ELLIJAY, Ga. – Progress on constructing the new Clear Creek Elementary School is moving forward as the School System has officially redistricted the county based upon the concept of hosting three elementary schools.
This is the first step in kicking off the major changes to come in Gilmer’s Educations system in the next few years as renovations, redistricting, and redistributing students to different schools are all a part of the steps forward.
Some of these changes to come include a new elementary school to be built in the Clear Creek area and the current Gilmer Middle School facility to be converted to a College and Career Academy as part of Gilmer High School.
According to the Gilmer County Board of Education, “Each of the three elementary schools will serve students in pre-K through 5th Grade and Clear Creek Middle will serve all students in grades 6-8. Administration for each of the schools will remain stable. This plan will allow students to experience less transitions during critical early learning years and will improve efficiency of bus routes for community schools.”
Plans for the changes have been in place for over a year, included in the 2018 Spring Board Retreat, revolving around the Five-Year Facilities Plan which also include renovations upcoming and currently underway for Ellijay Elementary School and Mountainview Elementary. With the construction of the Clear Creek Elementary School, the BOE will not be using Ellijay Primary School. The school has been prone to floods and damage over its 50-year life.
This Board has presented a map (seen above) to clearly outline school zones using Highway 515 and Highway 282 as zone boundaries.
School System Administration said, “Letters will be sent to parents based on registered primary address confirming assigned school zone by April 12.”
However, with some citizens already saying they want a certain school, the system is looking to accommodate families who wish for their children to attend a school outside of their assigned school zone. The district will provide parents the opportunity to apply for “School Zone Preference.”
School Zone Preference:
Bus transportation will be provided only for the assigned school zones as presented on the map; however, a parent or guardian, may submit a School Zone Preference request to have their child possibly placed in another elementary school within our school system as long as the school district has determined that there is available classroom space at the requested school after all assigned students have been enrolled.
If a parent elects to exercise this School Zone Preference, the parent assumes all responsibility for transporting the student to and from the selected school. School bus transportation will be provided only for the school zone determined by the school zone map.
An application for School Zone Preference will be posted on the Gilmer Schools Website from April 15th- April 30th for parents to apply for the school they prefer their child to attend. Parents will be notified by May 15th if their request was fulfilled.
Students on an Attendance Support Team (AST) Contract at the time of registration for School Zone Preference will not be eligible for transfer. If a student, has been selected for the School Zone Preference and is placed on an Attendance Contract during the school year, they may be transferred back to the school zone determined by residence address so they can take advantage of school system transportation.
With these changes only months away, Parents are encouraged to look for these letters and follow up with the Board Representatives or the School Administration offices for more details on applications.
EAST ELLIJAY, Ga. – The Gilmer County Board of Education celebrated on Friday, October 19, to welcome its six new students into the Gilmer County REACH (Realizing Educational Achievement Can Happen) Scholars Program.
The six 8th graders were hosted at Clear Creek Middle School with a ceremony for their signing of the program agreement in the presence of the Gilmer County Charter School Superintendent Dr. Shanna Downs, Georgia Speaker of the House David Ralston, and Chris Green of the Georgia Student Finance Commission.
The six students included Naydelin Ajiataz-Arreaga, Ben Becerra, Emma Bell, Annalysa Brown, Candelaria Raymundo-Bautista, and Alba Monraga-Telles. Each student celebrated the day with family members and member of the community in concerted agreement of support and encouragement for their years in high school and their plans beyond.
REACH Georiga is a needs-based scholarship that begins in 8th grade. REACH Scholars are paired with a mentor and an academic coach throughout high school. Scholars must maintain good grades with a 2.5 GPA in core courses, good behavior, and good attendance throughout their remaining middle school and high school years.
Scholars who successfully complete the program and graduate from high school are awarded a $10,000 scholarship that can be used at HOPE-eligible institutions in Georgia.
Ralston praised the commitment of the students and schools in this effort saying, “If Georgia is to continue being the envy of the nation, if we are to going to continue to be the No. 1 state in the nation in which to do business, we’ve got to also lead in preparing our young people for success in college and in their careers.”
He continued to thank the students and schools for their work in the program saying the ceremony reaffirmed the commitment to education and seeing every student succeed. He also noted the states full funding for Georgia’s QBE (Quality Basic Education) program and increases in the state budget for securing our schools. He also spoke to the student’s futures noting the state’s financial contributions to the new campus. “A dream come true,” as Ralston called it during their groundbreaking ceremony according to UNG.
