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Annual Report on Curriculum,
Instruction & School Achievement
Minnesota International Middle School
Independent School District #4078
2012-2013 School Year
Submitted to the District Board of Directors and Authorizer
October 1, 2013
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PURPOSE
The content of this annual report fulfills
the required data elements and
information requested by the Minnesota
Department of Education. State statute
requires that school districts create and
publish an Annual Report on
Curriculum, Instruction, and Student
Achievement. Reports are released in
October of each school year.
Questions about any of the information
presented in this document can be
addressed to the school’s
administration.
TABLE OF CONTENTS
Introduction……………………………………5
District Governance…………………………..6
Management & Administration………………8
Staffing……………………………………….10
Admissions and Enrollment………………..12
Academic Programming
Curriculum and Class Size………...15
Assessment Information…………...18
Innovative Practice and Implementation….24
Future Goals for 2013-2014……………..…25
Parent Surveys………………………………29
District Finances…………………………….30
Authorizer…………………………………….32
Reporting Information……………………....33
Non-Profit Status…………………………….33
Appendix……………………………………..35
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INTRODUCTION
The Minnesota International Middle School opened in the fall of 2001 to provide best-
practice English as a second language instruction (EL) in an American school
environment. The curricula of the school rely upon research-based academic programs
with nationally proven track records and are oriented toward enabling students to
master the English language and other areas crucial for success in higher levels of
secondary education as well as at the University Level. Throughout the years a great
deal of time has been directed towards professional development. This includes
strengthening of knowledge of the content area, content delivery, sheltered instruction
framework, and collaboration. Furthermore, the school works diligently to provide an
environment that is conducive to learning.
Additionally, multilingual educational assistants are in the classroom assisting the
students at their varying ability levels. There are a number of support staff members on
site to assist both the students and the teachers in order to aid in instruction.
Community members also provide assistance in a variety of areas, which in turn provide
a vital link to the community. As of the 2012-2013 school year the Minnesota
International Middle School has completed its twelfth year of operation.
MISSION STATEMENT
The Minnesota International Middle School is a public charter school established to
provide a rigorous American education for children in a culturally sensitive environment.
Founded by education leaders in the East African community, the Minnesota
International Middle School seeks to prepare students for successful and productive
lives as United States citizens while allowing them to retain their unique cultural
heritage.
VISION STATEMENT
Minnesota International Middle School Staff members will actively engage all students
in a strategically progressive learning process in order to provide a broad range of
educational opportunities for the developing adolescent to grow academically, socially,
and emotionally. Our vision is to ensure that every student is successfully
demonstrating academic growth toward mastery of the state educational standards.
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DISTRICT GOVERNANCE
NARRATIVE
The School Board is the policy making group for Minnesota International Middle School.
The Board is responsible for school programs & operations by law; it delegates some
portion of that authority to the Director. The School Board monthly meeting schedule is
posted on the website as are copies of the Board meeting summary minutes. Elections
for the School Board are held, usually in June, at the Annual Meeting for available
positions. Terms of service are 3 years. Parents, school faculty, and community
members are welcome to attend the Board meetings.
2012-2013 SCHOOL BOARD INFORMATION
Election Date: Saturday June 1st, 2013
2013-14 Anticipated Election Date: Saturday May 17st, 2014
BOARD TRAINING
Training Attended Date Names of Attendant(s)
Board Governance and Employment
Law
(Kennedy & Graven Chartered) February, 2013
Warsame Shirwa (Chair), Ceri Everett (Secretary),
Ali Muse (Treasurer), Abdullahi Bashir (Director)
Ceri Everett (Director), Zuhair Qassem (Director),
Ahmed Warsame (Director)
Name Board
Position
Group
(if teacher,
file folder #)
Date
Seated
Address
Member
Meeting
Attendance
Rate
Mr. Warsame Shirwa Chair Community 07/2010 [email protected]
9/11
Mr. Ali Muse Treasurer Community 07/2010 [email protected]
9/11
Mr. Zuhair Qassem Director Community 07/2011 [email protected]
8/11
Mr. Ahmed Warsame Director Community 07/2010 N/A 9/11
Mr. Abdullahi Bashir Director Teacher
(#450260) 07/2010
7/11
Ms. Ceri Everett Secretary Teacher
(#443268) 12/2011
8/11
Mr. Tom Henderlite N/A Ex-Officio N/A [email protected]
10/11
Mr. Abdirashid Warsame N/A Ex-Officio N/A [email protected]
11/11
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MANAGEMENT AND ADMINISTRATION
Name
File
Folder
Number
Position
Years
Employed
by the
School
Left
During
12/13
Not
Returning
13/14
Abdirashid Warsame Director 12
Nicole Nelson 417201 Assistant Director 8
DESCRIPTION OF ROLES AND RESPONSIBILITIES
The Director provides educational leadership; maintains positive behavior management
policies; communicates to the board, staff, families, students, and the community;
manages the building operations; oversees financing, budgeting, and grant writing;
oversees human resources; oversees operations; and reports to the state.
Supervision:
The Director is supervised by the School Board of Directors.
