Carkhuff

1
Carkhuffs Conceptual Framework Implementation in
Washington State Public Schools

• 1993 to Present
• Prepared
• by
• Nancy Vernon

2
September 1993

• Terry Bergeson hired as the Executive Director of
  the Commission on Student Learning

3
October 1993

• Bergeson Introduces the Carkhuff Conceptual
  Framework to the Commission on Student Learning
  (CSL) Subject Advisory Committee Meeting at the
  SEATAC Holiday Inn.
• Photo obtained from Carkhuff.com

4
January 1994

• Terry Bergeson writes to Robert Carkhuff for
  assistance in finalizing the Essential Academic
  Learning Requirements.

5
June 1995

• Terry Bergeson, through the Commission on Student
  Learning, contracts with Robert Carkhuff
• Contract Number C0552-35
• Carkhuff Institute of Human Technology

6
January 1997
Terry Bergeson begins her elected position as
State Superintendent of Public Instruction
7
Bergeson Hires Carkhuff Followers

• Andrew Griffin
  Shirley McCune
• OSPI Cabinet Member OSPI
  Cabinet Member

8
(No Transcript)
9
May 1997

• Carkhuff conceptual framework is presented for
  statewide dissemination through the CSL final
  product Building a Better Future trainers manual
  (over 300 pages).

10
Building a Better Future

• Commission on Student Learning Manual Announces
  Carkhuff model as the Pedagogy for Teaching and
  Learning for meeting State Standards
• This manual would not have been written without
  the undaunting direction and wisdom of Terry
  Bergeson, the models of learning by Dr. Robert
  Carkhuff (Commission on Student Learning, 1997)

11
(No Transcript)
12
Building a Better Future

• The purpose of this training is to help teachers
  develop a frameworka deductive model for
  thinking and decision-making as they relate to
  their learners, develop the Essential Academic
  Learning Requirements and deliver instruction in
  their classroom.
• Activities includeintroduction to the lesson
  delivery process the ROPES model.
• (Commission on Student Learning, 1997)

13
June 1997

• The Bergeson Administration contracts with Robert
  Carkhuff for 25,000
• Contract Number C101-1
• Carkhuff Thinking Systems

14
Contract Duties

• To provide the Superintendent of Public
  Instruction with leadership assistance in
  developing a stratagic (sic) plan for educational
  restructuring.consultation on strategies and
  programs to implement change efforts outlined in
  Carkhuff writing and materials provide design
  for professional development modules for OSPI
  staff and Washington educators and provide
  strategies for organizational development and
  increasing agency effectiveness.
• (Office of the Superintendent of Public
  Instruction, 1998)

15
January 1998

• Bergeson Administration admits the Carkhuff
  Conceptual Framework is education reform.
• The Carkhuff conceptual framework and materials
  were used by the states Commission on Student
  Learning to plan and implement education reform.
• (Office of the Superintendent of Public
  Instruction, 1998)

16
January 1998
17
August 1998

• Bergeson Administration receives federal grant
  R215R980003Linking Educational Reform and
  Educational TechnologyAugust 1998 to August
  20005 million.
• Funds are used to award Carkhuff Thinking System
  contracts.
• (Office of the Superintendent of Public
  Instruction, 1998)

18
October 1998

• The Bergeson Administration contracts with Robert
  Carkhuff for 400,000
• Contract Number C102A-2
• Carkhuff Thinking Systems

19
Contract Duties

• To conceptualize and develop educational
  materials for students and educators on the
  skills requirements for the twenty-first century,
  i.e., relating, representing, and reasoning.
• Theses materials will extend current teaching and
  learning toward the development of higher-order
  information processing and thinking skills within
  the framework provided by the Washington
  essential academic learning requirements.
• (Office of the Superintendent of Public
  Instruction, 1998)

20
Contract Duties

• Conceptualize and develop the curriculum
  resources. Analyze existing literature and
  knowledge and conceptualize the essential
  information processing and thinking skills that
  will be required by the changed environment of
  the twenty-first century.
• Develop curriculum framework for effective
  teaching and learning of the required skills in
  the areas of relating, representing, and
  reasoning within the Washington essential
  academic learning requirements.
• Develop paper and online resources for students
  and educators to support their teaching and
  learning of the skills and processes.
• (Office of the Superintendent of Public
  Instruction, 1998)

