The activities from 1063 – 1966 were very much the same. There were other activities , however, such as the explanation of the guidance program in seminars and the use of achievement tests in the CEAP convention of 1964.
In 1964, an in-service training program was introduced. Another innovation was the graphing of a complete profile for each personal and vocational area of the Kuder Preference Record. A composite cross-sectional and longitudinal study of the freshmen and sophomores from 1956 – 1964 based on the results of the Stanford Achievement Tests was made. The results of the Mooney Problem Checklist administered from 1959 – 1964 were used to determine the differences in the problems of achievers and underachievers.
An informal evaluation in 1964 showed that the school was becoming progressively guidance conscious and involved. Teachers were again encouraged to consult the standardized test results and to study the individual student’s use of the educational opportunities given in school. Teacher-counselor consultations were encouraged. A clerical aid was also made available to take care of the records.
In 1966, studies were made on the following topics: relationship between peer-group acceptance and academic achievement among the high school students; client expectations of counseling; and job opportunities in Manila and its suburbs.
At this time, the California Achievement Test was replaced by the Sequential Test of Educational Progress on the group that the former no longer offered a challenge to the students. It was also at about this time that the 1964 revision of the Stanford Achievement Test was introduced.
Since the Guidance Program is not a static but a dynamic, continuously developing service, the Guidance Manual was revised in 1965 to add and define services that were aimed at meeting the needs of the changing times.
Reading Dynamics then became a new activity of the Guidance Department. This was offered to students of above-average mental ability who were interested in upgrading their reading efficiency.
At this time, the physical facilities were improved. Individual counseling and testing rooms were added to avoid distractions and interruptions. Each staff member was given her own room. A well-furnished reading laboratory was provided for remedial classes. A speech laboratory was set-up as a guidance tool for those whose difficulty, whether personal or educational, stemmed fro speech handicap.
Two libraries were set up in the department. The test library contained a large number of test specimens that were made available for study or eventual use or try-out. In the occupational library were found a collection of catalog of school, companies, occupational opportunities, and student aids. Racks with short informative brochures on varied topics were made available for all students.
The Guidance Director’s office was made to contain all records that pertained to the work of the department. With the exception of confidential cases, all records were made available for consultation to staff personnel who were requested to read them there.
In March 1965, the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), evaluated the guidance program of the high school department.