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K-1 .2 Course Goals Publications IS;OOe s

.
Order from Commercial Educational Distri utingServices,
P .O . Box 4791 ., Portland, OR 97208, $270 .00 . Disse~ inat, ed
also by the Northwest Regional Laboratory NIE ~ d.ec~)
Following are notes taken on the telephone from .
conversation with John O'Neil, Texas, telephone :
office : 21,4-526-?947 ; home : 21 .4-647-8359 . Mr .
O'Neil ordered the twelve volumes and is in the process
of studying and evaluating them . The notes I took
give verbatim quotes from "Introduction to Course Goals
for Educational Planning and Evaluation,"2nd ed .,and
and "Program Goals and Subject Matter Taxonomies for
Course Goals", 4th ed ., c4- c
. .
This is a rough draft and should not be used without
indicating such . It can be used in disc ussion~ with
public officials, but do not give th,-
public officials,
Title Page says :it is a cooperative effort, which
includes HEW funding, (US Office of Education) .
Disseminated by NWRL .
"Project has as its initial objective the labellin
of thesee goals with'coded which make their curricular
use apparent andpermit their retrieval and various
combinations from a computerized storage -F-MM-0180W
system .
,,, .-i 1 cl y ,fed s • ,r .4 `J re !t .d s ). ate'
"XL~y are trying to answer the q~Zestions : what is to be
learned and has it been learned?( Also concerned in
long run with the ways these goals are attained and
measured .
"The K-1.2 goal project, by developing extensive
coding and retrieval system,permits selection of goals
and various combinations of subject matter, grade level,
types of knowledge and process, subject matter, and
career education program goals, dis ar
conce and values, and index words .'+ ey have a key
o e system so'-tey can identify where all
these things spotted in the system . T°tey can pull out
from each subject anything they want . ". (O' f % e O I'S G 1%*ft4 %, 4~ i
s }-a 4.r w/ 7-key
"Accountability . Perhaps the greatest need addressed
by the pro .ieQt s for a sound basis for accountability
in education . Page 5 : Assistance sucT as .Planning,
Pro ram, Budget, and Management system or even general
concepts su
- chas Ma a ement Jay 9bikctives where
h1l S S 10 el. eventually (?) they reach
'`the point wh re costs and
'(e S s ew+ IS /h n~ "e l11`fl<
'tee~ ,4 <
Y ~ -AA ~~%S 1,,,,P echo' _
~K.v es f1.a~ C l~ -e F~e r -1-v Ls €r4Y,I
Gc' 've e V Q e -r° t /2 ode/ Min W Co n f r /
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 21 .

benefits can be related in any meaningful way . It is

essential to have logical, consistent,operational
definitions of educational goals and ways to generate
and relate them from level to level in a school system .
T he K-1.2 Goal co ec on P roject ides such a system
of definition and the tools re uir- ed to mak6---them
operational' e ,ft r, 4.p /VC eS mQo+d hooks, Qs/2 .f'-A .
The educational mission of the system and of each teacher
will be known and can be commumicated . Long-range planning
and educ al develo ment - through ed.ucat"o aI
experimentation . 6-44'e,
h yd K »"t do /~ Q1rt* • /K'4 On 1h.~
10
aL h V- en 4 - 94A RwnW ~n .rw1%/ S~
"The K-1.2 project has attempted torestablish a set of CdMpkrWr
goals so comprehensive that almost an desired learnin
is represented within that set ." Taken from ntro- OdAAC-7
uc ion o Course Goals for Educational Planning and
Evaluation ." 3rd Edition .
"Thirteen volumes of K-1 .2 goal collection give compre-
hensive coverage of curricular areas that assists school
distr ct_s in developing oals and evaluation lrama
pro
for almost every educational program offered in the public
schools .
Page 7 . Teacher n. oc mpetency-based teak her
education is performance oriented . K-1.2 goal collection
provides an ideal resource for helping pros ective and
regular t c ers to ac ire th se skills1 &WE W q..0
~a . do- ob g m €r% ~' pay.
"The coding of goals in terms of values, concepts, and
the various gub catagories gf knowl ~ -e andnrocess
permits use of, soDhisti_,cated • planning methods to ensure
balance ma ong sf learn represented in an
instructional plan, experimentation with interdisciplinary
Mc ~4A~ -&WA-MCA • _ o
planning, and examination of earning rationales
Ere1t4 k 490A
"Diagnostic Prescriptive Instruction - IEP . o t 7
SrivEwnr
.c'f e1kr.
"Criterion Referenved tests . . .
"The K-12 Goals Collection provides a resource for
developing dia ostic-prescriptive Mastery Learning
apZroaches, bot r ammed a teacher-managed .
W Trl
4W

