Public school standards [1988]

Georgia Comprehensive Evaluation System
QUALITY IS OUR STANDARD-EXCELLENCE IS OUR GOAL
Public School Standards
Public School Standards Division of Standards and Evaluation Office of Evaluation and Personnel Development
Georgia Department of Education Werner Rogers
State Superintendent of Schools 1988

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and TiNe I1 of the Carl D. Perkins Vocational Education Act of 1984); or handicap (Section 504 of the Rehabilitation Act of 1973) in education programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies.
The following individuals have been designated ,as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title //-Audrey Reid, Vocational Equity Coordinator Title VI-Josephine Martin, Associate State Superintendent of Schools Title IX- Ishmael Childs, Coordinator
Section 504 -Wesley Boyd, Coordinator
Inquiries concerning the application of TiNe 11, Title VI, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin TowersEast, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington,
D. c. 20201.
Cost $17,900lQty 4000

Foreword
This edition of Georgia's Public School Standards continues implementation of the Quality Basic Education (QBE) Act. Again this year, Standards serve as the Georgia Board of Education's tool for measuring the extent of local systems' compliance with state law and state board policy. In the future, the Standards also will measure and compare the effectiveness of educational programs and services and will provide opportunitiesfor demonstrating practices that areconsidered excellent and innovative.
Iam pleased with the progress Georgia public schoolsare making in responding to the challenge of fully implementing QBE's requirements and programs. Our progress will continue as the Comprehensive Evaluation System, the complete set of Standards and the public reporting requirements are fully implemented. Through such efforts, a quality basic education for every child in Georgia will become a reality.
Werner Rogers State Superintendent of Schools

Acknowledgments
We'd liketo expressgrateful appreciation to the following groupsfor contributing to the revision of this set of Public School Standards. We are aware that each group is composed of individuals and that the contribution of each individual to this process was unique.
a The Georgia Board of Education's Ad Hoc Committee on Comprehensive Evaluation and Strategic Planning
a Staff members of the Georgia Department of Education a The Standards External Review Committee that met in May 1988 to review and
comment on the draft Standards a The Evaluation and Assessment Laboratory of the University of Alabama a Chairpersons of local boards of education, system superintendents, RESA staff,
system administrative staff, teachers, parentsand others who took time to review the draft Standards and wrote or called us with their comments, concerns and recommendations
These individuals and groups took their tasks seriously and made the detailed responses that were helpful in revising the draft Standards and in producing this document.
In advance we express appreciation to those who will assist us as we continue the developmental work that lies ahead and as we work toward the full implementation of the Georgia Comprehensive Evaluation System.

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District Organization

LBOE Operation

E School Administration
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Contents
Page
Overview ........................................................................................................ 6 Glossary ......................................................................................................... 9 Acronyms ...................................................................................................... 10 Standards ...................................................................................................... 11

Standard

School District Organization

Number

Electronic Technology Program(S) .......................... A 1 .................................... 11

Public Awareness and Information(S) ....................... A 2 .................................... 12

School Year and School Day(s) .............................. A 4 .................................... 14

School Board Operations
LBOE Organization and Operation(S) ....................... B 1 .................................... 15 Training of LBOE Members(S) ............................... B 2 .................................... 17

General School Administration
The Superintendent(S) ........................................ C 2 .................................... 18

Fiscal Management
Financial and Budgetary Practices(S) ....................... D 1.1 .................................... 20 Financial and Budgetary Practices(s) ....................... D 1.2 .................................... 22

Business Management
Attendance and Attendance Reporting(S) .................. E 1.1 Attendance and Attendance Reporting(s) ................... E 1.2 FTE Counts(S) .................................................. E 2.1 FTE Counts(s) .................................................. E 2.2
Pupil Transportation:
Operators of Pupil Transportation Vehicles(S) ............ E 3.1 Eligible Students(S) .......................................... E 3.2 Pupil Transportation Vehicles(S) ........................... E 3.3 Safety Instruction(S) ......................................... E 3.4
School Nutrition:
Food Service Management(S) ............................... E 4.1 Food Service Management(s) ............................... E 4.2 Sale of Food on School Premises(S) ....................... E 4.3 Sale of Food on School Premises(s) ........................ E 4.4

Facility Program
Capitalization Planning(S) .................................... F 1 Common Minimum Facility Requirements(s) ............... F 2 Competitive Bidding(S) ....................................... F 3

.................................... 36 .................................... 37 .................................... 38

Note: S refers to a system-level Standard;
s refers to a school-level Standard.

Standard

Personnel

Number

Paraprofessionals/Aides Licensing(S) ....................... G 1 .................................... 39

Certification: Valid. In-Field(S) ............................... G 3.1 .................................... 40

Certification: Valid. In-Field(s) ............................... G 3.2 .................................... 41

Compensation/Salary(S) ...................................... G 4 .................................... 42

Contractual Agreements(S) ................................... G 5 .................................... 44

Job Descriptions(S) ............................................ G 6 .................................... 45

On-the-Job Assessment for Performance-Based Certification:
System Services and Support(S) ............................. G 7 .................................... 46 Performance Evaluation(S) ................................... G 8 .................................... 47 Positions: Required Assignments(S) ......................... G 9.1 .................................... 48 Positions: Required Assignments(s) ......................... G 9.2 .................................... 50 Discretionary Assignments(S) ................................ G 9.3 .................................... 52 Discretionary Assignments(s) ................................ G 9.4 .................................... 53 Recruitment and Selection Procedures(S) .................. G 10 .................................... 54 Staff Development: Approved Plan(S) ....................... G 11.1 .................................... 55 Staff Development: Program Operation(S) ................. G 11.2 .................................... 56 Substitute Teachers(S) ........................................ G 12 .................................... 57 Employee Workload(S) ........................................ G 13.1 .................................... 59 Employee Workload(s) ........................................ G 13.2 .................................... 60

lnstructional Programs
Career Education(S) ........................................... 1 2 .................................... 61
Curriculum:
Core Curriculum(S) .......................................... 1 3.1 ................................... -62 Core Curriculum(s) ........................................... 1 3.2 .................................... 63
Curriculum Guides(S) ........................................ 1 3.3 .................................... 64
Graduation Requirements and
Three High School Programs(s) ........................... 1 3.4 .................................... 65 Statewide Passing Score(s) .................................. 1 3.5 .................................... 66
Extracurricular Activities(s) .................................. 1 3.6 ................................... -67
English to Speakers of Other Languages (ESOL)(S) ...... 1 4.1 .................................... 69 English to Speakers of Other Languages (ESOL)(s) ....... 1 4.2 .................................... 70 Comprehensive Health and Physical Education(S) ........ 1 7.1 .................................... 71 Comprehensive Health and Physical Education(s) ........ 1 7.2 .................................... 72
High School Advisement(S) .................................. 1 8.1 ................................... -74 High School Advisement(s) ................................... 1 8.2 .................................... 75
Kindergarten Program(s) ...................................... I 9 ................................... -76 Maximum Class Size(S) ....................................... 1 10 .................................... 77
Use of Media Resources in
the Instructional Program(s) ................................ I 11 .................................... 78 Remedial Education(S) ........................................ 1 13 ................................... -79
Special Education:
Instructional Program(S) .................................... 1 14.1 .................................... 80 Program Operation(s) ........................................ 1 14.2 ................................... -81

Standard Number
Special Instructional Assistance Program .................. 1 15 .................................... 82 Student Support Teams(s) .................................... 1 16 .................................... 83 Promotion and Diploma Requirements(s) ................... 1 17.1 .................................... 84 Administration of Statewide Tests(S) ........................ 1 17.2 .................................... 86 Notification of Test Results(s) ................................ 1 17.3 .................................... 88 Use of Test Results(s) ......................................... 1 17.4 ................................... -89 Textbook Adoption(S) ......................................... 1 18.1 ................................... -90 Textbook Adoption(s) ......................................... 1 18.2 .................................... 91
Vocational Education:
Program Offerings, Implementation
and Evaluation(S) ............................................ 1 19 .................................... 92
Students
Corporal Punishment(S) ...................................... J 1.1 .................................... 93 Corporal Punishment(s) ....................................... J 1.2 .................................... 94 Health. Safety and Activities(S) .............................. J 2.1 .................................... 95 Health. Safety and Activities(s) ............................... J 2.2 .................................... 96 Student Services Plan(S) ...................................... J 3 .................................... 98

Overview
Georgia Comprehensive Evaluation System

On July 1, 1986, a comprehensive approach to improving education in Georgia, the Quality Basic Education Act (QBE), became effective. A true education reform act, QBE is not merely a revision of previous education laws. The overriding purpose of QBE is to ensure that "each student is provided ample opportunity to develop competencies necessary for lifelong learning, as well as the competencies needed to maintain good physical and mental health, to participateactively inthe governing processand community activities, to protect the environment and conserve public and private resources, and to be an effective worker and responsible citizen." QBE addresses the following major topics.
A statewide basic curriculum framework Quality educational programs lmproved statewide standards of performance lmproved status and rewards for teaching Quality professional development and incentive programs Resources for continuous program improvement Complete and timely information for parentsand the general public Appropriate facilities Provision of equal access to a quality education program for all students Strategic planning for education at the state and local levels Comprehensive evaluation of education programs and services
The act is explicit in its requirements that the Georgia Board of Education (GBOE) supervise a comprehensive evaluation of each local school system and each public school on a periodic basis. Schoolsand systems are to be evaluated on the following functions.
Strategic plan implementation Implementation of the uniformly sequenced core curriculum Compliance with GBOE policies and state laws Effectiveness of educational programs and services Effectiveness of personnel evaluations and staff development Accuracy of student count procedures Accuracy of fiscal procedures Extent of public awareness and information processes Other functions deemed necessary by the GBOE
Onecomponent of the Comprehensive EvaluationSystem (CES) is the Public School Standards program. The application of Standards assesses not only a school's or a system's compliance with state law and

GBOE policy but also looks at the effectiveness of programs and services and the presence of exemplary educational practices. CES requirements necessitated a revision of the PublicSchoolStandardsconcept. The format of the Standards document itself changed, as did the methods of applying Standards and reporting results. The remainder of this overviewdescribes these changes by answering the following questions.
How were the new Standards developed? How are the Standards organized? How will the Standards be applied? How will the systems and schools be classified and rated? How will results be reported?
How Were the New Standards Developed? Work on the development of the new Standards began shortly after QBE was adopted. Through a thorough analysis of legal and policy requirements, and with extensive consultation and input from many Georgia Department of Education (DOE) program managers, a draft of the new Public School Standards document was shared with the GBOE in October 1986. At the same time, the draft document was distributed statewide for a period of public review and comment. From early October 1986, when the draft Public School Standardswere distributed statewide,through December 1986, DOE'S Division of Standards and Evaluation received comments on the draft document. These comments, both formal and informal, were collected through avariety of sources, includingfive public hearings, responses to more than 500 survey instruments distributed statewide, an ad hoc review committee composed of representatives of statewide education organizations, numerous letters and written responses to the draft Standards and pilot application of the draft Standards in four Georgia public school systems.
On the basis of the comments received and the results of the pilot test, the Standards were revised and adopted by the Georgia Board of Education at its May 1987 meeting. In the draft Standards review process, three issues consistently were raised.
These issues pointed to the need for a phased implementation of the Standards,a clearer differentiation among indicators of legal adherence, effectivenessand excellence and a broader participation inthe Standards development process by members of local education communities.
Changes were made that address these and other concerns. Because of this, the document submitted to the GBOE in April 1987 and adopted in May contained

only Standards with indicators of legal adherence. A process that employed a statewide steering committee and several specialized ad hoc committees was being used to refine and further develop indicators of effectiveness and excellence for inclusion in the Public School Standards document. The steering committee1 ad hoc committee approach helped provide consensus and a better, more comprehensive Public School Standards document. lndicators of effectiveness and indicators of excellence will be submitted to the GBOE for its consideration in late 1988.
The phased implementation of the Standards is discussed in the section of this overview that describes how the Standards will be applied.
How Are the Standards Organized? A look at the Contents will show that its broad classifications correspond to the organization of the Policy and Executive Procedures of the Georgia Board of Education (GBOE). This organization helps link the two documents, since QBE requires the Comprehensive Evaluation System to assess compliance with GBOE policy. Standards addressing similar topics are grouped together within the broad classifications.
All Standards are organized according to a common format that contains the following components. Each component is defined in the Glossary.
1. Standard Identification Information a. Standard number b. Validation level c. Broad classification d. Subarea classification
2. Standard Statement
3. Rationale
4. Guidelines
5. Legal Citations a. Official Code of Georgia Annotated (O.C.G.A.) b. Policy and Executive Procedures of the GBOE (GBOE P/EP) c. Other sources, such as documentsadopted by the Georgia Board of Education
6. lndicators a. Legal Adherence
7. Means of Verifying lndicators (Evidence) a. Legal Adherence
How Will the Standards Be Applied? A phased implementation of the new Standards began in school year 1987-88. During this school year the Standards and the indicators of legal adherence were applied in all systems by DOEfield administrators. This began the annual compliance review component of the CES.

During school year 1989-90, the team visit concept will be field tested in a percentage of the systems. Indicators of effectiveness and excellence will be applied at that time.
All components of the Public School Standards will be in place and Standards will be applied according to the following framework beginning with the 1990-91 school year.
Team Visit Each system and every school within that system will be visited periodically by a team composed of educators and lay persons for the purpose of applying Standards. A DOEfieldadministratorwill lead the team in the Standards application. During the team visit, team members will verify thestandards by applying the indicators of legal adherence and the indicators of effectiveness. If requested by the system, the team will also apply the indicators of excellence.
Compliance Review Annually systems and schools not being visited by a team will be visited by a DOE field administrator, who will apply only the indicators of legal adherence.
How Will the Systems and Schools Be Classified and Rated? As a result of the comprehensive evaluation team visit, a system and the individual schools within it may be classified standard, nonstandard or exemplary. As a result of the annual compliance review by the field administrator, a system and the individual schools within it may be rated in compliance or not in compliance with legal and policy requirements.
A school will be classified standard if, as a result of a comprehensiveevaluation team visit, it meetsall schoollevel indicators of legal adherence and the prescribed percentage of the school-level indicators of effectiveness. If these criteria are not met, the school will be classified nonstandard.When requested in advance by the superintendent or principal, a team will also apply the school-level indicators of excellence. If the school is classified standard and meets the prescribed percentage of the indicators of excellence, it will be classified exemplary.
Likewise, a system will be classified standard if, as a result of a comprehensive evaluation team visit, it meets all system-level indicators of legal adherence, the prescribed percentage of the system-level indicators of effectiveness, and if all schools within the system are standard.A system that does not meetthese criteria will be classified nonstandard.When requested in advance by thesuperintendent, a team will alsoapply the system-level indicators of excellence. If the system is classified standard, meetsthe prescribed percentage

of the system-level indicators of excellence and if all schools in thesystem areexemplary, thesystem will be classified exemplary.
A system or a school will retain its standard or exemplary classification until the next comprehensive evaluation team visit unless it receives a not in compliance rating as a result of an intervening field administrator annual compliance review.
When, as the result of a team visit, a system or school receives a nonstandard classification, a corrective action plan must be developed and implemented according to a schedule. The deficiencies upon which the classification was based must be addressed in this plan. Specific remediation activities and an implementation schedule must be developed. The field administrator will provide information about sources of technical assistance; however, the field administrator will not supply technical assistance in developing or implementing the corrective action plan. It will be the responsibility of the system or school to seek technical assistance from RESAs, the DOE and other sources.
At least onceevery six months the GBOE will reviewthe progress of nonstandard systems or schools in implementing GBOE-approved action corrective plans. Such reviews will continue until the plan is fully implemented or until the system orschool has been reclassified as standard by the state board.
If the state board finds that a system is making unsatisfactory progress in the corrective process, it is authorized to take the actions described in QBE Sections 20-2-283 and 20-2-243. The field administrator will monitor the progress of the plan's

implementation, and the DOE'SDivision of Standards and Evaluation will report to the GBOE as prescribed.
When, as a result of an annual compliance review, a system or school receivesa rating of not incompliance, the system or school will have a specific period of time from the date of the field administrator's report to update its responses to the indicators of legal adherence. If the system or school attains compliance during that period, as verified by a field administrator, the not incompliance rating will be changed to incompliance. If deficiencies are not corrected within that period, the notincomplianceratingwill remain in effect until indicators of legal adherence are checked again during the next annual review orteam visit. A school or a system that receives a not in compliance rating will develop and implement a corrective action plan to address the deficiencies upon which the rating was based. This corrective action plan must be approved by the DOE, which will monitor the school's or system's progress in implementing the plan.
How Will Results Be Reported? Section 20-2-282 of QBE requires that comprehensive evaluation results be published and reported to the public. For the annual compliance review component of the Comprehensive Evaluation System severaltypes of reports will be made. A preliminary report will be issued to the system following the compliance review visit. Copies of this preliminary report will besent to the superintendent, CES coordinator and the regional directors. After all systems have been visited, a final report will be sent to the system and a statewide summary will be prepared for the State Superintendent of Schools, the Georgia Board of Education and the public.

Glossary

1. Rating.One of the following designations earned by a system or a school as the result of an annual compliance review. a. In Compliance.A school or system that meets all indicators of legal adherence. b. Not in Compliance. A school or system that does not meet all indicators of leaal adherence.
2. Classification. One of the following designations earned by a system or a school as the result of a comprehensive evaluation team visit. a.Standard. A school or system that meets all indicators of legal adherence and a defined percentage of indicators of effectiveness. b.Nonstandard. A school or system that does not meet all indicators of legal adherence and/or does not meet the required percentage of indicators of effectiveness. c. Exemplary. A standard school or system that meets a defined percentage of indicators of excellence.
3. Standards Format. The common structure around which all of the Standards are organized. The format contains the following components. a. Standard Identification Information. lnformation provided to assist with classifying Standards. Broad Classification. GBOE policy manual category to which a Standard belongs (e.g., personnel). Standard Number. A designation consisting of a letter and a number that identifies a Standard. Subarea Classification. The particular topic addressed by a Standard (e.g., pupil transportation). Validation Level. The level (system or school) at which a particular Standard is applied. 6.Standard.A general statement of expectation that is based on state law and/or Georgia Board of Education policy.

c. Guidelines. Information provided about a Standard that clarifies questions related to the Standard or its application.
d.Rationale.A statement describing why a particular Standard is important.
e. Legal Citation.Specific state laws, GBOE policies or other documents on which a Standard is based. O.C.G.A. The Official Code of Georgia, Annotated, which is the official codification of Georgia laws. GBOEP/EP.Georgia Board of Education Policies and Executive Procedures. Other. Documents other than state law or GBOE policy that affect Standards.
f. Indicator. A statement that defines a condition that must be present and verifiable in a school or system. lndicators of Legal Adherence. lndicators that define conditions that must be present and verifiable in order to meet requirements of state law and/or state board policy. lndicators of Effectiveness. lndicatorsthat define conditions that must be present and verifiable in order to demonstrate "effective" education practice as established by statewide consensus (not included in this edition of Standards). lndicators of Excellence. lndicators that define conditions that must be present and verifiable in order to demonstrate excellence or exemplary and innovative education practice as established by statewide consensus (not included in this edition of Standards).
g. Means of Verification (MOV). Evidence or documentation reviewed by a comprehensive evaluation team or a field administrator to ascertain whether an indicator is met. The evidence may be supplied by the system or school, collected at the DOE, or obtained from other sources.