21
Contract C102A-2

• Contract Documents Admit to Experiment
• Information related to thinking skills and to
  their integration in curriculum is just beginning
  to be available to educators. Research in three
  areascognitive psychology, information theory,
  and brain researchhas provided much important
  information that is seldom provided in
  educational practice knowledge.
• (Office of the Superintendent of Public
  Instruction, 1998)

22
Contract C102A-2

• While this information has not been analyzed,
  synthesized, and developed for use in student
  teaching and learning, it will provide the
  critical skills that will prepare students for
  the requirements of the twenty-first century. It
  is the knowledge and pedagogy that will assist
  Washington students to achieve Goals 3 and 4 of
  educational reform.
• (Office of the Superintendent of Public
  Instruction, 1998)

23
Contract C102A-2

• Contacts with Carkhuff Thinking Systems personnel
  emerged as the strongest work on skills for the
  twenty-first century and process-based education.
• Carkhuff thinking systems is to provide
  development of student and teacher products.
• The grant award expressly incorporated the grant
  application which expressly identified Carkhuff
  Thinking Systems as a subcontractor for 400,000
  worth of contracted services.
• (Office of the Superintendent of Public
  Instruction, 1998)

24
(No Transcript)
25
March 1999

• The Bergeson Administration publishes for
  statewide dissemination a Carkhuff Thinking
  Systems prepared booklet entitled The New 3Rs
  Skills for the 21st Century.

26
The New 3Rs Skills for the 21st Century

• We believe that these powerful ideas and powerful
  skills will project all our citizens to
  increasing levels of prosperity.
• We wont be surprised when other States in the US
  begin their own New 3Rs initiatives and wont be
  surprised by international interest upon the
  State of Washington for its pioneering efforts in
  leading a New 3Rs movement.
• (Bergeson, 1999).

27
The New 3Rs Skills for the 21st Century

• Bergeson Announces the Launch of the Experiment
• After decades of research, a new direction for
  education has been discovered. Its called the
  New 3Rs Relating, Representing and
  ReasoningBasic Skills for the 21st Century.
• Thanks to Dr. Robert R. Carkhuff and his research
  and development team we in the State of
  Washington are honored and excited to launch the
  New 3Rs.
• (Bergeson, 1999)

28
The New 3Rs Skills for the 21st Century

• New 3Rs Relating, Representing and Reasoning
  skills are assessed through the WASL
  accountability system.
• (Carkhuff Thinking Systems, 1999)

29
June 1999

• Bergeson Administration receives federal grant
  R215R990023Education for the 21st CenturyJune
  1999 to May 20003 million
• Funds are used for development and dissemination
  of Carkhuff Conceptual Framework.
• (Office of the Superintendent of Public
  Instruction, 1999)

30
May 2000

• The Bergeson Administration contracts with Robert
  Carkhuff for 667,500
• Contract Number C120-486
• Carkhuff Thinking Systems

31
Contract Duties

• Organize and facilitate experts and educators in
  the mapping of the elementary, secondary areas of
  reading, writing, communication, mathematics, and
  science and prepare them within a context
  suitable to imputing on the WEB.
• The design, preparation of materials, and
  facilitation of five state seminars on
  Possibilities Schools for policy makers and
  decision-makers.
• Development of a Web enabled interactive
  professional development content for principals,
  teachers, students, and parents. This
  development should include a minimum of five
  modules for each group, including the mapped
  curriculum materials for teachers and
  administrators.
• (Office of the Superintendent of Public
  Instruction, 2000)

32
Carkhuff Contracts

• State of Washington Admits to Carkhuff contracts
  in February 2006 letter.
• (Office of the Superintendent of Public
  Instruction, 2006)

33
2000

• Robert Carkhuff co-authors a book entitled The
  New Science of Possibilities The Processing
  Science.
• The book discusses the State of Washington public
  education system as participating in a
  revolutionary educational design (Carkhuff,
  2000, p.232).
• Carkhuff discusses in detail the steps the state
  superintendent (Dr. Terry Bergeson and her design
  team, Andrew Griffin, Shirley McCune and Carkhuff
  Thinking Systems) took in developing and
  implementing the Possibilities Schools.