County Basis of P rticipati and Support .

/of-
PbJ . 77VSTI2Uel
Careful measures were taken to secure hi h ualifie_d
teache for writing the goals of the co lection .
n-service-'Training sessions were given in writing goals
of t 1(D desired . These were held , prior to the goal

I I "etp,
",¢~~„ ~,„~, A
W_.I~u
*ra Cart . CYu- 4 a L W / k-L+ lied/ 0,
gn~c~h P I)h41 Q

wrii ina w and teachers orked under the close

'Eupervisi o subject matter specialists and pro'eL =t
p ersonnel One of the major enel'its to participating
districts has been the rainin in goal-based planning
e
that teachers received which as enabled them to assume
leadership roles in their districts . ( . 10f t Met r-i't Pd6 .)
G_ ois written by teachers were edited b y
, scholar-editors
and r 'ewed by sub'e - t'ier's ecialists at ppvl~ both the
pu sc ool an universe level, 'd K .
"In the ffrstyear support came f'roX the udgets of the
Portland school district, the three intermediate
education districts, a small grant from the regional
U .S . Office of Education office, and a small gran
from the Oregon Board of Education . QCI~OSJ S ~'`
,bordtr -r . LOC
N
L
"In the second -year, these sources of funding were Gd
continued, but in addition school districts throughout
the Tri County area, supported teachers who were selected
for participation in the project . In the third year,
increased support from the State Education Depts of
Oregon and Washington supplemented that of local and
intermediate education districts .
"The budget in mpre recent years has included revenues
from book sales, all of which have been reinvested in
the project, and a budget of approximately 1 .00 0
has been sustained over the past several years through
a combination revenue sources named above ., .
CONTENT AND FORM OF GOALS
"Types of Goals : 3 Major Goal types have been identified
and coded in the collection : 1. . knowledge, 2 . process ;
3 . Z17-
e These form the basis for a set of subtypes
as described below :
Knowledge and Process Goals : Classifying as knowledge
or process depended"upon whether they deal with something
that is to be known or something the student is able to do .
These goals therefore begin with the words„the student
'knows" or "The student is able to" .
Y
"Through its knowledge and process goals the Tri County
Project offers learning outcomes of both the traditional
reception/content-mastery type and the increasingly,
important information rocessi.A type . The increasing
nee or e - a er type of goal is supported by the
following observation : 1. . comprehensive mastery of the ,
facts in most fields is doubling in less than ten years . 1,'
ik By the time one knows the facts a new set has emerged .
.
+Lrlw1 40 ~ ~ o~
ka4m. h ~
 a
4.

