Investment in the future : education improvements for 1985-86

I
Investment In the Future
for 1985-86 Georgia Department
of Education
L 5 1985
W(;ulVIt.l~ I S UG~ UPQtU?IES


Investment In the Future:
Education Improvements For 1985-86
Division of Planning, Research and Evaluation
Office of Planning and Development Georgia Department of Education Atlanta, Georgia 30334 Charles McDaniel State Superintendent of Schools
1984

..
Georgia Board of Education First Congressional District :,v
Dent L. Temples Jr. Vidalia, Georgia Second Congressional District Richard C. Owens Ocilla, Georgia Third Congressional District John M. Taylor LaGrange, Georgia Fourth Congressional District Pat G. Kjorlaug Decatur, Georgia Fifth Congressional District Bernadine Cantrell Atlanta, Georgia Sixth Congressional District Larry A Foster Sr. Jonesboro, Georgia
Seventh Congressional District James F. Smith Cartersville, Georgia Eighth Congressional District Kathryn Pitts Jasper Macon, Georgia Ninth Congressional District Hollis Q. Lathem Canton, Georgia Tenth Congressional District Carolyn Huseman Athens, Georgia
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 Title II of the Vocational Education Amendments of 1976); or handicap (Section 504 of the Rehabilitation Act of 1973) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating theodepartment's effort to implement this nondiscriminatory policy.
Title II - Ann Lary, Vocational Equity Coordinator Title VI- Peyton Williams Jr., Associate Superintendent of State Schools and Special Services Title IX - Myra Talbert, Coordinator Section 504 - Jane Lee, Coordinator of Special Education Inquiries concerning the application of Title II, Title VI, Title IX or Section 504 to the policies and practices of the department moy be addressed to the persons listed above at the Georgia Department ofEducation, Twin Towers East, 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.
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Foreword

Georgia public schools continue to make great strides. Our students are performing at the national average in many areas; our curriculum is comprehensive and sequential; our teachers continue to improve both their own qualifications and the level of instruction they provide. The Adequate Program for Education law has provided a solid framework for education's advances, and a commission composed of outstanding Georgians is studying it carefully to improve it.
It is time now to turn our efforts to achieving excellence. We have a good foundation on which to build. At the same time, we must carefully examine our priorities and assure that we address our problems with solutions, not fads.
With these factors in mind the educators of Georgia, through the Georgia Board of Education, present for the consideration of the Governor and the 1985 General Assembly this plan of improvement for Fiscal Year 1986. This document - Investment in the Future: Education Improvements for 1985-86 represents the responsible, collective judgment

of the Georgia Board of Education, the State Superintendent of Schools and the Georgia Department of Education concerning public education's needs for school year 1985-86. Its narrative describes the current condition of education as background for capital outlay and other improvement requests.
The improvement requests emerge from thoughtful analysis of current efforts and reasonable expectations as to what can be accomplished in the immediate future. This plan envisions no dramatic new directions for Georgia public schools; rather, this request r~flects a balanced response to needs dictated by current economic conditions and our vision of the future.
I believe .it is imperative that we move ahead in Georgia public education. Our youth are our greatest undeveloped resource. Georgia must continue improving the schools' ability to meet the education needs of each public school student. Public education must remain our number one funding priority.
Charles McDaniel

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Contents
Introduction .................................................................................. 5
Priorities and Improvements .................................................................. 7
Education in Georgia ........................................................................ 13
Instructional Program ........................................................................ 16 The Kindergarten Program ................................................................... ~6 The Elementary and Secondary Program ....................................................... 18 General and Occupational Education ........................................................ 18 Special Programs .......................................................................... 20 Education for the Emotionally and Physically Handicapped ................................... 21 Georgia Schools for the Blind and Deaf .................................................... 21 Education of the Talented and Gifted ...................................................... 22 Compensatory Education ................................................................. 22 The Adult Education Program ................................................................ 23 Vocational-Technical Programs ............................................................. ,23 Junior College Programs ................................................................. 24 Short-term Programs .................................................................... 28 Quick Start ............................................................................. 28 Residential Technical-Vocational Schools ................................................... 28 Adult General Education Program ........................................................... 28 Public Library Services ..................................................................... 29 Public Television .......................................................................... 32
Instructional Support Program ............................................................... 33 Student Services ............................................................................ 33 Instructional Resources ...................................................................... 35 Curriculum Development ..................................................................... 36 Staff Development ................................................. ........................... 38 Administration .............................................................................. 38 School Nutrition Services .................................................................... 40 Facilities ................................................................................... 40 Transportation ............................................ ,. ................................. 41
The State Support Program .................................................................. 42 Preparing for the Future ..................................................................... 42 High Technology .......................................................................... 43 Computer Technology ..................................................................... 44 Assuring Educational Quality ................................................................. 44 Student Assessment ....................................................................... 45 Certification .............................................................................. 46 Performance-based Certification ............................................................. 46 Professional Standards Commission ......................................................... 47 Providing Consultative and Technical Assistance Services ....................................... .47 Distributing State and Federal Funds .......................................................... 47
Index ....................................................................................... .49
Evaluation Form ............................................................................. 51
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LaGrange High School, LaGrange City Schools

Introduction

This state plan for education in school year 1985-86 represents a major statewide effort to improve education programs and enhance cooperation among Georgia educators. It continues the effort begun in 1980, when State Superintendent of Schools Charles McDaniel directed a review of education goals of the Georgia Board of Education. Public hearings were convened across Georgia so that the superintendent and state board members could hear directly from concerned educators, parents, students and representatives of business and industry. Through these hearings hundreds of Georgians helped to revise Georgia's Goals for Education. Incorporating this feedback, the state board formally expressed its position concerning the roles and responsibilities of state and local boards and superintendents. The state board also clarified the purposes of education in Georgia and outlined its own education philosophy. During school year 1984-85, the state board will review its education goals.
An Education Review Commission appointed by the Governor is studying education programs at many levels and is expected to recommend

changes in the basic education law, the relationships among major groups concerned with the schools and administrative practices. Their final recommendations should be released during the fall of 1984. The Governor will hold public hearings before making his recommendations based on the Review Commisssion proposals. Finally, the 1985 legislature will consider the recommendations during its session. In the interim, the Georgia Board of Education has taken several decisive steps. The members have voted to strengthen graduation requirements, to establish a promotion gate from third to fourth grade, to establish a statewide basic curriculum and to regulate the number of days during the school year when classes must be free from interruptions. The board believes that with proper planning, schools can provide for the needed instructional days and not sacrifice extracurricular activities so that a well-rounded education will be available for each student.
Georgia's Goals for Education seek for each student the opportunities that will enable him or her to

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communicate effectively,

::,v

use essential mathematics skills, ~have the background to begin career pursuits,

participate as a citizen in our democratic society,

make responsible decisions,

respect and seek to understand himself or herself,

possess a personal value system which emphasizes consideration for others,

understand that the quality of human life is enhanced by a harmonious relationship with the natural environment,

have the skills to function as an intelligent consumer of goods and services,

function effectively as a family member,

seek to maintain sound physical and mental health,

respect creativity, beauty and excellence.

Following the adoption of the goals by the board of education, the state superintendent called on the education community and the public to join in a decade of planning and improving learning experiences for Georgia students. As a framework for addressing the goals for education, Superintendent McDaniel identified five priorities.

Improve school programs

Ensure equal opportunity

Enhance professional competence

Strengthen school-community relations

Evaluate successes and failures

These five priorities provide direction for the largest, most complex and most expensive function of the state and local governments in Georgia.

Georgia has made commendable strides toward improving education during the last decade. Georgia students are Performing at or above the national average at fourth, eighth and eleventh grade levels for the first time since the statewide testing program began. However, continued efforts toward improvement are needed.

Education directly involves more people from more age groups than any other enterprise in the state. The combined budgets of the Board of Regents (higher education) and Georgia Board of Education (all other public education) account for more than 50 percent of the state budget. Formal education is the one public experience shared by almost everyone. The magnitude of the enterprise and the extent to which education affects each life make it imperative that all citizens be aware of public education's needs. Those directly involved in education at the state and local levels are striving to adapt to the changing needs of Georgians in school. Activities are being planned and carried out to make students' educational experiences more effective, more rewarding and, therefore, of greater value to society.
The plan that follows provides information that Georgia citizens need to participate effectively in the education decisions of the state. The plan presents and explains the major changes and improvements recommended by the superintendent and Georgia Board of Education to the Governor and General Assembly in the fiscal1986 appropriations request. To show how they would fit if funded, they are described in the context of the current education program.
The Priorities and Improvements section of this plan elaborates on the superintendent's priorities for the eighties and presents an overview of the critical improvements needed for school year 1985-86. The second section, Education in Georgia, is presented in three parts. The first, The Instructional Program, describes the kindergarten, elementary, secondary and adult education programs and basic characteristics of each. The second part, The Instructional Support Program, describes the principal services necessary to make classroom instruction possible, such as student services, staff development and administration. The final part deals with the The State Support Program - those functions of the Georgia Department of Education which directly and indirectly support classroom instruction. The requests enumerated in Priorities and Improvements are expanded in the second section, Education in Georgia, and placed in the context of the appropriate school activity or state function.

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Priorities and lmprol)ements

To provide a continually improving education program for youth and other citizens of the state, the Georgia Board of Education, the Governor and the General Assembly must carefully consider how each year's financial resources are spent. Transportation, health services, welfare, law enforcement and other state and local programs also require attention. It is a responsibility of the two chambers of the General Assembly to allocate the state's funds to address the varied needs of its citizens.
The office of the state superintendent of schools was established by the constitution to ensure that an experienced educator would be selected by the voters to represent them on matters crucial to the public schools. The state superintendent is charged by state law "with the administration of school laws and general superintendence of business relating to the common schools." In the 1980s the language directs the superintendent to seek from citizens a clear understanding of what they want and

need in their schools; to develop, with the help of educators and others in the state, an effective program consistent with the public's expectations and student needs and to serve as the spokesperson for public education in obtaining the resources necessary to provide an adequate program.
Five priorities for improvement of education in Georgia have been identified by the state superintendent of schools. The order in which the priorities are presented in this publication denotes no ranking. The first deals specifically with improving school programs. It cannot be successfully carried out, however, without addressing the other priorities - ensuring equity, enhancing professional competence, strengthening school-community relations and evaluating successes and failures.
The first listed priority is to improve school programs so that students of all ages will be able to meet the challenges and the opportunities of

Student works with microcomputer at Alexander II Magnet School, Bibb County.

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tomorrow's world. Georgia must cotitihue improving programs, work to eliminate weaknesses and begin a concerted effort to encourage excellence in students, staff and schools. The state board of education has introduced a successful program to identify excellence efforts in 10 different areas. One of these, the Georgia scholar program, recognizes outstanding high school seniors whose scholastic and personal achievements should be rewarded.
Local school systems and the Georgia Department of Education are working cooperatively to make better use of existing resources. Most of the funds and effort of Georgia educators naturally are directed toward the regular school program. Even so, there are some particular programs and specific groups of students who also require funds and attention. Developing comprehensive high schools, adding a full-day kindergarten and expanding opportunities for the handicapped are essential to a well-rounded education program. Computers and technological advancements are prompting the need for an aggressive, extensive reexamination of the school curriculum so that the students of the 1980s will be prepared to be leaders during the 21st century. Many adults are looking to the state for education services for career advancement, improved academic skills and increased knowledge. They recognize that learning does not stop at the 12th grade. Georgia must also improve the programs that serve them.
This priority focuses on specific actions to be taken at the state level that will directly benefit Georgia students of all ages. The General Assembly is requested to support the improvement of school programs in 1985-86 by appropriating funds for improvement as follows.
Fund a full-day kindergarten program
Provide $1,000 college scholarships for outstanding Georgia graduates designated by the Georgia Board of Education as Georgia Scholars
Expand the effective use of educational technology in the schools and improve access to educationally sound computer software
Increase by $350 to $2,500 the maintenance and operation (M&O) funds for each state-allotted teacher
Increase by $50 to $500 the media and materials funds for each state-allotted teacher

Increase the sick and personal leave allotment for state allotted teachers and bus drivers
Equip the six comprehensive high schools currently under construction that will open in September 1985
Expand the Young Farmer Program in local school systems
Provide a microcomputer and software for each Young Farmer Program
Expand the high technology program of the area vocational-technical schools
Increase M&O funds for area vocationaltechnical schools
Begin replacement of obsolete industrial and electronic equipment in area vocationaltechnical schools and provide training equipment similar to that used by industry in Georgia
Increase the staff in the vocational programs at Brunswick, Bainbridge and Clayton junior colleges
Replace obsolete industrial and electronic equipment in junior college vocational programs
Implement phase II of the postsecondary vocational instructors salary plan
Expand the facilities and programs in area vocational-technical schools
Expand the area vocational-technical schools in Moultrie, Griffin and Macon
Fund the improved allocation formula for public library materials
Improve the facilities now housing public library services
Improve the public library facilities at 16 sites across the state
Provide a modern facility to house the Georgia public library, the library for the blind and the audiovisual library
Provide instructional materials for South Georgia Technical and Vocational School
Provide improvements and renovations to classroom and other facilities at South Georgia Technical and Vocational School
Modernize the curriculum: materials and equipment for several programs at North Georgia Technical and Vocational School

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Jackie Winchester, 1984 Georgia Teacher of the Year ,.;,nner-up, teaches sixth grade mathematics and science at Magnolia/ Chappelle School in Thomas County.

