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HomeMy WebLinkAbout1975-11-22-SC-min Lexington School Committee Minutes - November 17, 1975 Page 219 On Monday evening November 17, 1975 the Lexington School Committee held a meeting at the Jonas Clarke Junior High School. The meeting be- gan at 8:00 p.m. School Committee members in attendance were: Mesdames Swanson, Berchtold, Messrs. Brown, Rotberg and Wadsworth, Student Repre- sentative Alan Wachman. Administrators present were Messrs. Spiris, MacInnes, Monderer, Barnes, and Miss Quinn. Dr. John Deutch, Chairman of the Advisory Committee to study Cost SCHOOL FACILITIES implications of the School Facilities Report, made a statement pertain- REPORT (COST ing to the findings of his committee as previously reported. Motivation COMMITTEE for his statement was due to the publication of a newspaper article which the advisory committee felt needed further comment. Dr. Deutch noted the report did say the savings which may be rea- lized by closing schools are not sufficient to justify taking such ac- tion if the buildings are (a) left vacant, (b) employed for other school purposes, or (c) transferred to another town use. More substantial sav- ings might be realized from closing schools if the buildings are (d) leased or sold, or (e) demolished, but it did not say don't close schools. No case was made that there will be cost savings made to the town by closing a school or schools. He noted that the study committee had not determined any final cost savings. He reiterated the study committee analysis of facts was just that-- not opinions. Specific numbers, reasons and concentrated study result- ed in a report. He concluded by stating the Study Committee was avail- able to "cost-out" proposals or assist on proposals for further study. Mrs. Swanson assured Dr. Deutch that their study committee had not been discharged and the School Committee planned to invite the Advisory Committee to readdress the School Committee in the near future. Mr. John Sherf, representing the Munroe P.T.A. read the following MUNROE P.T.A. communication: STATEMENT "We wish to express our concern that the School Committee may make a premature decision regarding school closings. We don't understand what pressures are so great as to require an immedi- ate decision. Certainly a decision is necessary. But we can wait a few more months until all reports are in and have been re- viewed. To make a decision without the results of the Study Committee on Educational Programs implies that educational aspects of school closings are unimportant. To us they are important and they should also be important to you who are entrusted to establish educational policy. What is so important? The answer obviously is money and taxes. Will money be saved? The conventional wisdom certainly says, 'Close and consolidate schools and Lexington saves money.' Is this conven- tional wisdom correct or is it just convenient? You now have a much better means to determine if and how much money will be saved, both in the report of the Cost Committee and by working further withmembers of that committee. • Lexington School Committee Minutes - November 17, 1975 PAGE 220 In summary, we plead that a decision be sound and fair. Such a MUNROE P.T.A. decision is not simple, but complex. It therefore requires more STATEMENT than following conventional wisdom. It requires using all the (CONTINUED) tools at your disposal to understand the issues. People have worked hard to give you those tools. We ask that you do not ig- nore them. Dr. Rotberg replied that everyone was cognizant that enrollments have declined but noted that the decline was in the larger schools. The smaller schools which are scheduled for possible phase out had fairly constant enrollments. Mrs. Berchtold summarized stating that the committee will focus on the reports, raise questions and seek any other information needed, such as updating reports, prior to making a decision. Upon the recommendation of the Interim Superintendent it was SCHEDULE OF VOTED: to accept the Schedule of Payments. (Wadsworth, Brown, Unan.) PAYMENTS (See next page) Mrs. Swanson and Mr. Spiris thanked the Chapter 622, Citizens Ad- CHAPTER 622 visory Committee for all their work and contributions. On behalf of the School Committee she also expressed gratitude to staff who had assisted in the report and in providing continuing support. Mr. Spiris recommended that the Citizens Committee be discharged and that a voluntary professional committee be established. This com- mitteeon Chapter 622 would be a sub-committee of the HDHR Continuing Curriculum Committee. The continuing curriculum committees would have one member of the 622 committee assigned to it. They would report back to the School Committee. Mr. Brown suggested that the 622 cotmuittee report back twice each school year. This was agreeable to all. It was VOTED: to discharge the Chapter 622 Citizens Advisory Committee with gratitude from the School Committee and School Administrators for outstanding service and contributions to Lexington. (Rotberg, Brown, Unanimous) Mr. John