34
(No Transcript)
35
January 2000

• Bergeson Administration Cabinet Member, Shirley
  McCune, who is also the Carkhuff Contract agency
  supervisor, co-authors a book with Robert
  Carkhuff entitled Possibilities Schools.
• The book is a product of OSPI federal grant
  monies awarded to develop the LINKS Learning
  website and Carkhuff products and framework.
• Numerous other publications were co-authored
  under contract, which include co-authorship with
  Andrew Griffin, Shirley McCune and Terry
  Bergeson.

36
(No Transcript)
37
January 2000

• Bergeson Administration purchases over 74,000
  dollars worth of Robert Carkhuff authored and
  published books for statewide dissemination.
  (Office of the Superintendent of Public
  Instruction, 2000)
• The New Science of Possibilities The Processing
  Science is one of the books purchased for
  dissemination.

38
June 2000

• Bergeson receives federal grant
  R303K000037Possibilities SchoolsJune 2000 to
  May 20012.775 million.
• Funds are used for further development and
  dissemination of Carkhuff Conceptual Framework.
• (Office of the Superintendent of Public
  Instruction, 2000)

39
February 2001

• Bergeson Administration pilots the Carkhuff
  conceptual framework ROPES model through the
  Possibilities Schools institutes facilitated by
  OSPI funded Unity Project.
• Robert Carkhuff facilitated the training of
  teachers, parents and other educators.
• The Unity Project is directed by Andrew Griffin,
  Possibilities Schools design team member and
  longtime friend and associate of Robert Carkhuff.

40
July 2001

• Bergeson Administration receives federal grant
  R303K010044Development of Mathematics and
  Science Web-Based Learning Resources for Middle
  and High School Teachers and StudentsJuly 2001
  to July 20031.275 million
• Funds are used for further development and
  dissemination of Carkhuff Conceptual Framework.
• (Office of the Superintendent of Public
  Instruction, 2001)

41
September 2001

• Bergeson Administration publishes a document
  titled Unity Project.
• The publication notes, Possibilities Sites
  (Possibilities Schools are now called
  Possibilities Sites) Schools selected to
  participate in the project.Unity Project draws
  heavily from the work of Carkhuffs Human
  Resource Development I and II and related works
  (Office of the Superintendent of Public
  Instruction, 2001).

42
2001

• Bergeson Administration develops with federal
  grants the LINKS Learning website and continues
  to this day to host and maintain the development
  of the website.
• LINKS Learning advances the Carkhuff Conceptual
  Framework materials and ideas.
• (Office of the Superintendent of Public
  Instruction, 2001)

43
2002

• Bergeson Administration creates 16 videos of
  elementary school teachers demonstrating reading
  components that are complimented by the
  Administrations development of Reading LINKS
  training manuals advancing the Robert Carkhuff
  ROPES model as the guiding structure for the
  training modules.
• The seven training modules and participant
  materials are designed in accordance with the
  Carkhuff Conceptual Framework that requires
  students and teachers to practice the skill of
  higher-order thinking through the ROPES method,
  which is a therapeutic process requiring a
  participant to engage in client-centered based
  psychotherapy.
• The videos and manuals are accessible through the
  OSPI maintained website LINKS and educators are
  directed from the OSPI website to LINKS when
  seeking resources for students and professional
  development.

44
(No Transcript)
45
LINKS Learning Manuals

• The Facilitators Manual States
• NOTES TO THE FACILITATOR
• The manuals are written using an advanced
  organizer known as ROPES. It stands for Review,
  Overview, Presentation, Engagement and Practice,
  and Summary. Each section has a purpose to the
  overall training session and content of the
  manual. Go over the ROPES structure with the
  participants, pointing out the purpose each
  section serves in helping them learn new
  material.
• Be sure to credit Dr. Robert Carkhuff for its
  development.
• ROPES a guiding structure for learning.
• (Office of the Superintendent of Public
  Instruction, Comprehension Manual, p.iii)