Acronyms
ADAP ......................................... Alcohol and Drug Awareness Program BST .................................................................. Basic Skills Test CAT ...................................................... California Achievement Test CES ............................................... Comprehensive Evaluation System CPlR ...................................... Certificated Personnel Information Report CRT ........................................................ Criterion-Referenced Test DE Form .............................................. Department of Education form DHR ............................................... Department of Human Resources DHR Form .................................... Department of Human Resources form DOAS ......................................... Department of Administrative Services DOE ........................................................ Department of Education ESOL ...................................... English for Speakers of Other Languages FA ................................................................. Field Administrator FTE .............................................................. Full-Time Equivalent GBOE .................................................... Georgia Board of Education GDPS ........................................... Georgia Department of Public Safety GED .............................................. General Educational Development GELA ....................................... Georgia Education Leadership Academy GHP ..................................................... Governor's Honors Program GHSA .............................................. Georgia High School Association GSBA ....................................... Georgia School Boards Association Inc. IEP ................................................. Individualized Education Program K ......................................................................... Kindergarten LAB .................................................... Language Assessment Battery LBOE ....................................................... Local Board of Education LEP ........................................................ Limited English Proficient LFS .................................................................. Local Fair Share LUA ...................................................... Local Unit of Administration MOV ............................................................ Means of Verification NA ..................................................................... Not Applicable O.C.G.A. ........................................ Official Code of Georgia, Annotated PBC ................................................. Performance-Based Certification PIEP ................................ Policies and Executive Procedures of the GBOE QBE .......................................................... Quality Basic Education QCC ......................................................... Quality Core Curriculum RAC ..................................................... Regional Assessment Center RESA .......................................... Regional Educational Service Agency SlAP ....................................... Special Instructional Assistance Program SDU ........................................................... Staff Development Unit SLP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Speech and Language Pathologist SMCF ........................................ State-Mandated Curriculum Framework SPA1 ..................................... Speech Pathologist Assessment Instrument SST ............................................................Student Support Team TCT ........................................................ Teacher Certification Test TPAl .................................. Teacher Performance Assessment Instrument
Note: 'Standard' refers to a Georgia Public School Standard.

Standard Number: A 1

Legal Citations: O.C.G.A. 20-2-252

Validation Level:

System

GBOE P/EP IFBG

Broad Classification: School District Organization Subarea Classification: Electronic Technology Program

Other

Educational Technology Local Planning Guide

(GBOE adopted 1985)

Adopted: May 1987

Revised: July 1988

Standard:

The system has developed and is implementing an electronic technology program.

Rationale:

In orderto use available resourcesefficiently for both administration and instruction, it is important to promote and support a statewide electronic technology program based on sound, systematic and comprehensive planning at the local level.

Guidelines:

Guidance in developing and implementingthis program is provided inthe Educational Technology Local Planning Guide.Technology is defined to include all interactive mechanical and electronic delivery systems.

Indicators of Legal Adherence l a . The system has developed a local elec-
tronic technology plan according to the Educational Technology Local Planning Guide,submitted it to the DOEand received approval.

Means of Verifying Legal Adherence (Evidence) la. Review a report from the DOE, Strategic Planning
Division.

Standard Number: A 2

Legal Citations: O.C.G.A. 20-2-240(a), 20-2-242

Validation Level:

System

(Local Board Require-

Broad Classification: School District Organization

ments, 3), 20-2-282 (a)(l)

Subarea Classification: Public Awarenessand Information

(HI, (2)(d) GBOE PIEP II

Other

Adopted: May 1987

Revised: July 1988

Standard:

lnformation is reported to the public on a continuing basis relative to the costs, quality and performance of the system's elementary and secondary schools.

Rationale:

Throughout the law, QBE emphasizes school-community relations, public information and community involvement.

Guidelines:

Evidence of processes used in distributing information could include publications, newsletters, activity reports, special events programs, news clippings, information provided for local broadcast media, photographs, exhibitsand displays, audiovisual productions, lettersto and from community members,telephone and visitors' logs, recordsof parent-teacher conferences, community surveys, and news releases from the system and DOE Public lnformation and Publications Division that would indicate the broadest possible dissemination. For indicator l c , purchasing space in the newspaper is not required, although having this information published in the local newspaper would be considered in compliance. Having a news release printed that provides information on the location and availability of the detailed report would also be in compliance, as would evidence of the use of the information by broadcast media and other publications. An example of information reporting that would not be in compliance would be to release the information to the local newspaper and have them fail or refuse to publish the data as submitted and to make no other efforts to disseminate the results. Results of the state-mandated tests must be reported, including mean CRT scale scoresfor the system and each school. Norm-referenced results may be reported in grade equivalents and/or percentile ranks for composite scores.

Indicators of Legal Adherence l a . lnformation is reported to the citizens at
least annually describing the costs of providing educational programs and services at the system level.
1b. lnformation is reportedto the publicat least annually describing the quality of education in each of the system's schools (elementary, middle, junior high and high school).
l c . lnformation is reported tothe publicat least annually describing the performance (collective achievement of students enrolled) by system and school.

Means of Verifying Legal Adherence (Evidence) l a . Review evidence of the dissemination of informa-
tion on costs of education. Evidence may include revenueby source (local, stateand federal), budget allocations per child by category (e.g., textbooks, supplies per child), etc. The evidence must be dated within the past year.
1b. Review evidence of the dissemination of information describing school quality. Evidence shall include reports on at least three of the following for each school: results of the comprehensive evaluation; student achievement; student behavior; attendence rate; staff development participation; effective school plans, goals and objectives; level of faculty education; school climate improvement programs; dropout rate; percentage of students continuing their education; comprehensive curriculum; parent and community participation; etc. The evidence must be dated within the past year.
l c . Review evidence of the dissemination of information describing school performance. Evidence must include reports of collective achievement of students on the state-mandated tests for the system and each school. The evidence must be dated within the past year.

Standard: A 2 (cont'd)
I d . The system will maintain a current copy of its annual system profile at the central office and in each school for public inspection.
l e . The system will provide a copy of itsannual system profile to all news media organizations which publish or broadcast within its area.

I d . N A 1988-89 l e . N A 1988-89

Standard Number: A 4

Validation Level:

School

Broad Classification: School District Organization

Subarea Classification: School Year and School Day

Legal Citations: O.C.G.A. 20-2-168 (c), (e)

GBOE PIEP AF, AE, AEAC, IED

Other

Regulations and Proce-

dures for Georgia School

Systems, Section AF.

Adopted: May 1987

Revised: July 1988

Standard:

The system adheres to state law and GBOE policy as they relate to the length of the school year, school day and instructional time.

Rationale:

Research has shown a positive correlation between the amount of instructional time spent on a subject and student achievement in that subject.

Guidelines:

If at the end of the last complete week of the school year, four or fewer days remain for completion of the regular 180-day school year, the LBOE may, without authorization from the GBOE, elect not to continue school into the following week if the additional days needed are the result of school closings due to emergency, disaster, act of God, civil disturbance or shortage of vital or critical material, supplies or fuel. Varying the length of theschool year must be in accordance with state law (20-2-168 as revised 1988, H.B.1276). Any exception to the scheduling of high school graduation must haveadvance GBOEapproval. If the system elects to operate school year-round, the length of the school year for students is 232 school days.
For 1band 1c any deviation for a handicappedstudent must be contained in his or her IEPand must be directly related to individual educational need.

Indicators of Legal Adherence l a . According to the approved system calen-
dar, the length of the school year for students is a minimum of 180 days, except systems with exemptions under H.B.1276, and high school graduation is scheduled after the end of the 180-day school year.
1b. The length of the school day forgrades four through 12 is not less than six hours of instructional time (300 minutes), excluding recesses and lunch periods.
l c . The length of the school day for kindergarten through third grade includes not less than 4 % hours of instructional time (270 minutes), excluding recesses, lunch periods and naplrest periods.
I d . If early dismissals for parentlteacher conference days are scheduled, they must be approved in advance by the GBOE and four hours of instruction must be offered (excluding recesses and lunch periods) when these conferences are scheduled.
l e . The school implements GBOE policy IED on uninterrupted instructional time.

Means of Verifying Legal Adherence (Evidence) l a . Reviewa report from the DOE, Division of Regional
Education Services.
1b. Examine schedules of regular education and specia1 education teachers to determine that the required instructional time is being provided.
l c . Examine schedules of regular education and specia1 education teachers to determine that the required instructional time is being provided. Rest or nap time is not to be counted in the 4 % hours of instruction for kindergarten.
I d . Review a report from the DOE, Division of General Instruction, and interview principal.
l e . Review procedures, processes and records maintained for documenting implementation. Interview principal.

Standard Number: B 1

Legal Citations: O.C.G.A. 20-2-57, 20-2-58,20-2-59,

Validation Level:

System

20-2-230(a), 20-2-232,

Broad Classification: School Board Operations

50-14-1 through 6,

Subarea Classification: LBOE Organization and Operation

50-18-70 through 75

GBOE P/EP Policiesas indicatedon l a

Other

Georgia Records Act of

1984 (as amended)

Adopted: May 1987

Revised: July 1988

Standard:

The LBOE is organized and operatesaccording to state law and governs through codified policies which conform to state law and GBOE policy.

Rationale:

Appropriate organization and operation of LBOEsensuresthat educational programs and services are delivered effectively to learners. LBOEs govern through policy. Codified policies provide a foundation for all educational programs and services and facilitate the orderly operation of the system.

Guidelines:

If an independent public school system has charter requirements related to its organization and operation that differ from those indicated on this Standard, then, in order to receivean N/A on any indicator, it must produce a legal copy of its charter noting the differing requirements. For application purposes,policy is defined as a goal statementadopted by the LBOE. It broadly charts a course of action pursued to achieve the system's stated goals. Local codification may differ from the codification listed below on la, items 1-23. The local IHF policy must be approved by the state superintendent of schools.

Indicators of Legal Adherence

la. The LBOE governs through codified poli-

cies. The system's manual must contain

policies or sections of policies relatedto the

following.

eaves 1. School Day (AF), (AEAC)

2. Personal

and Absences (GBRI),

(GBRIA)

3. Sick Leave (GBRIB)

4. Maternity Leave (GBRIC)

5. Military Leave (GBRID)

6. Bereavement (GBRIF)

7. Jury Duty (GBRIG)

8. Sick Leave for Nonprofessional Per-

sonnel (GCRGB), (20-2-1190 through

1192 must be included)

9. School Health Education/Services

(IDB) 10. Instructional Media/Resources (IFA)

11. Field Trips and Excursions (IFCB)

12. Promotion and Retention (IHE)
13. Curriculum - Graduation Require-

ments (IHF)
14. Testing Programs - Student Assess-

ment (11)

15. Absences and Excuses (JBD), (JBFC)

16. Educational Release Programs (if the

system has the program) (JBFB)

17. Solicitations by Students (JKB)

18. Pregnant/Married/Unwed Mothers

(JQE, JQF, JQG)
19. Communicable Diseases - AIDS

(JGCC)

Means of Verifying Legal Adherence (Evidence) la. Compare copy of policies supplied by system with
list required by GBOE.
For la, item 13: Review a report from the DOE, Division of General Instruction.

Standard: B 1 (cont'd)
20. Extracurricular Activities - No Pass/
No Participate (IDE) 21. Recruitment and Selection (20-2-21Id),
(GBC) 22. Complaints (GAE) 23. Student support teams (Marshall v.
State of Georgia, CV482-233,6-28-84) (IHE)
Ib. If the LBOE chooses to authorizeadditional absences for school-sponsored noninstructional activities on an individual basis, then a policy which sets out how any additional absences will be considered and approved by LBOE must be on file with the DOE.
I c . The LBOE selects one of its number as chairperson, who serves as such during his/her term as member of the LBOE unless otherwise provided by local law.
I d . The LBOE determines annually thedates of its monthly meetings and complies with state law (20-2-58) related to publishing meeting dates in the official county organ for two consecutive weeks.
l e . The LBOE holds a regular meeting in the county each calendar month unless otherwise provided by local law.
I f . A permanent, official record of LBOE proceedings (minutes) signed by the LBOE chairperson and the superintendent in his/ her capacity as secretary is open for public inspection.
l g . All official meetings of the LBOE conform to state law (50-14-1 through 50-14-6) and are open to the public.
l h . The system has developed and is itqplementing a records retention program as required by the Georgia Records Act of 1984 (as amended).

1b. Review a report from the DOE, Division of Standards and Evaluation.
l c . Review LBOE minutes for selection and signature of chairperson on LBOE minutes.
I d . Review dated copies of the county organ in which meeting dates were published for two consecutive weeks.
l e . Review dates of the LBOE's official meetings in meeting minutes.
I f . Review a sample of LBOE minutes from the six most recent LBOE meetings. Interview superintendent or hislher designee regarding compliance with public inspection requirement.
l g . Review meeting announcements distributed by the LBOE and review LBOE minutes.
1h. Review local plan and its implementation for compliance with the Georgia Records Act of 1984 (as amended).

Standard Number: B 2

Validation Level:

System

Broad Classification: School Board Operations

Subarea Classification: Training of LBOE Members

Legal Citations: O.C.G.A. 20-2-230(b) GBOE P/EP BBBC Other

Adopted: May 1987

Revised: July 1988

Standard:

LBOE members are required to attend professional training annually.

Rationale:

LBOE members must fully understand their duties and responsibilities and continuously update knowledge and skills related to their office. Professional training helps them with these areas of responsibility.

Guidelines:

Guidelines: Training activities will be conducted by the Georgia School Boards Association (GSBA) under contract with the DOE. Training of new LBOE members must include objectives as stated in O.C.G.A. 20-2-230(b). The 1988-89training year for LBOE membersis November 1,1987, through October 31, 1988.

Indicators of Legal Adherence la. All newly elected or appointed LBOE mem-
bers, upon initial election or appointment, shall complete the GSBA training for new members. This training must be completed within onecalendar year of assumingoffice.
1b. All LBOE members, excluding newly elected or appointed members, attend annually at least one day of professional training provided by the GSBA Institute.

Means of Verifying Legal Adherence (Evidence) la. Review a report from GSBA.
1b. Review a report from GSBA.

Standard Number: C 2

Legal Citations: O.C.G.A. 20-2-57, 20-2-59,

Validation Level:

System

20-2-1 02, 20-2-1 03,

Broad Classification: General School Administration

20-2-1 04, 20-2-1 09,

Subarea Classification: The Superintendent

20-2-21 1

GBOE P/EP GBD, DH

Other

Adopted: May 1987

Revised: July 1988

Standard:

The superintendent is duly certified and performs all duties required as the executive officer of and secretary, ex officio, to the LBOE.

Rationale:

Efficient management of the system requires that the superintendent perform all duties of the office.

Guidelines: The Public School Standards application materials list acceptable means of verfication for indicatorlb, l,2and5.

Indicators of Legal Adherence l a . The superintendent holds (at a minimum) a
valid fifth-year leadership certificate in administration and supervision issued by the DOE.

Means of Verifying Legal Adherence (Evidence) l a . Reviewa report from the DOE, Division of Regional
Education Services.

l b . The superintendent performs duties as chief executive officer of the LBOE as prescribed by law (20-2-109). These duties include 1. facilitating communication between the DOE and the system, 2. administering and enforcing policies, rules and regulations, 3. recommending to the LBOE all personnel employed and their assignment in the system,
4. acting as the agent of the LBOE in the procurement of equipment and materials necessary for operation of thesystem, and
5. visiting schools.
l c . The superintendent performs duties as secretary, ex officio, to the LBOE, including 1. being present or having a designated representative appointed by the LBOE at meetings of the LBOE, 2. keeping minutes of LBOE meetings and making a permanent record of them, and 3. countersigning all official LBOE minutes.
I d . The superintendent has taken an oath of office.

l b . Review evidence supplied by the system that addresses, but is not limited to,
1. examples of how GBOE policies and guidelines are transmitted to system personnel,
2. examples of how policies are enforced, 3. records that establish that the superintendent
recommends all employees to the LBOE for initial employment, continuing employment and assignment, 4. documentation that all purchase orders are channeled through the superintendent or his or her designee, and 5. evidence of visits, as documented through an assurance form. l c . For all parts of indicator l c , review official book of LBOE minutes.
I d . Review an assurance form signed by the superintendent.

Standard: C 2 (cont'd)
le. The superintendent is liable on his or her official bond as treasurerfor all funds drawn for education and verifies all accounts before application is made to the LBOE for payment.

le. Reviewdocumentation indicating that thesuperintendent is liable on his or her official bond as treasurer for all funds drawn for education and verifies all accounts.

Standard Number: D 1.1

Validation Level:

System

Broad Classification: Fiscal Management

Subarea Classification: Financial and

Budgetary Practices

Legal Citations: O.C.G.A. 20-2-104, 20-2-133, 20-2-1 64, 20-2-167(a)(b,2) (c) 20-2-282 (a.) (1.),(G), 20-2-501,20-2-960, 20-2-962
GBOE PIEP DC, DCCA, DIB, DID, DH DKA, JBCB, JS
Other

Adopted: May 1987

Revised: July 1988

Standard: The system implements uniform budgetary and financial practices.

Rationale:

When the system follows uniform budgetary and financial practices, it operates more effectively and efficiently.

Guidelines: Reports from the Fiscal Services Division will include audit findings as specified in GBOE policy DID.

Indicators of Legal Adherence l a . The LBOE submits its budget in accor-
dance with GBOE policy.
1b. The LBO has an approved budget for the current fiscal year and has provided for local review and modification before local adoption and submission to the GBOE.
l c . The superintendent and all principals are bonded as required by law and GBOE policy.
I d . The LBOE's budget reflects the raising and use of the required amount of local fair share funds.
l e . Fiscal proceduresare implemented according to the GBOE prescribed accounting system.
I f . Funds are expended for purposes authorized by state laws and GBOE policy and regulations.
l g . The LBOE has adopted rules and regulations for contracts and/or purchases for or on behalf of students that involve the aggregate sum of $100 or more.
1h. The system does not charge resident studentstuition orfeesasacondition of enrollmentor full participation in any instructional program, in compliance with 20-2-133, nor are resident students required to provide materials or equipment, except for those items specified in GBOE Policy JS.

Means of Verifying Legal Adherence (Evidence) l a . Review a report from the DOE, Fiscal Services Di-
vision, Financial Review Section. 1b. Review a report from the DOE, Fiscal Services Di-
vision, Financial Review Section.
l c . Inspect copiesof bonds or receiptsfor paid premiums for the superintendent and principals on file with the LBOE.
I d . Review a report from the DOE, Fiscal Services Division, Financial Review Section.
l e . Review a report from the DOE, Fiscal Services Division, Financial Review Section.
I f . Review a report from the DOE, Fiscal Services Division, Financial Review Section.
l g . Reviewrulesand regulationsadopted by the LBOE.
1h. Review documentation which must include one of the following: policies, procedures, regulations or statements that describe the method used to ensure compliance with 20-2-133 and GBOE Policy JS.