Devereaux, member of the 5 member Superintendent Search SUPERINTENDENT Committee presented a progress report to the School Committee, He out- SEARCH COMMITTEE lined the criteria for selection, committee procedures, and time sched- ule. Among the qualifications being sought were the following: a basic education background, possibly a doctorate, widely experienced, former teacher, principal, assistant superintendent, a superintendent, business experience, an open person, and a significant record of accomplishment. He noted the original batch of candidates had been reduced to 17. The next step in the process would be to present a list to the School Com- mittee. A meeting with the School Committee for early December was also scheduled. A report on high school guidance was given by Dr. Jack Monderer, HIGH SCHOOL Director of Pupil Personnel Services. He was assisted by other Pupil GUIDANCE Personnel staff, Joy Gilbert, Fred Thurlow, Oscar Krichmar and James Coffin. The report was as follows: (see next page) Members of the School Committee again expressed concern for a lack of definition of the Guidance Program. They felt the goals stated were too broad and not specific enough to answer questions about the program. Page 220 A November 17, 1975 SCHEDULE OF PAYMENTS The following schedules of payments were available for scrutiny and approval prior to the meeting: SCHOOL DEPARTMENT BUDGETS Personal Services November 14, 1975 Classified Payroll #10 NC $68,723.73 Expenses November 14, 1975 Bill Schedules #63 9,834.46 November 14, 1975 #64 6,101.04 November 14, 1975 #65 5,930.02 November 14, 1975 #66 8,950.29 November 14, 1975 #67 24,707.61 Expenses (Carryover) November 14, 1975 Bill Schedule #181 8.84 Out-of-State Travel November 14, 1975 Bill Schedule #4 375.00 Athletics November 14, 1975 Bill Schedule #11 3,370.43 Vocational Education ,. November 14, 1975 Transportation #5 388.96 SPECIAL PROGRAMS (Non-Lexington Funds) METCO November 14, 1975 Classified Payroll #4 1,345.75 Teacher Training Program II November 14, 1975 Classified Payroll #5 96.80 Title III-Administrative Grant November 14, 1975 Classified Payroll #7 108.00 LAB. Pre-Vocational Life Care Program November 14, 1975 Classified Payroll #6 1,182.75 November 14, 1975 Bill Schedule #4 12.22 LEADS November 14, 1975 Classified Payroll #5 - 425.14 November 14, 1975 Bill Schedule 1,332.56 Autistic Program (Lexington) November 14, 1975 Classified Payroll #5 372.60 Autistic Program (Arlington) November 14, 1975 Classified Payroll #6 153.60 Page 220 B November 17, 1975 Multi-Handicapped (Burlington) November 14, 1975 Classified Payroll #5 216.00 Pre-School Program (Burlington) November 14, 1975 Classified Payroll #4 480.00 Low Income (Summer Reading) November 14, 1975 Bill Schedule 280.63 Lexington Public Schools Lexington, Massachusetts November, 1975 Memo to: Mr. M. Spirts From Dr. J. Monderer Re. High School Guidance Program Last Spring, the Committee to Study the Lexington High School Guidance Program made its report to the School Committee. It concluded that parents and students did not believe thereis failure or severe malfunctioning in specific areas of the guidance program. There is no deep-seated dissatisfaction on the part of most parents and students. There is need, the committee felt, for better definition of the guidance program, better integration of guidance with other resources, possibly more specialization of counselors, and more centralization of guidance resources, more professional development, evaluation of guidance staff, and to provide extra communications. This Fall, the counselors, Director of Guidance, high school principal, assis- tant principal, and Director of Pupil Personnel Services have met to consider a response to this report and to indicate what has and might be done in directions suggested by it. This is, then, a progress report. As the study committee sug- gested - "the guidance program success or failure is a function of many professionals outside the guidance area, mainly the teachers and administrators at the high school ...." For this reason, it is important to deal with guidance program issues in relation to a total school plan. Any reorganization of guidance programs and ser- vices should be considered in relation to any high school reorganization plan. Then the plan for guidance will be harmonized and integrated with other aspects of ( the school and will have the backing and support of its major school administrator - the principal. That support is essential for its success. There has been too little time for adequate dialogue among us all to develop a unified view of solutions for improvement. We have been able to agree on the major goal statements which follow: MAJOR GOALS The overall responsibility of the guidance program atthe high school is to assist each student to maximize his potential in the areas of educational,vocational and personal development. Within this responsibility should fall these major goals: 1. To assist students to improve personal social relationships, opportunities and expectancies that affect their educational and vocational progress. 