Green added to the sentiment as he noted the HOPE Scholarship program has already awarded over $10 billion to over 1.8 million students in its 25 years. As the REACH program follows those eligible institutions, Green asserted the commission’s efforts to spread the program to every school in the state. Congratulating Gilmer’s Scholars on their signing ceremony, he said he was proud to partner with the schools as the commission pursues its mission to help every Georgian to access post-secondary education.
Make sure to check out more photos of the signing ceremony at FYN’s Facebook Photo Album.
Have you ever had a goal that you wished to achieve? Something became a driving force in your life as it took a point of focus. It may have been that you wanted to become something, maybe a firefighter, an astronaut, or a soldier. You strove to follow that dream, to grow closer to that goal. The achievement was your motivation.
For some, at least.
Many people will recall the nearly 30 years Mark Henson spent as the Superintendent of Fannin County Schools teaching and influencing the kids of Fannin County. Many may think of this as a life well spent. Henson himself would agree, but it was not always so.
Growing up among a family of educators, Henson knew the life well before he even graduated high school. It was part of the reason he struggled so hard against it. While it may seem like 30 years in the career isn’t the best evasion strategy, Henson says it came down to logic as to why he finally gave in.
After high school graduation, he took his goal of avoidance instead of achievement to heart. “If you go back and look at my high school annual, my ambition was to do anything but teach school because everybody in my family at that time, were teachers,” says Henson as he explains attending the University of Georgia shortly before moving back to Blue ridge to work for the Blue Ridge Telephone Company.
Spending about a year at the job after college didn’t work out. Henson doesn’t speak much on the topic as he says his father knew someone working for Canada Dry in Athens. With a job opening available and good pay to entice him, Henson made the switch to working for the soda company.
Moving to Athens, Henson became an RC/Canada Dry Salesperson over the surrounding five counties in Athens. A hard job that required many hours, Henson said he’d be at work at 6 a.m. and got back home at 8:30 p.m. Though well-paying, the job fell flat for Henson as he came to terms with the long hours and little time for himself. With two years under his belt at the company, he began thinking about Blue Ridge again and his options. As he says, “Teaching didn’t look so bad then.”
Despite the years in opposition, the effort spent running away from the ‘family business,’ Henson began thinking ahead at the rest of his life. Already considering retirement at the time, it was this that ultimately turned his attention back to teaching. It wasn’t family, it wasn’t friends, but rather, it was logic that drew him to the career his life’s ambition avoided.
“I made pretty good money, there just wasn’t any retirement,” says Henson about his time at Canada Dry. As he looked harder at teaching and began seriously considering the career path, he says, “When you look at teachers, you’re never going to get rich being a teacher, but there’s a lot of benefits like retirement and health insurance that these other jobs just didn’t have.” He also notes he proved what he wanted as he retired at 54-years-old.
After much thought, it began with a call to his father, Frank Henson. He told his father he wanted to come home and pursue teaching. Though his father told him to come home and stay with them again, Henson says it was the money he had saved from his position at Canada Dry that allowed him to attend school for a year before being hired as a para-pro, a paraprofessional educator. It was a very busy time in his life as Henson states, “I would go up there and work until 11:30, and then I would work 12 to 4 at what used to be the A&P in McCaysville. I went to school at night…”
The next few years proved to be hectic as he graduated and started teaching professionally “with a job I wasn’t even certified for.” It was January of 1989 and the new school superintendent had been elected in November and as he took office in January he left a gap in the school. To fill the Assistant Principal position the, then, Superintendent had left, they promoted the teacher of the career skills class. With the vacancy in the classroom, Henson was appointed to step in to teach the class. Half a year was spent teaching a career path and skill class to 9th graders in what Henson refers to as a “foreign world.”
The first full-time teaching position he holds was perhaps the one he was least qualified for. Henson noted his nervousness taking the state-funded program. The previous teacher had gone to the University of Georgia to receive training to fill the position. Talking with the previous teacher about the class, Henson shared his reservations about the lack of training and certification. Receiving note cards and guidance on how to handle it helped, but only so far.
Henson recalled looking at the cards and seeing tips like, “Talk about work ethic for 20 minutes.” He was stuck in a position without a firm foundation. He spent the next semester “winging it” and juggling the class with student placement in businesses. Struggling through the day to day at the time, he now looks back and says, “Apparently, I did pretty good at it.”
