PAGE Winter 2025

TAKE YOUR TEACHING CAREER TO NEW HEIGHTS

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Designed to accommodate busy, working professionals, many programs are available online. The college’s offerings are ranked in the top tier of U.S. News & World Report’s “Best Online Graduate Education Programs.”

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Secondary Education online

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Education leaders choose UNG.

For more than 150 years, the University of North Georgia has been developing education leaders who are highly sought after for their skills and experience. Our innovative graduate degrees and endorsement programs help educators advance their education and their careers.

Secondary

Tier

Tier

Post

Teaching

The PAGE Legislative Team

Charlotte Flores, School Counselor

Brannon Parks, School Psychologist

Melinda Pippen-Miller, School Social Worker

As the largest independent educator association in the state and nation, the Professional Association of Georgia Educators (PAGE) exists to support our members who serve in every Georgia public school. PAGE provides unparalleled legal coverage, legislative advocacy, professional learning, grants, and scholarships. PAGE honors and encourages educational excellence through student programs including Student Teacher Achievement Recognition (STAR), Future Georgia Educators (FGE), Georgia Academic Decathlon (GAD), and PAGE Academic Bowl for Middle Grades.

For your Membership Services

Representative’s contact information, turn to page 55 of this issue or visit www.pageinc.org/membership

GENERAL INQUIRIES

770-216-8555 (option 3)

800-334-6861 (option 3) info@pageinc.org

PAGE ATTORNEYS / LEGAL SERVICES

770-216-8555 (option 1) legal@pageinc.org

PROFESSIONAL LEARNING

334-734-0430 pl@pageinc.org

LEGISLATIVE SERVICES

770-216-8555 legislative@pageinc.org

MEMBER SERVICES

770-216-8555 (option 2) membership@pageinc.org

Impact 101

Your project. Your idea. What’s “the one thing” you want to accomplish for your classroom or school? Make it happen using the framework provided in this course.

Uplift!

Need a boost of encouragement? PAGE offers three Uplift! courses, each filled with messages of gratitude for what you do as a great educator.

Explorations

If you are a TAP (EAP) or ECE teacher, your education pathway students will benefit from the practical lessons and ideas embedded in this course.

Starting Strong

PAGE and the Georgia Teachers of the Year Association have collaborated to provide 40 weeks of insightful, inspirational, and practical support for college seniors and first-year and second-year teachers.

Visit www.pageinc.org/professional-learning or scan the QR code to learn more.

In This Issue

The safety and security of students and staff in Georgia schools is essential. Though much has been accomplished in recent years, much remains to be done. At no time was this more heart-wrenchingly evident than Sept. 4, 2024, when an Apalachee High School student opened fire within the school – taking the lives of two teachers and two fellow students, and injuring many others.

In this issue, you’ll hear from Charity Lee (pages 32-34), an Apalachee teacher who took immediate action as shots rang out. Implementing protocol learned through active threat drills, Lee recalls, “They weren’t just safety measures – they were my lifeline. Without that preparation, I don’t know if I would have been able to handle it.” Yet, as Lee emphasizes, though drills and training are critical, nothing can truly prepare anyone for such tragedy. “We struggle as teachers to make it through each day,” she says. “I thought surely by now I’d be okay. Everybody says that, and yet we’re not.”

You’ll also hear from Barrow County School System Chief of Staff Dr. Matt Thompson (pages 33-34), school mental health professionals from throughout the state (pages 42-46), the first Georgia educator to obtain the School Safety and Anti-Gang Endorsement (page 36), the founders of Haralson County’s proactive trauma support program (pages 39-40), and many others.

And, you’ll hear from fellow Georgia educators about their views on school safety and security through responses to the

PAGE pre-session Legislative and Policy Survey. Fielded within days of the tragedy at Apalachee High School, the survey garnered input from more than 3,000 educators from 170 Georgia districts. Turn to pages 48–51 to review key takeaways. To learn more, access the full report at https://www.pagelegislative.org/ surveys

PAGE President Daerzio Harris and Executive Director

Craig Harper each address this critical topic in their columns (pages 8-11) with Harper referencing two newly established safety-and-security-focused PAGE Foundation Grants.

This issue also contains a comprehensive overview of school safety plans and how educators contribute to the development and enforcement of those plans (pages 28-31).

We hope you find these articles and interviews helpful. Thank you for all you do every day for Georgia’s students, families, and communities. n

Ramona Mills Executive Editor / Writer

From the President

“School safety extends far beyond physical security. It requires a holistic approach that addresses the mental health needs of students, fosters a positive school climate, and promotes a sense of belonging for all.”

The safety and well-being of our students and staff is paramount. Unfortunately, school safety concerns are a reality, and Georgia schools are taking significant steps to create secure and supportive learning environments. While academic excellence remains a primary goal, it is impossible without first addressing the fundamental need for physical and emotional safety.

I’m fortunate to work in a district that prioritizes safety. Our schools have metal detectors, comprehensive camera systems, and other security features designed to protect our students and staff. These measures provide our community a crucial first line of defense and a sense of reassurance. However, school safety extends far beyond physical security. It requires a holistic approach that addresses the mental health needs of students, fosters a positive school climate, and promotes a sense of belonging for all.

One of the most pressing challenges facing Georgia schools is the rising rate of mental health concerns among students. Anxiety, depression, and behavioral issues are on the rise, impacting not only academic performance but also overall well-being. Recognizing that mental health is intrinsically linked to school safety is essential. Students struggling with their mental health may exhibit disruptive behaviors, disengage from learning, or even pose a risk to themselves or others.

Creating a safe and supportive environment for students and staff requires a multi-tiered approach:

• Early Identification and Intervention: Schools must have systems in place to identify students who may be experiencing mental health challenges. This involves training teachers and staff to recognize warning signs, providing regular mental health screenings, and establishing clear referral pathways to appropriate support services. Early intervention is key to preventing more serious issues from developing.

• Access to Mental Health Professionals: Every student in every school should have access to qualified mental health professionals, such as counselors, psychologists, and social workers. These professionals are vital in providing individual and group counseling, crisis intervention, and connecting students and families with community resources.

“Creating a safe and supportive environment for students and staff requires a multi-tiered approach.”

• Fostering a Positive School Climate: A positive school climate characterized by respect, inclusivity, and a sense of community is essential for both safety and academic success. This involves implementing programs promoting positive behavior, teaching social-emotional skills, and addressing bullying and discrimination.

• Trauma-Informed Practices: Recognizing the prevalence of trauma among students, schools should adopt trauma-informed practices. This approach emphasizes understanding the impact of trauma on behavior and learning, creating a safe and predictable environment, and providing support that promotes healing and resilience.

• Collaboration and Communication: Effective school safety requires collaboration among school administrators, teachers, staff, parents, students, and community partners. Open communication channels, regular safety drills, and threat assessment teams are vital components of a comprehensive safety plan.

While physical security measures like those implemented in my district are essential, they represent just one piece of the puzzle. By investing in mental health supports, fostering a positive school climate, and implementing trauma-informed practices, Georgia schools can create learning environments where every student feels safe, supported, and empowered to thrive.

It is an ongoing effort that demands continuous attention and resources. By prioritizing the well-being of our students and staff, we can ensure that our schools are not just places of learning but also havens of safety and support. n

A passionate advocate for student success, Harris holds a bachelor’s degree in liberal arts from Georgia Southern University and master’s and specialist degrees in educational leadership from Albany State University. He is an assistant principal at Claxton Middle School in the Evans County Charter Schools System. Prior to his current role, Harris taught elementary, middle grades, and adult technical education. In 2022, he served on the Georgia Department of Education’s Teacher Burnout Task Force.

From the Executive Director

“As educators, by prioritizing safety, we affirm our commitment to nurturing a generation of students capable of thriving, making a difference, and believing in a world in which they are protected and valued.”

In recent years, our schools have faced escalating concerns about the safety and security of students and staff. High-profile incidents of violence – most recently at Apalachee High School in Barrow County – have punctuated the national discourse. These tragic situations reveal sensitive vulnerabilities in school security protocols, and they challenge educators, policymakers, and parents to prioritize measures that

ensure the physical and emotional well-being of all involved in education. Comprehensive safety and security strategies are essential – not merely as preventive measures, but as foundations for environments where educators can focus on teaching and students can focus on learning and growth without fear. The pursuit of a secure school environment is a societal responsibility.

In Georgia, Gov. Brian Kemp, the General Assembly, the Department of Education, Professional Standards Commission, Georgia Emergency Management Association, and school districts have made important initial investments and directed attention to critical safety issues. These include security grants, annual QBE allotments, School Resource Officer training and support, safety audit standards, and educator certification endorsements. While most safety and security measures focus on facility, software, and personnel training, much more must be addressed through mental health and well-being resources for students. For several years, through its Legislative Priorities (pages 19 - 21) and actions, PAGE advocacy has strongly recommended increases in school staff who directly support student mental health, specifically school counselors, social workers, and psychologists.

As more comprehensive and robust systems become part of the school environment, practices and policies must be developed to effectively identify those considering school violence and effectively mitigate risks while protecting basic individual civil rights. It’s a delicate balance that should tip toward safety of the school community.

This issue of PAGE One strives to present the current state of school safety and security in Georgia from the perspectives of those directly involved in these issues. Notably represented are the voices of those who continue to deal with the difficult aftermath of Apalachee.

PAGE exists to serve and support you in ways that empower you to best meet the needs of students. We continually seek additional benefits to further that mission. In recent months, two safety-and-security-focused grant programs have been established through the PAGE Foundation with approval of the PAGE Board of Directors and the PAGE Foundation Board of Trustees. The first is the School Safety Preparation Grant which designates funds for several PAGE members’ participation in the annual Georgia School Safety & Homeland Security Conference each June or in other school safety professional learning activities as they are developed in coming years. This grant will fully fund registration and accommodations while providing a travel stipend for each educator. The second grant program, the Healing and Hope Grant, is one we hope is never again necessary. Founded following the tragic loss of life at Apalachee, it provides $10,000 to a school district in which any educator or

school staff member is killed due to school violence. These unrestricted funds allow a district to offer additional staff resources or support activities that may be unattainable with local, state, or federal funds.

Initial contributions to these two funds were made by PAGE. Individual and corporate tax-deductible donations may be made to the PAGE Foundation at this link: https://www. pagefoundation.org//donate or from the QR code.

As educators, by prioritizing safety, we affirm our commitment to nurturing a generation of students capable of thriving, making a difference, and believing in a world in which they are protected and valued.

Thank you for your contributions to a safer school community for Georgia’s educators and students. n

Executive Director Craig Harper joined PAGE in 2015 after more than 22 years in Georgia public school leadership positions, including experience with human resources, professional learning, school safety, student services, and policy. Harper holds a master’s in public administration from Valdosta State University.

IT’s Time To Apply for A PAGE Foundation Scholarship!

Are you a Georgia educator seeking to advance your career through a higher degree?

Maybe you’re a paraprofessional or college student pursuing initial certi cation?

Perhaps you’re a high school student interested in obtaining a degree in education or a college student pursuing a teaching degree??

PAGE Foundation scholarships are here to help!

The PAGE Foundation awards scholarships – more than $600,000 to date – to eligible PAGE members seeking to advance their careers through higher degrees and to students aspiring to become educators. Applicants are scored based on academic achievement, recommendations, and written essays. Each scholarship is a one-time cash award payable to the recipient’s college or university.

BRANDY MOOREHEAD

2024 PAGE Dr. Allene Magill Support Personnel Scholarship

Paraprofessional, Ridgeland High School

Walker County School District

Applied at University of West Georgia

“This will take stress o me, and I will probably have more income to start other classes. I am very appreciative of this opportunity.