Provide a new supplement schedule for superintendents, principals, curriculum directors and other instructional services administrators
Begin funding section 12 of APEG in order to improve the art, music and physical education programs in elementary schools
Replace obsolete equipment used in secondary vocational education programs
Improve the facilities and grounds at the FFA-FHA camp
Increase the library holdings of the state's public libraries
Increase by $250 to $1,000 the travel funds for each state-allotted librarian
Provide state funding for department activities currently funded with federal Chapter II funds in order for Chapter II funds to be redirected toward local school system improvement efforts
Replace obsolete equipment to improve mailroom services for the department of education
Provide equipment to expedite the production of publications

Assist in the support of the Georgia Career Information System
Provide a researcher/editor for the Professional Standards Commission
Another priority is to ensure equal opportunity for a quality education to all Georgia students regardless of race, sex, ethnic background, economic status or place of residence. The state has primary responsibility for providing an adequate program of education for all its citizens. This responsibility is met through the policy decisions and actions of the Georgia Board of Education and the state superintendent of schools to secure adequate resources and ensure that they are equitably distributed across the state. To help ensure equal opportunity, the General Assembly is requested to appropriate funds for the following purposes.
Meet the continuing needs of local school systems for new and renovated buildings on a timely and economical basis
Expand the state Compensatory Education Program
Plan for a new area vocational-technical school to serve the north metro Atlanta area

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Provide additional teach~rs for the state's psychoeducational centers for emotionally disturbed students
Expand the student psychological testing program
Provide for an increase in the Tuition for Handicapped Children grants to accommodate increasing costs and additional children
Provide for needed renovations to facilities at the Georgia Academy for the Blind
Acquire property to expand the Atlanta Area School for the Deaf
Provide new and renovated instructional facilities at the Atlanta Area School for the Deaf
Consolidate the two campuses at the Georgia School for the Deaf
The third identified priority is to enhance the professional competence of teachers, administrators and other school personnel. Nearly 60,000 Georgia teachers and more than 10,000 administrators and specialists help children learn not only basic skills but also about America, the world of work and themselves. An organization's effectiveness depends on the competence of its workers. Competent professionals know their objectives, accept their responsibilities and know how to get the job done. Experience also is an important factor in competent instruction. Parents and students are well-served when experienced teachers stay in the profession. Teacher attrition studies indicate that low salaries contribute significantly to the loss .of many teachers, including highly competent ones, from the profession. A recent study by the Southeastern Regional Council for Educational Improvement reported that in the Southeast a typical teacher (age 46 to 50) earned $11,350 less than that teacher's counterpart in a nonteaching job. Special emphasis must be given to increasing the competence of existing personnel, to retaining effective personnel in the profession and to assuring that future personnel will be the best available. Georgia must provide the financial and other incentives to keep outstanding, experienced teachers in the classroom working with students.
To enhance professional competence, the General Assembly is requested to provide funds for improvements as follows.
Provide for placing all certified personnel on the same state salary schedule and for a 10

percent salary increase for teachers, administrators and school bus drivers
Fund an additional year on the salary schedule so that teachers with 20 years of experience will receive an increase
Improve school leadership through the Academy of School Executives
Improve educational leadership by providing 12-month contracts for all school principals
To strengthen school-community relations is another priority for the 80s. Much of the success of public education in making the United States one of the world's most literate nations has resulted from close cooperation between individual communities and the neighborhood schools that serve them. As society has grown and varied demands have been placed on individuals and the schools, it has become more difficult for this close working relationship to be maintained. The school that was once the center of many community activities after school hours is now often dark and quiet.
As schools strive for excellence, educators at every level must pursue all avenues for increasing cooperative relationships between the school and community. Community education programs represent one way that this is being accomplished in Georgia. Some school systems have found ways to begin programs that build unique cooperative efforts between the schools and the communities they serve. For example, Cobb County's Community Education Program served about 160,000 people last year. The program offered courses for citizens of all ages - preschool to adult. More than 50 percent of the people enrolled were adults over 25 . Many of them were learning new job skills or were upgrading skills. The courses ranged from automobile mechanics and flower arranging to break-dancing, gourmet cooking and robotics. The most popular courses for all ages were the computer courses. This program was recognized in September by the U.S . Secretary of Education as one of the best in the nation. The program is almost self-supporting, with the local school board and county commissioners paying the salary of the program director. In addition to local funds, school boards have sought funds to finance community education activities from private sources, such as the Mott Foundation, and from cooperating organizations and agencies within the community.

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During the past two years, specialists in the Georgia Department of Education's Division of Public Information and Publications have worked with 2 600 educators and others to communicate the im'portance of involving the community in the schools and how to accomplish it. Workshops have been provided for local educators in school systems, CESAs and institutions of higher learning. The responsibility for good school-community relations belongs to both the school and the community. Schools must willingly accept, even actively solicit the involvement of all segments of their communities in school activities. This means planning and conducting a continuous program of community involvement designed to enlist the support of the school staff, parents, nonparents, business leaders, the formal and informal power structures, the news media- everyone.

For community members, the responsibility for good relations with schools is equally important. Citizens must be willing to use their time and energy for the schools in volunteer roles and by learning for themselves the schools' goals, needs, problems and successes. People are much more likely to support schools if they know about them from personal experience.
To evaluate the successes and failures of Georgia public education in reaching the education goals of Georgia citizens is a fifth priority. Evaluation reveals how well the education program established by state law is functioning in each school system. Evaluation helps systems identify the weak links in their programs and make improvements; it helps in the search for the best available personnel and reveals whether staff are doing a good job.

Beginning State Teacher Salaries In July 1973 Dollars
(Does.not include local supplements)
In spite of teacher raises, the actual buying power of the beginning teacher's salary is only 87 percent of the beginning
teacher's salary in school year 1973-74.

$7,500

$7,000

-~$6,6 7

$6,500 $6,000

'\\
\ ..--



$6,500

... ~
'II

v ~

$5,774 (13,026)

$6,000

FY

74 75

76

77

78

79

80

81

82 83

84

Source: Georgia_Department a/Education Budget Seroices

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Evaluation is the tool for knowing whether ::c
students completing a program of study in the public schools are receiving a solid education in the basics and in the skills necessary for advanced education, technical training or entry into the job market. A systematic examination of state programs will help identify needed improvements and make public school accomplishments more obvious and understandable to the public. Evaluations are needed to examine the success or weakness of kindergarten, early childhood, middle grades, high school and adult programs. Effective and efficient accountability and auditing efforts are necessary to assure proper use of public funds.

To support this evaluation priority, the General Assembly is requested to allocate improvement funds as follows.
Develop a computerized grants accounting system and statistical system to support education's information needs
Upgrade personnel in the school facilities section
Improve the administration of the state Compensatory Education Program

Carol Goble's eighth grade homeroom at Eastbrook Middle School in Whitfield County a perfect attendance class in 1981-82.

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Education in Georgia

Since the state Constitution of 1871, Geor$ians have formally recognized their collective obligation to provide public schooling for their children. As needs have changed, the cor. 1mitment to provide better and more comprehensive education opportunities through the public schools has kept pace. A major step was taken in the early 1950s with adoption of a comprehensive, state-supported program to provide a minimum foundation for education throughout Georgia.
During the 70s, the Adequate Program for Education in Georgia (APEG) was enacted into state law to provide a sound basis for financial support that would also assure school systems adequate flexibility to meet local needs. Through APEG the General Assembly provides financial support for a core program based upon the number of students attending school in each school system.
Even though the state provides almost all the funds for the core program, each school system must add an amount (required local effort) based on the value of the taxable property within the school district. To assure that property values are assessed fairly, the state auditor collects, verifies and provides the Georgia Board of Education with a statewide equalized adjusted school property tax digest. On the basis of this property tax digest, each system's share of the required local effort is calculated annually. The total statewide required local effort is $78.5 million, an amount which has remained unchanged since 1975.
The core program established by APEG is supported by the General Assembly through the provision of staff allotments as well as monies to be used for materials, supplies and facilities necessary for teachers and other staff to function.
Teacher positions are allotted by the state through APEG on the basis of the number of students in average daily attendance. This means that teachers are allotted on the number of students attending, not by how many students are on the roll book. This factor becomes an incentive to improve attendance, since absences by students can actually cost the local school system some of its financial support.

Teachers are paid state base salaries depending on their level of certification and the number of years of verified teaching experience. Systems may add a local salary supplement. In 1983-84, 169 of the 187 school systems paid their teachers a local supplement. In the 1982-83 school year there were 59,068 teachers in regular classrooms; of these 53,520 were in state-allotted positions. The annual salary of teachers was estimated by NEA to average $17,412. The beginning step on the state salary schedule for that year was $12,406, and in school year 1983-84 it was $13,026. Beginning teachers' salaries increased to $14,329 in school year 1984-85.
In 1970, 39 states had higher average teacher salaries than Georgia; in 1984 the number had dropped to 37. In spite of the raises given teachers in past years, inflation continues to undermine Georgia's efforts to bring teachers' salaries to a reasonable level. The General Assembly must continue supporting teachers and other education staff by funding an improved teachers' salary schedule that will raise beginning teachers' salaries and the salaries of all certified personnel to a level that is at least competitive with other states in the Southeast.
Salary level is a crucial factor in teacher attrition. A researcher in Texas in 1980 reported that one in three teachers was considering leaving teaching. Of those, almost half cited low salary as the chief reason for discontent. Among the other reasons cited were problems with school administrators, excessive paperwork, lack of input into school policy decisions and problems such as student discipline and lack of student motivation. Twenty-two percent of the teachers indicated that they needed a second job during the school year, while a total of 30 percent indicated that they worked at other jobs during the summer. Of those with other jobs, more than half believed that the quality of their teaching would improve if they did not have to work a second job. They indicated that a higher teacher salary would enable them to forego their second job.
A group of graduates from three state universities in Indiana was requested to provide information about their college work and their

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professional experience after graduation. The researcher analyzed the responses of people who went into teaching jobs right after receiving their college degrees. The individuals still teaching at the time the information was collected were compared with those who had subsequently left teaching and had gone into other careers. Elementary teachers who left teaching assigned greater importance to salary increases and job autonomy than did those who remained in teaching. Those who remained as teachers appeared to value the recognition they received from supervisors and administrators more than the people who left teaching valued that recognition. High school teachers remaining in teaching were characterized as regarding approval from family and close friends and recognition by supervisors and administrators as more important in judging career success. Those who left teaching were characterized as assigning a more importance to job autonomy and to salary increases. In a study that focused on rural schools, the authors identified social isolation, extreme weather conditions, inadequate housing and low salaries as major problems faced by rural school systems attempting to recruit and retain special education personnel.
In 1981 a study commissioned by the Governor's office indicated that more than half the state's teachers who left the profession at the end of the 1979-80 school year cited low salary among their three top reasons for leaving. More than 26 percent indicated that low salary was their most important reason for leaving. The problem remains. The purchasing power of the beginning teacher's salary has only increased by five percent since school year 1979-80, if inflation, as measured by the Consumer Price Index, is taken into account.
Georgia has schools located in typical urban and rural settings. Through staff development and by improving working conditions, facilities and instructional supplies, the state is addressing many of the problems that encourage teacher attrition. But the need for an adequate teacher salary continues to be a sought-after goal that is vital to continued improvement in the educational system and subsequent growth in Georgia's economy.
The certification level of teachers and other professional staff in Georgia schools is steadily improving. For example~ in 1970 only 10,000 of

the 47,000 certified personnel held advanced degrees. By 1983, 29,658, nearly half the public school educators in Georgia, had completed an advanced degree at an accredited college or university. In addition, 7,500 teachers have performance-based certificates, indicating that they have passed a teaching-field content test and demonstrated their skill in the classroom.
The state salary schedule provides annual increments through 14 years experience and an increment after the 16th and 18th years. To help retain more experienced teachers, the General Assembly is requested to fund an additional step so that teachers with 20 years experience will be eligible for a raise. A committee appointed by the Georgia Board of Education to examine the state salary schedule has recommended three additional steps. In future years the state board plans to seek funding for increments at the 22nd and 24th years of certified experience. The General Assembly is also requested to increase the supplements provided to specialists and administators by funding the supplemental salary schedule recommended by the Georgia Board of Education in its 1986 budget.
In addition to teacher positions, the General Assembly provides through APEG for needed instructional and administrative personnelprincipals, librarians, curriculum specialists and others. These additional personnel allotments are based on the number of teacher allotments earned by student attendance.
The total number of teacher allotments is also used to determine the amount of maintenance and operation money the school system receives to buy utilities and other consumable supplies needed to maintain and operate a school. The amount of M&O money currently provided to schools by the state is $2,150 per allotted teacher. The General Assembly is requested to raise the amount of state support for M&O to $2,500 per allotment. Even this amount will not approach the $6,375 per allotment that school systems actually spent for M&O in 1982-83. Additional funds are also needed to increase the media and materials allotment. These monies are used to purchase books, instructional materials and software for classrooms and media centers. The rising prices of these materials are reducing the amounts that may be purchased with existing funds.
APEG also provides for specific funding allotments for kindergarten, instructional