46
LINKS Learning Manuals

• The Facilitators Manual States
• The LINKS training modules use the ROPES model as
  a framework for instruction.
• The ROPES framework provides a lesson design
  known to promote the acquisition and retention of
  new learnings. The following lesson design will
  help guide you as well as your participants.
• Dr. Robert Carkhuff designed the ROPES model.
• (Office of the Superintendent of Public
  Instruction, Fluency Manual pdf. p.227)

47
Carkhuffs ROPES Model Peer Reviewed

• Dr. Michael J. Lambert and Dr. Steven S. DeJulio
  (1977) presented a peer review of Robert
  Carkhuffs research in psychological counseling
  through the process of administering
  psychotherapeutic approaches to teaching a skill
  through laypersons.
• The peer review was presented at the Seventh
  Annual meeting of the Society for Psychotherapy
  Research, San Diego, in June 1976 and published
  in the Counseling Psychologist, Vol. 6, No. 4,
  1977.

48
Review

• Lambert and DeJulio focus on the studies Carkhuff
  claims to support his client-centered theory
  application in education, relations between
  nations and family relationships through the
  fundamental change in emphasis from therapist
  attitudes to a technology of tightly shaped
  therapist interpersonal skills taught in a
  systematic training program (Lambert DeJulio,
  1977).
• The review makes note of the numerous flaws
  existing within the 30 cited studies offered by
  Carkhuff and others. Lambert and DeJulio make
  note of several studies cited by Carkhuff that
  were not published, obtainable or provided by
  Carkhuff when requested.
• Lambert and DeJulio came to the same conclusion
  as a previous peer review conducted by Hefele and
  Hurst (1972). Both reviews concluded, There is
  no solid published evidence to allow us to
  conclude whether any of the ratings reported are
  reliable, let alone valid (Lambert DeJulio,
  1977).
• Lambert and DeJulio (1977) further conclude, It
  seems fair to say that the value of Carkhuffs
  Human Relations Development is yet to be
  empirically established.

49
Bergeson Administration Makes False Claims about
Carkhuff Research

• OSPI Claims
• Dr. Carkhuff has received wide acclaim both
  nationally and internationally.
• The Social Science Index identified him as one of
  the 100 most important social scientists. Three
  of his books, the tow volumes of Helping and
  Human Relations, and the Development of Human
  Resources, have been identified as the most cited
  books over the past 30 years.
• His contributions to counseling, interpersonal
  skills, education, management, and organizational
  development are well known and used.
• Utilizing the Carkhuff Thinking Systems expertise
  and development will meet a critical need in the
  attainment of Washingtons educational reform.
  (See slide 24)
• (Office of the Superintendent of Public
  Instruction, 1998)

50
ROPES Model used for Psychiatric Rehabilitation

• In 1992, three authors (Nemec, P., McNamara, S.
  and Walsh, D.) who have been instructors in the
  Psychiatric Rehabilitation Specialization
  Graduate Programs at Boston Universitys Sargent
  College presented a paper in the Psychosocial
  Rehabilitation Journal, 1992, 16(1), pages 13-25,
  entitled Direct Skills Teaching.
• The paper discusses the use of Carkhuffs ROPES
  model in mastering a given skill to be learned.
  Nemec et al. argue, Skills are purposeful
  behaviors that must be performed at a required
  level to succeed in a particular
  environmentSkill development, then, relates to
  increasing the frequency with which the skill is
  performed accurately in the correct
  circumstances.
• In demonstrating the processes used in skill
  building for clients Nemec et al. present
  Carkhuffs ROPES model as a format to providing
  an opportunity to explore the clients
  understanding of the skill.

51
Other Studies

• Numerous other writings exist connecting
  Carkhuffs ROPES model of learning to the field
  of Psychotherapy and Psychological
  Rehabilitation.
• Those writings and studies can be presented as
  further documentation supporting the argument
  that the Carkhuff conceptual framework is
  designed for use in the medical field of
  Psychology.
• However, the medical profession of Psychology has
  dismissed the Carkhuff conceptual framework as an
  unproven model lacking empirical data to support
  Carkhuffs theory or claims.

