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1.  Timeline for high school schedule
2. Process for decision making
3. Will this be adoption or vetting process
4. Transition process plan for adoption of the model
5.  How will materials be provided to implement the new courses.
6.  What is the district's vision regarding Middle/High School Pathways.
7. Based on the the scheduling information and curriculum research how will that effect the building of the model for science. share with us
8. High School Equity of course selection
9. If we are adding additional class choices, will there be smaller minimum class sizes?
10. Communication plan for the group.

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the Washington Student Achievement Council provides strategic planning, oversight, and advocacy to support increased student success and higher levels of educational attainment in Washington.
http://www.wsac.wa.gov/

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OSPI Curriculum New Classes Material Tool Kit

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OSPI Curriculum New Classes Material Tool Kit

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http://www.k12.wa.us/CurriculumInstruct/InstructionalMaterials/Toolkit/Toolkit-SelectReview.pdf
19 page PDF

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What type of decision-making matrix did you use for deciding on the type of model?

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Can we as a team get copies of this book?
http://www.classroomscience.org/priority-features-of-ngss-aligned-instructional-materials

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California High School Model Link--graphic

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California High School Model Link--graphic

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http://www.classroomscience.org/considerations-for-equitable-ngss-high-school-curriculum-implementation

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California Middle School Model Link--graphic

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California Middle School Model Link--graphic

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http://www.classroomscience.org/middle-school-integrated-science

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How do we build in continuity between the Middle School and High School for the student pathways

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Materials that have the same features as the SBA.

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Successful models in other states or countries

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Successful models in other states or countries

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Are we looking country-wide (or globally?) for examples of successful programs we can use to build on instead of re-invent the wheel?

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Equity of course offerings between high schools - accident of residence does not determine your available pathways

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Equity of course offerings between high schools - accident of residence does not determine your available pathways

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how to create testing environments in class that mimic the skills needed on the assessments - make navigating the test not the issue

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The questions about gifted and special needs learners.

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Budget considerations for consumable and moving shared materials between grades/staff.

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Budget considerations for consumable and moving shared materials between grades/staff.

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How much funding will be available for new curriculum materials?

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How much funding will be available for new curriculum materials?

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How do we incorporate CTE classes into the Middle School Pathways?

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Are any of the adopted programs Univerisally Designed for Learning?

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Are any of the adopted programs Univerisally Designed for Learning?

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What are the national, state, and local requirements for adoption?

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-Is there always some type of transcript review process for admissions which includes science courses?
-How do specific science courses come into play?
-Are they weighted or assigned point values?
-What happens if we have integrated courses?

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What do middle school pathways look like?
https://doe.sd.gov/contentstandards/documents/SciPathwy.pdf
https://www.issaquah.wednet.edu/academics/core/science/middle

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What are the districts doing to connect careers with learning?
Is there a middle school class that introduces careers and the science classes needed to go into that field?

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If we create courses that have all fields of science in them, for example Science 1-might include chemistry and biology standards. Will we need to be concerned about teacher endorsements impacting the teachers that can teach these courses?