O.C.G.A. § 20-2-83 — GA Code / Title 20 / Chapter 2 / Section 20-2-83
Georgia Code Title 20. Education § 20-2-83
Status: in_force

(a) Upon approval of a proposed contract of a local school system which has requested flexibility, the state board shall enter into such contract with the local board of education.

(a) Upon approval of a proposed contract of a local school system which has requested flexibility, the state board shall enter into such contract with the local board of education.

(b) The terms of the contract shall include, but not be limited to, accountability, flexibility, and consequences components as negotiated pursuant to subsection (a) of Code Section 20-2-82 and in accordance with Code Section 20-2-84 .

(b) The terms of the contract shall include, but not be limited to, accountability, flexibility, and consequences components as negotiated pursuant to subsection (a) of Code Section 20-2-82 and in accordance with Code Section 20-2-84 .

(c) The terms of the contract shall also include specific requirements relating to maintaining or achieving financial stability of the local school system, including ensuring that the local school system has not been designated as a high-risk local school system by the Department of Audits and Accounts pursuant to Code Section 20-2-67 , or if it has been designated as a high-risk local school system, that it has a written corrective action plan in place and that local school system board members and appropriate personnel participate in required training to address the deficiencies.

(c) The terms of the contract shall also include specific requirements relating to maintaining or achieving financial stability of the local school system, including ensuring that the local school system has not been designated as a high-risk local school system by the Department of Audits and Accounts pursuant to Code Section 20-2-67 , or if it has been designated as a high-risk local school system, that it has a written corrective action plan in place and that local school system board members and appropriate personnel participate in required training to address the deficiencies.

(d) Each contract shall be for a term of six years. The terms of the contract may provide for automatic extension of such contract if a local school system has met its accountability requirements.

(d) Each contract shall be for a term of six years. The terms of the contract may provide for automatic extension of such contract if a local school system has met its accountability requirements.

(e) The terms of a contract may be amended during the term of the contract only upon approval of the state board and the local board of education.

(e) The terms of a contract may be amended during the term of the contract only upon approval of the state board and the local board of education.
O.C.G.A. § 20-2-553 — GA Code / Title 20 / Chapter 2 / Section 20-2-553
Georgia Code Title 20. Education § 20-2-553
Status: in_force

The authority shall have the power:

(1) To have a seal and alter it at pleasure;

(1) To have a seal and alter it at pleasure;

(2) To acquire by purchase, lease, or otherwise and to hold, lease, sell, and dispose of real and personal property of every kind and character for its corporate purposes;

(2) To acquire by purchase, lease, or otherwise and to hold, lease, sell, and dispose of real and personal property of every kind and character for its corporate purposes;

(3) To acquire in its own name by purchase, on such terms and conditions, and in such manner as it may deem proper, or by condemnation in accordance with any and all existing laws applicable to the condemnation of property for public use, real property or rights of easements therein or franchises necessary or convenient for its corporate purposes and to use them so long as its corporate existence shall continue and to lease or make contracts for the use of or dispose of them in any manner it deems to the best advantage of the authority, the authority being under no obligation to accept and pay for any property condemned under this part, except from the funds provided under the authority of this part. In any proceedings to condemn, such orders may be made by the court having jurisdiction of the action or proceeding as may be just to the authority and to the owners of the property to be condemned; and no property shall be acquired under this part upon which any lien or other encumbrance exists unless at the time such property is so acquired a sufficient sum of money is deposited in trust to pay and redeem the fair value of such lien or encumbrance. If the authority shall deem it expedient to construct any project on lands which are subject to the control of the public school system of the state or of any county board of education, city board of education, or governing body of an independent or quasi-independent district or system or local unit of administration, the Governor, in the case of the state, or the boards of education of counties or cities, or the equivalent governing authorities of independent school districts or systems are authorized to execute for and in behalf of the state or the various county boards of education, city boards of education, or governing bodies of independent districts or systems, as the case may be, a lease upon such lands to the authority for such parcel or parcels as shall be needed for a period not to exceed 50 years, at a nominal rental of $1.00 per year. If the authority shall deem it expedient to construct any project on any other lands the title to which shall then be in the state, the Governor is authorized to convey, for and in behalf of the state, title to such lands to the authority, upon payment into the state treasury for the credit of the general fund of the state of the reasonable value of such lands, such value to be determined by three appraisers to be agreed upon by the Governor and the chairperson of the authority. Further, if the authority shall deem it expedient to construct any project on any other lands the title to which shall then be in any county, municipality, or other governmental subdivision of the state, the proper authorities of such county, municipality, or governmental subdivision are authorized to convey, for and in behalf of such county, municipality, or governmental subdivision, title to such lands to the authority, upon payment to the proper fiscal officer of the county, municipality, or other governmental subdivision of the reasonable value of such lands, such value to be determined by three appraisers to be agreed upon between such governmental authorities and the chairperson of the authority;

(3) To acquire in its own name by purchase, on such terms and conditions, and in such manner as it may deem proper, or by condemnation in accordance with any and all existing laws applicable to the condemnation of property for public use, real property or rights of easements therein or franchises necessary or convenient for its corporate purposes and to use them so long as its corporate existence shall continue and to lease or make contracts for the use of or dispose of them in any manner it deems to the best advantage of the authority, the authority being under no obligation to accept and pay for any property condemned under this part, except from the funds provided under the authority of this part. In any proceedings to condemn, such orders may be made by the court having jurisdiction of the action or proceeding as may be just to the authority and to the owners of the property to be condemned; and no property shall be acquired under this part upon which any lien or other encumbrance exists unless at the time such property is so acquired a sufficient sum of money is deposited in trust to pay and redeem the fair value of such lien or encumbrance. If the authority shall deem it expedient to construct any project on lands which are subject to the control of the public school system of the state or of any county board of education, city board of education, or governing body of an independent or quasi-independent district or system or local unit of administration, the Governor, in the case of the state, or the boards of education of counties or cities, or the equivalent governing authorities of independent school districts or systems are authorized to execute for and in behalf of the state or the various county boards of education, city boards of education, or governing bodies of independent districts or systems, as the case may be, a lease upon such lands to the authority for such parcel or parcels as shall be needed for a period not to exceed 50 years, at a nominal rental of $1.00 per year. If the authority shall deem it expedient to construct any project on any other lands the title to which shall then be in the state, the Governor is authorized to convey, for and in behalf of the state, title to such lands to the authority, upon payment into the state treasury for the credit of the general fund of the state of the reasonable value of such lands, such value to be determined by three appraisers to be agreed upon by the Governor and the chairperson of the authority. Further, if the authority shall deem it expedient to construct any project on any other lands the title to which shall then be in any county, municipality, or other governmental subdivision of the state, the proper authorities of such county, municipality, or governmental subdivision are authorized to convey, for and in behalf of such county, municipality, or governmental subdivision, title to such lands to the authority, upon payment to the proper fiscal officer of the county, municipality, or other governmental subdivision of the reasonable value of such lands, such value to be determined by three appraisers to be agreed upon between such governmental authorities and the chairperson of the authority;

(4) To appoint and select officers, agents, and employees, including engineering, architectural, and construction experts, fiscal agents, and attorneys, and to fix their compensation;

(4) To appoint and select officers, agents, and employees, including engineering, architectural, and construction experts, fiscal agents, and attorneys, and to fix their compensation;

(5) To make contracts, agreements of sale, and leases and to execute all instruments necessary or convenient, including contracts for construction of projects, agreements for the sale of projects, and leases of projects or contracts for the use of projects which the authority causes to be erected or acquired; and any and all political subdivisions, departments, institutions, or agencies of the state are authorized to enter into contracts, leases, or agreements with the authority upon such terms and for such purposes as they deem advisable. Without limiting the generality of the foregoing, authority is specifically granted to the county boards of education, city boards of education, or governing bodies of independent districts or systems, for and on behalf of the units and institutions within their respective counties, cities, or districts, and to the authority to enter into contracts, agreements of sale, and lease agreements for the purchase or use of any structure, building, or facilities of the authority for a term not exceeding 50 years; and the board of education or equivalent governing body for and on behalf of the respective political subdivision may obligate itself and its successors to use only such structure, building, or facility and none other and so long as such property is used by such political subdivision to pay an amount to be determined from year to year for the use of such property so leased and also to obligate itself and its successors as a part of the lease contract to pay the cost of maintaining, repairing, and operating the property so leased from the authority;

(5) To make contracts, agreements of sale, and leases and to execute all instruments necessary or convenient, including contracts for construction of projects, agreements for the sale of projects, and leases of projects or contracts for the use of projects which the authority causes to be erected or acquired; and any and all political subdivisions, departments, institutions, or agencies of the state are authorized to enter into contracts, leases, or agreements with the authority upon such terms and for such purposes as they deem advisable. Without limiting the generality of the foregoing, authority is specifically granted to the county boards of education, city boards of education, or governing bodies of independent districts or systems, for and on behalf of the units and institutions within their respective counties, cities, or districts, and to the authority to enter into contracts, agreements of sale, and lease agreements for the purchase or use of any structure, building, or facilities of the authority for a term not exceeding 50 years; and the board of education or equivalent governing body for and on behalf of the respective political subdivision may obligate itself and its successors to use only such structure, building, or facility and none other and so long as such property is used by such political subdivision to pay an amount to be determined from year to year for the use of such property so leased and also to obligate itself and its successors as a part of the lease contract to pay the cost of maintaining, repairing, and operating the property so leased from the authority;

(6) To construct, erect, acquire, own, repair, remodel, maintain, add to, extend, improve, equip, operate, and manage projects, as defined in paragraph (4) of subsection (a) of Code Section 20-2-551 , to be located on property owned by or leased by the authority, the cost of any such project to be paid in whole or in part from the proceeds of revenue bonds of the authority, from such proceeds and any grant from the United States or any agency or instrumentality thereof, or from any other source;

(6) To construct, erect, acquire, own, repair, remodel, maintain, add to, extend, improve, equip, operate, and manage projects, as defined in paragraph (4) of subsection (a) of Code Section 20-2-551 , to be located on property owned by or leased by the authority, the cost of any such project to be paid in whole or in part from the proceeds of revenue bonds of the authority, from such proceeds and any grant from the United States or any agency or instrumentality thereof, or from any other source;

(7) To accept loans or grants of money or materials or property of any kind from the United States or any agency or instrumentality thereof upon such terms and conditions as the United States or such agency or instrumentality may impose;

(7) To accept loans or grants of money or materials or property of any kind from the United States or any agency or instrumentality thereof upon such terms and conditions as the United States or such agency or instrumentality may impose;

(8) To borrow money for any of its corporate purposes and to issue negotiable revenue bonds payable solely from funds pledged for that purpose and to provide for the payment of such bonds and for the rights of the holders thereof;

(8) To borrow money for any of its corporate purposes and to issue negotiable revenue bonds payable solely from funds pledged for that purpose and to provide for the payment of such bonds and for the rights of the holders thereof;

(9) To exercise any power usually possessed by private corporations performing similar functions which is not in conflict with the Constitution and laws of this state;

(9) To exercise any power usually possessed by private corporations performing similar functions which is not in conflict with the Constitution and laws of this state;

(10) To issue various types of bonds with various federal tax consequences and to apply for and participate in any federal program which provides financial or other benefits or is supportive of functions of the authority. For purposes of federal law and without limiting the powers of the authority to issue other types of bonds and to participate in federal programs, the authority may act as the state education agency and may issue Qualified Zone Academy Bonds, Qualified School Construction Bonds, or Build America Bonds or, in its discretion, permit other authorized governmental bodies to issue Qualified Zone Academy Bonds, Qualified School Construction Bonds, or Build America Bonds. In participating in any federal program, the authority may apply for and receive funds, make certifications and designations, and do all other things necessary or convenient in the opinion of the authority to participate in or obtain the benefits of federal programs, including programs of bond finance provided under federal law;

(10) To issue various types of bonds with various federal tax consequences and to apply for and participate in any federal program which provides financial or other benefits or is supportive of functions of the authority. For purposes of federal law and without limiting the powers of the authority to issue other types of bonds and to participate in federal programs, the authority may act as the state education agency and may issue Qualified Zone Academy Bonds, Qualified School Construction Bonds, or Build America Bonds or, in its discretion, permit other authorized governmental bodies to issue Qualified Zone Academy Bonds, Qualified School Construction Bonds, or Build America Bonds. In participating in any federal program, the authority may apply for and receive funds, make certifications and designations, and do all other things necessary or convenient in the opinion of the authority to participate in or obtain the benefits of federal programs, including programs of bond finance provided under federal law;

(11) Deposit, or arrange for, federal funds in any form to be deposited into the sinking fund provided for in Code Section 20-2-567 ; and

(11) Deposit, or arrange for, federal funds in any form to be deposited into the sinking fund provided for in Code Section 20-2-567 ; and

(12) To do all things necessary or convenient to carry out the powers expressly given in this part.

(12) To do all things necessary or convenient to carry out the powers expressly given in this part.
O.C.G.A. § 20-13-6 — GA Code / Title 20 / Chapter 13 / Section 20-13-6
Georgia Code Title 20. Education § 20-13-6
Status: in_force

The Georgia Public Telecommunications Commission shall appoint an executive director of the commission and shall fix his compensation, duties, and responsibilities consistent with the provisions of this chapter. The executive director of the commission shall exercise the overall supervision and direction of the staff of the commission and shall serve at the pleasure of the commission. The commission may assign and delegate to the executive director such responsibilities, powers, and duties as it may deem proper and appropriate, including the authority to execute on behalf of the commission those documents and other filings required by the Federal Communications Commission and other regulatory agencies.
O.C.G.A. § 20-2-767 — GA Code / Title 20 / Chapter 2 / Section 20-2-767
Georgia Code Title 20. Education § 20-2-767
Status: in_force

As used in this subpart, the term:

(1) “Expulsion” means expulsion of a student from a public school beyond the current school quarter or semester.

(1) “Expulsion” means expulsion of a student from a public school beyond the current school quarter or semester.

(2) “Suspension” means the short-term suspension of a student from a public school for not more than ten days or long-term suspension for more than ten days pursuant to Code Section 20-2-751 .

(2) “Suspension” means the short-term suspension of a student from a public school for not more than ten days or long-term suspension for more than ten days pursuant to Code Section 20-2-751 .
O.C.G.A. § 20-2-779-3 — GA Code / Title 20 / Chapter 2 / Section 20-2-779-3
Georgia Code Title 20. Education § 20-2-779.3
Status: in_force

(a) As used in this Code section, the term: (1) “ School ” means any elementary or secondary public school located within this state. (2) “ School employee ” means any person employed by a local board of education, the governing body of a charter school, or any person employed by a local health department who is assigned to a public school. (3) “ Seizure action plan ” or “ plan ” means a document developed by the parent or guardian of a student being treated for epilepsy or a seizure disorder and the physician responsible for the student's epilepsy or seizure disorder treatment. Such document shall set out the support and services the student may need to be provided while such student is at school or participating in a school related function and outline a set of procedural guidelines that provide specific directions about what to do in particular emergency situations. (4) “ Trained seizure action plan personnel ” means a school employee who is trained in accordance with this Code section. Such employee shall not be required to be a healthcare professional.

(a) As used in this Code section, the term:

(1) “ School ” means any elementary or secondary public school located within this state.

(1) “ School ” means any elementary or secondary public school located within this state.

(2) “ School employee ” means any person employed by a local board of education, the governing body of a charter school, or any person employed by a local health department who is assigned to a public school.

(2) “ School employee ” means any person employed by a local board of education, the governing body of a charter school, or any person employed by a local health department who is assigned to a public school.

(3) “ Seizure action plan ” or “ plan ” means a document developed by the parent or guardian of a student being treated for epilepsy or a seizure disorder and the physician responsible for the student's epilepsy or seizure disorder treatment. Such document shall set out the support and services the student may need to be provided while such student is at school or participating in a school related function and outline a set of procedural guidelines that provide specific directions about what to do in particular emergency situations.

