rights Act, the Fair Labor Standards Act, Title IX of the Education Amendments of 1972, the Rehabi Iitation Acts, the Family Education-Rights and Privacy Act, Education for All Handicapped Children Act, Emergency School Aid Act and others.
Williams' role will be a leadership one, according to Nix . "We expect Mr. Williams to coordinate all activi ties between local school systems and the department relating to nondiscrimination requirements of these federal acts and regulations," Nix said . "He will serve as an infor-

mation liaison with local school officials and department staff and wi II represent the department on matters concerning non-discrimination with the Department of Health, Education and Welfare, the Federal Communications Commission, the U.S. Office of Education and the U.S. Department of Labor."
"No staff has yet been assigned to the new function," Nix said. "We will build this office together from the ground up."
Williams will also direct and supervise department activities relating to vocational women's curriculum requirements of the Education Amendments of 1976; he will work with the Professional Practices Commission and serve on comprehensive study committees conducting local school system studies for the department.
A native of Cochran, Williams has been employed by the Screven County Board of Education since 1964, first as vice principal of Central High School, then as prin cipal of Central Elementary School and, since 1970, as principal of Central Middle School. He was

coordinator and teacher of adult basic evening classes for the county for four years, and during the summers he directed programs for disadvantaged students and coordi nated Neighborhood Youth Programs for the county.
During the summer of 1976 Williams was an intern in corporate management, one of 34 professional educators in the United States selected to participate in a program sponsored by the Ingersoll -Rand Corp. in Montvale, N.J.
Williams' wife is the former Sandra Pryor of Jones County, a special education teacher. They have daughters ages five and six. His degrees are the B.S. in business edu cation from Fort Valley State College, theM. Ed. in administration from Tuskegee Institute and the specialist in educational administration from the University of Georgia.
Williams has served as chairman of the Instructional Programs Committee of the Governor's Task Force. He is also a member of the Georgia Teacher Education Council, of local, state and national profes-

sional education associations, and he helped to plan and participated in several Governor's conferences on education . Williams has also served as secretary of the Georgia Middle School Principals Association and as a member of the Georgia Association of Teacher Educators executive committee.
The Screven-Sylvania Optimist Club named Williams Educator of the Year for 1976. He has been a mem ber of the board of directors of the Screven County Chamber of Commerce and the Screven-Jenkins Regional Library. He has worked with the local arts council, the association for retarded children, Headstart programs, Boy Scouts, Masons and is organist and choir director of St . Paul Baptist Church. A member of Omega Psi Phi fraternity, he is a member of the local Selective Service Board and of the boards of directors of Central Savannah River Area (CSRA) Office of Economic Opportunity and Screven County Department of Family and Children Services.

:S:Dl?R:S:SS

In compliance with Title IX of the 7912 Education Amendments, the Georgia Department of Education does not discriminate on the basis of sex in its educational programs, activities or employment policies. Inquiries regarding the department's compliance with Title IX may be directed to the Title IX Coordinator, Georgia Department of Education, Atlanta 30334, or to the Director of the Office of Civil Rights, Department of Health, Education and Welfare, Washington, D.C. 20207.

May 1977 Volume 9 Number 3
Published Five Times A Year By Publi catio ns and Information Section General Support Division Office of Administrative Services Georgia Department of Education Jack P. Nix, State Superintendent of Schools Glenn Oli ver, edito r Elaine Pierce, graphic des ign

2 Georgia ALERT, May 1977

-
' ' Legislature OKs Expanded Kindergarten, Special Ed

Continued From Page One

with local board policy concerning school days on which teachers' presence is essential for effective school operation. This new policy wi II take effect Sept. 1, 1977.
Senate Bill 29 allows teachers serving as jurors to take a leave of absence without loss of pay . The bill also says that local boards of education may decide if thei r teachers are to receive the compen sation for serving as a juror as well as the regular teaching salary .
House Bill 586 encourages newly elected and newly appointed local board members to attend orien t ation workshops on Georgia 's educational program objectives and on school finance, school laws, community relations and the ethics, duties and responsibilities of local board members. The bill authorizes the Georgia Department of Education and the Georgia School Boards Association to conduct the workshops.

APEG is further amended by Senate Bill 214, which authorizes the state board to set criteria, policies and standards for demonstration schools. The bill authorizes the board to suspend any expenditure requirements of APEG as well as other state policies, standards and regulations t hat would otherwise impede a system 's efforts to carry out a demonstrat ion project's comprehensive plan.
Senate Bill213statesthat Georgia shall now be a party to the " Compact for Education." Under this legislation , the state would become a member of the Education Commission of the States. Previously Georgia was one of only five states that were not members of this organization.

Several education related resolu t ions were passed during the 1977 legislative session . The first of these is House Resolution 137-609, wh ich proposes an amendment to t he state constitution to change t he requirements for consolidating and merging county districts, indepen dent school systems or any portions or combination of systems. The amendment stipulates that only a majority of the voters voting in each district or system must approve any proposed consolidation measure . The constitution presently permits consolidation and merger only if 51 percent of the registered voters in each affected district or system votes and if a majority of those voting approve the measure . This is referred to as the "double majority _"

Study committees on vari ous aspects of public educat ion were formed by legislative resoluti on . Senate Resolution 113 creates th e Senate Vocational -Technical Education Study Committee . Co mposed of five members from the Senate Education Comm ittee and f ive members from the Senat e Higher Education Committee, the new committee will st udy Georgia's vocational -technical school system, including the possibility of removing the vocational education program from the departmen t of education and making it an au t onomous unit of state government .
A Senate Study Committee on Violence and Vandalism in the Public Schools is created by Senat e Resolution 182.
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Senate Bill 216 will also help local officials administer their programs. The measure amends the Adequate Program for Education in Georgia (APEG) Act of 1974 to allow school systems to use up to one third of the funds allotted for administrative and supervisory personnel to employ noncertified administrative and clerical staff.

The law pertaining to corporal

punishment is amended by House

Bill 306. The bill stipulates that the

punishment must not be excessive

or unduly severe, must not be used

as a f irst line of punishment unless

the student was informed before-

hand that specific misbehavior

could occasion its use and must be

administered in the presence of the

principal , assistant principal or a

person designated by one of these

individuals. The bill also says that a

parent may request a written expla-

nation regarding the punishment,

and the explanation shall not be

Teachers at Atlanta Area Schoof for the Deaf help these children with their special education needs.

used as evidence in any subsequent

civil case. The measure further
Child Find Results Are Basis stipulates that corporal punishment
must not be administered to a child

whose parents or legal guardians
For Special Education Allotments have, upon enrolling the pupil, filed
with the principal of the school a

statement from a Georgia medical

doctor stating that it is detrimental

Recent decisions of the State Board 300 new units will be allotted on

through Cooperative Educational

to the child's mental or emotional

of Education stipulate that the 300 the basis of the number of students Service Agencies.

stability. The bill does not alter the
right of local school boards to

new special education teacher units funded by the 1977 Georgia

receiving special education services in the 1976-77 school year. In

decide whether to permit corporal

General Assembly are to be allotted addition to the teachers, there will

punishment.

to school systems based on results

be 318 leadership personnel,

Senate Bill 256 says that any party

of a statewide survey which identi -

psychologists and psychometrists.

aggrieved by a decision of the State Board of Education rendered on an

fies individual students needing special education services.