Standard: D 1.l(cont'd)
1i. If a nonresident student attends a school in this system and the LBOE charges him or her tuition or fees, such tuition charges for nonresident students do not exceed the average locally financed per-student cost for the preceding year, excluding the required local fair share funds.
l j . The LBOE submits its financial report in accordance with GBOE policy.
1k. The system provides, in addition to textual materials, any other required reading materials in courses requiring use of such materials by students, free of charge and in accordance with 20-2-133.

1i. Reviewsuperintendent's records of charges levied, a contract with the nonresident's home system or other supporting fiscal data. Receipts of payments must be available. (Directions for calculating charges can be found in Public School Standards application materials.)
l j . Review a report from the DOE, Fiscal Services Division, Financial Review Section.
1k. Review evidence of provision of required reading materials free of charge to students.

Standard Number: D 1.2

Validation Level:

School

Broad Classification: Fiscal Management

Subarea Classification: Financial and Budgetary

Practices

Legal Citations: O.C.G.A. 20-2-500, 20-2-962 GBOE P/EP DID, DKA Other

Adopted: May 1987

Revised: July 1988

Standard:

Theschool implements uniform budgetary and financial practicesthat conform to all requirements of state law and GBOE policy.

Rationale: Sound fiscal management is essential to accountability for public funds.

Guidelines:

Property is defined as those items that can beexpected to serve their principal purpose for one year or longer. Examplesincludedesks, tables, chairs, file cabinets, audiovisual equipment, etc. Items to be excluded from this definition of property for the purpose of this inventory are textbooks, consumable supplies and lunchroom equipment.

Indicators of Legal Adherence l a . Purchasesand/or contracts for or on behalf
of students that involve the aggregate sum of $100 or more are made in accordance with local rules and regulations.
1b. The principal maintains recordsof all funds collected and expended and makes a complete financial report quarterly to thesuperintendent.
l c . The principal submits a complete property inventory report annually.
I d . The school does not charge resident students tuition orfeesasacondition of enrollment or full participation in any instructional program, in compliance with 20-2-133, nor are resident students required to provide materials or equipment, except for those items specified in GBOE Policy JS.

Means of Verifying Legal Adherence (Evidence) l a . Review evidence, which must include
1. a copy of local rules and regulations relatedto these kinds of purchases and/or contracts,
2. an interview with the principal, who indicates an awareness of procedures for following the local policy on this, and
3. if purchases/contracts have been executed, documentation of execution.
1b. lnspect the three most recent quarterly financial reports submitted to the superintendent.
l c . lnspect most recent property inventory report of the school dated within the past twelve months.
I d . Review school financial ledger. Interview school personnel. Review copies of letters to students and/or parents requesting contributions. The letter should cover what the money is for, state that the contribution is purely voluntary and that no student will be penalized if a parent fails to make a contribution.

Standard Number: E 1.1

Validation Level:

System

Broad Classification: Business Management

Subarea Classification: Attendance and Attendance

Reporting

Legal Citations: O.C.G.A. 20-2-150(a, c.), 20-2-690.1,20-2-697
GBOE PIEP AF, EFA, EFAA, JB, JBCB, JBA, JBB, JBD
Other

Adopted: May 1987

Revised: July 1988

Standard: The system monitors and reports attendance as required by state law and GBOE policy.

Rationale: To monitor attendance, the GBOE requires accurate, timely and valid attendance reporting.

Guidelines:

Specific procedures,definitionsand guidelinesfor use in attendancemonitoringare availablefrom the DOE, Statistical Services Section. Additions and exceptions to compulsory attendance requirements are provided in state law and GBOE policy. Children younger than age seven are subject to compulsory attendanceprovisions if they have beenenrolled for 20 school days or more. Maximumschool age for studentswho have not yet received a diploma or its equivalent isage 20 on or before September 1. Exceptions include students who reachage 21 by September1if they have never dropped out, and those through age 21 if they are handicapped and the preceding IEP indicates that a successive year is needed. A student must be in attendancefor a minimum of one half of the required school day to be counted by the state as present.

Indicators of Legal Adherence la. The LBOEensuresthat all children between
the ages of six and 16 are enrolled in the public schools and are attending school unlessthey are enrolled in a private school or home study program. The LBOE also ensures that appropriate action is taken to enforce the compulsory attendance law for students enrolled in the school.
1b. The system monitors daily attendance as evidenced by the submission of attendance reports as required by state law and the GBOE.

Means of Verifying Legal Adherence (Evidence) la. Review a statement of assurance signed by the
superintendent.
1b. Review a report from the DOE, Statistical Services Section.

Standard Number: E 1.2

Validation Level:

School

Broad Classification: Business Management

Subarea Classification: Attendance and Attendance

Reporting

Legal Citations: O.C.G.A. 20-2-150(a),(c), 20-2-690.1,20-2-697
GBOE P/EP EFA, EFAA, JBFC, JBD Other

Adopted: May 1987

Revised: July 1988

Standard: The school monitors and reports attendance to the system.

Rationale: Schools must report accurate attendance data to the system in a timely manner.

Guidelines: Specific procedures, definitionsand guidelinesfor use in attendance monitoringareavailablefrom the DOE, Statistical Services Section.

Indicatorsof LegalAdherence l a . As approved by the DOE, the school is fol-
lowing the system method(s) for attendance accounting.

Means of Verifying LegalAdherence (Evidence) l a . Review a report from the DOE, Statistical Services
Section.

Standard Number: Validation Level: Broad Classification: Area Classification:

E 2.1 System Business Management FTE Counts

Legal Citations: O.C.G.A. 20-2-1 60, 20-2-282(a) (1)(F)
GBOE P/EP BFA, CO, EFA Other

Adopted: May 1987

Revised: July 1988

Standard:

The system's method(s) of obtaining full-time equivalent (FTE) student count data provide(s) an accurate FTE count.

Rationale:

The QBE Act requires reporting of an accurate FTE student count three times per year. This count is used to allocate state funds for the operation of the system.

Guidelines: Specific procedures, definitions and guidelines for use in FTE monitoring are available from the DOE, FTE Monitoring Unit.

Indicators of Legal Adherence l a . According to the most recent FTE monitor-
ing report, the system's FTE count is accurate.

Means of Verifying Legal Adherence (Evidence) l a . NA 1988-89

Standard Number: E 2.2

Validation Level:

School

Broad Classification: Business Management

Subarea Classification: FTE Counts

Legal Citations: O.C.G.A. 20-2-160, 20-2-282(a)(l )(F)
GBOE P/EP BFA, CO, EFA Other

Adopted: May 1987

Revised: July 1988

Standard:

The school's method(s) of obtaining full-time equivalent (FTE) student count data provide(s) an accurate FTE count.

Rationale:

The QBE law requires reporting of an FTEstudent count three times per year to be used to allocate state funds for the operation of the system.

Guidelines: Specific procedures and definitions for use in FTE monitoring are available from the DOE, FTE Monitoring Unit.

Indicators of Legal Adherence l a . According to the most recent FTE monitor-
ing report, the school's FTE count report is accurate.

Means of Verifying Legal Adherence (Evidence) l a . NA 1988-89

Standard Number: E 3.1

Legal Citations: O.C.G.A. 20-2-188(e), 40-5-23

Validation Level:

System

GBOE P/EP ED

Broad Classification: Business Management

Other

Regulations and Proce-

Subarea Classification: Pupil Transportation: Operators

dures for Georgia School

of Pupil Transportation Vehicles

Systems, Section ED.

(4/20/88)

Adopted: May 1987

Revised: July 1988

Standard:

All operators of pupil transportation vehicles have met requirements of state law and GBOE policy.

Rationale:

The citizens must beassured that personsoperating pupil transportation vehiclesareappropriately licensed and trained and are in good health.

Guidelines:

This Standard is applicable for systems that operate transportation systems or contract for transportation services. An operatorwho reachesage65 on or after July 1 may continue to drive until the following June 30. A regular operator is a person who is a regularly employed operator and who is not on thesubstitute list.Asubstituteoperator is a personwho is not a regularly employed operator. Operators of pupil transportation vehicles are defined as regular drivers, substitute drivers, coaches, teachers and others who control the operation of a pupil transportation vehicle. The system determines documentation location for indicators la-ld. Documentation will be reviewed in that location.

Indicators of Legal Adherence l a . All operators of pupil transportation vehi-
cles hold a valid driver's license. A valid license includes one of the following classes. 1. A Class 3 license 2. A Class 1 license and a Class3 instruc-
tional permit 3. A Class 4 or Class 5 license 4. A nonresident driver must have an
appropriate pupil transportation operator's license issued by his or her home state.
1b. All regular operators of pupil transportation vehicles must be examined annually by a licensed medical doctor no more than 60 days prior to the beginning of the school year for students.
l c . All operators of pupil transportation vehicles may not drive before age 18 and must discontinue driving at the end of theschool year in which they reach age 65.

Means of Verifying Legal Adherence (Evidence) l a . For indicators l a through I d , review a packet
which consists of the following. 1. Master list of bus drivers from payroll, anno-
tated as regular or substitute, indicating the date when the driver drove a bus for the first time during 1988-89 2. Roster from the training session conducted by the DOE field consultant 3. Roster of drivers attending make-up training sessions, collated in alphabetical order by driver 4. Copy of driver's license with legible date of birth, expiration date and class 5. Physical exam form 6. Numbered list of all vehicles used for pupil transportation, including spares, listing make, model and capacity 7. Bus inspection form (DE form 0534) showing monthly inspections during the school year 8. Georgia Department of Public Safety (GDPS) inspection form showing annual GDPS inspection

Standard: E 3.1 (cont'd)
I d . Operators of pupil transportation vehicles are required to participate in a driver education training program, including a program of safety instruction in the practice of safe riding and emergency vehicle evacuation drills, provided annually by the DOE.
le. All new operators of pupil transportation vehicles are required to participate in 18 hours of training.

le. NA 1988-89

Standard Number: E 3.2

Validation Level:

System

Broad Classification: Business Management

Subarea Classification: Pupil Transportation:

Eligible Students

Legal Citations: O.C.G.A. 20-2-188

GBOE P/EP ED

Other

Regulations and

Procedures for Georgia

School Systems, Section

ED (4/20/88)

Adopted: May 1987

Revised: July 1988

Standard: Transportation is available for all eligible students.

Rationale: Citizens should be assured that all eligible students have access to transportation services.

Guidelines: This Standard is not applicable for asystem that does not operatea transportation system. Systems that contract for services are held accountable under this Standard.

Indicators of Legal Adherence l a . Transportation is available for all students
who meet the following guidelines. 1. Those participating in regular educa-
tion programs and who live more than 1% miles from the assigned school according to the nearest practical school bus route 2. Those participating in special education programsandwhose IEPdescribes transportation services required and related to meeting their unique needs 3. Those participating in programsforthe limited English proficient at instructional centersaway from their normally assigned schools

Means of Verifying Legal Adherence (Evidence) l a . Review
1. a statement of assurance signed by the superintendent and/orthedirector of transportation,
2. a statement of assurance signed by the superintendent and the director of special education, and
3. a statement of assurance signed by the superintendent and/orthe director of transportation.

Standard Number:

E 3.3

Validation Level:

System

Broad Classification: Business Management

Subarea Classification: Pupil Transportation: Pupil

Transportation Vehicles

Legal Citations: O.C.G.A. 20-2-188, 40-1-1,

40-8-1 12,40-8-220

GBOE PIEP ED

Other

Georgia School Bus

Specifications (GBOE

adopted 1985);

Regulations and

Procedures for Georgia

School Systems, Section

ED (4120188)

Adopted: May 1987

Revised: July 1988

Standard:

All pupil transportation vehicles are purchased, operated, used and maintained according to prescribed state procedures.

Rationale:

Thecitizens should beassured that pupil transportation vehicles are obtained at a reasonableprice and maintained as safe and efficient pieces of capital equipment.

Guidelines:

This Standard is not applicablefor a system that does not operatea transportation system. Systems that contract for services are held accountable under this Standard. A pupil transportation vehicle is a motor vehicle operated for the transportation of school children to and from school or for school activities.

Indicators of Legal Adherence l a . All pupil transportation vehicles are pur-
chased using competitive bidding procedures and specifications.
1b. All pupil transportation vehicles are inspected and deficiencies are corrected. Inspections include 1. local monthly inspections conducted by system personnel, 2. annual inspections by the Georgia Department of Public Safety (GDPS) using inspection check sheet, and 3. current bus license plates.
l c . If pupil transportation vehicles are used in the instructional program andlor for schoolrelated activities other than regular pupil transportation services, such use is approved by the LBOE or the superintendent or hislher designee if that authority has been delegated by the LBOE.

Means of Verifying Legal Adherence (Evidence) la. Randomly check formal bid documents related to
all purchases on file in the system. NA on bidding for systems that do not own their own equipment. l b . Organize copies by vehicle number. Spot check
1. copies of the completed monthly inspection reports (DE 0534),
2. copies of the GDPS annual DPS
3. NA until new tags are required l c . Review a list orfile of requests of approved tripsor
activities, LBOE policy andlor LBOE action used to approve vehicle use.

Standard Number: E 3.4

Validation Level:

System

Broad Classification: Business Management

Subarea Classification: Pupil Transportation:

Safety instruction

Legal Citations: O.C.G.A. 20-2-188(e) GBOE P/EP ED Other

Adopted: May 1987

Revised: July 1988

Standard:

The system has implemented an annual program of safety instruction for operators of pupil transportation vehicles and students who ride these vehicles.

Rationale: Safety is of critical importance in the operation of the pupil transportation system.

Guidelines: This Standardis not applicablefor asystem that does not operateatransportationsystem. Systems that contract for services are held accountable under this Standard.

indicators of Legal Adherence la. There is evidence that the system has
implemented a program of safety instruction in the practices of safe riding and emergency vehicle evacuation drills for operators of pupil transportation vehicles.
1b. There is evidence that students annually receive instruction in emergency evacuation and safe riding on school buses.

Means of Verifying Legal Adherence (Evidence) la. Will be verified with Standard E 3.1, Id.
l b . Review documentation that may include instructional materials, an agenda of instructional activities, handouts from safety training sessions and dates of emergency evacuation drills provided for students.

Standard Number: E 4.1

Validation Level:

System

Broad Classification: Business Management

Subarea Classification: School Nutrition: Food

Service Management

Legal Citations: O.C.G.A. 20-2-187(a)

GBOE PIEP EE, EEE

Other

DHR Rules and

Regulations, Chapter

290-5-1 4

Adopted: May 1987

Revised: July 1988

Standard:

The system manages the school food service program in compliance with the annually approved state plan for school food services.

Rationale:

The intent of the school nutrition program as defined in GBOE policy is to serve as a means of improving the nutrition, knowledge of nutrition, health habits and educational opportunities of Georgia's children and youth from kindergarten through 12th grade. State funds are provided as a means of keeping sale prices within reach of paying children and maximizing participation and quality meals for all children.

Guidelines: The LBOE agreement is renewed annually and shall, if requested, include justification for an increase in student sale price.

Indicators of Legal Adherence la. The system operates an approved school
lunch program available in all schools.
1b. The system manages the school nutrition program consistent with the following requirements of the state plan. a. The sale price of lunch is within reach of paying children as evidenced by documented need for sale price increases, including a financial and participation analysis filed with the DOE. b. To improve school food services, the system provides for an assessment of each school's nutrition program services, as well as a plan to alleviate management and regulatory deficiencies, as evidenced by completion of school evaluations and subsequent plans for all schools in the previous school year. c. The system operates a program to train and upgrade its school nutrition program personnel.

Means of Verifying Legal Adherence (Evidence) l a . Review a report provided by the DOE, School and
Community Nutrition Division.
1b. Review a report provided by the DOE, School and Community Nutrition Division.

Standard Number: E 4.2

Validation Level:

School

Broad Classification: Business Management

Subarea Classification: School Nutrition: Food

Service Management

Legal Citations: O.C.G.A. 20-2-187

GBOE P/EP EE, EEE

Other

DHR Rules and

Regulations, Chapter

290-5-1 4

Adopted: May 1987

Revised: July 1988

Standard:

The school operates the school food service program in compliance with the annually approved state plan for school food services.

Rationale:

The program is intended to serve as a means of improving the nutrition, knowledgeof nutritionand the health habits of Georgia's children and youth from kindergarten through 12th grade. Criteria and procedures for the operation of the school nutrition program are authorized in GBOE policy, state law and Department of Human Resources (DHR) rulesand regulations. For indicators l a a n d Ib, the list of employees should be for the current year only.

Guidelines:

It is the responsibility of the school to ensure the health of its students by providing a school nutrition program that meets all health requirements. Infectious disease includes tuberculosis, salmonellosis, chronic staphylococcus infections, hepatitis A and typhoid fever. For indicator l a (means of verification) sample procedures are available from the Division of School and Community Nutrition.

Indicators of Legal Adherence l a . The manager or the person in charge of the
school nutrition program will not permit an employee to work while infected with or suspected of having a disease that can be transmitted by food or who is a carrier of microorganisms that cause such a disease or while afflicted with a boil, cut, wound or an acute respiratory infection.
Ib. The manager or person in charge of the food service establishment program will promptly notify health authorities when an employee of the food service establishment is known or suspected of having an infectious disease or one that can be transmitted by food.
l c . The school is inspected by the state health authority twice annually.

Means of Verifying Legal Adherence (Evidence) l a . Review records for
1. means used by system to identify employees who have an infectious disease or a disease transmitted by food, and
2. list of employees not permitted to work.
Ib. Review records for a list of employees referred to health authorities. If no employee has been put on sick leave because of contagious illness, include a statement to that effect in the documentation/ records.
I c . Review inspection reports.

Standard Number: E 4.3

Validation Level:

System

Broad Classification: Business Management

Subarea Classification: School Nutrition: Sale of Food

on School Premises

Legal Citations: O.C.G.A. 20-2-187

GBOE P/EP EEF

Other

Attorney General's Ruling

8/8/84

Adopted: May 1987

Revised: July 1988

Standard:

The system has adopted standards (policy or procedures) regarding the sale of food of minimal nutritional value on school premises.

Rationale:

When foods other than school meals are available, they compete for students' appetites and financial resources. The sale of foods in competition with school meals may encourage the consumption of empty calories and/or discourage the consumption of balanced meals and milk.

Guidelines:

GBOE Policy EEF complies with federal regulation 7CFR Part 210.15(b) in the control of competitive food sales in high schools. The GBOE policy is more restrictive than federal regulations in elementary schools and below; it allows the LBOE, at its discretion, to be even more restrictive. For all schools, the "food service area" is defined to include all dining area(s), serving area(s) and the kitchen. Foods of minimal nutritional value are defined by federal regulations to include carbonated beverages, chewing gum, water ices and certain candies. Candies are defined by federal regulation to include jellies, marshmallow candies and candy-coated popcorn. The beginning of the school day is defined as 12:Ol a.m. on any day school is to be in session. The "end of the last meal period" isthat time when the last class of studentseating lunch is scheduled to return to class. Meal periods include breakfast and/or lunch periods. Standards are defined to include LBOE policy or administrative procedures.

Indicators of Legal Adherence l a . For the purpose of restricting the sale of
foods of minimal nutritional value, the LBOE has defined "elementary schools and below."
1b. In schools defined as "elementary schools and below," the system has prohibited the sale of foods of minimal nutritional value from the beginning of the school day through the end of the last meal period.
l c . In all schools, thesystem has prohibited the sale of foods of minimal nutritional value during the meal periods in the food service areas.