(3) “ Seizure action plan ” or “ plan ” means a document developed by the parent or guardian of a student being treated for epilepsy or a seizure disorder and the physician responsible for the student's epilepsy or seizure disorder treatment. Such document shall set out the support and services the student may need to be provided while such student is at school or participating in a school related function and outline a set of procedural guidelines that provide specific directions about what to do in particular emergency situations.

(4) “ Trained seizure action plan personnel ” means a school employee who is trained in accordance with this Code section. Such employee shall not be required to be a healthcare professional.

(4) “ Trained seizure action plan personnel ” means a school employee who is trained in accordance with this Code section. Such employee shall not be required to be a healthcare professional.

(b)(1) The parent or guardian of a student being treated for epilepsy or a seizure disorder may seek support and services for the student's seizures while the student is at school or participating in a school related function by annually submitting to the local school system or school at which the student is enrolled a copy of a seizure action plan. (2) A parent or guardian of a student who elects to seek support and services as provided in paragraph (1) of this subsection shall submit a seizure action plan upon such student's enrollment, by the beginning of each school year the student is enrolled, and as soon as practicable following the student being diagnosed with epilepsy or a seizure disorder or following a change to such diagnosis or such plan. Such seizure action plan shall be submitted in writing and shall: (A) Identify the student's particular diagnosis of epilepsy or seizure disorder and describe such student's particular symptoms, including typical frequency, length, characteristics, and, if applicable, any precursors or triggers; (B) Identify the support and services the student may need to be provided while such student is at school or participating in school related functions, including support and services in response to emergency conditions; (C) List and describe the student's daily and emergency medications related to such student's treatment for epilepsy or a seizure disorder and any other medications deemed relevant by the parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment, including, but not limited to, any rescue medication prescribed by such physician and guidance on how to identify how and when to administer such medication; (D) Identify any special considerations and safety precautions and emergency procedures to be considered by the local school system, school, or school employees to facilitate the student's access to and participation in the education program and school related functions; (E) Describe such student's level of understanding of and ability to manage his or her epilepsy or seizure disorder; (F) Include complete and updated contact information for the student's parents or guardians and the physician responsible for such student's epilepsy or seizure disorder treatment; (G) Include a statement of acknowledgment and release from the student's parent or guardian authorizing the sharing of medical information between such student's physician and other healthcare providers, and authorizing the designated school nurse to share medical information with other school employees as necessary; and (H) Be signed by the student's parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment. (3) A seizure action plan submitted on behalf of a student by a parent or guardian seeking support and services provided for in paragraph (1) of this subsection shall be reviewed by the local school system or school upon such student's enrollment, by the beginning of each school year the student is enrolled, and as soon as practicable following the student being diagnosed with epilepsy or a seizure disorder or following a change to such diagnosis or such plan.

(b)(1) The parent or guardian of a student being treated for epilepsy or a seizure disorder may seek support and services for the student's seizures while the student is at school or participating in a school related function by annually submitting to the local school system or school at which the student is enrolled a copy of a seizure action plan.

(b)(1) The parent or guardian of a student being treated for epilepsy or a seizure disorder may seek support and services for the student's seizures while the student is at school or participating in a school related function by annually submitting to the local school system or school at which the student is enrolled a copy of a seizure action plan.

(2) A parent or guardian of a student who elects to seek support and services as provided in paragraph (1) of this subsection shall submit a seizure action plan upon such student's enrollment, by the beginning of each school year the student is enrolled, and as soon as practicable following the student being diagnosed with epilepsy or a seizure disorder or following a change to such diagnosis or such plan. Such seizure action plan shall be submitted in writing and shall: (A) Identify the student's particular diagnosis of epilepsy or seizure disorder and describe such student's particular symptoms, including typical frequency, length, characteristics, and, if applicable, any precursors or triggers; (B) Identify the support and services the student may need to be provided while such student is at school or participating in school related functions, including support and services in response to emergency conditions; (C) List and describe the student's daily and emergency medications related to such student's treatment for epilepsy or a seizure disorder and any other medications deemed relevant by the parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment, including, but not limited to, any rescue medication prescribed by such physician and guidance on how to identify how and when to administer such medication; (D) Identify any special considerations and safety precautions and emergency procedures to be considered by the local school system, school, or school employees to facilitate the student's access to and participation in the education program and school related functions; (E) Describe such student's level of understanding of and ability to manage his or her epilepsy or seizure disorder; (F) Include complete and updated contact information for the student's parents or guardians and the physician responsible for such student's epilepsy or seizure disorder treatment; (G) Include a statement of acknowledgment and release from the student's parent or guardian authorizing the sharing of medical information between such student's physician and other healthcare providers, and authorizing the designated school nurse to share medical information with other school employees as necessary; and (H) Be signed by the student's parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment.

(2) A parent or guardian of a student who elects to seek support and services as provided in paragraph (1) of this subsection shall submit a seizure action plan upon such student's enrollment, by the beginning of each school year the student is enrolled, and as soon as practicable following the student being diagnosed with epilepsy or a seizure disorder or following a change to such diagnosis or such plan. Such seizure action plan shall be submitted in writing and shall:

(A) Identify the student's particular diagnosis of epilepsy or seizure disorder and describe such student's particular symptoms, including typical frequency, length, characteristics, and, if applicable, any precursors or triggers;

(A) Identify the student's particular diagnosis of epilepsy or seizure disorder and describe such student's particular symptoms, including typical frequency, length, characteristics, and, if applicable, any precursors or triggers;

(B) Identify the support and services the student may need to be provided while such student is at school or participating in school related functions, including support and services in response to emergency conditions;

(B) Identify the support and services the student may need to be provided while such student is at school or participating in school related functions, including support and services in response to emergency conditions;

(C) List and describe the student's daily and emergency medications related to such student's treatment for epilepsy or a seizure disorder and any other medications deemed relevant by the parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment, including, but not limited to, any rescue medication prescribed by such physician and guidance on how to identify how and when to administer such medication;

(C) List and describe the student's daily and emergency medications related to such student's treatment for epilepsy or a seizure disorder and any other medications deemed relevant by the parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment, including, but not limited to, any rescue medication prescribed by such physician and guidance on how to identify how and when to administer such medication;

(D) Identify any special considerations and safety precautions and emergency procedures to be considered by the local school system, school, or school employees to facilitate the student's access to and participation in the education program and school related functions;

(D) Identify any special considerations and safety precautions and emergency procedures to be considered by the local school system, school, or school employees to facilitate the student's access to and participation in the education program and school related functions;

(E) Describe such student's level of understanding of and ability to manage his or her epilepsy or seizure disorder;

(E) Describe such student's level of understanding of and ability to manage his or her epilepsy or seizure disorder;

(F) Include complete and updated contact information for the student's parents or guardians and the physician responsible for such student's epilepsy or seizure disorder treatment;

(F) Include complete and updated contact information for the student's parents or guardians and the physician responsible for such student's epilepsy or seizure disorder treatment;

(G) Include a statement of acknowledgment and release from the student's parent or guardian authorizing the sharing of medical information between such student's physician and other healthcare providers, and authorizing the designated school nurse to share medical information with other school employees as necessary; and

(G) Include a statement of acknowledgment and release from the student's parent or guardian authorizing the sharing of medical information between such student's physician and other healthcare providers, and authorizing the designated school nurse to share medical information with other school employees as necessary; and

(H) Be signed by the student's parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment.

(H) Be signed by the student's parent or guardian and the physician responsible for such student's epilepsy or seizure disorder treatment.

(3) A seizure action plan submitted on behalf of a student by a parent or guardian seeking support and services provided for in paragraph (1) of this subsection shall be reviewed by the local school system or school upon such student's enrollment, by the beginning of each school year the student is enrolled, and as soon as practicable following the student being diagnosed with epilepsy or a seizure disorder or following a change to such diagnosis or such plan.

(3) A seizure action plan submitted on behalf of a student by a parent or guardian seeking support and services provided for in paragraph (1) of this subsection shall be reviewed by the local school system or school upon such student's enrollment, by the beginning of each school year the student is enrolled, and as soon as practicable following the student being diagnosed with epilepsy or a seizure disorder or following a change to such diagnosis or such plan.

(c) A student's school choice shall in no way be restricted because the student has a seizure action plan.

(c) A student's school choice shall in no way be restricted because the student has a seizure action plan.

(d)(1)(A) In accordance with the request of a parent or guardian of a student being treated for epilepsy or a seizure disorder and the reviewed submission of such student's seizure action plan, a school nurse or, in the absence of a school nurse, trained seizure action plan personnel shall be onsite at each school where a student with a seizure action plan is enrolled and shall be available during regular school hours to provide support and services to the student in accordance with the student's seizure action plan. In the event that a school nurse or trained seizure action plan personnel are unavailable to provide such support and services, other school personnel shall be authorized to commence emergency procedures, including, but not limited to, contacting 911 emergency services. (B) For purposes of field trips or school related functions which parents or guardians are permitted to attend, the parent or guardian of a student with a seizure action plan, or a designee of such parent or guardian, may accompany such student in lieu of a school nurse or trained seizure action plan personnel. (C)(i) A copy of the seizure action plan for each student with a seizure action plan enrolled in a school shall be readily available at all times to school personnel working in the main office and school clinic; and (ii) A copy of the seizure action plan for each student with a seizure action plan attending a field trip or other school related function away from the school shall be readily available to school personnel with designated responsibility for the supervision of such students. (2) The activities set forth in subparagraph (A) of paragraph (1) of this subsection shall not constitute the practice of nursing and shall be exempted from all applicable statutory and regulatory provisions that restrict what activities can be delegated to or performed by a person who is not a licensed healthcare professional. (3) The activities set forth in subparagraph (A) of paragraph (1) of this subsection are incident to or within the scope of the duties of the school employee's position of employment and involve the exercise of judgment or discretion on the part of the school employee.

(d)(1)(A) In accordance with the request of a parent or guardian of a student being treated for epilepsy or a seizure disorder and the reviewed submission of such student's seizure action plan, a school nurse or, in the absence of a school nurse, trained seizure action plan personnel shall be onsite at each school where a student with a seizure action plan is enrolled and shall be available during regular school hours to provide support and services to the student in accordance with the student's seizure action plan. In the event that a school nurse or trained seizure action plan personnel are unavailable to provide such support and services, other school personnel shall be authorized to commence emergency procedures, including, but not limited to, contacting 911 emergency services. (B) For purposes of field trips or school related functions which parents or guardians are permitted to attend, the parent or guardian of a student with a seizure action plan, or a designee of such parent or guardian, may accompany such student in lieu of a school nurse or trained seizure action plan personnel. (C)(i) A copy of the seizure action plan for each student with a seizure action plan enrolled in a school shall be readily available at all times to school personnel working in the main office and school clinic; and (ii) A copy of the seizure action plan for each student with a seizure action plan attending a field trip or other school related function away from the school shall be readily available to school personnel with designated responsibility for the supervision of such students.

(d)(1)(A) In accordance with the request of a parent or guardian of a student being treated for epilepsy or a seizure disorder and the reviewed submission of such student's seizure action plan, a school nurse or, in the absence of a school nurse, trained seizure action plan personnel shall be onsite at each school where a student with a seizure action plan is enrolled and shall be available during regular school hours to provide support and services to the student in accordance with the student's seizure action plan. In the event that a school nurse or trained seizure action plan personnel are unavailable to provide such support and services, other school personnel shall be authorized to commence emergency procedures, including, but not limited to, contacting 911 emergency services.

(d)(1)(A) In accordance with the request of a parent or guardian of a student being treated for epilepsy or a seizure disorder and the reviewed submission of such student's seizure action plan, a school nurse or, in the absence of a school nurse, trained seizure action plan personnel shall be onsite at each school where a student with a seizure action plan is enrolled and shall be available during regular school hours to provide support and services to the student in accordance with the student's seizure action plan. In the event that a school nurse or trained seizure action plan personnel are unavailable to provide such support and services, other school personnel shall be authorized to commence emergency procedures, including, but not limited to, contacting 911 emergency services.

(B) For purposes of field trips or school related functions which parents or guardians are permitted to attend, the parent or guardian of a student with a seizure action plan, or a designee of such parent or guardian, may accompany such student in lieu of a school nurse or trained seizure action plan personnel.

(B) For purposes of field trips or school related functions which parents or guardians are permitted to attend, the parent or guardian of a student with a seizure action plan, or a designee of such parent or guardian, may accompany such student in lieu of a school nurse or trained seizure action plan personnel.

(C)(i) A copy of the seizure action plan for each student with a seizure action plan enrolled in a school shall be readily available at all times to school personnel working in the main office and school clinic; and (ii) A copy of the seizure action plan for each student with a seizure action plan attending a field trip or other school related function away from the school shall be readily available to school personnel with designated responsibility for the supervision of such students.

(C)(i) A copy of the seizure action plan for each student with a seizure action plan enrolled in a school shall be readily available at all times to school personnel working in the main office and school clinic; and

(C)(i) A copy of the seizure action plan for each student with a seizure action plan enrolled in a school shall be readily available at all times to school personnel working in the main office and school clinic; and

(ii) A copy of the seizure action plan for each student with a seizure action plan attending a field trip or other school related function away from the school shall be readily available to school personnel with designated responsibility for the supervision of such students.

(ii) A copy of the seizure action plan for each student with a seizure action plan attending a field trip or other school related function away from the school shall be readily available to school personnel with designated responsibility for the supervision of such students.

(2) The activities set forth in subparagraph (A) of paragraph (1) of this subsection shall not constitute the practice of nursing and shall be exempted from all applicable statutory and regulatory provisions that restrict what activities can be delegated to or performed by a person who is not a licensed healthcare professional.

(2) The activities set forth in subparagraph (A) of paragraph (1) of this subsection shall not constitute the practice of nursing and shall be exempted from all applicable statutory and regulatory provisions that restrict what activities can be delegated to or performed by a person who is not a licensed healthcare professional.

(3) The activities set forth in subparagraph (A) of paragraph (1) of this subsection are incident to or within the scope of the duties of the school employee's position of employment and involve the exercise of judgment or discretion on the part of the school employee.

(3) The activities set forth in subparagraph (A) of paragraph (1) of this subsection are incident to or within the scope of the duties of the school employee's position of employment and involve the exercise of judgment or discretion on the part of the school employee.

(e)(1) No later than August 1, 2023, the Department of Education shall develop a model seizure action plan form, which may be revised from time to time, and shall post such model form on its website in order to assist local school systems and schools. The model form shall comport with the requirements provided in paragraph (2) of subsection (b) of this Code section. (2)(A) No later than August 1, 2023, the Department of Education shall develop guidelines for the training of school nurses and school employees in implementing seizure action plans and providing support and services for students being treated for epilepsy or a seizure disorder. Such training guidelines shall include instruction in: (i) Basic understanding of epilepsy and seizure disorders; (ii) Medical and treatment issues associated with epilepsy and seizure disorders that can affect the educational process for students being treated for epilepsy or a seizure disorder; (iii) Assessing a student's level of understanding of and ability to manage his or her epilepsy or seizure disorder; (iv) Recognizing common symptoms associated with epilepsy and seizure disorders; (v) Recognizing complications that require emergency assistance; (vi) Providing support and services, including, but not limited to, first aid, to students under a seizure action plan; and (vii) Maintaining communication with the student, the student's parent or guardian, the school nurse, and the student's teachers. (B) The Department of Education may approve an online course provided by a qualified nonprofit organization that supports the welfare of individuals with epilepsy and seizure disorders to satisfy the training requirements provided for in paragraphs (1) and (2) of subsection (f) of this Code section.

(e)(1) No later than August 1, 2023, the Department of Education shall develop a model seizure action plan form, which may be revised from time to time, and shall post such model form on its website in order to assist local school systems and schools. The model form shall comport with the requirements provided in paragraph (2) of subsection (b) of this Code section.