In September unfilled special education teacher positions will be

"Because of two specific mandates, " said Singletary, "school systems in Georgia have been making a special effort to identify individuals who need special education services, to determine the nature of their needs and to plan

appeal may then appeal to the

The survey, Project Child Find, is a reallotted to systems. Systems

individual education programs for

Superior Court of the County where federally funded project begun in

which did not initially identify any them ."

the local board is located .

House Bill 605 amends APEG to

.

increase state funds going to cooperative education service agencies

(CESAs). The bill calls for the state

.. board to grant $134,000 to each CESA for basic operating expenses.

Also amending APEG is House Bill 607, which calls for kindergarten

January 1976 to take an actual head count of persons under 21 years of age who need special edu cation services but who are not receiving them. Resu Its of the survey compiled by the Georgia Department of Education show 30,658 children awaiting placement in special education programs across the state .

students in Child Find, but which do so by September, wi II be given first priority in the reallotment. The rest will go to systems with the greatest need.
Most of the 300 new units wi II be given to individual systems for special education classroom teachers. Others, however, will go to special institutions such as

"One mandate from the General Assembly is that Georgia shall provide full services by September 1977 to every person needing special education," said Singletary. "Another mandate from the federa l government says that by October 1978, special education services must be provided for every person between the ages of three and 18

classes to last for one-half day each There will be a total of 5,264

Central State Hospital, to psycho-

years of age who need them. The

day of a 180-day school year. The

special education teachers next

educational centers, to centers for

Child Find study will help meet

bill also calls for kindergarten to be year . According to Dr. H. Titus

trainable mentally retarded, to

these mandates."

fully funded at the earliest possible Singletary Jr., associate state super- learn ing resource centers and for

date.

intendent of schools, all but the

cooperative programs conducted

,

Georgia ALERT, May 1977 3

Migrant Children

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Get Special Help

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By Michael Simpson
Steve Henry Douglas is alone in a new school and town. He has made few friends in the nine weeks he has attended the school. He feels little need to. In another six weeks he will be gone .
Steve is the child of migrant farm workers, people who travel around the state and nation in search of seasonal agricultural labor. Migrant living is not easy for Steve. It con tains the pain of poverty, second class citizenship and isolation.
Migrant children face a combination of disadvantages not experienced by other impoverished children or by other children whose families relocate often . Unless these children get special attention and help, they are easily trapped into discouraged, unproductive lives, to the detriment of society as well as themselves.
To help provide this special attention , Georgia has a migrant education program funded by Title I of the Elementary and Secondary Education Act of 1965 and coordinated by the Georgia Department of Education. Now in its tenth year, the program operates through 40 local school systems and serves some 4,000 school -aged children.
Most of the migrant workers in the northern part of the state are poultry workers and peach and apple pickers; a few are cotton pickers. In south Georgia some are tobacco workers, but most farm row crops and cucumbers or work in pickle processing plants.
Many Georgia migrant workers move about only within a fairly restricted area, but when they cross school district lines their children must change schools, often several times a year. This constant mobility has, in the past, made it nearly impossible for school administrators to keep track of the students' academic and health records and even their identities. The migrant student

record transfer system located in Little Rock, Ark., was designed to remedy this situation by providing a central data bank where a child's records can be stored and quickly retrieved as he or she moves from school to school within a state or between states .
Teacher aides make up the bulk of the program's staff. Under the supervision of professional teachers, these paraprofessionals work with the migrant students, often on a one-to-one basis, in the areas of language arts, reading, mathematics and social sciences. It is this same close attention that also provides a much -needed boost to each child's self-confidence and self-awareness.
Academic and emotional deficiencies are not the only aspects of the migrant child's life addressed by the program . Treatment of medical or dental problems is coordinated through local social service agencies, and free meals are provided while the children are in school. The youngsters may also be given shoes and clothing.
Those who work in the program don't confine their efforts to the four walls of the school. Home visits are frequent, and migrant parents are encouraged to visit the schools and support the program. Parents are also advised on all avail able free or low cosr-housing, food , clothing, health care and employment services within the community.
Children deserve the best education possible regardless of the circum stances given them by their families or society. While Georgia's migrant program cannot hope to cure all the problems associated with the Iife of children like Steve, it can provide the opportunity to receive an adequate education, realize their own capabilities and know that life has much to offer them.



Word games help these migrant children improve their reading skills.




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Cassette tapes are among the many methods used to strengthen migrant youngsters'language. reading and math abilities.

School Entry Age Changed .

Two recently passed Georgia laws

affect systems with public kinder-

change the dates for determining

gartens first and all systems

when children should enter public

ultimately.



school kindergartens and first grade. Parents of three- and four-year-olds

A 1974 law says that all children entering a public school first grade

should contact their local school officials as early as possible as they



in 1978 must be six years old by

plan for their child's public school

Sept. 1 of that year. Language in

education. "Local school officials

the 1977 Appropriations Act says

are anxious to help parents with

1

that children enrolling in state-

their planning and to avoid confu-

operated kindergartens next fall

sion and delay in the important

must be five years old by Sept. 1,

early years," Singletary said.



1977.

People in Education

June Hicks has been appointed to the Georgia Professional Practices Commission by the State Board of Education. Mrs. Hicks is a first grade teacher at Austin Elementary School in DeKalb County and is replacing Mary Conger.

Dan Brooks, director of the Southeastern School of Real Estate Inc., Albany, Ga ., has been named to the Georgia Proprietary School Advisory Committee by the State Board of Education. Brooks will fill the unexpired term of AI Jones, who stepped down from the ninemember committee.

The 15-member State Advisory Panel for Special Education has been appointed by the State Board of Education . The members are David Webb, Mrs. Patricia Hammond, Mrs. Drake Taliaferro, Charles Dumas, Sen. Virginia Shapard, Mrs. Lillie Moncus, Kermit Keenum, Dr. A. L. Woodard, Bill Sampson, Mrs. Perry Johnson , Glenn Vergason , Lyndol Cain, Dr. Elloise Collins, Richard Neville and Mrs. Saralyn Oberdorfer.

"These provisions have far-reaching implications for parents of preschoolers and for local school officials," according to Dr. H. Titus Singletary Jr., associate superinten dent of schools for instructional services, Georgia Department of Education.
"They mean that Georgia parents of preschool age children should be thinking almost two years ahead as they make educational plans for their youngsters. Parents should understand that the entrance age for preschool this fall should coincide with the change to be made in 1978. If a child is permitted to enter any preschool program next year with an entrance age date later than Sept. 1, 1977, the child could be forced to sit out a year of school in 1978 because he or she would not be age six on Sept. 1, 1978."
Georgia school systems are making plans now to comply with the provisions of the new law, which will

4 Georgia ALERT, May 1977



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The individual attention this migrant boy receives from teacher aides makes a big difference in whether he keeps up with his peers or falls further behind in his education.