Evaluation:
The Directors job performance will be monitored systematically against the job
expectations. Reasonable progress must be made toward accomplishment of
the Board’s policies, annual objectives, and goals, and the school’s
organizational operation.
A. The Board of Directors will monitor the Directors job performance by one or
more of two methods:
I. By board evaluation, in which the Board of Directors evaluates each of the
Director’s objectives and annual goals.
II. By self-evaluations in which the Director evaluates himself/herself
according to each of the objectives and annual goals.
B. The Board will present an annual written evaluation to the Director during a
closed Board meeting prior to renewing their annual contract.
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NARRATIVE OF EDUCATIONAL BACKGROUND OF DIRECTOR
Abdirashid Warsame serves as Director of Minnesota International Middle School in
Minneapolis. Prior to becoming the Director of Minnesota International Middle School, he was
the co-director of the Twin Cities International Elementary School in Minneapolis, Minnesota.
Mr. Warsame was Academic Director of Ubah Educational Services from 1996-2001. Before
entering the administrative field of education, he was a technology sales representative at J.
Knutson & Associates in St. Paul, one of the leading providers of Construction Software,
Computer Hardware and IT Services in the country. Mr. Warsame received a bachelor’s degree
in management and accounting from the Somali Institute of Development Administration and
Management, and he earned a degree in the field of information technology from NEI College of
Technology. In addition, Mr. Warsame finished a course of study as a Humphrey Institute
Scholar at the University of Minnesota. In the spring of 2011 Mr. Warsame earned a master’s
degree in Educational Leadership at Concordia University in St. Paul. Mr. Warsame has begun
his doctoral program in Education in the fall of 2013 at Concordia University, St. Paul.
ADMINISTRATIVE PROFESSIONAL DEVELOPMENT PLANS
Two administrators will be working on their professional development plans in order to comply
with new legislation (Minn. Stat. 124D.10 subd.11 (2009)). The administrators have completed
their requirements for the third year of their development plans. All information will be kept on
file for review by the school Director and school board chair.
Ms. Nicole Nelson:
Current Title: Assistant Director of Curriculum and Instruction
Current Education:
Masters of Arts in Curriculum and Instruction, Concordia University, St. Paul
Bachelor of Arts in Social Studies Education, St. Olaf College
Licensure Held: 5-12 Social Studies (all areas)
Professional Development:
Goal: Begin Program for K-12 Principal Licensure in the fall of 2014
o Submissions will be made to the Director as to the status of the licensure program on
regular basis (i.e. transcript information)
o Samples of program work also submitted to Director as requested
Additional Activities:
o Attend all trainings and meetings set forth by the Minnesota Charter School Association and the
Minnesota Department of Education
o Collaborate with Director on daily functions of school, budgets, staff trainings, etc.
o Track and compile data required by the Authorizer (Concordia University, St. Paul)
o Collaborate with administration with sister districts in curriculum, student data, English Language
Acquisition programming, staff trainings and community outreach
o Collaborate with Director on coordinating staff trainings along with tracking “Highly Qualified
Teacher” Status
o Serving as District Assessment and Title I Coordinator
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STAFFING
The following tables contain information for all the teaching and support staff of Minnesota
International Middle School for the 2012-2013 school year. Teacher retention remains strong
for the upcoming school year. Six teachers resigned due to personal reasons (i.e. relocated out
of the area). Two teachers were not issued a contract for the 2013-2014 school year. The
retention rate is also very strong for support faculty.
TEACHING FACULTY
Name (Last, First) File Folder
Number Assignment/ Subject
Left
During
12/13
Not Returning
13/14
Groff, Mary Beth 277881 Grades 5-8/English
Language Learning
Marks, Denise 442850 Grades 5-8/ Physical
Education
√
McCurry, Christopher 411862 Grades 5-8/ Physical
Education
Oss, Sally 449654 Grades 5-8/Media
Sakala, Kjersten 439915 Grades 5-8/Reading √
Everett, Ceri 443268 Grades 5-8/Special
Education
Hopwood, Lynn 281454 Grades 5-8/Special
Education
Khalil, Suhair 317896 Grades 5-8/World Language/
District Language Coordinator
Ali, Dr. Abdulaziz 997989 Grades 5-8/World Language
Cuffy, Carrie 467090 Grade 5
Kvaas, Korbin 467802 Grade 5 √
Luciano, Gianni 460491 Grade 5 √
Speers, Victoria 284407 Grade 5
Morrison, Meghan 463472 Grades 5-8 Math Interventionist
Oman, Louisa 448126 Grade 6/Language Arts
Christenson, Jennifer 455066 Grade 6/Mathematics
Leaf, John 462529 Grade 6/Science √
Graversen, Alison 445668 Grade 6/Social Studies
Runestad, Callie 441108 Grade 7/Language Arts
Andrea Morehouse 466924 Grade 7 Social Studies
Carla Beaudet 417935 Grade 7 Science √
Kendall, Ashley 441678 Grade 7/Mathematics √