The interesting part was that the promotions that led him into this position similarly mirrored Henson’s own path to Superintendent one day. An omen easily looked over at the time, but glaringly obvious in hindsight. Though he wouldn’t take the direct path from Teaching to Assistant Principal to Superintendent, they did set the milestones that he would hit on his way.
He also saw plenty of doubt on his way, too. He never looked at the Superintendent position as a goal, but even maintaining a teaching position seemed bleak as he was called into the office one day and told his career class position was no longer being funded.
Thinking he was losing his job, he began considering other opportunities as well as missed options, he had just turned down a position in Cartersville where Stacy, his wife, was teaching. Worrying for no reason, Henson says he was racing through these thoughts until they finally told him they were moving him to Morganton Elementary.
Taking up a Math and Social Studies teaching at Morganton Elementary, Henson found more familiar territory in these subjects. Yet, having gotten used to the career skills, he says he still felt like he was starting over again. The years proved later to be quite fortuitous as Henson says he still has people to this day stop him and talk about their time learning from him as students. Relating back to his own school years, he admits he wasn’t the best student and he made his own bad decisions.
From situations in band and class alike, he notes that he worked hard, usually sitting in first and second chair as he played the trombone, but he still found plenty of things to get into as he, by his own confession, “made the drum major’s lives and stuff miserable.” Enjoying every opportunity he could get to goof off, it became a trend throughout his school career.
Yet, in teaching, he brought those experiences and understanding to the kids as he tailored his classes each year. He shared one story of a girl that stopped him to speak for a while. Eventually, she asked, “You don’t remember me, do you?”
Admitting that he didn’t, she replied, “Well, you really helped me a lot. I was ADD and you would let me sit at your desk.” He says she went on talking about the way he changed her life.
It seems almost common now to associate teachers with stories like these, changing people’s lives, yet, it’s not often you may think a student causing trouble would become that kind of teacher.
The effort returned in a major way as Henson was elected Teach of the Year at Morganton Elementary in only his second year. The award was a testament to his efforts and success, but also evidence of how much he had changed in his life.
“You get out of school and you work a couple of real hard jobs, you see there might be more to life than goofing off. That got me redirected and helped me get through college and get my teaching degree,” says Henson.
It was more than just awards, though. Morganton Elementary created several relationships for Henson that followed him throughout his career and his life. spending four years at Morganton made it the longest position at the point, but it led to so much more. It led to three more years of teaching at East Fannin Elementary before receiving a promotion to Assistant Principal at West Fannin Middle School.
Moving from a position as a teacher to Assistant Principal isn’t just a promotion, it is a major change into school administration. No longer dealing with individual classes of students, Henson says it becomes far more political as you get pressed between teachers and parents. You walk a tightrope as you want to support your teachers in what they do, and you want to listen to concerned parents and find that middle ground. “You have got to kind of be a buffer between them… You’re always walking a tightrope,” he said.
He served as Assistant Principal to Principal David Crawford who served as Assistant Principal to his father, Frank Henson. Mentoring him in administration, he says David was a “laid back guy” that would still “let you have it” some days. It set him on a steep learning curve. Despite the jokes and stories, he led Henson on a quick path to his own education. In a sort of ‘sink or swim’ mentality, Henson said he was given a lot more authority than he expected, but he enjoyed the job.
How much he enjoyed it was a different point. Though Henson says he has never had a job in education he hated, he did say that his year as Assistant Principal was his “least-favorite job.” Though stressing he has enjoyed his entire career, he noted that the stress and shock of transitioning from Teaching to the Administration as a more big picture job factors into the thought.
Even that wasn’t meant to last long as he moved from Assistant Principal to Principal after just one year.
Nearing the end of his first, and only, year as Assistant Principal, he was called into the office again. This time it was the school systems office as his Superintendent at the time, Morgan Arp, wanted to speak with him. As he tells the story, “He said, ‘I’m looking at restructuring the system a little bit on principals and administrators. I’m not saying this is gonna happen, but if I made you Principal at East Fannin, would that be okay?’
I said, ‘Sure, I’ve been there and I know the people fine.’
He said, ‘What about West Fannin?’
I said, ‘Yeah, I’ve been there a year, I can deal with that.’
He said, ‘What about Blue Ridge Elementary?’
