ATTENDEES

Fairhaven: Joel Gilman, Nathan Cornelsen, Susan Foster, Stephanie Strow Kulshan: Glenda Everett, Karen J. Pauls , Mary Gibson, Eric Brown, Diane Michel, Marion Hiller Shuksan: Sharice Steinkamp, Katie Brown, Ariel Everhart, Molly Johnson, Carolyn O'Donnell Whatcom: Theodora Lewis, Nadine Gfroerer, Michael Owens, Alisa Sachs Other: Sally Rusk

OUTCOMES

To develop consistent and coherent understanding and implementation of the research cycle

OBJECTIVES

Learning and practicing the research cycle

Learning information and develop new understandings about assessing comprehension

SHARED LEARNING

Teams of three, from different middle schools used the research cycle (Questioning, Planning, Gathering, Sorting, and Sifting, Synthesis, Evaluation and Reporting) to answer the question: What are the three best assessment strategies to inform my instruction of reading comprehension? Resources included background knowledge, the Middle School Literacy Guide, the K-10 Grade Level Expectations (GLEs), and three articles about formative assessment:

Unlocking Formative Assessment ( http://authorpages.hoddersystems.com/Unlocking/UFA Photocopiable A4 pages.pdf – page 17)
Assessment/Evaluation/Reporting from Changing Assessment Practices ( http://www.nwrel.org/assessment/toolkit98/A11H1.pdf )
Practical Assessment, Research and Evaluation ( http://www.pareonline.net/getvn.asp?v=8&n=9 )
The Research Cycle 2000 ( http://www.questioning.org/rcycle.html )

Each team created a poster and a persuasive argument supporting their recommendation of the three best strategies with another group. The posters reflected each group's current thinking about the best formative assessment tools/strategies to use in order to inform their instruction.

ALIGNMENT

Teachers discussed instructional strategies they use in order to support students in using the steps of the research cycle. They also talked about some of the challenges they face when trying to fulfill the requirements of using the research cycle. Members of the group

Shared a variety of research projects that they have used with their classes and suggested new topics that fit their curriculum.

Questions	Answers
Is True that we can visit each school and see what is going on in their rooms	Teachers have a variety of resources to use for their professional development based on their goal. The professional development plan (which may include visits) is written with approval from the building principal.

SUGGESTIONS

If we have an area of focus (e.g. reading comprehension) why not have teachers bring their two best tools for teaching reading comprehension and share them? Thus we can build a resource bank.