I feel like what we need to do what we ought to do first is figure out what are the key metrics that we want to monitor as a district as a whole uh and in all the different categories of whatever it may be. And then once we figure out what those met what what what metrics we want to try to capture or what the objective is that we're trying to capture then we ask ourselves what is the goal that we want associated to that for this upcoming year.

So internally when we are talking about curriculum, we were talking specifically about standards and benchmarks. That is what you should be teaching. That is what the state demands that we implement in the classroom. So when we say curriculum, and this is a shift from 20 years ago, curriculum used to be here's your textbook, here's your curriculum, right? We're in a different space now. So we define that internally as standards and benchmarks that we are required to teach.

So um this year um we at at the district level we set two expectations on those scops and then um they make their decisions about what their buildings need and will implement was number one that the ESSA requirement which we are still held to in the state of Minnesota is that 90% of the student or we will have 90% proficiency in reading on the MCA. So that is that that yes so that is something that we are held to um at the state and federal level through ESSA. So we wanted to make sure that people understood that and that that is what we were striving for and that's by 2030.

I'm a little disappointed with this whole discussion because I look at where we've picked one metric as the quote indicator of success for a student and I think of myself as a mother and knowing that none of my kids would have met this metric. Does that mean they're any less successful?