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A recent TED Talk set the scene. The speaker was riding on a public transit bus. She watched with interest as two attractive twenty-somethings sat next to each other. Neither was communicating. Both sat transfixed by their phones. The speaker leaned in to see what held their attention. Ironically, each was on a separate dating app looking for companionship. The two happened to get off the bus at the same stop and proceeded to walk away from each other. The opportunity to form a meaningful connection was lost.
I thought technology was supposed to make life easier.
Over the years, life has taught me many lessons. We were living out in the rolling hills of western Wisconsin thirty years ago. It was a warm spring day and I wanted to burn a small pile of brush. I had a burning permit and thought I was well prepared for a simple job. I could not have been more mistaken.
I started the fire and things seemed to be going well. Eventually, the flames licked at some dry grass and it didn’t take long before the grass was on fire. It was a tiny patch. I attempted to stomp it out with my boot, but the flames would immediately spring back to life. And they spread. Quickly.
It quickly became apparent that this was more than I could handle on my own. The fire department was called. Through some type of miracle, we managed to have things under control by the time they arrived, but under the right conditions it could easily have spread all the way to the St. Croix River, about a mile to the west. I haven’t looked at brush burning quite the same way since.
Sometimes a spark creates something that gets away from us.
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As the snow finally recedes and we look toward the final stretch of the school year, our hallways at ISD 544 are buzzing with a different kind of energy. It is officially "MCA season." While standardized testing can often feel like a hurdle to be cleared, I want to take a moment to pull back the curtain on the Minnesota Comprehensive Assessments (MCAs)—why we take them, where they came from, and how they actually serve our students beyond a simple score.
A Brief History: Why the MCAs?
The MCAs were born out of a movement for educational accountability that gained momentum in the late 1990s. Following the federal "No Child Left Behind" Act of 2001 and subsequent "Every Student Succeeds Act" (ESSA), Minnesota developed the MCAs to measure student progress against the Minnesota Academic Standards.
Unlike the tests of decades past, which often compared students to one another on a curve, the MCAs are "criterion-referenced." This means students are measured solely on whether they have mastered the specific skills—like algebraic functions or reading comprehension—that the state has determined are essential for their grade level.
How the Data Moves: From St. Paul to Fergus Falls
The results of these assessments are used by two primary entities: the State and the District.
Read more: Supt. Drake: Navigating Spring MCA Testing with Purpose
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In education, we often focus on what happens within the four walls of a classroom. However, the success of our students is rarely a solo performance by the school district. It is a symphony of support, resources, and community care. There is an old proverb that "it takes a village to raise a child," and here in Fergus Falls, that village is active, engaged, and deeply committed.
As we look at the achievements of our students, it is important to acknowledge the many partners who work tirelessly to ensure that every child is supported. Some of these partners work visibly alongside us. Some of these partners work behind the scenes. Some prefer to remain completely anonymous. This article is a heartfelt thank you to both those named and to the many unnamed who are making a difference in the daily lives of children.
Investing in the Future
Our local foundations provide the "extra" that makes our district extraordinary.
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The 544 Foundation continues to be a cornerstone of innovation, funding grants that allow our teachers to bring creative projects to life.
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Dollars for Scholars ensures that the dream of higher education remains accessible, easing the financial burden for our graduating seniors.
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West Central Initiative is a regional community foundation and development organization dedicated to strengthening the economic and social vitality of nine west-central Minnesota counties
Educational & Municipal Partners
We are incredibly fortunate to share a home with M State. Our partnership allows students to bridge the gap between high school and college, providing academic pathways right here in town. Similarly, the Fergus Falls Public Library serves as an extension of our classrooms, offering a world of discovery and literacy resources that keep our students curious long after the school bell rings.
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There is a unique power in the profession of education—a power that doesn’t just transmit facts, but transforms lives. As we navigate the complexities of modern schooling, it is easy to get lost in the data of test scores and the logistics of budgets. Yet, when we strip everything away, the heart of our mission remains the same: the profound, lifelong investment one human being makes in another.
Sometimes special moments fall into a person’s lap unexpectedly. A couple of weeks ago, I received a phone call from DiaAnn Juven Smidt. She reached out to personally invite me to attend a recognition celebrating her sixty-six years as an educator. Sixty-six years! You don’t pass up an opportunity like that.
Her recognition was held at Pioneer Pointe with a welcome by Nathan Johnson, CEO of PioneerCare and a presentation of a Senate resolution acknowledging her commitment to education by Senator Rasmusson. DiaAnn thanked the guests for being there and reflected on her career.
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As we turn the calendar to 2026, there is a natural sense of renewal with the new year. The start of a new year is more than just a date change; it provides the perfect opportunity to reflect on where we have been and an opportunity to set our sights on the peaks we have yet to climb.
In Fergus Falls, our compass remains constant. The mission of the Fergus Falls Public Schools is to prepare productive and engaged members of society by creating an environment where all students reach their full potential. Reaching "full potential" is a bold goal. It suggests that education is not merely about meeting a standard or passing a test; it is about putting the work in that is necessary to become our best self.
"There are two lasting bequests we can give our children. One is roots. The other is wings." — Hodding Carter, Jr.
Potential is not reached by staying in the shallows of what we already know. Playing it safe has a strong allure to it. It’s really easy to settle into the “nest”, but it doesn’t produce the feeling of satisfaction attained by accomplishment. That level of fulfillment can only be reached by venturing into the deep, where the work is difficult and the outcome is uncertain. The nest provides roots, the push develops wings.
The Power of the Push
Growth rarely happens in a state of comfort. Whether it is a kindergartner learning to tie their shoes, a middle schooler mastering a difficult musical passage, or a senior tackling a rigorous college course, the common denominator of improvement is challenge.
When we push ourselves—when we intentionally choose the harder path or the more complex problem—we are doing more than just gaining knowledge. We are building "grit," a quality that will serve our students long after they leave our classrooms. As Frederick Douglass once said:
"If there is no struggle, there is no progress."
In our district, we want our students to be "brave enough to be beginners." We want them to understand that a mistake is not a stop sign; it is a data point on the map of discovery. Pushing oneself means accepting that failure is a temporary part of the process, not a permanent destination.
Read more: Supt. Drake: Embracing the Challenge of a New Year