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equipment, sick and personal leave, travel expenses, driver education, compensatory education and career, occupational and vocational education.
Georgia's education law provides for the varied support services a school must have to meet the guidance, counseling, testing, health, transportation and midday nutritional needs of students. Many of these items are covered in more detail in later sections of this report.
Georgia has many small school systems which do not have enough students attending to be allotted an adequate size staff in all areas. To help meet their needs, the General Assembly annually funds the Cooperative Educational Services Agencies (CESAs), multicounty agencies which provide support services to participating school systems. CESA consultants provide assistance in areas identified by the member systems. Some CESAs actually operate classes for children with special needs where no

one school system has enough students to maintain a special class. CESAs also buy cooperatively for their member systems and achiev~ substa~tial savings on items from paper to furn1ture. Th1s kind of cooperative effort contributes much to school systems' abilities to meet the needs of students at a reasonable cost.
Teache~s, principals and students require many and vaned education facilities. In fact the school facilities in Georgia represent a multibillion dollar investment. The renovation and replacement of obsolete buildings and the construction of new ones is a continuous major expenditure for the state. To assure judicious use of these funds local school personnel, state personnel and ' architects work cooperatively to meet local needs in a cost efficient manner. APEG provides for capital outlay allotments by school system and for the careful examination of the facility needs of each school system so that the ~ducation of students is not jeopardized by .madequate facilities.

School's out at Newton County Comprehensive High School.

15

..,

" ,.

.$:'" <. .

Essie Eason's kindergarteners on playground at Mitchell Elementary School, Atlanta.
Instructional Program

The Kindergarten Program
The benefits of educational programs for young children have been clearly demonstrated. Research has shown that kindergarten generally facilitates progress in the early school years; it improves children's adjustment to school, their language skills and readiness to learn reading and mathematics. Since Georgia offered all five years olds at least a half-day program beginning in 1978, the number of students retained in the first grade has dropped by 26 percent. A recent study in Tennessee showed that the achievement of eighth grade students who had attended kindergarten was superior to that of nonkindergarten students in mathematics, spelling, language and reading. A follow-up study of students who had been retained in the fifth through eighth grades indicated that full kindergarten participation would have kept 9,000 students from having to repeat a grade and therefore would have saved $2.5 million annually in the cost to educate those students for an additional year.

The kindergarten curriculum in Georgia is designed to teach basic learning concepts and to develop productive emotional, physical and intellectual skills and attitudes - to get children ready for schooL What and how a teacher decides to teach a child is based upon that child's readiness level, that is, the child's emotional, physical and intellectual maturity. Children need to learn to get along in large groups, to interact with children they may not know and to share with other children. They must learn classroom routine and courtesy, how to take directions and how to accomplish tasks alone and in various sized groups. A child who knows the alphabet, numbers, colors and shapes will achieve more in the early elementary grades. Children need to learn to select and use many kinds of materials and, most important, to begin learning how to learn new things. Kindergarten, by addressing these areas, provides a child with a strong foundation for later learning. In addition, kindergarten provides for early identification of children who have special

16

problems so that attention can be given to meeting their needs.
Children are eligible to participate in Georgia's kindergarten program if they are five years old on or before September 1. Prior to entering the program, all children must meet basic immunization requirements, have a birth certificate and have eye, ear and dental examinations. Upon entering kindergarten, each child receives an initial assessment of his or her developmental level. In this way, children are identified who may have special needs. Of the nearly 10,000 children identified as needing more thorough testing in the 1982-83 school year, 4,461 had handicapping conditions requiring special attention. For them, an individual education program (IEP) was prepared prescribing specific educational activities to help them reach their potential. Such IEPs are prepared annually.
A state kindergarten unit is allotted to provide one-half day of instruction for each 40 regular students in average daily attendance or 24 students with mental, physical or emotional handicaps on roll. Classroom aides and paraprofessionals are provided for kindergarten to enable teachers to use more of their time for instruction and to increase individual attention to students who need special help. Funds for a unit include salaries for a certified kindergarten teacher and teacher's aide, for classroom supplies and materials and for maintenance, operation and administrative costs. For the 198485 school year 1,681 state units have been allotted to local school systems. Many systems use volunteers to assist in routine activities; parent involvement is encouraged and close communication about student progress is maintained.
Specific grants to local school systems are provided for midday transportation of kindergarten students. These funds may also be used to supplement local funds to provide personnel for a full-day program. Currently, 149 of the 187 systems operate full-day programs and 38 systems provide half-day programs.
Weaknesses in the kindergarten program still must be confronted. Classes remain too large for the needs of the students to be fully met. Additional facilities are needed to provide the space necessary for an effective program. In fact, about half the facilities now housing kindergarten programs are rated substandard.

Some are substandard because they are portable, temporary units. Others are substandard because the buildings are more than 50 years old or the rooms contain inadequate square footage. Intensive staff development including visits to exemplary programs is a continuing need for both administrative and teaching personnel.
Research demonstrates a number of student benefits and advantages of full-day programs over half-day programs. A strong relationship has been established between performance on standardized tests and the amount of time a student spends in preschool and kindergarten. Students from educationally disadvantaged homes score higher on standardized tests following participation in full-day programs than do those participating in half-day programs. Fullday students show greater achievement on reading readiness tests while they are in kindergarten and demonstrate greater reading proficiency during the first and second grades than do students in half-day programs. Parents are more likely to be involved in full-day programs than in half-day programs.
In Georgia, a city school system reported that each year from 1976 to 1979 when it had full-day kindergarten programs, test scores of participants increased. Scores dropped in 1980 when the system changed to a half-day program for budgetary reasons. In a county system in eastern Georgia, first grade teachers reported that public school kinder:garten participants were better prepared for first grade than nonparticipants. In a city system in the western section of Georgia, the staff reported that first grade students are scoring well on the Metropolitan Reading Test, whereas four years earlier the first graders' scores were much lower. They attribute the difference to the implementation of a full-day kindergarten program for all children who wish to participate. In a county system in central Georgia, the staff reported an average 35 percent gain among students enrolled in the full-day kindergarten program. In an urban system, the majority of kindergarten and primary teachers reported that full-day kindergarten was most appropriate for the acquisition of skills and social development. They expressed concern for the safety of the kindergarten children who walked home unattended from half-day programs. Many of these children had no supervision at home. The full-day program allowed

17

kindergarten children to wa1k!home with older brothers and sisters. Because of the widespread community support for the full-day program, local funds were used to expand the program. The General Assembly is requested to fund a full-day kindergarten program in all school systems.
Kindergarten has made an excellent start in Georgia. The curriculum materials developed for kindergarten are outstanding. In 1983 the U.S. Department of Defense's Dependents Schools, impressed with the quality of Georgia's program, selected the guide, Kindergarten in Georgia, as a foundation for developing a curriculum for use in Department of Defense schools around the world. The kindergarten program is one of Georgia's major education accomplishments of the last decade, and much remains to be gained as the state moves into a full-day kindergarten program.
The Elementary and Secondary Program
The elementary and secondary level instructional program comprises general and occupational education and special programs. Instruction

includes information and skills development in the language arts (including foreign language), mathematics, science, social studies, health and physical education, the arts, driver and safety education, career exploration and vocational education as well as specific services for students with special needs. The instructional program for elementary and secondary students is by far the most comprehensive and most costly portion of the total public education program. It served 1,017,312 elementary, secondary and exceptional students during the 1982-83 school year. During that same school year, 63,293 students graduated from almost 350 public schools across the state.
General and Occupational Education
At the heart of any educational program are the development of basic skills, the acquisition of knowledge and the recognition of societal values and beliefs in response to the various needs, abilities and interests of students. These elements are built into a curriculum that emphasizes language arts, mathematics, physical sciences and the social sciences. In Georgia,

Betty Stancil, veteran teacher aide at Tate Elementary School, Pickens County.

18

emphasis is also placed on developing a . knowledge of personal finance and economtcs. Instruction for students includes how the American free enterprise system works as well as the history and government of Georgia and the United States. Citizenship is stressed. Career planning and development are introduced in the elementary grades and treated more specifically in the high school years. The core program is supplemented at various grade levels with music, art, drama, physical education and driver education. When APEG was written, educators and the General Assembly recognized that specially trained teachers were needed in addition to the regular classroom teacher to educate elementary students in the arts, music and physical education. But seetion 12 of APEG has never been funded . The General Assembly needs to at least partially fund section 12 so that students will have these courses in the elementary grades.
Beginning with the 1983-84 school year, Georgia ninth graders were expected to take a course in alcohol and drug abuse in connection with driver education. The new curriculum was developed by the Georgia Department of Education and the Georgia State Patrol in response to a law passed by the 1983 Georgia legislature. Beginning January 1, 1985, citizens under 18 years of age must have a certificate of completion of this course to obtain a Georgia driver's license. The new course is being taught in local schools by a Georgia State Patrol person or by a health and physical education or driver education instructor. Approximately 65,000 students successfully completed the course in school year 1983-84.
Elementary schools have a major responsibility for teaching the basic academic skills suth as reading, writing, computing, studying and working cooperatively with others to complete a task. Without these basics, a student will find it more and more difficult to achieve ~uccess in school, and later, success as an adult.
In recent years, the middle school concept in education has gradually achieved acceptance in Georgia. The number of middle 5chools in the state increased from 94 in 1965 to 266 in 1984. Middle grades education explores all the subject areas to provide opportunities for study in a variety of disciplines and the refinement of .appropriate social skills. The program promotes growth and maturity, using the rich experiences

1984 Georgia Schools of Excellence

District

Elementary Schools

1 May D . Howard Elementary, Chatham 2 Ben Hill County Elementary, Ben Hill 3 Fox Elementary, Muscogee 4 Rockbridge Elementary, DeKalb 5 North Roswell Elementary, Fulton 6 Jackson Rood Elementary, Spalding 7 Tritt Elementary, Cobb 8 Alexander 11 Magnet School, Bibb 9 Gwin Oaks Elementary, Gwinnett 10 Oconee County Elementary, Oconee

Middle Schools and Junior High Schools
1 Glynn County Middle School, Glynn* 2 Magnolia-Chappelle Middle School, Thomas 3 Rothschild Junior High, Muscogee 4 Edwards Middle School, Rockdale 5 Sandy Springs Middle School, Fulton 6 Fairplay Middle School, Douglas 7 Garrett Middle School, Cobb* 8 Putnam County Middle School, Putnam 9 Five Forks Middle School, Gwinnett 10 Columbia Junior High, Columbia

High Schools
1 Statesboro High School, Bulloch 2 Lowndes County High School, Lowndes 3 Shaw High School, Muscogee 4 Heritage High School, Rockdale 5 Douglass High School, Atlanta City* 6 Lithia Springs High School, Douglas 7 Walton High School, Cobb* 9 Dalton High School, Dalton City* 10 Evans High School, Columbia
*National Schools of Excellence - Elementary schools are not included in the national competetion.

of the early years to organize learning into a

structure which will be meaningful and useful in

students' later school experiences. The middle

grades program is based on further development

and reinforcement of skills acquired in earlier

years and beginning application of those skills in

problem situations.

.

.