RYAN SLAY

2024 PAGE Professional Scholarship

Teacher, LaGrange High School

Troup County School System

Applied at University of West Georgia

“My goal is to earn a specialist degree in curriculum and instruction. This degree will aid me in further learning new and innovative means of better educating this generation of students. This is important to me because I strive to always improve, and students deserve that.”

MAKAYLA WILLS

2024 PAGE Dr. Alton Crews Future Georgia Educators Scholarship Applied at Savannah State University

“I believe (this scholarship) will contribute greatly to my professional goal of becoming a teacher by relieving some of the nancial stress.”

APPLY Through May 29*

*High School applications close March 31

To learn more about PAGE Foundation Scholarships, visit www.pageinc.org/scholarships.

BY EDUCATORS FOR EDUCATORS

An Exclusive Benefit O ered by No Other Georgia Educator Association

A unique, personalized service by educators for educators, PAGE Coaching is an exclusive, members-only benefit available to you throughout your career as a PAGE member. And, because PAGE Coaching is completely confidential, you’ll be able to address even the most di cult and sensitive topics.

All PAGE coaches are experienced educators skilled at mentoring, counseling, conflict resolution, relationship building, and educator best practices. Areas of expertise include regular education, special education, and leadership.

ARE YOU ...

Experiencing burnout and in need of support, resources, and strategies?

Needing insight to help refine classroom management plans or e ectively counter disruptive behavior?

Seeking proven strategies for dealing with parental complaints or concerns?

Looking for information and assistance as you address challenging situations with students, peers, or administrators?

Desiring insight and encouragement as you consider growth opportunities and next-level career development?

PAGE COACHING CAN HELP

ABOUT PAGE COACHING

• PAGE Coaching supports and empowers you by providing the assistance you need when you need it.

• It’s available in all areas of the state.

• It’s completely confidential.

• And, most importantly, it works. Since its inception last fall, PAGE Coaching has assisted more than 425 members.

At your request, PAGE will pair you with a professional coach for one-on-one sessions dedicated to assisting with your specific challenges. You’ll meet virtually to identify foundational issues. Your coach will then work with you to determine next actions to e ectively address those issues.

Ready To Sign Up?

Accessing PAGE Coaching is simple. All you need to do is fill out a request form and we’ll take it from there.

Scan the QR code or visit https://bit.ly/3vVZo7F.

Advocating for You: Meet Your PAGE Legislative Team

As a Georgia educator, advocating for students is one important way you look out for them. Advocating for Georgia educators is one of the many important ways PAGE looks out for you.

As you consider the factors impacting your ability to effectively serve students while growing in your profession, caring for your family, cultivating work/life balance, and preparing for your future, there’s one critical aspect that may not immediately come to mind: state policy.

State policy greatly influences your work – from compensation and retirement benefits to testing, evaluation, curricu-

lum, class size, rules of conduct, and so much more. Changes in one of these areas can dramatically alter your work inside and outside the classroom. And, the lawmakers responsible for education budget and policy decisions often have limited insight into your day-to-day realities as educators.

This is why you need a team of legislative and education policy experts advocating on the issues and topics that matter to you. As a PAGE member, this is exactly what you have.

Your PAGE advocacy team develops, communicates about, and advocates for policies at the state and federal levels that support Georgia educators and enable them to thrive professionally.

Though their most visible work happens during each session of the Georgia General Assembly, the team advocates on behalf of members year-round.

Perennial education policy topics for which the team advocates include teacher pay, school funding, teacher evaluation and assessment, protecting the Teacher’s Retirement System, and preventing the expansion of private school vouchers. Topics such as teacher burnout, recruitment and

retention, and literacy have also emerged as major education policy issues in recent years.

In addition to these policy areas, the PAGE Legislative Advisory Committee (page 18) works with PAGE staff annually to identify specific issues that require legislative action during a particular year. You’ll find this year’s legislative priorities at www.pagelegislative.org and on pages 19-21 of this issue.

Your PAGE Legislative Team Members

Margaret Ciccarelli Director of Legislative Services mciccarelli@pageinc.org

Margaret Ciccarelli is a longtime PAGE employee who has served in various legal, legislative, advocacy, and communications roles. The daughter of a lifelong professional educator, Margaret grew up and attended public schools in Statesboro, Georgia, before attending the University of Georgia and later Mercer Law School. She, her husband, and their three children live in Decatur.

Robert Aycock

Legislative Communications Specialist raycock@pageinc.org

Josh Stephens

Legislative Services Specialist

jstephens@pageinc.org

Josh Stephens has worked with the organization since 2012. He grew up in Madison, Georgia, where his mother served on the Morgan County Board of Education for many years. Josh earned his undergraduate degree from the former Augusta State University (now Augusta University) before moving to Atlanta to earn his Master of Public Policy degree from Georgia State University. He lives in Covington with his wife, Graci, and dog, Cerny. Josh and Graci welcomed their first child, Hattie, in December.

Claire

Robert Aycock joined the legislative team in 2023. He comes from a family of educators as both his mother and grandmother were teachers in Georgia schools. A graduate of Lassiter High School in Cobb County, Aycock holds a bachelor’s degree in political science from Georgia College and State University and a Master of Public Administration degree from Georgia State University. Aycock lives in Mableton with his wife Leona, who he met while they were both interns at the Georgia Capitol.

Suggs Senior Education Policy Consultant

Claire Handley Suggs is an education policy expert who has worked with leading organizations throughout the state to improve public education and serve Georgia’s children. She currently serves as senior consultant to PAGE. She is leading a multi-year study on Georgia school districts’ use of federal pandemic relief funds for the Georgia Partnership for Excellence in Education. She provides strategic assistance, research, and analysis, and advocacy support to organizations, including nonprofits and school districts. Previously, Suggs was senior education policy analyst for PAGE, served with the Georgia Budget and Policy Institute, and worked for the Clarke County School District.

Your PAGE Legislative Advisory Committee

Your PAGE Legislative Advisory Committee (LAC) consists of members representing each of PAGE’s 15 membership districts. The LAC also includes legacy members who have consistently demonstrated a commitment to the committee’s work. The LAC meets annually at the PAGE office in early September to develop the association’s legislative priorities for the upcoming legislative session. Committee members also serve as subject-matter experts for the legislative department throughout the year.

LAC members also have opportunities to enhance their participation in PAGE’s interaction with policymakers. In addition to in-person engagement with legislators during the annual PAGE Day on Capitol Hill, LAC members have the option to attend virtual meetings with lawmakers, state education agency representatives, and other special guests throughout the year.

We encourage LAC members and all PAGE members to develop relationships with their state House and Senate members. These relationships are vital to the success of your association’s efforts at the Capitol, as policymakers rely on educators – the experts – for information on education policies that shape Georgia public education.

Members interested in serving on the LAC should contact Legislative Services Specialist Josh Stephens at jstephens@pageinc.org to request an application. As seats on the committee become available, the PAGE legislative team will contact applicants to schedule virtual interviews.

Those selected to join the committee serve at least one twoyear term, with the option to return for a second two-year term. All members of the committee attend the September meeting at the PAGE office in Atlanta. n

Top Left: Emily Kobito (Cherokee County) speaking; Willie Matthews (Muscogee County) listening. Top right: Tisha Boyd (Clayton County); Above: Kevin Schneider (Gwinnett County)

2025 PAGE Legislative Priorities

PAGE Legislative Priorities are created and approved by members every year. The priorities inform areas of PAGE advocacy focus during the legislative session for which they are generated. PAGE also strongly supports and continuously advocates for policies that benefit educators, students, and public education, including raising educator salaries and promoting strong retirement and healthcare benefits for Georgia educators.

Take a Holistic Approach to Protecting Students and Teachers

PAGE advocated for and appreciates annual state school safety funding approved by Gov. Brian Kemp and legislators in 2024. The following school safety recommendations build on this valued addition.

• Increase State Funding for School Counselors, Social Workers, and Psychologists

As educators indicated in the PAGE 2024 Legislative Survey, increasing the number of mental health professionals in schools is the top action step educators want state and district leaders to take to improve school safety. Georgia funds one school counselor for every 450 students, well above the recommended best practice of one for every 250 students.1 Similarly, the state funds one social worker and one psychologist for every 2,475 students. The recommended ratio for social workers is one per 250 students2 and, for psychologists, it is one per 500 students.3 In addition to improving these funding ratios, policymakers

should more clearly define the role of these professionals in schools to reduce the potential for burnout of these important professionals.

School Mental Health Professional Funding Ratios

• Increase Access to and Awareness of School Safety and Anti-Gang Endorsement

Only 7% of classroom teachers and 8% of all educators participating in the PAGE survey are aware of the School Safety & Anti-Gang Endorsement. However, more than 37% of classroom teachers and 38% of all participating educators expressed interest in earning the endorsement.⁷ State leaders should raise awareness of the endorsement and expand training access to increase the number of educators who earn the endorsement.

Educators also want additional training to identify students at risk of harming themselves or others as indicated by the PAGE survey ranking such training as a top action step state local leaders can take to enhance school safety.

• Provide Additional Funding to Ensure Every Georgia School is Protected by a School Resource Officer

School resource officers serve an integral role in protecting students. Almost 30% of PAGE educators report their school does not have an SRO or shares an SRO with other schools in their district.⁶ Legislators should ensure every Georgia school is protected by an SRO.

• Improve Educator Working Conditions by Allowing them to Prepare for and Focus on Classroom Time

° Protect educator planning time and duty-free lunch

° Lower class size so educators may provide more personalized instruction and effective student support

° Provide mental health supports for educators, including counseling

° Evaluate Georgia’s strategic waiver and charter district flexibility programs to ensure flexibility waivers contribute to student and educator success

• Protect Educator Well-Being Through Mental Health Supports and Improved Working Conditions

Educators report that information about at-risk students does not consistently reach classroom teachers. Lack of access to student information exacerbates school safety issues. Lawmakers should seek ways to improve communication between schools and local, state, and federal agencies regarding at-risk students and increase resources for monitoring and following up. Policy considerations should reflect existing laws protecting student privacy and civil rights.

Boost Funding for Teacher and Leader Professional Development

Teachers and school leaders need more support to implement the Georgia Early Literacy Act, including on-site coaching and other assistance to master and embed structured literacy, new curricula, and new assessments into daily instructional practice. State funding for professional development is limited. Under the Quality Basic Education (QBE) formula, professional development funding is calculated as a percentage – currently 0.9% of the state base teacher salary. The percentage was 1.5% until FY 2003, when the General Assembly reduced it to 1%. Lawmakers lowered it to existing levels in FY 2014. Funding should be restored to the 1.5% level to ensure the state’s QBE formula reflects the cost of high-quality training for all educators.

Provide Incentives to Attract and Retain Educators and School Staff

Georgia’s educator workforce continues to face significant turnover and shortages in a growing number of subject areas

as well as hard-to-staff schools. Many contributing factors, including rising financial pressures, deter teacher candidates from entering or staying in the profession.⁸ Georgia’s leaders can take critical steps to resolve these factors by:

• Restoring HOPE financial aid programs for teachers

• Reauthorizing the return-to-work program for retired teachers

• Increasing salaries for paraprofessionals

• Extending state teacher salary schedule steps past 20 years of experience

• Providing workforce housing incentives for educators

• Increasing funding for substitute teachers n

¹American School Counselor Association. (nd). School Counselor Roles & Ratios. Retrieved from https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios

²School Social Work Association of America. (nd). School Social Workers Helping Students Succeed: Recommended School Social Worker to Student Ratios. Retrieved from https://www.sswaa.org/_files/ugd/426a18_4050422b3c41478f9ee0db83d1bc1f75.pdf

³National Association of School Psychologists. (nd). Federal Public Policy and Legislative Platform. Retrieved from https://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2024145

⁴Under the recommendation, districts with fewer than 2,475 FTEs would receive funding for one full-time social worker. The ratio for school social workers would remain 1:2,475 for all districts with more than 2,475 students.