Pilot HealtH Care Program

Central Georgia Hospitals Receive Needed Training

Georgia hospitals are required by the the Georgia Department of Labor's planner, it was decided to limit the

classes have covered fire evacuation

Joint Commission on Hospital

Concentrated Employment Training program's scope to Evans, Tattnall, procedures and non-verbal commu -

Accreditation to provide continuing Act (CETA) program, the in-service Toombs, Candler and Bulloch

nication," Miss Scott said. Special

in-service training for their staffs. But opportunities available to hospital

counties-the Altamaha/Georgia

classes can be planned to meet a

meeting this important health care

nursing staffs in east central Georgia Southern CETA served by Swains-

specific need not shared by all the

standard has in the past been expen- have been substantially increased.

boro Tech.

hospitals.




sive and time consuming.

Now, however, through a pilot effort According to Swainsboro Tech's

between Swainsboro Area Vocational- off-campus coordinator and project

Technical School, Swainsboro and

originator, John Pascoe, area health

care facilities in the past were forced

After further discussion, Eston Price, administrator of Evans Memorial Hospital; Roger Collins, administrator of Tattnall Memorial Hospital;

The program has helped the hospitals a great deal. Overburdened hospital staffs have been relieved of the pressure of having to plan and

to send their nursing personnel to

and J. C. Rivenbark, administrator

carry out a comprehensive training

Savannah or Augusta, or pay expen- of Candler County Hospital, accepted program, the three hospitals have

sive consultants to come into the

the proposal.

saved thousands of dollars in con-

hospitals to provide necessary up-

sultant fees, existing in -house train -

dated training not available locally. The project provides at least one

ing efforts have been supplemented

day each week for in-service training and a sharing of ideas and informa-

"Since most of the area hospitals don't have the funds for this," said Pascoe, "I felt Swainsboro Tech , through the CETA program, could and should provide such a resource person ."
Starting the project, however, was not without its complications . In fact, planning for the project took

activities in each hospital, with the Altamaha/Georgia Southern CETA paying the instructor's fee . An assessment of $1 0 per day to cover travel and other expenses is paid by the participating hospitals. Swainsboro Tech furnishes instructional equipment, films and supervision.
Glenda Scott, a registered nurse from

tion between the hospitals has begun.
This success has resulted in a extension of Title I CETA funding for the program until September 1977. Georgia Department of Education officials are hopeful that other votech schools will follow Swainsboro Tech's lead in augmenting similar health care programs.

six months. "The com pi icated prob- Statesboro, teaches the courses.

lem of overlapping districts, juris-

Si nee the project's beginning, she

dictional boundaries and service

has expanded the content to include

areas had to be resolved first," notes nearly 20 health care topics . Classes,

EDUCATION HOT LINE

M. D. Boatwright, Swainsboro Tech director.
Fortunately, Claxton Mayor Perry Lee Deloach, chairman of the Altamaha/Georgia Southern Training and Employment Council, recognized the importance of the pro-

which are open to all interested hospital employees, usually consist of nurses, nurses' aides and orderlies. "Frequently we have custodians, office personnel and administrators attend also," she said.
The classes cover topics ranging

Keep Up With What's Happening
Dial (404) 656-2667 For Daily News Of Education In Georgia

posed program . With the help of

from isolation techniques to breast

Mozell Griner, the CETA's district cancer. "But the most popular

Georgia ALERT, May 1977 5

who conducts most of the EMT

classes for the Glynn County EMS

program also provides EMS instruc-

tion for the island.



"Glynn County and Jekyl l Island

have separate but similarly orga-

nized and established EMS programs
of comparable capabilities," noted

Mrs. Smith. "Whenever possible

joint t raining classes are offered,



especially for refresher and

advanced EMT courses."

Fire fighter Dan Simpson of the Jekyll Island Fire Department inside fully equipped ambulance.
Emergency Medical Service

While similarities exist between the



Glynn County and Jekyll Island

EMS programs, th ere are some

notable differences.



"Auto accidents are a leading cause

of injury and death, and most calls

for emergency assistance on the



mainland are probably the result of

traffic mishaps," notes Sandy

Hollander, a firefighter with the



Jekyll Island force . "But we have a

lot of older, retired residents on the

island and a sizable number of our

emergency calfs come from victims

of heart attacks."

More Than A Fast Ride

i
Partly as a result of the needs of

Glynn County and Jekyll Island, all

of their Emergency Medical Service

ambulances are equipped with a



By Steve Harvey

device called a telementry -an

instrument which transmits a

Not too long ago emergency medi-

(EMT) certificates . An average of

teer emergency medical service to

patient's heart beat by radio wave



cal care in Glynn and other counties 300 calls for assistance are answered speak of. Emergency health care for to a hospital emergency room

in southeast Georgia often meant

monthly from the five fire stations the 7,500 residents is centered in

where it is received as an electro-

only a f ast ride w ith flash ing red

and four emergency rescue units

Darien, the county's largest town

cardiogram . Only three other cities



light s. The ambulance services were located strategically throughout the and "home" for the county's only

in Georgia have ambulances

usually privately owned and ope-

439-square mile county.

ambulance.

equipped with this device, which

rated by competing funeral homes. And unfortunately it sometimes happened that an ambulance service was interested in the more lucrative buri al business than in the lowprofit work of transporting the injured to the hospital.

According to Chief William Cavanaugh, who built up the Glynn County EMS program from scratch over the past five years, gaining publ ic acceptance was not easy.
"The value of the EMS program was

"Mcintosh County is trying to develop a volunteer EMT service," according to Jim Otte, the EMT instructor for the county who is also a cardiac pulmonary resuscitation (CPR) instructor for the

allows a doctor viewing the electrocardiogram in a hospital many miles away to " see" the patient's heartbeat and begin to treat the patient in transit by telling the EMT what to do.



Then in 1966 Congress passed the National Highway Safety Act, which gave millions of dollars to states that agreed to regulate an emergency medical service (EMS) program. An emergency health section in the Georgia Department of Public Health (now DH R) was formed three years later, and in 1971 the Georgia General Assembly passed an ambulance bill, which imposed strict controls on the state's diverse ambulance services. Faced with newly enacted restrictions on equipment and driver and attendant training, many of the state's funeral homes quitely got out of the ambulance business. As the red lights dimmed, local govern-

not readily understood-at first, " said Cavanaugh. "Many people felt that a county operated ambulance service would just be a duplication of private services. They didn't see the need for the new program, especially one that cost money and appeared to duplicate existing efforts."
While doctors and other medical personnel worked closely with county officials in promoting the concept of emergency health care to the public, the task of training area ambulance drivers and attendants became the province of the vocational-technical division of Brunswick Junior College (BJC).