Means of Verifying Legal Adherence (Evidence) l a . Review system's definition of "elementary schools
and below."
1b. Review LBOE standards and procedures used to distribute them to schools.
l c . Review LBOE standards and procedures used to distribute them to schools.

Standard Number: E 4.4

Validation Level:

School

Broad Classification: Business Management

Subarea Classification: School Nutrition: Sale of Food

on School Premises

Legal Citations: O.C.G.A. 20-2-187

GBOE P/EP EEF

Other

Attorney General's Ruling

8/8/84

Adopted: May 1987

Revised: July 1988

Standard:

The school adheres to the system's standards (policy or procedures) regarding the sale of food of minimal nutritional value on school premises.

Rationale:

When foods other than school meals are available, they compete for students' appetites and financial resources. The sale of foods in competition with school meals may encourage the consumption of empty calories and/or discourage the consumption of balanced meals and milk.

Guidelines:

GBOE Policy EEF complies with federal regulation 7CFR Part 210.15(b) in the control of competitive food sales in high schools. The GBOE policy is more restrictive than federal regulations in elementary schools and below; it allows the LBOE, at its discretion, to be more restrictive. For all schools, the "food service area" is defined to include all dining area@),serving area(s) and the kitchen. Foods of minimal nutritional value are defined by federal regulations to include carbonated beverages, chewing gum, water ices and certain candies. Candies are defined by federal regulations to include jellies, marshmallow candies and candy-coated popcorn. The beginning of the school day is defined as 12:Ol a.m. on any day school is to be in session. The "end of the last meal period" isthat time when the last class of students eating lunch isscheduled to return to class. Meal periods include breakfast and/or lunch periods. Standards are defined to include LBOE policy or administrative procedures.

Indicators of Legal Adherence l a . Elementary schools or below restrict the
sale of food of minimal nutritional value from the beginning of the school day through the end of the last meal period.
1b. A school above elementary level restricts the sale of food of minimal nutritional value during the meal periods in the food service areas.

Means of Verifying Legal Adherence (Evidence) l a . Interview principal and/or staff about practice.
Observe the practice.
1b. Interview principal and/or staff about practice. Observe the practice.

Standard Number: F 1

Validation Level:

System

Broad Classification: Facility Program

Subarea Classification: Capitalization Planning

Legal Citations: O.C.G.A. 20-2-16 through 19, 20-2-260, 20-2-291, 20-2-520
GBOE P/EP FEF, FFFA, EBlA Other

Adopted: May 1987

Revised: July 1988

Standard:

The system has implemented capital outlay planning procedures that comply with state law and GBOE policy.

Rationale:

Each system has a plan for facility renovation and construction that includes, in priority order, proposed funding methods and improvements. Existing structures comply with state laws and health and safety standards.

Guidelines:

The system facilities plan has been reviewed by a survey team and approved by the GBOE. School plansand specifications have beenapproved by appropriateagencies or authorities. Any portion of a facility used primarily for athletic competition must be excluded from the capital outlay program. The Public School Standards application materials includea definition of construction, renovation and modification for application purposes.

Indicators of Legal Adherence l a . The system has a five-year local facilities
plan approved by the LBOE and GBOE.
1b. The system has a current real property and facilities inventory.
l c . The system's plans and/or specifications for state-funded renovation and all construction and/or modification of new or existing school buildings have been approved by the DOE.
I d . If the system has voluntarily undertaken to merge schools or the total system with one or more adjoining systems, the appropriate procedures have been followed.
l e . The system has an asbestos safety management plan that contains procedures to identify, remove or contain the asbestos found.
I f . The facility needs and the facility inventory are updated annually.

Means of Verifying Legal Adherence (Evidence) l a . Review a report from the DOE, Facilities Section. 1b. Review a report from the DOE, Facilities Section. 1 ' Interview superintendent or hidher designee re-
garding recent renovation and review any documentation of approval of renovation/construction.
I d . Review a report from the DOE, Facilities Section.
l e . Review a report from the DOE, Asbestos Unit, related to the completion of DE 0073, A-M.
I f . Review a report from the DOE, Facilities Section.

Standard Number: F 2

Validation Level:

School

Broad Classification: Facility Program

Subarea Classification: Common Minimum Facility

Requirements

Legal Citations: O.C.G.A. 25-2-14,

20-2-260 through 261

GBOE P/EP FAA, FEF

Other

A Guide for Planning and

Construction of School

Facilities in Georgia:

Media Center Facilities

(1981)

Adopted: May 1987

Revised: July 1988

Standard:

Minimum facility requirements mandated by law are being met in the school.

Rationale: Minimum facility requirements are necessary to support the delivery of the instructional program.

Guidelines: Monitoring for handicapped access is provided through the approved local facility plan.

Indicators of Legal Adherence l a . The school meets minimum health and
safety codes for sanitation, fire, construction stability, temperature and ventilation.
Ib. The media center has been included in the local facilities plan.
l c . If the media center was newly constructed after 1982, then the media facilities meet requirementsspecified in A Guide for Planning and Construction of School Facilities in Georgia: Media Center Facilities.

Means of Verifying Legal Adherence (Evidence) l a . Verify using a check list via on-site tour of facility.
1b. Review a report from the DOE, Facilities Section.
l c . Make an on-site visit to the center to evaluate current use of approved space.

Standard Number: F 3

Validation Level:

System

Broad Classification: Facility Program

Subarea Classification: Competitive Bidding

Legal Citations: O.C.G.A. 20-2-168(b) GBOE P/EP FGCE Other

Adopted: May 1987

Revised: July 1988

Standard:

The system complies with the competitive bidding procedures and requirements for school construction in the use of state capital outlay funds.

Rationale:

Cost-effective methods maximize the benefits received from the funds available for capital improvements and construction of needed facilities.

Gudielines: None

Indicators of Legal Adherence la. The system submits state-funded capital
outlay projects for competitive bidding according to GBOE policy after final plans and specifications are approved by the DOE.

Means of Verifying Legal Adherence (Evidence) la. Review a report from the DOE, Facilities Section.

Standard Number: G 1

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Paraprofessionals/Aides

Licensing

Legal Citations: O.C.G.A. 20-2-182(b),

20-2-204 (a)(1), (a)(3)

GBOE PIEP GDBA

Other

Policy Requirements -

Licensing of Paraprofes-

sionals and Aides

(GBOE adopted 1987)

Adopted: May 1987

Revised: July 1988

Standard:

All paraprofessionals and aides have valid state licenses issued by the system or its contracted designee.

Rationale:

The GBOE recognizesthe importance of auxiliary personnel. The paraprofessional helps lower the adult-student ratio and allows greater individualization of instruction. The GBOE establishes proceduresforthe preparationof auxiliary personnel to ensure that the training received is related to the job that the individual performs.

Guidelines:

The following definitions are providedfor understanding and consistency. Theschool paraprofessional is a support staff position working under the supervision of the.classroom teacher@).The paraprofessional has some decision-making authority limited and regulated by the professional. To be licensed, the paraprofessional receivesa total of 50 hours of training. The aide is a support staff position working under the supervision of professionally certified personnel. The aide takes no independent action and has no decision-making authority, but performs routine tasks assigned by professionally certified personnel. To be licensed, the aide rece ives a total of 30 hours of training.

Indicators of LegalAdherence la. All paraprofessionals and aides employed
by the system receivethe required number of training hours or hold valid and current licenses issued by the system or its contracted designee.

Means of Verifying LegalAdherence (Evidence) la. Compare a list of names of paraprofessionals and
aides with copies of valid licenses, individual reports of training and training schedules.

Standard Number: G 3.1

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Certification: Valid, In-Field

Legal Citations: O.C.G.A. 20-2-200(a), 20-2-202, 20-2-203
GBOE PIEP GBBB Other

Adopted: May 1987

Revised: July 1988

Standard:

All professional personnel employed in system-level positions hold valid Georgia certificates and are working in their areas of certification.

Rationale:

The GBOE is legally required to prescribe policies that certify school personnel. No such personnel shall be employed in Georgia public schools unless they hold a certificate issued by the state in accordance with these policies. By certification, citizens may be assured of their state constitutional guarantee, in part, through employment of qualified teachers and other professional school personnel.

Guidelines:

"Professional personnel" will be interpreted to mean qualified educators employed to perform one of these three personnel functions: teaching, leadership, service. "Working intheir area of certification" will be interpreted to mean that for the major portion of the school or instructional day, the professional is employed in the area of hidher valid professional or probationary certification. "Major portion of the day" means 51 percent of the day (grades K-8), or three of five or four of six classes (grades 9-12).

Indicators of Legal Adherence l a . A valid Georgia certificate is held by each
professional employed in a system-level position.
Ib. Professional personnel in system-level positions are working in their areas of certification.

Means of Verifying Legal Adherence (Evidence) l a . Reviewa report from the DOE, Division of Regional
Education Services.
1b. Reviewa report from the DOE, Division of Regional Education Services.

Standard Number: G 3.2

Validation Level:

School

Broad Classification: Personnel

Subarea Classification: Certification: Valid, In-Field

Legal Citations: O.C.G.A. 20-2-200(a), 20-2-201, 20-2-202, 20-2-203
GBOE P/EP GBBB Other

Adopted: May 1987

Revised: July 1988

Standard:

All professional personnel working in the school hold valid Georgia certificates and are working in their areas of certification.

Rationale:

The GBOE is legally requiredto prescribe policies that certify school personnel. No such personnel shall be employed in Georgia public schools unless they hold a certificate, issued by the state in accordance with these policies. By certification, citizens may be assured of their state constitutional guarantee, in part, through employment of qualified teachers and other professional school personnel.

Guidelines:

"Professional personnel" will be interpreted to mean qualified educators employed to perform one of these three functions: teaching, leadership, service."Working intheir area of certification" will be interpreted to meanthat for the major portion of the school or instructional day, the professional is employed in the area of his or her valid professional or probationarycertification. "Major portion of the day" means 51 percent of the day (grades K-8), or three of five or four of six classes (grades 9-1 2).

Indicators of Legal Adherence l a . A valid Georgia certificate is held by each
professional working in the school.
1b. Professional personnel are working in their areas of certification.

Means of Verifying Legal Adherence (Evidence) l a . Reviewa reportfrom the DOE, Division of Regional
Education Services.
1b. Reviewa report from the DOE, Division of Regional Education Services.

Standard Number: G 4

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Compensation/Salary

Legal Citations: O.C.G.A. 20-2-168(d), 20-2-182, 20-2-1 87, 20-2-1 88(a)(b)(j), 20-2-21 2, 20-2-850 through 852, 20-2-870, 20-2-1 110 through 1112, 47-3-42,47-4-40
GBOE PIEP AEB, AEBA, GBA Other

Adopted: May 1987

Revised: July 1988

Standard:

All personnel employed in the system are paid and compensated in compliance with state laws and GBOE policies.

Rationale:

System personnel are entitled to compensation and employment benefits that assure them a degree of security.

Guidelines:

GBOE requirements related to typesof leaveare reviewed for application purposeson Standard B 1, indicator 1a. For indicator 1b, the personnel included are teachers and other certified professional personnel employed, full or part time, during summer school (20-2-168d) and personnel employed to work under extended school year terms (AEB policy).

Indicators of Legal Adherence l a . All certified personnel employed by the
LBOE are paid no less than the amount prescribed in the current state salary schedule.
1b. All certified personnel employed for summer instructional programs or for longer school terms are paid no less than the pro rata portion of the respective state salary schedule.
I c . The system has adopted a salary schedule for school food service personnel that 1) distinguishes between manager and other food service personnel and 2) uses state base payments to help finance the salary schedule.
I d . School bus drivers are paid, at a minimum, the amount prescribed by state law, in 12 pay ments.
l e . All part-time certified personnel are not paid less than the pro rata portion of the respective state minimum salary.
I f . If extended daylyear funds are used, there are local rules and regulations related to employee extended day or year salaries and based on the following criteria. a. The extended time required will be beyond the employee's normal eighthour workday and 190-day work year. b. All approved extended instructional activities relate to state-approved instructional student competencies.

Means of Verifying Legal Adherence (Evidence) la. Review CPIR, personnel records, payroll records,
the state salary schedule or local salary supplement schedule.
1b. Compare personnel and financial pay records of personnel employed in summer school or longer school year to the previous year's state salary schedule.
l c . Review a copy of the salary schedule of food service personnel. Compare the salaries of managers and other personnel.
I d . Using a roster of bus drivers, spot-audit payroll to determine that the salaries are state minimum or above. Determine that paychecks are issued year-round.
l e . ReviewCPIR and payroll recordsof part-time certified personnel.
I f . Review the system's written rules and regulations for inclusion of criteria for vocational and general education extended daylyear programs. Review a report from the DOE identifying systems using these funds.

Standard: G 4 (cont'd)
c. Teachers will be limited to teaching a maximum of one additional hour beyond the teaching workday and to one segment out of field.
d. Payments will be made only for work actually performed beyond the normal eight-hour workday.
e. Monthly and yearly documentation of extended salary time and program responsibilities will be maintained and reported to the DOE.
l g . All full-time certified personnel and certain eligible non-certified personnel are covered by the Teachers Retirement System.
I h . If a full-time employee is not eligible for membership in the Teachers Retirement System, he or she is covered underthe Public School Employee Retirement System.

l g . Using roster of employees, spot-audit payroll records to determine that retirement is deducted from salary.
I h . Using roster of employees, spot-audit payroll records to determine that retirement is deducted from salary.

Standard Number: G 5

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Contractual Agreements

Legal Citations: O.C.G.A. 20-2-21 1, 20-2-989, 45-3-1 1
GBOE P/EP GBA, GBDA Other

Adopted: May 1987

Revised: July 1988

Standard: The system follows state law and GBOE policy related to contractual agreements.

Rationale:

For the legal protection of the employee and the system, it is imperative that conditions of employment be stated in writing and agreed upon by both parties.

Guidelines:

The contract is a written agreement signed by the superintendent on behalf of the LBOE and the employee on his or her own behalf. For application purposes (indicator lc), oath-taking refersto all persons employed on a regular and not on an intermittent basis by the LBOE. For Indicator 1b.aand consistent with O.C.G.A. 20-2-942, a contract need not be in hand by April 15 because certified personnel are under continuing contract unless notified to the contrary by April 15.

Indicators of Legal Adherence l a . Employment contracts for all certified per-
sonnel are written and signed in duplicate by the superintendent and the person to whom the contract was issued.
1b. By April 15, one of the conditions below must exist for all personnel who were on the payroll at the beginning of the school year. All certified staff must be accounted for in one of the following categories. a. A contract of renewal has been tendered. b. The employee has been terminated earlier. c. A letter of resignation has been submitted. d. A letter of nonrenewal has been issued.
l c . All persons employed by the LBOE must take an oath that they will support the Constitution of the United States and the Constitution of Georgia.

Means of Verifying Legal Adherence (Evidence) l a . Randomly check current contract file for signed
copies of contracts.
1b. Randomly check personnel documentsagainst the Certificated Personnel Information Report (CPIR) for the previous year and determine the status of staff members. The last copy of the CPlR for the previous year should be included. Note on the CPIR, or separately, the disposition of each staff member by categories listed in the indicator.
l c . Randomly check the current contract file or other documents that indicate that an oath has been taken by all persons employed by the system.

Standard Number: G 6

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Job Descriptions

Legal Citations: O.C.G.A. 20-2-211(d) GBOE P/EP CGBA Other

Adopted: May 1987

Revised:

Standard:

The system has job descriptions for each position held or to be held by certified personnel.

Rationale:

Job descriptions provide a foundation for recruitment and selection procedures and criteria for evaluatng the performanceof those employed in certified positions. Inaddition, they help establish organizational line and staff authority and responsibilities, help determine job classifications and local salary schedules and encourage better resource planning and use.

Guidelines: Job descriptions should be generic, with one job description for each category of certified personnel. Sample job descriptions are available from the Georgia Education Leadership Academy.

Indicators of Legal Adherence l a . The system has written job descriptions for
each position held or to be held by certified personnel.

Means of Verifying Legal Adherence (Evidence) l a . Reviewthe job description for each category iden-
tified on the system's organizational chart or personnel roster.

Standard Number: G 7

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: On-the-Job Assessment for

Performance-Based Certi-

fication: System Services

and Support

Legal Citations: O.C.G.A. 20-2-200(a), (b)

GBOE PIEP GBBA

Other

Guidelines for the

Administration of

Performance-Based

Certification (GBOE

adopted 1980)

Adopted: May 1987

Revised: July 1988

Standard:

The system provides assessment-related services to teachers holding nonrenewable certificates and supports implementation of the on-the-job assessment process.

Rationale:

Teachers and speechand language pathologists (SLPs) seeking initial certification in Georgiaafter September 1, 1985, must satisfy performance-based certification (PBC) requirements. One of these requirements is the on-the-job assessment of performance. Assessments are organized and administered by the state's 17 regional assessment centers (RACs). System personnel also play significant roles in coordinating and carrying out on-the-job assessment requirements. Therefore, the effective and timely support by the system of the assessment process is critical.

Guidelines:

1. Teachers and speech and language pathologists (SLPs) in Georgia are issued nonrenewable certificates. Depending on whether other requirements have been satisfied, the teacher or SLP is issued a nonrenewable professional (NT) certificate. The prefix N on thecertificate indicates that the holder is assessable.
2. When the Certification Division issues a certificate, a copy of the certificate is also sent to the system employing the individual being certified. The employer is, therefore, aware of the certification status of all professional personnel. N-certified teachers have six assessment opportunities overthree years with two assessments per year in fall and spring, respectively, to meet the on-the-job assessment requirement.
3. According to PBC guidelines, teachers and SLPs may not be assessed before the 20th school day of the year. They must also be provided lodays' notice before the onset of the assessment period and must be guaranteed 50 working days between fall and spring assessments.
4. Teachers are assessed by a team of three fully qualified data collectors, including a RAC (external) data collector, a peer and an administrator. One of the individuals serving on an assessmentteam must hold certification in the same field as the teacher being assessed.SLPs are assessed by a team of four fully trained data collectors, including two certified SLPs, a RAC (external) data collector and an administrator.
5. All teachers to be assessed must be provided an orientation to the assessment process. The format of this orientation is uniform throughout the state and requires a minimum of 1 % t otwo hours to complete. All teachers being assessed must also be providedthe opportunity to attend a follow-up orientation. Teachers prepared in out-of-state institutions must be provided the follow-up.
6. The instrument used to assessteachersfor certification purposes is theTeacher Performance
Assessment lnstrument (TPAI). The assessment instrument for SLPs is the Speech and Language Pathology Assessment lnstrument (SPAI).

Indicators of Legal Adherence l a . At the time of employment, the system
informs teachers and SLPs who hold or are applying for an N-type certificate that they will participate in the performance-based certification process.

Means of Verifying Legal Adherence (Evidence) l a . Review documentation that shows when and how
N-certified teachers and SLPs are informed of performance-based certification requirements.

Standard Number: G 8

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Performance Evaluation

Legal Citations: O.C.G.A. 20-2-210 GBOE P/EP Other

Adopted: May 1987

Revised: July 1988

Standard: All personnel are evaluated annually.