⁵This recommended funding ratio is based on the language of HB 283 (2013), which reduced the school psychologist state funding ratio to 1: 2,420. The new ratio was to be implemented in Fiscal Year 2016, but no action has yet been taken.

⁶Views from the Schoolhouse: Georgia Educator Policy Insights 2024. Retrieved from https://bit.ly/4g1Dq3S

⁷Professional Association of Georgia Educators. (2024). Views from the Schoolhouse: Georgia Educator Workforce Insights. Retrieved from https://www.pagelegislative.org/_files/ugd/bd220f_4075e72b3b824ef9a10b6b90e2ee8225.pdf

⁸Professional Association of Georgia Educators. (2024). Views from the Schoolhouse: Georgia Educator Workforce Insights. Retrieved from https://www.pagelegislative.org/_files/ugd/bd220f_4075e72b3b824ef9a10b6b90e2ee8225.pdf

Join Us and Advocate Directly with Lawmakers

PAGE Day on Capitol Hill is Tuesday, Feb. 18

PAGE Day on Capitol Hill is your opportunity to join fellow members at the Capitol for a day of education-focused advocacy on the issues that matter to you.

Following an on-site breakfast, attendees will hear from legislators, policymakers, PAGE advocates, and others during the morning session. All participants will then choose their preferred form of advocacy – direct dialogue with lawmakers or email correspondence. The event culminates in a lunch buffet and keynote address.

In recent years, attendees have heard from Gov. Brian Kemp, State School Superintendent Richard Woods, House Education Committee chair Chris Erwin (R-Homer), and House Education and Retirement Committee member David Wilkerson (D-Powder Springs).

Multiple paths to register:

• With your phone, scan the QR code below

• Copy the following into your browser: https://bit.ly/PDOCH25

• Access the link from any PAGE Day on Capitol Hill post on PAGE social media

• Click on the link supplied in a PAGE Day on Capitol Hill registration email in your inbox

• Visit www.pageinc.org, select Legislative, then Events, then PAGE Day on Capitol Hill

Questions? Contact PAGE Legislative Communications Specialist Robert Aycock at raycock@pageinc.org.

Hoping to see you at the Capitol!

Register Today. n

GACE ASSESSMENT CHANGES COMING JULY 1

Georgia Educators Needed to Help Shape Those Changes

Changes to the Georgia Assessments for the Certification of Educators (GACE) are slated for July 1, 2025.

Practicing Georgia educators and educator preparation provider faculty will be involved in reviewing assessment materials throughout the development process.

The Georgia Professional Standards Commission (GaPSC) is seeking certified educators and those who prepare educators to apply or nominate others to serve on GACE development, fairness review, and standard-setting committees.

Participants will:

• Help shape the future of education

• Have the opportunity for professional growth and work in collaboration with educators in their field

• Receive substitute reimbursement for their school (public school educators only)

• Have the opportunity to use their participation toward professional learning requirements

• Be reimbursed for their travel and meal expenses

• Be provided with hotel accommodations, if necessary

Scan the code or visit https://www.garecruit.nesinc.com/ to apply or nominate colleagues.

COMING THIS SPRING: Your Opportunity to Review Annual Reports and Elect PAGE Leadership

On or after May 15, access the Online Business Meeting through the link on the PAGE website or in the message sent May 15 to all members at the email address on file with PAGE. Through the link, you will be able to:

1. VIEW this year’s annual reports:

• PAGE Membership

• PAGE, PAGE Foundation, and Legal Defense Fund Financials

2. VOTE for the SY 2025-26 slate of PAGE officers and district directors

The Annual PAGE Online Business Meeting will be Open May 15 Through May 31.

PAGE Encourages all Members to Participate

The Online Business Meeting link will be open May 15 through midnight May 31.

If you are unable to access the link to view reports and cast your vote, send an email to info@pageinc.org for assistance.

Volunteer Opportunity: Georgia Academic Decathlon State Competition

Looking for a great volunteer opportunity? Meet us at Kennesaw State University to help with this unique competition, testing participant knowledge in 10 academic disciplines. Learn more and sign up to volunteer: http://www.pageinc.org/gad.

Professional Association of Georgia Educators Legal Defense Fund, Inc.

Consolidating Statements of Activities for Fiscal Year Ending June 30, 2024

Net Assets Without Donor Restrictions

Revenues, Gains and Other Support

PAGE Contribution - operations

PAGE Contribution - reserve

Interest Income

PAGE ONE Magazine, Professional Association of Georgia Educators Statement of Ownership, Management and Circulation

Title of Publication: PAGE One Magazine: Professional Association of Georgia Educators. Publication Number: 1523-6188. Date of filing: September 28, 2023. Frequency of issue: Four times yearly. Location of known office of publication: New South Publishing, Inc., 9040 Roswell Road, Suite 210, Atlanta, GA 30350. Owner: Professional Association of Georgia Educators, 2971 Flowers Road South, Suite 151, Atlanta, GA 31141.

$1,053,497

$350,000

$239,592

Total revenue, gains and other support $1,643,089 Expense

Program Services Legal services $713,132 Increase (Decrease) In Net Assets Without Donor Restrictions $929,957 Beginning Net Assets Without Donor Restriction $4,997,510 Ending Net Assets Without Donor Restrictions

Professional Association of Georgia Educators Legal Defense Fund, Inc.

Consolidating Statements of Financial Position as of June 30, 2024 Assets

Cash, Cash Equivalents, and Legal Reserve Fund

$5,927,467

$6,699,959

$6,699,959 Liabilities and Net Assets Liabilities

Assets Without Donor Restrictions

Net Assets Without Donor Restrictions

Extent and Nature of Circulation: Circulation of single issue published nearest to filing date: Total copies printed, 73,419. Sales through vendors, dealers, carriers and over the counter: 0. Mail subscriptions, 72,988. Total paid circulation, 72,988. Free distribution (by mail carrier or other means, including samples) 400. Total distribution, 73,388. Copies not distributed (office use, unaccounted for) 31. Percent paid and/or requested circulation: 95.5%.

Average circulation for each issue in preceding 12 months. Total copies printed, 55,284. Sales through vendors, dealers, carriers and over the counter, 0. Mail subscriptions, 54,608. Total paid circulation, 54,608. Free distribution (by mail, carrier or other means, including samples) 650. Total distribution, 55,258. Copies not distributed (office use, unaccounted for) 26. Percent paid and/ or requested circulation: 98.8%.

JOIN. RENEW. UPDATE.

Keeping pace with your needs, PAGE has streamlined the system for joining, renewing, and updating your member profile. Visit https://members.pageinc.org or scan the QR code below to create an account and access this new, easy-to-use portal.

ENSURE THAT YOUR MEMBERSHIP REMAINS CURRENT

If you transfer from a school system where you are on payroll deduction, you’ll need to provide PAGE with this new information in order to maintain membership and prevent a lapse in coverage and benefits.

STAY IN-THE-KNOW BY KEEPING YOUR CONTACT INFORMATION UPDATED

Review your contact information, updating if needed, to ensure accuracy. Providing a personal email rather than a work email address is preferred as some school system filters will prevent receipt of messages.

CHANGE FROM STUDENT MEMBERSHIP TO PROFESSIONAL

When transitioning from student to teacher, ensure continued coverage by also transitioning your membership to professional. And you’ll receive your first year at half price!

Safety and Security in Georgia Schools

By the PAGE Legislative Team: Margaret Ciccarelli, Josh Stephens, and Robert Aycock , with contributions by guest writers Charlotte Flores, Brannon Parks, and Melinda Pippen-Miller

In 2023, the Georgia General Assembly approved the Safe Schools Act, a bill sponsored under the leadership of Gov. Brian P. Kemp. The bill, supported by PAGE, mandates the creation of a school safety and anti-gang endorsement for eligible certificated professional personnel. It also requires public schools in Georgia to submit school safety plans to the Georgia Emergency Management and Homeland Security Agency (GEMA/HS) and conduct intruder alert drills, allowing parents to opt their children out if desired.

Kemp and legislators provided $109 million in additional school safety funding and added it as a line item in the FY 2025 budget to ensure continued funding in future years. Lawmakers previously provided school safety funding in the form of one-time grants. PAGE advocated for annualized funding in partnership with the Georgia School Boards Association, the Georgia School Superintendents Association, and the Georgia Association of Educational Leaders. We encourage PAGE members to thank legislators for their support to keep students and teachers safe.

School safety has been a pressing issue in Georgia for some time. It was a concern for policymakers and advocates before Sept. 4, 2024, when a student took the lives of two teachers, Richard

Aspinwall and Cristina Irimie, and two students, Christian Angulo and Mason Schermerhorn, at Apalachee High School in Barrow County. On Sept. 26, 2024, Hurricane Helene drastically impacted teachers, students, and some school buildings across Southern and Eastern Georgia.

The following set of articles (pages 28–51) highlight the importance of school safety plans in preventing and mitigating disasters, how schools should respond to incidents, how schools can recover after an event, and how individual educators and staff can get involved in their school’s safety plan. You’ll hear from several Georgia educators and school employees – including an Apalachee High School teacher, a Barrow County Schools administrator, school mental health professionals, and the first recipient of Georgia’s School Safety and Anti-Gang Endorsement. You’ll also learn about the Ready Georgia Seal of Preparedness, the HC Watch program, and more. In the closing segment, you’ll find school safety opinions from PAGE members who responded to the 2024 PAGE legislative survey.

Thank you for the great work you do every day in Georgia’s schools and communities to keep students safe. We hope you find these articles helpful.

School Safety Plans are Strengthened by Educator Awareness and Participation

School safety plans are essential blueprints for ensuring the well-being of students, educators, and staff in Georgia schools and school-sponsored activities such as athletic events. These plans are dynamic tools that should evolve to meet the needs of each unique Georgia school community as the latest threats to schools emerge.

Join us as we delve into requirements for school safety

plans, different disasters schools plan for, and the role of educators in developing and enforcing these plans.

What Does Georgia Law Require?

Georgia law mandates that every public school develop and maintain a safety plan that addresses preparedness for all potential incidents, including natural disasters, hazardous

material spills, medical emergencies, active shooters, and other potential threats.

Each school safety plan must:

1. Involve Stakeholders: Plans are created with input from students, parents, teachers, school staff, local law enforcement, emergency management agencies, and various other community partners.

2. Be Comprehensive: Plans should cover all aspects of emergency response, from violence prevention to mental health awareness to physical security measures, and much more.

3. Be Regularly Updated: School safety plans should be reviewed regularly to keep up with emerging threats to schools. GEMA/HS can assist school districts with updating safety plans.

Core Components of a School Safety Plan

A school safety plan is more than a document about responding to violent threats to a school campus. The plan is a comprehensive guide on how to respond, who is responsible for responding, and how to coordinate efforts to protect as many students as possible. Here is a closer look at what these plans include:

1. Emergency Evacuation Protocols

Assembly Areas: Identifies safe locations for evacuations, including alternatives if the primary area is compromised.

Evacuation Maps: Provides clear diagrams posted at eye level in classrooms and common areas to indicate primary and secondary routes

Accommodations for Disabilities: Details transportation and evacuation plans for individuals requiring special assistance.

2. Emergency Kits

First Aid Kits: Stocked with medical supplies to manage minor injuries and more serious incidents until first responders arrive.

Go Kits for Teachers: Small kits containing class rosters, first aid supplies, emergency contact information, and medications for students with specific needs.

Stop the Bleed Kits: Equipped with tourniquets, wound packing materials, and trauma dressing to address severe bleeding.