2 . ",established" facts change~, causing many fact-bound

curricula to become o so eteduring the approximately
five-year lag between their inception and their wide-
spread dissemination . 3 . Social mobility and cultural
pluralism make.. it increasing difhiculttoidentify
the "impor any ac s . Rapid social change makes it
increasingly difficult to use the needs o s u ents as
criteria for selecting important facts since future needs
j may be different from today's needs .
40
Page 1.0 : Knewledge-and Process Goals . a4 > IO
J tASE' C.(4h 244
"Twelve categories of knowledge have been used in
clarifying tie course goals and over 70 inquiry, problem-
solving processes have been identified under the following
headings : acquiring information, validating information,
organizing information, interpreting information, using
information to provide new information, acting upon basis
of information, communicating information .
"The knowledge and inquiry-problem solving processes
are represented it
Titles A and B foil wing .
.)A I(AAfie0) GJ4'eiy &t -h n
"It will be noted th t these classific tions owe a partial
debt to earlier re earchers : Bl,_ b= Krathwohl, Robt .
Glaser, Walbesser, Tyler in education ; Robert Gagne and
Robert Miller in psychology ; Piaget and Bruner in child
development ; and others . $
h : a's
"Knowledge categories and inquiry problem solving processes
are divided into 7 subheadings .
.Value Goals : In the ten most recently revised or
produced col ections (science, ss, math, lang . arts, art,
industrial education, home ec ., business ed, computer ed,
and second language, EXPLICIT VALUE GOALS, have been made
a part of the collections . Similar goals will be added
as the other collections are revised . - Value go -ails of
two types are included : Those related to processes
of.' VALUES CLARIFICAT=; secondly, those representirg
VALUES, CHOICES THAT MIGHT BE FOSTERED IN THE CONTEXT
of the discipline . The latter type includes values
RELATING TO SOCIETAL CONDITIONS that support the maintenance
'of disciplines or fields of study ; value relating to
elements or processes of the discipline TEEMED BY ITS,
E and values relating to the SATISFACTION r2
~) MANNRFf~ which a study of the discipline provides .
h~ * "VALUES CLARIFICATION GOALS ARE CONCERNED WITH SUCH
MATTERS AS ABILITY TO,UNDERSTANT) .THE NCO NTTTVE ANn
EMOTIONAL BASES THAT UNDERLIE PERSONAL AND SOCIAL
BEHAVIORS . The informational lasis of behaviors,
opinions, and judgments ; and ability to develop and
apply logical criteria for making judgments and taking
action .
 i. UNDERSTANDING OF VALUE GOALS - TABLE C
"There are many reasons for this attempt to DEAL-SERIOUSLY_
WITH THE QUESTION OF LEARNING OUTCOMES IN THE AREA OF
VALUES AND ATTITUDES . It is for instance becoming
increasingly clear 'hat excessive CONCERN FOR D
k AND PROCESS CAN BE A VER PROACH TO LEARNING
-/ THAT CAN LEAVE LEARNERS WITH SERIOUSLY INCOMPLETE
IMPRESSIONS AS WELL AS NEGATIVE ATTITUDES TOWARD LEARNING .

MOREOVER , AT THIS POINT IN HISTORY NATIONAL EVENTS

ARE REVEALING THIS SERIOUS IMPLICATION OF HAVING IN
SENSITIVE AND CREATIVE POSITIONS OF' TRUST INDIVIDUALS
,WHO ARE KNOWLEDGEABLE AND ABLE BUT WHO LACK PERSPECTIVE,
C"~ ETHICS, PERS NAL I EGRITY AND RESPONSIBILITY
.()% aAA--
.0 PA41d d& a sz4r,-C
IN A PRACTI AL SENSE, IF LEARNING IS TO BE EFFECTIVE
IT MUST .1 011011II~UMV01d.Y9 k , eI I
I TERACTION~. WITH INFORMATION BEING ENCOUNTERED AND
PROCESSED . .
W~a.; ~ ~
hl j t
cak
Instructional planning based upon the VALUES GOALS ""1'7"q9" ssj
differs in important ways from planning for knowledge 4 "A 41'
and process g o als . VA UES AREA D :• R u .1
o
n INST U QN . ST DENTS ACQUIRE VALUES THROUGH THE OF
C AND SCHQOL EN RONMENT AND FROM THE CONTENT y
1VFORMATION THE NCOUNTER AND THROUGH THE MANNER IN
9 e
.~ r AC
WHICH THEY PROC SS THAT INFORMATION . T~O,,~,iSTT F TS
AND CLA~R Y VALUES TEACHERS MUST HELP THEM LEARN
'TI INF'OR ATIQ,RLATE INFORMATION TO CRITERIA
-r , AND AR , AND I'O Q, M AND CO THE VALUE
' POSITIONS THAT CAUSE PEOPLE TO TA IFF RENT POSITIONS