By the time students enter the middle grades,

they are expected to have mastered the basic

skills and acquired preliminaryknowledge in the

physical sciences, soci~l sciences, humanities

and the arts. Not all students meet this

19

expectation. AS;lfuderachieving students are identified, they are provided with additional instructional services to meet their special needs.
At the secondary level the emphasis shifts from basic skills and exploratory knowledge in the academic subjects toward broader knowledge, use of the basic skills in understanding and learning about the world and the consideration of career opportunities and choices. In an effort to help students accomplish these goals, Georgia has moved over the past 15 years to provide access to comprehensive high schools or vocational high school centers for all secondary students.
Comprehensive high schools combine traditional academic and vocational curriculums in one setting. Basically, they prepare students for college, for entry into technical school after high school or for entry level jobs in several different occupations. For a Georgia high school to be designated as comprehensive, it must meet specific program requirements. Academic courses prescribed by the state and local systems and a minimum of five occupational clusters .(groups of related occupational skills) must be provided in schools with a student population of fewer than 1,000. In larger schools, at least seven occupational clusters must be offered.
The first comprehensive high schools opened in Savannah, Marietta, Columbus and Chamblee in 1965 as pilot projects. In the intervening years, Georgia has moved into its current position as a leader in comprehensive education in the Southeast. In the fall of 1984, there will be 185 comprehensive high schools in full operation. An additional 13 schools are under construction and will be ready for students in September 1985. By 1990, the goal is to have a comprehensive high school accessible to each student in the state. Presently these schools are available to about 85 percent of the state's high school students.
The comprehensive high schools now under construction will require equipment in 1986; therefore, funds for equipping the new comprehensive high schools are critically needed. In other schools much instructional equipment is outdated and wearing out. Funds are needed to replace such equipment with equipment comparable to that found in Georgia business and industry. A growing need is evident for the industrial arts, business, agriculture and trade and industrial programs to introduce high

technology equipment and concepts to high school juniors and seniors.
Academic excellence is being encouraged by a new statewide program that recognized 247 outstanding seniors last year. Students are nominated to the Georgia Scholar Program by their local school systems based on criteria set by the Georgia Department of Education. Criteria include a minimum score of 1200 on the Scholastic Aptitude Test; completion of three units in science, including one in chemistry or physics and four units in mathematics; the study of at least one foreign language and of visual art, music, dance, theater or other arts area; a 3.75 grade point average on a 4.0 scale throughout grades 9-12 and a 95 percent school attendance record in grades 9-12. The students should also have achieved significant recognition in interscholastic events and assumed leadership in at least two extracurricular activities sponsored by the school, as well as in youth activities outside the school. The students who are 18 years old should be registered to vote. The Georgia Scholar Program rewards, thereby promotes, excellence in student performance. The General Assembly should further reward Georgia Scholars by providing scholarship funds to help defray their college expenses.
The state board of education began a program in 1983 to recognize excellence in the many dimensions of schooling and school administration. Twelve areas are involved. Selection is based on criteria established to assure that the recipients of the awards have quality programs and are tops in their area.
Special Programs
While the general and occupational education program is appropriate for a majority of students, other young people have physical, mental or emotional handicaps which cause them difficulties in making adequate progress in the regular school program. Also, students from disadvantaged backgrounds may not have had early experiences which enable them to do well in school without additional help. Finally, talented and gifted students are not fairly served if their school experience is not extended beyond the regular program.
Programs to help each stucjent reach his or her potential are provided by local school systems or through state-supported services. In 1983-84

20

Fifth graders at Morganton Elementary School in Fannin County practice expanded notation.

approximately 164,000 students were served in all special programs.
Education for the Emotionally and Physically Handicapped Students who must be institutionalized because of severe emotional or physical handica~s are provided tuition grants to education facilities designed to assist those with the particular handicaps. The General Assembly is requested to fund an increase in the tuition grant to accommodate increasing costs and additional children.
Students who have severe emotional handicaps but who do not require institutionalization are provided services through a network of psychoeducational centers. These centers provide nonresidential, community-based education services to almost 10,000 students and their families. The General Assembly needs to provide for additional teachers to serve these children; they will replace staff cut in the past two years and provide for classes of reasonable size.
Students who have less severe emotional problems or physical handicaps and are able to function in the regular school setting are

provided supplementary programs in school and are placed in the regular school program as feasible. Such mainstreaming of students provides them with opportunities for participation in many regular school activities and substantially assists them in adjusting to others. It has positive effects on regular students as well.
Seventeen regional centers of the Georgia Learning Resources System/Child Serve network provide special education support services to local school systems. Services include staff development, short-term loan of specialized instructional materials and media, information dissemination and diagnostic services for severely and multiply handicapped students.
Georgia Schools for the Blind and Deaf The state-operated residential schools for the blind and deaf provided special programs for 486 students during school year 1983-84. Deaf students who live in the metropolitan Atlanta area may attend a special day school in Clarkston which offers a program designed to meet their needs while they live with their families. This facility served 236 students in school year 1983-84.

21

(
Chemistry student at Mitchell-Baker, one of Georgia's newest multisystem high schools.
At the Georgia School for the Deaf, the General Assembly needs to provide funds to fully consolidate the two campuses. When completed, consolidation will eliminate the need for crosstown busing and expenses of maintaining 10 large facilities. Four additional classrooms are needed to accommodate the middle and high schools. The heating and cooling systems in the elementary classroom building need repairs. Renovation of an existing building is needed to convert it for administrative uses. A prefabricated warehouse is needed to provide a centralized location for storage and maintenance activities. At the Georgia Academy for the Blind, several dormitories need new floor coverings. Bathroom facilities need renovating to make them accessible to the handicapped. The Atlanta Area School for the Deaf needs a 36,000 square-foot building in order to provide adequate facilities for the High School Career Development Center, physical education and physical therapy. The building would also provide much needed maintenance facilities. Worn and water-damaged floor coverings need

to be replaced in the preschool, elementary and high school buildings, and the preschool and elementary buildings must have new roofs. Needed expansion of the school will require the purchase of 5.4 acres of adjoining property.
Education of the Talented and Gifted During the 1983-84 school year, 177 local school systems are operating and the remaining 10 are developing special enrichment programs for students who are academically talented. Over 42,000 students study areas of interest indepth and widen their perspectives through special programs and experiences. Many gifted students are enrolled in accelerated courses that allow them to explore the curriculum in much greater depth. The students undertake assignments that require the blending of information, analytical skills and organizational ability. Programs provide opportunities for statewide competition in problem-solving exercises such as the Georgia Future Problem Solving Program and the Olympics of the Mind. Students from Clarke Central High School and Heard County Junior High School were public school winners in the state competition and represented Georgia at the National Future Problem Solving Bowl. Students from Gwinnett and Whitfield Counties represented Georgia at the National Finals of the Olympics of the Mind.
Students who are exceptionally talented may also participate in the Governor's Honors Program. This residential program is operated during the summer at Valdosta State College. Students study in an intense, creative setting with other gifted and talented students; they benefit from each other as well as from the instructional program. During the past decade approximately 600 lOth and 11th grade students have participated in this program annually.
Compensatory Education Students who score below a specified level on the Georgia Criterion-referenced Tests and the Basic Skills Tests receive additional assistance through the state compensatory education program. Through federal compensatory funds, special activities are also provided for lowachieving students in locales with high concentrations of low-income families. The federal program, authorized by Chapter I of the Education Consolidation and Improvement Act, also provides specialized services to children from migrant families or those from families in which English is not the dominant language.

22

Until school year 1982-83, the emphasis in b_ot~ state and federal programs had been on assisting low-achieving students in the elementary grades. The implementation and growth of the~ . programs have parallele~ the general nse m scores on statewide achievement tests. School systems typically have used the funds from these programs to provide additional teachers and instructional aides in order to lower the studentteacher ratio and to strengthen basic skills instruction, especially reading and mathematics. Research indicates that increasing the amount of direct instruction and reducing the number of students with whom a teacher works at one time will result in greater student achievement. The statewide testing results show that this is happening in Georgia at every level.
The student achievement evaluation of FY 1983 state-funded compensatory education projects indicates that significant progress in the basic skills areas of reading and mathematics was made by students in grades 1-8 and grade 10 for whom test scores were reported. During FY 1983, approximately 46,000 students participated in remedial reading programs and 35,000 participated in remedial mathematics programs. To provide these services, local systems employed 955 full-time and 567 part-time professional and auxiliary personnel. It is essential that additional fi.mding be provided for remedial education in order to begin to offset the effects of inflation. Current funds represent only 95 percent of the purchasing power of funds allocated in school year 1977-78.
With increased emphasis on more rigorous graduation requirements, the state-funded compensatory education program is providing extra help to high school students who need to improve their reading, mathematics and other basic skills. Local systems project that they will use almost 50 percent of existing compensatory funds to provide remedial activities for high school students who have failed the Basic Skills Tests. Funds will be insufficient to provide preventive programs for high-risk students below the lOth grade. Preventive programs are less expensive and usually more successful than remedial programs. The General Assembly needs to increase funding of the state compensatory education grant to expand preventive programs and provide additional funds for improving administration at the state level.

The Adult Education Program
Education is a need of every age group in today's complex society. The state has undertaken an ambitious program to meet many of the varying education needs of adults. The program for adults includes
occupational training to develop new or . improved skills.
academic studies to provide the basic skills such as reading, writing and calculating that are necessary to function in society.
convenient access to books and other information.
opportunities to enjoy and to participate in a wide variety of cultural activities.
Vocational-Technical Programs
Over the last two decades, a highly successful system of area vocational-technical schools and junior college vocational programs has been established and has served over one million Georgians. This system serves the dual purposes of providing increased earning power for graduates and better trained employees for
Machine shop student at DeKalb Tech. _

23

business and industry across the state. By ::,v executive order, the Governor established the Board of Postsecondary Vocational Education to coordinate the vocational-technical program.
The 24 area vocational-t~chnical schools, two state technical and vocational schools, four junior colleges and five adult centers annually provide training or retraining to more than 100,000 Georgians. The schools have been geographically located throughout the state so that all students may reach them. In fact, 90 percent of Georgians live within driving distance of an area vocational-technical school. Students are trained in over 100 different occupational education programs, with courses available at each school as determined by a careful analysis of business and industrial needs for each community.
In 1978 the Georgia Board of Education commissioned a study of the state and its vocational education needs so that a master plan for postsecondary area vocational-technical schools could be developed. Frequently referred to as the Zimmerman Report, the study provides a sound basis for systematic improvement of the vocational-technical schools through the early 1980s. The report's two major recommendations were these.
To meet the projected demand for training in 1990 by developing the capacity for 20,500 additional students in the vocationaltechnical schools
To meet the accelerated demand in the Atlanta suburban areas by developing four additional sites to serve almost 10,000 students by 1990
More recently, a new study has been undertaken by Associated Educational Consultants. Results of the new study will replace the Zimmerman Report as the basis for future improvements. In school year 1985-86, the state board seeks to continue implementing the master plan by providing for the expansion of the area vocational-technical schools in Moultrie, Griffin and Macon and by providing for instructional coordination at the Houston Vocational Center. Atlanta Tech needs funds to upgrade the aviation and avionics program with additional instructors and modern equipment. Seventeen additional instructors and equipment are needed to expand existing programs and to begin new programs in area vocational-technical schools throughout the state. Because of the rapid

growth and development in the north metro Atlanta area, a new vocational-technical school is needed. The General Assembly should provide funds to plan for a new school in the area. Funds are also needed to implement the second phase of the postsecondary vocational instructor's salary plan.
Industry is dependent upon a skilled work force to install, operate and maintain highly technical and complex machines associated with production and industrial processes. The General Assembly provided for significant improvement in the state's ability to retain and attract industry by funding a major statewide effort in high technology at the area vocationaltechnical schools. These training programs provide students with the technical competencies necessary for high technology production and industrial processes. In school year 1982-83, 237 students began training in these programs.
In June 1984, vocational-technical schools in Athens, Augusta, Columbus and DeKalb County awarded associate degrees in applied technology to 83 graduates who completed programs in electronics technology, electromechanical technology and mechanical technology. The 1985 General Assembly is requested to provide funding to expand the technology programs.
Maintenance and operation funds for the area vocational-technical schools have fallen significantly behind as a result of the extraordinarily high inflation rates in the late 1970s and early 1980s. For this reason, the General Assembly needs to increase the maintenance and operation funds for the area vocational-technical schools. Increased funds are also needed for faster equipment replacement.
Junior College Programs The four junior colleges with vocational divisions trained 3,565 students during 1983-84. These students may receive special vocational certificates at the end of their training or may pursue basic academic courses and earn associate degrees. Vocational divisions have been established at Bainbridge, Brunswick, Dalton and Clayton junior colleges. Industrial programs in marketing and management are offered at all four locations.
The General Assembly needs to increase the equipment replacement funds for junior college programs and provide six additional instructors

24

Locations Where Quick Start Projects Were Undertaken
Since 1978*

..
. .