Emergency Evacuation Kit: A collection of essential supplies, equipment, and information for use during school evacuations. These kits should be stored in at least two locations within the school, be durable and easily transportable, and include items such as safety plans, contact information, floor plans, and emergency forms.

3. Threat-Specific Protocols

Natural Disasters: Protocols for tornadoes, hurricanes, earthquakes, and flooding, including shelter-inplace procedures and post-disaster recovery plans.

Man-Made Threats: Responses to bomb threats, cybersecurity breaches, and active shooter scenarios.

Health Emergencies: Includes pandemic preparedness and procedures for handling medical emergencies, such as allergic reactions and overdoses.

4. Behavioral Health and Crisis Management

Mental Health Awareness: Training for educators to recognize signs of mental distress in students and how to provide early intervention.

Suicide Prevention Protocols: How to address threats or occurrences of suicide, including immediate response and long-term support for affected students and staff

5. Family Assistance Protocols

Reunification Plans: Procedures for reuniting students with families during or after an emergency, including designated pick-up areas and verification processes.

Communication Strategies: Guidelines for disseminating accurate and timely information to parents, guardians, and media

6. Roles and Responsibilities

Crisis Response Teams: Designated school personnel assigned specific roles during an emergency, such as managing communications, assisting evacuations, coordinating with emergency responders, and more.

School Leadership: Outlines the principal’s responsibilities in coordinating efforts with local law enforcement and emergency management.

7. Training and Drills

Regular Drills: Fire, tornado, and active threat drills ensure staff and students know what to do in a crisis.

Training Records: Schools maintain documentation of staff training in areas like CPR, first aid, and de-escalation techniques

8. Incident Reporting and Analysis

Post-Incident Review: Procedures for documenting incidents and identifying areas for improvement

School Safety is More than Active Shooters

Active shooter incidents receive the most media attention and are the first thing many Americans think about when hearing the words “school safety.” These events, such as the shooting at Apalachee High School, often result in a cascade of news reports and celebrity attention. However, it is crucial to remember that schools face many other types of threats daily, ranging from severe weather to cybersecurity threats to health emergencies. These types of incidents are common issues in Georgia schools. The Georgia School Safety Plan Guide emphasizes that a robust safety plan must also address all potential threats to a school.

The Role of Educators in School Safety

Educators are the front line of school safety, responsible for supervising students for most of the day. This close interaction uniquely positions educators to contribute to the development of school safety plans. Educators can advance their involvement in numerous ways, including:

1. Joining the Safety Planning Team: Teachers and support staff can

offer valuable insights into the daily flow of school operations, helping to identify practical safety measures.

2. Participating in Training: As detailed later in this feature, Georgia offers a School Safety and Anti-Gang Endorsement to all certified educators or school staff members who wish to complete the training.

3. Involving Students in the Process: Students have a crucial role in school safety. Also in this feature, you’ll read more about how students saved lives at Apalachee High School. Teachers can engage in age-appropriate discussions and activities to prepare students for emergencies.

School Safety Plans are Always Evolving

Schools should review and update their plans regularly to incorporate new insights, address emerging threats, and reflect changes in the student population and school environment. Additionally, schools are encouraged to conduct safety audits and participate in community or regional exercises coordinated by GEMA/HS to test and refine their preparedness.

School safety plans are much more comprehensive than the content covered here. To learn more about safety plan requirements and upcoming training opportunities, scan the QR code below to access the state’s school safety website. n

PREPARING FOR THE UNTHINKABLE:

How School Safety Training and Technology Were Utilized at Apalachee High School

The morning of Sept. 4, 2024, was an ordinary school day for Apalachee High School (AHS) special education teacher Ms. Charity Lee. She and her co-teacher were focused on their students when the unthinkable happened: the sound of gunshots filled the hallway. At first, confusion set in for teachers and students within earshot. A troubled student had bypassed school and district security protocols to smuggle a rifle onto campus. The school was under siege. Everyone was in danger.

Within minutes, the shooter took the lives of Richard Aspinwall, Christian Angulo, Cristina Irimie, and Mason Schermerhorn, and injured many others.

Yet, as the shots rang out, many in the building did not even recognize the sound of gunfire. Lee did. And she sprang to immediate action, ensuring the room was secure and positioning her students away from windows and doors - just as she was trained.

Flowers at Apalachee High School, honoring lives taken on Sept. 4, 2024.

“When it’s happening, it’s like time stands still,” Lee recalls of that unforgettable moment. “Your heart is racing, and all you can do is trust that everything you’ve learned, everything you’ve practiced, will help you keep everyone safe.”

“I turned off the lights, and we all moved into the farthest corner of the room,” Lee continues. “I knew from our drills that this was the safest place for us. The goal was to make sure no one knew we were there. We didn’t speak; we didn’t move; we just waited.”

Intruder Alert Drills

Lee recalls the active threat drills required by state law that she, her colleagues, and her students have grown accustomed to. “They weren’t just safety measures – they were my lifeline,” she shares. “Without that preparation, I don’t know if I would have been able to handle it.”

“When we go through these drills, we’re not just rehearsing the actions; we’re preparing ourselves mentally for what could happen,” Lee continues. “In that moment, my mind was clear because I knew exactly what to do.”

Barrow County School System Chief of Staff Dr. Matt Thomson adds, “When the unthinkable happens, every second counts. We can never predict when a crisis will strike, but we can make sure that our staff is trained to respond effectively and immediately.”

Lee describes the drills and how she interacts with her students during the drills, saying, “The soft lockdown is when we secure the classroom and continue lessons normally. In the event of a hard lockdown, we make sure the

“When it’s happening, it’s like time stands still.”

doors are locked, students move away from windows, and there’s complete silence. I always told my students that our goal is to stay invisible. When the administration comes by to check, I don’t want them to see us. That’s always been our focus during these drills.”

She adds, “It wasn’t just me being prepared; I made sure the students understood their role, too. They were calm because they knew exactly what to do,” Lee says. “They knew how to stay silent and still. They knew how to wait for further instructions.”

The integral role of students during an active shooter situation was evident at Apalachee High School. A student in another classroom recognized that the shooter, who was trying to enter their classroom, had a gun and ensured the door remained locked. The student’s actions likely saved lives.

Technology – Panic Button Alert Systems

As critical as the intruder alert drills were in preparing Lee, her colleagues, and her students to respond, the district’s decision to install the Centegix alert system the school year prior also proved to be crucial. The system allows teachers and staff to place the school in a hard or soft lockdown, depending on the severity of the incident. “Towards the end of last year, we had Centegix training for handling emergencies,” Lee recalls. “It was different from

Aerial view of Apalachee High School.

“There were things I did on Sept. 4 that I would not have known to do had we not done that drill.”

the standard drills. They taught us how to alert the administration and law enforcement in real-time through a special button system.”

The system is designed to help educators quickly communicate when something is wrong—a medical emergency, a classroom altercation, or a worst-case scenario like a school shooting. “We were taught to press the button three times for minor situations,” Lee explains, “but in the event of an emergency that would need help from outside the school, we were told to press it at least eight times.”

After pressing the button eight times, the school is placed on a hard lockdown. Screens in each classroom turn red and display the words “hard lockdown,” ensuring everyone in the building is alerted to the extreme severity of the situation. On Sept. 4, the system was used to place the school on a hard lockdown just after the shooting began. Lee and Thomson both credit the alert system with saving lives.

District and Community-Wide Drills

Thomson also credits the district’s full-scale safety drill held in concert with local law enforcement, emergency medical services, fire services, and other first responders in March 2024, only six months prior to the shooting.

“There were things I did on Sept. 4 that I would not have known to do had we not done that drill,” he says.

The district invested significant time and resources into coordinating the complex exercise. Thomson explains, “It’s not something that you can do every year. My general feeling is, for a school system, you can maybe do that every three years if you’re aggressive about it, but I’m going to tell you, there were so many things that we as a school system learned, and that our local EMS sheriff’s office learned, from doing a live drill that was absolutely put into effect on Sept. 4 that we would not otherwise have known to do.”

Technology proved to be one of the biggest challenges highlighted by the drill.

“When law enforcement sets up a command post, you’re probably not going to have Wi-Fi there,” says Thomson. “And you should not assume you’re going to have cell phone access. We learned very quickly that you have to use hot spots. So that was just a very practical thing I don’t think any of us ever thought about.”

Thomson strongly recommends that other districts conduct full-scale drills, even though they require significant time and resources. “It absolutely helped us formulate the better way to respond. And like I said, that was March 2024, and about six months later, we had the real thing. The drill benefited us tremendously.”

Aftermath – Picking up the Pieces and Providing Long-Term Support

As important as training and preparation are, robust efforts to prepare for disaster did not prevent the deaths of teachers and students at Apalachee High School.

Lee worries that the broader education community may not fully grasp the immense depth of their suffering. Through tears and visible heartache, having lost one of her own students and seeing several other students injured, she elaborates, “We struggle as teachers to make it through each day. I thought surely by now I’d be okay. Everybody says that, and yet we’re not.”

Lee shares that everyone, from students to district leadership, continues to experience tremendous sadness and painful emotions. She hopes Barrow County will continue to receive needed assistance. Thomson echoes this sentiment, emphasizing the need for a policy discussion for long-term support and resources to help schools and communities in the aftermath of profound tragedy. n

“I thought surely by now I’d be okay. Everybody says that, and yet we’re not.”

First Georgia Educator to Obtain School Safety Endorsement Recommends All Educators Participate

Richard Knox, the safety director for Whitfield County Schools, has spent his career protecting others. After serving in the United States Air Force and obtaining his emergency medical technician certification, Knox worked as an EMT in middle Georgia. After 17 years, he transitioned into education, working as a teacher, an assistant principal, and a principal. In 2015, Knox became the ESOL coordinator for Whitfield County Schools, a role he maintains alongside his dual role as school safety director for the district, which he started in 2017.

“School safety is a passion of mine,” Knox said. “When I took this job, one of the first things my assistant superintendent asked was if I would get my certified emergency manager certification. I was happy to do it because I know how important this training is.”

In 2023, the Georgia General Assembly approved the Safe Schools Act. This PAGE-supported bill created the School Safety and Anti-Gang Endorsement, requiring schools to conduct intruder alert drills yearly. Knox is the first, and at the time of publication, only Georgia educator to earn the endorsement. As GaDOE and GEMA continue to refine the endorsement program, Knox hopes to see more opportunities for in-person training and collaboration with local emergency management agencies. GaDOE staff confirmed in-person training opportunities will be available to more educators in 2025.

The Georgia Professional Standards Commission (GaPSC) offers the School Safety and Anti-Gang endorsement, which requires educators to complete courses covering severe weather preparedness, mental health awareness,

active shooter response, and more. For Knox, this endorsement was a welcome addition.

“As soon as I saw that the endorsement was available, I knew it was something I wanted to pursue,” he explained. “I stayed on top of the legislature reading PAGE reports and watched as they worked to finalize the course requirements. I was able to take early advantage of some in-person training opportunities, like the anti-gang course offered at the Georgia Alliance for School Resource Officers and Educators (GASROE) conference.”

Knox believes the broad range of topics covered in the endorsement program are crucial for all educators, not just those working in administrative roles. He has recommended several courses, including Demystifying Bullying and Mental Health Awareness, to his district’s safety coordinators and key leadership.

“These courses give you that baseline knowledge to understand the importance of school safety,” Knox said. “Even if you’re not pursuing the full endorsement, I encourage all administrators and educators to take advantage of these learning opportunities. You never know when that information might come in handy.”

With the endorsement program still in its early stages, Knox is optimistic about its impact on Georgia’s education community.