52
January 2004

• Bergeson Administration introduces Carkhuffs
  ROPES model at the annual OSPI January Conference
• PowerPoint Presentation and Training
• Research and Resources Transforming Reading
  Instruction in Grades K-6
• (Office of the Superintendent of Public
  Instruction, 2004)

53
January 2005

• OSPI presents the K-12 Reading Model
  Implementation Guide, which promotes LINKS
  Learning reading manuals and informs educators
  plans for training to be available through all
  Educational Service Districts and Reading First
  are underway (Office of the Superintendent of
  Public Instruction, 2005, p.77).
• OSPI incorporates the advancement of the ROPES
  model through the professional development model
  SAILS, which stands for Standards, Assessment,
  Instruction Interventions, Leadership,
  School-wide Commitment and is being disseminated
  statewide as a professional development model.

54
Summer 2005

• Bergeson Administration introduces Carkhuffs
  ROPES Model at OSPI Summer Institutes
• PowerPoint Presentation and Training
• Closing the Reading Achievement Gap Implementing
  Reading Links K-6
• (Office of the Superintendent of Public
  Instruction, 2005)

55
January 2006

• Bergeson Administration introduces Carkhuffs
  ROPES model at OSPI January Conference
• PowerPoint Presentation and Training
• Reading Links Research-based Components of a
  Reading Program K-6.
• (Office of the Superintendent of Public
  Instruction, 2006)

56
Summer 2006

• Bergeson Administration creates 10th grade summer
  school Instructional Support Modules in reading,
  writing and mathematics.
• Each subjects instructional modules align with
  the Carkhuff conceptual framework of ROPES and
  incorporates within the lessons the repeated
  skill practice of higher-order thinking through
  tell-show-do process.
• The skill steps tell-show-do are a systematic
  process nested within the teaching and learning
  ROPES model. OSPI notes on their website that the
  Instructional Support Modules are based on the
  GLEs and the WASL targets. They are designed for
  both summer school and extended learning
  opportunities (Office of the Superintendent of
  Public Instruction, 2006).
• The WASL and support modules follow the ROPES
  teaching, learning and scoring process of
  higher-order thinking skills level.

57
Carkhuff Defines ROPES

• Reviewing the content involves using tell-show-do
  teaching methods to diagnose the contingency
  skills. Then the learners will know what they
  can and cannot do. The learners can explore
  where they are in relation to the new learning
  tasks.
• Overviewing the content involves using
  tell-show-do teaching methods to teach the
  potential skill applications. The learners will
  know when to use the skill. They can understand
  where they are in relation to where they want to
  be with the learning tasks.
• (Carkhuff R.R, The Skilled Teacher, p.117)

58
ROPES

• Presenting the content involves using
  tell-show-do teaching methods to teach the skill
  steps. Then the learners will know how to do the
  skill. They can act to get from where they are
  to where they want to be with the learning tasks.
• Exercising the content involves using repeat and
  apply teaching methods as well as tell-show-do
  teaching methods to practice the skill. This
  reinforces the learners acting to achieve their
  learning goals.
• (Carkhuff R.R, The Skilled Teacher, p.117)

59
ROPES

• Summarizing the content involves using
  tell-show-do teaching methods to provide the
  learners with an opportunity to demonstrate what
  they have learned. Thus, the learners have
  another chance to experientially engage the
  skill. They can complete their acting to achieve
  their learning goals.
• (Carkhuff R.R, The Skilled Teacher, p.117)

60
Teaching, Learning and Scoring ProcessROPES/WASL
Grade Skill Review Overview Presentation Exercise Summarize
4th Tell (Relate) 0 1 2 3 4
7th Tell-Show (Represent) 0 1 2 3 4
10th Tell-Show-Do (Reason) 0 1 2 3 4
61
October 2006

• The Bergeson Administration continues to collect
  identifiable data through WASL testing to
  facilitate an investigation of Carkhuffs
  conceptual framework of teaching a skill through
  repeated practices for diagnosing a students
  thinking processes and to rehabilitate students
  who demonstrate through tell-show-do skills steps
  a limited ability to attend to learning materials
  and teacher instruction.
• The criteria deciding a students ability to
  attend and higher-order think is solely based on
  Carkhuff processing theory, which is an unproven
  science that has been peer-reviewed by the
  psychology community and determined to be
  seriously flawed and lacking empirical data to
  support further use in the professional field of
  Psychology or implementation into the education
  field.