*as of August 1984

Cities with Quick Start Programs Since the Beginning of the Program in 1978

Albany Americus Atlanta Augusta Bainbridge Barnesville Baxley Brunswick Calhoun Camelia Carrollton Cartersville Chamblee Chatsworth Colquitt Columbus Conyers

Coolidge Covington Cumming Dahlonega Decatur Douglas Dublin Duluth Evans Fitzgerald Flowery Branch Forsyth Franklin Gainesville Hapeville Jackson LaFayette

LaGrange Lawrenceville Lumpkin Macon Madison Marietta Martinez Milledgeville Monroe Montezuma Monticello Morrow Norcross Oakwood Oglethorpe Peachtree City Pine Mountain .

Preston Rock Springs Rome Savannah Shenendoah Smyrna Statesboro Stone Mountain Swainsboro Thomaston Thomasville Toccoa Tucker Wadley Warner Robins Warrenton Woodbine

25

Vocational Programs Offered by Vocational-Technical Schools
Schoo1Year1983~4

PROGRAMS Accounting Aeronautical Tech. Agricultural Mechanics Agricultural Production Air Conditioning & Refrigeration Appliance Repairs Auto Body Repair Auto Mechanics Aviation Mechanics Barbering Business Machine Maintenance Cabinetmaking Care & Guidance of Children Carpentry Chemical Technology Civil Technology Clerical Clothing & Textiles Clothing Management & Production Commercial Art Commercial Photography Computer Programmer Consumer Education Cosmetology Data Processing Dental Assisting Oental Laboratory Technology Diesel Mechanic
Drafting & Oesign Electrical Technology Electrical Wiring

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The Georgia Department of Education is an equal opportunity agency.

t Associate Degree program offered.

for new and expanded programs at the four,::,v sites. Bainbridge and Brunswick junior colleges need to improve their job placement and followup services for students going through the program. Brunswick Junior College also needs additonal staff to coordinate the postsecondary vocational programs at the college.
Short-term Programs Short-term training at the area vocationaltechnical schools and the junior colleges provides local employers with trained personnel for new positions. Requests from adult centers, businesses and industry throughout the state have increased significantly over the past few years as Georgia's economy has grown. During 1982c83, 68,600 Georgians received short-term training at the area vocational-technical schools; 75,304 participated during the 1983-84 training year. The training was provided at each of the postsecondary institutions or in 442 off-campus locations during the year. Over half the participants were involved in training in the business field or in trade and industrial clusters. With additional funds, more requests for shortterm programs could be honored.
Quick Start Much of Georgia's progress over the last three decades is a result of carefully thought-out efforts by state leaders to promote the growth of business and industry that benefits the state's economy. Part of this success is a result of Quick Start, an innovative program which for over 15 years has provided tailor-made training for Georgians whose communities are about to get new industry. When new.industrial facilities are completed; Quick Start ensures that trained personnel are available to fill the jobs. Programs are developed.for each industrial firm to meet its specific needs:Since 1970, over 48,000 people have been trained for almost 700 firms. The General Assembly needs to ihcrease th~ funds available for Quick Start projects to meet the (::ontinuing ne~ds of new indu,stry.

mechanics and watch repair. During school Year 1983-84, the North Georgia campus (Clarkesville) served 4,000 Georgians and the South Georgia campus (Americus) served 2,090.
Both schools have program and facility needs. Keeping up with the changes in technology and occupational training systems continues to be a major need. The North Georgia School needs to update technical programs in electronics, data processing and drafting through the addition of microcomputers in each program area. New equipment is needed in the business education program and automotive program. Additional equipment, including video recorders and cameras, is needed to improve media center services.
At the South Georgia campus, renovations and major repairs are needed for program facility areas and student dormitories, most of which are at least 25 years old. Air conditioning needs to be installed in one dormitory and aged room furnishings for three dormitories need to be replaced with furnishings to provide a more attractive environment for students. In addition, books and materials for the media center are needed at the south Georgia school.
Facility renovations are needed on older buildings at the South Georgia Technical and Vocational School. There is a need for major roof repairs and replacements and repairs to other facilities. The south Georgia school has need for a security fence and covered area for its diesel mechanics program. The diesel mechanics building and the cafeteria require major repairs to the roofs. The second story of the Odom Center is presently inaccessible to handicapped students. A wheelchair elevator should be installed. A major addition is needed for instructional use in the autobody and fender repair building. Finally, an adequate facility is needed for instruction in the allied health programs and in the airframe and mechanics program.

Residential Technical-Vocational Schools

-,
\

The state operated technical-vocational schools at Clarkesville and Americus provide the only residential accommodations for young Georgians

Adult General Education Program Adult basic education i~ designed for adults who

I

who for various reasons need or want to attend

need basic skills for survival in contemporary

a postsecondary technical school away from

society. Instruction enables adults to acquire

home. Both schools offer a wide range of

basic skills in reading, writing and computation

training programs paralleling:those at area

as well as information in speific academic areas

~chools, plus unique courses.that address

such as 'consumer economics, mental and

statewide needs, such as photography, aircraft

physical health, occupational knowledge,

28

cAodmulmt usemc"toynrdeasroyuerdceusc'agtioovneirsnmofefenrteadnfdrel~awto.

dult 16 and older whose performance ts

a . s lent at least to that of a beginning ninth

e:q~uoJdoVelar

but falls below that of the typtcaI graduate. Programs are available

h"tgh in 177

of

187 schools regular high

systems. They may range from school curriculum ~o prog~ams

the for

adults who wish to improve a smgle sktll such as

reading or mathematics. In both programs

courses are taught by elementary and secondary

teachers with special training in instructing

adults. Their overall purpose is to help

participants become employable, productive and

responsible citizens. During the past six years

more than one-quarter million adults have

participated in this program.

The General Education Development (GED) Test is an additional service to adult citizens whose high school education has been interrupted yet who need a high school diploma. Any Georgian 18 or over who is not enrolled in high school may take a battery of five tests of

basic skills and knowledge at one of 85 centers around the state. A cumulative passing grade will earn the equivalent of a high school diploma. GED high school equivalency certificates have been issued to more than 90,000 adult Georgians in the past seven years.
Public Library Seroices
Another major component of the adult education program is the network of 50 public library systems throughout the state. More than one million Georgians use the services of public libraries each year. These services extend far beyond the traditional selecting a book from the shelf and checking it out for reading entertainment. The public libraries provide reference materials of all types, including large print books and audiotapes of books for visually impaired Georgians. Public libraries also supplement the holdings of the school library program. A wide variety of personal and professional interests can be served, since each

Adult education teacher Jim Bridgman and student at Henry Street Center, Chatham County.

\\
29

-

<''" 'ii
GED Testing Centers
library cooperates in a statewide network of regional and branch libraries. In order to improve the current library system, the 1984 General Assembly funded a new circulation project for the central office of Public Library Services. An automated check-out system will be implemented. Eventually, local libraries will also be able to use the system. A progressive library system must continually be upgraded. Technological advances, industrial development, population changes and rising costs are some of the major issues facing libraries, their management and their operation. Public libraries in Georgia are meeting these challenges in a variety of ways. Several library systems in the state (Atlanta-Fulton, Rome, Dublin, Brunswick, Bainbridge, DeKalb, Eastman, Savannah, Americus, Bartow and Warner Robins) have local video facilities that enable them to develop programming of community interest for cable television in their areas. A film collection of approximately 2,000 titles serves virtually all of the county and regional library systems in the state. The Georgia Library Information Network (GUN) operates at the Georgia Department of Education .as a clearinghouse for 190 member libraries all over the state. Approximately 30,000 requests a year for seldom-used books, loans of

research materials and answers to questions are handled for Georgia libraries by the GUN staff. Smaller libraries that do not have the necessary information on hand find the service especially valuable.
The current APEG formula for grants to county and regional libraries must be improved to maintain adequate book collections and staffing levels to meet the needs of local populations. New formulas for these grants based on census information have been proposed to correct inequities.
In addition, more books are needed to meet the demands of libraries and state government workers. Book purchases have declined steadily over the past few years because of reduced . funding, increased costs and the effects of inflation on purchasing power. During fiscal year 1983, readers' requests totaling 9,989 had to be referred to and filled by other libraries because the books were not contained in the public library services collection.
The 1985 General Assembly is requested to provide funds to implement the new formula for public library materials and to raise the per capita allocation to 65 cents per person and fund the additional 51 libraries needed throughout the state. The cost of operating public libraries has risen as utility costs and maintenance costs have increased. In order to offset part of the increased cost, the General Assembly is requested to increase public library M&O by 14.75 cents per capita to 62 cents. Additional funds are also needed to permit an increase from $750 to $1,000 in the travel allotment for public librarians. The central collection in Atlanta cannot be maintained at the current level of funding; additional purchases of books and materials are needed to offset the austerity effects of the recent recession.
In order to better serve the public, 16 public library construction projects should be funded during FY 1986. The current facilities for public library service are inadequate to provide for the needs of the approximately 325 libraries which compose the 50 library systems across the state. A new facility would enhance the staff's ability to serve the public and enable the library for the blind and audiovisual library to be moved from the old state Farmer's Market on Murphy Avenue to the same site with the other state public library services. The General Assembly needs to provide funds to build a modern facility

30

50 Georgia Public Libraries

36 Regional (Multicounty) Libraries
(*denotes headquarters county)

Lake Blackshear Regional Library Crisp, Schley, Dooly and Sumter* counties

Athens Regional Library Clarke*, Madison, Oconee, Oglethorpe and Franklin counties

Augusta Regional Library Burke, Columbia, Glascock, Lincoln, Richmond* and Warren
counties

Southwest Georgia Regional Library Decatur*, Miller and Seminole counties

Brunswick-Glynn County Regional Library Brantley, Camden, Charlton, Glynn*, Long, Mcintosh and Wayne counties

DeSoto Trail Regional Library Baker, Early, Mitchell* and Worth counties

Sequoyah Regional Library Cherokee*, Gilmer and Pickens counties

West Georgia Regional Library Carroll*, Douglas, Haralson, Heard and Paulding counties

Northeast Georgia Regional Library Habersham*, Rabun, Stephens and White counties

Chattahoochee Valley Regional Library Chattahoochee, Marion, Muscogee*, Stewart and Quitman counties

Dalton Regional Library Catoosa, Gordon, Murray and Whitfield* counties

Kinchafoonee Regional Library Calhoun, Clay, Lee, Randolph, Terrell* and Webster counties

DeKatb Library System DeKalb*, Newton and Rockdale counties

Satilla Regional Library Atkinson, Coffee* and Jeff Davis counties

Oconee Regional Library
Johnson, Laurens*, Treutlen, Washington and Wheeler counties

Ocmulgee Regional Library Bleckley, Dodge*, Pulaski, Telfair and Wilcox counties
Chestatee Regional Library Hall* and Lumpkin counties

Aint River Regional Library

Butts, Fayette, Henry, Lamar, Monroe Pike and Spalding*

counties

'

Cherokee Regional Library Dade and Walker* counties
Troup-Harris-Coweta Regional Library Coweta, Harris and Troup* counties
Lake Lanier Regional Library Dawson, Forsyth and Gwinnett* counties
Middle Georgia Regional Library Baldwin, Bibb*, Crawford, Jones, Macon, Twiggs and Wilkinson counties
Uncle Remus Regional Library Hancock, Jasper, Morgan* and Putnam counties
Pine Mountain Regional Library Meriwether*, Talbot, Taylor and Upson counties
Colquitt-Thomas Regional Library Colquitt* and Thomas counties
Sara Hightower Regional Library Floyd* and Polk counties
Chatham-Effingham-Liberty Regional Library Chatham*, Effingham and Liberty counties
Statesboro Regional Library Bryan, Bulloch*, Candler, Emanuel and Evans counties
Screven-Jenkins Regional Library Jenkins and Screven counties
Coastal Plain Regional Library Berrien, Cook, Irwin, Tift* and Turner counties
South Georgia Regional Library Echols, Lanier and Lowndes* counties
Ohoopee Regional Library Montgomery, Tattnall and Toombs* counties
Bartram Trail Regional Library Wilkes*, Taliaferro, Greene and McDuffie counties
Okefenokee Regional Library Appling, Bacon, Clinch, Pierce and Ware* counties
Piedmont Regional Library Banks, Barrow*, Jackson and Walton counties
Mountain Regional Library Fannin, Towns* and Union counties
14 County Library Systems
Dougherty, Atlanta-Fulton, Grady, Bartow, Elbert, Ben Hill, Peach, Hart, Clayton; Jefferson, Cobb, Houston, Brooks and Chattooga counties

31

in the Capitol Hill area for the Georgia:r;fublic library services, the library for the blind and the audiovisual library and for local library construction projects across the state. During the period that a new library facility would be planned and built, the staff must continue functioning in the existing facilities. Funds are needed to' replace worn out carpet, seal the floor, refinish the walls and carry out minor renovations at the Education Annex building.
Public Television
Georgia has developed a network of public television stations that matches or surpasses

other state systems. While the television transmitting facilities are now operated by the Georgia Public Telecommunications Commission, the Georgia Board of Education and the Board of Regents are still involved with the governance of the new agency and remain committed to the belief that public television is an important educational service for Georgians. More than 1,000,000 households are tuned in to one or more television programs broadcast over the Georgia Public Television Network during a typical week.