Kader, Samer 422364 Grade 8/Language Arts √
Cappola. Rachael 435319 Grade 8/Mathematics
Anna Gerdeen 460672 Grade 7 Social Studies
Miller, Erin 336940 Grade 8 Science
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SUPPORT FACULTY
Support Staff Assignment Years Employed by
the School
Highly
Qualified
Status
Left
During
12/13
Not
Returning
13/14
Adan, Maka Food Service 9 years N/A
Adur, Mohamed Technology Coordinator 11 years N/A
Ahmed, Abdirahman Educational Assistant 6 years Yes
Ahmed. Ismail Data Coordinator 1 year N/A
Aly, Abdullahi Educational Assistant 6 years Yes
Bernal, Antonio Custodian Contracted N/A
Christopherson, Theresa D.A.P.E Contracted Yes
Carlson, Bonnie Director,
Special Education
Contracted Yes
Egeh, Mohamed Business Office Contracted N/A
Elmi, Abdiqani Educational Assistant 6 years Yes
Gedi, Ahmed Educational Assistant 7 years Yes
Hassan, Abdirizak Business Office Contracted N/A
Isse, Abshir Transportation Coordinator 6 years N/A
Jama, Fardos School Secretary 10 years N/A
Johnson, Jill Registered Nurse Contracted Yes
Kronk, Patti Human Resources 4 years N/A
Kyriakides, LeAnn Speech Specialist Contracted Yes
Mahamed, Abdi Educational Assistant 2 years Yes
Mahamed, Mahamed Educational Assistant 4 years Yes
McAdams, Tiffany Speech Specialist Contracted Yes
Mohamud, Mohamed Community 8 years N/A
Mohamud, Halima Educational Assistant 10 years Yes
Moses, Ericka Educational Assistant 9 years Yes
Murphy, Alison Occupational Therapist Contracted Yes
Roble, Abdi Artist in Residence 1 year N/A
Samantar, Mohammud Educational Assistant 6 years Yes
Samatar, Yusuf Educational Assistant 6 years Yes
Wako, Hassan Food Service 5 years N/A
Warsame, Fartun Health Aid 5 years N/A
Yusuf, Younis Educational Assistant 1 year Yes
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ADMISSIONS AND ENROLLMENT
STUDENT ENROLLMENT AND ATTRITION RATES
This table identifies the number of students enrolled at the school during the 2009-10,
2010-11, 2011-2012, 2012-2013 and estimated 2013-2014 enrollment. Data is based
on October 1 Average Daily Membership (ADM).
School Year 5 6 7 8 Attrition
Rate
2009-10 94 80 74 70 ~2%
2010-11 105 83 74 73 ~2%
2011-2012 105 99 76 80 ~2%
2012-2013 100 100 99 74 ~2%
2013-2014 (estimate) 115 100 100 100 ~2%
APPLICATION AND ENROLLMENT PROCEDURES
Minnesota International Middle School employs full-time support staff and a dean of
students to help disperse information about our school to the community. Parents come
to the school office to meet with a representative of the school and to fill out the
enrollment form. Students are placed in classrooms based on class size. We are a
school of choice for parents. At the time of enrollment, parents also complete a
permission forms for field trips and technology use, media releases, and medical
emergency/Syrup of Ipecac. In addition, parents complete State/Federal meal forms.
Requirements: The CHARTER SCHOOL is open to all students in grades 5 through 8th
grade.
The CHARTER SCHOOL may not limit admission to pupils on the basis of intellectual
ability, measures of achievement, aptitude, or athletic ability.
The CHARTER SCHOOL shall enroll an eligible pupil who submits a timely application,
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unless the number of applicants exceeds the capacity of the program, class or grade
level. In such cases, selection shall be by lot. A student continuing for the next school
year will be reenrolled for the next year without re-application.
The law provides:
124D.10 CHARTER SCHOOLS
Subd. 9. Admission requirements. A charter school may limit admission to:
(1) pupils within an age group or grade level;
(2) people who are eligible to participate in the graduation incentives program
under section 124D.68; or
(3) residents of a specific geographic area where the percentage of the
population of non-Caucasian people of that area is greater than the
percentage of the non-Caucasian population in the congressional district in
which geographic area is located, and as long as the school reflects the racial
and ethnic diversity of the specific area. A charter school shall enroll an
eligible pupil who submits a timely application, unless the number of
applications exceeds the capacity of a program, class, grade level, or
building. In this case pupils must be accepted by lot. If a charter school is the
only school located in a town serving pupils within a particular grade level,
then pupils that are residents of the town must be given preference for
enrollment before accepting pupils by lot. A charter school shall give
preference for enrollment to a sibling of an enrolled pupil and to foster child of
that pupil’s parents before accepting other pupils by lot. A charter school may
not limit admission to pupils on the basis of intellectual ability, measures of
achievement or aptitude, or athletic ability.
Our practice has been: We have no deadlines and serve students and families year
round. Because our East African families tend to be quite large (average 6-7 children)
and because parents will not separate their children and send them to different schools,
we fill openings based on family needs. In addition, our openings need to be
coordinated with our sister Elementary and High schools.