“School safety is not just about active shooters,” Knox concluded. “It’s about being prepared for anything –severe weather, medical emergencies, even bus accidents. The more we can do to educate our educators, the better off our schools will be.” n

Knox discusses lockdown drill results with a principal and SROs.

Knox speaks to a WCS bus driver.

School Safety and Anti-Gang Endorsement

Educators can now earn a School Safety and Anti-Gang Endorsement from the Georgia Professional Standards Commission (GaPSC). The endorsement was created by the Safe Schools Act passed by the Georgia General Assembly in 2023. It allows GaPSC-certified or licensed educators to explore many aspects of school safety, including student mental health, severe weather, civilian response to active shooters, and risk management at after-school activities.

The endorsement consists of 20 courses, which take approximately 40-45 hours to complete. These include 16 online courses and four in-person courses. GaPSC collaborated with the Georgia Department of Education (GaDOE), Georgia Emergency Management Agency/Homeland Security (GEMA/HS), and the Georgia Police Services Training Center (GPSTC). All courses must be completed within five years of application acceptance by the GaPSC.

Courses Available in Georgia Learns

• De-escalation for Educators

• Suspicious Activity Reporting

• Behavioral Threat Assessment and Management Training (BTAT)

• Violent Extremism

• Severe Weather

• Emergency Operations Planning

• Mental Health Awareness

• Bullying Prevention

• Suicide Prevention

• Supporting High-Risk Students

• Human Trafficking

Courses Available through FEMA

• Multi-Hazard Emergency Planning for Schools

• Introduction to the Incident Command System

• An Introduction to Exercise

• Intro to the National Incident Management System (NIMS)

• Risk Management for After-School Activities and Interscholastic Athletics

In-Person Courses Taught by GEMA and GPTSC Staff

• Civilian Response to Active Shooter Events (CRASE)

• Stop the Bleed (STB)

• Visual Weapons Screening

• Gang Prevention and Awareness in Schools (Offered by GPSTC)

While the endorsement can be earned by GaPSC-certified or licensed educators only, all school staff are encouraged to participate in the courses. Non-certified educators and staff should contact their employer to gain access to the GALearns courses.

Learn more about protecting your students today. n

A VOICE FOR CHANGE: How One Rural Georgia School Counselor is Helping Shape School Safety Policy

For Kevin Keve, the path to becoming a school counselor has been anything but linear. Keve began his career in law enforcement, which shaped his commitment to protecting and serving young people. He then moved to Thomas County Schools as a school resource officer (SRO), a role he held for six years. After discussing his future with an administrator at his school, Keve became a teacher.

“I love policing. I love everything about it,” he says. “But law enforcement is just not conducive to a family.”

Keve taught social studies for nine years before becoming a school counselor, a role he has held for 11 years. His diverse career in Thomas County has given him a unique perspective on the challenges of protecting, educating, and nurturing kids, especially in a rural Georgia district.

“Law enforcement is a passion. Schools are a passion. Mental health is a passion,” Keve reflects. “So how do we put it all together and make it work for the best of the students we serve?”

Pictured Left to Right: Keve, Andrea Brady, Cynthia Forde, Logan Herring.

Now, as a school counselor, Keve uses his unique experience to advocate for more holistic, collaborative approaches to school safety. Keve’s advocacy extends beyond his own district. As a PAGE Legislative Advisory Committee member, he’s a vocal champion for policies and resources that empower educators to keep students safe.

“It’s more important now than ever that we figure out how law enforcement, DFCS, our child advocacy centers, our educators – how can we all put this, ‘me, me, me’ philosophy aside and work together. The old adage, it takes a village to raise a child. It really does take a village.” Keve says.

As Georgia’s schools navigate an ever-evolving landscape of safety challenges, educators, including Keve, will be crucial in bridging the gaps and fostering the collaborative spirit needed to protect students. He cites the lack of resources for his profession as a hindrance to supporting students, including the loss of a state-funded data tracking program in Thomas County that allowed school counselors to document how they spent their time.

“Anytime that I wanted to, if somebody said, ‘Hey, what are you doing with your time?’ I could immediately print a report,” he explains. “I could show you exactly what percentage of my time I’m spending doing non-counselor stuff.”

But Keve sees promise in other initiatives like a new program currently used in Georgia by the Thomasville Police

Keve urges educators to participate in the advocacy process, whether by joining the LAC or attending PAGE Day on Capitol Hill.

Department and the small Boston Police Department in Thomas County called “Child at Risk Evaluation,” which streamlines communication between law enforcement, schools, and child advocacy centers. This kind of real-time data sharing could be a game-changer, according to Keve, as it allows schools to support students facing trauma or crisis proactively.

Keve urges educators to participate in the advocacy process, whether by joining the LAC or attending PAGE Day on Capitol Hill. Keve and his wife, Kristi, who is a teacher and is also on the LAC, have attended the event in years past and plan to attend in 2025. They hope to bring their oldest child to serve as a page for one of the legislative chambers. Learn more about the LAC and PAGE Day on Capitol Hill on pages 18 and 22. n

Keve with wife and fellow LAC Member Kristi Keve and son Cooper.

BUILDING TRUST, BUILDING FUTURES: HC WATCH’s Impact in Haralson County

Lena Mullany, the school counselor at Buchanan Elementary School, approached Principal Ethelyn Johnson in 2017 with an important observation. Students were attending school each day showing signs of trauma, but school educators often did not know the reasons. From Mullany’s recommendation, the Haralson County What About the Children initiative, HC WATCH, was born. Inspired by the Handle with Care program implemented in a small town in West Virginia with characteristics similar to Buchanan’s, HC WATCH

aims to assist students dealing with trauma by ensuring local agencies know their needs and can target support.

This proactive model aims to provide children impacted by trauma with a safe, nurturing school environment. Through open communication and support systems, HC WATCH quickly and effectively addresses students’ practical needs— such as rest, school supplies, or flexibility with assignments. Building trust with children and families is a core goal, ulti-

Pictured Left to Right : Ethelyn Johnson, Heather Mecillas, Lena Mullany.

mately encouraging students to attend and remain engaged in school. The program also seeks to positively impact graduation rates, building a supportive community foundation that contributes to Haralson’s growth and resilience.

“We realized early on that building this network wasn’t just about putting processes in place—it was about building trust and communication among all of us. Our shared goal is to ensure no child facing trauma feels left behind in our schools,” said Mullany. She emphasized that the creation of HC WATCH represented “a huge step forward in making sure our kids have what they need when they walk into school each day, whether that’s a change of clothes or a moment to breathe.”

The partnership began with the Department of Family and Children Services (DFCS), Buchanan Police Department, and BES. Recognizing the need for broader community involvement, the group expanded to include more local law enforcement agencies, including the Haralson County Sheriff’s Department (HCSD), the Tallapoosa Police Department, and the Bremen Police Department. The Haralson County School Technology Department created a dedicated phone number to streamline communication, and BES allowed Mullany’s email address to be shared as an additional contact point. Soon after, the partnership continued to expand, adding Bremen City Schools, the second school district in Haralson County.

District buy-in has been crucial to the program’s success. Haralson County Schools administrators actively partici-

“Our shared goal is to ensure no child facing trauma feels left behind in our schools.”

pate in the partnership by supporting the expansion of HC WATCH and helping promote the initiative throughout the district. The pandemic was a temporary setback, but HC WATCH has been revitalizing its efforts, adding the Haralson County Fire Department to the partnership in 2022.

Johnson emphasizes how crucial training is to ensure consistent processes across agencies and to prepare school staff for the unique needs of students facing trauma. The school trained most school staff, including bus drivers as they are often the first school employees students encounter. Training consists of identifying signs of trauma in students, understanding the HC WATCH notification process, and how to provide supportive resources for impacted students, such as extra time for assignments, a meal, clean clothes, or any resource the student requires.

Johnson shared, “It’s incredible to see how each department—law enforcement, schools, social services—has rallied behind HC WATCH. We’re all on the same page, and the district’s buy-in has only grown stronger each year.” Johnson described HC WATCH as more than just a program, calling it “a commitment. When our kids are in need, they have a whole community backing them up.”

Sgt. Heather Mecillas, the public relations and administrative staff commander for HCSD, who coordinates with Johnson on the department’s role in the program, said, “Being part of HC WATCH means that we don’t just see ourselves as protectors but as active partners in our students’ lives. This program shows how much we all care about these kids’ futures. We have a phone number now, and protocols are in place. We’re ready to support the schools whenever a student may need extra support.”

The agencies involved are now retraining staff, sharing updated processes, and producing materials such as posters and business cards to ensure that all responders have quick access to HC WATCH resources. These efforts promote seamless communication and alignment across agencies, enhancing the collective capacity to respond to students’ needs.

Johnson said, “As teachers, it’s a relief to know there’s a system for when a student comes to school dealing with trauma. HC WATCH has given us a way to connect quickly with others who can help. Every time I see HC WATCH in action, I feel reassured. We can all step in to support these students together, creating a safe space for them to grow.”

HC Watch is a simple and cost-effective model for replicating in other schools and districts, Johnson explains. There are minimal costs for the program, and some expenses are shared with law enforcement.

Mecillas adds, “It’s a response to help children. You just need to be willing to have a partnership.” With the right community buy-in, any district can replicate HC Watch’s success. n

Pictured Left to Right: Heather Mecillas and Ethelyn Johnson.

Ready Georgia Seal of Preparedness

The Georgia Department of Education (GaDOE) and GEMA/HS have collaborated to recognize schools that have increased safety for their students, teachers, and staff by awarding schools the Ready Georgia Seal of Preparedness. If your school meets specific safety planning criteria, it could be eligible. Schools must reapply for the seal each year to demonstrate their efforts to sustain quality school safety planning and preparation.

GaDOE and GEMA/HS are reviewing applications for 2025 recipients of the Seal of Preparedness, which will be announced in February. The next application window will open in September 2025. Learn more about the seal by scanning the QR code below.

Do you have questions about the Ready Georgia Seal of Preparedness? Contact Mark Muma, program manager for school safety at GaDOE, at mark.muma@doe.k12.ga.us

With Flexibility, Heart, and Community Connection, Georgia School Social Workers, Psychologists, and Counselors are Integral to Improving School Safety

Educators have long understood the link between mental health and school safety, but the interplay between the two has attracted heightened public interest in recent years. Though the roles of Georgia school social workers, school counselors, and school psychologists may overlap, these professionals bring unique expertise to address diverse student needs. Together, these professionals form a collaborative network that empowers students to succeed academically, socially, and emotionally, while improving student mental health, school climate, and safety.

School Psychologists are employed in Georgia schools to prevent and intervene with students’ learning and behavior challenges.

They boost the learning, behavior, and mental health of children and youth in our state. School psychologists are employed in Georgia schools to address challenges students of all levels face that prevent or interfere with learning or cause behavior issues. If necessary, they conduct psychoeducational evaluations to assess students’ cognitive, academic, and social-emotional skills to identify learning disabilities, intellectual disabilities, and other conditions that hinder student success. School psychologists consult and provide support to parents, teachers, and administrators relative to academic and behavioral inte rventions as needed. School psychologists develop and implement individual and group interventions to address students’ academic, behavioral, and emotional needs. This work is done in close collaboration with teachers, parents, and other school staff and might include counseling, social skills training, and behavior management strategies.

School psychologists are the most highly trained education personnel, with the requirement of a specialist degree for entry into the profession with a standard renewable certificate. Though the job profiles of school psychologists vary across school districts according to local needs and priorities, in all school districts, legal and court obligations require school psychological services. Legal mandates include

Given their advanced training, school psychologists are equipped to respond to and manage crises within the school setting, such as bullying, violence, or traumatic events. They create and evaluate school-wide programs to promote positive mental health, social-emotional learning, and academic success. They also advocate for the needs of students, particularly those with disabilities or special needs, to ensure they receive appropriate services and support. Increasingly, school psychological services are intended to prevent problems in school settings rather than waiting until academic failure or serious maladaptive behaviors occur.