62
CFR Title 45, Section 46

• The federal guidelines protecting human subjects
  from experimental investigations.
• b) Unless otherwise required by department or
  agency heads, research activities in which the
  only involvement of human subjects will be in one
  or more of the following categories are exempt
  from this policy
• (2) Research involving the use of educational
  tests (cognitive, diagnostic, aptitude,
  achievement), survey procedures, interview
  procedures or observation of public behavior,
  unless
• (i) information obtained is recorded in such a
  manner that human subjects can be identified,
  directly or through identifiers linked to the
  subjects and (ii) any disclosure of the human
  subjects' responses outside the research could
  reasonably place the subjects at risk of criminal
  or civil liability or be damaging to the
  subjects' financial standing, employability, or
  reputation.

63
WASL Assessment

• The skill being taught, repeatedly practiced and
  assessed is the skill of higher-order thinking.
• Students must demonstrate their thinking level
  through tell-show-do skill steps.
• The subject material is a means to accessing the
  thinking processes of a student and training a
  student to higher-order think through repeated
  practice and drill (tell-show-do).
• Higher-order thinking is the only skill, through
  a demonstration of telling, showing and doing
  that is scored on the 10th grade WASL for all
  subjects.

64
WASL Assessment

• A students content knowledge and ability to
  recall his or her knowledge is not being
  assessed, a students academic knowledge and
  understanding merely serves as a diagnostic tool
  to accessing a students higher-order thinking
  skill level.
• Students who do not perform at a level that
  supports the Carkhuff ROPES model desired outcome
  are subjected to repeated training in the ROPES
  model and repeated WASL testing or denied their
  High School Diploma.
• Students are identifiable by name and a WASL
  identification number.
• WASL and its reform is funded by state and
  federal dollars.

65
WASL Assessment

• A 10th grade student must demonstrate the ability
  to tell-show-do in order to pass the WASL.
• A 7th grade student must demonstrate the ability
  to tell-show in order to pass the WASL.
• A 4th grade student must demonstrate the ability
  to tell in order to pass the WASL.

66
WASL Assessment

• The criteria or conditions qualifying a students
  correct tell-show-do thinking is determined by
  the State of Washington (See WASL items
  Annotations, Rubrics and Anchor Sets).
• Example WASL 10th Grade 2003 Released Items
• WASL question to reading selection
• In your own words, summarize the selection. Be
  sure to include three main points in your
  summary. (Office of the Superintendent of Public
  Instruction, 2003, p.67-68)

67
Two-Point Response

• Deep sea explorers have found eight ships
  ranging in age that have sunk in the
  Mediterranean Sea. These ships have never been
  touch by people since they sunk until now with
  our latest in deep sea exploration equiptment.
  Five of the ships are Roman and give looks at
  their building materials for lodging. (Office of
  the Superintendent of Public Instruction, p.67)

68
Annotation Reason for 2-Point Score

• This student response earns two points. The
  student includes one main point from the
  selection by saying, Deep sea explorers have
  found eight ships ranging in age that have sunk
  in the Mediterranean Sea. The student includes a
  second main point from the selection by saying,
  These ships have never been touch by people
  since they sunk until now with our latest in deep
  sea exploration equiptment. The student includes
  a third main point from the selection by saying,
  Five of the ships are Roman and give looks at
  their building materials for lodging. (Office of
  the Superintendent of Public Instruction, p.67)

69
One-Point Response

• Thanks to new-age underwater exploration
  techniques and devices, deep-sea exploration is
  more thorough and effective. Devices like the
  Navys NR-1 nuclear deep-sea explorer can explore
  some of the deepest depths of the ocean. We can
  explore in more detail too. The devices used can
  show us where a ship from the Renaissance has
  decayed. (Office of the Superintendent of Public
  Instruction, p.68)