In the future, we do not plan to make any changes to our admissions process because
we have no current waiting lists and parents are satisfied with our current application
process.
Procedures:
Before a student’s first day of class, the School must receive the following completed in
full:
What do we require?
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International Education Center (Minnesota International Middle School) Enrollment Form
Immunization record
Before or on the first day of class, the following forms must be signed:
Student Technology Acceptable Use Agreement Form
Discipline Policy Agreement Form
Permission Form
Medical Condition and Allergy Notification Form
Administrating Prescription Medications Form (as necessary)
Health and Emergency Form
Annual Notification of Rights and Privacy of Student Information and Records Form
Within 2 weeks of starting school, appropriate staff will test the student with developmentally
appropriate measures to provide a broad sampling of proficiency in oral language, reading
and writing to ensure class placement and academic English language assistance if
necessary.
STUDENT DEMOGRAPHICS
The demographics of the school population can be explained by the following statistics:
97% Black & 3% White/Asian/Other
95% English as a Second Language (LEP)
97% Free & Reduced Lunch qualification
5% Special Services Students
99% AYP Attendance Rate
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ACADEMIC PROGRAMMING
Minnesota International Middle School offers specialized instruction to students in
grades 5-8 in Reading, Math, Language Arts, Science, Social Studies, World
Languages (Arabic and Somali), and Physical Education. This public charter was
started in 2001 to meet the particular cultural and learning needs of East African
students. Now, the School serves students from a wide variety of cultural backgrounds.
English as a Second Language is offered to meet student needs to learn English at an
academic level. Students whose first language is not English or where English is not
spoken at home are tested on entrance to assist in their placement. A handbook of the
School’s English Language Acquisition Policy and Procedures is available to all parents
on the school’s website and is also available at the School Office.
The School has also implemented SIOP (Sheltered Instruction Operational Protocol) to
ensure that our majority LEP (Limited English Proficiency) student population can make
simultaneous grade level progress in content area knowledge while developing their
academic English abilities. By reducing the difficulty of language around content area
materials--and intentionally working on students’ academic listening, speaking, reading
and writing skills--SIOP makes it possible for students to maximize their learning
potential throughout the day. Content area specialists connect teaching objectives to
state standards and utilize NWEA data to ensure progress along a vertically integrated
curriculum model.
To augment the student’s background knowledge, which has been demonstrated to
have the largest connection to reading comprehension and vocabulary development in
LEP students--all grade levels participate in field trips to local museums, nature centers,
drama performances, etc. Minnesota International Middle School offers three days a
week of after school, off-site homework tutoring centers staffed by our teachers and
EAs at various locations around the metro area. Additionally, volunteers from Cretin
Durham Hall High School are actively involved with our students offering tutoring in
reading and math instruction.
CLASSES OFFERED
Reading
Reading instruction is aligned to state English language arts standards. A combination
of direct instruction, inquiry, and student centered learning opportunities form the
program. The instructional component utilizes fiction and nonfiction literary pieces to
practice areas including, but not limited to:
Context clues with vocabulary, locating information, literary elements, inference, literary
connections, main idea with supporting details, generating and answering questions,
drawing conclusions with cause and effect notes, compare and contrast, fact and
opinion, point of view, audience and purpose, sequencing, figurative language, and
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constructed responses.
Individualized instruction is planned in accordance to local and standardized
assessments. MIMS also incorporates technology into its reading program. The
Accelerated Reader program puts leveled books into the hands of our students.
Students’ instructional reading levels are determined based on data from several
different types of formal assessments. Grade level teachers will administer the
assessments to determine the student’s reading level. Assessments will also be utilized
to encourage students to choose books at their instructional reading level. These
programs give students the opportunity to develop into mature, confident, independent
readers.
Language Arts
Language Arts focuses on both reading and writing components. MIMS uses the 6 + 1
Traits of Writing framework for its program. This program takes students through the
following areas of writing: ideas, organization, word choice, sentence fluency, vice, and
conventions. This framework provides a shared vocabulary for teachers and students
and also gives students the skills necessary in mastering all forms of writing including
formal research projects.
Mathematics
MIMS adopted the math curriculum, HSP Math in 2008 for grade 5. It has been
designed to meet the needs of each individual learner. The program offers
interventions, enrichment, and problem solving skills, language support, and
reinforcement of skills being taught throughout the year. Grades 6-8 utilize both the
Glencoe McGraw Hill curriculum and the McDougal Littel series for Algebra. Students
all receive workbooks and the programs also offer interventions, enrichment, and
problem solving skills.
Science
Science combines reading, math, and hands-on experience. Students utilize FOSS Kits
for experiments and Scott Foresman and Pearson’s Science Explorer textbooks to
provide engaging, grade level text. The textbooks incorporate reading strategies,
vocabulary, and comprehension. Students participate in a variety of hands on activities,
lab experimentation, and small and large group discussions.
Social Studies
In accordance with the state standards students work through the fields of United States
and Minnesota history, government, economics, world studies, and geography.
