This document provides notes from a phone conversation about the K-12 Goal Collection Project. It summarizes that the project aimed to develop comprehensive educational goals and a coding system to classify goals by subject matter, grade level, knowledge vs. process, and other categories. This would allow for goals and combinations of goals to be easily retrieved. It also notes that the goals aim to help with accountability, curriculum planning, teacher training, and other educational needs. The project involved teachers writing goals that were then edited and reviewed by experts. Funding came from various sources including participating districts and book sales.

1. 610 our CC,ldr vi IA.& / O 73orc .
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Go,1,
SK-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 system .
,,, .-i 1 cl y ,fed s • ,r .4 `J re !tate'
-F-MM-0180W
.d s ).
"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 }-a4.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
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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 .
he K-1.2 Goal co ec on Project ides such a system
of definition and the tools re uir- ed to mak6---them
operational' e ,ft r, 4.p /VC eS mQo+dhooks, 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 .
h yd K »"t do /~
Q1rt*•
/K'4 On 6-44'e,
10
aL h V- en 4 -94A RwnW ~n.rw1%/ S~ 1h.~
"The K-1.2 project has attempted torestablish a set of CdMpkrWr
goals so comprehensive that almost an desired learnin
7is represented within that set ." Taken from
ntro- OdAAC-
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 prolrama
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 among
sf learn
represented in an
instructional plan, experimentation with interdisciplinary
planning, and examination of earning rationales
Mc ~4A~ -&WA-MCA_•
o Ere1t4k 490A SrivEwnr
"Diagnostic Prescriptive Instruction - IEP . o t 7 .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
4W
/of-
Trl County Basis of P rticipati and Support .
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
",¢~~„ ~,„~, A II "etp,
W_.I~u

3. *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
personnel One of the major enel'its to participating
districts has been the rainin in goal-based planning
that teachers received which as enabled them to assume
leadership roles in their districts . (. 10f et Met r-i't Pd6 .)
G_ ois written by teachers were edited by, 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 L
"In the second -year, these sources of funding were Gd N
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
Y'knows" or "The student is able to" .
"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 .
By the time one knows the facts a new set has emerged .ik
+Lrlw 1 40 ~
~
o~
ka4m.
h ~
1,'

4. 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
a
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
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 SATISFACTIONr2~) MANNRFf~ which a study of the discipline provides .
h~
* "VALUES CLARIFICATION GOALS ARE CONCERNED WITH SUCH
MATTERS AS ABILITY TO,UNDERSTANT) .THE NCO NTTTVEANn
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 .

5. "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
AND PROCESS CAN BE A VER
PROACH TO LEARNING
-/ THAT CAN LEAVE LEARNERS WITH SERIOUSLY INCOMPLETE
IMPRESSIONS AS WELL AS NEGATIVE ATTITUDES TOWARD LEARNING .
k
i.
UNDERSTANDING OF VALUE GOALS - TABLE C
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 jt Instructional planning based upon the VALUES GOALS ""1'7"q9"
ssj
cak
differs in important ways from planning for knowledge 4 "A 41'
and process o als . VA UES AREA
D : •
Rg
on C AND SCHQOL EN RONMENT AND FROM THE CONTENT OF
ST DENTS ACQUIRE VALUES THROUGH THE
yINST U QN .
1VFORMATION THE NCOUNTER AND THROUGH THE MANNER IN
WHICH THEY PROC SS THAT INFORMATION . T~O,,~,iSTT F TS
9.~ e r AC
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
kC"'ion public and r~ iVate issues . (
WO'AV 0- I K A' 0'
dee. ~, ~
"A4/149M4'# 4wep,. 0^1
t~'lls =. i/ ~+
c
Or•~f&h s0s. )
u .1
~~ 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
boa/t t-Irwl~,~,. g/o~~r red. ac.f/14 ry ,

6. A
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
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 education . 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 .

7. Course Goals Publications, s
..
It
'
Meoductien is C.ursl Gels for Educational ..
Ifsmairy sad EssheMe. tad ad. N0 Pepsi ; o
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hoysln Gods wTaaanomiss IM tune teal.. 40 ad.
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614.40 K-12 Course Goals m Physical Education.
1st ad. III? Pepsi
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2nd ad. (2 volumes. 1162 paws)
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Over two hundred
master teachers from more than 55 school
districts in the Portland . Oregon. metropolitan area
spent three years writing, selecting
and dssayfrg taunting goals
a
With the assistance of curriculum specialists,
a Education. the Office of the Supmult ent
tic lostiucl .on. Site of Washington and the
United ~ St~ate Otli of E$ucat.% Oepanae.t of
ahh, Education Sod Wallets.
!1L C / X40M, 17 .F Sk~~(i~ 4r
For information concerning
the availability of
the Course Goals collection
of 12 volumes
and two
supplementary
publications:
P013-7 dr' / I /3 0 ~U ys ~,Ii- sJ
~we
,,a~-`~eis~'rQ~'
4 evelU.( n s
s and university consultants they:,
1
TO ORDERI0
Developed a classification
of knowledge process and value-altitude goals
I
alter
I
see
order
Commercial-Educational
PO.
the
o inquire
information
Box
enclosed
card
a:
Distributing Services
3711
reviewing the theoretical work
1wof
ir .
P
C
Developed comprehensive taxonomies Pbrhsii d. Oregon97204
i a the subject matter of the
which goals were
C.
to
instructional is"
be written.
for
FOR ADDITIONAL
concerning
DETAILS
am
Wrote statements of student
~11h2mes l suck that comprenens .vely
-- SUDW4 MMae ds$ctibed in
learnirq
covered the
each taxonomy.
project's
Goal-Based
and Evaluation
Dr. victor
theory or practice
Planning
contact:
W. Doherty
of
0
PuOJic
Clackamas
Schools
StreetChecked goals against
Portland
numerous
631 N.E.
local goal collections and against published
Portland. 01e9431e 07209
collections of behavoral objectives
Collection. Westinghouse
PLAN Collection and
A ~s sealant Collect !of
Tea nlrngr
se celfecitons
C)
). to
Learning's
the
(such as the IOX
Project
all n .> a 1 S O >ik, 4! d
insure at all b y A
wee wrsented.
c -r r
(f # t e)
Circulated draft volumes The Course
ere disseminated
Goals publications
by:
~ ~~~5
of learning goals for critique and revision.
One
.t
The result is a 12-volume set of 15 000
program and course goals in twelve Basic K-12
/V0 7• Fro M Norea.SM we••aotEducational aboraserp
subject areas . Two accompanying
are Introduction to
for Educational Planning and
Goals and Subject Mallet
Course Goals.
Course
Evaluation*"
volumes
Goals
Program
Taxonomies for
Its
wo•SecondGrewwillm
c~oats , Pr e/~d,e va/u e s
J e / a 1-t Fz' cl..a f,0 ^ ct d
4 Q&vy Qwtpti aS iS . OM-A coopmatlva project of the Oregon school disulcts of
Clackamas . Multn)nwh and Washington counties
Panilly funded through giants t.an the 911112L-State