Vacation reading club members with aide Jana Foreman at Lake Blackshear Library.

32

The Instructional Support Program

The school exists to enable students to acquire the skills, knowledge and attitudes that are essential characteristics of educated individuals. Appropriately, most of the school's time and resources are focused directly on learning tasks. To provide a proper setting for the learning tasks, however, there must be supportive programs at all levels. Education is most effective when student needs, student interests and school offerings are considered together and carefully matched.
Providing such balance and continuity is a primary function not only of the classroom teacher, but also of building and system administrators and support personnel.
The curriculum must be coordinated to assure that a balanced program is available for students. Coordination also assures parents that their children will find continuity of content and progressively more difficult assignments which will encourage student learning. The skills of the teacher, the principal and other staff must be regularly evaluated and enhanced through inservice training. Professionals must manage the school and coordinate the diverse activities which contribute to learning. Everything that happens to a child at school affects that child's learning and development. The student learns from the teacher and the curriculum but is also affected by the meals provided, the type and duration of play time available, the temperature and light conditions in school and whether the buildings and furniture are attractive, well kept and functional.
Presently the instructional support system is organized around eight functions - student services, instructional resources, curriculum development, staff development, administration, school nutrition services, facilities and transportation.
Student Services
Student services in Georgia schools include the work of guidance counselors, psychologists and psychometrists, visiting teachers and school social workers. Each provides a different kind of support, but all affect students' lives and their motivation to learn, in and out of school.
During the 1983-84 school year, 131 counselors were employed at the elementary level serving

168 of the 1,152 elementary schools. At the middle school level, 302 counselors served 217 schools. Forty-one middle/junior high schools were without services. Seven hundred and twenty-nine counselors were employed at the high school level serving all of Georgia's secondary programs. Sixteen additional counselors were employed in special settings such as alternative schools. Counselors help students to improve study and reading skills, choose courses and evaluate personal and career plans.
Elementary counselors typically are involved in a variety of activities of shared concern to parents, teachers and students. Georgia has approximately one elementary counselor for every 3,675 children. They lead classroom guidance groups and conduct parent education groups. They are also involved in activities such as
screening children for educational placement,
counseling parents and children,
leading developmental play groups with children.
Middle school counselors help students deal with concerns associated with the transition from childhood to adolescence. They lead group counseling sessions for students experiencing problems such as failure, peer rejection, divorce, drugs or loss of a loved one. Counselors provide classroom guidance to students to help them gain the understandings and skills necessary to plan and succeed in their educational and career futures.
Secondary counselors are concerned with registration, scheduling and recordkeeping activities to help the instructional program run smoothly. They are also heavily involved in test administration, staff development, behavior management, human relations and individual student counseling related to personal, academic or career problems.
Preventing problems from reaching crisis proportions is regarded by counselors to be of prime importance. This need is being addressed by a Comprehensive Guidance and Counseling Program developed for use in schools across the state. Its goal is to reduce the crisis-oriented approach of most counselors by training them in

33

preventive counseling techniques in eigbt areas of emotional and social competence - self understanding, interpersonal relationships, expressing ideas, gathering and processing information, rights and responsibilities, decision making, achievement motivation and problem solving.
The Georgia Career Information System, a statewide service located in Atlanta, describes careers, the opportunities in the career areas and the education required to move along the career path. The system helps high school students and adults to look critically and knowledgeably at the choices available and to identify institutions in Georgia where training can be obtained in a particular career. The system is computerized so that users have easy access to information about 245 occupations and a large proportion of the employment opportunities in the state. For the Georgia Career Information System to become more accessible and to hold down the cost to individuals using the service, the General Assembly needs to provide additional support.
School social workers, formerly called visiting teachers, work to resolve school attendance or achievement problems which involve relationships between the child's family, the school and community. The program provides assistance in dealing with student conflicts, violence and vandalism, child abuse and neglect and teenage pregnancy. Services also include such activities as
referring students and parents to community agencies and resources,
arranging coordination of special school services such as special education, school nursing or psychological testing,
providing a legal liaison between the student, parents and the judicial system.
Georgia public schools employed 189 certified school social workers and 122 attendance workers during the 1983-84 school year, giving a ratio of one school social or attendance worker per 5,272 students in attendance. In FY 1983 more than 60,000 students were referred for services.
School psychologists are specially trained to work with children who, because of academic, emotional or behavioral problems, are experiencing difficulty in school. For them to be placed in appropriate special education

Thomasville City Schools' Sammy Boykin, school social worker.
programs, needs must be identified from tests, interviews and other available records. Due to the limited number of school psychologists, more than 5,100 Georgia students in the 1983-84 school year were referred for psychological evaluations but could not be served. Only 259 school psychologists are funded by the state, providing a ratio of one psychologist per 4,140 students in average daily attendance. In contrast, the Georgia Board of Education recommmends one school psychologist/psychometrist for every 3,500 students. A 3,500 student population typically includes 420 handicapped and 75 gifted students. In any school year, approximately 84 new students will be referred and approximately 103 students already participating in special education will require reevaluation for a total of about 187 referrals for testing. Also, school psychologists will be asked to evaluate and consult on 40-50 cases ~f children who have social, learning and/or adjustment problems but are not classified as handicapped. These varied instances of special needs mean that a total of 200-225 children in a student population of 3,500 will need the services of a school psychologist during the course of one year. Since each psychological evaluation requires about 10 hours of professional time, a testing case load of 225 represents the maximum reasonable expectation. The General Assembly needs to fund an additional 24 psychologist/

34

I
I

Students at Peach County High School work on computers donated by the Blue Bird Body Company.

psychoemetrists positions to address these critical needs.
Instructional Resources
The technological revolution has had an unprecedented effect on the youth of this country. Today's students are immersed in electronic media, an experience which broadens their knowledge and understanding as well as develops multimedia learning styles. National research clearly shows that a person's learning is more complete and permanent if the learning occurs through the use of many of the individual's senses.
As approaches to teaching have expanded from using textbooks and lectures as the prime resource to using a wide range of materials, the traditional library has become a central source for all types of instructional resources -

filmstrips, videotapes, films - as well as books. The modern school librarian has become the specialist in the media center, trained in providing support for all learning activities and helping teachers select the media most appropriate for a given situation.
Georgia's goal in the area of media is to provide effective resources to support the development of knowledge and skills necessary for students to become productive members of society. Toward this end, all schools except one in Georgia have media centers; they are staffed by more than 1,900 media specialists. Georgia's media centers house an average 14.7 books and 2.4 pieces of nonprint media per student as well as instructional equipment. Services provided include instructing students in techniques of finding, interpreting and evaluating information, organizing materials and making them accessible, providing materials for special

35

teaching methods, produc~i items that cannot be purchased commercially and identifying places to secure materials the center does not own. Across the state, educational television provides additional material that can be an integral part of the school program. In 1982-83 more than 22,000 teachers in elementary and high schools regularly used educational television as part of their instructional programs. The state education department provides school systems with access to 3,000 audio- and 750 videotapes for classroom use. An additional 700 video selections are offered to participating school systems for year-long use in schools.
Educational technology, including microcomputers, can substantially improve learning within schools if proper materials are used by students under the direction of welltrained staff. The state-level Educational Technology Task Force, working in conjunction with the Educational Technology Consortium near Macon is assisting school system staff in the selection, use and evaluation of microcomputer hardware and software. The capacity is being developed for their effective use. The General Assembly should provide funds so that school systems on a matching basis may purchase additional hardware and software for instructional and administrative purposes.

Curriculum Development
Knowledge has so expanded in the 20th century that schools must be selective about what they choose to teach. Every school system periodically examines what is being taught and how, ascertains what is being learned by students and makes changes and improvements where necessary. Most Georgia school systems have developed a scope and sequence for the curriculum in K-12 outlining what students should learn in each grade, in what order and to what depth. These are critical steps which support and guide each teacher and help to assure that the school program fits together.
C~mputer technology is a new area being incorporated into the curriculum. The number of computers in Georgia classrooms was approximately 6,000 in school year 1983-84. That number continues to grow. The state education department assists local systems in buying computers and provides access to software. The department provides workshops to train teachers to use computers as well as a skills outline to help systems develop their own computer curriculum plans.
In many Georgia school systems curriculum committees of teachers, administrators, central office supervisors and sometimes students parents and community representatives '

Students at Henry Hunt School in Bibb County get extra mathematics and reading instruction from a volunteer.

'
36

Cooperative Educational Service Agencies (CESAs)
1. Central Savannah River Area 2. Chattahoochee-Flint 3. Coastal Plains 4. First District 5. Griffin 6. Heart of Georgia School Systems 7. Metro 8. Middle Georgia 9. Northeast Georgia 10. North Georgia 11. Northwest Georgia 12. Oconee 13. Okefenokee 14. Pioneer 15. Southwest Georgia 16. West Georgia

periodically review what is being taught. These groups examine the content of courses for congruence with system goals and with the results of the state and local testing programs. Their recommendations for modifications stimulate continuing improvement of the curriculum.
Curriculum directors are responsible for the overall coordination of school curricula in their systems. Many systems also have coordinators in areas such as reading, mathematics and science who work with teachers on specific grade levels or in particular content areas.
Lead teachers are used in many schools to help improve and develop curriculum and teaching methods. They work day-to-day with other teachers to help identify areas of need and to obtain resources to help the teachers and the school do a better job.
The development of state curriculum guides is a ~jor effort to facilitate curriculum improvement tn each school system. Georgia is now in the m~st of producing a comprehensive set of gwdes for all grade levels in each of the major

subject areas. These do not represent a state curriculum; instead, they represent basic subject matter that all educators recognize as necessary for any well-educated Georgian.
Cooperative Education Service Agencies (CESAs) provide significant regional support for curriculum through consultants who help develop and sometimes implement curriculum improvements. The CESAs serve groups of school systems (averaging 11 per CESA) that pool resources to provide services which might otherwise not be available to the individual systems. The CESAs help to overcome some of the limitations that are common to smaller school systems. Each CESA is controlled by a governing board made up of the superintendents from the member school systems. The 16 CESAs have almost 400 certified staff members offering consultant services in more than 25 areas to 169 school systems. These include consultation to classroom teachers in the basic skills areas, coordination of special education services and institutional services that can be provided at lower costs, such as cooperative purchasing of equipment, materials and supplies,

37

repair work on audiovisual equipment and <;::IJ business machines and job printing.
Staff Development
Local staff development activities are planned and conducted by school systems to improve the skills and knowledge of system personnel. Georgia is a national leader in providing staff development because of its emphasis on carefully analyzing the schooVclassroom needs of each individual teacher and administrator.
Funds are provided by the General Assembly to assist local systems in planning, developing and conducting staff development programs. Systems receive state funds in three areas - certification renewal, staff development for beginning teachers and in-service staff development. Most local system personnel participated in such programs during school year 1983-84.
Additional staff development is needed to implement several important statewide improvement efforts. Local school systems must either develop a state-approved staff development program or participate in a stateapproved CESA program for all teachers holding nonrenewable certificates. Each school system is also developing a system of personnel evaluation which will form the basis for staff development to correct staff deficiencies. Linking on-the-job evaluation and staff development is required by state board Standards. The state board has also established more rigorous high school graduation requirements that will first apply to the high school seniors of 1989. To meet these requirements, school systems are reexamining their high school curriculum and using staff development time to modify existing curriculum. The funds now available to implement these new staff development initiatives are inadequate because of the increasing number of professional staff seeking the services. Th~ General Assembly should provide critically needed funds in staff development for instructional as well as for administrative staff.
Educational support personnel also benefit from staff development Groups receiving training include school bus drivers and mechanics, school lunch personnel, school finance personnel and maintenance and custodial workers: Results are encouraging and visible. For example, Georgia is a national leader in school bus safety. In fact, mile for mile, a child is 44 times less

likely to be injured on a school bus in Georgia than in the family car.
Administration
The classroom teacher is the adult in the education system most responsible for student learning. But the teacher needs a great deal of support to realize his or her professional potential and to teach students. Buildings and classrooms must be provided and maintained; materials, equipment and furniture must be made available; students must be transported and fed; building maintenance is necessary. Above all, teachers must be supported professionally and organizationally as the firstline educators.
Superintendents, principals, curriculum directors, content coordinators and the other