Students also learn how to recognize the roles and responsibilities as citizens of a
variety of communities. In grade five students use a combination of “ACCESS to
American History” and “We the People” for instruction. Grade 6 uses the “Northern
Lights” for Minnesota studies and grades 7 & 8 utilize the McDougal Littel series that
build on vocabulary and study skills in addition to learning the content. Throughout the
units of study the following are incorporated: technology, analysis of primary and
secondary sources, hands-on simulations and stations for real world connections.
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Physical Education
Physical Education develops motor skills and fitness. Students learn how to cooperate
through games and sports. Students will have P.E. class two or three times a week for
65 minutes each session.
Middle school students primarily learn in addition to basic fundamental motor skills:
Flexibility cardiovascular and muscular endurance, team, individual and dual
sports skills, and team building.
Students also study a number of topics in the areas of health. This includes hygiene
and puberty, nutrition, fitness, diseases, and character development and positive
relationship building. Curriculum is aligned to national physical education standards.
World Languages
World Language classes meet every other day for 65 minutes each session. After
reviewing material presented the previous school year, the students will expand their
language vocabulary using computer software called Rosetta Stone. Rosetta Stone
allows students to learn basic listening, reading, writing, and speaking in Arabic and
Somali. The topics learned include:
Salutations and courtesies
Alphabet
Family
Vocabulary and grammar
Parts of the body
Clothing
Food
Weather
Days of the week and Months
Five senses
Geography
Solar System
Although our main focus is on the oral/aural aspect of the language, the students will
increasingly be reading and writing basic statements in Arabic and Somali. Instruction
follows the national standards for world languages.
CLASS SIZE
The Minnesota International Middle School works diligently to meet the needs of all
students. Therefore, middle school class sizes are restricted to no more than twenty-
seven students per classroom. Due to the collaboration model that we utilize there is
often more than one staff member in the class. As a result, the student to teacher ratio
is on average about 15:1.
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ASSESSMENT INFORMATION
MINNESOTA STATE ASSESSMENTS
The Minnesota Comprehensive Assessments (MCA) are tests that are given annually to
students in grades five through eight. These tests meet the requirements of the federal
No Child Left Behind (NCLB) and Elementary and Secondary School Act (ESEA). The
purpose of the assessments is to measure student mastery of grade level content in the
fields of mathematics and reading. Students in grades five and eight also take the
MCA science assessment. The content of the tests are aligned to Minnesota Academic
Standards, which determine what students need to know at their respective grade level.
MCA ASSESSMENT RESULTS
MINNESOTA INTERNATIONAL MIDDLE SCH. District – SPRING 2013
MCA III Math Achievement Levels: GRADE 5, 6, 7, 8 – Mathematics Performance of All
Students
*Data Includes MCA III-Modified & MTAS-III
Grade Level Total Number
Tested
Does Not Meet
Standards
Partially Meets
Standard
Meets/Exceeds
Standards
5th Grade 98 24% 34% 42%
6th Grade 96 45% 22% 32%
7th Grade 97 34% 32% 34%
8th Grade 73 37% 30% 42%
MINNESOTA INTERNATIONAL MIDDLE SCH. District – SPRING 2013
MCA III Reading Achievement Levels: GRADE 5, 6, 7, 8 – Reading Performance of All
Students
*Data Includes MCA III-Modified & MTAS-III
Grade Level Total Number
Tested
Does Not Meet
Standards
Partially Meets
Standard
Meets/Exceeds
Standards
5th Grade 97 31% 31% 38%
6th Grade 95 47% 25% 27%
7th Grade 97 54% 25% 22%
8th Grade 72 53% 17% 31%
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MCA ASSESSMENT TRENDS
2009-2013
MCA Mathematics Proficiency Trends
MCA Reading Proficiency Trends
*Please note that this is a snapshot of the district’s assessment trends. Please visit the
Minnesota Department of Education’s website to view additional testing information.
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
2009 2010 2011 2012 2013
5th Grade
6th Grade
7th Grade
8th Grade
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
2009 2010 2011 2012 2013
5th Grade
6th Grade
7th Grade
8th Grade
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NWEA ASSESSMENTS
Measure of Academic Progress (MAP) Tests – MAP tests are computerized assessments done in the fall, winter, & spring of each year. These assessments show student growth over time as well as providing nationally-normed grade equivalent benchmarks and predictors of performance on the State MCA assessments. We can also use the data from these assessments to evaluate our curriculum and instruction by digging deeper into specific strand data. Students set goals for growth at each assessment window and teachers are able to pinpoint individual learning targets (standards) for their students.
2012-2013 Growth vs. Proficiency Scores School-Wide
NWEA Mathematics
NWEA Reading
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Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs)
Minnesota requires that all Limited English Proficiency (LEP) students take the
ACCESS Test (which covers reading, writing, listening, and speaking). ACCESS
provides a standardized measurement of academic language proficiency for ELL
students throughout the state of Minnesota. With this information, we will be able to
monitor individual ELL student progress on an annual basis. This test is important to
our school because we have 97% of our population identified as LEP. Students are
making progress.
