Meeting+Notes+-+November++15,+2011

RFP for new state science assessment is going out at the end of this month - at this time we will know more about what the new testing schedule will look like
 * __Announcements, Etc.__**
 * looks like the High School test will move to 11th grade (most likely effective 2014, maybe 2015)
 * will cover all high School standards
 * "Growth" data for the purposes of SB-191 will come from district-designed assessments
 * for our state, schools are rated about equally by CSAP and ACT student performance

Document - New State Standards comparison to National Frameworks (new National Science Standards are now due out December 2012)

__**Rigor**__ How do we create rigorous assessments that are in line with the reform (vs. traditional) way of teaching science? What is rigor? What does it look like to have a rigorous science course in APS?

Looking at the articles we read - we will look at how they discuss rigor.


 * Teacher's role in creating a rigorous classroom environment:
 * plan and ask high-level questions
 * give appropriate wait time for students to process and generate answer
 * "land the plane" on the learning of the day - by the end of the class period, students need to understand the concept the way the teacher understands the concept


 * Student's role in a rigorous classroom:
 * do the thinking and the talking
 * explain their thinking, justify their answers
 * student scientist

Does/should "rigor" look different for different purposes - i.e. should higher level classes be designed to prepare students for the nature of college (lectures, notes, learning independently through reading...)?

Rigorous reading, writing, speaking, listening, problem-solving, thinking, content, process...

Next step: Define our vision for developing a framework around rigorous instruction and supporting teachers to create rigorous classroom environments.