Georgia Board of Education Award of Excellence Program

January February April May June July
August
September November December

Health and Physical Education
Vocational Education
School Nutrition Services
School/System Media Services
Special Olympics, Special Art
Art, Music, Drama, Dance, Foreign Language, Driver Education
Mathematics, Science, Social Studies, Language Arts
. Leadership and Management
Teaching
School-Community Relations

38

School lunchroom, Putnam County Middle School, Eatonton.

personnel who manage local school systems perform support functions without which classroom instruction would be ineffective. Central offices can range from one-person offices where the superintendent is the only professional staff to large urban organizations with a hundred professional and support staff.
In 1983-84 Georgia had 187 school superintendents, more than 1,800 principals and over 1,200 other professional central office staff in jobs as curriculum specialists, directors of curriculum and instruction, finance and business personnel, planning and evaluation personnel, other certified administrators and supervisors, special education directors and consultants and kindergarten directors and consultants.
Fiscal management is a major responsibility of system and building administrators. As a matter of fact, schooling is the largest business in many Georgia counties. The amount of money that passes through the school - from the salary

and operations budgets, from breakfast and lunch programs, high school annuals and class rings, student insurance and class pictures underscores the need for school administrators to be effective business people in addition to being professional educators. Almost 40 percent of the state budget and a large portion of local government funds pass through school administrators' offices. Even with such volume, Georgia school systems have an excellent record for good management and efficient operation.
In addition to having the time and expertise required for organizational management, the school administrator must also be a professional educator. A good principal knows the strengths and weaknesses of each teacher and is familiar with the program at each grade level. This knowledge is used to organize the school and help the staff develop an effective learning program for the child.
System curriculum supervisors serve a similar

39

function by coordinating pro!;J~iims to provide continuity for students from the earliest grades until graduation. They observe and talk with many teachers and students and help clarify needs in materials and techniques. They respond to local needs through direct supervision or consultation, by locating outside materials or personnel or by organizing in-service training.
Georgia's Performance-based Certification Program, for example has brought principals and supervisors into classrooms for more contact with teachers than ever before. More principals and supervisors are regularly observing in classrooms, and more teachers are asking administrators and each other for help. Students benefit when professional staff work more closely together.
School Nutrition Services
The Georgia school food and nutrition program serves almost 140,000 breakfasts and more than 803,000 lunches every school day. That was 25,000,000 breakfasts and 144,500,000 lunches served in 1983-84. Approximately 80 percent of all Georgia students participate in the lunch program either on a paid, reduced price or free basis. Schools in Georgia employ approximately 12,000 lunchroom staff to plan, prepare and serve the meals and to initiate and support classroom and cafeteria instruction in nutrition.
Research indicates that better nutrition can lead to higher academic achievement and improved student behavior. Research and experience have closely linked apathy, poor attention and disruptive behavior to malnourished children. A study in the Journal of the American Medical Association reported that hunger leads to a decreased sense of self worth. Hungry children may therefore be as apt to fail because of social and psychological problems as from biological or neurological impairments. The U.S. Department of Agriculture reported in a study released in 1983 that students who eat their mid-day meal in the school cafeteria have more balanced diets overall than do their classmates who eat elsewhere. A poor diet can result in a higher incidence of infection, greater susceptibility to disease and higher absenteeism, which can lead to lower educational accomplishment.
State legislation and state board policy have committed Georgia to an adequate school food program-at reasonable cost. Food costs are

projected to continue rising along with labor and other related costs. These rising costs will in turn mean higher prices in the school lunch program. As prices for school lunches go up, the number of purchased lunches tends to go down, with the result that fewer children receive the nutrition they need to maximize their health and their education experience. For example, in 1980 the average sale price of paid lunches was 45 cents. In 1981 the price increased to 59 cents, resulting in a 5.43 percent drop in paid lunch participation. Over the past several years prices have stabilized and student participation has begun to edge upward.
Facilities
Classrooms and school buildings are an obvious and increasingly expensive item in Georgia's education support system. Research and professional experience agree that factors such as temperature (heating!cooling systems and insulation), light (quality and quantity available), sound (insulation and building arrangement), access to modern facilities and equipment (lab facilities and vocational equipment) and even the color of facilities affect how students behave in school and how well they learn.
Energy costs account for the largest portion of a typical school's operating expenses after salaries. Georgia schools have begun to use a number of low cost or no cost energy saving techniques, but these must be supplemented by costeffective capital improvements. Many energy saving features are available, from window/wall reduction to conversion to fluorescent lighting, natural gas and heat pumps. Computerized control systems can save schools millions of dollars. Many of these improvements can pay for themselves in three years or less.
Capital outlay funds to build, renovate or modernize school buildings and classrooms are a pressing need. Improved teaching techniques, innovations in education hardware and the everincreasing need to prepare Georgia students for a highly technological future require the renovation and modernization of old facilities and the construction of new, more effective and efficient buildings.
Finally, the school-age population is expected to increase significantly in the South by the end of the decade because of growth in the region and a southern birthrate surge now underway.

40 .

isLmyospntrgeo-mrvasenmhgaeesnPtcloaonfnnteridniubgcuaatteniddotnbo~uItdfhgaeceb1tTgi1nrf'ogfwsbty1h~

local and
G~or~1a.

L 1facilities plans subm1tted Y oca sc oo octa s as of June 1984 indicate that current
scyosnsetmruction needs are approx1.mate. Iy $903

million.

The 1984 General Assembly appropriated $79,000,000 for the capital outlay p~og~am.
Systems are preparing project applications now to present to the 1985 General Assembly. It is anticipated that systems will be requesting approximately $100 million for FY 1986. Meeting these immense, cumulative building needs must
be of prime concern for the General Assembly during the 1985 session.

Georgia's public library system serves all of education - the elementary and secondary programs, adult literacy education and postsecondary vocational education. All local public libraries are also part of the state network. It is one of the few operations which offers both formal and informal instructional support to all segments and levels of the society in and out of school. Many public library facilities in Georgia are outdated; many need renovations to be accessible to the handicapped. Others need energy conservation measures. Both new

Walker County bus driver Edna Elder.

construction and modernization of existing facilities are needed to maintain services.
Transportation
School buses are an essential and expensive support service for Georgia students, costing almost $120 million annually. Buses and drivers are allotted in five catergories:
1. Regular
2. Special education
3. Kindergarten
4. Vocational
5. Extended use for special education.
More than 8,500 buses are in use in Georgia, and they travel over 82 million miles annually carrying 803,390 students. Georgia school buses are among the most closely inspected, best maintained and skillfully staffed vehicles on the state's highways. Georgia has the best safety record in the east and ranks among the top five states nationwide. Seminars, workshops and training sessions are conducted each year for more than 8,000 drivers and mechanics. Drivers are required to have special licenses. Vehicles are inspected frequently and rigorous criteria are used.

41

The State Support Program

The governance of education in Georgia is shared by the state and local governments. The state constitution places significant responsibilities on local school systems to provide an adequate program.that serves the needs of citizens in the community. Considerable freedom is provided so that local boards of education may use their state resources with local and federal funds to address the basic and unique needs of their students. Under the state constitution the citizens have placed the responsibility for adequate funding of education on the General Assembly and the state board of education. The traditional partnership involving the Governor, the General Assembly and the Georgia Board of Education accounts for the significant improvement that has occurred in public education over the last several decades. The major responsibility of the state superintendent and the state board of education is to communicate the needs of public education to the General Assembly and the public and to assure that citizens are receiving the most efficient and effective services that cari be provided with available resources.
The purpose of this section is to describe some of the most visible areas of statewide program support and to highlight those in need of improvement in school year 1985-86.* They are organized around certain basic functions of the state board, superintendent and department of education.
Planning for the future of education, both short and long range
Assuring that each student has an equal opportunity for quality education
Providing consultative and technical assistance services to sehool systems
Distributing state and federal funds accurately and equitably.

Preparing for the Future
The state board, superintendent and department of education continually seek the cooperation and input of school staffs on conditions in the schools. The state board and the superintendent must evaluate the activities in schools to determine which ones are meeting the expectations of educators and parents and which ones need to be revised. They must look at the future as well as the present. Students entering kindergarten in the fall of 1985 will graduate in 1998. In order to prepare these students, the superintendent and state board must provide continuity in the school program today while meeting the new challenges of tomorrow.
The state board of education identified six tasks that would result in educational improvement in the schools in Georgia. They represent a set of policy actions that will affect students, teachers and schools. Each one is reflected in the numerous reports on American education which have been published in the past two years. However, the board's identification of these issues preceded the release of the national reports. The six tasks involve careful examination of the following improvement needs.
Strengthening high school graduation requirements
Establishing statewide promotion guidelines for at least one grade in elementary school
Implementing merit or differential pay for teachers
Identifying basic curriculum content in each elementary grade and high school subject
Upgrading administrative leadership
Simplifying teacher certification
An Action Plan for Education in Georgia* describes the board's actions on these issues through the summer of 1984.

*For more information about the.specific programs operated

by the department of education, the reader is referred to the

department publication, Georgia Department of Education

Operational Plan for Fiscal Year 1984-85.

.

*An Action Plan for Education in Georgia is available from the Division of Public Information and Publications, Georgia Department of Education

42

T~~l.'
... : ~:
!0----

Pratt and Whitney instructor Royce Glenn, left, and Columbus Tech industrial training coordinator William Jones Jr., beside computer control used in Quick Start Project.

High Technology
A revolution, based on remarkable advances in technology made over the last 30 years, is underway. The high technology industries deal with computers, communications and new technologies such as avionics, robotics/automation, fiber/laser optics, bioengineering and solar energy. These industries have many advantages over more traditional industries. They are relatively nonpolluting, provide high paying jobs, require high levels of capital investment and make significant contributions to the tax base of the state. Many of these industries have not yet generated a large demand for employment; for some it will be a decade or so before large numbers of workers

are needed. The computer industries, for example, took 25 years to expand from relatively few jobs to almost 800,000 nationwide. National projections for technology growth in the fields mentioned earlier are for 9.2 million new jobs and over a half trillion dollar increase in sales during the next two decades. Georgia can continue to benefit from this growth by looking ahead to the future and preparing now to develop effective training programs for adults and youth in high technology fields. In partnership with business and industry, the state must move aggressively to develop and expand these educational opportunities as growth potential is seen. In future years, the state board of education will need to adapt the elementary

43

and high school program in lis~ of high technology development.
In recognition of this need, the department of education is comprehensively studying the impact of high technology on the work and lifestyles of citizens who are now entering school. The department of education has established a departmentwide task force to
prepare Georgia's students to meet the challenges of a rapidly changing society and especially to deal with those aspects of the culture affected by the technology revolution and the information explosion;
prepare education professionals at all levels to modify the school environment curriculum methods and techniques to meet the needs of students in the future.

In order to address these purposes the task force will

develop and implement a five-year state plan for

the application of technology to the instructional

and administrative needs of education;

'

incorporate into curriculum materials the competencies needed by students to deal with technologies and their impact on education and the society;

identify teacher and adminsitrator competencies necessary to deliver a comprehensive program which takes into consideration the emerging technologies and their impact on the goals and dynamics of the teaching-learning process;

identify and initiate programs and activities necessary for the educational community to respond to the changing technology-based culture;

coordinate technology-related activities of the State Department of Education to address the fundamental themes of effectiveness, efficiency, the needs of the 21st century and the information age and the coordination of evaluation resources.

Computer Technology
Computers, large and small, are making their appearance in more and more school systems. Over the past three years, $11 million has been spent by school systems on computers and computer-related materials. Only one-fourth of these funds were from state or federal sources.

Most school systems have or will have microcomputers soon. In recognition of this, the department is helping local school systems in computer and software selection and assisting school staffs in developing curriculum guides for computer-assisted instruction. Results of a study conducted by the Georgia Department of Education on the use of microcomputers showed that there are more than 6,000 microcomputers already in use in Georgia schools, and by the end of this school year the number will probably exceed 10,000. The most recent survey figures indicate that there is one microcomputer in the schools for each 152 students. Nationally, the ratio is one micro for each 92 students. The General Assembly needs to fund expanded technical assistance so that existing staff can provide local school personel more help. The additional funds will enable the department of education to
evaluate computer software and print, video and audio materials to meet specific learning needs through a data bank of published reviews;
test new instructional equipment to determine reliability, durability and effectiveness through simulation of school conditions;
test audio- and videotape and disks .for quality and durability;
acquire materials developed by a consortium of southeastern states that is developing computer/ video/instructional television programming for use by all the participating states.
In addition, the department needs to work with local school systems to plan for the effective use of existing educational technology in the department and in schools.
Assuring Education Quality
Citizens have the right to an effective public school system. Parents and their children look to the State Board of Education and state superintendent for assurance that the thousands of hours invested in school will provide students the opportunity to acquire the knowledge and other skills needed to function in our complex society. Requirements for textbooks and other instructional supplies, educational facilities and equipment and all levels of st~ff are established with great care to ensure that a quality education is available.