d eet~'lls
.
kC "'ion public and r~ iVate issues . (

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WO'AV 0-
"A4/149M4'# 4we
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I K A' 0'
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~~ jpor Q /td 4 M
Fo further info :
Charlotte Iserbyt, c/o Clifton Thomson, RFD Far Hills,
NJ 07931 . 201-234-0992 .
w
These notes must not be dismissed as insignificant .
We have been asking ourselves how it is possible that
ALL STATES HAVE SUBSTANTIALLY THE SAME GOALS AND OBJECTIVES?
I believe the 1 .5,000 goals being disseminated by the
NIE's Northwest Regional Lab, across the country, gives
us our answer . WE NOW HAVE A NATIO AL CURRICULUM .

~ ../ (Ct n y w ac.f/14

boa/t t-Irwl~,~,. g/o~~r red . ry ,
 PORTLAND PUBLIC SCHOOLS
501 North Dixon Street/ Portland, Oregon 97227
Mailing Address : P.O. Box 3107 /97208
Phone 1503! 2492000
Victor W. Doherty
EVALUATION DEPARTMENT Assistant Suoerintenoe .

OOP) -

November 2, 1981

Dear Mrs . Moore :

The Tri-County 'Goal Development project was initiated by me in 1971 in

an effort to develop a resource for arriving at well defined learning
outcome statements for use in curriculum planning and ..evaluation . At
that time the only language available was the behavioral objective, a
statement which combined a performance specification with a learning
outcome often in such a way as to conceal the real learning that was
being sought . By freeing learning outcome statements from the perform-
ance specification and by defining learning outcomes of three distinctly
A
different types (information, process skills, and values), we were able
to produce outcome statements that served both the planning and evalua-
tion functions . The project was organized to include 55 school districts
in Multnomah, Clackamas, and Washington counties and writing was done
initially by teachers whose time was donated to the project by member
districts .

During the early days of the project, training was given these teachers
by a small staff of professionals including myself . In the later years
'of the project, using revenues generated by the sale of the volumes
produced, we were able to employ a professional editor who did much of
the research and writing required to produce the volumes . We also
revised the initial volumes, some of which were not of as high quality
as the later ones . Using these methods, we produced 4 volumes cover-
in eve ma taught in the public schools .' We did receive
one and I believe $10,000 or $15,000 from the
State partment o Education . We have also been supported each year
by small grants from the Multnomah County Education Service District .
Currently that support has been terminated .

These volumes have been w~idgly us throuahout the United States, as a

resource for writing goals and objectives and in many cases by districts
attempting to develop ,competency -based ed ucation . A lot has been done in
the name of competency-based education o1 'Which I do not approve . The
fact that schools involved in this movement have used our product is
coincidental and to the extent that they have, I assume they have been
helpful .
 is a// ScAo#/S AeLv,2. SCE- .r'n oa~..l,r .
Also S ti ealco, n ~eu,d e# Q>~ t ~n ~/~ ,~ al w~e% h-7 ~t(- -~, ,
LEC'sl` ,V -- 0f- /~A7~T0T1dl.~
Ck~ric ,l -j,,, 7 .
S
K-12 GOr L ~~ (. f