Rationale:

Individual performance is improved with the use of an objective and equitable evaluation process.

Guidelines:

"All personnel" includes certified, classified and licensed personnel. Substitute teachers are not included. All such performance evaluation records will be part of the personnelevaluationfile and will be confidential. Annual performanceevaluationby appropriately trained evaluators will befield tested statewide in 1988-89 and will not be in effect for Standards purposesthis year.

Indicators of Legal Adherence l a . The LBOE has evaluated the superinten-
dent at least annually.
1b. All other personnel have been evaluated at least annually.

Means of Verifying~ e ~Aadhlerence (Evidence) la. Review evidence that shows that a written evalua-
tion has been conducted annually.
1b. Review evidence that shows that a written evaluation has been conducted annually.

Standard Number: G 9.1

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Positions: Required

Assignments

Legal Citations: O.C.G.A. 20-2-182, 20-2-184 through 187
GBOE PIEP GBB Other

Adopted: May 1987

Revised: July 1988

Standard: The system employs personnel as specified in GBOE policy GBB.

Rationale:

The goal of providing a quality basic education for all of Georgia's children requires personnel to staff QBE's programs.

Guidelines:

QBE requires that the system provide forthe delivery of certain serviceswhich must be rendered by a person specifically hired forthe job on afull- or part-time basisor by a person employed through a shared services agreement. Personnel serving in these positions must meet current certification or classification requirements. School nutrition directors who were employed as of 1980 are grandfathered into the position and exempt from certification requirements. The number of required system-level personnel will be based on the FTEcount as shown on the initial allotment sheet. The mid-term adjustment sheet will not be used in determining these positions. Documentation must show that the personnel have been employed and used as required. Systems with only one school of fewer than 350 FTEs can meet the requirements in lndicator l a with a person serving as both superintendent and principal. For application purposes, lndicator l a will be cross-referenced to Standard C 2.

Indicators of Legal Adherence l a . The system employs a full-time superin-
tendent who serves as the system's chief administrator and the LBOE's executive secretary.
1b. The system employs a curriculum director in the following manner. 1. AfuIl-time position is provided for3,300 FTEs. 2. If the system has fewer than 3,300 FTEs, then a. the person is employed part-time, or b. services are contracted so that the contractor serves no more than a total 4,125 FTEs; in excess of 4,125 FTEs, the contractor must employ an additional part- or full-time instructional supervisor.
l c . The system employs school psychology personnel individually orthrough a consortium of systems at a staffing level sufficient to meet federal laws, GBOE policies and regulations and legal obligations incurred through court agreements. Staff services include, but arenot limited to, thefollowing. 1. Psychoeducational evaluation 2. Crisis intervention 3. Case study 4. Consultation to student support teams 5. Services to parents and administrators 6. Behavioral observation and management 7. Counseling

Means of Verifying Legal Adherence (Evidence) l a . Review System Personnel Required Assignments
Summary,a copy of which is included inthe Public School Standards application materials. 1b. Review System Personnel Required Assignments Summary,a copy of which is included in the Public School Standards application materials.
I c . Review a report from the DOE, Student Services Unit.

Standard: G 9.1 (cont'd)

I d . The systememploys personnel individually or enters into a shared services agreement with a consortium of systems to deliver school visiting teacher (school social worker) services in the following manner. 1. A minimum of one full-time position is provided for 3,300 FTEs. 2. If the system has fewer than 3,300 FTEs, a part-time position may be provided. 3. Attendance officers may be employed in lieu of a social worker as stipulated in O.C.G.A. 20-2-695.

l e . Thesystem employs personnelindividually, through contract ora shared servicesagreement, to perform minimum school nutrition program functions in the following manner. 1. A minimum of one full-time school nutrition program director is provided in systems of base size (3,300 FTEs) or larger. 2. In systems above 3,300 FTEs, additional personnel employed to perform minimum tasks must be certified infield or classified as director-trainee. 3. Systems with fewer than 3,300 FTEs and with five or more schools may employ a classified director-trainee. 4. Systems with fewer than 3,300 FTEs and with four or fewer schools may employ a classified manager or supervisor.

I f . The system provides the services of a special education director and other special education leadership personnel for the special education student population sufficient to satisfy federal, state and other additional legal obligations, including current court commitments.

Minimum Personnel Required Special Education FTEs (K-12)
200 150 100 50

Position Required
1 % 'h '/i

A one-fourth position is required for every additional 63special education FTEs above 200.

l g . The basesize system (3,300 FTEs) employs a qualified person full-time to manageand/ or provide central office accounting services. If the system is smaller than base size, it employs a qualified person to provide central office accounting services.

1d. Review System Personnel Required Assignments Summary, a copy of which is included inthe Public School Standards application materials.
1e. Review System Personnel Required Assignments Summary, acopy of which is included in the Public School Standards application materials.
1f. Review System Personnel Required Assignments Summary, a copy of which is included inthe Public School Standards application materials.
1g. Review System Personnel Required Assignments Summary, acopy of which is included in the Public School Standards application materials.

Standard Number: G 9.2

Validation Level:

School

Broad Classification: Personnel

Subarea Classification: Positions: Required

Assignments

Legal Citations: O.C.G.A. 20-2-1 82, 20-2-184 through 187
GBOE PIEP GBB Other

Adopted: May 1987

Revised: July 1988

Standard:

The system employs and assigns school-level personnel as specified in GBOE policy GBB.

Rationale:

Technical and leadership expertise is required to implement theeducational program as outlined in QBE.

Guidelines:

QBE requires that each system provide for the delivery of certain services which must be rendered by a person specifically hired for the job on a full- or part-time basis or by a person employed through a shared service agreement. Personnel serving in these positions must meet current certification or classification requirements. Schools that meet the criteria for sparsity grants are exempt from the requirements of this Standard. The number of required school-level personnel will be based on each school's FTEcount as determined by the initial allotment sheet and a report from DOE'S Statistical Services Section. Documentation must show that the required personnel have been employed and usedas required. For application purposesof Indicator 1b.1, "as determined by the lowest gradein theschool" meansaschool that hasacombination of grades (i.e., K-7 instead of theQBEconfiguration K-5,6-8) will employ the paraprofessional at the FTE number forthe lowest grade housed in that school. One third over basesize equals 600 FTE in K-5 schools, 833 FTE in 6-8 schools, 1293FTE in 9-12 schools. For example, if a K-7 school has 820 FTE, a full-time paraprofessional must be added at 600 FTE since the one third over base size configuration for the lowest grade in the school, K, equals 600 FTE.

Indicators of Legal Adherence l a . School instructional leadersand leadership
personnel are assigned in the following manner. 1. Schools with more than 250 FTEs must
employ a full-time principal. 2. Schools with 250 or fewer FTEs must
employ at least a half-time principal. 3. Systems with only one school of fewer
than 350 FTEs can meet this requirement with one person serving as both superintendent and principal. 4. For each additional increment of 250 FTEs above 250, one half-time position will be added.
1b. Each school has a media center and is staffed by at least one full-time media professional. 1. When the FTEcount for a school reaches one third over base size, as determined by the lowest grade in the school, a full-time paraprofessional must be added to support mediacenter services. 2. Schools with 250 or fewer FTEs must haveasa minimum one half-time media professional; the media center must be open with adult supervision during the entire instructional day.

Means of Verifying Legal Adherence (Evidence) l a . Review School Personnel Required Assignments
Summary,a copy of which is included in the Public School Standards application materials.
1b. Review School Personnel Required Assignments Summary,a copy of which is included inthe Public School Standards application materials.

Standard: G 9.2 (cont'd)
l c . A school guidance counselor is assigned to each school enrolling students in any or all of grades nine through 12 in the following manner. 1. Schools with 220 or fewer FTEs must have a half-time counselor. 2. Schools with 221-440 FTEs must havea full-time counselor. 3. For each additional 250 FTEs above 440, the school must have an additional half-time counselor. Beyond three counselors, paraprofessionals may be substituted in a ratio of 1:3.
1d. AfuII-time vocational supervisor isassigned to each high school operating a vocational program under an approved agreement with the GBOE and having 300 FTEs or more enrolled in vocational education. 1. If there are 150-299 FTEs enrolled in vocational education, then avocational supervisor is assigned on a half-time basis. 2. If there are fewer than 150 FTEs in vocational education, the system will designate an appropriate vocational supervisor.
l e . A full-time classified school nutrition program manager isassignedto each school to supervise the daily operation of production and service of meals to students. In schools for which the DOE has approved a satellite food service operation, one full-time classified manager may serve more than one school.
I f . The number and schedules of school nutrition program staff other than managersare at the LBOE's discretion, provided that the operations are staffed to produce a minimum of 10.6 lunches per labor hour on a system wide basis.

1c. Review School Personnel Required Assignments Summary, a copy of which is included in the Public School Standards application materials.
I d . Review School Personnel Required Assignments Summary, acopy of which is included in the Public School Standards application materials.
1e. Review School Personnel Required Assignments Summary,acopy of which is included in the Public School Standards application materials.
I f . Review a report from the DOE, School and Community Nutrition Division.

Standard Number: G 9.3

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Discretionary Assignments

Legal Citations: O.C.G.A. GBOE PIEP GBB Other

Adopted: May 1987

Revised: July 1988

Standard: The system assigns personnel to perform the tasks required by GBOE policy GBB.

Rationale:

Technical and leadership expertise is required to implement theeducational program as outlined in QBE.

Guidelines:

QBE requires that each system provide for the delivery of certain services. These services must be provided by employees who either perform the task or assume it in addition to other assignments. Documentation must show that personnel have been assigned to perform each task. It is not necessary for these employees to be certified or classified.

lndicatorsof LegalAdherence l a . The system assigns responsibilities for the
following tasks to system employees. Managing the adult education program Monitoring student attendance Managing the school system budget Monitoring staff certification Managing the expenditure of Chapter II funds Coordinating community services Coordinating the QBE comprehensive evaluation program Managing electronic data processing services Coordinating electronic technology activities Planning for the use of school facilities Coordinating the FTEstudent accounting program and data Coordinating instructional media services Managing personnel services Coordinating the public information program Coordinating personnel recruitment activities Directing staff development activities Coordinating the state-required student testing program Coordinating the development of the local system strategic plan required by QBE (NA 1988-89) Coordinating the teacher performance assessment program activities Coordinating the selection and purchase of textbooks and ancillary materials Managing student transportation services

Means of Verifying LegalAdherence (Evidence) l a . Review a list provided by the system that identifies
by name the employees assigned to perform the tasks listed in the indicator.
Randomly verify this information by comparing it to lists of names provided by DOE program managers for particular tasks. (NA pending DOE action)

Standard Number: G 9.4

Validation Level:

School

Broad Classification: Personnel

Subarea Classification: Discretionary Assignments

Legal Citations: O.C.G.A. GBOE PIEP GBB Other

Adopted: May 1987

Revised: July 1988

Standard:

In the school personnel have been assigned to perform the tasks required by GBOE policy GBB.

Rationale:

Technical and leadership expertise is required to implement theeducational program asoutlined in QBE.

Guidelines:

QBE requires that each system provide for the delivery of certain services. These services must be provided by a person specifically assigned these tasks at each school. Documentation must indicate that personnel have been assigned at each school to perform each task. If a system has fewer than five schools and the system-level person has been assigned coordinating responsibilities in each school, the documentation list provided by the principalforthis Standard must identify the person by name.

Indicators of Legal Adherence la. Intheschool responsibilitiesforthefollow-
ing tasks have been assigned. Coordinating attendance services Coordinating FTE student accounting activities Coordinating state-required student testing

Means of Verifying Legal Adherence (Evidence) l a . Review a list provided by the principal that identi-
fies by name the employees assigned to perform the tasks listed in the indicator.

Standard Number: G 10

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Recruitment and Selection

Procedures

Legal Citations: O.C.G.A. 20-2-21 1(d) GBOE P/EP GBC Other

Adopted: May 1987

Revised: July 1988

Standard:

The LBOE has procedures related to recruitment and selection of certified professional personnel that ensure nondiscrimination on the basis of sex, race, religion and national origin and adhere to this policy.

Rationale:

Because many systems do not have professionally trained personnel specialists, policies, rules and regulations are necessary to ensure that nondiscriminatory recruitment and selection procedures are used.

Guidelines: This Standard does not release the LBOE from compliance with federal and other state laws governing employment practices.

Indicators of Legal Adherence la. The LBOE procedures on recruitment and
selection includestatements requiring written announcements of available certified positions with appropriate colleges and universities in the state and the DOE. 1b. The system has implemented the LBOE's policy and procedures on recruitment and selection.
l c . The system has notified the DOE of available certified positions.

Means of Verifying Legal Adherence (Evidence) l a . Review procedures for statements related to writ-
ten announcements.
Ib. Review recruitment methods and/or materials that include copies of written announcements of available certified positions with appropriate colleges and universities in the state. Review selection methods and/or materials used by the system (NA 1988-89).
l c . Review a report from the DOE, Teacher Recruitment Unit.

Standard Number: G 11.1

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Staff Development:

Approved Plan

Legal Citations: O.C.G.A. 20-2-167, 20-2-182(g),

20-2-201 (c), 20-2-21 0,

20-2-230(a) 20-2-232,

20-2-250(a)

GBOE PIEP GAD

Other

State Plan for Staff

Development (GBOE

adopted March 1988)

Adopted: May 1987

Revised: July 1988

Standard:

The system has an approved comprehensive staff development plan that provides opportunitiesfor all public school officials and personnel to continue development throughout their careers.

Rationale:

The QBE Act requires each system to develop an annual comprehensive staff development plan and to submit that plan to the GBOE for review and approval.

Guidelines:

A comprehensive plan should provide programs designed to address 1) the needs of personnel seeking an initial renewable certificate in areas of deficiency indicated as a result of required testing and on-the job assessments, 2) deficiencies of system personnel as identified through the annual personnel evaluation process, 3) staff development needs indicated as a result of the evaluation of the effectiveness of system instructional programs, and 4) other needs identified by the system or by the GBOE.

Indicators of Legal Adherence l a . The system has a comprehensive staff
development plan approved by the DOE.
1b. An established process ensures involvement of participants in development, implementation and evaluation of staff development activities.
l c . The system provides within each calendar year 12 clock hours of appropriate inservice training for all professional certified personnel to address needs identified by personnel evaluation instruments.

Means of Verifying Legal Adherence (Evidence) l a . Review a report from the DOE, Teacher Education
and Staff Development Unit.
1b. Review evidence which may include minutes of staff development advisory committee meetings, for indication of participation.
l c . NA 1988-89

Standard Number: G 11.2

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Staff Development:

Program Operation

Legal Citations: O.C.G.A. 20-2-182(g), 20-2-210,

20-2-232

GBOE PfEP GAD

Other

State Plan for

Staff Development

(GBOE adopted

March 1988)

Adopted: May 1987

Revised: July 1988

Standard: The system is operating an approved staff development program.

Rationale: It is important to implement the staff development plan as approved.

Guidelines: None

Indicators of Legal Adherence l a . Staff development activities are being im-
plemented according to the approved comprehensive staff development plan.
1b. Certified personnel have professional development plans designed to mitigate deficiencies and are provided staff development activities based on deficiencies and other needs identified during the annual personnel evaluation process.
Ic. The system evaluates the effectiveness of staff development programs and services.

Means of Verifying Legal Adherence (Evidence) l a . Reviewa report from DOE,Teacher Education and
Staff Development Unit.
l b . Review evidence that indicates that certified personnel are provided staff development based on their annual evaluations.
l c . Review records, data and instrumentation used to evaluate programs.

Standard Number: G 12

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Substitute Teachers

Legal Citations: O.C.G.A. 20-2-216 GBOE P/EP GBRJ Other

Adopted: May 1987

Revised: July 1988

Standard: The system employs and uses the services of substitutes for teachers who are absent.

Rationale:

The GBOE is committed to the adoption of practices that contribute to student achievement. One such practice is thedaily presenceof fully qualified teachers. It is recognized that events occasionally require a teacher's absence and that the employment of a substitute teacher ensures the least possible interruption of student learning.

Guidelines:

The term "substitute teacher" shall be interpretedto meanan individual employed to serve in lieu of the regularly employed teacher, who is absent from his or her assigned responsibilities. The term substitute teacher also applies to a person employed from thesubstituteteacher list to teach aclass that does not have a regular teacher employed. Each school shall maintain a list of qualified substitutes ranked according to the priority classifications established in GBOE policy. A system may have one list of qualified substitutes if the system obtains substitute teachers for all schools. Each person who appears on the substitute teacher list must be approved by the LBOE or its designee. A person whose teaching certificate has been revoked or suspended is not eligible to be approved by the local board as a substitute teacher. This priority classification of available substitute teachers qualified in grades K-12 shall be followed in filling temporary vacancies of one to 45 days in length. The superintendent or designee must secure a substitute teacher from the priority list. It will be at his or her discretion toselect a person in a lower priority if that person has performed effectively on previous occasions and/or has the appropriate in-field expertise.

Indicators of LegalAdherence la. Eachsubstituteteacher holdsa high school
diploma or the equivalent.
l b . The system maintains a list of qualified substitutes for kindergarten through 12th grade who are ranked as follows. 1. Possession of a valid Georgia teaching certificate 2. Possession of an expired certificate based upon a baccalaureate degree or higher 3. Completion of a baccalaureate degree or higher 4. Completion of at least one or more years of postsecondary training beyond a high school diploma, ranked in order of number of years 5. Possession of a high school diploma 6. Possession of a GED certificate
l c . The system keeps records verifying that each teacher who was absent from one to 45 days was replaced by a qualified substitute teacher from the approved list.

Means of Verifying LegalAdherence (Evidence) la. For indicators l a and 1b review system's list of
substitutes that includes specific educational qualifications, or review list and compare with substitute teacher applications containing specific educational qualifications.
l c . Review records.

Standard: G 12 (cont'd)
I d . The system keeps records verifying that any teacher absentfor 46 or more consecutive days was replaced by a certified in-field teacher.
1e. Substitutes are supervisedaccording to the state law (20-2-216).
I f . Before being placed on the list, all persons on the substitute teacher list have successfully completed four hours of initial substitute teacher training provided by the system or RESA. Following are exceptions to the above requirements. 1. Those possessing a valid Georgia's teaching certificate 2. Those possessing an expired teaching certificate based upon a baccalaureate degree or higher 3. Anyone who has been on the list before the 1988-89 school year
1g. A substitute teacher who possesses a high school diploma or a GED certificate does not work in any one classroom more than 10 consecutive days.
l h . All substitutes on the list have been approved by the LBOE or its designee.

I d . Review records.
l e . Review an assurance form signed by the superintendent.
I f . Review names on list and compare to records of training supplied by system and/or RESA.
l g . Review records of teachers who were absent 10 or more consecutive days to verify that they were replaced by qualified substitutes.
1h. Review records that indicate that the substitutes have been approved by the LBOE or its designee.

Standard Number: G 13.1

Validation Level:

System

Broad Classification: Personnel

Subarea Classification: Employee Workload

Legal Citations: O.C.G.A. GBOE P/EP GBRC Other

Adopted: May 1987

Revised: July 1988

Standard: The system formulates rules and regulations regarding employee workload.