2. To assist students to formulate educational, career and personal goals and plans. 3. To assist students to use resources and services within or without the school to reduce obstacles to, and further their development. 4. To assist staff, parents, and community to more effectively carry out their responsibilities for enhancing students' development in educational, social and career domains. These are priority goals with which the high school administration, the Guidance - and Counseling Department and the Director of Pupil Personnel Services can now agree. -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 -3- respect to any and all school situations. (Getting to see students is becoming a real problem because of reduced access with open campus and no homerooms). 5. Cooperates with, refers to mental health agencies, hospitals, private clinics, psychologists and psychiatrists. 6. Organizes records and personal data of students including academic records, cumulative folders, psychological and test data, anecdotal material, and material for references. 7. Acts as school registrar, setting up permanent records for present and former students, mailing four to five thousand transcripts and school records in- formation annually, assessing and entering material on school records from outside sources such as private schools, tutors, summer schools, work experiences, and other high schools. 8. Organizes and administers college board examinations for approximately`2500 students annually. Interprets results and advises students and parents of their use. 9. Administers and uses various aptitude, vocational and interest tests. 10. Administers various individual tests for learning disability students and students with psychological or learning problems. 11. Administers and uses advanced placement examinations (for student college credit). 12. Arranges for and administers local financial aid programs. This means \ working with nearly twenty organizations which award aid to the most deserving students. This requires much consultation with families and articulation with other agencies and colleges. 13. Consults and advises parents and students on PCS forms, ACT forms, State of Massachusetts Higher Education Aid, BOEG Assistance, loans through banks, col- leges, and HEW, and assistance through National Merit and other private groups and organizations. 14. Schedules several hundred college representatives and visitors annually to the high school. Coordinates and publicizes these visits to enable students to make use of the information disseminated. 15. Orders and uses various kinds of occupational, vocational, and career edu- cational materials in guidance offices and the career center. 16. Keeps aware of community pressures with which students must contend, whether they be home, police, or the school. These activities grew from the original role description of counselor, and evolved over the last twelve years in responseto student and administrative needs. The original list of counselor functions included counseling, orientation of stu- dents to counseling, research on guidance services, resource consultant, testing, assisting in placement and grouping of pupils, and providing in-service training regarding the counseling and guidance program. Excluded were administrative, instructional, tutorial, proctorial, supervisory, disciplinary, clerical, attendance, -4- and schedule-building duties. Unfortunately, over the years, a number of the "excluded" duties have reappeared as expected or necessary functions, decreasing counselor functions in the stated areas. CONSTRAINTS S The major goals and sub-goals will not be met well without considering and removing those constraints which tend to interfere with an efficient and effective program. I. Lack of secretarial services for counselors II. Lack of planned counselor coverage during the summer III. Lack. of clear program definition (statement of -sub-goals, strategies, outcomes, and behavioral objectives) IV. Insufficient counseling staff V. Uncertain high school reorganization plan - - VI. Physical facilities change would be necessary for a centralization or semi-centralization plan • - - VII. Career Center needs better staffing i VIII. Increased difficulty in contacting and having access to students due to elimination of homeroom periods and Max Ed program • SOLUTIONS Lack of secretarial services for counselors. This has been.a- long-standing problem. Unless counselors get some sizeable relief from these tasks, it is hard to imagine their spending sufficient amounts of time to do the actual tasks for which they were-trained, and hired to perform: guidance and counseling. Three -- secretaries should be hired to perform the tasks listed below, now being performs- by counselors, but which should be performed by a: Guidance Secretary - Role Description I. .Routine Clerical Tasks A. Recordkeeping 1. Checking to see counselor has all student folders and grade cards - 2. Pasting labels • a. grades b. test scores -B. Filing C. Typing D. Writing