I said, ‘Well, that’s the school I know the least. I’m sure if you put me in there, I could. But the other two make me feel a little more comfortable.’
So the next day I got a call, and I was principal for Blue Ridge Elementary.”
Though comical, Henson said it actually worked out great as he met two of his best colleagues there. Cynthia Panter later became an Associate Superintendent and Karen Walton later became his Assistant Superintendent. Both were teachers he met at Blue Ridge Elementary.
“Blue Ridge was really where I made a lot of later career relationships,” says Henson.
His time as Principal was also a lot easier for him as he says after the year at West Fannin he knew what he was doing and had more confidence in the position. Having ‘matured’ into the job, he says the Principal position has more latitude in decisions. Having a great staff at both schools made the job easier, but the transition was simpler also because he felt he was always second-guessing himself as an assistant principal. His maturity also gave him new outlooks on the choices and decisions made.
“I think a good administrator serves as a shield between the public and teachers who need someone in there to mediate,” he says. Molding things into a larger plan for the schools and taking views from all those who take a stake in their education, “Everybody wants what’s best for the child.”
Surrounding himself with assistant principals and administrators that were detail oriented to allow him to deal with people and focus on the ‘big picture,’ two of his favorite parts of his career as he says.
After three years at Blue Ridge Elementary, the Curriculum Director at the county office resigned. Applying on a fluke instinct, he later got a call saying he got the position. He joined the staff as K-6 Director of Curriculum alongside Sandra Mercier as 7-12 Director of Curriculum.
However, his time in the office saw much more work as he spent time covering as Transportation Director and other fill-in duties. It wasn’t until 2003 when Sandra Mercier took the office of Superintendent, according to Henson, that she named him as Assistant Superintendent and really began his time in the Superintendent position.
He had never thought about going for the position, applying, or even thinking of it. Henson said he did want to be a Principal, but the county offices were beyond his aspirations.
Largely different from transitioning from Teacher to Administrator, the transition into the Superintendent position was far easier says Henson. You’re already dealing with a lot of the same things on a single school scale, but moving to the Superintendent position crosses schools and districts. He did not there is a lot more PR involved, but nothing to the extreme change as he experienced his first year in administration.
Becoming Superintendent in 2007, he says he focused on opening the school system up and growing more transparent than it already was. Sharing information and speaking straight about his feelings allowed a certain connection with people. It seems, in truth, that he never quite outgrew some of the goofiness of his childhood as he recalls joking with colleagues and staff.
Henson says he wanted to have a good time in the office despite everything they dealt with. He pushed the staff, but they also played pranks on each other and shared moments like a school secretary embarrassing her daughter with a funny picture.
Noting one particular instance, Stacy recalls a story with finance running checks in the office. With one office member in particular who would always try to jump scare people running the check machine. Henson quickly opened the door and threw a handful of gummy bears at her. Unfortunately, a few were sucked into the machine and ruined the check run. It wasn’t a good day considering, yet the staff laughed about it and shared in the comedy.
A necessary part of the job is what Henson calls it. The lightheartedness was key to maintaining his staff. “If you stay serious a hundred percent of the time, it’s going to kill you,” he says.
The position wasn’t just laughter and jokes though, tough times came plenty enough. Not all of them were the expected issues that you might expect. Aside from the general politics that face schools daily in these times, Henson even dealt with death threats in his position. Having let people go and dealt with others careers, he admits he had that one employee’s spouse threated his life after a firing.
As he speaks about some of the hardest moments like this, it’s hard to find out how harrowing the event really was. Henson says now that it’s not a big deal, it wasn’t the only threat he had. His wife speaks a little more plainly as she confesses some days, she couldn’t tell if it was worth it for him to be the Superintendent. Yet, even she says in hindsight that she is proud of the honesty, integrity, and openness that permeated his ten years.
Additionally, dealing with things like the shootings and issues that have plagued schools in the last decade, he adds, “It’s a more stressful job than when I started 30 years ago. It’s much more stressful. There are so many things that the state expects, that locals expect, that parents expect… I can’t imagine what it’s going to be like in another 30 years.”
Henson agreed that schools have lost a lot of the innocence they used to have within the teachers and staff. As these people continue to rack their brains on following the mission to educate and keep kids safe, they take a lot of the stress off the kids as they are at school. He said, “I don’t know if it’s spelled out, but I think if you’re a good teacher, you feel that inherently.”