Student scores are tabulated in the four language domains and assigned a proficiency
level: Entering (1), Beginning (2), Developing (3), Expanding (4), Bridging (5), and
Reaching (6).
Only students identified as LEP are required to participate in the assessment:
1 2 3 4 5 6
Grade
Level
Total
Number
Tested
Entering Beginning Developing Expanding Bridging Reaching
5th Grade 82 0% 1% 16% 49% 19% 15%
6th Grade 81 1% 7% 35% 51% 5% 0%
7th Grade 77 1% 11% 30% 47% 8% 3%
8th Grade 64 2% 0% 25% 54% 14% 5%
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2012-2013 ASSESSMENT GOALS
The following goals focused on the major academic assessment areas. In light of the
challenges facing our unique population, the goals are appropriate. Results are
described in italics.
MINNESOTA COMPREHENSIVE ASSESSMENTS
GOAL 1: Minnesota International Middle School will increase the number of proficient
students in all academic areas considered for adequate yearly progress determination
and addressed by the MCA assessment by at least 3% each contract year.
GOAL 2: MIMS will decrease the number of students in the ―Does Not Meet category in
all academic areas addressed by the MCA assessment by at least 3% each contract
year.
Measurement: MCA tests administered in the spring of each academic year.
Results: District saw that the average scores from the 2011-2012 school year to the
2012-2013 school year decline. However, the number of students who academically
grew from the 2011-2012 school year to the 2012-2013 school year increased
dramatically. This goal was not achieved, but the school will continue to works towards
this goal for the next school year.
NWEA ASSESSMENTS
GOAL 3: 85% of students taking the NWEA will meet their expected growth
targets in math according to NWEA national benchmarks.
Results: School did not meet Goal 3 for students who participated in the NWEA Reading
assessment but the school will continue to works towards this goal for the next school
year.
GOAL 4: 85% of students taking the NWEA will meet their expected growth
targets in reading according to NWEA national benchmarks.
Results: School did not meet Goal 3 for students who participated in the NWEA math
assessment but the school will continue to works towards this goal for the next school
year.
ENGLISH LANGUAGE ACQUISITION ASSESSMENTS
GOAL 5: MIMS students taking the ACCESS test will exceed the state average for
students taking the test by at least 5% in all categories.
Measurement: Testing administered to EL students each contract year as determined by the
state of Minnesota. Note that the only student subgroup at MIMS is ELL students.
Results: Data not available, but will be added upon receipt of results.
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SPECIAL EDUCATION
GOAL 6: Special education students taking the NWEA as designated by their IEPs
will meet their expected growth target according to NWEA national benchmarks.
Measurement: NWEA testing administered at least twice a year.
Student with Individual Education Plan (IEP) will complete fifth – eight grades curriculum
expectations in all content areas as measured by a grade of 60 or above final mastery
exam.
The District provides guidelines about how to compute progress for Special Education
students. IEP students have individualized benchmarks as per their IEPs compared to
“traditional students”. The IEP Team monitors this closely and changes the
benchmarks accordingly to suit individual student learning needs.
Results: Based on the measurement process described below. Students receiving
special education services met their expected growth targets.
*Note that all special education students will also have additional goals identified in their IEPs, including
documenting specific instructional and other services that the school must make available for each
individual student. In addition, MIMS will continue to actively reorient parents regarding its special
education services, programs and options through the school's child find policy to further encourage and
support greater student access to special education services.
ADEQUATE YEARLY PROGRESS (AYP)
GOAL 7: MIMS will meet AYP requirements in both Reading and Math.
Measurement: MDE notification and website information.
Results: MIMS met AYP requirements in both Reading and Math in participation. MIMS
met AYP standards for mathematics and scored below target for reading.
Goal Growth
Low IEPs 8% across ALL content
areas
Average IEPs 10% grade growth
Lower Scale IEPs 0 – 33% NWEA scale range
Average IEPs 34 – 66% NWEA scale
range
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INNOVATIVE PRACTICE AND IMPLEMENTATION
Some of the major innovative practices implemented over the past five years and
currently set in place for the 2013-2014 school year are as follows:
Common prep times for teaming, addressing individual student needs, and
building teaching Interventions
Data collection and analysis
Using data to drive instruction
Goal setting based on a mind-set of continuous improvement
SIOP and structured reading interventions
RTI-Response to Interventions
These innovative practices have been implemented in accordance with the Minnesota
International Middle School’s strategic vision for improving student academic
achievement. Our primary focus is on learning. Being in accordance with various
professional learning community models, we emphasize a collaborative teaming model
in our school, holding high expectations for all students, in which continuous
improvement and essential learning outcomes are results based.
The other half of our innovative practices put in place to ensure our strategic vision
come to fruition is:
An entire teaching staff that is dedicated to:
Commit to learning for all
Build shared vision and values
Work in collaborative teams
Establish essential outcomes
Examine student data to improve instruction
Commit to continuous improvement
PROGRAM CHALLENGES
The school was created to provide a rigorous education for children while maintaining a culturally sensitive environment. We will continue to support and inspire the educational success of our students. In addition, we want to continue to establish good relations with our parents and East African community members. As our world becomes a more global society, we strive to integrate real-world experiences and examples for our students on how to progress in today’s society while maintaining their cultural heritage. Space allocations within the building has become the greatest challenge at times due to
high demand from growing populations and programs. In addition, there is a strong
advocacy from the community to offer a gifted and talented program which, due to the
lack of funding and space is prohibitive at this time.