Rationale:

The school operation is carried out in an economical and efficient manner when employees work according to a schedule.

Guidelines:

For teachers, the minimum workday is eight hours and the minimum work week is 40 hours. The workload includes the duties for which the basesalary is paid. Theseduties may vary according to assignments, and although this list is not exhaustive, they generally include 1) teaching and teacher preparation, 2) staff meetings, 3) conferences with students and parents, 4) planning conferences, 5) related school activities in the community, and 6) extra class responsibilities. The system's rules and regulations should specify the hours to be at school.

Indicators of Legal Adherence la. The system has developed rules and regu-
lations which regulate employee workload.
1b. The system specifies the minimum workday duties of teachers for which the base salary is paid.

Means of Verifying Legal Adherence (Evidence) la. Review system rules and regulations for the work-
load, including statements about minimum workday and work week for teachers and hours to be at school.
1b. Review system rules and regulations regarding such duties as teaching, preparation, meetings, conferences, school-related community activities and extra class responsibilities, or review job description for teacher.

Standard Number: G 13.2

Validation Level:

School

Broad Classification: Personnel

Subarea Classification: Employee Workload

Legal Citations: O.C.G.A. GBOE PIEP GBRC Other

Adopted: May 1987

Revised: July 1988

Standard: The school implements the system's rules and regulations regarding employee workload.

Rationale:

When employees work according to a schedule, the school operation is carried out in a more economical and efficient manner.

Guidelines: For teachers, the minimum workday is eight hours and the minimum work week is 40 hours. The system's rules and regulations should specify the hours to be at school.

Indicators of Legal Adherence l a . The school informs all employees of the
system's rules and regulations for the workday.
1b. Theschool implementsaneight-hourworkday and a 40-hour work week for teachers.

Means of Verifying Legal Adherence (Evidence) l a . Review method in which employees are informed
of rules and regulations for the workday.
1b. Reviewthe school's daily work scheduleforteachers. If fewer than eight hours per day are required on campus, an explanation must be given describing duties required of teachersforthe remainder of the eight-hour workday.

Standard Number: 1 2

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Career Education

Legal Citations: O.C.G.A. 20-2-140, 20-2-151 GBOE P/EP IDA, IHF, IDAA Other

Adopted: May 1987

Revised: July 1988

Standard:

The system ensuresthat opportunities have been provided for all students in kindergarten through 12th grade to master competencies related to career education and development.

Rationale:

General and career education programs provide students with an opportunity to master student competencies through instruction based on the uniformly sequenced core curriculum.

Guidelines:

The following three competencies are related to career education.
1. The student is able to demonstrate knowledge of the freeenterprise system and of the roles of various career fields in the economic system.
2. The student isableto maketentativecareer decisions based upon interests, abilitiesand values and can formulate appropriate plans for reaching career goals.
3. The student is able to demonstrate skills needed to obtain and keep a job. There is no requirement that a course be offered to meet this Standard. Career development objectives should be included in the system's curriculum and instructional activities, not only to fulfill requirements regarding student competencies, but also to help students understand the application of what they are learning, give meaning to educational processes and help them make reasonable decisions during and after formal schooling.

Indicators of LegalAdherence la. Opportunities are provided for students to
receive information about the following areas. 1. The free enterprise system and the
roles of various career fields in the economic system 2. Making tentative career decisions based upon interests, abilities and values and formulating appropriate plans for reaching career goals 3. Skills needed to obtain and keep a job

Means of Verifying LegalAdherence (Evidence) la. Review a statement of assurance signed by the
superintendent that career education opportunities have been provided in grades K-12.

Standard Number: 13.1

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Curriculum:

Core Curriculum

Legal Citations: O.C.G.A. 20-2-140, 20-2-142, 20-2-1 51 (a), 20-2-282(a)(1) (B)
GBOE PIEP IDA, IHF
Other

Adopted: May 1987

Revised: July 1988

Standard:

The system uses the GBOE-adopted uniformly sequenced core curriculum as the basis for its curriculum.

Rationale:

TheGBOE-adopted uniformly sequenced corecurriculum is the basisfor local curriculum development. It establishes uniformity and consistency among curriculum offerings and ensures that students learn the same basic content suited to each grade and subject throughout Georgia. Although systems may expand and enrich this curriculum to the extent they consider necessary and appropriate for their students, state law requires that systems include this uniformly sequenced core curriculum as the basis for their local curriculum.

Guidelines: None

Indicators of Legal Adherence la. The system demonstrates that the GBOE-
adopted uniformly sequencedcore curriculum serves as the basis for its curriculum.
1b. The system assures that in its elementary and/or secondary schools it provides all courses prescribed by state law (20-2-142).

Means of Verifying Legal Adherence (Evidence) la. Review one of the following as evidence.
a. Policy b. Procedures c. Regulations d. Other documentation, such as curriculum
guides
Look for evidence that these serve as the basis for the local curriculum.
Interview the curriculum director,
1b. Review an assurance form signed by the superintendent.

Standard Number: 13.2

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Curriculum:

Core Curriculum

Legal Citations: O.C.G.A. 20-2-140,

20-2-282(a) (1)(B)

GBOE PIEP IDA

Other

Regulations and

Procedures for Georgia

School Systems,

Section IDA

QCC (pending

GBOE adoption)

Adopted: May 1987

Revised: July 1988

Standard:

The school implements the GBOE-adopted uniformly sequenced core curriculum in the elementary grades (kindergarten through grade five), the middle grades (grades six through eight) and high school (grades nine through 12).

Rationale:

The GBOE-adopted uniformly sequencedcorecurriculum establishes uniformityand consistency throughout the curriculum offerings in all Georgia public schools. It ensures that students are taught the same basic curriculum content in every grade and every subject throughout Georgia.

Guidelines: Eachschool will have a copy of the GBOE-adopted uniformly sequencedcore curriculum (pending state distribution).

Indicators of Legal Adherence l a . For all courses for which the school re-
ceives state funding, objectives from the GBOE-adopted uniformly sequenced core curriculum are addressed in course offerings.

Means of Verifying Legal Adherence (Evidence) la. Review instructional planning materials.

Standard Number: 1 3.3

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Curriculum:

Curriculum Guides

Legal Citations: O.C.G.A.

GBOE P/EP IDA, IC

Other

Regulations and

Procedures for Georgia

School Systems, Sec-

tion IDA, Exhibit

Adopted: May 1987

Revised: July 1988

Standard:

A locally approved curriculum guide exists for each subject and/or course offered for which the system earns FTE funding.

Rationale:

A fundamental tool of instruction is a written guide to curriculum. Instruction is based upon this guide, providing teachers, administrators and the community with a master plan for that instruction.

Guidelines:

For application purposes, documentation must include a current list of courses that receive state FTEfunding, title of the curriculum guide approved for each funded course and evidence of LBOE approval of each guide. The field administrator will examine curriculum guides approved by the LBOE. Guides must be locally approved, but they do not have to be locally developed.

Indicators of Legal Adherence la. For kindergarten through 12thgrade, acur-
riculum guide exists for each subject offered for which the system earns FTE funding.
1b. Each curriculum guide has been approved by the LBOE.

Means of Verifying Legal Adherence (Evidence) la. Verify the existence of guides for each state-
funded course taught in kindergarten through 12th grade. There must be a local guide for each subject.
1b. Review LBOE minutes showing that curriculum guides have been approved.

Standard Number: 1 3.4

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Curriculum: Graduation

Requirements and Three

High School Programs

Legal Citations: O.C.G.A. 20-2-140, 20-2-142,

20-2-1 51 (b)(4) (A),

20-2-1 82(d)

GBOE P/EP IHF, GBA

Other

Regulations and

Procedures for Georgia

School Systems, Section

G BA

Adopted: May 1987

Revised: July 1988

Standard:

The high school implements the LBOE policy on graduation requirements by providing required and elective curriculum offerings necessaryto support the three requiredhigh school programsof general, college preparatory and vocational education.

Rationale:

Varied curriculum offerings enable the student to complete requirementsof the general education program as well as to earn the college preparatory or vocational endorsements.

Guidelines:

Georgiapublic schoolsmust offer programssufficient to meet the needsof awide rangeof student aspirations and abilities. GBOE policy IHF describes the core curriculum and Carnegie unit requirements for each of the three programs.

Indicators of Legal Adherence la. The school provides required and elective
courses to implement the LBOE policy on graduation requirements.
l b . In any school containing grades 9-12, if extended day or year salary funds are used, the extended day or year instructional program is implemented according to local rules and regulations.

Means of Verifying Legal Adherence (Evidence) la. Compare the high school master schedule and
course descriptions with the LBOE policy IHF on graduation requirements to determine if required courses are offered for the three programs.
l b . Review system's rules and regulations. Review reports showing how teachers fulfilled extended day/year activities.

Standard Number: 1 3.5

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Curriculum: Statewide

Passing Score

Legal Citations: O.C.G.A. GBOE P/EP IHA Other

Adopted: May 1987

Revised: July 1988

Standard: The school implements the statewide passing score.

Rationale:

The GBOE is responsible for ensuring that students in Georgia are provided equal educational opportunities regardless of geographic location.

Guidelines:

For application purposes, the term "courses" may be interpreted to mean the same as "subjects taught." Numerical grades must be recorded for all coursesfor which credit is given in grades nine through 12. If letter grades instead of numerical grades are given below the ninth grade, an explanation must be given on permanent records and report cards. Severely/profoundly mentally handicapped children are excluded from this grading system.

Indicators of Legal Adherence l a . The minimum passing grade for all courses
taught in grades one through 12 is 70.

Means of Verifying Legal Adherence (Evidence) l a . Review a sample of student permanent records or
report cards to ascertain that 70 is stated as the minimum passing score.

Standard Number: 1 3.6

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Curriculum: Extracurricular

Activities

Legal Citations: O.C.G.A.

GBOE P/EP IHE, IDE, IEE

Other

Regulations and

Procedures for Georgia

School Systems,

Section IHE, IDE

Adopted: May 1987

Revised: July 1988

Standard:

The school implements the LBOE policy on extracurricular activities (no pass/no participate).

Rationale: Participation in extracurricular activities should be based on LBOE policy.

Guidelines:

This Standard applies to any school housing any of grades six through 12. For application of indicator 1b, ineligibility means that the student did not pass five subjects the previous quarter/ semester or was not on track for graduation. For application purposes,state-approved work-study internships and similar programs that award Carnegie units, as well as block scheduling for courses such as vocational education and joint enrollment, meet the requirements of 1b.2 even if students are off campus for part of the school day.

Indicators of Legal Adherence la. If a student has been retained, retention is
not for athletic purposes.
1b. In order for students to be considered eligible to participate in extracurricular activities, the following must occur. 1. If the school houses any of grades six through eight and if any student participates in extracurricular activities, then the student takes five subjects (GBOE policy IDE) during the quarterhemester of participation. 2. If the school housesany of grades nine through 12, every student takes and receives high school credit for a minimum of five class periods for each day enrolled (GBOE policies IDE, IEE). 3. If a school houses any of grades six through 12, every student must pass five subjects the previous quarter/ semester. 4. If a school houses any of grades six through 12, every student must be "on track" according to policy IDE.
l c . There is evidence that no student who was ineligible participated in extracurricular activities.
I d . The school follows appropriate procedures for practice and play as follows. 1. All individual or group practice of interscholastic athletics for grades six through 12 must be conducted afterthe end of the six-hour academic school day.

Means of Verifying Legal Adherence (Evidence) la. Review documentation on why students have been
retained and ascertain that no student was retained for athletic purposes. 1b. For indicators 1band l c reviewthe following materials provided by the school.
A list of ineligible students Current rosters of all students participating in competitive activities on Georgia High School Association (GHSA) Form or DE Form 0093 and DE Form 0094, noncompetitiveactivities Schedules of students listed on activities rosters for the current quarter or semester Upon request,permanent records which verify that students are eligible and are on track
I d . Review the following materials provided by the school. 1. GHSA Form A with practice times listed or DE Form 0093 assupplied for indicators l a and 1b

Standard: 1 3.6 (cont'd)
2. Out-of-season group practice for all extracurricular activities in grades six through 12 is prohibited except for 15 days of spring practice for football, which may include only an intrasquad game. Spring football practice does not conflict with any other spring sport or final examinations.
3. Varsity and B-team basketball games may be played each week only one day or night preceding a school day. The first game of a two-game set must begin at or before 6 p.m.; only two games may be played after 6 p.m. If only a single game is played, it must begin at or before 6 p.m.
le. All individualswho participate in interscholastic athletics must have an annual physical examination by a medical doctor before participation in any practice.

2. Practice schedules for all activities signed by principal and the coach/sponsor and the schedules of final examinationsforeach quarter or semester
3. Varsity and B-team basketball schedules specifying the beginning and ending of the season signed by the principal and the coach
l e . Spot check physical examination formsof athletes for the signatures of a medical doctor (licensed physician) and compare with team rosters indicating the beginning date of practice. Students joining the team at a later date need verification that their physical examination forms predated practice.

Standard Number: 14.1

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: English to Speakers

of Other Languages (ESOL)

Legal Citations: O.C.G.A. 20-2-156

GBOE P/EP IDDG

Other

Lau v. Nichols, 414,

Vol. 563,94(St. Ct.)786

Adopted: May 1987

Revised: July 1988

Standard:

If the system receives state funding for limited English proficient students, it provides an appropriate English to Speakers of Other Languages (ESOL) program for identified limited English proficient (LEP) students.

Rationale:

The number of international students in the public schools is increasing at approximately 40 percent annually. School districts should provide appropriate languageservicesfor these students or many of them will beexcluded from any meaningful education by their lack of English language skills.

Guidelines:

In Lau v. Nichols (1974), the United States Supreme Court stated that school districts must take affirmative steps to remediatethe English skill deficiencies of students with limited proficiency so that these students can participate in and benefit from the district's regular instructional program on an equal basis with nonminority students. The SupremeCourt decision was basedon TitleVI of the Civil Rights Act of 1964. The Equal Educational Opportunity Act of 1974 also supports this position.

lndlcatonr of Legal Adherence la. The system has developed a program for
identified limited English proficient (LEP) studentsthat will determinestudenteligibility for services and the level of language assistance needed for each student.
1b. ESOL program curricula include instructional objectives in the English language skills of listening, speaking, reading, writing and the cultural concepts students need for regular classroom instruction.

Means of Verifying Legal Adherence (Evidence) la. Review program descriptions that include the
following. 1. Eligibility requirements addressing the fact
that native/home/first language is other than English and there is difficulty in speaking, reading, writing or understanding the English language 2. Requirementsfor determining the level of language assistance needed
1b. Review program curricula for specific objectives in the stated areas for limited English proficient students.

Standard Number: 1 4.2

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: English to Speakers

of Other Languages (ESOL)

Legal Citations: O.C.G.A. 20-2-156

GBOE P/EP IDDG

Other

Lau v. Nichols, 414,

Vol. 563,94(St. Ct.)786

Adopted: May 1987

Revised: July 1988

Standard:

If the system receives ESOL program funds, the school provides an appropriate English to Speakers of Other Languages (ESOL) program for identified limited English proficient (LEP) students.

Rationale:

The number of international students in the public schools is increasing at approximately 40 percent annually. School districts should provide appropriate language services for these students or many of them will beexcluded from any meaningful education by their lack of English language skills.

Guidelines:

In Lau v. Nichols (1974), the United States Supreme Court stated that school districts must take affirmative steps to remediate the English skill deficiencies of students with limited proficiency so that these students can participate in and benefit from the district's regular instructional program on an equal basis with nonminority students. The Supreme Court decision was based on Title VI of the Civil Rights Act of 1964. The Equal Educational Opportunity Act of 1974 also supports this position.

Indicators of Legal Adherence la. The school documents student eligibility
for services by 1. determining the native/home/first lan-
guage of students, and 2. administering the 1982 Language
Assessment Battery (LAB) to all students whose native/home/first language is not English.
l b . The school determines the level of language assistanceeach student needs based on the student's English language proficiency and previous schooling in his or her own language.
l c . Student readinessforexitfrom the program includes performance on the Language Assessment Battery (LAB) and readiness for regular classroom instruction as measured by performance on norm-referenced achievement tests, criterion-referenced tests and classroom functioning.

Means of Verifying Legal Adherence (Evidence) l a . Review the following.
1. A registration form for evidence that the native/ home/first language is identified
2. A sample of permanent records of students whose native/home/first language is not English for evidence that the LAB has been administered
1b. Review a sample of student records to verify that the following information has been documented. 1. LAB score 2. previous school records
l c . Review records of a language assessment conference. All students considered for exit must have a LAB scoreabove the25th percentileand ascoreon a reading comprehension subtest of a normreferenced test. If the reading comprehension score is between the 30th and 40th percentiles, records of a language assessment conference should be in the student's file. Students with an LAB score below the 25th percentile who have received ESOL services for two or more years should also have records of a language assessment conference.

Standard Number: 17.1

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Comprehensive Health and

Physical Education

Legal Citations: O.C.G.A. 20-2-143 GBOE P/EP JGCC Other

Adopted: July 1988

Revised:

Standard: The system provides a comprehensive program of health education.

Rationale:

Individual health is influenced by health-related decisions and should be based on current knowledge related to health and physical activity.

Guidelines: None

Indicators of Legal Adherence la. The LBOE prescribes a course of study in
sexeducation and AlDS prevention instruction as determined by the GBOE that either meets the minimum course of study or its equivalent as prescribed by law (20-2-143).
1b. The system provideseducational programs to its students, teachers and other employees on AIDS, its spread and its effects (GBOE policy JGCC).

Means of Verifying Legal Adherence (Evidence) 1a. Review locally adopted course of study in sex edu-
cation and AlDS prevention instruction and determine that it meets minimum requirements. (NA until 1989-90)
1b. Review description of methods used to provide educational programs to students, teachers and other employees.

Standard Number: 1 7.2

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Comprehensive Health and

Physical Education

Legal Citations: O.C.G.A. 20-2-1 42(b) (c), 20-2-1 43
GBOE P/EP IDB, IHF, JGCC Other

Adopted: May 1987

Revised: July 1988

Standard: The school implements a comprehensive program of health and physical education.

Rationale:

Individual health is influenced by health-related decisions and should be based on current knowledge related to health and physical activity.

Guidelines:

The framework for health and physical education is addressed in the GBOE-adopted uniformly sequenced core curriculum. It is further defined in Health Education for Georgia Middle Grades, Middle GradesPhysical Education Grades5-8, Health Education for Georgia Secondary Schools, Curriculum Planning in Secondary Physical Education and the Resource Guide for Aids Prevention. These guides, along with instructional guidelines for the prescribed course on alcohol and drugs, the Alcohol and Drug Awareness Program (ADAP), are availablethrough the DOE, Division of General Instruction. For application purposes, clock hours means the same as instructional segments if the segment is at least 60 minutes long.

Indicators of Legal Adherence la. Each student in kindergarten through
eighth grade receives a minimum of 30 clock hours of health education instruction annually.
Ib. Each student in kindergarten through eighth grade receives a minimum of 60 clock hours of physical education instruction annually.
l c . At least annually, the prescribed course informing students of the dangers involved in consuming alcohol and certain drugs (ADAP) in connection with the operation of a motor vehicle is offered in grades nine and above.

