HomeMy WebLinkAbout1980-04-15-SC-min Page 38
April 15, 1980
A meeting of the Lexington School Committee was held at 8:00 p.m.
in the School Administration Building on Tuesday, April 15, 1980. Pres-
sent were: Swanson, Gaudet , Shaw, Brown, Michelman, and student repre-
sentative Dohan. Also present were: Lawson, Pierson, MacInnes, Monderer,
Barnes.
Remarks in support of the High School Guidance Report were given by PUBLIC
several members of the Guidance Advisory Committee. Special commenda- PARTICIPA-
tions were given by Maxine Minkoff {Massachusetts Department of Educa- TION
tion) who summarized the proposal as cost effective, pupil-centered, and
one which involved parents and staff in its development,
It was
VOTED: to accept the minutes of March 4, 1980 as amended. (Michelman, MINUTES
Swanson, Unanimous) 3/4/80
VOTED: to accept the minutes of March 17, 1980 as presented. (Gaudet, MINUTES
Michelman, Unanimous) 3/17/80
VOTED: to accept the executive minutes of January 22, 1980 as present- EXECUTIVE
MINUTES
1/22/80
VOTED: to accept the executive minutes of February 25, 1980 25, 1980 2/25/80
as presented. (Shaw, Michelman, Unanimous)
Upon the recommendation of the Superintendent of Schools, it was SCHEDULE
OF
VOTED: that the schedule of payments be approved. ( Michelman, Swanson, PAYMENTS
Unanimous) ( See attached sheet)
The financial statement was discussed. FINANCIAL
STATEMENT
Upon the recommendation of the Superintendent of Schools, it was
VOTED: to accept the personnel changes. (Michelman, Swanson, (Unanimous) PERSONNEL
(See attached sheet) CHANGES
Upon the recommendation of the Superintendent of Schools, it was RE-ELECTION
OF STAFF
VOTED: to re-elect the following staff, salary, step and level indicated (NURSES)
for the 1980-81 year. (Swanson, Michelman, Unanimous) (See
attached sheet)
VOTED: to re-elect the following staff for the school year 1980-81 at the (TEACHERS)
step and level indicated. (Gaudet , Shaw, Unanimous) ( See
attached sheet)
VOTED: to place the following personnel on hold. (Swanson, Gaudet , Un- LONG-TERM
animous) ( See attached sheet) SUBSTITU-
TES
A revised copy of the 1980-81 budget request was presented to the REVISED
School Committee for its information. (See attached sheet) BUDGET
SUMMARY
Page 39
April 15, 1980
The Superintendent introduced the report by noting that 3 years ago GUIDANCE
the School Committee had voted as one of its goals, the study of Guidance. PROGRAM
He stated that the elementary and junior high segments had been completed,
but the High School segment received a one-year extension. He compli-
mented parents, students, staff and citizens for their involvement in the
development of a program which he supported strongly.
Dr. Monderer, Dr. Clune, and Tex Jarrell presented the report (Copy
to be included in the official minutes.) They noted the new program would
focus heavily on mandatory student experiences (workshops, individual and
group meetings with counselors, etc.) Students would be assigned the same
counselor each year and would be required to meet with the counselor for a
minimum of three meetings. A student could seek guidance from other coun-
selors. Counselors would specialize in one of several areas (drugs, al-
cohol, human relations, family relationships, etc.) The other counselors
would assist students in the Career Center, with a new position of Regis-
trar overseeing administrative details. Following the presentation, School
Committee members reviewed segments of the program and questioned the pre-
sentors. The School Committee expressed pleasure with the new programs and
considered it very ambitious. The Superintendent said he looked forward to
its implementation. After the discussion, it was
VOTED: to adopt the High School Guidance Report. (Swanson, Michelman,
Unanimous) ( See attached sheet)
Dr. Clune presented a recommended 8-day cycle for the High School 8-DAY
program which would supplant the 5-day cycle. He reviewed the changes, SCHEDULE
among them: a varied lunch block, back-to-back scheduling for labs and
courses, and coordination of course work for junior high pupils. The
Superintendent said he favored the plan for additional discussion at the
High School level was needed. Questions about the plan was raised by
the School Committee, and the topic was scheduled for further discussion.
It was
VOTED: at 10:11 p.m. to adjourn to executive session to discuss matters
of collective bargaining and possible litigation. ( Michelman,
yes; Swanson, yes; Gaudet, yes; Shaw, yes; Brown, yes)
RespectSly sub/1i�tte
rd H. Baritts
RecordinggSretary
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PERSONNEL CHANGES - CERTIFIED
COACHING APPOINTMENT - HEAD SOCCER COACH
PERSONNEL CHANCES - CLASSIFIED
'ERSONNEL EFFECTIVE
RE-ELECTION OF STAFF
SECOND ELECTION
These people have previously received a contract and are being recommended for
their second election.
STEP! GRADE/
SCHOOL NAME LEVEL SUBJECT SALARY COMMENTS
Senior
THIRD ELECTION
These people have previously received two contracts and are being recommended
for their third election.
Multi
FOURTH ELECTION (Not Tenure)
Senior
*Subject to funding
RE-ELECTION OF STAFF
HEALTH
NURSES
Name Step/Level Salary Stipend
DOCTORS
RE-ELECTION OF STAFF
(Continued)
FOURTH ELECTION
These people have previously received three contracts and are recommended for
tenure election at the level and step indicated.