70
Annotation Reason for 1-Point Score

• This student response earns one point. The
  student includes one main point from the
  selection by saying, Thanks to new-age
  underwater exploration techniques and devices,
  deep-sea exploration is more thorough and
  effective. The rest of the student response
  provides more details that elaborate on the same
  point, but the student does not provide any other
  main point from the selection. (Office of the
  Superintendent of Public Instruction, p.68)

71
Responses

• The 2-point response was not written using
  correct spelling, grammar or sentence structure
  or was the response clearly stated or understood.
• The 2-point response provided three points from
  the text demonstrating tell-show-do.
• Tell- Deep sea explorers have found eight ships
  ranging in age that have sunk in the
  Mediterranean Sea.
• Show-Three examples from reading selection.
• Do-Completed task as instructed.

72
Responses

• The 1-point response was well written, correct
  spelling, grammar and sentence structure. The
  student summarized and offered supporting
  evidence to demonstrate clear understanding and
  comprehension of reading selection, and nicely
  summarized in his or her own words.
• Tell- Thanks to new-age underwater exploration
  techniques and devices, deep-sea exploration is
  more thorough and effective.
• Show-Did not select three main points from
  reading selection. Student did not show he or she
  connected with the learning material (reading
  selection). This is the area that demonstrates a
  students attending skills to learning material,
  according the Carkhuff framework.
• Do-Did not follow instructions. The instructions
  did not clearly state main points must come from
  reading selection, but the conditions set by the
  State require supporting statements to be taken
  from the reading selection. If a student does
  not demonstrate his or her show skill through the
  reading content material he or she has not
  attended to the learning material.

73
Conditions Set by State

• A 2-point response accurately summarizes the
  selection by including three main points from the
  selection OR provides a summarizing statement and
  two main points from the selection.
• Text-based points may include, but are not
  limited to, the following categories
• A. Robert Ballards discovery of ships in the
  Mediterranean off Sicily
• B. Location details of the discoveries
• Depth of 2,500 feet
• 100 miles north of Tunis
• Scattered over 20 square miles
• C. New technology used to find the ships and
  artifacts
• D. Condition of the ships/untouched/worms/looters/
  torn on rocks
• E. Historical significance what was found on the
  ships/studying or significance of ancient Roman
  trade routes/more history than all the museums
  of the world
• Example Robert Ballard discovered sunken Roman
  ships. They used new technology to find the
  ships. They found artifacts like granite columns
  . (Office of the Superintendent of Public
  Instruction, p.66)

74
Conditions Set by State

• A 1-point response partially summarizes the
  selection by including one or two main points
  from the selection OR provides a summarizing
  statement and one main point from the selection
  OR provides a summarizing statement.
• (Office of the Superintendent of Public
  Instruction, p.66)

75
Conclusion

• The current Washington Assessment of Student
  Learning is a diagnostic tool for scoring a
  students attending and responding skills,
  through telling, showing and doing. These skills
  are defined by Carkhuff as the first two steps in
  our interpersonal skills development of the
  learning process (Carkhuff Berenson, 1981, p.
  161).
• A students ability to attend and respond
  according to the Washington State criteria, which
  is framed in accordance with Carkhuffs
  interpersonal skills diagnostic theory and
  implemented through the ROPES model (pedagogy) is
  scored on the WASL. Students must attend to their
  learning material in order to demonstrate their
  higher-order thinking skill level.

76
References

• Bergeson, T. (1994). Letter to Robert Carkhuff.
  Olympia, WA State of Washington.
• Bigelow, M. (1998). Letter to office of financial
  management. Olympia, WA State of Washington.
• Buechel, M. (2006). Letter to Nancy Vernon.
  Olympia, WA State of Washington.
• Carkhuff, R. R. Berenson B.C. (2000). The new
  science of possibilities The processing science.
  Amherst, MA Possibilities Publishing.
• Carkhuff, R.R. McCune, S.D. (2000).
  Possibilities schools. Amherst, MA Possibilities
  Publishing.

77
References

• Carkhuff, R.R. Berenson, D.H. (1981). The
  skilled teacher. Amherst, MA Human Resource
  Development Press, Inc.
• Carkhuff Thinking Systems. (1999). The new 3Rs
  Skills for the 21st century. Olympia, WA State
  of Washington.
• Commission on Student Learning. (1997). Building
  a better future. Olympia, WA State of
  Washington.
• Commission on Student Learning, (1993).
  Commission on student learning subject advisory
  committee meeting minutes. Olympia, WA State of
  Washington.