44

Student Assessment
In 1971 , Georgia established a statewide testing program. In its first five yea.rs, all st)u.dentsdwere tested (except certain handtcapped m gra es fTohuers, eeitgehsttsanpdro1v1id, eudsiinngfonromramti.-ornefceroemncpeadn.ntegsttsh.e scores of Georgia students to those of a large group (the norm group) from across th~ nation. While continuing to assess student achtevement with norm-referenced tests, the state board by 1973 realized the need for assessment information more directly related to instruction in Georgia classrooms and in a form more easily used by teachers to plan instruction. Criterionreferenced tests in reading, mathematics and career development were completed and used in the spring of 1976.
In contrast to the comparison information yielded by norm-referenced assessment instruments, criterion-referenced tests are designed to assess the specific performance level of each student in relation to a set of welldefined objectives or competencies. This type of assessment provides information necessary to a variety of individual and program decisions. The Georgia Criterion-referenced Tests are designed to measure a basic group of essential skills at key points throughout the educational development of students. The skills assessed have been identified by Georgia educators as essential to academic progress, and they form a part of the curriculum which is recommended
Georgia public school seniors, class of 1981.

for Georgia students by the Georgia Department of Education.
Beginning with the 1982-83 school year, results of the. High School Basic Skills Tests were used to certify the competencies of students in reading, mathematics and problem solving. The demonstration of competency is an aspect of state policy designed to ensure that students have mastered specific skills prior to receiving a high school diploma. In the fall of 1986, scores required for passing the Basic Skills Test will be raised from 300 in reading and in mathematics to 307 in reading and 308 in mathematics. Criterion-referenced assessment is uniquely suited to such competency measurement since it requires clear definition of the competencies and exact specifications for their assessment. In turn, instruction can be geared directly to student acquisition of the competencies, and remediation, when needed, can be more easily specified.
The 1984-85 student assessment program provides for testing of all students in grades one, four, eight and 10 with criterion-referenced tests. Students who do not pass the reading and mathematics tests in grade 10 can take the tests again in grades 11 and 12 and beyond if necessary. In the spring of 1986, mandatory testing will occur in grades one, three, six, eight and 10. The third grade test will determine promotion to fourth grade.

45

As of 1986, materials for testing in kindergarten;:,~ and grades two and four will be provided by the state and are expected to be used by about 120 local systems which pay for scoring and reporting services.
The state board of education recognizes the importance of writing as a basic skill that should be assessed uniformly across the state just as reading and mathematics are. The development and use of a writing assessment test is both practical and desirable. The 1984 General Assembly provided funds for the development of a writing assessment test which will be a high school graduation requirement beginning fall 1987.

Certification
Certification helps assure that a minimum standard of training, performance and knowledge is met by individuals who seek employment in teaching and other professional positions in school systems. In accordance with the state constitution and state law, the Georgia Board of Education develops and administers regulations defining the minimum requirements for educators to serve in the public schools of Georgia.
The state board and superintendent are committed to making the certification process as efficient as possible without sacrificing the quality of instruction and administration in schools.
Certifying individuals requires careful attention to the specific college training and the nature of the certified experience of the applicant. More than 65,000 applications for certification are reviewed each year. A recent study showed that 61 percent of certification applications were processed within 22 work days or one calendar month. Within two months, almost 95 percent were processed and the certificates mailed. About 16 percent of applications were delayed because the evaluator had to wait for supporting information to be received from universities or former employers of the applicant before eligibility for the certificate could be determined. The cooperation of the sending institutions is needed to alleviate this problem.
The state board of education continues to study certification procedures to assure that delays are minimized. Certification requirements are being reviewed for relevance in today's schools.

Bolton Lunceford, 1979 runner-up teacher of the year, at Warren County High School.
Finally, new computerized record keeping procedures were implemented in 1984 that will further speed up the process.
Performance-based Certification
Performance-based certification (PBC) is among Georgia's most ambitious statewide responses to the need to assure statewide education quality. All teachers now seeking a professional, renewable certificate to teach in Georgia must
complete an approved teacher education program;
pass a test of knowledge in their teaching field (teacher criterion-referenced test);
demonstrate on-the-job mastery of 14 basic teaching competencies as measured by the Teacher Performance Assessment Instruments (Teaching Plans and Materials, Classroom Procedures and Interpersonal Skills).
Approved teacher education programs are offered in 32 colleges and universities with more than a thousand teacher preparation programs in teaching, leadership and service fields. These programs are evaluated every five years to verify that they are meeting criteria established by the state board.
Each beginning teacher in Georgia is tested to assure that he or she knows the subject matter. The examinations are designed not as a summary evaluation of college preparation, but

46

test of the information a teacher should aksnoaw to teach a sub.Ject or grade.

On-the-job assessment is required because it is

t enough that teachers merely know the .

no ropriate information. Teaching each subject

::uires many other skills. With the help of teachers across the state, the s~ate board ha~

~'detntiafliletdea1c4hbearss,icncolamssartoteormwshkailtlsleavneld

behaviors or subject

taught, ought to demonstrate. Teachers are

given three years, under supervision, to

demonstrate these competencies through formal

assessments. The skills deal with the teacher's

ability to

organize materials and plan for instruction;

implement those plans in a classroom and provide an adequate learning environment;

promote good interpersonal skills in the classroom and deal with discipline.

Professional Standards Commission
The commission makes recommendations to the state board of education regarding standards for the education, certification and professional growth of those who teach or perform other professional tasks in Georgia schools. It assesses education needs in Georgia by examining the effectiveness of what is currently happening in classrooms and makes recommendations about preservice preparation of personnel, accreditation of teacher education programs and certification of professional personnel. The commission holds periodic public hearings to learn the views of parents, teachers, state legislators and other interested citizens regarding problems in Georgia schools, particularly those that relate to teacher education and performance. In order to meet the growing need, the commission needs to add an additional staff member, a researcher/editor, to assist the other staff.

Providing Consultative and Technical Assistance Services
Consultation and technical assistance is an essential and much requested service of the state education organization. Employing prof~ssionals with training and experience and keepmg them abreast of current developments in education is a major responsibility of the Georgia Department of Education. Consultants are

available in academic and vocational curriculum, administration and supervision, special education and the handicapped and for all grade levels. There is consultation and technical assistance in transportation, facilities, school lunch and nutrition programs, for finance, accounting, research and evaluation, to name but a few. State consultants in the core, vocational and special education programs can advise and train local system personnel in all aspects of the school program and business affairs, from planning and development to implementation, evaluation and the redesign of programs.
Distributing State and Federal Funds
For students to receive education services from local school systems, state and federal financial resources must be provided in a fair, accurate, dependable manner. The Adequate Program for Education in Georgia (APEG) law spells out in detail each school system's entitlements to staff allotments and funds. Other state legislation and many federal laws also provide financial resources to Georgia schools. Each specifies conditions for schools receiving the resources and many specify the conditions of their use. It is the responsiblity of the state superintendent of schools to assure that the resources are distributed in accordance with applicable laws and regulations, and he or she also must establish and maintain control procedures to assure that funds are spent in accordance with state and federal law and Georgia Board of Education policies.
The Grants Accounting System used by the department to monitor funds distributed to local school systems has not substantially changed .since the late 1960s. The Education Statistics System was developed in the mid-1970s and is also in need of revision. The General Assembly is requested to provide funds so the department can secure the computer programming services necessary to revise both systems to meet the current needs of program administrators and auditors.
The work of the Georgia Department of Education in communicating, implementing, supporting and assess.ing the status of the state's education system prepares its staff to serve as a unique resource to the General Assembly and to the citizens of the state in planning and moving

47

toward better education. These de~rtment activities, in coordination with those 'of the Board of Regents, provide a complete education

program for Georgia that with continued diligence and fiscal support will meet the challenges of the 80s.

David McLeod, Gordon County, recruits teachers at the Georgia Department of Education Teacher Job Fair.

48

Index

Accounting system (local school systems) ~7 Adequate Program for Education in Georgia
(APEG) 9, 30, 47 Administration/ administrators 6, 10, 38 Adult education 24-25, 28-29 Aides (paraprofessionals) 17, 23
Allotments Capital outlay 40 Instructional 13 Kindergarten 17 Maintenance and operations 14 Staff 13, 14 Transportation 15, 17
Area vocational-technical schools 23-24 Facility needs 40 (also see Zimmerman report)
Assessment (student) 22, 45 Attendance workers 34
Basic skills (also see core program) 18 Basic skills tests 45
Capital outlay 40 Needs of school systems 40
Certification 46 Community education 10 Community-school relations 10 Compensatory program (also see special programs)
Federal23 Secondary 23-24 State 22 Comprehensive high schools 8, 20 Computerization 43-44 Administrative functions 43 Instruction 8, 43-44 Consultative services (Georgia Department of Education) 47 Cooperative Education Service Agency (CESA) 11, 15, 37-38 Core program 18-20 Counseling 33-34 Curriculum development 31, 36-37 Curriculum guides (state) 37
Disadvantaged 22-23 Distribution of funds 47
Elementary programs 19 Energy costs 40 Equal opportunity 9-10 Equity 9
Equivalency certificates (high school) 29 Evaluation 11
Beginning teachers 46-47

Exceptional children (also see special programs) 20-22
Facilities 8, 9, 15, 40-41 Facilities plan 41 Fiscal management 39 Food (school) 40 Funds (see allotments)
General Education Development Program 29-30 Georgia Career Information System 9, 34 Georgia Scholars 8, 20 Georgia Schools of Excellence 19 Gifted 22 Goals for education 5-6, 42 Governor's Honors Program 22 Graduation requirements 5
Handicapped 10, 17, 20-23
Improving school programs 7-9 Individual Education Plan (IEP) 17
Institutions (education for handicapped) 21-22 Instructional resources 8, 9, 35-36, 42 Instructional support system 33-41 Instructional technology 8, 43-44 Instructional television 36
Junior college vocational education 24, 28
Kindergarten Allotments 17 Eligibility 17 Full-day 8, 17 Program 16-18
Local facilities plan 41 Local support 13, 18
Maintenance and operation funds (M&O) School systems 8, 14 Vocational-technical schools 8, 24 Public libraries 30
Media 35 Centers 35 Resources (state) 5, 35
Minimum foundation program 13
Nutrition (school) 40
Paraprofessionals (aides) 17, 23 Parent participation (also see school-community
relations) 10 Performance-based certification 46-47 Postsecondary vocational education 23-25

49

Priorities 7-12

::J;

Professional competency 10, 46-47

Psychoeducational centers 10, 21

Psychologists (school) 33-35

Public libraries 9, 29-32

Facility needs 8, 30, 32

Public television 32

Public Telecommunications Commission 32

Quality (regulation for) 44-45 Quick Start programs 25

Required Local Effort (funds) 13

Salaries (teacher) 10-11, 13-14 School bus safety 38-41 School food and nutrition 40 School lunch program 40 School psychologists 34 School social workers 34 School-community relations 10 Secondary programs 20 Section 12, APEG 9 Short-term training 28 Special programs 20-23 Staff allotments 8, 9, 10, 14 Staff development 10, 38, 44
Administrators and supervisors 38 All certified personnel 11, 38 Funds 38 Maintenance personnel 38 School bus drivers and mechanics 38, 41 State compensatory program 9, 22-23 . State facilities
Facility needs 40-41 Handicapped 22, 41 Public library 30, 32, 41 Technical-vocational 28

State support (Georgia Department of Education) 47
Student achievement 22, 45 Student assessment 22, 45-46 Student services 33-35 Supplements 9, 13 Support services 33
Talented (academically gifted) 22 Teacher
Certification 46-47 Criterion-referenced tests 45 Salaries 10-11, 13-15 Training 44, 46 Teacher evaluation All certified personnel 46 Beginning teachers 46-47 Technology 28 Television (instructional) 36 Television (public) 32 Transportation 41 Twentieth year teacher supplement 10, 14
Visiting teachers 34 Vocational education
Facilities (also see Zimmerman report) 24 Junior colleges 8, 24 Postsecondary 23 Secondary 9, 20 Technical-vocational schools 8, 28 Vocational-technical schools 8, 9, 23-24
Writing assessment 46
Young Farmer Program 8
Zimmerman report 24

50

Investment in the Future
FY 1986

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