STEP/ GRADE/
SCHOOL NAME LEVEL SUBJECT SALARY COMMENTS
Clarke
Back-up information:
Clarke
RE-ELECTION OF STAFF
LONG rfBKM SUBSTITUTES PLACED ON HOLD
SCHOOL NAME GRADE/SUBJECT
d
1979/80 - 1980/81 Budget Request By Major Areas
%
79/80 80/81 Difference Change
Instructional Programs 11,220,436 11,409,584 189,148 1.7
Instructional Support 1,244,453 1,269,324 24,871 2.0
General Support 3,977,898 4,249,054 271,156 6.8
Community Services 62,300 61,300 - -1,000 -1.6
Total 16, 505,087 16,989,262 484,175 2.9
Library Science Room 138,000
Energy 331,760
Total 16,505,087 17,459,022 953,935 5.8
Less Available Income (Estimate)
Federal and State Funds
Paid to School Committee 372,648 328,648 -44,000 -11.8
State Funds Paid to Town 2,226,000 2,281,000 55,000 2. 5
Athletic Gate Receipts 25,000 20,000 -5,000 -20.0
Tuition, Registrations, Rentals 30,000 30,000 -- --
Total 2,653,648 2,659,648 6,000 . 2
Total Estimated Cost to Lexington 13,851,439 14,799,374 947,935 6.8
1979/80 - 1980/81 Program Budget Summary( imparison by Subdivisions of Major Areas
79/80 _ 80/81 Difference Change
Instructional Programs
Instruction Regular 9,884,615 9,989,453 104,838 1. 1
Instruction Special 1,320,221 1,414,581 94,360 7. 2
Vocational. Education 10,600 5,400 -5,200 -49. 1
Summer Reading 5,000 150 -4,850 -97.0_ M
Total 11,220,436 11,409,584 189,148 1. 7
.
x
Instructional Support
Instructional Improvement 154,142 156,088 1,946 1. 3
a
Student Services 1,087,311 1,110,036 22,725 2.1
Other Instructional Support 3,000 3,200 200 6. 7
v`ry
Total 1,244,453 1,269,324 24,871 2.0
General Support
Policy Setting 14,300 20,600 6, 300 44. 1
Administrative Services ' 1,439,072 1,441,356 2,284 .2
4
Operational Services 2,237,003 2,525,427 288,424 12. 9
Other Support Services 287,523 261,671 -25,852 -9.0
Total 3,977,898 4,249,054 271,156 2. 9
Community Services Total 62,300 61,300 -1,000 -1. 6
t
TOTAL 16,505,087 16,989,262 484, 175 2. 9
Library/Science Room 138,000
Energy 331,760
TOTAL 16,505,087 17,459,022 953,935 5.8 4
F
•
Guidance Program Proposal
Last May a report was presented to the School Committee about the Guidance
Program. It described a comprehensive study that was undertaken last year
to evaluate aspects of the Lexington High School Guidance Program. Reactions
to the goals and objectives of the program, and the perception of effective-'
mess of the activities and purposes were obtained from the major users:
students, parents and staff. Paper questionnaires, and interviews were the
major vehicles used to obtain reactions.
An analysis was made of the data and the major findings were summarized.
Time permitted the development of a plan designed to improve services. How-
ever there was insufficient time to obtain an adequate review of it by
staff, parents and students. It was felt that such reactions would assist
in shaping the best program.
The School Committee agreed and encouraged a careful review of the program
model proposed in May. A long series of planned steps were carried out to
guarantee that the ideas and reactions of both the providers of the program
(counselors) , and the recipients of the services (students, parents, staff)
were accorded careful review and consideration for inclusion in the program
design. This work began in August and culminated in February 1980 with
a report from the Steering Committee. The timetable shown in the appendix
(p.l) shows the activities that were planned and carried out.
A new program model is now being proposed for your approval. This model
now appears to have the general support of students, citizens, and staff
and administration.
The special features of the plan include:
1. Continuance of the highly supported current goals and objectives of
the guidance program.
2. Establishment of a new program of counselor planned and implemented
mandatory student experiences. These experiences will be designed to
improve student decision making in social, educational and career
spheres. It will do so by helping students to learn more about them-
selves, their environment, and to learn more skills in goal setting,
problem solving, and decision making. These experiences will occur via
scheduled meetings with groups of students and in individual sessions
with each student. All students will be scheduled to receive these
services.
These planned and sequenced activities will be provided through pro-
grams which have the following focus:
o sophomore orientation and adjustment
o social and emotional development
o educational and career planning and choice making
-'2-
The precise curriculum and procedures for implementation of the educa-
tional program will be developed by counselors and others during this
• summer.
Staff will be trained to implement the new program, beginning this
Spring and continuing this summer and beyond.
3. Counselor/student contact will be maximized.
a) planned programs and checkpoint meetings
b) student assignment to same counselor for all three high school
years
c) counselor continuing to have responsibility for counseling
assigned students in personal, social, educational and career
aress.__1 .
4. Counselors will receive assignments for the development and provision
of programs covering specific topic areas (e.g. , Drug and Alcohol Abuse,
or Family Relations and Structure). He/she will be expected to study
the topic and become our "resident expert" in the topic and coordinate
the implementation of that program. This assignment will take advantage
of the special strengths of each counselor, and provide resource specials.
zation to supplement the general counseling provided by every counselor.
5. The establishment of a "registrar's office" to improve the processing
of student records and post high school applications. This will also
reduce duplication, increase uniformity and provide better monitoring
and control on these procedures.