passes - 1. To and from class to visit counselor 1 2. To and from class to see College Representatives E. Notification of Students 1. Appointment with counselor 2. Teacher referral - 3. Housemaster referral 4. Specialist referral _ F. Credit check - 1. Sufficient accumulation 2. Graduation requirements G. Course Selection check 1. .Appropriateness of program 2. Number of courses 3. Course conflicts H. Progress Reports -5- II. Post-High School Planning A. Juniors 1. Setting up group meetings 2. Notifying students of group meetings B. Seniors 1. Setting up individual conferences 2. Notifying students of above conference times III', Applications to Post-High School Institutions A. Typing counselor`s statement B. Checking to see all pertinent data included, 1. Forms 2. Required signatures 3. Check included (if appropriate) 4. Stamps IV. Duties associated with law 766 A. Staffings 1. Setting time and place 2. Notifying all participants 3.. Recording problems 4. Recording possible solutions 5. Checking progress with individuals working with student B. Recommendation of Core 1. Gathering data a. counselor b. housemaster c. individual teachers r` t ` d. involved specialists. C. Progress of Core Evaluation`Team 1. When to be started 2. When to be completed 3. Counselor implementation Furthermore, if Houses are kept as separate units (as they are now) , it would . help to establish a Records and Clerical Resource Center where these guidance sec- retaries could be housed. The current records system is inadequate for the following reasons: I. Records are now housed in two separate locations, causing A. Time delay in processing B. Occasional loss of important materials II. Crowded conditions in main records office • Where would the center be and how would it be staffed? In order to carry out an efficient RCC, it is essential to have a centralized room that can house past and present records in an area that controls for security and fire. Serious consideration should be given to micro-filming student records and there should be adequate space for photo-copying machines. In addition, in order to adequately serve both the recordkeeping needs of the school and the clerical needs of the counselors, the present recordskeeping staff (2) should be supplemented by the three additional guidance secretaries in the records and clerical resource center. The proposed RCC can function either in a centralized or decentralized guidance setting. -6- Lack of planned counselor coverage during the summer. This item had formerly been in the budget, and should be placed back. At the last minute for the past two years, permission was granted to hire some counselor help one or several weeks ( before school opened because of the large number of new students who move to town in late August, or who register at the last minute. About one hundred such stu- dents appear during the last two weeks of vacation. They need to be registered, oriented, and to have a program planned (often with lengthy discussions about their past education with the student, parent and staff at his previous school. Some students need program adjustments because of credited summer experiences. The Director of Guidance cannot handle the task alone. He needs to plan on the help of two counselors for two weeks each. Lack of clear program definition. This process, described earlier (under Major Goals) can accomplish the purpose of the significant publics agreeing upon a set of reasonable sub-goals that appear attainable with the given resources. Assuming the process and outcomes are measurable, then evaluations can verify process completion and the degree of outcome success. Staff plans to begin work on these now. It is likely that a workshop this summer would be needed to complete it by September, 1976. Insufficient counseling staff. It is becoming increasingly imperative that the present student-counselor ratio be reviewed. With the advent of Public Law 766 and its increasing time demand on counselors, such as chairing staffings and cores, participating in partial and full cores, making reports to specialists and consultations, a realistic figure of 200:1, in contrast to the present 284:1 would be more realistic. While an increase of group procedures will allow coun- selors to contact greater numbers of students, this group contact will tend to be mostly in the area of information dissemination. It would be unfair to the average student to reduce the opportunity to have-one to one counseling contact with coun- selors. There are many concerns associated with making appropriate decisions con- - cerning post-high school plans, and with personal-social problems which can only - be dealt with individually. Uncertain high school reorganization plan. High school reorganization is being developed now. Any reorganization of guidance, including decisions on cen- tralization, is interdependent upon the total high school reorganization. It is suggested that final recommendations in this area be part of the total school re- organization. Physical facilities changes would be necessary to implement