(e)(1) No later than August 1, 2023, the Department of Education shall develop a model seizure action plan form, which may be revised from time to time, and shall post such model form on its website in order to assist local school systems and schools. The model form shall comport with the requirements provided in paragraph (2) of subsection (b) of this Code section.

(2)(A) No later than August 1, 2023, the Department of Education shall develop guidelines for the training of school nurses and school employees in implementing seizure action plans and providing support and services for students being treated for epilepsy or a seizure disorder. Such training guidelines shall include instruction in: (i) Basic understanding of epilepsy and seizure disorders; (ii) Medical and treatment issues associated with epilepsy and seizure disorders that can affect the educational process for students being treated for epilepsy or a seizure disorder; (iii) Assessing a student's level of understanding of and ability to manage his or her epilepsy or seizure disorder; (iv) Recognizing common symptoms associated with epilepsy and seizure disorders; (v) Recognizing complications that require emergency assistance; (vi) Providing support and services, including, but not limited to, first aid, to students under a seizure action plan; and (vii) Maintaining communication with the student, the student's parent or guardian, the school nurse, and the student's teachers. (B) The Department of Education may approve an online course provided by a qualified nonprofit organization that supports the welfare of individuals with epilepsy and seizure disorders to satisfy the training requirements provided for in paragraphs (1) and (2) of subsection (f) of this Code section.

(2)(A) No later than August 1, 2023, the Department of Education shall develop guidelines for the training of school nurses and school employees in implementing seizure action plans and providing support and services for students being treated for epilepsy or a seizure disorder. Such training guidelines shall include instruction in: (i) Basic understanding of epilepsy and seizure disorders; (ii) Medical and treatment issues associated with epilepsy and seizure disorders that can affect the educational process for students being treated for epilepsy or a seizure disorder; (iii) Assessing a student's level of understanding of and ability to manage his or her epilepsy or seizure disorder; (iv) Recognizing common symptoms associated with epilepsy and seizure disorders; (v) Recognizing complications that require emergency assistance; (vi) Providing support and services, including, but not limited to, first aid, to students under a seizure action plan; and (vii) Maintaining communication with the student, the student's parent or guardian, the school nurse, and the student's teachers.

(2)(A) No later than August 1, 2023, the Department of Education shall develop guidelines for the training of school nurses and school employees in implementing seizure action plans and providing support and services for students being treated for epilepsy or a seizure disorder. Such training guidelines shall include instruction in:

(i) Basic understanding of epilepsy and seizure disorders;

(i) Basic understanding of epilepsy and seizure disorders;

(ii) Medical and treatment issues associated with epilepsy and seizure disorders that can affect the educational process for students being treated for epilepsy or a seizure disorder;

(ii) Medical and treatment issues associated with epilepsy and seizure disorders that can affect the educational process for students being treated for epilepsy or a seizure disorder;

(iii) Assessing a student's level of understanding of and ability to manage his or her epilepsy or seizure disorder;

(iii) Assessing a student's level of understanding of and ability to manage his or her epilepsy or seizure disorder;

(iv) Recognizing common symptoms associated with epilepsy and seizure disorders;

(iv) Recognizing common symptoms associated with epilepsy and seizure disorders;

(v) Recognizing complications that require emergency assistance;

(v) Recognizing complications that require emergency assistance;

(vi) Providing support and services, including, but not limited to, first aid, to students under a seizure action plan; and

(vi) Providing support and services, including, but not limited to, first aid, to students under a seizure action plan; and

(vii) Maintaining communication with the student, the student's parent or guardian, the school nurse, and the student's teachers.

(vii) Maintaining communication with the student, the student's parent or guardian, the school nurse, and the student's teachers.

(B) The Department of Education may approve an online course provided by a qualified nonprofit organization that supports the welfare of individuals with epilepsy and seizure disorders to satisfy the training requirements provided for in paragraphs (1) and (2) of subsection (f) of this Code section.

(B) The Department of Education may approve an online course provided by a qualified nonprofit organization that supports the welfare of individuals with epilepsy and seizure disorders to satisfy the training requirements provided for in paragraphs (1) and (2) of subsection (f) of this Code section.

(f)(1)(A) Each local board of education and charter school governing body shall ensure that the training outlined in paragraph (2) of subsection (e) of this Code section is provided to at least one member of school personnel per grade at each school attended by a student being treated for epilepsy or a seizure disorder. (B) The training required by subparagraph (A) of this paragraph shall be coordinated and provided by a healthcare professional and shall be based on guidelines developed by the Department of Education as provided for in subparagraph (e)(2)(A) of this Code section. (C) A school employee shall not be subject to any penalty or disciplinary action for refusing to serve as trained seizure action plan personnel. (2) Each local school system and charter school governing body shall provide to all bus drivers responsible for the transportation of a student being treated for epilepsy or a seizure disorder with notice of the student's condition; the student's emergency contact information; the student's parent or guardian contact information; and with epilepsy and seizure disorder first aid training.

(f)(1)(A) Each local board of education and charter school governing body shall ensure that the training outlined in paragraph (2) of subsection (e) of this Code section is provided to at least one member of school personnel per grade at each school attended by a student being treated for epilepsy or a seizure disorder. (B) The training required by subparagraph (A) of this paragraph shall be coordinated and provided by a healthcare professional and shall be based on guidelines developed by the Department of Education as provided for in subparagraph (e)(2)(A) of this Code section. (C) A school employee shall not be subject to any penalty or disciplinary action for refusing to serve as trained seizure action plan personnel.

(f)(1)(A) Each local board of education and charter school governing body shall ensure that the training outlined in paragraph (2) of subsection (e) of this Code section is provided to at least one member of school personnel per grade at each school attended by a student being treated for epilepsy or a seizure disorder.

(f)(1)(A) Each local board of education and charter school governing body shall ensure that the training outlined in paragraph (2) of subsection (e) of this Code section is provided to at least one member of school personnel per grade at each school attended by a student being treated for epilepsy or a seizure disorder.

(B) The training required by subparagraph (A) of this paragraph shall be coordinated and provided by a healthcare professional and shall be based on guidelines developed by the Department of Education as provided for in subparagraph (e)(2)(A) of this Code section.

(B) The training required by subparagraph (A) of this paragraph shall be coordinated and provided by a healthcare professional and shall be based on guidelines developed by the Department of Education as provided for in subparagraph (e)(2)(A) of this Code section.

(C) A school employee shall not be subject to any penalty or disciplinary action for refusing to serve as trained seizure action plan personnel.

(C) A school employee shall not be subject to any penalty or disciplinary action for refusing to serve as trained seizure action plan personnel.

(2) Each local school system and charter school governing body shall provide to all bus drivers responsible for the transportation of a student being treated for epilepsy or a seizure disorder with notice of the student's condition; the student's emergency contact information; the student's parent or guardian contact information; and with epilepsy and seizure disorder first aid training.

(2) Each local school system and charter school governing body shall provide to all bus drivers responsible for the transportation of a student being treated for epilepsy or a seizure disorder with notice of the student's condition; the student's emergency contact information; the student's parent or guardian contact information; and with epilepsy and seizure disorder first aid training.

(g) No physician, nurse, school employee, local school system, or charter school governing body shall be liable for civil damages or subject to disciplinary action under professional licensing regulations or school disciplinary policies as a result of the activities authorized or required by this Code section when such acts are committed as an ordinarily reasonably prudent physician, nurse, school employee, local school system, or charter school governing body would have acted under the same or similar circumstances.

(g) No physician, nurse, school employee, local school system, or charter school governing body shall be liable for civil damages or subject to disciplinary action under professional licensing regulations or school disciplinary policies as a result of the activities authorized or required by this Code section when such acts are committed as an ordinarily reasonably prudent physician, nurse, school employee, local school system, or charter school governing body would have acted under the same or similar circumstances.

(h) A private school which complies with the requirements of this Code section shall have the same limited liability for such school and its employees in the same manner as for public schools as provided for in subsection (g) of this Code section.

(h) A private school which complies with the requirements of this Code section shall have the same limited liability for such school and its employees in the same manner as for public schools as provided for in subsection (g) of this Code section.
O.C.G.A. § 20-2-470 — GA Code / Title 20 / Chapter 2 / Section 20-2-470
Georgia Code Title 20. Education § 20-2-470
Status: in_force

Before the schoolhouse refunding bonds provided in this subpart shall be issued, they shall first be validated in accordance with Part 1 of Article 2 of Chapter 82 of Title 36.
O.C.G.A. § 20-2-153-1 — GA Code / Title 20 / Chapter 2 / Section 20-2-153-1
Georgia Code Title 20. Education § 20-2-153.1
Status: in_force

(a) This Code section shall be known and may be cited as the “Georgia Early Literacy Act.”

(a) This Code section shall be known and may be cited as the “Georgia Early Literacy Act.”

(b) As used in this Code section, the term: (1) “ Board ” means the State Board of Education. (2) “ Department ” means the Department of Education. (3) “ Foundational literacy skills ” means phonological awareness, phonemic awareness, phonics, fluency, vocabulary, reading comprehension, spelling, oral language, and the intersection of reading and writing. (4) “ High-quality instructional materials ” means instructional materials aligned to the science of reading that instruct students in foundational literacy skills and grade-appropriate English language arts and reading standards approved by the State Board of Education. (5) “ Reading intervention ” means evidence based strategies frequently used to remediate reading deficiencies and includes, but is not limited to, individual and small-group instruction, multisensory approaches, tutoring, mentoring, or the use of technology that targets specific reading skills and abilities. (6) “ Science of reading ” means the body of research that identifies evidence based approaches of explicitly and systematically teaching students to read, including foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy. (7) “ Significant reading deficiency ” means for students in kindergarten through third grade that such student's score on a universal reading screener is within the range of scores determined by the department to demonstrate a lack of proficiency in foundational literacy skills. (8) “ Structured literacy ” means an evidence based approach to teaching oral and written language aligned to the science of reading founded on the science of how children learn to read and characterized by explicit, systematic, cumulative, and diagnostic instruction in phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics. (9) “ Tiered reading intervention plan ” means a plan that describes the evidence based reading intervention services a student will receive to remediate such student's reading deficit and to ensure that such student becomes proficient in foundational literacy skills. (10) “ Universal reading screener ” means a uniform tool that screens and monitors a student's progress in foundational literacy skills that is administered to students multiple times during the school year.

(b) As used in this Code section, the term:

(1) “ Board ” means the State Board of Education.

(1) “ Board ” means the State Board of Education.

(2) “ Department ” means the Department of Education.

(2) “ Department ” means the Department of Education.

(3) “ Foundational literacy skills ” means phonological awareness, phonemic awareness, phonics, fluency, vocabulary, reading comprehension, spelling, oral language, and the intersection of reading and writing.

(3) “ Foundational literacy skills ” means phonological awareness, phonemic awareness, phonics, fluency, vocabulary, reading comprehension, spelling, oral language, and the intersection of reading and writing.

(4) “ High-quality instructional materials ” means instructional materials aligned to the science of reading that instruct students in foundational literacy skills and grade-appropriate English language arts and reading standards approved by the State Board of Education.

(4) “ High-quality instructional materials ” means instructional materials aligned to the science of reading that instruct students in foundational literacy skills and grade-appropriate English language arts and reading standards approved by the State Board of Education.

(5) “ Reading intervention ” means evidence based strategies frequently used to remediate reading deficiencies and includes, but is not limited to, individual and small-group instruction, multisensory approaches, tutoring, mentoring, or the use of technology that targets specific reading skills and abilities.

(5) “ Reading intervention ” means evidence based strategies frequently used to remediate reading deficiencies and includes, but is not limited to, individual and small-group instruction, multisensory approaches, tutoring, mentoring, or the use of technology that targets specific reading skills and abilities.

(6) “ Science of reading ” means the body of research that identifies evidence based approaches of explicitly and systematically teaching students to read, including foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy.

(6) “ Science of reading ” means the body of research that identifies evidence based approaches of explicitly and systematically teaching students to read, including foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy.

(7) “ Significant reading deficiency ” means for students in kindergarten through third grade that such student's score on a universal reading screener is within the range of scores determined by the department to demonstrate a lack of proficiency in foundational literacy skills.

(7) “ Significant reading deficiency ” means for students in kindergarten through third grade that such student's score on a universal reading screener is within the range of scores determined by the department to demonstrate a lack of proficiency in foundational literacy skills.

(8) “ Structured literacy ” means an evidence based approach to teaching oral and written language aligned to the science of reading founded on the science of how children learn to read and characterized by explicit, systematic, cumulative, and diagnostic instruction in phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics.

(8) “ Structured literacy ” means an evidence based approach to teaching oral and written language aligned to the science of reading founded on the science of how children learn to read and characterized by explicit, systematic, cumulative, and diagnostic instruction in phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics.

(9) “ Tiered reading intervention plan ” means a plan that describes the evidence based reading intervention services a student will receive to remediate such student's reading deficit and to ensure that such student becomes proficient in foundational literacy skills.

(9) “ Tiered reading intervention plan ” means a plan that describes the evidence based reading intervention services a student will receive to remediate such student's reading deficit and to ensure that such student becomes proficient in foundational literacy skills.

(10) “ Universal reading screener ” means a uniform tool that screens and monitors a student's progress in foundational literacy skills that is administered to students multiple times during the school year.

(10) “ Universal reading screener ” means a uniform tool that screens and monitors a student's progress in foundational literacy skills that is administered to students multiple times during the school year.

(c)(1) The board, in consultation with the department and the Office of Student Achievement, shall establish such policies, rules, and regulations as necessary to implement uniform grade-appropriate metrics for measuring literacy. (2)(A) As soon as practicable but not later than January 1, 2024, the board shall: (i) Approve high-quality instructional materials to be used for teaching students in kindergarten through third grade to read; and (ii) Establish a procedure for each public school and local school system to annually certify to the department that such school or school system's locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials. (3)(A) As soon as practicable but not later than January 1, 2024, the department shall establish qualifications, time lines, and submission procedures for education service providers to submit one or more universal reading screeners to be considered for inclusion on the board's list of approved universal reading screener providers provided for in subparagraph (B) of this paragraph. (B) As soon as practicable but not later than July 1, 2024, the board shall approve a list of universal reading screeners for use by public schools and local school systems as part of their comprehensive literacy programs which meet the following criteria: (i) Capable of providing relevant information to assist teachers with targeting instruction based on student needs; (ii) Capable of measuring foundational literacy skills; (iii) Capable of identifying students who have a significant reading deficiency, including, but not limited to, identifying students with characteristics of dyslexia; (iv) Prescribed parameters on the time required to administer universal reading screener with the primary objective of such prescription being to minimize impacts on instructional time; and (v) Capable of progress monitoring. (4)(A) As soon as practicable but not later than August 1, 2024, the department shall publish on its website a list of board approved providers of universal reading screeners for use by public schools and local school systems, including the free universal reading screener provided by the department. (B) The department shall provide a universal reading screener that meets the criteria established by the board as provided in subparagraph (B) of paragraph (3) of this subsection. Such universal reading screener shall be made available for use free of charge to public schools and local school systems and shall be included on the list provided for in subparagraph (A) of this paragraph. (5) The department shall, in consultation with the University System of Georgia, the Professional Standards Commission, the Office of Student Achievement, Georgia's Regional Education Service Agencies, and literacy experts, develop or procure one or more training programs for kindergarten through third grade teachers on the science of reading, structured literacy, and foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy. Such training programs shall be developed or procured to promote teachers' knowledge and skills for teaching all students to read, including students with dyslexia, and to ensure teachers have the knowledge and skills necessary to use approved universal reading screeners and to use assessment data to inform instruction based on student needs. (6) The department shall provide technical assistance to aid public schools and local school systems in implementing the provisions of this Code section. (7) Beginning April 1, 2026, the department shall provide an annual report on the impacts of the implementation of the provisions of this Code section, including, but not limited to, reporting the results by school and school system of: (A) The research based formative assessments with a summative component that is tied to performance indicators in English language arts and reading in grades one and two provided for in subsection (a) of Code Section 20-2-281 ; (B) The comprehensive summative assessment program for third grade students provided for in subsection (a) of Code Section 20-2-281 ; (C) The nationally norm referenced instruments in reading for third grade students provided for in subsection (a) of Code Section 20-2-281 ; and (D) The formative reading assessments for first and second grade students provided for in Code Section 20-2-280 . Such report shall also include analyses of the the impact of use of universal reading screeners, the use of high-quality instructional materials, and instructional practices grounded in the science of reading. Such report shall be provided to the Governor, the President of the Senate, the Speaker of the House of Representatives, the chairperson of the House Committee on Education, the Senate Education and Youth Committee, the House Committee on Higher Education, the Senate Higher Education Committee, and the board, and shall be made available on the department's website for access by the public.