It also branched over into policies, with increased focus on testing and numbers, Henson said the position got a lot more into the realm of politics as you deal with the state legislature and handling the constant changes that came from the state adds another item to juggle.
As a superintendent, you don’t need state tests, as Henson says, to tell you how well a teacher teaches. “I can sit in a class for five minutes and tell you if a teacher can teach.”
In the face of everything, Henson said he wouldn’t burn any bridges about returning to education, but he’s enjoying his retirement.
Henson has already reached the “what’s next” point in his career as he retired last year. One year into retirement, he says he is just as busy as ever with his position on the Board of Tax Assessors and putting a daughter through college at the University of Georgia. On top of maintaining his own projects, he says he’s focusing on being a parent and husband and making up for time lost in his position as Superintendent.
Once he hit ten years in the office, Henson said he felt like he had done what he wanted, it was time to hand it over to someone else for their impressions and interpretations. Though retiring from his career, he didn’t fade into obscurity. With Stan Helton asking him to sit on the Board of Tax Assessors and others still seeking advice and counsel, he simply transitioned once more.
ELLIJAY, Ga – Gilmer County Charter Schools Superintendent Dr. Shanna Downs has confirmed that Board Member Nicholas Weaver has tendered his resignation from the Board today, September 11, 2018.
According to the Board’s Official Statement, the resignation comes as he has moved out of the Post 3 area of Gilmer County, he can no longer hold his Post 3 position on the Board.
His resignation becomes effective immediately leaving the board down one member for the work session in two weeks on September 17. It is possible that they will move through this month without a fifth member, but plans are already in motion as an election will be needed to replace Weaver. However, the deadline has already passed to place anything new on November’s ballot.
Until the Board can officially hold an election for the seat next year, they will be looking to appoint someone to fill the space until then. Citizens will recall that current Board Member Ronald Watkins filled his position from a vacancy in 2016 before later running in the election.
As more details become available and the Board selects a replacement, stay with FYN as we continue to update you on this story.
Ellijay, GA – Gilmer County saw recognition during October’s Board of Education (BOE) meetings for teachers selected as Teacher of the Year for each school in the system. Within 24 hours of their official recognition at the board meeting, one of these teachers would be named the Gilmer Teacher of the Year.
Recognized for Ellijay Primary School, Casey Whitley is a 14-year veteran teacher who has a Masters Degree in Special Education as well as a certification for Special Education for Pre-K to 12th grade. She has taught at Ellijay Primary School for three years. Prior to EPS, Whitley was the preschool specialist at Gilmer Head Start. She and her husband have three daughters of their own.
She says the best part of teaching is watching students progress. She has been called an advocate for her students as her Principal reports she builds engagement resources and strategies for student success.
Recognized for Ellijay Elementary School, Connie Dean is an ESOL teacher and Secretary of the School Governance Team. She works to support students as a leader of several student service projects.
Dean also was a part of a Grant allowing students access to the EES Media Center one day a week for most of the Summer.
Recognized for Mountain View Elementary, Arlene Bryan is a 30-year veteran of special education. Her administration nominated her due to a continuous impact on children through high expectations and her efforts as a role model for fellow teachers.
Bryan will be retiring this year from Mountain View. Administration continued to praise her humility throughout her years of service.
Recognized for Clear Creek Middle School, Adam Palmer serves as the Chorus Teacher and the Cross Country Coach. Palmer was praised for a unique ability in the school to work with all students to improve character building in daily lessons.
His administration’s nomination praised the lasting effects of his teacher-student relationships that they say have improved the school’s quality.
Recognized for Gilmer High School, Mary-Melissa May is in her sixth year of teaching at the high school where she teaches Honor Biology and coaches the Swim Team. She also serves on the GHS Leadership Team as the Science Department Chair. Constant hard work sees May researching best practices for teaching Biology and sharing in Professional Learning Communities (PLC).
Not only does she coach the GHS Swim Team, but May was reported by her administration as instrumental in starting the varsity team four years ago. She also took 10 swimmers from Gilmer to state competition last season.
As for the teacher who received prestige as the Gilmer County Teacher of the Year, recognized from Gilmer Middle School, Shannon Goble was treated to a surprise announcement early in the morning of October 17.
As she was “pulled from her classroom” for a quick word with one of the faculty, her students and fellow teachers prepared the hallway where she teaches for a warm reception for the announcement. Returning, Goble rounded the corner on her hall to a flood of cheers as students and teachers alike waved a banner of congratulations and offered flowers for her.