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FUTURE GOALS FOR THE 2013-2014 SCHOOL YEAR
ACADEMIC GOALS
Sub-Category Goal Measurement
MCA Testing Goal #1: MIMS will increase the number of
proficient students in all academic areas
considered for adequate yearly progress
determination and addressed by the MCA
assessment by at least 3% each contract
year.
MCA tests administered in the spring
of each academic year.
Goal #2: MIMS will decrease the number of
students in the ―Does Not Meet category in
all academic areas addressed by the MCA
assessment by at least 3% each contract
year.
NWEA Testing Goal #3: 85% of students taking the NWEA
will meet their expected growth targets in
math according to NWEA national
benchmarks.
NWEA MAP tests administered at
least twice each contract year.
Goal #4: 85% of students taking the NWEA
will meet their expected growth targets in
reading according to NWEA national
benchmarks.
ELL Testing Goal #5: MIMS students taking the
ACCESS test will exceed the state average
for students taking the test by at least 5% in
all categories
Testing administered to ELL students
each contract year as determined by
the state of Minnesota. Note that the
only student subgroup at MIMS is
ELL students. Make AMAO in all
categories.
Special
Education
Goal #6: Special education students taking
the NWEA as designated by their IEPs will
meet their expected growth target according
to NWEA national benchmarks.
NWEA testing administered at least
twice a year.
Note that all special education students
will also have additional goals identified
in their IEPs, including documenting
specific instructional and other services
that the school must make available for
each individual student. In addition, MIMS
will continue to actively reorient parents
regarding its special education services,
programs and options through the
school's child find policy to further
encourage and support greater student
access to special education services.
MMR MIMS will meet MMR (AYP)
requirements in both Reading and Math.
MDE notification and website
information.
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NON-ACADEMIC GOALS
Data Analysis
and Individual
Learning Plans
The school continues to focus its attention analyzing student data. Teachers will be introduced
and trained into the esponse through Intervention TI model. Teachers and faculty will com
pile data f rom assessments and then set goals through individual plans. Additionally, teachers
will be able to create, implement, and track specific interventions for students in areas where
improvement is needed. The teaching staff has been trained on utilizing “ iewpoint” a data
warehouse system that tracks student progress in a variety of district and state assessments.
The next step will be to convert the data into individualized learning plans where teachers and
students can track progress. Teaching staff are required to attend weekly grade level team
meetings to discuss progress. One af ternoon a week is also set for teaching staff to meet with
one another to create and or modify instruction to meet the needs of each student. This requires
extensive collaboration between general education and specialist teachers. The school has tak
en steps to modify the daily schedule so that faculty can meet daily to discuss student needs.
Updating Media
Center and
Continue ead
ing Coordinator
Data Specialist
Areas
In order to better serve the needs of our students, funding has been set aside to continue the
media specialist position and update the current media center. The goal of this project is to edu
cate on proper library and technology skills. esources have been set aside to create a refer
ence section for student and faculty usage in order to provide support for students and imple
ment a universal research program for the school. Additionally, provide resources that are easily
accessible to the staff in order to incorporate updated information into their curricula. Lastly, the
importance of motivating students to read is critical to student success. The school wants their
students to take pride in their library and be excited to utilize the facility as much as possible.
The areas of reading and data are also areas where the school would like to continue to improve
upon. The reading specialist position is its third year of implementation. The goal is to ref ine
programming in instructional practices and provide students with resources to increase their
reading levels. This also includes training all staff in providing reading support in all content are
as. As mentioned in previous sections, data and esponse to Intervention TI has become an
important focus for the middle school. The data specialist will again work closely with the teach
ers to track student progress and discuss intervention strategies to incorporate into the class
room. Mandatory weekly meetings will take place with each grade level team and will be led by
the data specialist in order to set goals for the students. By the second trimester the goal is to
have teachers trained in using electronic individualized learning plans in order to facilitate better
teaching strategies and increase parent involvement. Another goal with respect to data is to
create times in the schedule where teachers can facilitate activities for remediation and enrich
ment.
Continue Focus
on Parent
Involvement
One goal we have for the 2013-2014 school year is to continue hosting family involvement day.
This would give parents and staff a chance to interact in a more social manner. The intent is for
parents to express their thoughts as well as their visions for their children at the school. Addi
tionally, teachers in each grade level will hold regular meetings in the evenings with parents to
update families on the content and skills being taught to their students. Moreover, teachers and
parents will have the opportunity to discuss student concerns on a regular basis in addition to
parent teacher conferences. The school will continue to provide opportunities for parents and
community members to gather and share information with the school on a regular basis. News
letters and progress reports will be sent out regularly. The district website is also receiving up
grades that will provide more detailed information for parents and community members in the
district.