(c)(1) The board, in consultation with the department and the Office of Student Achievement, shall establish such policies, rules, and regulations as necessary to implement uniform grade-appropriate metrics for measuring literacy.

(c)(1) The board, in consultation with the department and the Office of Student Achievement, shall establish such policies, rules, and regulations as necessary to implement uniform grade-appropriate metrics for measuring literacy.

(2)(A) As soon as practicable but not later than January 1, 2024, the board shall: (i) Approve high-quality instructional materials to be used for teaching students in kindergarten through third grade to read; and (ii) Establish a procedure for each public school and local school system to annually certify to the department that such school or school system's locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials.

(2)(A) As soon as practicable but not later than January 1, 2024, the board shall: (i) Approve high-quality instructional materials to be used for teaching students in kindergarten through third grade to read; and (ii) Establish a procedure for each public school and local school system to annually certify to the department that such school or school system's locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials.

(2)(A) As soon as practicable but not later than January 1, 2024, the board shall:

(i) Approve high-quality instructional materials to be used for teaching students in kindergarten through third grade to read; and

(i) Approve high-quality instructional materials to be used for teaching students in kindergarten through third grade to read; and

(ii) Establish a procedure for each public school and local school system to annually certify to the department that such school or school system's locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials.

(ii) Establish a procedure for each public school and local school system to annually certify to the department that such school or school system's locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials.

(3)(A) As soon as practicable but not later than January 1, 2024, the department shall establish qualifications, time lines, and submission procedures for education service providers to submit one or more universal reading screeners to be considered for inclusion on the board's list of approved universal reading screener providers provided for in subparagraph (B) of this paragraph. (B) As soon as practicable but not later than July 1, 2024, the board shall approve a list of universal reading screeners for use by public schools and local school systems as part of their comprehensive literacy programs which meet the following criteria: (i) Capable of providing relevant information to assist teachers with targeting instruction based on student needs; (ii) Capable of measuring foundational literacy skills; (iii) Capable of identifying students who have a significant reading deficiency, including, but not limited to, identifying students with characteristics of dyslexia; (iv) Prescribed parameters on the time required to administer universal reading screener with the primary objective of such prescription being to minimize impacts on instructional time; and (v) Capable of progress monitoring.

(3)(A) As soon as practicable but not later than January 1, 2024, the department shall establish qualifications, time lines, and submission procedures for education service providers to submit one or more universal reading screeners to be considered for inclusion on the board's list of approved universal reading screener providers provided for in subparagraph (B) of this paragraph.

(3)(A) As soon as practicable but not later than January 1, 2024, the department shall establish qualifications, time lines, and submission procedures for education service providers to submit one or more universal reading screeners to be considered for inclusion on the board's list of approved universal reading screener providers provided for in subparagraph (B) of this paragraph.

(B) As soon as practicable but not later than July 1, 2024, the board shall approve a list of universal reading screeners for use by public schools and local school systems as part of their comprehensive literacy programs which meet the following criteria: (i) Capable of providing relevant information to assist teachers with targeting instruction based on student needs; (ii) Capable of measuring foundational literacy skills; (iii) Capable of identifying students who have a significant reading deficiency, including, but not limited to, identifying students with characteristics of dyslexia; (iv) Prescribed parameters on the time required to administer universal reading screener with the primary objective of such prescription being to minimize impacts on instructional time; and (v) Capable of progress monitoring.

(B) As soon as practicable but not later than July 1, 2024, the board shall approve a list of universal reading screeners for use by public schools and local school systems as part of their comprehensive literacy programs which meet the following criteria:

(i) Capable of providing relevant information to assist teachers with targeting instruction based on student needs;

(i) Capable of providing relevant information to assist teachers with targeting instruction based on student needs;

(ii) Capable of measuring foundational literacy skills;

(ii) Capable of measuring foundational literacy skills;

(iii) Capable of identifying students who have a significant reading deficiency, including, but not limited to, identifying students with characteristics of dyslexia;

(iii) Capable of identifying students who have a significant reading deficiency, including, but not limited to, identifying students with characteristics of dyslexia;

(iv) Prescribed parameters on the time required to administer universal reading screener with the primary objective of such prescription being to minimize impacts on instructional time; and

(iv) Prescribed parameters on the time required to administer universal reading screener with the primary objective of such prescription being to minimize impacts on instructional time; and

(v) Capable of progress monitoring.

(v) Capable of progress monitoring.

(4)(A) As soon as practicable but not later than August 1, 2024, the department shall publish on its website a list of board approved providers of universal reading screeners for use by public schools and local school systems, including the free universal reading screener provided by the department. (B) The department shall provide a universal reading screener that meets the criteria established by the board as provided in subparagraph (B) of paragraph (3) of this subsection. Such universal reading screener shall be made available for use free of charge to public schools and local school systems and shall be included on the list provided for in subparagraph (A) of this paragraph.

(4)(A) As soon as practicable but not later than August 1, 2024, the department shall publish on its website a list of board approved providers of universal reading screeners for use by public schools and local school systems, including the free universal reading screener provided by the department.

(4)(A) As soon as practicable but not later than August 1, 2024, the department shall publish on its website a list of board approved providers of universal reading screeners for use by public schools and local school systems, including the free universal reading screener provided by the department.

(B) The department shall provide a universal reading screener that meets the criteria established by the board as provided in subparagraph (B) of paragraph (3) of this subsection. Such universal reading screener shall be made available for use free of charge to public schools and local school systems and shall be included on the list provided for in subparagraph (A) of this paragraph.

(B) The department shall provide a universal reading screener that meets the criteria established by the board as provided in subparagraph (B) of paragraph (3) of this subsection. Such universal reading screener shall be made available for use free of charge to public schools and local school systems and shall be included on the list provided for in subparagraph (A) of this paragraph.

(5) The department shall, in consultation with the University System of Georgia, the Professional Standards Commission, the Office of Student Achievement, Georgia's Regional Education Service Agencies, and literacy experts, develop or procure one or more training programs for kindergarten through third grade teachers on the science of reading, structured literacy, and foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy. Such training programs shall be developed or procured to promote teachers' knowledge and skills for teaching all students to read, including students with dyslexia, and to ensure teachers have the knowledge and skills necessary to use approved universal reading screeners and to use assessment data to inform instruction based on student needs.

(5) The department shall, in consultation with the University System of Georgia, the Professional Standards Commission, the Office of Student Achievement, Georgia's Regional Education Service Agencies, and literacy experts, develop or procure one or more training programs for kindergarten through third grade teachers on the science of reading, structured literacy, and foundational literacy skills that enable students to develop reading skills required to meet state standards in literacy. Such training programs shall be developed or procured to promote teachers' knowledge and skills for teaching all students to read, including students with dyslexia, and to ensure teachers have the knowledge and skills necessary to use approved universal reading screeners and to use assessment data to inform instruction based on student needs.

(6) The department shall provide technical assistance to aid public schools and local school systems in implementing the provisions of this Code section.

(6) The department shall provide technical assistance to aid public schools and local school systems in implementing the provisions of this Code section.

(7) Beginning April 1, 2026, the department shall provide an annual report on the impacts of the implementation of the provisions of this Code section, including, but not limited to, reporting the results by school and school system of: (A) The research based formative assessments with a summative component that is tied to performance indicators in English language arts and reading in grades one and two provided for in subsection (a) of Code Section 20-2-281 ; (B) The comprehensive summative assessment program for third grade students provided for in subsection (a) of Code Section 20-2-281 ; (C) The nationally norm referenced instruments in reading for third grade students provided for in subsection (a) of Code Section 20-2-281 ; and (D) The formative reading assessments for first and second grade students provided for in Code Section 20-2-280 .

(7) Beginning April 1, 2026, the department shall provide an annual report on the impacts of the implementation of the provisions of this Code section, including, but not limited to, reporting the results by school and school system of:

(A) The research based formative assessments with a summative component that is tied to performance indicators in English language arts and reading in grades one and two provided for in subsection (a) of Code Section 20-2-281 ;

(A) The research based formative assessments with a summative component that is tied to performance indicators in English language arts and reading in grades one and two provided for in subsection (a) of Code Section 20-2-281 ;

(B) The comprehensive summative assessment program for third grade students provided for in subsection (a) of Code Section 20-2-281 ;

(B) The comprehensive summative assessment program for third grade students provided for in subsection (a) of Code Section 20-2-281 ;

(C) The nationally norm referenced instruments in reading for third grade students provided for in subsection (a) of Code Section 20-2-281 ; and

(C) The nationally norm referenced instruments in reading for third grade students provided for in subsection (a) of Code Section 20-2-281 ; and

(D) The formative reading assessments for first and second grade students provided for in Code Section 20-2-280 .

(D) The formative reading assessments for first and second grade students provided for in Code Section 20-2-280 .

Such report shall also include analyses of the the impact of use of universal reading screeners, the use of high-quality instructional materials, and instructional practices grounded in the science of reading. Such report shall be provided to the Governor, the President of the Senate, the Speaker of the House of Representatives, the chairperson of the House Committee on Education, the Senate Education and Youth Committee, the House Committee on Higher Education, the Senate Higher Education Committee, and the board, and shall be made available on the department's website for access by the public.

(d)(1) Local boards of education and public school governing bodies shall: (A) By December 1, 2024, approve high-quality instructional materials for students in kindergarten through third grade; and (B) By December 15, 2024, and by August 1 each year thereafter, certify to the department that its locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials. (2)(A) Each public school and local school system shall provide instructional support for kindergarten through third grade teachers that shall include: (i) Onsite teacher training on the science of reading, structured literacy, foundational literacy skills, and evidence based decision making; (ii) Demonstrated lessons; and (iii) Prompt feedback for improving instruction. (B)(i) Any public school or local school system claiming that a lack of sufficient funding prevents such public school or local school system from providing instructional support as required in subparagraph (A) of this paragraph shall promptly and in writing notify the Department of Education and shall describe all efforts such school or school system has undertaken to secure sufficient funding from local, state, federal, and private sources. (ii) The Department of Education shall provide technical assistance and other guidance to public schools and local schools systems in identifying local, state, federal, and private funding sources to provide for instructional support as required in subparagraph (A) of this paragraph. (3)(A) Beginning August 1, 2024, three times each school year each public school and local school system shall administer a universal reading screener to each student in kindergarten through third grade, with the first administration occurring within 30 days of the beginning of the school year; provided, however, that for students in first and second grades such public school or local school system shall be authorized to substitute one administration of a universal reading screener with an administration of a formative reading assessment as provided for in Code Section 20-2-280 . (B) Each public school or local school system shall be authorized to administer a free universal reading screener provided by the department or a universal reading screener approved by the board. (C) After each administration of a universal reading screener, each public school or local school system shall report the results to: (i) Parents and guardians of students who participated in the administration; and (ii) The department for analysis. (D) The results of the universal reading screeners administered to students shall not be used as part of any education assessment accountability program provided for in Article 2 of Chapter 14 of this title. (4)(A) Beginning August 1, 2024, public schools and local school systems shall implement tiered reading intervention plans for public school students in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency, as measured by performance on universal reading screener approved by the board. Each such tiered reading intervention plan shall be implemented no later than 30 days after a student has been identified as exhibiting a significant reading deficiency and shall describe the evidence based reading intervention services the student will receive to remedy the reading deficit and ensure the student becomes proficient in foundational literacy skills. Such tiered reading intervention plans may be incorporated into and included as part of the school's existing multi-tiered system of supports or response to intervention frameworks. (B) Each student who has been identified as exhibiting a significant reading deficiency shall receive intensive reading intervention until such student is no longer identified as exhibiting a significant reading deficiency. (C) The parent or guardian of any student in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency shall be notified in writing by the student's school no later than 15 days after the identification of the possible deficiency. Such written notification shall include: (i) That the student has been identified as exhibiting a significant reading deficiency; (ii) That a tiered reading intervention plan will be implemented by the student's teacher; (iii) Results of the student's performance on the universal reading screeners administered to date; (iv) A description of the current services provided to the student; (v) A description of proposed evidence based reading interventions and supplemental instructional services and supports to be provided to the student that are designed to remedy the identified area or areas of significant reading deficiency to ensure the student becomes proficient in foundational literacy skills; (vi) Notification that the parent or guardian will be informed in writing of the student's progress toward grade level reading; and (vii) Strategies for parents to use at home to help their child succeed in reading. (5) By July 1, 2025, all kindergarten through third grade teachers shall complete a training program developed or procured pursuant to paragraph (c)(5) of this Code section.

(d)(1) Local boards of education and public school governing bodies shall: (A) By December 1, 2024, approve high-quality instructional materials for students in kindergarten through third grade; and (B) By December 15, 2024, and by August 1 each year thereafter, certify to the department that its locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials.

(d)(1) Local boards of education and public school governing bodies shall:

(A) By December 1, 2024, approve high-quality instructional materials for students in kindergarten through third grade; and

(A) By December 1, 2024, approve high-quality instructional materials for students in kindergarten through third grade; and

(B) By December 15, 2024, and by August 1 each year thereafter, certify to the department that its locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials.

(B) By December 15, 2024, and by August 1 each year thereafter, certify to the department that its locally approved instructional materials and content, as defined in subsection (a) of Code Section 20-2-1017 , constitute high-quality instructional materials.

(2)(A) Each public school and local school system shall provide instructional support for kindergarten through third grade teachers that shall include: (i) Onsite teacher training on the science of reading, structured literacy, foundational literacy skills, and evidence based decision making; (ii) Demonstrated lessons; and (iii) Prompt feedback for improving instruction. (B)(i) Any public school or local school system claiming that a lack of sufficient funding prevents such public school or local school system from providing instructional support as required in subparagraph (A) of this paragraph shall promptly and in writing notify the Department of Education and shall describe all efforts such school or school system has undertaken to secure sufficient funding from local, state, federal, and private sources. (ii) The Department of Education shall provide technical assistance and other guidance to public schools and local schools systems in identifying local, state, federal, and private funding sources to provide for instructional support as required in subparagraph (A) of this paragraph.

(2)(A) Each public school and local school system shall provide instructional support for kindergarten through third grade teachers that shall include: (i) Onsite teacher training on the science of reading, structured literacy, foundational literacy skills, and evidence based decision making; (ii) Demonstrated lessons; and (iii) Prompt feedback for improving instruction.

(2)(A) Each public school and local school system shall provide instructional support for kindergarten through third grade teachers that shall include:

(i) Onsite teacher training on the science of reading, structured literacy, foundational literacy skills, and evidence based decision making;

(i) Onsite teacher training on the science of reading, structured literacy, foundational literacy skills, and evidence based decision making;

(ii) Demonstrated lessons; and

(ii) Demonstrated lessons; and

(iii) Prompt feedback for improving instruction.

(iii) Prompt feedback for improving instruction.

(B)(i) Any public school or local school system claiming that a lack of sufficient funding prevents such public school or local school system from providing instructional support as required in subparagraph (A) of this paragraph shall promptly and in writing notify the Department of Education and shall describe all efforts such school or school system has undertaken to secure sufficient funding from local, state, federal, and private sources. (ii) The Department of Education shall provide technical assistance and other guidance to public schools and local schools systems in identifying local, state, federal, and private funding sources to provide for instructional support as required in subparagraph (A) of this paragraph.