Georgia Heart Associat ion.
"As might be expected there is a lot of attrition and instruction consists mainly of the basic EMT course," Otte said.
The basic EMT course coordinated by BJC and most of the state's votech schools lasts 125 hours compared to the federal requirement of 84 hours. "The course is stren uous," admits Fenn, "but the failure rate after a strenuous sixhour examination is only approximately 15 percent.
"It's intended to be tight," said Fenn . "It's not like they're trying to pass an algebra exam -they're going to be dealing with human

"Today's area ambulance services, both publicly and privatel y operated , are so well equipped that they are essentially emergency rooms on wheels. And the extensive training the EMT's have undergone qualifies them to start treatment almost immediately," said Fenn .
" As soon as the ambulance arrives at the accident scene, medical care begins," said Dr. Mosher. "In fact, with the training these EMTs have, if a patient is alive when the ambulance arrives, there's really no excuse for him to be DOA (dead on arrival) at the emergency room. We've seen a dramatic drop in the number of deaths from auto acci-



..


ments began the task of organizing

The value of emergency medical

lives."

dents in Georgia in the past few



emergency medical services to fill the void.

training was readily understood by BJC President John Teel and by Lamar Holloway, the school's vo-

Camden County, on the GeorgiaFlorida border, has an established

years. Some people like to attribute the decrease to the 55 mile per hour speed limit, but we think it's

"The philosophy is totally different tech division chairman, who works volunteer ambulance service.

because of the EMTs, the fact that

now," said Dr. Charles B. Mosher,

closely with Ph il Petty, EMT coordi - According to Jimmy Foddrell,

victims are getting immediate care

medical director of the Department nator for Georgia Department of

county EMS coordinator, Camden

on the scene. They're not bleeding

of Human Resources' emergency

Education, in implementing EMS

has one hospital and approximately to death."

health section. "Back then an ambu- training in the school's service area. 25 EMT volunteers to serve the

lance was just a fast vehicle which got to the hospital as soon as possi ble. It was a transport service, and medical care began after the victim reached the emergency room . If he didn't die on the way from his injuries, he might have died in the wrecks that these ambulances often had because they were speeding."

Dan Fenn, BJC's off-campus vocational coordinator, oversees approx imately 60 separate courses annually in a service area comprising Glynn, Mcintosh and Camden counties. Of those courses, anywhere from nine to 14 are devoted to emergency health care.

county's 11,500 residents.
"Most of our volunteers are from the principle towns of Woodbine, Kingsland and St . Marys. Attrition is still a big problem in Camden County as with any county that has to rely strictly on volunteers," said Foddrell. "We rely mainly on basic and refresher EMT courses for

Since EMT courses were first offered in 1971 at vocational technical schools throughout the state, some 6,000 men and women have completed the program, many of them from Glynn, Mcintosh and Camden counties. These men and women now answer calls for assistance, some routine, others from

Glynn County, with a population of 53,000, incorporated the EMS program as an integral part of the county fire department organized under the county commissioners. It has become a full-time, 24-houra-day operation, fully staffed by firefighters with state-licensed

"The three counties are at different stages of developing emergency medical services," said Fenn, "and training is offered in basic, advanced and refresher EMT courses tailored to their respective needs."
Rural Mcintosh County, in the middle of Georgia's coast, has only

training."
Jekyll Island is geographically part of Glynn County, but its EMS program is part of the island's own fire department under Chief Carl Hamilton and administered by the state-run Jekyll Island Authority.

victims on the borderline of life and death.
Today , emergency medical care in southeast Georgia may still be symbolized by a fast ride with flashing red lights, but it also means receiving life-saving treatment from

"'

Emergency Medical Technician

one doctor and no organized volun - Nancy Smith, a registered nurse

trained personnel.

6 Georgia ALERT, May 1977



Student-Owned Company Teaches Free Enterprise

Like any other company, Blue and White Industries has key officers making the important decisions. Jimmy Garrett is president, Robin Meadows is vice president of sales and Robbie Phillips sits on the board of directors.
What makes these corporate officials unusual is that they are all between 16 and 18 years old, as are the company's other 21 employees.
The young businessmen and women are students at Manchester High School, Manchester. They are also the stockholders, officers and em ployees of their own recently organized company.
Blue and White Industries is one of approximately 60 activity based companies organized throughout the state to teach the free enterprise system to junior and senior high school students . The free enterprise program is an interdisciplinary, credit course in participating schools. It combines traditional industrial arts skills training with the economics of business to allow students to gain practical understanding of such industrial concepts as planning, capitalization, production, marketing and distribution. Students put their academic, general and vocational education to use, gain understanding of the economy, develop career skills and establish a good self-concept. And while company activities are carried on after school hours, much of what the students learn and do is an extension of the fundamental industrial arts training they receive in the classroom.
Georgia 's f ree enterprise program began in 1971 with a pilot program at Pickens County High School and was expanded to 16 other schools the following year. Georgia was one of the first states in the nation to offer this type of learning program

on a statewide basis and the only state to offer this approach at the junior high school level.
Any industrial arts teacher with content courses in manufacturing is eligible to teach a free enterprise class. Most, however, are on extended day /year contracts and have had special in-service training. Classes are taught in the late afternoon or early evening. Presently 50 local systems have opted to offer the free enterprise program to students.
"Each company is set up independently of the others in the state, and each manufactures a different product," said Jack James, industrial arts teacher at Manchester High School and advisor to Blue and White.
"To get started, the students sold stock," said James. "The capital from the sale was used to pay salaries, wages and commissions, buy raw materials and pay other necessary costs of going into production until a return from actual product sales could be realized. At the end of the school year, the company will be totally liquidated by paying dividends to the stockholders."
Blue and White Industries produces and markets wrought iron plant racks and sign posts. Other companies manufacture products ranging from games and toys to appliances and leather goods.
"Regardless of the product, the basic goal of Blue and White Industries and other free enterprise companies like it remains the same," notes James. "Students gain practica l kn ow ledge of t he f ree enterprise system through organizing, financing and operating their own business."
Another advantage of the free enterprise program is its low cost to the local school system. "By

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Student member of Blue and White Industries at work in the shop at Manchester High School.

using local resources -teachers, buildings and equipment- after traditional school hours, systems make more efficient use of facilities and reduce education costs," notes Raymond S. Ginn Jr., state industrial arts-.eoera~Rator for the Georgia Department of Education. "About the only additional cost is a modest increase in utilities."
The scope of the present free enterprise program is being eyed by some educators for inclusion into

other Georgia schools in the near future as part of the required curriculum for graduation. Ginn noted that a committee of the State Board of Education has recently recommended credit requirements for high school graduation be increased from 18 to 21, including one-half credit in economic principles and free enterprise. "The industrial arts free enterprise class concept might be one method of delivery for accomplishing both purposes," he explained .

Minigrant Two Years Later
Project Nurtures Plants,Students

By Glenn Oliver
"Look, those are our flowers." This expression of pride is becoming familiar to biology teacher Mrs. Madeline Gillespie. It's familiar to her because she has spent two years in two different counties turning kids on to the joys of planting seeds and watching them grow and flourish .
Mrs. Gillespie began her practice of getting students' hands into the dirt at Crisp County High School, when she received a $239 minigrant from then Governor Jimmy Carter's emergency fund to purchase a controlled-lighting plant stand. Her original purpose was to give her class of disadvantaged students a sense of pride and accomplishment from growing their own flowers. At the same time she hoped to teach them biology.
With Mrs. Gillespie's guidance the students grow marigolds, dianthus, pansies, geraniums and caladiums, and learn about soils, plant growth requirements, plant circulation, reproduction, sensitivity and respi-

ration. The plants are begun from seeds, cuttings and slips, and, when they mature, set out around the school grounds for other students to enjoy.
Things haven't always gone smoothly, however. "The first year (fall 1974) the students didn't react as I had expected them to," Mrs. Gillespie said. "When I asked them to gather soil samples, carry tools or dig the soil, they refused. It was as if they felt these tasks were below their dignity." Undaunted, she followed her plan. "I just did the dirty work myself, while they watched," she explained.
Mrs. Gillespie's love for growing things soon made believers out of the reluctant high schoolers. "When the young plants began to spring up the students became excited about 'our' plants," she said. "By the time the marigolds, geraniums and perennial dianthus were ready to set out, the youngsters were almost fighting each other for the privilege of working in the flowers."