6. A revision in course change procedure designed to reduce unneeded
time involvement of counselors in this process and to shorten process
for most individuals.
7. Planned use of school and community human resources to provide services
of the program (including students, parents, residents, members of
business and industry and faculty).
8. Careful supervision and evaluation of guidance staff.
STEERING COMMITTEE *RECOMMENDATIONS
To continue to work toward the goals and objectives outlined in the
department's description of Program.
*The Steering Committee: All Counselors, all Housemasters, Principal,
Assistant Principal, High School Coordinator of Pupil Services,
Director of Pupil Services, student, parent and faculty representatives
and a consultant from the Department of Education.
A. GOAL A (SOCIAL AND EMOTIONAL DEVELOPMENT)
All students will understand themselves better and become
more effective socially.
At present, personal counseling services are being provided
for students both individually and in groups, in response to
current needs. (e.g. , the Intervention Team* was established
by the Counseling Department this year, and is in the process
of beginning several pilot groups during second semester) .
The objectives of the Social and Emotional Development Program
are:
1. Each student will become knowledgeable about
the following which have been identified as those
areas important to all students.
a. Drugs and alcohol
b. Depression, anger, external pressures,
•
acting out.
c. Human relations** - ethnic, racial issues,
Interpersonal relations.
d. Family relations*** - including family structure.
e. Sexuality
f. Loss (death, job, moving, exit from high school) .
2 . On-going services will be provided for those students
•
requiring additional support. This will include
individual and group counseling.
Procedures
There will be two large group presentations of areas identified
as being important for each class during the school year. One
half of each class (approximately 300 students) will attend at a
time, and immediately following the presentation, students will
attend small group discussions (approximately 20 groups, 15
students in each) led by facilitators (counselors, faculty,
students and parents) .
(Procedures continued on page 2)
* The Intervention Team (made up of counselors, special needs
personnel, housemasters) was established to begin to develop
groups in response to student needs. Housemasters and counselors
have identified students with particular needs, and three/four
pilot groups are being initiated during second semester. Mystic
Valley Mental Health Center is providing supervision for group
leaders.
*t As part of the Human Relations effort, it is recommended that
the Human Relations Committee be reinstated and be involved in
these activities.
*** The present on-going program, Divorced Kids Group, and the
counselor responsible will provide the foundation for expanded
services in this area.
-2-
Procedures (con't)
Each counselor will specialize in one of the listed "areas
important to all students." A minimum of two people will be
responsible for each area, at least one of them being a
• counselor. Other high school members of Pupil Services and
interested faculty will be invited to take part at this level
of responsibility.
The two people responsible for each area will:
• 1. Attend in-service programs, workshops, etc. in their
area of responsibility, to develop more expertise.
2. Plan the large group presentation in their own area
of responsibility.
3. Recruit and train other facilitators (counselors,
faculty, students, parents) for student body
• presentations and follow-up.
4. Develop resources (including referral) for on-going
services in their area of specialization.
5. Coordinate programs with the Junior High Schools.
Resources and Support Services Needed
1. Administrative (primarily organizational) support.
2 . Funds for "presentation" expenses.
3 . Funds for in-service, consultants, materials.
4. Personnel: faculty, students, parents.
B. GOALS B AND C
It was decided that Goal B (all students will learn about educational
and career opportunities following high school) and Goal C
(counselors, students, parents and teachers will use school records
to make informed decisions about the student's future) should be
consolidated, and the specific areas to address will come under the
heading of Career Development. Career Development will be for all
students.
Following are the objectives of the Career Development program:
1. Each student will increase self awareness in the
areas of interests, aptitudes and values.
2. Each student will increase his/her knowledge about
career options, including the job market and related
career decision issues . Sex stereotyping will be a
topic to be explored.
-3-
;Bw;GOALS B :AND C (cont'd)
3. Each student will become knowledgeable about educational
requirements (high school courses) for his/her career
options.
4. Each student will become knowledgeable about post high
school training requirements (academic, technical, etc.)
for his or her options.
S . Each student will increase decision making, goal setting
and problem solving skills. (To include the application
and transferability of these skills) .
Procedures
1. Students will be exposed to activities and experiences
constructed to enhance their educational, career explora-
tion and decision making skills. The Career Center will
be the focal point of activities designed to provide
these career development experiences for students.
Counselors will, in groups and individual settings,
provide counseling for students . These counseling
sessions will be concerned with assisting students to
integrate their Career Center experiences with their
overall career development, and post high school plans.
For example, the program may proceed in the following
manner* :
a. Year 1. Students to be involved in:
(1) Increasing self awareness : interests,
aptitudes and values.
(2) Developing decision making, goal setting and
problem solving skills.
(3) Becoming knowledgeable about educational require-
ments (high school courses) for his/her career
options.
b. Year 2. Students to be involved in:
(1) Application of numbers 1 and 2 listed under
year 1.
(2) Becoming knowledgeable about career options, the
job market and related career decision issues.
* The actual final program may vary as a result of detailed "curriculum"
or content planning to take place during release days this spring
and during summer workshops.
B. GOALS B AND C (cont'd)
b. Year 2 (cont' d)
(3) Becoming knowledgeable about post high school
training requirements for career options.
c. Year 3. Students to be involved in the application of
knowledge and skills acquired in finalizing post high
school plans.