Shannon Goble is called always positive and helpful by her peers who also say she shows she cares through a friendly and kind nature. Even her students note she always smiles and is funny as she helps them with their daily lessons.
Administration says it is her servitude that shows them she is all about the people she interacts with daily.
Goble herself says she never really thought about achieving Teacher of the Year for her school, much less for the entire system. She told FYN, “There is nothing better. It let’s you know that what you are doing truly matters.”
Goble said she never doubted her students appreciated her as they share their happiness with her, but it is something more to also know her colleagues think so highly of her.
With over 20 years of educational experience, Goble worked in the Division of Family and Children Services (DFCS) prior to teaching. She has been teaching 5th grade for most of her years at GMS.
Speaking of the award, Goble said she wants to continue her efforts as she has been for all of her years. Saying that just like the kids she has to continue learning new things and improving every day, Goble commented, “I think of myself as a big kid.”
By Melanie Dallas, LPC
The statistics were shocking. A 2014 study by the Veterans Administration (VA) found that 22 veterans were taking their own lives each day in the U.S. A follow-up study published last year found that although suicides among veterans were decreasing, there was still an average of 20 veteran suicides each day. The latter study also found that while veterans accounted for only 8.5 percent of the U.S. adult population in 2014, they accounted for 18 percent of all deaths by suicide.
While it can be easy to assume veterans’ experiences in the wars in Iraq and Afghanistan – in which thousands of young adults experienced physical and psychological injuries – were driving these tragic numbers, it is more complicated than that. In fact, the 2016 report found the majority of veterans dying by suicide – 65 percent – were aged 50 and older. The VA concluded the overall risk for suicide among veterans was 21 percent higher than for civilian adults.
Psychologists have long known that mental health disorders, including major depression and other mood disorders, are associated with an increased risk of suicide. And although not everyone that attempts suicide has mental illness, the vast majority – by some estimates, 90 percent – of individuals that complete suicide suffer from a mental health disorder.
There may be several conclusions that can be drawn from these reports, but a primary one is that many veterans are in need of mental and other behavioral health services. In addition, it would seem, many veterans are not receiving the services they need to successfully deal with the psychological effects of their military service – whatever those may be and however they occurred.
As the number of veterans in need of mental health services – and healthcare services in general – surged with the wars in the Middle East, the Veterans Administration found itself overwhelmed. In order to help meet the needs of these and other veterans, the VA began partnering with local healthcare providers.
In Georgia, the Atlanta VA Medical Center partners with Highland Rivers Health to provide behavioral health services for veterans – and Highland Rivers has become one of the largest providers of these services to veterans in the state.
As a VA partner, Highland Rivers is able to provide services to veterans who have VA healthcare benefits. But all of our services are available to veterans, even those that do not have VA benefits or are uninsured.
Highland Rivers has worked to tailor our services to the unique needs of veterans as well, and several of our therapists are STAR-certified behavioral health providers (meaning they have completed intensive training developed by the Center for Deployment Psychology to meet the deployment-related psychological needs of veterans and their families).
Currently, Highland Rivers provides a variety of services specifically for veterans, including outpatient counseling for PTSD (post-traumatic stress disorder), prolonged exposure and military sexual abuse. We also offer PTSD and veteran peer support groups, so veterans can learn from others who have had similar experiences and can relate to their challenges.
In addition, Highland Rivers provides crisis intervention and stabilization, veteran-specific supportive housing assistance, supported employment, substance use treatment and community support services, among other programs.
Although there is no easy solution to the problem of veteran suicide, it is critical that veterans receive the mental health treatment services they need to help them recover from trauma, depression, mood disorders or substance use disorders associated with their service.
Highland Rivers believes that recovery is always possible and that no veteran should feel the only choice is to end his or her life. Highland Rivers is close by and ready to help. For an appointment, call us at (800) 729-5700 or speak with your VA case manager about receiving services from Highland Rivers Health.
Melanie Dallas is a licensed professional counselor and CEO of Highland Rivers Health, which provides treatment and recovery services for individuals with mental illness, substance use disorders, and intellectual and developmental disabilities in a 12-county region of northwest Georgia that includes Bartow, Cherokee, Floyd, Fannin, Gilmer, Gordon, Haralson, Murray, Paulding, Pickens, Polk and Whitfield counties.