We are starting. I'd like to call to order the school board uh regular meeting March 18th, 2025. Uh first up is our pledge of allegiance. So, first up is the approval of the agenda. Um, could I get a motion and a second? Second. All right. Moved by Swore, seconded by Martins. Um, any discussion? All right. Um, all in favor say I. And all oppose say nay. Okay. Um, the, um, agenda is approved. Um, first up, we have a public comment. Um, is this is an opportunity to, um, for the public to comment on items. Speakers shall register by completing the public comment signup sheet, state their name, and will have between two and four minutes depending on the number of speakers to speak on a topic. Uh the public comment section of this meeting shall last no longer um than 30 minutes. And um just as a reminder, uh board does not usually respond um in the moment. Um but if they request a response, um the superintendent will um respond. So we do have one person today. Um my name is Miriam Janichek. I'm a parent of kids in the 622 school district. I am here today to request discussion about 622's engagement with and use of MCA assessment data. I spent over two years working at the Minnesota Department of Ed in the statewide assessment division under the direction of Jennifer Dugan. One of my projects as a public engagement specialist was to instruct the public on the purpose of the MCAs and encourage school districts to use the data appropriately. However, the CO 19 pandemic significantly hampered these efforts. I support our statewide standards and assessments and believe in the principles of equity that undergur them. However, one can have too much of a good thing. Minnesota academic standards cover significant breadth and depth of content which doesn't necessarily reflect the realities of how much content kids can digest each school year. There are too many academic standards to write a reasonable length MCA to assess each kid's standards aligned public education. Instead, students answer a very small number of questions compared to the number of questions it would take to demonstrate their knowledge of all relevant standards. Therefore, the MCAs require large groups of students to take the test so that aggregate data can be used to evaluate school districts. MCA results are a reflection of school district curriculum and instructions alignment with Minnesota academic standards. That is all. This is important to understand because every bit of data generated by the statewide assessment is about the district's curriculum and how well the instruction at the district level is teaching a curriculum aligned to Minnesota academic standards. The data is not about individual student learning. It is not about individual teacher efficacy. 622 generates a lot of data that reflects those two things, but MCA data does not. None of us control the legislature or the interpretation of legislation by MDE. However, the school board can set the goal of improving understanding …