2 . A student folder will be used. The folder will include
career exploration activities, applicable testing results,
course selections and counselor notations regarding
career exploration at the junior high school. It will
also include a checklist, a three year plan, specific
activities in the Career Center, junior and senior meetings,
Career Center orientation participation, etc.
3. Certain Career Center activities will need to be completed
according to a specific time frame . e.g. :
a. A possible activity might be for students to compile
a "skill transferability" curriculum to identify their
interests, extract skills involved in these interests
and identify jobs/careers which utilize these skills.
b. Another activity might be for each student to become
knowledgeable about the Massachusetts Occupational
Information System, and how to use the digital
computer and program materials for retrieving information
included in the system.
c. Another activity might have to do with writing a
resume, filling out a job application and interviewing
for a position.
4. Counselors will meet with students at interim periods as a
checkpoint. For example, Counselors will meet with
sophomores prior to course selection time in February, and
again near the end of the sophomore year.* A similar
meeting schedule may be used for juniors, while a Fall
meeting may be most appropriate for seniors.*
Meetings will also incorporate those activities covered in
the Career Center during a given year.
* Meetings with students will be in the form of groups. Individual
sessions will continue based on need. The number of meetings, and
the times, may be adjusted to provide better services for students.
A primary concern is expanded relevant contact time between
counselors and student.
-5-
B. GOALS B AND C (cont'd)
S. Results of Career Center activities (which may include test
results, interest survey results, etc.) will be sent
to the student's counselor for group and individual
discussions. (These become part of the student's folder) .
For example, in March of the sophomore year an interest
inventory will be given to all students, and compared with
other information in the student folders.
6 . There will be increased aides in the Career Center (students,
parents, college interns, teacher advisors) to assist students
with their Career Center activities . Certificates of. service
and academic credit will be given to students who act as peer
(career) counselors.
Resources and Support Services Needed
1. Administrative
2. Funds for workshops, in-service, consultants and materials.
3. Personnel: students, parents, faculty, college interns,
community members.
C. GOAL D: COUNSELORS WILL INCREASE THE UNDERSTANDING OF THE GUIDANCE
PROGRAM AMONG STUDENTS, PARENTS, TEACHERS AND ADMINISTRATORS
This will be done in the following ways :
1. Guidance articles and announcements during the year:
a. Minuteman
b. Musket
c. Echo
2. Guidance Newsletter - to piggyback the parent/community news-
letter.
3. Parent meetings.
4. Faculty presentations.
5 . Orientation: Role of Guidance - services provided.
6 . Guidance calendar - to be incorporated into the school
calendar . . . . to list times for specific activities
and events.
-C-
C.' ' GOAL D (cont'd)
7 . A booklet to parents of sophomores. To include:
a. Description of career and college application
procedures.
b. List of responsibilities of parents and students
and staff in the Guidance Program.
e. Involvement of parents in writing the booklet.
D. SOPHOMORE ORIENTATION AND ADJUSTMENT PROGRAM
Sophomore Orientation and Adjustment Program will begin with
the 9th grade student visits in the spring, and will be a
major part of the first day sophomores are at the high school
without upper classmen.*
Sophomore Orientation and Adjustment Program will include
the following:
1. Adjustment to the high school •
a. Rules and regulations
b. Physical plant
c. Activities (clubs, sports, etc.)
d. Personnel, services
•
2 . Introduction to the Career Center . . . To include
procedures and expectations concerning the Career
Development Program.
The people involved in the implementation will be:
1. Counselors
2. Housemasters
3. Peer Counselors
4. Staff
S . The present Sophomore Orientation planning committee.**
Small and large groups will be utilized.
* Sophomore Orientation and Adjustment Program will continue "
throughout the year, as needed and will include transfer students.
Components of this year's program will be incorporated into the
Career Development Program (e.g. those meetings concerned with
course selection) .
** This year's Sophomore Orientation program has been modified in
response to the Guidance Program evaluation findings. A
Sophomore Orientation Committee has been involved in determining
procedures and content. This committee will continue to be
involved in all future planning fo- Sophomore Orientation
Adjustment Progiam.
E; '' REGISTRAR'S OFFICE .
It is recommended that a Registrar's Office be established for
the following purposes:
1. To centralize services .
2. For greater efficiency.
3. Less duplication - between record's office and
guidance clusters.
4. Uniformity.
Responsibilities of Registrar's Office
1. To serve as a link in the registration process for new and
returning students.
2. To manage college application procedures:
(a) Collection of materials.
(b) Reproduction of materials.
(c) Sending credentials to colleges, employers,
parents, students.
3. To insure secure maintenance of records of current students
(former students ' records should be maintained here also. .
. . . the use of microfilm to be explored) .
4. To maintain support information, records for workbound
students (recommendations, etc.) .
5 . To prepare the year end summary - which includes the state
report, and student (senior) plans.
Procedure for students to follow:
1. As part of the Career Development Program, students explore
options with counselors, make decisions concerning which
colleges etc. to apply to.
2. Students pick up transcript request form from the Registrar's
Office.
3. Students bring portions of applications which colleges need
back to the Registrar's Office with transcript request form ana
envelopes (stamped and addressed) for each specific college, etc.
(a) Records office maintains student records, recommendations.
4. Registrar's Office sends college evaluation forms to teachers
for completion and return to the Registrar's Office or
directly to colleges.
-8-
HE. REGISTRAR'S OFFICE (cont'd)
5. Teachers and others send completed letters ofrecommendations
to the Registrar's Office.