Means of Verifying Legal Adherence (Evidence) la. Interview principal for explanation of how the
clock hour requirement is met. Using any combination of the following prepared by the principal, verify and/or calculate that students receive a minimum of 30 clock hours of health instruction annually.
School master schedule Physical education teacher master schedule Teacher daily schedule Student schedule cards Curriculum guides Teacher's daily plans Interviewswith teachers responsiblefor teaching health education
l b . Using any combination of the following prepared by the principal, verify and/or calculate that students receivea minimum of 60clock hours of physical education instruction annually. School master schedule Physical education teacher master schedule Curriculum guides Teacher daily schedule Student permanent records Student schedule cards Interviewswith teachers responsiblefor teaching physical education
l c . Review Georgia Department of Public Safety (GDPS) certified dated class rosters of participants and interview principal on current year procedures for compliance with this requirement.

Standard: 1 7.2 (cont'd)
I d . The school implements the system's prescribed course of study in sex education and AIDS prevention instruction.
l e . There is evidence that the school has provided educational programs to its students, teachers and other employees on AIDS, its spread and itseffects (GBOE Policy JGCC).

I d . NA until 1989-90
l e . Review materials that show that these educational programs have been provided as specified.

Standard Number: 1 8.1

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: High School Advisement

Legal Citations: O.C.G.A. GBOE P/EP IHF Other

Adopted: May 1987

Revised: July 1988

Standard:

The system adopts written procedures whereby, beginning in the ninth grade, students and their parent(s) are informed annually of alternatives for meeting graduation requirements.

Rationale:

Students and parents must be informed annually of curriculum options available if students are to make intelligent, informed decisions about their high school course of study and their work life.

Guidelines:

This Standard ensures that advisement will begin by the ninth grade, but it is not intended to discourage beginning earlier. The requirements of indicator lacan be met by conducting sessions with rising ninth graders.

Indicators of Legal Adherence l a . The system has established written proce-
dures that specify how rising ninth-grade students and/or ninth-grade students and their parents are informed of 1. high school curricular options, 2. high school graduation requirements,
and 3. the relationship of individual career
objectives to their high school program.
1b. The system's written procedures specify that annual advisement sessions for students in ninth grade and above are held to report progress and offer alternatives in meeting graduation requirements and career objectives with the student, his or her parent(s) and school personnel.

Means of Verifying Legal Adherence (Evidence) la. Reviewsystem's written procedures usedto inform
students and parents of graduation requirements and the relationship of career objectives to high school programs and curricular options.
1b. Review system's written procedures.

Standard Number: 18.2

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: High School Advisement

Legal Citations: O.C.G.A. GBOE P/EP IHF Other

Adopted: May 1987

Revised: July 1988

Standard:

The school implements the system's written procedures for the high school advisement program.

Rationale:

Students and parents must be informed of available curricular options if students are to make intelligent decisions in planningtheir high school courseof study and theirwork life. Studentsand their parents are able to make better decisions about high school courses of study and their work life if they fully understand the curricular options available to them.

Guidelines:

The Standard will be applied in schools housing any of grades nine through 12. This Standard ensures that advisement will begin by the ninth grade, but it is not intended to discourage beginning earlier. The requirements of indicator l a can be met by conducting sessions with rising ninth graders.

Indicators of Legal Adherence l a . School personnel follow the system's writ-
ten procedures and have informed students and their parents of 1. high school curricular options, 2. high school graduation requirements,
and 3. the relationship of individual career ob-
jectives to their high school program.
1b. Beginning no later than the ninth grade, annual advisementsessionsare providedto students and their parents to report progressand offer alternatives in meeting graduation requirements and career objectives.

Means of Verifying Legal Adherence (Evidence) l a . Review the system's written procedures and com-
pare to documentation notifying students and parents of information meetings, etc. Documents must address all three areas in the indicator and may include 1. any written information given to students and
parents describing high school programs and curriculum and graduation requirements, 2. schedule for advisement sessions, 3. letters to students and/or parents explaining the high school program and/or curricular options, 4. planning guides or handbooks used by students, 5. minutes of meetings held, 6. student's four-year plan, which includes career objective, 7. log showing students have completed a computer program on careers, and 8. information that shows that students were provided opportunities to explore career options.
1b. Review evidence that the sessions have been conducted annually. Documentation may include 1. schedule of sessions, 2. information given to student concerning sessions, 3. letters sent to parents informing them of sessions or programs, and 4. information that students were provided opportunities to explore career objectives.

Standard Number: 1 9

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Kindergarten Program

Legal Citations: O.C.G.A. 20-2-150,20-2-151, 20-2-690 through 702
GBOE P/EP IDAC Other

Adopted: May 1987

Revised: July 1988

Standard:

The school provides a kindergarten program for eligible students according to requirements in state law and GBOE policy.

Rationale:

The education of young children is considered basic to the development of productive future citizens. The kindergarten program should be based on developmental principles with its goals expressed in developmentalterms related to the total child and his or her family. The curriculum should be directed toward the formation of basic concepts and the development of these basic skills, concepts, learnings and attitudes in the psychomotor, cognitive and affective domains.

Guidelines: None Note: This Standard will be retained, awaiting adoption of indicators of effectiveness and excellence.

Standard Number: 110

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Maximum Class Size

Legal Citations: O.C.G.A. 20-2-182(h)

GBOE PIEP IEC

Other

(Most currently adopted

set of maximum class

sizes)

Adopted: May 1987

Revised: July 1988

Standard: The system does not exceed maximum class sizes established by the GBOE.

Rationale:

Appropriate class sizecontributes positively to quality basic education. The GBOE has established maximum class sizes for all state-funded programs.

Guidelines: The current guidelines for maximum class size should be used to apply this Standard.

Indicators of LegalAdherence l a . The system does not exceed maximum
class sizes established by the GBOE for regular classes.
I b . The system does not exceed the maximum class sizes established by the GBOE for vocational laboratory classes.
l c . The system does not exceed the maximum class sizes established by the GBOE for nonvocational laboratory classes.
I d . The system does not exceed the maximum class sizes established by the GBOE for remedial classes.
l e . The system does not exceed the maximum class sizes established by the GBOE for special education classes.

Means of Verifying Legal Adheresce (Evidence) For indicators l a through l e , review report from the DOE, FTE Monitoring Unit.

Standard Number: 111

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Use of Media Resources in

the Instructional Program

Legal Citations: O.C.G.A. 20-2-184

GBOE PIEP IFA

Other

Roles in Media Program

Development: School and

Community

Adopted: May 1987

Revised: July 1988

Standard:

The school implements LBOE policies related to use of media resources in the instructional program.

Rationale:

QBE identifies media services as an essential support component for instructional activity, and media resource funds are included inthe FTEformulato support instruction. Cooperative planning helps maximize efficient use of media funds as they relate to the instructional program. Instructional and media staff should plan cooperatively.

Guidelines: None

Indicators of Legal Adherence l a . System policies and procedures have been
disseminated to school personnel.
1b. Written procedures have beendeveloped to implement the system's media policy at each school. These relate to the following. 1. The formulation of the school media committee, composed of administrative, instructional and media personnel, community members, parents and students, which meets to discuss matters related to the development of a needs-based media plan identifying long-range goals, budget and service priorities 2. Accessibility to the media center throughout each instructional day simultaneously by both individual students and groups
1c. One individual at each school is responsible for ensuring the availability of current copyright information to school personnel, for obtaining copyright clearance of materials used in instruction and for implementing system compliance procedures.
I d . Implementationof the media program isthe responsibility of school administrators and should be based on the roles identified for each education position in Roles in Media Program Development: School and Community.

Means of Verifying Legal Adherence (Evidence) l a . Review documentation showing that LBOE media
policies and procedures have been disseminated to school personnel. 1b. Review written procedures and items listed below.
1. Review evidence of composition of committee and its action. Locate and review a copy of the media plan formulated by the school media committee.
2. Review media center schedule or calendar.
l c . Reviewevidence of appointment, establishment of procedures and the posting of copyright notices.
I d . Review a statement of assurance signed by the principal.

Standard Number: 1 13

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Remedial Education

Legal Citations: O.C.G.A. 20-2-1 54

GBOE P/EP IDDB

Other

State Remedial Education

Program Guidelines,

(1986)

Adopted: May 1987

Revised: July 1988

Standard:

The system establishes and implements a remedial education program for eligible children in grades two through five and nine through 12.

Rationale:

Three of the six primary goals of QBE are related to and could beaccomplished by implementing an effective remedial program. An effective remedial program should provide individualized instructional opportunities to help those students who have not mastered the reading and mathematics skills appropriate for their grade level (Goal 6 ) ;to help thosestudents who are at risk of not passing, or who have not passed the Georgia Basic Skills Test (Goal 4); and to provide tutorial support for those students who have fallen behind academically and are considering dropping out of school (Goal 2).

Guidelines: None

Indicators of LegalAdherence l a . The system's remedial education models
have been approved.
1b. The system is implementing the remedial education program in accordance with state guidelines.
l c . The system has submitted its completed annual remedial education evaluation report by July 1.

Means of Verifying LegalAdherence (Evidence) l a . Review a report from the DOE, Remedial Educa-
tion Unit.
1b. Review a report from the DOE, Remedial Education Unit.
l c . Review report from the DOE, Remedial Education Unit.

Standard Number: 114.1

Legal Citations: O.C.G.A. 20-2-142, 20-2-152,

Validation Level:

System

20-2-281

Broad Classification: Instructional Programs

GBOE P/EP IDDD, IDDF, IHF, JQAA,

Subarea Classification: Special Education: Instructional

JQBA, JQCA, JQDA

Program

Other

IDDF (Cl-1)

Adopted: May 1987

Revised: July 1988

Standard:

The system provides a special education program for identified exceptional (handicapped and gifted) students.

Rationale:

Systems have an essential responsibility to provide appropriate educational opportunities for all children and youth, including exceptional children.

Guidelines:

Identified exceptional students are defined as mentally handicapped, behavior disordered, hospitalized or homebound, specific learning disabled, orthopedically handicapped, autistic, hearing impaired, speech impaired, visually impaired, severely emotionally disturbed, deaf/blind and intellectually gifted. Handicapped students are not required to enroll in or complete the courses in history and government in orderto receiveaspecial education diploma, except when completion of both courses has been specified in their IEPs.

Indicators of Legal Adherence la. The system has an approved annual com-
prehensive special education plan that addresses every area of exceptionality.
l b . The system has met the timeline for submission of this plan.
l c . The system has the required due process procedures in place for exceptional students.
I d . An appropriate graduation document was awarded to each exceptional student who met one of the following criteria. 1. A special education diploma was awarded to handicapped pupils who did not pass the Basic Skills Test but who completed their individualized education program. 2. A high school performance certificate was awarded to handicapped pupils who met the requirements for attendance and Carnegie units. 3. A high school diploma was awarded to exceptional pupils who passed the Basic Skills Test, earned the appropriate Carnegieunitsand met theattendance requirements. 4. A college preparatory seal of endorsement was awarded if applicable.
le. The system has the required administrative procedures in place for gifted students.

Means of Verifying Legal Adherence (Evidence) la. Review the report from the DOE, Program for
Exceptional Children. l b . Review the report from the DOE, Program for
Exceptional Children. l c . Review the report from the DOE, Program for
Exceptional Children. Id. Review an assurance form signed by the superin-
tendent and the director of special education.
le. Review the report from the DOE, Division of General Instruction.

Standard Number:

1 14.2

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Special Education:

Program Operation

Legal Citations: O.C.G.A. 20-2-142, 20-2-152, GBOE P/EP IHF, AF, IHE Other

Adopted: May 1987

Revised: July 1988

Standard:

The school provides a special education program for identified exceptional (handicapped and gifted) students.

Rationale:

The school is responsible for providing appropriate educational opportunities for all children and youth, including the exceptional child.

Guidelines:

Identified exceptional students are defined as mentally handicapped, behavior disordered, hospitalized or homebound, specific learning disabled, orthopedically handicapped, autistic, hearing impaired, speech impaired, visually impaired, severely emotionally disturbed, deaf/blind and intellectually gifted. Unless IEP content exempts a handicapped student and/or establishes individual student promotion criteria and/or graduation requirements, handicapped students must meet promotion criteria and/or graduation requirements established by state law and GBOE policy at grades kindergarten and three.

Indicators of Legal Adherence l a . Required course offerings are made avail-
able to identified exceptional students.
l b . There is evidence that required course offerings and the core curriculum have been adapted for the areas of exceptionality served in the school.
l c . The school provides the amount of instructional time specified in the student's IEP.
I d . If the school contains third graders, each third-grade teacher who teaches a handicapped student exempted from state promotion criteria has on file an IEP or addendum that reflects the exemption of the individualized criteria.
l e . If the school contains kindergartners, each kindergarten teacher who teaches a handicapped student exempted from state promotion criteria has on file an IEP or addendum that reflects the exemption of the individualized criteria.

Means of Verifying Legal Adherence (Evidence) l a . Review master schedule of course offerings with
special education courses.
l b . Review samples of evidence. The evidence may include 1. specific curriculum guides, 2. adaptations written into guides used in the school, 3. adaptations indicated in regular education instructional planning materials, and 4. adaptations in instructional materials.
l c . Review class schedules, student rosters and/or teacher's records to determine the actual amount of instructional time provided to students.
I d . Review a sample of lEPs or addenda for thirdgrade students or a copy of the page from the IEP that lists criteria to determine that promotion criteria have been established or exempted.
l e . Review a sample of lEPs or addenda for kindergarten students or a copy of the page from the IEP that lists criteria to determine that promotion criteria have been established or exempted.

Standard Number: 115

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Special Instructional

Assistance Program

Legal Citations: O.C.G.A. 20-2-153

GBOE PIEP IDDH

Other

Special Instructional

Assistance Program

Guidelines

Adopted: May 1987

Revised: July 1988

Standard:

If the system receives a special instructional assistance program (SIAP) grant, it implements the program appropriately.

Rationale:

A special program of instruction designed to help students maintain a level of performance consistent with the expectationsfor their respective ages should be available to students who have identified developmental deficiencies.

Guidelines:

To be eligible to receive SlAP grant funds, the system must complete the SlAP application and include all requested information. The completion report requires that expenditures of state funds equal the total amount of the SlAP grant or the system must return the balance of the funds to the state.

Indicators of Legal Adherence l a . If the system receives an SIAP grant, it
implements the program according to the plan described in the grant application and guidelines.
1b. If the system receives an SIAP grant, the system has submitted its completion report by July 1.

Means of Verifying Legal Adherence (Evidence) l a . Review a report from the DOE, Division of General
Instruction.
Ib. Review a report from the DOE, Division of General Instruction.

Standard Number: 1 16

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Student Support Teams

Legal Citations: O.C.G.A.

GBOE P/EP IDDF, IHE (pending

GBOE adoption)

Other

Marshall v. State of Geor-

gia, CV 482-233, 6-28-84

Regulations and

Procedures for Georgia

School Systems, Section

IDDF (d3-6)

Adopted: May 1987

Revised: July 1988

Standard: Student support teams (SST) operate as required in the school.

Rationale:

A variety of educational program options and alternative teaching strategies should be available to students experiencing learning and/or behavioral problems. The student support team is designed to support teachers in developing alternatives to meet individual student needs.

Guidelines: Each school has an active SST that recommends alternative teaching strategies and curriculum options.

Indicators of Legal Adherence 1a. There is documentation that regular educa-
tion students have been served by the SST process.
1b. According to monitoring reports,theschool is operating the SST process for students referred to special education.

Means of Verifying Legal Adherence (Evidence) l a . Review sample minutes of SST meetings.
1b. Review a report from the DOE, Program for Exceptional Children, of monitoring results forthe school or system.

Standard Number: 1 17.1

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Promotion and Diploma

Requirements

Legal Citations: O.C.G.A. 20-2-151 (b.2.), 20-2-281 GBOE P/EP IHE, IHF Other

Adopted: May 1987

Revised: July 1988

Standard:

The system applies promotion and graduation requirements, as required by state law and GBOE policy, at grades kindergarten, three and 10.

Rationale:

The GBOE has the authority to condition the promotion of students from one grade to the next or condition the award of a high school diploma to a student upon his or her achievement of satisfactory scores on instruments or tests adopted and administered by the GBOE. The GBOE establishes the passing scores for the f irst-grade readiness test (one component of the first-grade Readiness Decision Model), the third-grade criterion-referenced test (CRT) and the 10th-grade Basic Skills Test.

Guidelines:

Students exempt from first-grade readiness criteria 1. LEP students who have been in the U.S. less than two years and have achieved less than
state-established criteria on the first-grade Readiness Assessment Decision-Making Model, provided that the system has determined that the lack of achievement is related to a lack of English language skills, not to a lack of academic skills 2. Handicapped students whose IEPs specify criteria for first-grade placement other than meeting the criteria of the first-grade Readiness Assessment Decision-Making Model 3. Those students who were retained in kindergarten one year 4. Those students who moved into Georgia public schoolsfrom out-of-state or private schools or home-study programs after December 31 of their f irst-grade year
Students exempt from third-grade promotion criteria 1. LEP students who have been in U.S. schools for less than two academic years and whose
inability to pass the third-grade CRT is due to a lack of English rather than academic skills as determined by the LBOE 2. Handicapped students whose IEPs specify criteria for fourth-grade placement other than passing the state third-grade CRT 3. Those students who were retained in the third grade a minimum of one year 4. Those students who moved into Georgia's public schools from out-of-state or private schools or home-study programsand whoalready had been promotedto the fourth grade (verification of promotion must be provided)
Students exempt from BST requirements Any handicapped high school student who has no means of written communication due to a severe physical handicap is not required to pass the written portion of the BST in order to be awarded a regular education diploma or certificate of performance.

Indicators of Legal Adherence l a . If a kindergarten student is promoted to
first grade, that student has undergone an assessment process that includes taking the California Achievement Test (CAT), a teacher evaluation and if necessary,a third assessment provided by the system.
1b. Students promotedto the fourth grade have passed the third-grade CRT unless exempted as described in the guidelines.

Means of Verifying Legal Adherence (Evidence) l a . Select and review a random sample of first-grade
student records equal to at least five percent of the total enrollment to verify documentation of the placement process and decision. Review local documentation verifying eligible exemptions.
1b. Select and review a random sample of fourthgrade student test score reports equal to at least five percent of the total enrollment to verify passing scores. DOE'S Student Assessment Unit will provide passing scores; labels that include individual student test results are provided to the system. Review documentation verifying eligible exemptions.

Standard: I 17.1 (cont'd)
l c . Students who have received a high school diploma have passed the Basic Skills Tests unless exempted as described in the guidelines.
I d . All kindergarten students who did not meet school readinessrequirements on a second annual assessment, have been referred to a student support team for consideration of special education services or special instructional assistance.
l e . All students who do not passthe third grade CRT on a second annual assessment have been referred to a student support team for consideration of special education services.

l c . Select a random sample of Basic Skills Test score reports of the most recent class of graduates equal to at least five percent; verify the passing score. Review documentation verifying eligible exemptions.
1d. N/A 1988-89
l e . Review list of students who did not pass the thirdgrade CRT on a second annual assessment. Review documentation of referral to student support team for all students in that category.