Examples of School Psychologists’ Work to Address Student Mental Health and School Safety:

• Providing counseling services to students experiencing anxiety, depression, or other mental health concerns

• Leading social skills groups for students with difficulty interacting with peers

• Training teachers on classroom management techniques and behavior modification strategies

the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.

SCHOOL PSYCHOLOGIST SPOTLIGHT:

Written by Brannon Parks, School Psychologist, Chattahoochee-Flint Regional Education Service Agency (RESA), Ellaville, GA

The region we serve is in Southwest Georgia and includes multiple districts with fewer than 750 students in K-12. We are the only RESA with a full, shared psychological services department. I am in my third year as the Coordinator of Psychological Services and my 19th year as a school psychologist at CF-RESA. I have a staff of eight amazing school psychologists who provide psychological services to 13 county school districts and one state charter school.

In my current role as coordinator, I advise special education directors on any and all issues that arise in their districts regarding eligibility, Child Find, and IEP services. This includes the interpretation of private psychological reports that parents bring to the district. I also deliver training related to those areas to their teachers and organize crisis response teams when we are needed to respond to traumatic events that have occurred to students, teachers, or district personnel.

If school psychologists were represented by an icon, it would be Gumby! Gumby represents the good in people, and Gumby is flexible and caring like a school psychologist.

School psychologists improve school safety and student mental health by providing individual and group counseling to students on an as-needed basis and helping school districts tailor and implement social/emotional/behavioral interventions for any identified students. Unfortunately, many school psychologists in Georgia are not able to utilize these aspects of our expertise due to the size of our psychological evaluation caseloads.

One way we wish the public better understood our work is that school psychologists in Georgia can do so much more than psychological evaluations. We are an integral part of MTSS, special education eligibility, and IEP teams, but our training enables us to help in myriad ways outside those areas.

“If school psychologists were represented by an icon, it would be Gumby! Gumby represents the good in people, and Gumby is flexible and caring like a school psychologist.”

When considering how state policymakers could move to make school psychologists more effective in our roles, we recommend a multifaceted approach. First, there must be a concerted effort to grow our Ed.S. level training programs so they are able to graduate more qualified school psychologists. This would include expanded faculty for our training programs. Georgia currently has programs at Georgia State, Georgia Southern, and the University of Georgia. UGA just restarted its Ed.S. level program during the 2023-24 academic year. After that, the legislature should decrease our QBE funding ratio from its current level, which is one school psychologist for every 2,475 students. The National Association of School Psychologists (NASP) recommends one school psychologist for every 500 students so we can provide comprehensive psychological services to every student who needs them. n

Parks alongside leaders and students from Chattahoochee Flint RESA during a visit with Gov. Brian P. Kemp and First Lady Marty Kemp at the State Capitol.

Parks at the State Capitol.

Georgia School Counselors design and implement comprehensive programs focused on student achievement.

These education professionals design and implement comprehensive school counseling programs focused on student achievement, covering academic, career, and social-emotional development. They utilize data to identify student needs and tailor their services accordingly. They provide a range of support services, including individual and small group counseling as well as classroom guidance. School counselors coach students to better manage emotions, build positive relationships, and develop problem-solving skills.

Uniquely qualified to support all students at each developmental stage, Georgia school counselors provide academic and career readiness services and programming. They help students explore career options, prepare for college applications, and develop the skills needed for future success. School counselors work closely with teachers,

administrators, parents, and community organizations to support students’ overall well-being.

Examples of School Counselors’ Work to Address Student Mental Health and School Safety:

• Counseling individual students to help them tackle personal concerns and challenges

• Providing small group counseling focused on specific topics like stress management, anger management, or social skills

• Teaching classroom lessons on skills like study habits, goal setting, and decision-making

• Intervening in crisis within the school community

SCHOOL COUNSELOR SPOTLIGHT:

Written by Charlotte Flores, School Counselor, International Charter School, DeKalb County

My role as a school counselor is to provide social-emotional learning and support for students and staff in a collaborative, safe, and inclusive environment. I advocate for my students and provide opportunities for various counseling programs and resources as I strive to create a community of respect for all. I am an integral part of educating the whole child in a data-driven program.

I overheard a new 4th-grade student ask one of our other students who I was when I passed them. The ICS student who had been with us since kindergarten said, “Oh, that’s Ms. Flores... she’s the heart of the school.” The heart provides the warm imagery of caring and empathy, yet the heart as an organ is so much more. It is an essential organ that the body cannot live without, delivering oxygen and other nutrients to the body.

The role of the school counselor is also essential in educating students. We provide a unique set of skills to students to educate the whole child, building bridges and removing barriers so that students can learn and thrive.

School counselors have a unique and essential role in improving school safety via mental health. We teach students skills to become problem solvers, develop empathy, have expanded opportunities for career paths, and develop coping and emotional regulation skills. When we teach students skills for self-management, self-awareness, social awareness, relationship skills, and responsible decision-making, we equip them to feel safer in themselves and with others. We know that students who do not feel safe are unable to learn to their full ability. The brain cannot process and retain information if we are in fight, flight, or freeze mode. School counselors teach the vitally important skills to navigate the complex world we live in. This directly impacts their safety in every aspect of their lives.

In thinking about how our role could be better understood, we wish Georgians knew that school counselors must be competent in working with students, staff, families, and community partners. We must collaborate to be most effective, as there is not enough time or resources to do everything ourselves. We also need to be flexible as we may have a plan for the day, but a student crisis will always be our priority and our focus, which means we need the time and space to properly respond.

The ability to fully do our jobs as school counselors depends heavily on expectations from the district and school ad-

students.

“School counselors have a unique and essential role in improving school safety via mental health.”

ministration. I have been extremely fortunate to work in two schools where my time has been valued and priority has been given to my appropriate roles and responsibilities. However, I know that not all Georgia school counselors are as fortunate and are often required to spend many valuable hours fulfilling duties outside of their roles and responsibilities.

The state should provide more funding for school counselors, social workers, and other mental health professionals in our schools to provide the level of services our students need. n

My official title is Director of Community and Culture at ICS. I am the school counselor and have some leadership responsibilities. I have served in this position for four years. Before this, I was in Troup County and was the counselor at Ethel W. Kight Elementary for five years. I was a grade level teacher, EIP teacher, ESOL teacher, and music teacher over the past 24 years in public education.

Flores celebrates UN Day with

Georgia School Social Workers Help Students, Families, and School Systems Overcome Barriers that Interfere with Learning.

These Georgia education professionals play a critical role in supporting students’ academic success and well-being by analyzing barriers to learning, assisting with mental health and behavioral concerns, and providing positive behavioral and academic support in consultation with teachers, parents, and administrators. School social workers collaborate closely with other school staff to develop strategies to support students in the classroom and address behavioral challenges.

School social workers are trained mental health professionals with a master of social work degree and are certified by the Georgia Professional Standards Commission.

They provide student counseling and support to students struggling with emotional, behavioral, or mental health issues, such as anxiety, depression, or trauma. School social workers help identify and address factors that may hinder

students’ academic progress, such as family problems or poverty. Through assessment, coordination of community services, and crisis intervention, school social workers help students, families, and school systems overcome barriers that interfere with learning.

Examples of Georgia School Social Worker job duties related to student mental health and school safety:

• Conducting home visits to build relationships, assess family needs, and connect families with community services such as healthcare, housing, and food assistance

• Identifying and reporting child abuse and neglect

• Providing intervention in crises such as bullying, violence, or suicide attempts

SCHOOL SOCIAL WORKER SPOTLIGHT:

Written by Melinda Pippen-Miller, School Social Worker, case manager assigned to The Front Porch, Chatham County Schools

My risk reduction role at The Front Porch is designed to identify children who are at risk of becoming involved with the court. We assess and connect youth and families with appropriate services to address those needs. My school system does an excellent job supporting schools when a crisis occurs by sending school social workers and counselors to offer assistance. Our district also has a wellness center to support students and staff.

I facilitate group counseling sessions to address issues such as grief, anger management, or

Pippen-Miller at The Front Porch in Savannah.

“I facilitate group counseling sessions to address issues such as grief, anger management, or social skills.”

social skills. I conduct truancy sweeps and home visits, link families with resources, and support students with academic success to enhance their well-being. I also provide regular feed-

back to referral sources. I contribute to special projects aimed at improving school attendance. I provide on-call assistance in crisis cases and participate in staff development for professional growth.

My hands are always open to support families. I strive to be kind and compassionate and meet people where they are.

I recommend state leaders make changes, including hiring more school social workers to enable us to serve only one or two schools each and better address high truancy levels and social-emotional concerns; increasing pay and retention incentives for work-

PAGE and Partner Education

“My hands are always open to support families. I strive to be kind and compassionate and meet people where they are.”

ers with more than 20 years of experience; and providing ongoing training for staff to address trauma. n

Associations

Recommend Improving Student Access to School Mental Health Professionals

One in four Georgia children ages 3 to 17 have a diagnosed mental, emotional, developmental, or behavioral challenge. Addressing students’ mental health challenges effectively in schools is often difficult. Georgia funds mental health professionals for schools at ratios above best practice standards. School psychologists, social workers, and counselors are vital in keeping students safe.

As part of PAGE’s 2025 joint education funding priorities, in partnership with the Georgia School Boards Association, the Georgia School Superintendents Association, and the Georgia

Association of Educational Leaders, PAGE recommends:

• Funding at least one full-time school social worker for all school districts

• Funding school psychologists at a ratio of 1:2,420 as required by existing law

• Lowering the school counselor ratio to 1:400

Under existing funding ratios, 65 school districts do not receive enough

state funding to cover even one full-time school social worker or one full-time school psychologist. In 2013, lawmakers took a step to improve the school psychologist ratio by approving HB 283, which reduced it to one school psychologist for every 2,420 students. The new ratio was to be implemented in Fiscal Year 2016, but as of 2024, the General Assembly has yet to provide the funding. The school-counselor ratio also does not account for the fact that counselors must simultaneously fill two distinct roles: guidance counselor and mental health counselor. Both roles are necessary yet difficult for one person to fill at the same time. n

School Mental Health Professional Funding Ratios

*Under the recommendation, districts with fewer than 2,475 FTEs would receive funding for one full-time social worker. The ratio for school social workers would remain 1:2,475 for all districts with more than 2,475 students.

**This recommended funding ratio is based on the language of HB 283 (2013), which reduced the school psychologist state funding ratio to 1: 2,420. The new ratio was to be implemented in Fiscal Year 2016, but no action has yet been taken.

PAGE Members Share Their Views on School Safety

In late 2024, PAGE released its 2024 Legislative and Policy Survey Report (https://www.pagelegislative.org/surveys), which outlined member opinion on several timely education issues. In light of recent events, substantial portions of the survey and report were dedicated to school safety and student mental health. More than 3,000 educators responded to the survey, representing more than 170 districts. The results provide valuable insights into how educators view school safety and mental health and how they believe those important issues can best be addressed.

Views on School Safety

The first major takeaway is that the vast majority of Georgia educators are eager to share their opinions on school safety. Understanding that the topic might be sensitive for some members, the most recent PAGE survey allowed respondents to opt out of the school safety questions. Less than 15% of respondents skipped these questions.

Perhaps the most interesting survey finding is a marked disparity between how educators feel about school safety broadly compared with safety at their own school. More

than half of the respondents said they are either moderately or extremely concerned about school safety in general, but only 30% hold similar views about safety at their own school. African-American educators are more likely to report extreme concerns about safety at their school compared with white or Hispanic/Latino educators.