6 . Folders for students, containing application materials, will
be maintained by the Registrar's Office. Each folder will
include a check list of enclosed materials, and may be re-
viewed by students on request.
7 . The Registrar's Office sends out credentials to colleges,
employers, etc.
Resources needed for Registrar's Office
1. Space - with modifications to insure secure and efficient
working conditions.
2. Photo copier.
3. Provisions for secure maintenance of records .
4. Telephones (2)
5 . Personnel: One 12 month person (to perform the duties of a
registrar) , one 10 month person to assist. The 12 month
position to be designated as Registrar, with placement on
the classified salary schedule appropriate to the
responsibilities of the position.
6 . Administrative support.
F. COURSE CHANGE PROCEDURES
1. It is recommended that there will be two to four mini
arenas held during the school year. . . to facilitate
course changes.
2 . For necessary course changes that occur at other times, the
following procedure will be followed (an appropriate form
to be developed and approved) :
(a) Students consult counselors who sign a form
approving the change.
(b) Students then go to Department Heads, who decide if
a teacher consultation is necessary.
(c) Department Heads contact counselor in case of a dis-
agreement with the counselor's recommendations, or for
clarification.
* This recommendation is presently in committee as a result of
the recommendation of the Administration Team.
-9-
T. COURSE CHANGE PROCEDURE (cent d)
(d) Department Heads make changes in computer terminal(s)
located in their offices, and notify teachers (of
classes students are leaving as well as entering) at
time of the change.
(e) Students use form as ticket to class.
(f) Weekly copies of printouts of course changes to be
sent to counselors, housemasters and leaving and
entering teachers.
3. Counselor's Role:
(a) Initial consultation with student concerning the
course change.
(1) The requested change in relation to the student's
total program.
(2) The requested change in relation to the student's
post high school goals (career, further training).
(3) Assisting student in the decision making process.
(b) Available for further consultation (e.g. , problems
students might encounter during the course change process. .
. to assist students in dealing with and learning from
the process) .
G. EVALUATION PROCEDURES FOR COUNSELING STAFF
1. The Lexington High School Coordinator of Pupil Services will
continue to serve as the primary evaluator of guidance counselors.
Evaluations will be consistent with the provisions of
the LSC - LEA contract.
2 . It is recouuuended that the working relationship between
counselors and housemasters be reviewed. Specific
issues to be dealt with have to do with:
a. structure
b. working style and history
c. communication
d. evaluation
e. role (responsibilities)
H. CRCAtii ONAL STkU:a'llr
Noting the findings ul' rho.( ii I dun yeShady and the recommended
program revisions, four organizational stnaetuces were
considered -by the Steering committee. They were :
1 . One Counselor nssigiied to ench house (there are six houses) .
Two counselors primarily responsible for the college applica-
tion process . One counselor assigned to the Career Center. •
2. One Counselor assumed to each house. Two crnmselors primarily
responsible for social/emitlnial counsel lug. One counselor •
assigned to the Career Centro..
•
3. Eight counselors assumed to houses . Counselors assigned
students only by the same grade level . Counselors would
nic . students up (a total case load) in the 10th grade , stay
with them throughout high school . One counselor assigned to
the Career Center. ,
4'. Eight counselors assigned to houses . Each counselor assigned
an equal number of students by grade level (1/ i sophomores,
1/3 juniors, 1/R eni ^^ -1 . nr.- nunselor assigned to the
Career Center.
•
The Steering Conmittee recommended the organizational structure listed
under number 4 above*. While each has its advantages and disadvantages,
the most common reasons for recommending number 4 were:
(a) Continuity of primary services for students (Career and
personal counseling).
(b) Manageable numbers of students assigned to counselors by
grade level, thereby maintaining a more personalized system.
(c) To avoid creating an overload of student demands in a
particular grade level (e. g. - being responsible for assisting
a total case load of students at the same time, as they finalize
post high school plans. )
•
• Recommendation of the Administration: hith the recommended program
revisions lsted in this document,your administration reconmenda the
following: Eight counselors will be assigned to houses. Each counselor
will be assigned an approximately equal number of students by grade
level (1/3 sophomores, 1/3 juniors, 1/3 seniors). Three counselors •
assigned career center responsibilities will work as a career development
team under the supervision of the High School Pupil Services Coordinator.
One of these counselors will have major responsibility for the delivery
of career center services. The other two counselors, from minority
groups, will have a career center aesignnerl. The six remaining counselors
will have responsibilities for carrying nut one part- of the new social
and emotional development program in addition to their regular counselee
assignment.
The High School Pupil Services Coordinator will be physically located
in the Career Center and insure that there be professional counselor
coverage in the Career Center 100% of the time (7 :45 A.M. - 3:30 P.H. ).
He and • the primary career center counselor will carry a total
combined coanselee caseload approximately equal to 30% of the average
counselor caseload.
-11-
Li: OTHER CURRENT COUNSELOR ACTIVITIES (Year around, summer) to continues
1. Appropriate on-going course adjustments/planning, including
helping students during arenas.
2 . Helping new students in their adjustment to the high school.
'3. On-going staff consultations concerning student classroom/
school behavior, academic performances, etc.
4. Individual conferences with students and parents as needed
(including crisis, personal) .
5 . Records reviewed with students, and with parents when
appropriate.
6 . Regular (weekly) meetings between counselors and housemasters.
7 . Involvement in staffings and core evaluations .