(B)(i) Any public school or local school system claiming that a lack of sufficient funding prevents such public school or local school system from providing instructional support as required in subparagraph (A) of this paragraph shall promptly and in writing notify the Department of Education and shall describe all efforts such school or school system has undertaken to secure sufficient funding from local, state, federal, and private sources.

(B)(i) Any public school or local school system claiming that a lack of sufficient funding prevents such public school or local school system from providing instructional support as required in subparagraph (A) of this paragraph shall promptly and in writing notify the Department of Education and shall describe all efforts such school or school system has undertaken to secure sufficient funding from local, state, federal, and private sources.

(ii) The Department of Education shall provide technical assistance and other guidance to public schools and local schools systems in identifying local, state, federal, and private funding sources to provide for instructional support as required in subparagraph (A) of this paragraph.

(ii) The Department of Education shall provide technical assistance and other guidance to public schools and local schools systems in identifying local, state, federal, and private funding sources to provide for instructional support as required in subparagraph (A) of this paragraph.

(3)(A) Beginning August 1, 2024, three times each school year each public school and local school system shall administer a universal reading screener to each student in kindergarten through third grade, with the first administration occurring within 30 days of the beginning of the school year; provided, however, that for students in first and second grades such public school or local school system shall be authorized to substitute one administration of a universal reading screener with an administration of a formative reading assessment as provided for in Code Section 20-2-280 . (B) Each public school or local school system shall be authorized to administer a free universal reading screener provided by the department or a universal reading screener approved by the board. (C) After each administration of a universal reading screener, each public school or local school system shall report the results to: (i) Parents and guardians of students who participated in the administration; and (ii) The department for analysis. (D) The results of the universal reading screeners administered to students shall not be used as part of any education assessment accountability program provided for in Article 2 of Chapter 14 of this title.

(3)(A) Beginning August 1, 2024, three times each school year each public school and local school system shall administer a universal reading screener to each student in kindergarten through third grade, with the first administration occurring within 30 days of the beginning of the school year; provided, however, that for students in first and second grades such public school or local school system shall be authorized to substitute one administration of a universal reading screener with an administration of a formative reading assessment as provided for in Code Section 20-2-280 .

(3)(A) Beginning August 1, 2024, three times each school year each public school and local school system shall administer a universal reading screener to each student in kindergarten through third grade, with the first administration occurring within 30 days of the beginning of the school year; provided, however, that for students in first and second grades such public school or local school system shall be authorized to substitute one administration of a universal reading screener with an administration of a formative reading assessment as provided for in Code Section 20-2-280 .

(B) Each public school or local school system shall be authorized to administer a free universal reading screener provided by the department or a universal reading screener approved by the board.

(B) Each public school or local school system shall be authorized to administer a free universal reading screener provided by the department or a universal reading screener approved by the board.

(C) After each administration of a universal reading screener, each public school or local school system shall report the results to: (i) Parents and guardians of students who participated in the administration; and (ii) The department for analysis.

(C) After each administration of a universal reading screener, each public school or local school system shall report the results to:

(i) Parents and guardians of students who participated in the administration; and

(i) Parents and guardians of students who participated in the administration; and

(ii) The department for analysis.

(ii) The department for analysis.

(D) The results of the universal reading screeners administered to students shall not be used as part of any education assessment accountability program provided for in Article 2 of Chapter 14 of this title.

(D) The results of the universal reading screeners administered to students shall not be used as part of any education assessment accountability program provided for in Article 2 of Chapter 14 of this title.

(4)(A) Beginning August 1, 2024, public schools and local school systems shall implement tiered reading intervention plans for public school students in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency, as measured by performance on universal reading screener approved by the board. Each such tiered reading intervention plan shall be implemented no later than 30 days after a student has been identified as exhibiting a significant reading deficiency and shall describe the evidence based reading intervention services the student will receive to remedy the reading deficit and ensure the student becomes proficient in foundational literacy skills. Such tiered reading intervention plans may be incorporated into and included as part of the school's existing multi-tiered system of supports or response to intervention frameworks. (B) Each student who has been identified as exhibiting a significant reading deficiency shall receive intensive reading intervention until such student is no longer identified as exhibiting a significant reading deficiency. (C) The parent or guardian of any student in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency shall be notified in writing by the student's school no later than 15 days after the identification of the possible deficiency. Such written notification shall include: (i) That the student has been identified as exhibiting a significant reading deficiency; (ii) That a tiered reading intervention plan will be implemented by the student's teacher; (iii) Results of the student's performance on the universal reading screeners administered to date; (iv) A description of the current services provided to the student; (v) A description of proposed evidence based reading interventions and supplemental instructional services and supports to be provided to the student that are designed to remedy the identified area or areas of significant reading deficiency to ensure the student becomes proficient in foundational literacy skills; (vi) Notification that the parent or guardian will be informed in writing of the student's progress toward grade level reading; and (vii) Strategies for parents to use at home to help their child succeed in reading.

(4)(A) Beginning August 1, 2024, public schools and local school systems shall implement tiered reading intervention plans for public school students in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency, as measured by performance on universal reading screener approved by the board. Each such tiered reading intervention plan shall be implemented no later than 30 days after a student has been identified as exhibiting a significant reading deficiency and shall describe the evidence based reading intervention services the student will receive to remedy the reading deficit and ensure the student becomes proficient in foundational literacy skills. Such tiered reading intervention plans may be incorporated into and included as part of the school's existing multi-tiered system of supports or response to intervention frameworks.

(4)(A) Beginning August 1, 2024, public schools and local school systems shall implement tiered reading intervention plans for public school students in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency, as measured by performance on universal reading screener approved by the board. Each such tiered reading intervention plan shall be implemented no later than 30 days after a student has been identified as exhibiting a significant reading deficiency and shall describe the evidence based reading intervention services the student will receive to remedy the reading deficit and ensure the student becomes proficient in foundational literacy skills. Such tiered reading intervention plans may be incorporated into and included as part of the school's existing multi-tiered system of supports or response to intervention frameworks.

(B) Each student who has been identified as exhibiting a significant reading deficiency shall receive intensive reading intervention until such student is no longer identified as exhibiting a significant reading deficiency.

(B) Each student who has been identified as exhibiting a significant reading deficiency shall receive intensive reading intervention until such student is no longer identified as exhibiting a significant reading deficiency.

(C) The parent or guardian of any student in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency shall be notified in writing by the student's school no later than 15 days after the identification of the possible deficiency. Such written notification shall include: (i) That the student has been identified as exhibiting a significant reading deficiency; (ii) That a tiered reading intervention plan will be implemented by the student's teacher; (iii) Results of the student's performance on the universal reading screeners administered to date; (iv) A description of the current services provided to the student; (v) A description of proposed evidence based reading interventions and supplemental instructional services and supports to be provided to the student that are designed to remedy the identified area or areas of significant reading deficiency to ensure the student becomes proficient in foundational literacy skills; (vi) Notification that the parent or guardian will be informed in writing of the student's progress toward grade level reading; and (vii) Strategies for parents to use at home to help their child succeed in reading.

(C) The parent or guardian of any student in kindergarten through third grade who at any time during the school year exhibits a significant reading deficiency shall be notified in writing by the student's school no later than 15 days after the identification of the possible deficiency. Such written notification shall include:

(i) That the student has been identified as exhibiting a significant reading deficiency;

(i) That the student has been identified as exhibiting a significant reading deficiency;

(ii) That a tiered reading intervention plan will be implemented by the student's teacher;

(ii) That a tiered reading intervention plan will be implemented by the student's teacher;

(iii) Results of the student's performance on the universal reading screeners administered to date;

(iii) Results of the student's performance on the universal reading screeners administered to date;

(iv) A description of the current services provided to the student;

(iv) A description of the current services provided to the student;

(v) A description of proposed evidence based reading interventions and supplemental instructional services and supports to be provided to the student that are designed to remedy the identified area or areas of significant reading deficiency to ensure the student becomes proficient in foundational literacy skills;

(v) A description of proposed evidence based reading interventions and supplemental instructional services and supports to be provided to the student that are designed to remedy the identified area or areas of significant reading deficiency to ensure the student becomes proficient in foundational literacy skills;

(vi) Notification that the parent or guardian will be informed in writing of the student's progress toward grade level reading; and

(vi) Notification that the parent or guardian will be informed in writing of the student's progress toward grade level reading; and

(vii) Strategies for parents to use at home to help their child succeed in reading.

(vii) Strategies for parents to use at home to help their child succeed in reading.

(5) By July 1, 2025, all kindergarten through third grade teachers shall complete a training program developed or procured pursuant to paragraph (c)(5) of this Code section.

(5) By July 1, 2025, all kindergarten through third grade teachers shall complete a training program developed or procured pursuant to paragraph (c)(5) of this Code section.

(e) Nothing in this Code section shall be construed to abrogate or otherwise affect the operation or application of the federal Individuals with Disabilities Education Act (IDEA) or Section 504 of the federal Rehabilitation Act of 1973.

(e) Nothing in this Code section shall be construed to abrogate or otherwise affect the operation or application of the federal Individuals with Disabilities Education Act (IDEA) or Section 504 of the federal Rehabilitation Act of 1973.

(f) This Code section shall not be subject to waivers pursuant to Code Section 20-2-82 for a strategic waivers school system, Code Section 20-2-244 for a local board of education, Code Section 20-2-2063.2 for a charter system, or Code Section 20-2-2065 for a charter school established pursuant to Article 31 or Article 31A of this chapter, a charter system, or schools within a charter system, or any state special school.

(f) This Code section shall not be subject to waivers pursuant to Code Section 20-2-82 for a strategic waivers school system, Code Section 20-2-244 for a local board of education, Code Section 20-2-2063.2 for a charter system, or Code Section 20-2-2065 for a charter school established pursuant to Article 31 or Article 31A of this chapter, a charter system, or schools within a charter system, or any state special school.
O.C.G.A. § 20-2-739 — GA Code / Title 20 / Chapter 2 / Section 20-2-739
Georgia Code Title 20. Education § 20-2-739
Status: in_force

On and after July 1, 2000, the Department of Education shall provide training programs in conflict management and resolution and in cultural diversity for voluntary implementation by local boards of education for school employees, parents and guardians, and students; provided, however, that after July 1, 2022, such training programs shall not advocate for divisive concepts, as such term is defined in Code Section 20-1-11 .
O.C.G.A. § 20-3-420 — GA Code / Title 20 / Chapter 3 / Section 20-3-420
Georgia Code Title 20. Education § 20-3-420
Status: in_force

(a) The General Assembly finds that the University of North Georgia, a unit of the University System of Georgia, is widely recognized as one of the most outstanding senior military colleges in the United States and that its outstanding status as a senior military college has been formally recognized by the board of regents and by the Department of the Army of the United States. The purpose of this subpart is to recognize this status of the University of North Georgia and to enable Georgia's most gifted young people who are interested in pursuing a military career to attend this state's premier senior military college under a full scholarship.

(a) The General Assembly finds that the University of North Georgia, a unit of the University System of Georgia, is widely recognized as one of the most outstanding senior military colleges in the United States and that its outstanding status as a senior military college has been formally recognized by the board of regents and by the Department of the Army of the United States. The purpose of this subpart is to recognize this status of the University of North Georgia and to enable Georgia's most gifted young people who are interested in pursuing a military career to attend this state's premier senior military college under a full scholarship.

(b) The General Assembly officially designates the University of North Georgia as the premier senior military college of Georgia.

(b) The General Assembly officially designates the University of North Georgia as the premier senior military college of Georgia.
O.C.G.A. § 20-2-296 — GA Code / Title 20 / Chapter 2 / Section 20-2-296
Georgia Code Title 20. Education § 20-2-296
Status: in_force

A local board of education may allow a student who has been enrolled in and attended a public school for more than half of the school year and who moves during the school year to another attendance zone within the local school system to continue to be enrolled in and attend such initial public school through the completion of the school year; provided, however, that this shall not apply if such student has chronic disciplinary or attendance problems. The parent shall assume the responsibility for and cost of transportation of the student to and from the school.
O.C.G.A. § 20-2-690-1 — GA Code / Title 20 / Chapter 2 / Section 20-2-690-1
Georgia Code Title 20. Education § 20-2-690.1
Status: in_force

(a) Mandatory attendance in a public school, private school, or home school program shall be required for children between their sixth and sixteenth birthdays. Such mandatory attendance shall not be required where the child has successfully completed all requirements for a high school diploma.

(a) Mandatory attendance in a public school, private school, or home school program shall be required for children between their sixth and sixteenth birthdays. Such mandatory attendance shall not be required where the child has successfully completed all requirements for a high school diploma.

(b) Every parent, guardian, or other person residing within this state having control or charge of any child or children during the ages of mandatory attendance as required in subsection (a) of this Code section shall enroll and send such child or children to a public school, a private school, or a home study program that meets the requirements for a public school, a private school, or a home study program; and such child shall be responsible for enrolling in and attending a public school, a private school, or a home study program that meets the requirements for a public school, a private school, or a home study program under such penalty for noncompliance with this subsection as is provided in Chapter 11 of Title 15, unless the child's failure to enroll and attend is caused by the child's parent, guardian, or other person, in which case the parent, guardian, or other person alone shall be responsible; provided, however, that tests and physical exams for military service and the National Guard and such other approved absences shall be excused absences. The requirements of this subsection shall apply to a child during the ages of mandatory attendance as required in subsection (a) of this Code section who has been assigned by a local board of education or its delegate to attend an alternative public school program established by that local board of education, including an alternative public school program provided for in Code Section 20-2-154.1 , regardless of whether such child has been suspended or expelled from another public school program by that local board of education or its delegate, and to the parent, guardian, or other person residing in this state who has control or charge of such child. Nothing in this Code section shall be construed to require a local board of education or its delegate to assign a child to attend an alternative public school program rather than suspending or expelling the child.

(b) Every parent, guardian, or other person residing within this state having control or charge of any child or children during the ages of mandatory attendance as required in subsection (a) of this Code section shall enroll and send such child or children to a public school, a private school, or a home study program that meets the requirements for a public school, a private school, or a home study program; and such child shall be responsible for enrolling in and attending a public school, a private school, or a home study program that meets the requirements for a public school, a private school, or a home study program under such penalty for noncompliance with this subsection as is provided in Chapter 11 of Title 15, unless the child's failure to enroll and attend is caused by the child's parent, guardian, or other person, in which case the parent, guardian, or other person alone shall be responsible; provided, however, that tests and physical exams for military service and the National Guard and such other approved absences shall be excused absences. The requirements of this subsection shall apply to a child during the ages of mandatory attendance as required in subsection (a) of this Code section who has been assigned by a local board of education or its delegate to attend an alternative public school program established by that local board of education, including an alternative public school program provided for in Code Section 20-2-154.1 , regardless of whether such child has been suspended or expelled from another public school program by that local board of education or its delegate, and to the parent, guardian, or other person residing in this state who has control or charge of such child. Nothing in this Code section shall be construed to require a local board of education or its delegate to assign a child to attend an alternative public school program rather than suspending or expelling the child.

(c) Any parent, guardian, or other person residing in this state who has control or charge of a child or children and who violates this Code section shall be guilty of a misdemeanor and, upon conviction thereof, shall be subject to a fine of not less than $25.00 and not greater than $100.00, imprisonment not to exceed 30 days, community service, or any combination of such penalties, at the discretion of the court having jurisdiction. Each day's absence from school in violation of this part after the child's school system notifies the parent, guardian, or other person who has control or charge of a child of five unexcused days of absence for a child shall constitute a separate offense. After two reasonable attempts to notify the parent, guardian, or other person who has control or charge of a child of five unexcused days of absence without response, the school system shall send a notice to such parent, guardian, or other person by certified mail, return receipt requested, or first-class mail. Prior to any action to commence judicial proceedings to impose a penalty for violating this subsection on a parent, guardian, or other person residing in this state who has control or charge of a child or children, a school system shall send a notice to such parent, guardian, or other person by certified mail, return receipt requested. Public schools shall provide to the parent, guardian, or other person having control or charge of each child enrolled in public school a written summary of possible consequences and penalties for failing to comply with compulsory attendance under this Code section for children and their parents, guardians, or other persons having control or charge of children. The parent, guardian, or other person who has control or charge of a child or children shall sign a statement indicating receipt of such written statement of possible consequences and penalties; children who are age ten years or older by September 1 shall sign a statement indicating receipt of such written statement of possible consequences and penalties. After two reasonable attempts by the school to secure such signature or signatures, the school shall be considered to be in compliance with this subsection if it sends a copy of the statement, via certified mail, return receipt requested, or first-class mail, to such parent, guardian, or other person who has control or charge of a child or children. Public schools shall retain signed copies of statements through the end of the school year.