78
References

• Griffin, A. (2006). Letter to Executive Ethics
  Board. Olympia, WA State of Washington.
• Lambert, M.J. DeJulio, S.S. Outcome research
  in Carkhuffs human resource development training
  programs Where is the donut? The Counseling
  Psychologist. 1977, 6(4).
• Nemec, P. B., McNamara, S. Walsh, D. Direct
  skills teaching. Psychiatric Rehabilitation
  Philosophy, Process, and Technology, 172-190.
  Reprinted with revisions from Psychosocial
  Rehabilitation Journal, 1992, 16(1), 13-25.
• Office of the Superintendent of Public
  Instruction. (2003). WASL 10th Grade 2003
  Released Items. Olympia, WA State of Washington.

79
References

• Office of the Superintendent of Public
  Instruction. (1997). Contract number C101-1
  Carkhuff thinking systems. Olympia, WA State of
  Washington.
• Office of the Superintendent of Public
  Instruction. (1998). Linking educational reform
  and educational technology grant application.
  Olympia, WA State of Washington.
• Office of the Superintendent of Public
  Instruction. (1998). Contract number C102A-2
  Carkhuff thinking systems. Olympia, WA State of
  Washington.
• Office of the Superintendent of Public
  Instruction. (1999). Education for the 21st
  century grant application. Olympia, WA State
  of Washington.

80
References

• Office of the Superintendent of Public
  Instruction. (2000). Contract number C120-486
  Carkhuff thinking systems. Olympia, WA State of
  Washington.
• Office of the Superintendent of Public
  Instruction. (2000). Purchase orders. Olympia,
  WA State of Washington.
• Office of the Superintendent of Public
  Instruction. (2000). Possibilities schools grant
  application. Olympia, WA State of Washington.
• Office of the Superintendent of Public
  Instruction. (2001). Unity project. Olympia, WA
  State of Washington.

81
References

• Office of the Superintendent of Public
  Instruction. (2001). Development of mathematics
  and science web-based learning resources for
  middle and high school teachers and students.
  Olympia, WA State of Washington.
• Office of the Superintendent of Public
  Instruction. (2002). Comprehension manual
  Participants facilitators. Retrieved on 11
  October 2006 from http//www.linkslearning.org/rea
  ding_links/readingmanuals.html Olympia, WA State
  of Washington.
• Office of the Superintendent of Public
  Instruction. (2002). Fluency manual Participants
  facilitators. Retrieved on 11 October 2006 from
  http//www.linkslearning.org/reading_links/reading
  manuals.html Olympia, WA State of Washington.

82
References

• Office of the Superintendent of Public
  Instruction. (2005). Closing the reading
  achievement gap Implementing reading links K-6
  powerpoint presentation. Olympia, WA State of
  Washington.
• Office of the Superintendent of Public
  Instruction. (2006). Reading links
  Research-based components of a reading program
  K-6 powerpoint presentation. Olympia, WA
  State of Washington.
• Office of the Superintendent of Public
  Instruction. (2005). K-12 Reading Model. Olympia,
  WA State of Washington.
• Office of the Superintendent of Public
  Instruction. (2001). LINKS learning website.
  Olympia, WA State of Washington

83
References

• Office of the Superintendent of Public
  Instruction. (2006). Reading, writing,
  mathematics instructional support modules.
  Olympia, WA State of Washington.
• Office of the Superintendent of Public
  Instruction. (2004). Research and resources
  transforming reading instruction in grades K-6
  powerpoint presentation. Olympia, WA State of
  Washington.
• Office of the Superintendent of Public
  Instruction. (2006) Website at http//www.k12.wa.u
  s/.
• United States of America. Code of federal
  regulations, title 45, public welfare, department
  of health and human services, part 46, protection
  of human subjects. Retrieved on October 2006
  from http//www.hhs.gov/ohrp/humansubjects/guidanc
  e/45cfr46.htm.