J. OTHER GENERAL RECOMMENDATIONS AND RECOMMENDED ACTIVITIES:
1. That some counselors work during August for student
educational planning and course selection.
2 . That there be a welcome letter from counselors to
students - content varied by grade level - signed by the
counselor. The letter to be mailed in August.
3. That counselors staff four evening meetings a year. . .each
counselor, with individual appointments for parents. These
individual conferences to be held in the Career Center. The
Career Center to be open other evenings also. Compensatory
time to be arranged.
4. Specific time during the school day for guidance activities.
Administration has given assurance that time will be made
available for specific recommended programs .
5. Extended and more frequent homerooms.
6 . Student checklist (to be included in a three year folder,
maintained by the counselor) .
a. To cover students' participation in school activities.
b. To cover counselor initiated activities.
7 . In-service training for group leaders.
a. Training in group processes should he provided for counselors
and others.
-12-
j. . OTHER
12-J. - OTHER GENERAL RECOMMENDATIONS AND RECOMMENDED ACTIVITIES (Cont'd)
8 . That the Guidance Advisory Committee have a continued
advisory role in the development of the High School
Guidance Program.
9. Funding
(a) In recognition of the importance of program
development, adequate funding must be provided.
K. PROGRAM EVALUATION
Provisions will be made for on-going evaluation of program
components.
A more comprehensive evaluation of the program will take
place the end of the second year.
L. TENTATIVE TIMETABLE FOR IMPLEMENTATION
The program will begin in September* .
It is important to note the possibility of continuous adjustments
and revisions during the initial vear(s) of implementation. The
purpose for any adjustments would be to better serve students.
There will be periodic reports of progress to the Principal and
the Director of Pupil Services. Administrative support is
needed to ensure a positive beginning this coming school year.
The tentative timetable is as follows:
1. Release workshop time** (to include junior high counselors
where appropriate) . The equivalent of six days between
April 15th and the end of school.
* Changes are already taking place (e.g. , sophomore orientation;
Intervention Team - group counseling) . These changes will be
dovetailed into detailed planning for next year.
** Topics to be covered will include those program revisions
listed in this document. Specific areas will be: Career
Development; (to include academic/course selection) .
Establishing procedures for the Registrar's Office and course
changes
amacs . ,-, .. .q, -_.
-13
L.' ' TENTATIVEITIMETABLE FOR IMPLEMENTATION (cont'd)
2. S,..wner workshop time*** (to include junior high counselors
where appropriate) .
(a) July 8th through July 16th.
(b) August 18th through August 20th.
3. Beginning September:
(a) Sophomore Orientation and Adjustment Program.
(b) Career Development program (includes academic
course selection) .
(c) Established procedures for the Registrar's Office
and course changes.
(d) Information to parents and studen::s.
4. Beginning during the school year:
(a) Goal A: Social/emotional development program.
5 . Continued in-service training and release time where
appropriate.throughout the 1980-1981 school year. (Topics
to include social/emotional development)
*** Topics to be covered will include those program revisions listed
in this document. Specific areas will be: Career Development
(to include academic/course selection) ; finalizing procedures
for the Registrar's Office and course changes ; development of a
Guidance and Counseling calendar to define services and
activities for students and parents to be provided throughout
the school year, to be dovetailed with the total school calendar.
v..............._ - - ---- 1L11]HT1VL 'l'1MC;YNBLB
_ ...- - - - _ . . SEPTEMBER THROUGH NOVEMBER
ntea(1540.81) • '- Activity - Person
( 9.rotes (1581-81 - - ACuvity Ptt.poonnetblr
Sgt.30 1. Career Derelapcot: Introduction to 3 year Ivo+ aeoeeton,Caner Sept. 30 1. Extended hmerommt to disco..guidance Common Career - Penns (e)
Soni introduction to the Career Center. Toter-Penal ecttNtlee far the year, including FIAT Dates 1•'• II Act1Nt Pn....Ible )
information. {
dept. 30 2. Information night for parent.and students. mn
students. lsemeter' MU.. I. Career Development: Career Center
aunselan PO.. 30 2. Career 0.•nlopent; CareenCeater be[m. a. Fi aLring plans for pout-nigh school Perimel
a.
anm
Ecltlof values, inter..and n
Peovve
wl Saobn
er tlnlrg•
br.30 3. Caster betel:meat: (It)Use of the Nu.Decay.. }her Center 1 .tilt.to relation to Jobs. careen b. YtmLzlog plans for entering the Job anet.
tion.Inrormatic0 Onto. (b)use of other re- renamed and the Job market. c. College Rini Nn.
materiels. (c) Rveloplog goal setting b. On ani nm of emulations'acareer inforstl4. Career weak..prom.
.maw. (d)Career speaker prgn.. (a)Idol - to became more kaeledge.ble about the -
College isir.• world or sorb.- goo 30 3. group meetings with Coun elon concerning: Camnlors .
AT Information. Finalising. Finalising poet-nigh school plans.
Noe.•30 1. noptmn orientation (tee Include ruinego-go- :ooselon, a. FIlois!College Pair.. b. Career Center activities. .
Ltmu.pdyeipm..l pL .activtuu.) Ilmsemsters. ! . .. career speaker program.
Peer Cmrmelon, Nov.30 3. Gni A presentation. Counselors
Tuff ) As needed 3. Individual conference.for parents and students. Counselor.