Standard Number: 1 17.2

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Administration of Statewide

Tests

Legal Citations: O.C.G.A. 20-2-281 (a)

GBOE P/EP II

Other

Student Assessment

Handbook (pending

distribution)

Adopted: May 1987

Revised: July 1988

Standard:

The system conducts the state assessment program according to schedules and procedures established by the DOE.

Rationale:

The DOE plans, organizes and manages a statewide program of student assessment. QBE mandates that norm-referenced tests be administered in grades two, four, seven and nine and that criterion-referenced tests be administered in grades one, three, six, eight and 10; a readiness assessment will be administered for students entering the first grade, effective fall 1988.

Guidelines: LBOE policies and procedures must adhere to the DOE manual/guidelines.

Indicators of Legal Adherence l a . Written proceduresareestablished to main-
tain test security and appropriate administration procedures as defined by the GBOE. The procedures must contain, but are not limited to, the following. 1. Designated professional staff member
to serve as test coordinator 2. Designated personnel in each school
responsible for test security and monitoring 3. Secure location of tests before and after testing 4. Procedures for distribution and collection of tests 5. Method of notifying all personnel on the importance of test security and adherence to prescribed administrative procedures
1b. A system test coordinator conducts training and orientation meetings with school coordinators. The training and orientation must be conducted before testing and must include 1. appropriate test administration procedures, and 2. methods and timelines for collection and distribution of materials.
l c . Tests are administered during established timelines.
I d . A copy of the Superintendent's Certification Form of Adherence to Prescribed Test Administration Procedures (DE Form 0385) is on file.
l e . A copy of the Test Coordinator's Material Disposition Form (DE Form 1008) has been filed.

Means of Verifying Legal Adherence (Evidence) l a . Review system procedures on file. Designated
personnel include staff positions such as the principal, counselor and teachers administering the tests. Individual names are not required.
1b. Review copies of workshop agenda, training and orientation materials; training schedule; evidence that indicators were addressed.
l c . Review a report from the DOE, Student Assessment Unit.
I d . Review a report from the DOE, Student Assessment Unit, of forms filed by November 15 for fall test administrations and by June 1 for spring administrations.
l e . Review a report from the DOE, Student Assessment Unit, of forms filed by November 15 for fall test administrations and by June 1 for spring administrations.

Standard: 1 17.2 (cont'd)
I f . A copy of the statewide Testing System Information Form (DE Form 0201) has been filed.

I f . Review a report from the DOE, Student Assessment Unit, of forms filed by October 1.

Standard Number: 1 17.3

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Notification of Test Results

Legal Citations: O.C.G.A. 20-2-281

GBOE P/EP II, II-EP

Other

Student Assessment

Handbook (pending

distribution)

Adopted: May 1987

Revised: July 1988

Standard:

The school informs and explains to students and parents the results of the student assessment program.

Rationale:

The objectives of the statewide student assessment program include providing information to students, parents, the legislature and the general public. QBE requires that the results of assessments be reported to the citizens of Georgia. The student assessment program should provide basic information to students to help assesstheir own progress,to parentsto helpthem understand their children and provide help, and to the legislature and public concerning the status of the education system in Georgia.

Guidelines:

The DOE issues to each system individual student testing reports for the state-mandated tests. Norm-referenced tests are administered in grades two, four, seven and nine, and criterionreferenced tests are administered in grades one, three, six, eight and 10. A readinessassessment will be administered for students entering the first grade, effective fall 1988.

Indicators of Legal Adherence la. School personnel provide copies of indi-
vidual score reports and an explanation of test results to students and parents, including the following. 1. Purpose of the testing program 2. Use to be made of test results 3. Interpretation of basic scores reported

Means of Verifying Legal Adherence (Evidence) la. Review brochures or other documentation pro-
vided to students and parents explaining the items in the indicator. Interview school personnel to verify that students and parents have been issued individual score reports.

Standard Number: 1 17.4

Validation Level:

School

Broad Classific~tion: Instructional Programs

Subarea Classification: Use of Test Results

Legal Citations: O.C.G.A. 20-2-281 GBOE P/EP II Other

Adopted: May 1987

Revised: July 1988

Standard: The school makes use of its state test results to improve instruction.

Rationale:

The GBOE recognizes the value of using the results of the student assessment program to improve instruction at the local level. As a means of attaining such improvement, the GBOE directs that the test results be used to identify weakness in skill development in various basic skills assessed, diagnose strengths and weaknesses in groups, individualize instruction, report progress to parents, select curriculum materials, set the pace of instruction, select methods of instruction, counsel students and help determine chartges needed in the curriculum of previous grades for basic skill development.

Guidelines:

Documenting use of CRT results for all grades in which those tests are administered within the particular school will be sufficient. Norm-referenced test results can be used in those areas that match the Georgia curriculum, but would not be required, since norm-referenced testsare used to show comparisons to a norm group as opposed to performance reiative to the Georgia core curriculum. Documentation of the planning and delivery of instruction using the state test results would not necessitate documentation for every student, but could be for groups of students. For example, it may have been found that the sixth-grade students did not perform well on a particular objective in math. The test results were usedto identify this weakness, but evidence must beshown as to what plans were made for instructional changes to address this need. Teachers may have looked at texts and curriculum materials to identify problems or areas left out concerning this objective. Alternative instructional strategies may have been implemented to address the need. Additional practice in the objective area may have been delivered. There are many other ways the planning and delivery of instruction, based on identified weaknesses, may haveoccurred that could count for compliance. Identificationof studentsfor placement inthe Remedial Education Program would not be sufficent documentation for this Standard.

Indicators of Legal Adherence l a . School personnel receive informatinn con-
cerning use and interpretation of test results.
1b. State test results have been used in planning and delivering instruction for students or groups of students with identified strengths and weaknesses.

Means of Verifying Legal Adherence (Evidence) l a . Review copies of information teachers receive.
Interview a sample of teachers concerning receipt of information.
1b. Reviewdocumentation that showsstate test results have been used in planning and delivering instruction as directed by GBOE. Evidence may include charts tracking progress of students on state test objectives, individual improvement plans based on test resultc, and/or descriptions of precesses and plans using state results for groups of students.

Standard Number: 1 18.1

Validation Level:

System

Broad Classification: Instructional Programs

Subarea Classification: Textbook Adoption

Legal Citations: O.C.G.A. 20-2-133,20-2-168(b)(3), 20-2-1 014
GBOE P/EP IFAA Other

Adopted: May 1987

Revised: July 1988

Standard:

The system follows required procedures for the adoption, acquisition and distribution of textual materials.

Rationale:

It is important that each child in each school be issued textbooks or materials appropriate to the course of study that requires such materials in which the student is enrolled.

Guidelines:

State funds allotted for textbooks may be used only to purchase textual materials from the most recent GBOE adopted textbook list. Books/materials purchased with state funds for exceptional children may be in addition to those on the approved textbook list as necessary to implement a special education student's IEP.

Indicators of Legal Adherence l a . Courses that do not require textbooks have
been identified and approved annually by the LBOE.
1b. The system has purchased a sufficient number of copies of the adopted textbooks and/or ancillary materials to issue them to each student enrolled in a course of study requiring such materials.
l c . If state funds are used to purchase textbooks, then the LBOE has adopted textbooks from the most recent GBOEadopted textbook list, except for exceptional children.
I d . The LBOE has completed implementation of textbook adoption not later than 18 months after the stateadoption in each subject. Theeffectivedate of the state adoption is January 1.

Means of Verifying Legal Adherence (Evidence) l a . Review copies of the minutes of the LBOE naming
courses that do not need a textbook.
1b. Review evidence that the system has purchased a sufficient number of copies of the adopted textbooks and/or ancillary materials for each student enrolled, as evidenced by spot-check.
l c . Reviewcopy of minutes of the LBOEapproving the system's adoption.
I d . Reviewthe list of textbooksadopted by thesystem, showing 1. textbook order date, and 2. date of receipt in system.

Standard Number: 1 18.2

Validation Level:

School

Broad Classification: Instructional Programs

Subarea Classification: Textbook Adoption

Legal Citations: O.C.G.A. 20-2-168(b)(3), 20-2-1014 GBOE PIEP IFAA Other

Adopted: May 1987

Revised: July 1988

Standard: The school issues textual materials to each student for each course requiring such materials.

Rationale:

It is important that each child in each school be issued textbooks and/or materials appropriate to each course of study that requires a textbook in which the student is enrolled.

Guidelines:

To "issue textual materials" means that students are issued system-owned textbooks and/or ancillary materials, for the duration of the course. These are for each student enrolled in a course that requires such materials and that is not excluded by LBOE action.

Indicators of Legal Adherence l a . The school issues textual materials to each
student enrolled in each course of study that requires use of such materials by students.

Means of Verifying Legal Adherence (Evidence)
la. Randomly examine textual materials in classrooms. Determine if materials purchased are of sufficient quantity. Interview classroom teacher(s).

Standard Number: 1 19

Legal Citations: O.C.G.A. 20-2-151(b.4), 20-2-160

Validation Level:

System

20-2-168(a), 20-2-1 80,

Broad Classification: Instructional Programs

20-2-181, 20-2-182(e)(f)

Subarea Classification: Vocational Education:

GBOE PIEP IDA, IHF, IDAB

Program Offerings,

Other

Implementation and Evaluation

Adopted: May 1987

Revised: July 1988

Standard: The system has planned and implements its vocational education program.

Rationale:

This Standard ensures that vocational education delivered in the system is based on the development and implementation of astructured planning process. It is basedon the needof all high school students to have equal access to a minimum number of vocational education training opportunities.

Guidelines:

The system provides all high school students accessto at leastthree vocational programs (such as business education, trade and industrial, home economics, agriculture, industrial arts, marketing education, etc.). These programs are available in the student's assigned high school or through a cooperative agreement with another school or system.

Indicators of Legal Adherence la. The local plan for vocational education has
been approved by the GBOE and LBOE.
1b. The system provides access for every high school student toa minimumof threevocational programs available for a portion of the school day or by agreement for students to leavethe school for a portion of the school day to participate in programs available at another location.
I c . The system has participated within the last five years in a vocational education evaluation conducted by the DOE.

Means of Verifying Legal Adherence (Evidence) la. Review a report from the DOE, Division of Secon-
dary Vocational Instruction. 1b. Check the school master class schedule for each
high school. See copy of agreement for students participation in anotherschool. Highlight or otherwise indicate vocational classes.
l c . Review a report from the DOE, Division of Secondary Vocational Instruction.

Standard Number: J 1.1

Validation Level:

System

Broad Classification: Students

Subarea Classification: Corporal Punishment

Legal Citations: O.C.G.A. 20-2-730, 20-2-731,

20-2-732

GBOE PiEP

Other

lngraham v Wright, 430

U.S. 651 (1977)

Adopted: May 1987

Revised: July 1988

Standard:

If the LBOE authorizes use of corporal punishment, it has adopted a policy or regulations on corporal punishment.

Rationale: The LBOE should provide leadership in the resolution of disciplinary problems in the schools.

Guidelines: None
Indicators of Legal Adherence la. If the LBOE has a policy or regulations
authorizing the use of corporal punishment by thesystem's principalsandteachers, the policy or regulationsaddressthe following. 1. The corporal punishment must not be
unduly severe. 2. It should not be used as the first line of
punishment for misbehavior. 3. It must beadministered inthe presence
of designated employee(s) who have been informed beforehand in the student's presence of the reason for the punishment. 4. Upon request, the student's parents will be provided written explanation of the reason(s) for the punishment and the name@)of those present. 5. Corporal punishment must not be administered to a student whose parents on the day of enrollment have filed a statement from a medical doctor against its use on t t e grounds that it is detrimental to the student's mental or emotional stability.

Means of Verifying Legal Adherence (Evidence) la. If the LBOE authorizes use of corporal punish-
ment, review the system's policy or regulations on corporal punishment to ascertain that all component parts are included.

Standard Number: J 1.2

Validation Level:

School

Broad Classification: Students

Subarea Classification: Corporal Punishment

Legal Citations: O.C.G.A. 20-2-730, 20-2-731,

20-2-732

GBOE P/EP

Other

lngraham v Wright, 430

U.S. 651 (1977)

Adopted: July 1988

Revised:

Standard:

If the LBOE authorizes use of corporal punishment, theschool implements its policy or regulations.

Rationale: The LBOE should provide leadership in the resolution of disciplinary problems in the schools.

Guidelines: None

Indicators of LegalAdherence l a . If the LBOE authorizes the use of corporal
punishment, school personnel adhere to the LBOE policy or regulations on corporal punishment.

Means of Verifying LegalAdherence (Evidence) l a . Review system policy or regulations on-site and
interview school personnel.

Standard Number: J 2.1

Validation Level:

System

Broad Classification: Students

Subarea Classification: Health, Safety and Activities

Legal Citations: O.C.G.A. 19-7-5, 20-2-752 through 758, 20-2-770 through 772, 20-9-1
GBOE P/EP JGCA, JGCB, JGEB, JGFGB, JKB, IDB
Other

Adopted: May 1987

Revised: July 1988

Standard:

The system has implemented state laws and GBOE policies relating to the health, safety and activities of students.

Rationale:

It is important that the system protect student health and safety and provide guidance for student activities.

Guidelines:

The reporting of suspected child abuse and neglect may be delegated to local school personnel. School fundraising is defined as the selling of any article or subscription in or through tile school for the purpose of raising money.

Indicators of Legal Adherence l a . The system has filed an annual immuniza-
tion report with DHR that includes 1. the number of children attending the
school, 2. the number of children who did not
submit certificates of immunization within the waiver period, and 3. the number of children who are exempted from the certification requirement for medical or religious reasons.
1b. The system has instructed each school to maintain student files containing immunization and eye, ear and dental examination certificates.
l c . The system has developed procedures for reporting suspected child abuse and neglect to the appropriate official(@based on state law (19-7-5) and GBOE policy (JGEB).
I d . Disciplinary hearing officers, panels or tribunals of school officials have been established following any instance of any alleged assault or battery by a student or substantial damage alleged to be intentionally caused by a student as defined in compliance with state laws (20-2-753 through 758).
l e . If the LBOE chooses to establish disciplinary hearing officers, panels or tribunals of school officals to impose suspension or expulsion, then rules and regulations must include items 1 through 4 as listed in state law (20-2-752).
1f. Each school-sponsored fundraising activity has been approved by the LBOE.

Means of Verifying Legal Adherence (Evidence) l a . NA 1988-89
1b. Review system's instructions to schools regarding the maintenance of student health certificates.
!c. Review written procedures that detail the role of social workers and visiting teachers, teachers or other designated officials in the reporting process.
I d . If the system has disciplinary hearing officers, panels or tribunals, review 8 sample of records.
l e . Review rules and regulations for the component parts as listed in state law.
1f. NA 1988-89

Standard Number: J 2.2

Validation Level:

School

Broad Classification: Students

Subarea Classification: Health, Safety and Activities

Legal Citations: O.C.G.A. 19-7-5, 20-2-21 2

20-2-770 through 772,

20-9-1,

GBOE P/EP JGCA, JGCB, JGEB,

JGFGB, IDB, JKB

Other

Rules of DHR,

Division of

Public Health,

Chapter 290-5-31

Adopted: May 1987

Revised: July 1988

Standard:

The school has implemented rules and regulations relating to the health, safety and activities of students.

Rationale:

It is important that the school protect student health and safety and provide guidance for student activities.

Guidelines:

See O.C.G.A. 20-2-771 for information related to immunization waivers. Laboratory is defined as certain courses of instruction in the areas of vocational, technical, industrial arts, chemical, physical and chemical-physical instruction involving exposure to hot molten metal or other molten materials; milling, sawing, turning, shaping, cutting, grinding or stamping of any solid materials; heat treatment, tempering or kiln-firing of any metal or other materials; gas or electric arc welding or other forms of welding processes; repair or servicing of any vehicles; caustic or explosive materials; chemical, physical or combined chemical-physical laboratories involving caustic or explosive materials; hot liquids orsolids, injurious radiation or other hazards; or such other courses as shall be determined by the GBOE. An adequate number of eye-protective devices should be available in the lab, shop and classroom for students, teachers and visitors. For indicator I d , "first time student" refersto any student regardless of grade level who has never been in a Georgia public school before. This report must be recorded on Georgia Department of Human Resources form #3300 (6-75). School fundraising isdefined astheselling of any articleorsubscription in orthrough the school for the purpose of raising money.

Indicators of LegalAdherence l a . All students have certificates of immuniza-
tion on file in the school.
1b. Every student, teacher and visitor participating or observing in certain laboratories, shops and other courses wears eye-protective devices furnished by the school.
l c . Instructions and training have been given to school personnel regarding the identification and reporting of child abuse or neglect cases.
I d . There is evidence that students entering Georgia public schools for the first time have had eye, ear and dental examinations as prescribed by state law (20-2-770 through 772).
l e . There is evidence that all first-timestudents have had a nutritional screening.

Means of Verifying LegalAdherence (Evidence) l a . Review sample of immunization certificates and
current student roster to determine if all students have certificates or waivers.
1b. Observe in certain laboratories, shopsand courses that all students, teachers and visitors are wearing eye-protective devices.
l c . Review evidence that the school instructs and trains its personnel in the identification and reporting of suspected child abuse and neglect. Evidence must include a list of new personnel that indicates that this training has or will occur during the 1988-89 school year.
I d . Revieweye,earanddentalcertificatesof first-time students. (DHR form 3300(6-75))
l e . NA for 1988-89

Standard: J 2.2 (cont'd)
I f . There is evidence that students in at least two grades covering the 10-15 age range have been or will be screened for scoliosis annually.
l g . The school has LBOE approval for all school-sponsored fund raising activities.
1h. The principal or assistant principal informs students and provides procedures to enable students who are qualified applicants and who are enrolled as students in the school (on behalf of the student's respective county of residence) to register to vote.

I f . Reviewevidence such as a copy of the most recent screening results or an official letter. This letter should contain specific dates, grades screened and school(s) served, from the local health department.
l h . Review procedures and evidence that qualified students are informed.

Standard Number: J 3

Validation Level:

System

Broad Classification: Students

Subarea Classification: Student Services Plan

Legal Citations: O.C.G.A. 20-2-182(d), 20-2-186 GBOE P/EP JE
Other

Adopted: May 1987

Revised: July 1988

Standard:

The system has prepared plans for the provision of programs and services to meet the guidance, counseling, testing, social services, psychological and career development needs of pupils.

Rationale:

Balanced educational programs are important in providing academic and career preparation for Georgia's children and youth. Student services better enable students to profit from the instructional program. A quality program of student services includes guidance, counseling, testing, social service, psychological services and career development. As with all programs, student services are more efficiently and effectively delivered when they are planned and evaluated.

Guidelines:

Plans for providing guidance, counseling, psychological and social services to students will include referencesto needs assessments, goals, objectives, activities and evaluation. These plans will be used periodically by DOE staff in cooperation with system personnel for program improvement purposes.

Indicators of Legal Adherence la. The system has submitted a statement
signed by the superintendent verifying that a plan has been or is being developed explaining how guidance, counseling, testing, social services, psychological and career development needs of students are being addressed.
l b . An annual progress report has been submitted to the DOE.

Means of Verifying Legal Adherence (Evidence) la. Review a report from the DOE, Student Support
Services Unit.
l b . Review a report from the DOE, Student Support Services Unit.