The following year, as a teacher in Wilcox County, Mrs. Gillespie again acquired a plant-growing stand and began initiating her students into the joys of propagating and growing plants. Here, however, she found that the disadvantaged students' interest was stifled by the presence of more affluent youngsters.
Her method of separating the disadvantaged students from the affluent ones without ca IIi ng attention to their differences proved unique. "I knew the affluent boys were interested in hunting and wildlife, while the less privileged boys had little money for guns and shells," explained Mrs. Gillespie. "So I offered the class a chance to have general biology lecture two days a week; then the next day we would work on animal life only, the following day on plant life only and the fifth day would be used to tie up any loose ends or to work in the library. Just as I had hoped, when I called for those interested in animal and wildlife, the affluent boys raised their hands, leaving the lower socio-economic group to work alone

with the plants. Once I had this group to themselves even one day a week, their enthusiasm rivaled that of my Crisp County students."
Since beginning her plant-raising teaching project, Mrs. Gillespie's students have proudly planted a number of flower beds around the school grounds and taken many specimens home as gifts to friends and relatives.
Mrs. Gillespie is glad she was able to begin the project. "It's been one of the most satisfactory endeavors I have ever undertaken, in terms of personal satisfaction as well as stu dent attitude growth," she said. "There have been problems, sure, like destructive students uprooting plants set out around the school, plants being killed by heat built up in closed school buildings and greater personal expense than I anticipated . Even with all this, therewards of seeing these teenagers devel op a sense of self-accomplishment make it all worthwhile."

Georgia ALERT, May 1977 7

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Middle Grades Teachers Face New Requirements

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The State Board of Education has

curriculum/methods experiences in

adopted a policy changing the levels any of the fourth through eighth

and ranges of teacher certification .

grades. The applicant with two

The major certification change in

years' satisfactory teaching experi-

the new policy, which goes into

ence in grades four through eight

effect July 1, 1977, is to establish a will be exempt from the internship

certification level for teachers in

requirement.

grades four through eight. Teacher certificates are presently issued to those teaching in kindergarten through grade three (early child hood), grades one through eight (elemen.tary), grades seven through 12 (secondary) and special services such as art, music and physical

Holders of valid life certificates under the present elementary certi fication level will not have to meet the new requirements. Holders of special services certificates (K-12) are also exempt unless they change teaching fields.

education (K-12).

New criteria for sixth year certifica-

Effective immediately, an applicant may be issued a four through eight certificate upon completion of an approved preparation program. By July 1, 1978, however, applicants for their first Georgia teaching certificate must meet performancebased certification requirements

tion requirements went into effect in February. The new criteria stipulate that in order to receive a sixth year certificate a person must have completed an approved program and must make at least a minimum prescribed score on the criterion referenced test for teachers.

Beginning teachers' certificates will be performance based in 1978.

approved by the state board in

1975.
According to the new policy, after July 1, 1977, a four through eight endorsement may be added to an existing certificate when certain requirements are met by applicants

Education and the Law

~
1111

School Disaster Loans Now Available

who hold elementary grades certi -

State Attorney General Arthur K.

school lunch program needs of local Georgia school districts which have

fication or secondary grades

Bolton recently received an inquiry school systems is in general vested

had buildings destroyed or seriously

certification in English, mathe-

as to whether state funds appro-

in the State Board of Education,

damaged by such local catastrophes

matics, science or social studies. The priated for school lunch programs

which, in determining what it

as flood, hurricane, earthquake,

requirements include a total of 15

may be provided to local school

believes to be necessary in the way storm or fire may now receive

quarter hours or 15 staff develop-

food authorities even though they

of state fiscal assistance, could pre- financial aid under a recent expan-

ment units in three major areas- the are receiving federal funds for the

sumably take into account the

sion of the federal impact aid

nature and curriculum needs of the total cost of the free or reduced

amount of available funds from

regulations.

fourth through eighth grade learner, the teaching of reading and a practicum or internship with specific

price lunch. The Attorney General replied that under APEG the responsibility for determining the

other areas such as local taxation and federal grants.

Previously, school districts could receive money to repair or replace school facilities only when damage

caused by a natural disaster was

Systems Plan To Make Up Days

declared " major " by the President. Now, financial aid for local or pin-

point disasters is available as long

Georgia school systems are using a

fessional meetings as non-school

as the damage is not caused by

variety of approaches to making up days will hold classes on these days willful negligence or malicious

school days lost earlier this term

instead . Another popular option is action.

because of bad weather and energy shortages.
No school system will be in session beyond June 10, according to Director of District Services Gene Aiken of the Georgia Department of Education. "Systems are doing whatever is necessary to finish by

the extension of the school year by a few days, a choice made by Gordon, Calhoun, Catoosa, Clayton and Chatham counties. Most districts are using a combination of methods, including some which are adding one hour to the school day as make-up time.

Pinpoint disaster assistance loans are available for the reconstruction of seriously damaged or destroyed school facilities, for minor repair of school facilities and for the replacement of supplies and equipment. Grants also are available for the loss of current operating

that date," Aiken said, "because the Only six school systems missed no revenue which may be attributed

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college quarter begins June 13." The earliest date any school system will dismiss classes is May 25.
A spot check of school systems over the state by department of education officials indicates many have eliminated or reduced the number of spring holidays. Systems choosing this approach include Decatur City, Marietta City, Gordon, Calhoun, Fulton, Clayton, DeKalb and Chatham counties. Some systems which had scheduled Memorial Day and a day for pro-

days at all this term. Eleven missed 10 or more days, with the Towns system missing the highest number, 15. Lumpkin and Pickens counties missed 13 days each; White County missed 12; Fannin and Rabun each missed 11 .
State school officials have recom mended that system administrators planning school calendars for next term build in some extra days by starting classes a few days early next fall.

to a pinpoint disaster.
Local education agencies desiring assistance must first ask the Governor, through the Georgia Department of Education, to present a request for funds to the U. S. Commissioner of Education. School systems desiring additional information should contact C. T. Battle, director of the Local System Support Division, Georgia Department of Education, 267 State Office Building, Atlanta, Ga. 30334, phone (404) 656-2440.

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8 Georgia ALERT, May 1977

DeKalb Awarded National Citation

DeKalb County Schools is one of four school systems in the nation to receive finalist awards in the 1977 School Library Media Program of the Year award . The award program, co-sponsored by the American Association of School Librarians and the Encyclopaedia Britannica Companies, each year recognizes achievement in provid -

ing exemplary library media programs at the elementary school level. A fifth school system, Los Alamitos School District, California, received the top honor in the competition.
The systems were nominated fol lowing on-site visits by members of the sponsors' selection committee,

which reviewed 38 applications from public and private school systems throughout the nation. The three other finalists are the Brittan School District, California; Community Unit School District 200, Illinois; and the Portage Public Schools, Michigan.