The reasons for this perception gap are not currently known. Educators are more familiar with safety precautions in their own schools and may feel safer because of them. Alternatively, surveyed educators may be less likely to envision a tragedy occurring in their own building.

Student Behavior and Discipline

While the PAGE survey may not fully explain educators’ views on school safety, it does provide rich information on educators’ safety-related first-hand experiences. Nearly twothirds of classroom teachers indicated that they experience a significant disciplinary incident in their classrooms at least once a month, with 16% noting that they experience such incidents daily. Disciplinary incidents appear to occur less frequently as students age, and teachers of higher grades are generally less likely to report frequent incidents. Teachers in Title 1 schools report more frequent disciplinary incidents than their peers in non-Title 1 schools.

National data provides further context on school safety. According to the National Center for Education Statistics (NCES), 67% of public schools reported at least one violent crime occurring at their location during the 2021-22 school year. Such crimes are less frequent in elementary schools (55%) and more frequent in middle (90%) and high (85%) schools.1 Additionally, NCES data shows that school shooting incidents have increased considerably over the last several years. In 2021-22, the last year with data, there were 327 shootings at K-12 schools. This includes incidents with no actual casualties.2 Active shooter incidents at schools, which the FBI defines as one or more individuals actively engaged in killing or attempting to kill people in a populated area, do not appear to be following a defined trend over the years and remain a small fraction of all shooting incidents that happen at schools. An NCES report shows that there were 23 deaths from active school shooter incidents in 2022, which is an increase from 2021 but not the highest year on record. Conversely, the same report shows that non-fatal victimization of students and teachers is trending downward compared to the previous decade.3

School Safety Resources

PAGE educator survey responses suggest several school safety measures are commonly used throughout Georgia. Secure door access and security cameras are especially ubiquitous, and door intercoms are somewhat less common. Nearly 80% of respondents said their school has a panic alarm system like those provided by Centegix, Alert360, and others.

In contrast, only 11% of respondents said metal detectors are used at their school’s entrances. While metal detectors are more likely to be utilized in Title 1 schools, they remain uncommon.

Regarding School Resource Officers (SROs), it is encouraging that only 5% of respondents say their school has no SRO. However, a quarter of respondents said their school has only a part-time SRO shared with other district schools. Another five percent are not sure of their SRO’s status.

Safety Training

Schools and districts appear dedicated to providing training on school safety, as more than 88% of responding educators say their district provides such training.

In 2023, the Safe Schools Act created a school safety endorsement. Read more about the endorsement on page 36. Only 8% of respondents say they are aware of this endorsement. 38% said they would be interested in obtaining it, while another 35% said they were unsure. These data points suggest educators need more information on this new endorsement, especially for classroom teachers, who are significantly less likely to be aware of the endorsement than school-level administrators.

School Safety Strategies Georgia Educators Want

The PAGE survey asked respondents to rank strategies that they felt would most improve school safety. The topranked actions are hiring more mental health professionals and implementing comprehensive threat assessments. The least popular actions are safety drills and arming educators.

Top Ranked School Safety Solutions

Lowest School Safety Ranked

Student Mental Health

Educator interest in additional mental health staff is hardly surprising in light of the high volume of student mental health challenges. Four years removed from the height of the COVID-19 pandemic, respondent educators continue to report that student mental health needs remain higher when compared to pre-pandemic years. Currently, only 1% of educators say that none of their students have significant mental health or behavioral needs.

Educators also seem somewhat unsure of their ability to meet student mental health and social/emotional needs, as only 6% report feeling very prepared to do so. Their reported preparedness levels may be at least partly explained by educators not having enough information about the students they serve. 18% of educators say they are not informed about the mental health and behavioral needs of their students, and another 39% say they only feel somewhat informed. Despite this, most educators feel their school as a whole is at least somewhat effective in meeting these critical student needs.

When directly asked if their schools have an adequate number of counselors, social workers, and psychologists, most educators replied “no” for each position. One interesting result is that educators were less sure if their schools had an adequate number of social workers and psychologists. This may imply that educators could be less knowledgeable about the exact role of these members of the education team.

Educator Reported Proportion of Students With Signi cant Mental Health and/or Behavioral Needs

How E ective Do You Feel Your School is at Meeting Student Needs?

How Prepared Educators Feel to Meet Student Needs

Educator Views on Whether Their School Has Enough Mental Health Professionals

For many years, PAGE has advocated for additional state funding to increase the number of mental health professionals in schools, and the findings of our 2024 survey further demonstrate the importance of these professionals in promoting student well-being and school safety. Other important measures supported by the survey data include providing each school with a dedicated SRO and improving information-sharing on known student issues. Please see the PAGE Legislative Priorities on pages 19 - 21 for more information on how PAGE will advocate on these and other issues as we seek to improve school safety in Georgia. n

¹Burr, R., Kemp, J., and Wang, K. (2024). Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2021–22 (NCES 2024-043). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024043

²NCES Digest of Educational Statistics Table 228.14. Number of school shootings at public and private elementary and secondary schools, by location and time period: School years 2000-01 through 2021-22.

³Irwin, V., Wang, K., Cui, J., and Thompson, A. (2024). Report on Indicators of School Crime and Safety: 2023 (NCES 2024–145/NCJ 309126). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024145.

⁴Score based on collective rankings of all respondents.

AdvocAcy Growth

Protection economy

We’ve Got You Covered.

PROTECTION

• $1 million liability coverage*

• $10,000 coverage policy for legal defense of employment, criminal, and ethics cases with the Georgia Professional Standards Commission*

• All coverage is “win or lose” with no reimbursements, deductibles, or up-front costs.

• Direct access to one-on-one, privileged, and confidential guidance from an expert legal team

• Interactive Code of Ethics presentations, FAQs, and informative resources

ADVOCACY

• Your voice at the Capitol — and with policymakers at the local, state, and national level

• PAGE engages lawmakers on a variety of issues that affect educators and students throughout the year and especially during each session of the Georgia General Assembly.

• Advocacy focus areas include salary increases and pay supplements, school funding, teacher evaluation, assessment and accountability, the Teachers Retirement System, and preventing the expansion of private school vouchers.

*Coverages are subject to industry standard exclusions. For specifics of coverage and exclusions, visit the self-service member portal at https://members.pageinc.org.

GROWTH

• One-on-one coaching enables you to overcome professional challenges.

• Growth-focused professional learning opportunities throughout the state.

• Grants to support your classroom and growth as a Georgia educator.

• Scholarships to support your continuing education and career goals.

• Teacher and student recognition programs and academic competitions: STAR, Academic Decathlon, and more

• Future Georgia Educators initiatives support Georgia’s teacher pipeline.

• PAGE One magazine, educator resource materials, and more to keep you informed

ECONOMY

• More benefits than any other Georgia educator association

• Your best value:

— Less than $15 monthly for certified personnel

— Less than $8 monthly for support staff

• Dues support you — not political action committees; local, state, or national candidates; national organizations; or non-education issues

• Dues stay in Georgia to work for you.

PAGE is the nation’s largest independent educator association with members serving in every Georgia school district and the best option for your professional future. Membership is available to all Georgia educators and school employees as well as college and high school students enrolled in education courses. Learn more at www.pageinc.org.

Who Are They and How Can They Help?

• Wondering who to reach out to when you have questions about your PAGE membership?

• Have an issue or concern that you need to bring to PAGE’s attention — but aren’t sure what department or staff member to contact?

• Interested in scheduling a Code of Ethics presentation at your school or district office?

• Looking for information about a Future Georgia Educators (FGE) program or event?

• Need to know the name of your PAGE building contact or how to subscribe to PAGE Capitol Reports?

For answers to these questions and more, call or email your PAGE Membership Services Representative (MSR) or College Services Representative (CSR). You’ll find MSR contact information on the map to your right and CSR contact information below. If preferred, send an email to membership@pageinc.org.

College Services Representatives

Mary Ruth Ray maryruth@pageinc.org

Kimberly Foster kfoster@pageinc.org

Visit https://www.pageinc.org/membership

Legal Avoiding Certification Upgrade Pitfalls

Georgia recognizes the benefits of highly educated teachers, making an advanced degree one of the best investments educators can make in their careers. Post-graduate education increases an educator’s marketability, garners more pay, and ensures a higher Teachers Retirement System (TRS) benefit. In short, there is a big impetus for an educator to complete graduate-level work. However, these benefits will only materialize if the educator’s post-graduate education qualifies for a certificate upgrade. As graduate-level work can be costly and time-consuming, it is imperative that an educator receive an upgrade for that

endeavor. For this to occur, the educator’s graduate education must comply with the Georgia Professional Standard Commission’s (PSC) upgrade rule, 505-2-.33. Unfortunately, there are times when educators receive advanced degrees for which they do not qualify for an upgrade. Overwhelmingly, this occurs when the educator: a) attends an institution/program that does not have PSC approval or b) receives a degree (even from an approved institution/program) that does not qualify for a certificate upgrade.

Fortunately, there are three small steps educators can take before enrolling in a graduate program that will ensure a smoother transition from one certification level to the next.

Step One: Choose the Right Institution

An institution of higher education’s program must be approved by the PSC for any degree awarded to qualify for an upgrade to a Georgia certificate. No matter what accreditation that institution holds, if it is not approved by the PSC per rule 505-2-.33 then a degree from that institution will not lead to an upgrade. Rarely is this an issue with Georgia-based institutions, especially one of the public universities. However, many online programs based in other states – while appealing to Georgia educators – are not approved by the PSC, and do not qualify for certification upgrade.

It is very easy to avoid this issue: begin with the online certificate advisor accessed in the myPSC portal at https:// mypsc.gapsc.org/Login.aspx. If the advisor reveals that an institution/program is not approved by the PSC, don’t enroll! If one is approved, an educator may proceed with enrollment. Under no circumstances should an educator rely on affirmations of an upgrade to a Georgia certificate from the university’s employees. In fact, if an upgrade is denied, such reliance will not persuade the PSC to waive the approval requirement for the educator.

Step Two: Choose the Right Degree

Completion of a degree from an approved program is half the battle. Not all upgrades are created equally, and a successful upgrade is based on whether the educator may upgrade on a current certification (in-field) or by adding a new field. To avoid issues with this part of a rule, educators should familiarize themselves with their current certifications and determine whether the degree sought complies

“An institution of higher education’s program must be approved by the PSC for any degree awarded to qualify for an upgrade to a Georgia certificate.”

“PAGE wants you to avoid the unnecessary stress and uncertainty of an upgrade appeal. Make sure, in advance, that all that time and money are worth it! Taking these few small steps at the beginning will go a long way in the end.”

with the in-field certification component of the rule (rarely an issue) or allows addition of a new field. If neither of these criteria are met, then the upgrade will be denied.

Step Three: Confirmation

Before paying an institution a penny in tuition, the educator should take one final step: emailing the PSC’s certification division. In that email, it’s essential to include the educator’s certification number, and specifically ask if the degree sought at the chosen institution will qualify for an upgrade to that certificate. If the answer is “no,” then it’s critical to stop the enrollment process; if it is “yes,” the educator may proceed.

Ethics Issues in the Upgrade Process

Educators should also be mindful that the Code of Ethics (COE) for Georgia Educators applies when seeking an upgrade. Violations of the student code of conduct at the college/university could result in a report to the PSC’s ethics division if the alleged infraction is also a violation of the COE. The most common issue here is a charge of plagiarism which is considered unethical dishonesty under Standard Four of the COE.

Receiving an upgrade requires an application to the PSC. This includes completing the PSC’s affirmation questions. These questions must be answered honestly, and any response of “yes” will result in an open ethics case. This should have no bearing on approval of the upgrade itself, so long as the educator cooperates with the ethics division’s investigation.