a centralization or semi-centralization plan. Career Center needs better staffing. Expand the present Career Center (both physically and staff-wise) so that it will better serve the needs of the high school community. The present Career Center adequately houses information on post-secondary educational institutions, career opportunities, armed services opportunities, and college entrance testing programs. However, the Career Center can better serve students, teachers, and parents by implementing a more active outreach program in addition to the present work being done with EWOW, Occupations Classes, and college information sessions. A stronger outreach program would result in more students having more infor- mation and would enhancethe decision-making processes viz-a-viz post-secondary . plans. Some of the additional types of services that could be offered would include: I. The publication of informational data sheet concerning interview tips, glossary of educational tenus, financial aid fact sheet, state college programs in Massachusetts, trade and technical schools in Massachusetts, etc. , etc. II. The publication of a Career Center/Counseling Department Newsletter. III. A regular column in Echo and/or Musket. IV. A Resource Center for teacher planning to include a unit on career educa- tion in their curricula. V. A series of seminars on job-seeking skills, college-seeking skills, College Board tests, the job interview, the college interview, decision-making skills, etc. In order to accomplish the above additional services, it is recommended that a counselor be assigned full-time to the Career Center, that he or she be housed in the present Max Ed office, that the partition between the Career Center and the Max Ed office be removed, that the hours of operation of the Career Center be ex- panded, that the paraprofessional be assigned a 371/2 hour work week, that serious consideration be given to the purchase of mimeograph or similar printing equipment, and that the student-teacher evaluation files be removed to the Records and Cleri- cal Center. Integration of guidance with other school resources - 766. A plan forim- proved coordination of resources for child study, staffing and core evaluations ( was developed last Spring, and is now being implemented. Counselors and house- masters play a key role in organizing for and chairing staffings as well as con- tributing to plans developed for students. Professional Development and Evaluation. The Director of Guidance has been and will continue to be responsible for counselor staff evaluation. Based on a review of staff needs, he will recommend a program for professional development,. IAL: TO ASSIST STUDENTS TOWARD THE DEVELOP- • MENT OP 1 '.LISTIC CAREER GOALS, . Population: All eleventh and twelfth grade s', nts • Sub•GoaL' To assist students to relate specific high who plan to enter the labor market immc- diately after high school graduation, school courses to future career opportunities, Perceptual (Knowledge) • Population: • All tenth grade students, Strategy os'a result of contact with prospective Perceptual (Knowledge) employers, Outcome will have explored specific vocational Strategy , , ,as a result of small group disucssions of career opportunities with the guidance opportunities in the local labor market. staff, • Conceptual . (Attitude) Outcome . . . will be able to name three broad Strategy , , ,as a result of individual or group • vocational career fields consistent with . conferences with the guidance staff, •• their interests, aptitudes and abilities. Outcome .. .will have analyzed an appropriate voca• , • 7onceplual (Atitudes) tional field consistent with their interests, Strategy . . , as a result of individual and small group aptitudes,and abilities. conference with the guidance staff, General (Action) • Outcome . . . will make a self-analysis of their Strategy ,, .as a result of individual or group strengths and weaknesses related to three ' . . conferences with the guidance staff, vocational fields, Outcome „will have explored the possibility of ' ?metal (Action) a immediate employment lifter high school and wilt have talked with at least one Strategy , . . as n result of Individual and small group employer In the field of their intended conferences with the guidance staff, occupation, Outcome will have outlined eleventh and twelfth BEHAVIORAL AS A• RESULT OF INDIVIDUAL OR grade programs, consistent with their Interests,aptitudes and abilities, OBJECTIVE: CROUP CONFERENCES WITH THE • GUIDANCE STAFF AND CONTACT IAVIORAL AS A RESULT OP INDIVIDUAL AND WITH , PROSPECTIVE EMPLOYERS, ECTIVE: SMALL GROUP CONFERENCES, ALL NINETY PERCENT OF THOSE STU- • TENTH GRADE STUDENTS WILL HAVE DENTS PLANNING TO ENTER TIIE OUTLINED ELEVENTH AND TWELFTH! S-LABOR MARKET IMMEDIATELY GRADE PROGRAMS CONSISTENT ' AFTER HIGH! SCHOOL GRADUATION ' WITH THEIR INTERESTS, APTITUDES • . , • WILL HAVE TALKED WITH AT LEAST AND ABILITIES, • ONE EMPLOYER AND/OR APPLIED •1L: TO ASSIST STUDENTS TOWARD THE DEVELOP. FOR EMPLOYMENT IN THE FIELD OF MENT OF REALISTIC CAREER GOALS, TENTATIVE OCCUPATION PRIOR TO GRADUATION, ub-Coal: To provide Information to students regard- lug employment Immediately following graduation, • . 