REC EIVED
JUN 211977
June1977
DOCUMENTS
UG-A- L-I-B-R-Ai-vi~oS lume9Number 4

Vaccinations.
Required For School And Good Health

By Stephen Edge
Parents of children entering school for the first time next fall should make immediate plans for their children to receive vaccinations if they have not already done so. A certificate of immunizati o n against a series of diseases is required for all entering school children . Youngsters are required by state law to be immunized against polio, diptheria, pertussis (whooping cough), tetanus and measles.
"It is extremely important that parents begin their children's vacci nation series early," says Dr. John E. McCroan, direct or of the Epidemiology Section of the Departm en t of Human Resources, "because a period of time is required between shots. Three OPT (diptheria, pertussis, tetanus) innoculations are required, and these must be taken three months apart. In addition, polio vaccinations also require multiple doses and cannot be taken in conjunction with other vaccines."
McCroan explained that the new MMR (measles, mumps and rubella) vaccine will be in use this year. "Parents are advised that their children should get this shot as soon as possible because of the recent upsurge of measles in Georgia and across the nation ," he said.

The national Center for Disease Control has reported an increase in measles nationwide of around 57 to 65 percent due to a limited immunity vaccine used in the rubella scare of 1968. The measles outbreak is affecting mostly 12 to 14year-olds, but it is highly contagious for all children not properly immu nized. Children who cannot receive vaccinations for medical or other reasons must obtain a special c e r t i f i cate.
Many Georgia school officials are taking extra steps to review immu nization certifi cates this year because of abuses in the past. "In many systems," says Dr. Joe Edwards, deputy state superintendent of schools, "parents will not be allowed to register their children unless they have at least a provisional certificate showing that children have begun their series of vaccinations." A provisional certificate is good for only 120 days, during which time the series of shots must either be completed or a new provisional certificate must be obtained.
It is a state law that children must be immunized to attend school, but it is also a state law that they must attend school. Parents can be

This youngster bravely gets his preschool immunizations at South Fulton Health Clinic in Atlanta.

charged with a misdemeanor if they do not take the time and effort to get their children immunized. Health officials note that parents should not have any trouble getting vaccinations for their children , since the shots are given with out charge at local health department clinics around the state. If children have already had any of the diseases, the fact must be certified and will appear on the certificate of immunization .

school children means that approximately 100,000 cases of childhood diseases are prevented and 1,000 lives are saved. However, even with the stringent law governing immunization, there are nearly 1,000 yearly cases of the five diseases and a few reported deaths. Nearly half the reports are for measles. Parents who have any questions concerning immunizations for their children should contact their school system or the local health department.

Full immunization of all entering

School PR Seminar Set

The Georgia Department of Educati on , with the University of Georgia School of Journalism and College of Education, is sponsoring a fourday seminar for school -communi ty relations practitioners in Georgia public school systems. The dates are July 25-29 at the University of Georgia Center for Continuing Education.
The intensive program will combine school -community relations problem-solving with how-to-do-it sessions. Some of the topics to be covered include "Current Issues in School-Community Relations in Georgia," "A Smal l Town -Editor Looks at School News," "A Metro Daily Editor Looks at School News," "School Publications Critique," "Radio-Television Skills Workshop," "Photojou rna Iism Workshop," "Getting the Com-

munity Involved," "Passing School Bond Issues," "Coping with the Public Relations Problems of Discipline," "Using Volunteers."
Session leaders will include faculty members from the university, Georgia public school administrators who are expert in the field and nationally known school public relations authorities.
All seminar fees and lodging will be paid by the Georgia Department of Education. The only cost to participants will be meals during the four days.
Enrollment is being accepted now on a first-come, first-serve basis. Interested persons should contact Anne Raymond, Georgia Department of Education, Atlanta 30334, (404) 656-2476.

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Neville Named Judge
Richard Neville, ninth district representative on the State Board of Education, has resigned from the board after being named superior court judge of the Blue Ridge Judicial Circuit by Gov. George Busbee. Neville's resignation cuts short his seven-year term as a state board member, begun in 1971 when he was appointed by Gov. Jimmy Carter. An attorney in Cumming, Neville is a member of the State Bar of Georgia, Blue Ridge Circui t Bar Association and the American Bar Association. He has also served as a member of the Forsyth County Board of Education.

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Project ACCESS students use programmed audiovisual materials in the academic, survival skills, health and job placement learning centers.

TECHDAYS Spotlil

By Steve Harvey
Overalls and steno pads will soon replace tassels and gowns, as June graduates of Georgia's post secondary vo-tech schools prepare to enter the world of work. Aiding their transition is the Georgia Department of Education's tenth annual TECHDAYS- a program designed to match poten-tial employers with vo-tech school grads.
TECH DAYS, which is co-sponsored by the education department and the Georgia Chamber of Commerce with the support of the Georgia Department of Labor, brings employers into the vo-tech schools to interview graduating students for future employment. In many respects the program serves much the same purpose as an employment agency except there is no charge for participation.
This year all 31 of the state's votech schools and occupational centers have set aside days beginning in the spring for TECHDAYS.
"The size and emphasis of TECHDAYS varies according to school," notes Dr. Russell S. Clark, assistant state superintendent of schools for

vocational and adult education. "Larger schools in metropolitan areas often have upwards of 100 businesses and industries participating," said Clark, "while smaller schools in rural areas may have fewer than a dozen employers actively interviewing students."
And what does the job market look like this year?
"Good" is the assessment of many of the schools' job placement specialists.
"Recruiting has increased and so have starting salaries," reports Richard Cargile, Ben Hill -Irwin Tech job placement coordinator. "Inflation may have contributed to the recent economic recession, but it has also pushed starting salaries up substantially in some occupational fields."
Many welding, machinist and electronics majors are commanding upwards of $5 an hour, up a hefty 10 percent from just a year ago. Female and minority students with a background in skilled or technical occupations seem to be most in demand. And there is still a demand

Special Students Have ''ACCESS"

To Unique Learning Environments

By Lou Peneguy and Glenn Oliver
Anthony is a Marietta High School freshman, who last fall was confined to a wheel chair by crippling rheu matoid arthritis. Today he is able to stand and walk alone, has school friends, has improved in his school work and, most important, has a good self-image.
The reason for Anthony's success is a pilot project at Marietta High called ACCESS (Action Centered Career Education for Special Students). The only program of its kind in the country, ACCESS provides career exploration and job placement in the community for students who have found it difficult to relate to school. Anthony is one of 74 students who has been helped by the program, which is funded through Title IV-C of the Elementary and Secondary Education Act and Title VI -B of the Education of the Handicapped Act.
"The project's approach is unique," says Dorothy Shubert, project director, "in that students with mental or physical handicaps are served in a single program by specialists trained in varying areas of exceptionality."
The learning environment in ACCESS is purposely supportive,

