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.

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.

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.

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.