Nov. 30 5. Coal A prumnmn
tion _ nseloAs needed 4. Appropriate crone adJm.ents. Counselors, As needed A. Individual conference.. Counselors
Dept. Heads,
As needed 6. Individual caor<r<ncee for parents ani aWenu. oun.elau AdWnlstntnn
Al needed F. APPrcpriate crone adlue rant.. ;mauelore, Dept.
• Inds,AdaiNLLntlm
• DECEMBER THROUGH FEBRUARY
Jen.31 1. Cour.of study booklets to student.' gdelnistnttm. 10m.31 1. Financial Aid Night Career Center reb.28 1. Career Dente/cent: Career Center
xe5Nen • Personnel s. rynsueing plana for post-high school Personnel
•
J .31 2. Grasp meting.with Counselors cning: - eelonJen. mum a
J . 31 2. l A PeesentlCounselors b. rylizi
mareemng plans for entering the Job market.
a. career Development (to discuss Plight. 1'
pined in Development:Center.) Feb.28 3. Career Develoent: Career Center 4. Cue4. Caner+!+ al Fain.
speaker program.
b. Colne selCareen ie a. Streteeleg for Snunfeving. Per.mel Feb. 28 2. ml A urian. Cmwllanl
C. Review Career Development folder.. •
b. Jriting ge application.. presentation.
I c. Wting re
Feb.28 3. Career dent: atter Center 1 4. loot College Fairs.
Continued development of goal setting skills. Personnel C. Preparing for college board.. A.needed 3' concerned conferences asneeded - PrSnrilY Ccuruelon
a. Developing deeMioe-®tmg skill.. f. Caner Speaker pregm• ed With Caw:-nichecM1wl.Caren..
0. Preennlp.,
Intermi too, experience based progress. I Feb. 28 4- Group meetings Atli Counselors Om ening: Counselor.
Caner 4. Caonr Speaker a. Career Center activities. c
e. Ft College Fairs.
i b: Course selection.
a Review Career Development folders.
Feb.28 4- consultation with Junior high.reg.aamg: Ceneelm.
3 Year progn.in Caner Devetoment and course I A.needed 5. Individual conferences Counselors
.election. I
Feb.28" 5. Mal A presentation. . . Counselor. •
AY ceded ' 6."Individual conference.. rooutlan -
• .
. . . - MARCH THROUGH MAY/JUNE •
J®s 15. 1. Canal 0.nlgsnU . }reer Cater I' Parch 31 1. Coal A 1
. Continued development of goal setting skins. personnel pnsmlatlm Cennlan -I June 1 1. Career antled Peat Comm Center
b. Continued development of deeistma. Iimllzlog Post-high school psnu. Personnel
meting stills! r NY 30 2. a. su t htgb leo. Career Center
c.• pnlam.nt oret.problem.olvlee.kids.
I
a. {pot high ver tnlWng/Nner., Person./ Joe 1 2. Croup meetings with ionCounselorsIssue.concerning Cauoselaes
4. Luer.nreetorte.op adatel.te[ed. CoU College for
vpelm.JObeitinct(. Cadet,acheol termination Issues.
a. career Syntre proven. - b. Coolle.job Planning 8 p erg eeetlrys (Include
Jou 15 2. dmq iettngs with Comnlen; County/ars c or Renistnrr.re.. ). mel M oeedM 3. Individual conference as seeds -pnmrllY emulation
a. Inane[olden and disease Career Center - Career Speak.prgm. concerned with mat-0high school plane.
.<u.tua. 1
be dot pr.11a:ay penal goal for post bleb .June 15 3. Group actings with Counselors concerning: Coudsebn - r - -
.choolplans. a. Beer enter setOdtiea. 1I I I
I • b. Finalizing pnt-blgb school plAns...
As s4.d.d J. IndSeitsi mfenaarot
...lore
.oselon II personal goals.Informationw rile Can Ne Pegittn[4 Office.
APPENDIX
GUIDANCE PROGRAM EVALUATION REPORT
Procedure and Timetable for Involving Students, Parent/Community
and Faculty in Reviewing Findings and Reacting to Recommendation;
A. Definitions :
I. Steering Committee - Members: High school Counselors and
Housemasters, Nigh School 1'rinripal and Assistant Princivai.;°
•
High School Coordinator o1' Pupil Services, System-wide
Director of Pupil Services .
Responsibilities:
•
a. To review the Guidance Program Evaluation Report .
b. To determine the procedure for disseminating information
concerning the Findings and Recopanenuations .of the 1978.-
1979 Guidance Program Evaluation.
c. Tc examine, review and synthesize reactionfi of the
various publics to the Cuid.rn'e Program Evaluation.
d. To submit a report to the Superintendent of Schools
including reconncndations Isar program and,procedures
for Guidance .
2 . Student .ounl'i
Responsibilities :
a. To establish a reprea,entalRe' committee of students
which will review ani react to the findings end
reconunendat ions of the Cu lWaive Evaluation Report .
b. To submit to ' the Steering Cen:pittee, in writing, re-
actions to the findings and recommendations of the
report .
c. To review the Steering CouT it tee 's synthesis or the
reactions uL Mie various publics to the Findings and
recomnendations of the Guidance Program Evaluation
Report.
d. To submit to the Steering Conenittec, in writing,
additional , if any, responses .