(c) Any parent, guardian, or other person residing in this state who has control or charge of a child or children and who violates this Code section shall be guilty of a misdemeanor and, upon conviction thereof, shall be subject to a fine of not less than $25.00 and not greater than $100.00, imprisonment not to exceed 30 days, community service, or any combination of such penalties, at the discretion of the court having jurisdiction. Each day's absence from school in violation of this part after the child's school system notifies the parent, guardian, or other person who has control or charge of a child of five unexcused days of absence for a child shall constitute a separate offense. After two reasonable attempts to notify the parent, guardian, or other person who has control or charge of a child of five unexcused days of absence without response, the school system shall send a notice to such parent, guardian, or other person by certified mail, return receipt requested, or first-class mail. Prior to any action to commence judicial proceedings to impose a penalty for violating this subsection on a parent, guardian, or other person residing in this state who has control or charge of a child or children, a school system shall send a notice to such parent, guardian, or other person by certified mail, return receipt requested. Public schools shall provide to the parent, guardian, or other person having control or charge of each child enrolled in public school a written summary of possible consequences and penalties for failing to comply with compulsory attendance under this Code section for children and their parents, guardians, or other persons having control or charge of children. The parent, guardian, or other person who has control or charge of a child or children shall sign a statement indicating receipt of such written statement of possible consequences and penalties; children who are age ten years or older by September 1 shall sign a statement indicating receipt of such written statement of possible consequences and penalties. After two reasonable attempts by the school to secure such signature or signatures, the school shall be considered to be in compliance with this subsection if it sends a copy of the statement, via certified mail, return receipt requested, or first-class mail, to such parent, guardian, or other person who has control or charge of a child or children. Public schools shall retain signed copies of statements through the end of the school year.

(d) Local school superintendents in the case of private schools, the Department of Education in the case of home study programs, and visiting teachers and attendance officers in the case of public schools shall have authority and it shall be their duty to file proceedings in court to enforce this subpart. The Department of Education shall coordinate with local school superintendents with respect to attendance records and notification for students in home study programs.

(d) Local school superintendents in the case of private schools, the Department of Education in the case of home study programs, and visiting teachers and attendance officers in the case of public schools shall have authority and it shall be their duty to file proceedings in court to enforce this subpart. The Department of Education shall coordinate with local school superintendents with respect to attendance records and notification for students in home study programs.

(e) An unemancipated minor who is older than the age of mandatory attendance as required in subsection (a) of this Code section who has not completed all requirements for a high school diploma who wishes to withdraw from school shall have the written permission of his or her parent or legal guardian prior to withdrawing. Prior to accepting such permission, the school principal or designee shall convene a conference with the child and parent or legal guardian within two school days of receiving notice of the intent of the child to withdraw from school. The principal or designee shall make a reasonable attempt to share with the student and parent or guardian the educational options available, including the opportunity to pursue a state approved high school equivalency (HSE) diploma and the consequences of not having earned a high school diploma, including lower lifetime earnings, fewer jobs for which the student will be qualified, and the inability to avail oneself of higher educational opportunities. Every local board of education shall adopt a policy on the process of voluntary withdrawal of unemancipated minors who are older than the mandatory attendance age. The policy shall be filed with the Department of Education no later than January 1, 2007. The Department of Education shall provide annually to all local school superintendents model forms for the parent or guardian signature requirement contained in this subsection and updated information from reliable sources relating to the consequences of withdrawing from school without completing all requirements for a high school diploma. Such form shall include information relating to the opportunity to pursue a state approved high school equivalency (HSE) diploma and the consequences of not having earned a high school diploma, including lower lifetime earnings, fewer jobs for which the student will be qualified, and the inability to avail oneself of higher educational opportunities. Such form shall also include information regarding potential loss of eligibility for accommodations, specialized instruction, and other services pursuant to the federal Individuals with Disabilities Education Act, 20 U.S.C.A. Section 1400, et seq., and Section 504 of the federal Rehabilitation Act of 1973, 29 U.S.C.A. Section 701, et seq. Each local school superintendent shall provide such forms and information to all of its principals of schools serving grades six through twelve for the principals to use during the required conference with the child and parent or legal guardian.

(e) An unemancipated minor who is older than the age of mandatory attendance as required in subsection (a) of this Code section who has not completed all requirements for a high school diploma who wishes to withdraw from school shall have the written permission of his or her parent or legal guardian prior to withdrawing. Prior to accepting such permission, the school principal or designee shall convene a conference with the child and parent or legal guardian within two school days of receiving notice of the intent of the child to withdraw from school. The principal or designee shall make a reasonable attempt to share with the student and parent or guardian the educational options available, including the opportunity to pursue a state approved high school equivalency (HSE) diploma and the consequences of not having earned a high school diploma, including lower lifetime earnings, fewer jobs for which the student will be qualified, and the inability to avail oneself of higher educational opportunities. Every local board of education shall adopt a policy on the process of voluntary withdrawal of unemancipated minors who are older than the mandatory attendance age. The policy shall be filed with the Department of Education no later than January 1, 2007. The Department of Education shall provide annually to all local school superintendents model forms for the parent or guardian signature requirement contained in this subsection and updated information from reliable sources relating to the consequences of withdrawing from school without completing all requirements for a high school diploma. Such form shall include information relating to the opportunity to pursue a state approved high school equivalency (HSE) diploma and the consequences of not having earned a high school diploma, including lower lifetime earnings, fewer jobs for which the student will be qualified, and the inability to avail oneself of higher educational opportunities. Such form shall also include information regarding potential loss of eligibility for accommodations, specialized instruction, and other services pursuant to the federal Individuals with Disabilities Education Act, 20 U.S.C.A. Section 1400, et seq., and Section 504 of the federal Rehabilitation Act of 1973, 29 U.S.C.A. Section 701, et seq. Each local school superintendent shall provide such forms and information to all of its principals of schools serving grades six through twelve for the principals to use during the required conference with the child and parent or legal guardian.
O.C.G.A. § 20-2-372 — GA Code / Title 20 / Chapter 2 / Section 20-2-372
Georgia Code Title 20. Education § 20-2-372
Status: repealed

Where any local or independent system is repealed by and in the manner provided in Code Sections 20-2-370 and 20-2-371 , the territory formerly included in such independent system shall become and constitute a school district of the county in which it is located and shall enjoy the same privileges and shall be governed by the same laws as other school districts in the county, including the authority to levy local taxes for school purposes; provided, however, that the rate for such taxation shall not exceed the rate allowed by law to other similar school districts.
O.C.G.A. § 20-2-152-1 — GA Code / Title 20 / Chapter 2 / Section 20-2-152-1
Georgia Code Title 20. Education § 20-2-152.1
Status: in_force

(a) As used in this Code section, the term “ communication mode or language ” means one or more of the following systems or methods of communication applicable to deaf and hard-of-hearing children: (1) American Sign Language; (2) English-based manual or sign systems; or (3) Oral, aural, or speech-based training.

(a) As used in this Code section, the term “ communication mode or language ” means one or more of the following systems or methods of communication applicable to deaf and hard-of-hearing children:

(1) American Sign Language;

(1) American Sign Language;

(2) English-based manual or sign systems; or

(2) English-based manual or sign systems; or

(3) Oral, aural, or speech-based training.

(3) Oral, aural, or speech-based training.

(b) In developing an individualized education program (IEP) pursuant to Code Section 20-2-152 for a child who is deaf or hard of hearing, in addition to any other requirements established by the state board, the local school system shall consider the related services and program options that provide the child with an appropriate and equal opportunity for communication access. The school system shall consider the child's specific communication needs and, to the extent possible under subsection (g) of this Code section, address those needs as appropriate in the child's individualized education program. In considering the child's needs, the school system shall expressly consider the following: (1) The child's individual communication mode or language; (2) The availability to the child of a sufficient number of age, cognitive, and language peers of similar abilities; (3) The availability to the child of deaf or hard-of-hearing adult models of the child's communication mode or language; (4) The provision of appropriate, direct, and ongoing language access to teachers of the deaf and hard of hearing and interpreters and other specialists who are proficient in the child's primary communication mode or language; and (5) The provision of communication-accessible academic instruction, school services, and extracurricular activities.

(b) In developing an individualized education program (IEP) pursuant to Code Section 20-2-152 for a child who is deaf or hard of hearing, in addition to any other requirements established by the state board, the local school system shall consider the related services and program options that provide the child with an appropriate and equal opportunity for communication access. The school system shall consider the child's specific communication needs and, to the extent possible under subsection (g) of this Code section, address those needs as appropriate in the child's individualized education program. In considering the child's needs, the school system shall expressly consider the following:

(1) The child's individual communication mode or language;

(1) The child's individual communication mode or language;

(2) The availability to the child of a sufficient number of age, cognitive, and language peers of similar abilities;

(2) The availability to the child of a sufficient number of age, cognitive, and language peers of similar abilities;

(3) The availability to the child of deaf or hard-of-hearing adult models of the child's communication mode or language;

(3) The availability to the child of deaf or hard-of-hearing adult models of the child's communication mode or language;

(4) The provision of appropriate, direct, and ongoing language access to teachers of the deaf and hard of hearing and interpreters and other specialists who are proficient in the child's primary communication mode or language; and

(4) The provision of appropriate, direct, and ongoing language access to teachers of the deaf and hard of hearing and interpreters and other specialists who are proficient in the child's primary communication mode or language; and

(5) The provision of communication-accessible academic instruction, school services, and extracurricular activities.

(5) The provision of communication-accessible academic instruction, school services, and extracurricular activities.

(c) To enable a parent or guardian to make informed decisions concerning which educational options are best suited to the parent's or guardian's child, all of the educational options provided by the school system and available to the child at the time the child's individualized education program is prepared shall be explained to the parent or guardian.

(c) To enable a parent or guardian to make informed decisions concerning which educational options are best suited to the parent's or guardian's child, all of the educational options provided by the school system and available to the child at the time the child's individualized education program is prepared shall be explained to the parent or guardian.

(d) No deaf or hard-of-hearing child shall be denied the opportunity for instruction in a particular communication mode or language solely because: (1) The child has some remaining hearing; (2) The child's parent or guardian is not fluent in the communication mode or language being taught; or (3) The child has previous experience with some other communication mode or language.

(d) No deaf or hard-of-hearing child shall be denied the opportunity for instruction in a particular communication mode or language solely because:

(1) The child has some remaining hearing;

(1) The child has some remaining hearing;

(2) The child's parent or guardian is not fluent in the communication mode or language being taught; or

(2) The child's parent or guardian is not fluent in the communication mode or language being taught; or

(3) The child has previous experience with some other communication mode or language.

(3) The child has previous experience with some other communication mode or language.

(e) Nothing in this Code section shall preclude instruction in more than one communication mode or language for any particular child. Any child for whom instruction in a particular communication mode or language is determined to be beneficial shall receive such instruction as part of the child's individualized education program.

(e) Nothing in this Code section shall preclude instruction in more than one communication mode or language for any particular child. Any child for whom instruction in a particular communication mode or language is determined to be beneficial shall receive such instruction as part of the child's individualized education program.

(f) Notwithstanding the provisions of paragraph (2) of subsection (b) of this Code section, nothing in this Code section shall be construed to require that a specific number of peers be provided for a child who is deaf or hard of hearing.

(f) Notwithstanding the provisions of paragraph (2) of subsection (b) of this Code section, nothing in this Code section shall be construed to require that a specific number of peers be provided for a child who is deaf or hard of hearing.

(g) Nothing in this Code section shall require a school system to expend additional resources or hire additional personnel to implement the provisions of this Code section.

(g) Nothing in this Code section shall require a school system to expend additional resources or hire additional personnel to implement the provisions of this Code section.
O.C.G.A. § 20-14-8 — GA Code / Title 20 / Chapter 14 / Section 20-14-8
Georgia Code Title 20. Education § 20-14-8
Status: in_force

The alliance shall have the following general powers and duties, in addition to any and all other powers enumerated in this article, any or all of which may be exercised by the alliance directly or by the Office of Student Achievement under the direction and supervision of the alliance:

(1) To foster coordination and cooperation among the chief officers of the departments, boards, and offices represented on the alliance;

(1) To foster coordination and cooperation among the chief officers of the departments, boards, and offices represented on the alliance;

(2) To develop a seamless and integrated public education system;

(2) To develop a seamless and integrated public education system;

(3) To require the shared and efficient expenditures for and utilization of facilities, personnel, and other resources;

(3) To require the shared and efficient expenditures for and utilization of facilities, personnel, and other resources;

(4) To require the seamless coordination of curriculum among the departments, boards, and offices represented on the alliance;

(4) To require the seamless coordination of curriculum among the departments, boards, and offices represented on the alliance;

(5) To require reasonable ease of transition for students among the educational institutions represented on the alliance;

(5) To require reasonable ease of transition for students among the educational institutions represented on the alliance;

(6) To establish and require high and necessary levels of student achievement at all levels of education;

(6) To establish and require high and necessary levels of student achievement at all levels of education;

(7) To exercise oversight of accountability systems that are within or among the departments, boards, and offices represented on the alliance and develop overlay accountability systems through the Office of Student Achievement;

(7) To exercise oversight of accountability systems that are within or among the departments, boards, and offices represented on the alliance and develop overlay accountability systems through the Office of Student Achievement;

(8) To exercise supervision and oversight over the Office of Student Achievement created in Part 2 of Article 2 of this chapter;

(8) To exercise supervision and oversight over the Office of Student Achievement created in Part 2 of Article 2 of this chapter;

(9) To coordinate the activities of state, regional, and local cooperative public education agencies, offices, or councils, including, but not limited to, the state's regional educational service agencies or other such groups that may be created in addition or in their place;

(9) To coordinate the activities of state, regional, and local cooperative public education agencies, offices, or councils, including, but not limited to, the state's regional educational service agencies or other such groups that may be created in addition or in their place;

(10) To focus on literacy improvements for Georgia students;

(10) To focus on literacy improvements for Georgia students;

(11) To work with the Georgia Council on Literacy to ensure the availability and quality of the education workforce through preparation, professional development, and nontraditional routes to employment;

(11) To work with the Georgia Council on Literacy to ensure the availability and quality of the education workforce through preparation, professional development, and nontraditional routes to employment;

(12) To oversee the development and implementation of a comprehensive system-wide education student information system that will support the implementation of an education accountability system and improve the seamless operation of public education;

(12) To oversee the development and implementation of a comprehensive system-wide education student information system that will support the implementation of an education accountability system and improve the seamless operation of public education;

(13) To simplify rules and regulations by all departments, boards, and offices represented on the alliance;

(13) To simplify rules and regulations by all departments, boards, and offices represented on the alliance;

(14) To develop a state-wide mentoring program that enhances student achievement at all levels of public education;

(14) To develop a state-wide mentoring program that enhances student achievement at all levels of public education;

(15) To establish and coordinate a school safety collaborative with representation from agencies and organizations designated by the alliance to improve the school climate and enhance school safety; and

(15) To establish and coordinate a school safety collaborative with representation from agencies and organizations designated by the alliance to improve the school climate and enhance school safety; and

(16) To mediate disputes among the Department of Education, the University System of Georgia, the Technical College System of Georgia, the Professional Standards Commission, the Department of Early Care and Learning, and the Office of Student Achievement in matters regarding accountability or education system seamlessness.