100 • • ' 101 A nnendix C (continued) a. ...,..,..pus uy aur !Palle .,, ' mpie Objective • • directed by Junior High stuA:nts,• Includes demonstration of mac' in Smedley Junior High Schoolcafeteria area so they will know how to use them. Goals of Counseling and Guidance • • 3. Seventh grade social study classes go over D1\'ALthe student handbook as a unit in their • • ' social study classes to acquaint them with et Goal: To assist each student In his efforts to develop , . school rules, ., and utilize his potential in making a place for • , himself in the school, in the community and In Outcome • 90% of the new students wilt be able to move the larger society of the state and nation, about campus, follow school rules, and be • • , properly enrolled without further help front the, tat Objective: For the student to develop an awareness of the • , counselor, educational setting, i Hotta! Objective; ' • Sample Objective tuation Given a Junior High,low socioeconomic popu• • ' lotion, evenly mixed racial groups. SOCIAL , )pulation All Incoming 7th grade students. 3.0 District Goal: To help each student attain and preserve physical and mental health and to deal con- eatment 1. Counselor visits 6th grade classrooms, She i structively with the psychological tensions takes former students from that school with „ Inherent in continuing change and adaptation. her to answer questions. r (To assist the student in solving personal • problems that affect his educational progress,) a, Distribution of material for pro- I registration, • 3.1 Program Objective: For the student to develop skills needed for . i effective functioning in social groups, (Family, • b. Explanation of the forms to be used and i peers,significant others.) • content of classes offered, • ' Operational Objecive: 2, Visit to Junior High campus by 6th graders . I • and parents, Situation Given a Junior High,low socio-economic popu- i - lation evenly mixed racial groups. a. Assembly 'with. presentation of Junior High musical groups to recruit new mem-• . Population' 7th and 8th grade girls with extreme weight bers, Talks by principal, vice-principals • I problems. and counselors, i ,:1• . • • • t Treatment ' Following weekly meeting with teacher to I. • counsel the students about weight problems ; . and help in planning appropriate diets, t , Outcome All girls in the group will begin to loose weight • , ' and continuo to do so for the duration of the' I08 , , gxoup nettings. The girls will be able to report positive reactions from family and peers regard- ' Lexington School Committee Minutes - November 17, 1975 Page 221 Dr. Rotberg emphasized there was a circular problem that existed HIGH SCHOOL by each group waiting for someone else to make a decision. Nothing ever GUIDANCE seems to get resolved. He felt the School Committee couldn't respond (CONTINUED) until more specific goals were set by the Guidance Department. Mrs. Swanson noted here that comments of discontent regarding the High School Guidance program had reached her. High school staff took exception with this noting little displeasure in all their contacts. Some concern must have been felt by some members of the School Committee, otherwise no C.A.C. would have been formed. Mrs. Rene Cochin stated that the Citizens Advisory Committee felt no widespread patterns of negative reaction in the community. However, the Advisory Committee had difficulties in addressing the guidance pro- gram due to a lack of program definition. Dr. Monderer stated that one constraint was the possible reorgani- zation at Lexington High School. In reponse to Mr. Brown's question as to when the high school could firm up a recommendation, Dr. Clune stated that by January something specific could be recommended so the guidance staff could have a base on which to project future directions. One concern expressed by several counselors was the lack of secre- tarial assistance. This critical need was elaborated upon. Mr. Spiris and members of the School Committee asked if the unit secretary assisted. The response was in the negative. Some counselors and school committee members felt that the original concept was to have the unit secretary assist guidance counselors. Mr. Spiris noted that a recommendation will be made, prior to budget time regarding the topic of secretarial assist- ance. The goals, program definitions, staff activities, constraints and solutions will be discussed in more detail during the next two months. Dr. Monderer agreed to give a final report on the entire Guidance Program around February 1, 1976. Mr. Spiris presented an informative report prepared by Mr. Barnes CHAPTER 622 regarding Chapter 622, letters of intent for funding requests from the Program Massachusetts Department of Education. It was VOTED: to go into executive session at 10:00 p.m. to discuss a personnel matter. (Brown, Wadsworth, Unanimous). Respectfully submitted; Richard H. Barnes Recording Secretary /k (Pro Tem,)'