3 . Faculti,, Voice
Resi?ono i bi litiess:
a. To establish a representative eoimnittee of facufty
which will review and reds t to llhe findings and
r.eco:nfnendations of thin Cuidi ee Program Evaluation
Re,sc , t .
l
- 2
•
b. To submit to the Steering Committee, in writing, re-
actions to the findings and recommendations of the report,
c. To review the Steering Coux;cit:tee's synthesis of the
reactions of the various public's to the findings and
recommendations of the Guidnnco 1'rorwn Evaluation
Report.
d. To submit to the Steering Conunittee, in writing,
additional , if any, responses .
IS. Guidance Advisory Committee
Resnonsibil.ities:
a. To establish a representntive; committee of parents/
community members which will review and react to the
findings and recommendation'; of the Guidance Program
Evaluation Report. It is requested that the Guidance
Advisory Coranittee consider the following groups!org;aniza-
t:iorr in the process: PTS:"c, Pctents , Concerned Citizens
for hexing-ton Public Schools, Concerned Mack Citizens of
Lexington, Co nnnity A_;encics (Mental Health, Replace,
Police , etc.) , Inc:utry/ usine:;s, Lexington Nigh School
Alumni .
b. To scbmit to the Steering C'n unittee, in writing, reactions
to the Finding:; and rcHommoHddtionsrev of the report.
c. To review the Steering Co:a,tittee 's synthesis to the
reactions of the various publics to the findings and
reccnncndationo of the Cuido n e Program Evaluation
Report .
d. To submit to the Steering Committee, in writing,
additional , if any, respunseu; .
Timetable:
September ?ilth •- 2 :45 p.m. , Profns;Hicuioi. i,ibrary.
Steering Committee meets to determine how to present the
Guidance Lvaluation Report hifunuat.iun, and by whom, and when.
September 21st - Student Council , Faculty Voice and Guidance
Advisory C odmittee submit to nIEu st coring committee names of
people who will serve on revien ; .mivittees, along with a
carnrittment to help.
September.- 2Sth - Student Council, 1 ; ulty Voice and Guidance
Advisory receive Guidance hvaluntiun Report information,
including the specific charge.
C otober 9th - Written reactions from the Student Council
Faculty Voice and Guidance Advisory Cnuimittee: due to the
Stec" Committee on this do
j - 3
October lith - Professional Library, :t10 p.m.
.ibrar I
OCt , Y
Steering Committee meets to examine and synthesize
written reactions from the variuns croups.
October 22nd - Professional Librucy, .' : 145 p .m.
Steering Comonittec meets to exa:iinee and synthesize written
reactions from tLe vnr.ous gr j:s
October 26th - Synthesized information back to the Student
Council, Faculty Voice and Cfi [dance Advisory Committee
for additional ;•eactions, if any .
nnvemb.8' G7t11 - Final reectiCiiS heouii the various camidttees
due to the Steeri, Com ittec on this date.
ovember 2.07.11 :)Y'U:essinnal .,11): '.i'); 171 O n.m.
Steerin;{ Con nittee itets to dcve i op u Final report to be
presented to the Superiiteiicvrt or -cn)nl;i .
December 3rd - Professional Library, :IN, p .m.
Steerin;ti Cnniiittec: meets to Crvelm$ a final report
to be i)rca;ented to the Superintcndr.nt of Schools.
February 1st - Filial report Cue_
•
•
PROPOSED TIME TABLE FOR (T1TMICE EVAT,It,1TTOU lJ;Ptt T •
In
January 3rd -- Guidance rubconanittee*merle
January 7th -- Guidance Subcommittee meets '
January 8th -- Guidance Subcommittee meets
January 10th-- Guidance Subcemaittee meets
January lith-- Guidance Subcommittee meet.,
January 16th-- Guidance Subcommittee mee' r
January 17th-- Guidance Subcommittee rnrete
January 21st-- Guidance Subcommittee meets
January : 2nd-- Guidance Subcommittee rcx'rt5
January n bth -- Guidance eubcommitte,nnuhinits rccc:mren.iaticns to
Steering C.m:aittee
January Stith - February 15th -- Steering Coma: Itee reviews the guidance
subcommittee r port and presents recoac ndat1one
to: Guidance Advisory Committee
Faculty Vol inteers
Student Government
February 15h - February i6th -- Steering Committee synthesises findings
February 26th -- Steering Committee mskee reeemmendatiorts to the Administrative
Team***
February : 6th - March 11th -- Administrative Team presents Its recommendations
to: Guidance Advisory CotrrnitLve****
Faculty Volunteers
Student Government
PT::A
Pinch 11th -- Administrative Teem makes final recommendations to Principal
`r`.arch 11th - April 1st -- Principal M. S. Cocriinat,
Director or Pupil `Services r e ll Services,
l lane,
F p-epa,-e final plan
April let -- Final plan submitted to Surcrin`ea1enL
April 15th -- SchoolCommitteepresentation
"Guidance Subcommittee: consists of Rex Ja:,:eil , all ?.HS couuse; ors,. 1 representative
fromGGAG, I student, i teacher.
"'Steering Committee - consists of Rex Jarrell , Dave C1une, Dave Wilson, Jack Monderer,
all LES counselors, all housemasters, representatives from GAC, 2 representatives
from faculty, student representatives (up to four)
r,sA
AdtuInistrative Team - Dave Clunc, Dave Wilson, Pox Jarrell , housemasters, department
heads; faculty representative and student representative sit in.
****Guidance Advisory Committee: parents, Jack Hinderer, Rex Jarrell , representatives'
of etaff and students. Advisory to Jack Monderer