Course Goals Publications, .s. HOW HOW

It
' WERE THEY TO OBTAIN
DEVELOPED? THEM
Over two hundred For information concerning
master teachers from more than 55 school the availability of
districts in the Portland . Oregon . metropolitan area the Course Goals collection
spent three years writing, selecting of 12 volumes
Meoductien is C.ursl Gels for Educational . . and dssayfrg taunting goals
Ifsmairy sad EssheMe . tad ad. N0 Pepsi ; o and two
a supplementary
~'
$u.40 hoysln Gods wTaaanomiss IMetune
1G•bject Mann
teal. 40 ad. With the assistance of curriculum specialists, publications:
4 evelU.( n s s and university consultants the y:
1122 Psps) , 1
$32 .40 K-12 Cewte Goals is An . 2sd ad. 1760 oral 0 TO ORDERI
Developed a classification I I see the enclosed
$7i .00 of knowledge process and value-altitude goals alter order information card
p- , aisriowa"4 appellate
reviewing the theoretical work P o inquire a :
$14 .00 K-12 cow" Gams is autism Education, ir .
1wof
to adt all o •1 a1 Commercial-Educational Distributing Services
C PO. Box 3711
$14 .40 Goals to cemiou s Eetcetwn .
t- 2ntcan Developed comprehensive taxonomies Pbrhsii d. Oregon 97204
i a the subject matter of the instructional is" for
$10.00 Psssts is NW* Education . which goals were to be written.
so 2:714 FOR ADDITIONAL DETAILS
C. concerning am
$16.20 K.12 1o262seMwt is Mean Econonlia . Wrote statements of student learnirq project's theory or practice of
Its at ~11h2mes l suck that comprenens .vely covered the Goal-Based Planning
$14 .40 $ndus ial Educstion. -- SUDW4 MMae ds$ctibed in each taxonomy. and Evaluation contact:
K -12 wN G" l t Dr. victor W. Doherty
0
$34 .20 K-12 Course Goals M Lsnpap Ans . Portland PuOJic Schools
Checked goals against numerous 631 N.E . Clackamas Street
3rd all. 184 1 Pepsi local goal collections and against published Portland. 01e9431e 07209
$21 .60 K.112 C ~G ; Methsmstia . collections of behavoral objectives (such as the IOX
Collection. Westinghouse Learning's Project
PLAN Collection and the all n .> a 1 S O >ik, 4! d
uto Goals is Music.
$14 .40
in aad.444)03 Pepsi
A ~s sealant Collect !of ) . to insure at all
Tea rnlrng se celfecitons wee r rwrsented . b y A c -
614.40 K-12 Course Goals m Physical Education. C) (f # t e)
1st ad. III? Pepsi
Circulated draft volumes The Course Goals publications
$46 .60 K-12 Cows Goals in Social Sconce. of learning goals for critique and revision. ere disseminated by:
2nd ad. (2 volumes. 1162 paws)
One ~ ~~~5
.t
$14 .40 K-12 Cowse God • -n Second Laleuaee . The result is a 12-volume set of 15 000
Fro M Norea.SMItswe••woaot•Second
.
Ist ad . (177 sag. . Mkie .r.+.rtorv Isis
f.ocn..b a o..d.w ids. M:
C ...nru .M10..
.., silo wue,str• . as
program and course goals in twelve Basic K-12
subject areas . Two accompanying volumes 7
/V0 • Grew willm
Educational aboraserp

eou alt" so. 4,41 are Introduction to Course Goals

Pa.a.d. Doom nlae for Educational Planning and Evaluation*" Program
o s h.. 7/1/a1
P
.-e .w..s$ is aft~
55
ou..0 . *%*" .Rd %"a$ OW PO .0 W co .r.n.n. .l 4-M1
Goals and Subject Mallet Taxonomies for
Course Goals. c~oats , Pr e/~d ,e va/u e s
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4 Q&vy Qwtpti aS iS . OM-
A coopmatlva project of the Oregon school disulcts of
s~•y•L•vw,eY M »v..w .0sA.l .6N.. p.e.a air .... solos 3 w S ...e.. 10.
asm-w.wwse ous
Clackamas . Multn)nwh and Washington counties
r .o" ea..uy a a to n.g e1 to MM. .MW Panilly funded through giants t.an the 911112L-State
051 » .w. en soa.e site. a Education. the Office of the Supmult ent
tic lostiucl .on . Site of Washington and the
United ~ St~ate Otli of E$ucat .% Oepanae.t of P013-7 dr' / I /3 0 ~U ys ~,Ii- sJ
ahh, Education Sod Wallets.
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