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-2- These goals also agree with the conclusions of the Committee to Study the Lexington High School Guidance Program. BETTER PROGRAM DEFINITION These goals, however, are clearly not specific enough to define what a coun- selor should do (and should not do). If the superintendent and School Committee agree to those four broad goals, staff then would need to define more explicitly a list of sub-goals, the population each is aimed at, the strategies or activities necessary to accomplish the sub-goals, what are the expected outcomes, and what are the behavioral objectives that can be used as measures of accomplishment (see attachment for sample of sub-goal statements). From a collection of all sub-goal statements, one can analyze the specific tasks needing to be performed with respect to availability of time and manpower resources. Only that number of sub-goals which can be achieved with the manpower resources and other resources that are made available can be retained. Those re- tained should reflect the priorities as perceived by counseling staff, administra- tion, School Committee, and the publics served (students, parents, faculty). Then, perhaps, decisions can be made more clearly as to the best ways for counselors to spend their time. The Program is the final list of prioritized sub-goals and strategies. • This is a large job (if it is to be done well) and there has been insufficient time to accomplish this task since the Guidance Committee report was presented. A beginning can be made this year. This task could be completed by September, 1976, if a summer workshop could be devoted to it. If a workshop can't be devoted to it, then completion date may not be until September, 1977. ( , COUNSELING STAFF ACTIVITIES • Many activities are now carried out to reach these goals. Most of the primary activities of counselors and Director of Guidance are listed below: 1. Meets continually with students in terms of personal needs apart from guidance functions. General areas or topics which counselors must be knowledgeable or familiar with include depression, neurosis, anxiety, sex identity, family struc- tures, family counseling. Decision-making, value clarification, group counseling and orientation are other kinds of issues and areas which might be included here. 2. Confers constantly with staff with regard to students' needs and problems, individual and group, confers with and advises staff about unmet student needs with respect to curriculum and school organization. 3. Keeps informed of the high school curriculum and program of study. Advises students and parents of school policies in respect to required courses, courses to meet minimum time requirements, requirements for graduation, requirements for college acceptance, courses which will maximize motivation, -development, personal relationships, healthy attitudes, work opportunities, and good grades. Is respon- sible for adds and drops in student programs in such a way that will maximize student development and at the same time satisfy teacher, data processing, and administration. • 4. Sees all juniors and seniors individually with respect to high school requirements and post-secondary planning. This is done mostly by self-referral (60 to 707>) of students. Responds to parent interviews and telephone calls with