positive, structured and free of special class placement and labels. Mrs. Shubert feels this is conducive to student growth and self-concept development. "We try to create a 'least restrictive environment' for the students so as not to impose the stigma of being a special education student," Mrs. Shubert says. "In this way we leave open the possibility of their functioning in the school environment. You see, ACCESS allows those students, for whom mainstream placement is impossible, to associate with students less severely handicapped."
This de-emphasis of special labels appears to be successful, as evidenced by a number of students referring themselves to the program. Referrals also come from the school's teaching staff, school counselors, the Department of Family and Children Services, juvenile court, youth development centers and private physicians.
ACCESS teachers plan individualized instruction with the help of profiles on each student. These identify individual problems prohibiting adequate performance in regular school work. Also, psychological and vocational tests help pinpoint student needs in four areas- academics, health, survival

skills and job placement.
"Using this information," says Josetta Walker, ACCESS learning disabilities teacher, "we prescribe instruction within learning centers in the four areas." Each learning center includes programmed print materials with accompanying audiovisuals. Student progress is measured by post tests.
The approach to curriculum, socialization, health and adaptive behaviors is totally career oriented. While working in the academic learning center, students study such topics as "consumer math and you," "learning to use city and state maps" and "written communication." "Using money wisely," "opening a checking account" and "how to seek information in the newspaper" are among the survival skills topics. In the health area students learn personal grooming skills, values clarification ski lis and good nutrition practices. The job placement center covers job interviews, responsibility on the job, using the telephone and other topics.
ACCESS helps the students make a more complete adjustment to the real world by placing them in various businesses in the community to observe different kinds of jobs,

and, later, to actually work in a particular job. Job placement specialist John Dyrda works with the ACCESS staff in scheduling employers in Cobb County to give the students this on-the-job training. "We try to place each student in the business or field in which he has shown some interest," says Dyrda. "This experience gives the kids an excellent opportunity to fully investigate the job and decide if they would like to do it for a Iiving."
The ACCESS pilot project, now in its second year of a three-year grant, has proven successfu I in Marietta. So much so that next fall eight Georgia schools will incorporate the plan into their curriculum financed by local funds.
In addition to being popular with educators who have seen the project, ACCESS is a hit with students like Anthony as well. " This is a real good class and it should be recom mended to other kids who need this kind of education," says Anthony. "It's really helping me. I sure have a lot more confidence now."

EDJ?RESS

In compliance with Title IX of the 1972 Education Amendments, the Georgia Department of Education does not discriminate on the basis of sex in its educational programs, activities or employment policies. Inquiries regarding the department's compliance with Title IX may be directed to the Title IX Coordinator, Georgia Department of Education, Atlanta 30334, or to the Director of the Office of Civil Rights, Department of Health, Education and Welfare, Washington, D.C. 20201.

June 1977 Volume 9 Number 4
Published Five Times A Year By Publi cations and Information Sect ion Genera l Support Division Offi ce of Administrative Services Georgia Department of Edu cation Jack P. Ni x , State Superintendent of Schools Glenn Oliver, editor Elaine Pierce , graph ic design

2 Georgia ALERT, June 1977

ts Job Availability

for nursing and cosmetology grad-

Another trend, really an innovation

uates although starting salaries have of this year's TECH DAYS, involves

not increased in those two fields.

schools taking students into the

"Recruiters are really looking for employees over a broad range of occupational areas this year," according to Bob Hooks, Moultrie Tech job placement coordinator. "It still may be easier to get a job if you have a nursing or mechanic certificate, but there are few job

companies. According to Hooks, schools are beginning to arrange tours, orientation and interviewing sessions for students at a company during TECHDAYS instead of having industry come into the school as has traditionally been done in the past.

categories I see as being depressed. The economy is pretty healthy."

While TECHDAYS provides a coordinated, stepped-up effort for stu-

Hooks also notes two trends in this year's TECHDAYS.
"We're getting more out-of-state v companies coming into the vo-tech
schools recruiting," says Hooks. "This has significantly increased the job opportunities of our students."

dent job placement, finding jobs for students is a year-round undertaking. Job placement and student personnel specialists at the vo-tech schools match students and jobs daily. And instructors, friends and former vo-tech grads are also good sources of information on job leads.

Marietta Student Wins 1977 GOAL Award
Terry C. Hughes, data processing student at Marietta-Cobb Area Vocational -Technical School has been named the state's top vo-tech student in the 1977 Georgia Occupational Award of Leadership (GOAL) competition. His prize was a new Ford automobile presented by the Georgia Motor Trucking Association .
The GOAL program, which is co-sponsored by the Georgia Chamber of Commerce and the Georgia Department of Education, each year spotlights the achievements of one vo-tech student. Four state GOAL runners-up were Robert L. Fears, electrical technology student at Savannah Tech; Pamela Wilkes, secretarial student at Carroll County Tech; Helen Wishum, secretarial student at South Georgia Tech in Americus; and Gloria Kibbe Northrop, legal secretary student at Athens Tech.

Demo SchoolsToTest Flexible Planning

By Eleanor Gilmer
Should Georgia school systems have more flexibility in how they spend state money allotted for education? Can a system operate more efficiently if it is given a lump sum of money and allowed to spend it where it is most needed to meet that system's education goals and objectives? Some Georgia systems will soon have an opportunity to find answers to these questions.
An amendment to the Adequate Program for Education in Georgia (APEG) Act passed by the 1977 Georgia General Assembly sets up provisions for demonstration school systems and authorizes the State Board of Education " ... to suspend expenditure requirements as necessary, to allocate earnings in lump sums and to suspend regulations, requirements and standards as necessary to implement approved comprehensive plans."
Comprehensive plans developed by the demonstration systems will be based on each system's educational goals and objectives and will include a plan of action for meeting them. The plans will also include an assessment of current programs, ways to implement improvements and an evaluation system.
"The legislature allotted $200,000 to develop comprehensive plans," said State School Superintendent Jack Nix. "A federal grant received three years ago for this purpose is being used to assist six systems, and

the state money will help at least 10 additional systems next year."
The systems already working on plans scheduled for completion in 1978 are Ware, Thomas, Lanier, Muscogee, Gwinnett and Polk Counties. Some or all of the systems developing comprehensive plans could be selected as demonstration systems by the state board, according to Nix. The board is in the process of developing a policy on how the demonstration school system program will operate.
At its May meeting the board adopted a policy on how systems will be selected to receive comprehensive planning grants. The policy empowers the state school superin tendent to establish and administer criteria and procedures for local school boards to follow in applying for the grants. The policy calls for no more than 20 grant awards in a fiscal year.
Under the pol icy first consideration will be given to school systems currently under contract with the state board during any fiscal year. Selected grant recipients must be diverse in size of pupil population, geographical location and demographic characteristics.
The Georgia Department of Education's Office of Administrative Services is to administer the policy and provide technical assistance to school systems applying for grants.