(16) To mediate disputes among the Department of Education, the University System of Georgia, the Technical College System of Georgia, the Professional Standards Commission, the Department of Early Care and Learning, and the Office of Student Achievement in matters regarding accountability or education system seamlessness.
O.C.G.A. § 20-2-161-4 — GA Code / Title 20 / Chapter 2 / Section 20-2-161-4
Georgia Code Title 20. Education § 20-2-161.4
Status: repealed

(a)(1) Beginning July 1, 2023, each student participating in the Dual Enrollment program provided for in Code Section 20-2-161.3 who is eligible for a HOPE grant pursuant to Code Section 20-3-519.5 shall be allowed to access HOPE grant funds for eligible CTAE courses, as defined in Code Section 20-2-161.3 , irrespective of whether such student has reached any maximum credit hour cap provided for in Code Section 20-2-161.3 . (2) For three years beginning on July 1, 2023, the Georgia Student Finance Commission, in collaboration with the Technical College System of Georgia, shall collect and report data on: (A) Student enrollment in and completion of at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ; (B) HOPE grant funding and Dual Enrollment program funding, including, but not limited to, the number of students who received such funding and the maximum, mean, median, and mode amounts of such funding received by students; (C) Postsecondary credits earned by students who received such funding; (D) The number of students who enrolled in a postsecondary degree program after completing a program of study that includes at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ; and (E) The number of students employed in a high-demand field after completing a focused program of study identified by the State Board of the Technical College System of Georgia as part of the High-demand Career Initiatives Program provided for in Code Section 20-4-152 . No later than January 1 each year, the Georgia Student Finance Commission shall provide an interim report to the Governor, the Lieutenant Governor, the director of the Office of Planning and Budget, and the chairpersons of the House Committee on Education, the Senate Education and Youth Committee, the House Committee on Higher Education, and the Senate Higher Education Committee. A final report shall be provided to the same no later than September 1, 2026. (3) The Georgia Student Finance Commission, in consultation with the State Board of Education, the State Board of the Technical College System of Georgia, and the Office of Workforce Development, shall establish rules and regulations to implement the provisions of this subsection.

(a)(1) Beginning July 1, 2023, each student participating in the Dual Enrollment program provided for in Code Section 20-2-161.3 who is eligible for a HOPE grant pursuant to Code Section 20-3-519.5 shall be allowed to access HOPE grant funds for eligible CTAE courses, as defined in Code Section 20-2-161.3 , irrespective of whether such student has reached any maximum credit hour cap provided for in Code Section 20-2-161.3 .

(a)(1) Beginning July 1, 2023, each student participating in the Dual Enrollment program provided for in Code Section 20-2-161.3 who is eligible for a HOPE grant pursuant to Code Section 20-3-519.5 shall be allowed to access HOPE grant funds for eligible CTAE courses, as defined in Code Section 20-2-161.3 , irrespective of whether such student has reached any maximum credit hour cap provided for in Code Section 20-2-161.3 .

(2) For three years beginning on July 1, 2023, the Georgia Student Finance Commission, in collaboration with the Technical College System of Georgia, shall collect and report data on: (A) Student enrollment in and completion of at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ; (B) HOPE grant funding and Dual Enrollment program funding, including, but not limited to, the number of students who received such funding and the maximum, mean, median, and mode amounts of such funding received by students; (C) Postsecondary credits earned by students who received such funding; (D) The number of students who enrolled in a postsecondary degree program after completing a program of study that includes at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ; and (E) The number of students employed in a high-demand field after completing a focused program of study identified by the State Board of the Technical College System of Georgia as part of the High-demand Career Initiatives Program provided for in Code Section 20-4-152 .

(2) For three years beginning on July 1, 2023, the Georgia Student Finance Commission, in collaboration with the Technical College System of Georgia, shall collect and report data on:

(A) Student enrollment in and completion of at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ;

(A) Student enrollment in and completion of at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ;

(B) HOPE grant funding and Dual Enrollment program funding, including, but not limited to, the number of students who received such funding and the maximum, mean, median, and mode amounts of such funding received by students;

(B) HOPE grant funding and Dual Enrollment program funding, including, but not limited to, the number of students who received such funding and the maximum, mean, median, and mode amounts of such funding received by students;

(C) Postsecondary credits earned by students who received such funding;

(C) Postsecondary credits earned by students who received such funding;

(D) The number of students who enrolled in a postsecondary degree program after completing a program of study that includes at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ; and

(D) The number of students who enrolled in a postsecondary degree program after completing a program of study that includes at least one eligible CTAE course, as defined in Code Section 20-2-161.3 , as part of the Dual Enrollment program provided for in Code Section 20-2-161.3 ; and

(E) The number of students employed in a high-demand field after completing a focused program of study identified by the State Board of the Technical College System of Georgia as part of the High-demand Career Initiatives Program provided for in Code Section 20-4-152 .

(E) The number of students employed in a high-demand field after completing a focused program of study identified by the State Board of the Technical College System of Georgia as part of the High-demand Career Initiatives Program provided for in Code Section 20-4-152 .

No later than January 1 each year, the Georgia Student Finance Commission shall provide an interim report to the Governor, the Lieutenant Governor, the director of the Office of Planning and Budget, and the chairpersons of the House Committee on Education, the Senate Education and Youth Committee, the House Committee on Higher Education, and the Senate Higher Education Committee. A final report shall be provided to the same no later than September 1, 2026.

(3) The Georgia Student Finance Commission, in consultation with the State Board of Education, the State Board of the Technical College System of Georgia, and the Office of Workforce Development, shall establish rules and regulations to implement the provisions of this subsection.

(3) The Georgia Student Finance Commission, in consultation with the State Board of Education, the State Board of the Technical College System of Georgia, and the Office of Workforce Development, shall establish rules and regulations to implement the provisions of this subsection.

(b) This Code section shall stand repealed on June 30, 2026.

(b) This Code section shall stand repealed on June 30, 2026.
O.C.G.A. § 20-2-164 — GA Code / Title 20 / Chapter 2 / Section 20-2-164
Georgia Code Title 20. Education § 20-2-164
Status: in_force

(a) The State Board of Education shall calculate the amount of local five mill share funds that each local school system shall be required to spend each fiscal year to participate in the Quality Basic Education Program as follows: (1) Unless the combined local five mill share total for all local school systems in the state, when calculated pursuant to this paragraph, exceeds 20 percent of the sum of the Quality Basic Education Formula amounts, as calculated pursuant to subsection (d) of Code Section 20-2-161 , the amount of each local school system's local five mill share shall be calculated as follows: (A) Determine the most recent equalized adjusted school property tax digest for the local school system less the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 , multiply the difference by .4, and add to that product the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 ; (B) From the amount calculated in subparagraph (A) of this paragraph deduct the total amount calculated pursuant to subsection (g) of this Code section; and (C) Multiply the remainder calculated in subparagraph (B) of this paragraph by .005; or (2) If the combined local five mill share total for all local school systems in this state, when calculated pursuant to paragraph (1) of this subsection, exceeds 20 percent of the sum of the Quality Basic Education Formula amounts, as calculated pursuant to subsection (d) of Code Section 20-2-161 , then the amount of each local system's five mill share shall be calculated as follows: (A) Multiply the total amount of Quality Basic Education Formula amounts to be expended for all local school systems combined, as calculated for each local school system pursuant to Code Section 20-2-161 , by .2; (B) Divide the product calculated in subparagraph (A) of this paragraph by the sum of the local five mill share amounts for all local school systems in this state as calculated for each local school system pursuant to subparagraph (C) of paragraph (1) of this subsection; (C) Multiply the amount calculated in subparagraph (B) of this paragraph by .005; and (D) Multiply the product calculated in subparagraph (C) of this paragraph by the remainder calculated in subparagraph (B) of paragraph (1) of this subsection.

(a) The State Board of Education shall calculate the amount of local five mill share funds that each local school system shall be required to spend each fiscal year to participate in the Quality Basic Education Program as follows:

(1) Unless the combined local five mill share total for all local school systems in the state, when calculated pursuant to this paragraph, exceeds 20 percent of the sum of the Quality Basic Education Formula amounts, as calculated pursuant to subsection (d) of Code Section 20-2-161 , the amount of each local school system's local five mill share shall be calculated as follows: (A) Determine the most recent equalized adjusted school property tax digest for the local school system less the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 , multiply the difference by .4, and add to that product the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 ; (B) From the amount calculated in subparagraph (A) of this paragraph deduct the total amount calculated pursuant to subsection (g) of this Code section; and (C) Multiply the remainder calculated in subparagraph (B) of this paragraph by .005; or

(1) Unless the combined local five mill share total for all local school systems in the state, when calculated pursuant to this paragraph, exceeds 20 percent of the sum of the Quality Basic Education Formula amounts, as calculated pursuant to subsection (d) of Code Section 20-2-161 , the amount of each local school system's local five mill share shall be calculated as follows:

(A) Determine the most recent equalized adjusted school property tax digest for the local school system less the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 , multiply the difference by .4, and add to that product the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 ;

(A) Determine the most recent equalized adjusted school property tax digest for the local school system less the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 , multiply the difference by .4, and add to that product the amount attributable to timber calculated pursuant to paragraph (2) of subsection (b) of Code Section 48-5-274 ;

(B) From the amount calculated in subparagraph (A) of this paragraph deduct the total amount calculated pursuant to subsection (g) of this Code section; and

(B) From the amount calculated in subparagraph (A) of this paragraph deduct the total amount calculated pursuant to subsection (g) of this Code section; and

(C) Multiply the remainder calculated in subparagraph (B) of this paragraph by .005; or

(C) Multiply the remainder calculated in subparagraph (B) of this paragraph by .005; or

(2) If the combined local five mill share total for all local school systems in this state, when calculated pursuant to paragraph (1) of this subsection, exceeds 20 percent of the sum of the Quality Basic Education Formula amounts, as calculated pursuant to subsection (d) of Code Section 20-2-161 , then the amount of each local system's five mill share shall be calculated as follows: (A) Multiply the total amount of Quality Basic Education Formula amounts to be expended for all local school systems combined, as calculated for each local school system pursuant to Code Section 20-2-161 , by .2; (B) Divide the product calculated in subparagraph (A) of this paragraph by the sum of the local five mill share amounts for all local school systems in this state as calculated for each local school system pursuant to subparagraph (C) of paragraph (1) of this subsection; (C) Multiply the amount calculated in subparagraph (B) of this paragraph by .005; and (D) Multiply the product calculated in subparagraph (C) of this paragraph by the remainder calculated in subparagraph (B) of paragraph (1) of this subsection.

(2) If the combined local five mill share total for all local school systems in this state, when calculated pursuant to paragraph (1) of this subsection, exceeds 20 percent of the sum of the Quality Basic Education Formula amounts, as calculated pursuant to subsection (d) of Code Section 20-2-161 , then the amount of each local system's five mill share shall be calculated as follows:

(A) Multiply the total amount of Quality Basic Education Formula amounts to be expended for all local school systems combined, as calculated for each local school system pursuant to Code Section 20-2-161 , by .2;

(A) Multiply the total amount of Quality Basic Education Formula amounts to be expended for all local school systems combined, as calculated for each local school system pursuant to Code Section 20-2-161 , by .2;

(B) Divide the product calculated in subparagraph (A) of this paragraph by the sum of the local five mill share amounts for all local school systems in this state as calculated for each local school system pursuant to subparagraph (C) of paragraph (1) of this subsection;

(B) Divide the product calculated in subparagraph (A) of this paragraph by the sum of the local five mill share amounts for all local school systems in this state as calculated for each local school system pursuant to subparagraph (C) of paragraph (1) of this subsection;

(C) Multiply the amount calculated in subparagraph (B) of this paragraph by .005; and

(C) Multiply the amount calculated in subparagraph (B) of this paragraph by .005; and

(D) Multiply the product calculated in subparagraph (C) of this paragraph by the remainder calculated in subparagraph (B) of paragraph (1) of this subsection.

(D) Multiply the product calculated in subparagraph (C) of this paragraph by the remainder calculated in subparagraph (B) of paragraph (1) of this subsection.

(b)(1) Each local school system shall apply the total amount of its local five mill share funds to programs funded under this article and in the manner so earned as indicated on the allotment sheets as provided by the State Board of Education; provided, however, that no portion of the local five mill share funds is applied to the financing of educational programs and services operated at the option of the local school system or for any grant program which explicitly excludes the application of local funds or which explicitly requires an application of local funds other than from the local five mill share. (2) The local school system may apply revenues toward the local five mill share from any source except: funds derived from the federal government which were not designed to replace local tax revenues; state funds; student tuition and fees; funds transferred from another local unit of administration; and other sources specifically prohibited by provisions of this article; provided, however, that an independent school system may apply appropriations from the taxing authority of its municipal government.

(b)(1) Each local school system shall apply the total amount of its local five mill share funds to programs funded under this article and in the manner so earned as indicated on the allotment sheets as provided by the State Board of Education; provided, however, that no portion of the local five mill share funds is applied to the financing of educational programs and services operated at the option of the local school system or for any grant program which explicitly excludes the application of local funds or which explicitly requires an application of local funds other than from the local five mill share.

(b)(1) Each local school system shall apply the total amount of its local five mill share funds to programs funded under this article and in the manner so earned as indicated on the allotment sheets as provided by the State Board of Education; provided, however, that no portion of the local five mill share funds is applied to the financing of educational programs and services operated at the option of the local school system or for any grant program which explicitly excludes the application of local funds or which explicitly requires an application of local funds other than from the local five mill share.

(2) The local school system may apply revenues toward the local five mill share from any source except: funds derived from the federal government which were not designed to replace local tax revenues; state funds; student tuition and fees; funds transferred from another local unit of administration; and other sources specifically prohibited by provisions of this article; provided, however, that an independent school system may apply appropriations from the taxing authority of its municipal government.

(2) The local school system may apply revenues toward the local five mill share from any source except: funds derived from the federal government which were not designed to replace local tax revenues; state funds; student tuition and fees; funds transferred from another local unit of administration; and other sources specifically prohibited by provisions of this article; provided, however, that an independent school system may apply appropriations from the taxing authority of its municipal government.

(c)(1) The state auditor shall furnish to the State Board of Education the equalized adjusted school property tax digests in accordance with Code Section 48-5-274 . (2) Except as provided in subsection (b) of Code Section 20-2-162 , the sums of the most recent equalized adjusted school property tax digests shall be used to make the calculations required by subsection (a) of this Code section for each fiscal year.

(c)(1) The state auditor shall furnish to the State Board of Education the equalized adjusted school property tax digests in accordance with Code Section 48-5-274 .

(c)(1) The state auditor shall furnish to the State Board of Education the equalized adjusted school property tax digests in accordance with Code Section 48-5-274 .

(2) Except as provided in subsection (b) of Code Section 20-2-162 , the sums of the most recent equalized adjusted school property tax digests shall be used to make the calculations required by subsection (a) of this Code section for each fiscal year.

(2) Except as provided in subsection (b) of Code Section 20-2-162 , the sums of the most recent equalized adjusted school property tax digests shall be used to make the calculations required by subsection (a) of this Code section for each fiscal year.

(d) Each municipality having an independent school system and each county government shall annually provide the Department of Revenue with the following information for each local school system within its jurisdiction: (1) The total number of granted state-wide constitutional homestead exemptions for occupied homes pursuant to Code Section 48-5-44 exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 ; (2) The total number of granted state-wide constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 ; (3) The amounts of tax and nontax revenues by source which have been distributed by said local government to local school systems for educational maintenance and operation; provided, further, that if the total tax revenues collected by a municipal government exceed the amount of all revenues distributed to its school system, the total amount of tax revenues collected by the municipal government shall also be submitted to the Department of Revenue. Such data shall be submitted to the Department of Revenue no later than the date required for the submission of the local tax digests to the Department of Revenue; and (4) The difference between the actual assessed valuation of agricultural property and the valuation that would be assessed if all agricultural property were assessed at 40 percent of its fair market value as provided in Code Section 48-5-7 ; provided, however, that if the taxing authority of a local school system assesses property at a legal standard other than 40 percent of fair market value, the actual assessed valuation used in this calculation shall be reduced to represent the amount which would be assessed if the jurisdiction assessed property at 40 percent of fair market value.