Pay Increase

Once an upgrade is finalized and published on the educator’s certificate, the educator should confirm with the school system that payroll received notice from the PSC. A pay increase based on an upgrade is effective on the date of the upgraded certificate. Some school systems require educators under these circumstances to sign an addendum to the contract reflecting the pay change; others do not. Regardless, educators should check their next paystubs to confirm that the pay increase has gone into effect and is accurate.

Occasionally, upgrades are backdated. This may require seeking backpay, which is navigated through the district’s human resources department.

Educators with leadership upgrades to their certificates will only receive pay for the upgrade if they hold a leadership position with their school system. Until then, they will be paid according to their teacher certification.

Appeals

Per PSC rule 505-2-.39, an educator denied an upgrade has the right to appeal the PSC’s decision. An appeal must be submitted to the PSC in writing through the US Postal Service (USPS), or another legitimate carrier. It must be submitted within 60 days of the denial, and it requires a concise statement from the educator explaining why the upgrade denial should be overturned. This will be difficult if an educator’s upgrade application does not meet the upgrade rule’s requirements.

The appeal process is two-tiered. The first appeal is addressed by the certification appeals committee. If this committee upholds the denial, the educator may appeal to the executive secretary of the PSC. The executive secretary’s decision is final with no further appellate rights.

PAGE wants you to avoid the unnecessary stress and uncertainty of an upgrade appeal. Make sure, in advance, that all that time and money are worth it! Taking these few small steps at the beginning will go a long way in the end.

Should you have questions about the information presented here or need assistance with any legal issue related to your work as a Georgia educator, PAGE attorneys are here to help. Contact the PAGE Legal Department at 770-216-8555 (and select option 1) or email us at legal@pageinc.org. n

Matthew Pence is a PAGE staff attorney. A former high school history teacher and graduate of Emory University School of Law, Matthew has served PAGE members for more than a decade.

Celebrating Five Decades of Service

An association of educators for educators, the Professional Association of Georgia Educators (PAGE) is dedicated to those who teach, prepare, and inspire Georgia’s children. Established in 1975 to offer all Georgia educators an independent, non-partisan association free of national affiliation, political endorsements, and positions on non-education issues, PAGE celebrates our 50th year of dedicated service.

From a roster of just 432 diverse educators from many roles and backgrounds that first year, PAGE steadily grew from its metro Atlanta base to include membership from throughout the state. At the end of its first decade, membership was about 9,500. Then, in response to expanded services, support, and recruitment, PAGE experienced rapid increases over the next 10 years to reach 32,500 members. Today, at more than 93,000, PAGE is overwhelmingly the state’s largest educator association providing the most comprehensive benefits. PAGE is also the largest independent educator association in the United States.

PAGE members with Gov. George Busbee in the 1970s.

Former PAGE president Johnnie Miller speaks at a gathering.

PAGE meeting: 1970s.

Yet, the organization’s existence and growth weren’t always assured. Founding Member and President Paul Copeland noted in a 20-year retrospective article in PAGE One magazine that starting a new association from nothing faced many challenges in recruiting members. Among the top issues were going against the status quo of the dominant nationally affiliated organization, a perception that an alternative association would lessen educators’ voice in Georgia, and that PAGE was a metro Atlanta organization. Through the determined effort of those early leaders and members, the association continued outreach throughout Georgia with its mission to support and advocate for teachers in a positive way to build professional capacity, support public education, and grow the profession.

PAGE services and staff increased with membership. An in-house Legal Department became an important resource for members to gain critical support for employment-related issues and professional guidance. The association added a Legislative Department to more actively engage lawmakers and representatives of state agencies. Membership Services Representatives were hired to provide regional support and build relationships with members and school districts in their area.

Throughout this year, PAGE will celebrate our 50 years of service in various ways through multiple media — including a dedicated issue of PAGE One this fall.

PAGE Membership Services Representatives at the 2023 PAGE Day on Capitol Hill.

Gov. Brian Kemp speaks during the 2020 PAGE Day on Capitol Hill legislative event for members. Executive Director Craig Harper is seated at Kemp’s immediate left.

As PAGE membership grew, the association sought ways to encourage learning, provide scholarships, and grow the teacher pipeline. The PAGE Foundation was founded and began awarding scholarships to encourage educators to pursue advanced degrees. That focus also resulted in establishing or administering several student programs – Academic Bowl, Georgia Academic Decathlon, and STAR (Student Teacher Achievement Recognition). College students were added to membership. Future Georgia Educators (FGE) was initiated to encourage high school students to join the ranks of educators as a career. Each of these initiatives continues as major parts of PAGE’s work. Professional Learning began to assist educators in many areas, from certification test preparation and early career support to leadership development.

PAGE continues to seek new ways to provide individual benefits to members. During the pandemic, PAGE began offering up to $100,000 each year in Educator Grants. Beginning in the 2023-2024 school year, PAGE Coaching provides confidential one-on-one guidance to members experiencing challenging career issues. This school year, PAGE introduced the School Safety Preparation Grant and the Healing and Hope Grant.

From its inception and into its future, PAGE has and will continue to strive to represent and support educators and the profession in a positive and encouraging manner so that students, schools, and communities are learning focused. PAGE has always been an association of educators for educators – and it always will be. Thank you for your membership and your trust in PAGE. n

Above: PAGE Future Georgia Educators (FGE) is a funfilled learning adventure for high school students.

Above right: PAGE introduced Educator Grants in 2020.

Right: PAGE Professional Learning provides members with opportunities to acquire new skills and knowledge while networking with peers throughout the state.

Below: PAGE launched one-on-one professional coaching for members in 2023.

PAGE O cers and Board of Directors

District 1

Bivins Miller

Serving members in Bryan, Bulloch, Candler, Chatham, E ngham, Emanuel, Evans, Glynn, Jenkins, Liberty, Long, McIntosh, Screven, Tattnall, Toombs, and Wayne counties

President-Elect

Dr. Brecca Pope

District 2

Dr. Brecca Pope

Serving members in Baker, Calhoun, Clay, Colquitt, Decatur, Dougherty, Early, Grady, Lee, Miller, Mitchell, Quitman, Randolph, Seminole, Stewart, Sumter, Terrell, Thomas, Tift, Webster, and Worth counties

District 4

Rochelle Lofstrand

Serving members in DeKalb County and Atlanta and Decatur cities

District 7

To be Filled

Serving members in Bartow, Catoosa, Chattooga, Dade, Floyd, Gilmer, Gordon, Murray, Pickens, Walker, and Whit eld counties

District 10

To Be Filled

Serving members in Clarke, Columbia, Burke, Elbert, Glascock, Greene, Hancock, Je erson, Lincoln, McDu e, Oconee, Oglethorpe, Richmond, Taliaferro, Warren, and Wilkes counties

District 13

Dr. Shiona Drummer

Serving members in Appling, Bacon, Ben Hill, Bleckley, Crisp, Dodge, Dooly, Irwin Je Davis, Johnson, Laurens, Montgomery, Pulaski, Telfair, Treutlen, Turner, Twiggs, Washington, Wheeler, Wilkinson, and Wilcox counties

Directors Representing Retired Members

District 5

Dr. Shannon Watkins

Serving members in Cherokee, Cobb, Haralson, Paulding, and Polk counties

District 8

Andrea Bridges

Serving members in Atkinson, Berrien, Brantley, Brooks, Camden, Charlton, Clinch, Co ee, Cook, Echols, Lanier, Lowndes, Pierce, and Ware counties

District 11

Amy Carter

Serving members in Baldwin, Butts, Clayton, Henry, Jasper, Jones, Morgan, Newton, Putnam, Rockdale, and Walton counties

The PAGE Board of Directors is made up of ve O cers (President, President-Elect, Secretary, Treasurer, and Past President), 13 District Directors and two retired Georgia educators. A District Director must be an active member of the association and have his/her place of business and o ce in the district which such member represents.

Nominations for District Directors and O cers are made by a nominating committee at the February board meeting after an interview process of those who have been recommended or expressed interest in serving. District Directors and O cers are then elected for a three-year term via the annual online business meeting of the Association by a majority

District 3

Mary Case

Serving members in Fulton and Gwinnett counties

District 6

Ashley Beil

Serving members in Carroll, Coweta Douglas, Fayette, Heard, Lamar, Meriwether, Pike, Spalding, Troup, and Upson counties

District 9

Jennie Persinger

Serving members in Banks, Barrow, Dawson, Fannin, Forsyth, Franklin, Habersham, Hall, Hart, Jackson, Lumpkin, Madison, Rabun, Stephens, Towns, Union and White counties

District 12

TaKera Harris

Serving members in Bibb, Chattahoochee, Crawford, Harris, Houston, Macon, Marion, Muscogee, Peach, Schley, Talbot, and Taylor counties

vote of the members. The two retired Georgia educators who serve on the Board are appointed by the President and approved by the Board for a three-year term.

The Board of Directors meets four times a year in November, February, April, and June.

Each year, there are four or ve District Directors with expiring terms that are up for election. To express interest or apply for a District Director position, please contact your MSR (information on page 55 of this issue and on our website at www. pageinc.org) or Dr. Hayward Cordy (hcordy@ pageinc.org).

Vickie Hammond Dr. Sheryl Holmes

PROFESSIONAL ASSOCIATION OF GEORGIA EDUCATORS

The articles and advertisements published in PAGE One represent the views of the contributors and do not necessarily represent the views of the Professional Association of Georgia Educators, except where clearly stated.

To submit a topic for consideration, visit www.pageinc.org and select PAGE One Magazine.

For advertising rates and opportunities, contact Sherry Gasaway of New South Publishing: 678-689-8303 or sherry@newsouthpublishing.net

Contributions/gifts to the PAGE Foundation are deductible as charitable contributions by federal law. Costs for PAGE advocacy on behalf of members are

Passionate about clear, engaging communications, Ramona is an alumna of UCLA who honed her craft in the lm industry before founding a Georgiabased creative agency. An education policy fellow and former district II chair of the Georgia School Public Relations Association, Ramona led DeKalb County School District’s stakeholder engagement initiative – launching an award-winning magazine and branding campaign. Ramona joined the PAGE Communications team in 2019.

not deductible. PAGE estimates that seven percent of the nondeductible portion of dues is allocated to advocacy.

PAGE One (ISSN 1523-6188) ©copyright 2025 is mailed to all PAGE members, selected higher education units, and other school-related professionals. An annual subscription is included in PAGE membership dues.

A subscription for others is $10 annually. Periodicals class nonpro t postage paid at Atlanta, GA, and additional mailing o ces. (USPS 017-347) Postmaster: Send address changes to PAGE One, P.O. Box 942270, Atlanta, GA 31141–2270.

PAGE One is published quarterly by the Professional Association of Georgia Educators. ©Copyright 2025.

The PAGE One Team

A member of the PAGE sta since 2020, Dolly brings to PAGE experience in the Atlanta news media, in higher education, and at several non-pro ts.

An Agnes Scott College alumna and Leadership DeKalb graduate, she has garnered top awards for writing and photography from Georgia Press Association, Suburban Newspapers of America, Georgia PTA, and others. She is NW Metro Atlanta Habitat for Humanity’s photographer and an avid dog enthusiast in her spare time.

As the newest member of PAGE Communications and a recent graduate of Kennesaw State University, Abbey contributes her creativity, insight, and passion to the PAGE One team. Prior to joining PAGE sta , Abbey contracted with various clients, non-pro ts, and businesses, developing innovative initiatives and strategies to take their communications and marketing campaigns to the next level.

To contact the PAGE One team, email us at pageone@pageinc.org.

Ramona Mills Communications Director Executive Editor/Writer

Dolly Purvis Communications Specialist Writer/Photographer

Abbey Williams Communications Specialist Contributor

Nurturing. Patient. Creative.

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