StatewideTests Show Reading And Math Improved

Georgia fourth and eighth graders

fewer objectives has generally

officials to examine their staff,

statewide results are used to deter-

" tested this spring under the state-
wide criterion-referenced testing (CRT) program made significant
gains over students tested last year -approximately three percent in the fourth grade and one percent in the eighth grade.

declined from the 1976 level."
"The greatest favorable change occurred in fourth grade reading," said Singletary, "where achievement increased by four percent this year. In 1976, 58 percent of the students achieved 15 objectives or more.

curriculum and instructional media to insure that they related to the objectives teachers and students were trying to reach ."
According to Singletary, many teachers use the individual profiles as the basis for individually guided

mine critical problem areas and possible corrective actions.
Georgia Department of Education staff are now in the process of holding workshops to show local school officials how test results can be used to strengthen curriculum and to

This spring, 76,228 fourth graders

This year the percentage jumped to education, and at the state level,

help students.

and 88,418 eighth graders were

62 percent."

tested in the areas of reading,

mathematics and career development. They were tested on 20

Test results showed the most improvement in fourth grade reading

Proper use of statewide test results by local educators can mean a better education for students like this young girl at Fulton County's M. P. Word Elementary School in Fairburn.

objectives in each area. Results of

occurred in the area of word recog-

the reading and math tests were

nition and comprehension, and the

made available to the State Board

least improvement was shown in

of Education at its May meeting.

vocabulary skills. In reading, eighth

Career development test results are graders advanced by three percent,

not yet available.

making the most improvement in

The statewide CRT program , now in its second year, was created to determine how well Georgia students are achieving specific objectives. Norm-referenced tests, which were previously given to all fourth and eighth grade students to see

word recognition and study skills and the least improvement in comprehension, language and classification. Eighth grade math achievement increased by one percent, while fourth grade math advanced by three percent this year.

how they stack up against the

Computer printouts showing indi-

national average, are now given to

vidual student's achievement on the

a random sampling of students.

objectives have already been pro-

"The distribution of achievement scores among Georgia students has changed for the better this year as compared to last year," says Dr. H. Titus Singletary Jr., associate state superintendent of schools. "For

vided to each school system . "We encourage school officials to make the test results available to the students' parents and teachers so that areas where students need help can be pinpointed," said Singletary.

example, the percentage of students "I think one reason students made

who achieved 15 or more objectives significant gains this year," Single-

has increased consistently in read -

tary said, "is that we were able to

ing and math in both fourth and

see from last year's CRTs where

eighth grades, and percentages of

they needed the most help. The test

students who achieved five or

results were used by local school

il

Georgia ALERT, June 1977 3

The Summer Of '65

Students Remember GHP Experiences

By Melanie Rawls
"G HP taught me to question my traditional views and values, and the answers have led me into an exciting and challenging career." This is one Georgia student's response to a survey of student participants in the second Governor's Honors Program in 1965. Conducted by Mar~in Gold, instructional program director of the 1965 GHP, the study shows that most cite GHP as a definite positive influence in their lives.
Gold questioned 265 students at the conclusion of the 1965 program, then conducted a follow-up survey 10 years later. He used the responses of 122 students who completed both surveys in his study, which was published in the January 1977 issue of "Talents and Gifts," the official journal of the Association for the Gifted.
Gold found that the overall program rating of "excellent" and "very good" given by a majority of students in 1965 has not changed significantly. However, a small shift was noted in the ranking of the program's most valuable areas. In 1965, students listed friendships and major subject classes as the most valuable areas, in that order. This order was reversed by 1975.
"G HP made me realize the inherent value of learning and knowl -

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edge .. ." one student wrote, while another stated that "GHP has no direct bearing on my present activities, but was instrumental in shaping some attitudes ... I'm very grateful for the experience . .. "
Gold's survey also shows that Governor's Honors participants have remained high achievers. Most reported that they had gone on to receive such honors as valedictorian of their high school and college classes, sports awards and war medals. Many received fellowships and scholarships including such prestigious awards as Woodrow Wilson Fellow and Rhodes Scholar nominee.
The majority of the students received degrees. Between 1965 and 1975, six had obtained their doctorates, 38 their master's degrees and 63 their bachelor's degrees.
Teaching proved to be the most popular career choice among those students responding to Gold's survey. One student identified GHP as "the first of a number of happy academic experiences I had which led me to choose the academic and scholarly profession I am now in." Following by frequency of choice were graduate school, homemaking, the legal profession, the military and banking. Gold reports that
VIP Program
Open To
HighSchool
Seniors
Rising high school seniors will again have an opportunity for free vocational training this summer at Georgia's two residential post secondary vocational-technical schools North Georgia Tech, Clarkesville, and South Georgia Tech, Americus. Approximately 150 openings are available for students wanting to participate in this year's Vocational Introduction Program (VIP) .
The six -week program will run from July 12 to Aug. 19. A total of 23 courses will be offered ranging from auto mechanics, carpentry and nurse's assistant to masonry, cosmetology and plumbing.
According to George Mulling, director of state schools for the Georgia Department of Education, VIP was begun in 1974 for high school stu dents interested in exploring occupational training opportunities.
" As participants in this year's program, VIP students will again study side by side with regularly enrolled students and receive speci al counseling services," said Mulling. "Students are also expected to partici pate in a number of planned recreational activities and take part in a 15-hour per week work-study program."

plastic surgery, professional acting, the ministry, stock market analysis and stained glass craftsmanship were also among the careers listed.
One student summed up the experience in these words: "I feel GHP represents that special summer everyone hopes to have in their youth. For me it was a time of

exposure-to different people, ideas, beliefs and life styles. It was not only a time of learning, but more importantly a time of friendships-of new adventures shared with new friends-friends who were more like me in many ways than any group of people I have ever known-before or since."

Students To Examine

Careers At 1977GHP

Six hundred of Georgia's gifted students have been selected to participate in the Governor's Honors Program (GHP) for 1977. The stu dents were selected from 1,700 plus nominations from both public and private high school teachers.
The south Georgia component of GHP at Wesleyan College in Macon begins June 16 for 400 students, while 200 students begin their sixweek program on June 19 at the north Georgia component on the campus of North Georgia College in Dahlonega.
Students attending either component of GHP may choose to study a variety of subjects including science, mathematics, music, foreign languages, social studies, visual arts and performing arts.
Students attending the Dahlonega component will also have the opportunity to participate in a

newly established career development program. This area of study will include a course entitled "Management and Entrepreneurship," which will bring the students into contact with top business people in Georgia through a series of seminars.
Also included in the career development program is a course in com mercial and industrial design. Students in this course will study methods of designing products and facilities for use in the business community, with the focus on solving problems of environmental impact, function and aesthetic considerations.
GHP is financed by general funds from the State Board of Education and funds from the Governor's office. The Dahlonega component also receives grant funds from the Appalachian Regional Commission.

Nine Systems Will Test New Grad Requirements

Nine Georgia school systems next year will test a new policy on graduation requirements adopted by the State Board of Education last November. These systems, representing nine congressional districts, are Glynn County , Thomas County, Muscogee County, Henry County, Fulton County, Dalton City, Laurens County, Gwinnett County and Newton County.
" The new plan will be in the volun teer systems at least one year, perhaps as many as three," says Dr. H. Titus Singletary Jr., associate state school superintendent. "Statewide implementation of the policy will be contingent upon positive evaluation of the program and funding by the Georgia General

Assembly." The 1977 General Assembly appropriated $250,000 to be used in testing the policy.
Even though the entire policy on graduation requirements will not go into effect for all systems next year, there is one part of the policy that will . It is the requirement that all Georgia students must take a course in economics, business or free enterprise.
This requirement will become effective in September for students entering the ninth grade. However, it does not mean the course must be taken the student's first year in high school. "It can be taken anytime during the student's high school enrollment," said Singletary.

4 Georgia ALERT, June 1977