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Hey Sup! Let's Talk!

Talking points for speaking with the LEA superintendent in MS

Levers: Workforce, School and District accountability ratings

Evidence and Tone: Bureau of Labor and Statistics, Industry reports. Tone is a sense of urgency.

Talking Points:

Use BLS information and local industry workforce reports to show that there is a present and growing future need for persons with STEM thinking skills in various industries.

See about the development of a Occupation STEM Index (OSI). How much STEM skill and knowledge is needed to performs duties and where is this in our curriculum.

Redefine perceptions about science as this content heavy and content dependent discipline. Rather, show science as a way of thinking, epxloring, and knowing and how conceptual thinking translates to better test-taking abilities that can lead to higher levels of proficiency on high stakes testing.

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Audience - SEA Literacy Colleagues/Leaders

Ask yourself "what exactly do I want to change or see as the roadblock"? Likely not going to get literacy experts to say that "science is more important than literacy" but could tackle internal messaging and identifying opportunities to change that is mutually beneficial.

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Audience- Principals: Prioritizing high-quality science instruction is a proven strategy for boosting student achievement and engagement across all subjects. The data shows it directly improves literacy and math scores, while creating a cohesive, positive school culture.

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Audience-Parents:

Science is more than a school subject; it equips children to think critically, solve problems, and thrive in a technology-driven world. Yet many students receive very little time in science each week, and this lack of exposure limits their curiosity, skills, and future opportunities. Hands-on, joyful science learning builds confidence, sparks imagination, and opens doors to good jobs and informed decision-making. Every child deserves rich, equitable science experiences, and parents’ voices are powerful in helping schools make that a priority.

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"As gatekeepers to the profession, teacher preparation programs have the unique power to rewrite the science education story before it even begins. Embedding High-Quality Instructional Materials (HQIM) into coursework not only bridges content and confidence gaps for aspiring teachers but ensures every student—regardless of background—has access to rigorous, engaging, grade-level science instruction. Equipping teacher candidates with HQIM not only improves instructional quality but also supports early-career teacher retention by reducing cognitive load and building confidence from day one."

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Innovation with state science assessments (competency-based, 3D)

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There is a challenge for a true/authentic balanced assessment system-there seems to be a misunderstanding of the data from a high stakes assessment and it's place in the BAS.

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Providing leaders with quality transformative experiences that provide deeper insight when it comes to their decision making practices that impact science teaching and learning.

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How to prioritize science when ELA and math are allotted more time? (Shamika)

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Kentucky has just purchased a PLMS system (Canvas). How can we develop PL modules for science incorporating aspects of CBPL using an HQIR in an asynchronous manner?

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Reducing the perception that 'new' standards are not brand new.

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Designing elementary guidance that leverages science (and social studies) in integrated ways. In particular, daily schedule models that do not solely rely on siloing the content areas, but still attends to foundational skills in each content area.

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Making the case for science when resources are scarce and priorities are on math and ELA. (resources are scarce in schools and in the agency)

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How to make a student-centered science performance task feasible for a standardized statewide assessment?

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Local control vs 3D teaching and the value of it. Alignment of local curriculum with state standards

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Creating sustained networks of educators/ science leaders who continue collaborating beyond one-off PD events, but instead engage in CBPL like design PD that transforms practice and systematic changes that is ongoing.

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The importance of teaching science (all core content) and not just ELA and math in all classrooms.  I have a lot of requests for time recommendations, how do I get these and how do we ensure that the time suggestions actually match the time in a school day? Also, once we can advocate for science instruction, continue developing elementary teacher’s and leadership's own content knowledge and STEM identity so they are confident in teaching and facilitating meaningful discussions.

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Where is the boundary between understanding the purpose, use, and impacts of assessments and having too much information that is not tangible/useful for interest holders (teachers, students, schools, districts - etc)?

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Is Computer Science “Science”?

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Addressing the Disparity Between State Standards and Curriculum

A key challenge lies in effectively communicating to LEAs, teachers, and classrooms that state standards and curriculum are distinct entities. We need to develop clear strategies to convey this reality and establish pathways that lead to proficiency in assessment.

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Lack of science leaders. We only have 2-3 districts in our state that has a science specialist at the district or school level. Our regional educational cooperatives have had to scale back and that means they have lost their science and social studies supportive staff. The ELA and generalists staff are faced with supporting schools and districts in science and social studies without having the deep content knowledge. At the state level with a team of 2, our capacity is limited to be able to provide direct support. How can we ensure that schools are getting the supports they need so that students have the instruction they deserve?

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Creating PD with Limited Budgets

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Science Assessment - I'm tired and still have half the assessment to complete! Why is this soooo long?

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Are the new science standards really NEW? A candid talk with our state science director will hopefully give some insight.

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Standards Team supports each other through change and challenges.

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Science Assessment -What? The Science Assessment isn't the Answer?

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Team prioritizes engaging experiences while leadership focuses on compliance.

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RISE Leadership Academy Empowers Educators to Lead High-Quality Instruction Across Districts

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Amidst Sinking Ship Metaphors, State Specialist's Work Aims for Convergence to Keep Science Education Thriving

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This science test will make students love testing, how will teachers feel?

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“In Shocking Twist, Designing Assessments Still Harder Than Taking Them”

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Despite increased focus on math and reading, some still advocate for the value of STEM.

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State Curriculum Directors Push to Reach Small Rural Schools as a Team- First time in 3 years all 6 subjects have State Directors & they travel as a team to rural parts of the state.

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ML director engages with state science leaders- bridging barriers for science literacy and language empowerment

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Assessment and Curriculum reach full agreement on new science expectations!

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Science Standards: To review or not to review - anything could happen!

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How Much Time is Too Little for Science Instruction? Let's Ask ChatGPT!

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State science consultant is seeking to build more capacity with local district leaders and teachers to ensure each student has access to the science curriculum.

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Rising Together: Leading the Future of Science Education in Our District

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We got this- science in Utah is herding cats.

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New Science Specialist Hired - Handed Assignment That Will Change Assessment For All, No Pressure.

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Science Advisor Arrives Ready to Discuss NAEP — Clothes, However, Take a Later Flight