(d) Each municipality having an independent school system and each county government shall annually provide the Department of Revenue with the following information for each local school system within its jurisdiction:

(1) The total number of granted state-wide constitutional homestead exemptions for occupied homes pursuant to Code Section 48-5-44 exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 ;

(1) The total number of granted state-wide constitutional homestead exemptions for occupied homes pursuant to Code Section 48-5-44 exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 ;

(2) The total number of granted state-wide constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 ;

(2) The total number of granted state-wide constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 ;

(3) The amounts of tax and nontax revenues by source which have been distributed by said local government to local school systems for educational maintenance and operation; provided, further, that if the total tax revenues collected by a municipal government exceed the amount of all revenues distributed to its school system, the total amount of tax revenues collected by the municipal government shall also be submitted to the Department of Revenue. Such data shall be submitted to the Department of Revenue no later than the date required for the submission of the local tax digests to the Department of Revenue; and

(3) The amounts of tax and nontax revenues by source which have been distributed by said local government to local school systems for educational maintenance and operation; provided, further, that if the total tax revenues collected by a municipal government exceed the amount of all revenues distributed to its school system, the total amount of tax revenues collected by the municipal government shall also be submitted to the Department of Revenue. Such data shall be submitted to the Department of Revenue no later than the date required for the submission of the local tax digests to the Department of Revenue; and

(4) The difference between the actual assessed valuation of agricultural property and the valuation that would be assessed if all agricultural property were assessed at 40 percent of its fair market value as provided in Code Section 48-5-7 ; provided, however, that if the taxing authority of a local school system assesses property at a legal standard other than 40 percent of fair market value, the actual assessed valuation used in this calculation shall be reduced to represent the amount which would be assessed if the jurisdiction assessed property at 40 percent of fair market value.

(4) The difference between the actual assessed valuation of agricultural property and the valuation that would be assessed if all agricultural property were assessed at 40 percent of its fair market value as provided in Code Section 48-5-7 ; provided, however, that if the taxing authority of a local school system assesses property at a legal standard other than 40 percent of fair market value, the actual assessed valuation used in this calculation shall be reduced to represent the amount which would be assessed if the jurisdiction assessed property at 40 percent of fair market value.

(e) The Department of Revenue shall annually verify, certify as correct, and furnish the State Board of Education with the following data for each local school system by November 15: (1) All tax and nontax revenues by source for the preceding fiscal year which were distributed for educational maintenance and operation; provided, however, such tax and nontax revenues shall exclude any state revenue collections which were previously distributed to the state general fund and then appropriated or allocated to local school systems; and provided, further, that if the total tax revenues collected by a municipal government exceed the amount of all revenues which it distributed to its school system, the total amount of revenues distributed to the school system shall be designated as tax revenues in the report of the Department of Revenue to the state board; (2) The number of exemptions granted for state-wide constitutional homestead exemptions for owner occupied homes pursuant to Code Section 48-5-44 , exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 , for the preceding calendar year; (3) The number of exemptions granted for state-wide constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 for the preceding calendar year; and (4) The difference between the actual assessed valuation of agricultural property and the valuation that would be assessed if all agricultural property were assessed at 40 percent of its fair market value as provided in Code Section 48-5-7 , adjusted pursuant to paragraph (4) of subsection (d) of this Code section.

(e) The Department of Revenue shall annually verify, certify as correct, and furnish the State Board of Education with the following data for each local school system by November 15:

(1) All tax and nontax revenues by source for the preceding fiscal year which were distributed for educational maintenance and operation; provided, however, such tax and nontax revenues shall exclude any state revenue collections which were previously distributed to the state general fund and then appropriated or allocated to local school systems; and provided, further, that if the total tax revenues collected by a municipal government exceed the amount of all revenues which it distributed to its school system, the total amount of revenues distributed to the school system shall be designated as tax revenues in the report of the Department of Revenue to the state board;

(1) All tax and nontax revenues by source for the preceding fiscal year which were distributed for educational maintenance and operation; provided, however, such tax and nontax revenues shall exclude any state revenue collections which were previously distributed to the state general fund and then appropriated or allocated to local school systems; and provided, further, that if the total tax revenues collected by a municipal government exceed the amount of all revenues which it distributed to its school system, the total amount of revenues distributed to the school system shall be designated as tax revenues in the report of the Department of Revenue to the state board;

(2) The number of exemptions granted for state-wide constitutional homestead exemptions for owner occupied homes pursuant to Code Section 48-5-44 , exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 , for the preceding calendar year;

(2) The number of exemptions granted for state-wide constitutional homestead exemptions for owner occupied homes pursuant to Code Section 48-5-44 , exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 , for the preceding calendar year;

(3) The number of exemptions granted for state-wide constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 for the preceding calendar year; and

(3) The number of exemptions granted for state-wide constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 for the preceding calendar year; and

(4) The difference between the actual assessed valuation of agricultural property and the valuation that would be assessed if all agricultural property were assessed at 40 percent of its fair market value as provided in Code Section 48-5-7 , adjusted pursuant to paragraph (4) of subsection (d) of this Code section.

(4) The difference between the actual assessed valuation of agricultural property and the valuation that would be assessed if all agricultural property were assessed at 40 percent of its fair market value as provided in Code Section 48-5-7 , adjusted pursuant to paragraph (4) of subsection (d) of this Code section.

(f) The Office of Planning and Budget shall annually furnish to the State Board of Education the estimated number of individuals age 65 or older residing in each local school system and the estimated percent that such individuals are of the total population for each local school system. The Office of Planning and Budget shall furnish all information requested by the General Assembly regarding the procedure for estimating this percent.

(f) The Office of Planning and Budget shall annually furnish to the State Board of Education the estimated number of individuals age 65 or older residing in each local school system and the estimated percent that such individuals are of the total population for each local school system. The Office of Planning and Budget shall furnish all information requested by the General Assembly regarding the procedure for estimating this percent.

(g) For purposes of calculation under this Code section and Code Section 20-2-165 , the equalized adjusted school property tax digest, adjusted by paragraph (1) of subsection (a) of this Code section, shall be reduced by the sum of the following products: (1) The product of the number of constitutional homestead exemptions for owner occupied homes pursuant to Code Section 48-5-44 granted for that year, exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 , multiplied by the amount per exemption authorized under Code Section 48-5-44 ; provided, further, that in any city operating an independent school system which provides a homestead exemption through local legislation comparable to that provided in Code Section 48-5-44 , the product calculated in this paragraph shall represent the number of homestead exemptions provided through the applicable local legislation multiplied by the amount per exemption authorized in Code Section 48-5-44 , or by the amount per exemption authorized in the applicable local legislation, whichever is less; and provided, further, that if the amount per exemption authorized in Code Section 48-5-44 has been changed subsequent to the year of the applicable digest, the more recently adopted amount per exemption shall be used for the product calculated in this paragraph; (2) The product of the number of constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 granted for that year, multiplied by the amount per exemption authorized under that Code section; provided, further, that in any city operating an independent school system which provides a homestead exemption through local legislation comparable to that provided in Code Section 48-5-48 , the product calculated in this paragraph shall represent the number of homestead exemptions provided through the applicable local legislation multiplied by the amount per exemption authorized in the applicable local legislation, whichever is less; and provided, further, that if the amount per exemption authorized in Code Section 48-5-48 has been changed subsequent to the year of the applicable digest, the more recently adopted amount per exemption shall be used for the product calculated in this paragraph; (3) The product of the estimated number of persons age 65 or older residing in the local school system during that year multiplied by 5,000; (4) The product which results from the following calculations: (A) Subtract the estimated state-wide percentage that persons age 65 or older is of the total population, excluding military personnel and institutional population, from the respective percentage for the local school system. If the respective percentage for the local school system is less than the state-wide percentage, a difference of zero shall be used in the calculations in this paragraph; (B) Multiply the difference which results from subparagraph (A) of this paragraph by 1,000; and (C) Multiply the product which results from subparagraph (B) of this paragraph by the estimated number of persons age 65 or older residing in the local school system during that year; and (5) The product which results from the following calculations: (A) Divide the amount reported in paragraph (4) of subsection (e) of this Code section by the average ratio of assessed value to true value used to calculate the most recent equalized adjusted school property tax digest pursuant to Code Section 48-5-274 ; and (B) Multiply the quotient which results from subparagraph (A) of this paragraph by .4.

(g) For purposes of calculation under this Code section and Code Section 20-2-165 , the equalized adjusted school property tax digest, adjusted by paragraph (1) of subsection (a) of this Code section, shall be reduced by the sum of the following products:

(1) The product of the number of constitutional homestead exemptions for owner occupied homes pursuant to Code Section 48-5-44 granted for that year, exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 , multiplied by the amount per exemption authorized under Code Section 48-5-44 ; provided, further, that in any city operating an independent school system which provides a homestead exemption through local legislation comparable to that provided in Code Section 48-5-44 , the product calculated in this paragraph shall represent the number of homestead exemptions provided through the applicable local legislation multiplied by the amount per exemption authorized in Code Section 48-5-44 , or by the amount per exemption authorized in the applicable local legislation, whichever is less; and provided, further, that if the amount per exemption authorized in Code Section 48-5-44 has been changed subsequent to the year of the applicable digest, the more recently adopted amount per exemption shall be used for the product calculated in this paragraph;

(1) The product of the number of constitutional homestead exemptions for owner occupied homes pursuant to Code Section 48-5-44 granted for that year, exclusive of those homestead exemptions provided pursuant to Code Sections 48-5-47 , 48-5-48 , and 48-5-52 , multiplied by the amount per exemption authorized under Code Section 48-5-44 ; provided, further, that in any city operating an independent school system which provides a homestead exemption through local legislation comparable to that provided in Code Section 48-5-44 , the product calculated in this paragraph shall represent the number of homestead exemptions provided through the applicable local legislation multiplied by the amount per exemption authorized in Code Section 48-5-44 , or by the amount per exemption authorized in the applicable local legislation, whichever is less; and provided, further, that if the amount per exemption authorized in Code Section 48-5-44 has been changed subsequent to the year of the applicable digest, the more recently adopted amount per exemption shall be used for the product calculated in this paragraph;

(2) The product of the number of constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 granted for that year, multiplied by the amount per exemption authorized under that Code section; provided, further, that in any city operating an independent school system which provides a homestead exemption through local legislation comparable to that provided in Code Section 48-5-48 , the product calculated in this paragraph shall represent the number of homestead exemptions provided through the applicable local legislation multiplied by the amount per exemption authorized in the applicable local legislation, whichever is less; and provided, further, that if the amount per exemption authorized in Code Section 48-5-48 has been changed subsequent to the year of the applicable digest, the more recently adopted amount per exemption shall be used for the product calculated in this paragraph;

(2) The product of the number of constitutional homestead exemptions for disabled veterans pursuant to Code Section 48-5-48 granted for that year, multiplied by the amount per exemption authorized under that Code section; provided, further, that in any city operating an independent school system which provides a homestead exemption through local legislation comparable to that provided in Code Section 48-5-48 , the product calculated in this paragraph shall represent the number of homestead exemptions provided through the applicable local legislation multiplied by the amount per exemption authorized in the applicable local legislation, whichever is less; and provided, further, that if the amount per exemption authorized in Code Section 48-5-48 has been changed subsequent to the year of the applicable digest, the more recently adopted amount per exemption shall be used for the product calculated in this paragraph;

(3) The product of the estimated number of persons age 65 or older residing in the local school system during that year multiplied by 5,000;

(3) The product of the estimated number of persons age 65 or older residing in the local school system during that year multiplied by 5,000;

(4) The product which results from the following calculations: (A) Subtract the estimated state-wide percentage that persons age 65 or older is of the total population, excluding military personnel and institutional population, from the respective percentage for the local school system. If the respective percentage for the local school system is less than the state-wide percentage, a difference of zero shall be used in the calculations in this paragraph; (B) Multiply the difference which results from subparagraph (A) of this paragraph by 1,000; and (C) Multiply the product which results from subparagraph (B) of this paragraph by the estimated number of persons age 65 or older residing in the local school system during that year; and

(4) The product which results from the following calculations:

(A) Subtract the estimated state-wide percentage that persons age 65 or older is of the total population, excluding military personnel and institutional population, from the respective percentage for the local school system. If the respective percentage for the local school system is less than the state-wide percentage, a difference of zero shall be used in the calculations in this paragraph;

(A) Subtract the estimated state-wide percentage that persons age 65 or older is of the total population, excluding military personnel and institutional population, from the respective percentage for the local school system. If the respective percentage for the local school system is less than the state-wide percentage, a difference of zero shall be used in the calculations in this paragraph;

(B) Multiply the difference which results from subparagraph (A) of this paragraph by 1,000; and

(B) Multiply the difference which results from subparagraph (A) of this paragraph by 1,000; and

(C) Multiply the product which results from subparagraph (B) of this paragraph by the estimated number of persons age 65 or older residing in the local school system during that year; and

(C) Multiply the product which results from subparagraph (B) of this paragraph by the estimated number of persons age 65 or older residing in the local school system during that year; and

(5) The product which results from the following calculations: (A) Divide the amount reported in paragraph (4) of subsection (e) of this Code section by the average ratio of assessed value to true value used to calculate the most recent equalized adjusted school property tax digest pursuant to Code Section 48-5-274 ; and (B) Multiply the quotient which results from subparagraph (A) of this paragraph by .4.

(5) The product which results from the following calculations:

(A) Divide the amount reported in paragraph (4) of subsection (e) of this Code section by the average ratio of assessed value to true value used to calculate the most recent equalized adjusted school property tax digest pursuant to Code Section 48-5-274 ; and

(A) Divide the amount reported in paragraph (4) of subsection (e) of this Code section by the average ratio of assessed value to true value used to calculate the most recent equalized adjusted school property tax digest pursuant to Code Section 48-5-274 ; and

(B) Multiply the quotient which results from subparagraph (A) of this paragraph by .4.

(B) Multiply the quotient which results from subparagraph (A) of this paragraph by .4.

(h) In the event a local school system fails to provide for or to use the amount of local funds required to be raised and applied by the local school system in order to participate in the Quality Basic Education Program as defined by this article during any fiscal year, the State Board of Education shall calculate the total amount of such funds and add that amount to the local five mill share being required of the local school system for an ensuing fiscal year. Further, should the state auditor cite an audit exception which requires that a local school system return an amount of funds to the state general fund, the state board shall add said amount to the local five mill share of the local school system for an ensuing fiscal year if the state board has not been provided documentation that the amount has already been paid to the state general fund. Such additions will thereby reduce the amount of state funds which shall be allotted to such local school systems. If a local school system does not fulfill its obligation to provide a local five mill share or to comply with any other provisions of this article for any fiscal year, the state board may withhold any portion or all of the state funds to be allotted during the current or an ensuing fiscal year.

(h) In the event a local school system fails to provide for or to use the amount of local funds required to be raised and applied by the local school system in order to participate in the Quality Basic Education Program as defined by this article during any fiscal year, the State Board of Education shall calculate the total amount of such funds and add that amount to the local five mill share being required of the local school system for an ensuing fiscal year. Further, should the state auditor cite an audit exception which requires that a local school system return an amount of funds to the state general fund, the state board shall add said amount to the local five mill share of the local school system for an ensuing fiscal year if the state board has not been provided documentation that the amount has already been paid to the state general fund. Such additions will thereby reduce the amount of state funds which shall be allotted to such local school systems. If a local school system does not fulfill its obligation to provide a local five mill share or to comply with any other provisions of this article for any fiscal year, the state board may withhold any portion or all of the state funds to be allotted during the current or an ensuing fiscal year.