With respect to conference attendance the school will work to maintain the attendance rate of a t least
90 .
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STUDENT AND DISTRICT
Increase Professional Devel opment for Teaching Staff
100 of staff will receive weekly and semimonthly professional development during
the 2013-2014 school year in areas such as improving ELL LEP instruction and skills, the SIOP Model, esponsive Classroom, nonverbal classroom management, reading instruction, PLC development, and effective use of data.
For the 2013-14 year the administration will take an aggressive approach to profes sional development. Time and resources have been set aside for professional de velopment. Investments in teacher training will aid in facilitating on site ongoing
training. esearch conducted by the district supports a three tiered approach to staff support. The three elements include peer mentoring, professional learning communities, and on-going professional development opportunities. To make this a
reality, the district will implement programs that nurture the growth of beginning teachers, create a systematic approach to meeting the needs of students, and em powering experienced teachers to become more active in their students’ learning.
esource Allocation to Tech nology and Online e sources
To enhance 21st century skills and provide resources that are readily available for
academic use the district has assigned resources to enhancing technology and online resources. This includes building a formal computer lab. Additionally, cur rent technology has been upgraded in classrooms and creating a mobile lab cart.
The district is currently researching SMA TBoard technology for academic purpos es. Additionally, funds will be invested in the continuation of current online pro grams such as enaissance Learning and expand its programs with the additions of
I L and Odyssey Learning. The goals are to provide resources for remediation that students can access outside of the school day.
Continue Program Collaboration with Community
Students have had many opportunities to work with students f rom other communi
ties. For example, volunteers f rom Cretin -Durham Hall High School in St. Paul spent many hours working with students in small groups and one-on-one. Other community activities included organizing a team to collect books for a “Books for
Africa” campaign and donating time to Feed My Starving Children where several meals were made for poverty stricken families in the metropolitan area. The Minne sota International Middle School will continue to facilitate collaboration with the sur
rounding community during the 2013 -2014 year.
Input strategic program to facilitate In depth Character Education and Extracurricu lar Programming
For the 2013-2014 school year the administration and school faculty will be imple
menting Character Education and extracurricular programming for the students. The purpose of the programs is to build a healthy school community that fosters a safe and respectful environment in which to promote high expectations for student
academic, social, and emotional growth. Furthermore, students will have personal stake in their learning community and have opportunities to participate in a variety or academic, social, and athletic programs. All programs will be integrated into the
daily curriculum in order to make activities part of the daily academic and non-academic elements of the institution.
Maintaining Strong Enrollment and Attendance
The school will maintain an enrollment of at least 320 students for the year. The
school will also maintain a 95 student attendance rate for the 2013 -2014 year.
Disciplinary Action
No more than 5 of students will be referred for more than 1 disciplinary concern
during the year.
Maintain fund balance of 10 or more for the 2013-2014 ear
Currently MIMS has a fund balance of 19 . We want to continue this healthy fund
balance while meeting the needs of all students.
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29
MINNESOTA INTERNATIONAL MIDDLE SCHOOL
PARENT SURVEY
In the spring of the 2013 school year the Minnesota International Middle School District
conducted a survey of parents to measure satisfaction on a variety of academic and
non-academic program elements. The survey was administered in June of 2013. More
than 108 families participated in the survey.
The following are some of the findings:
97% of parents rated the school environment as a safe place for students to
receive their education.
Parent satisfaction is high in teacher and faculty performance of notifying
families of progress in academic performance.
More than two-thirds of families approve of the online intervention programs
available for students at home and utilize the resources on a regular basis.
Over 90% of parents stated that they felt that the district dealt with academic
concerns in an expeditious manner.
Parents suggested that the district offer extracurricular programs to students
after school.
Parents showed high interest in attending district sponsored seminars on how
to support student learning outside of the classroom.
This survey was given in conjunction with the annual Title I program survey on federal
funding allocation.
ADDITIONAL SURVEY INFORMATION
Minnesota International Middle School also participated in the 2013 Minnesota Student
Survey. This voluntary survey is given once every three years to provide parents,
youth, and their communities an opportunity to communicate about issues related to
health, safety, and academic performance. The district will receive results in the 2013-
14 school year and will share results with the public at that time.
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DISTRICT FINANCES
The Minnesota International Middle School Board of Directors works diligently to create
and oversee all financial matters in order to ensure that the district is run as efficiently
as possible.
EXPLANATION
The school is funded by public dollars from both the state and federal government.
Revenues: The general operating fund revenue for the school for 2012-2013 was
$4,712,515.
The state hold back for this past year began at 40% and then was
decreased to 18% of our operating funds.
Expenditures: The expenses of the school can be broken down into the following
categories:
School Support Services: Includes Administration, Staff Development,
Memberships, Financial Services, General Supplies, Communication
Services, and Technology Equipment.
Regular Instruction: Includes Staff Salaries & Benefits, Instructional
Materials, Textbooks, Testing Services, Media Resources, and
Technology.
Instructional Support Services: Includes Staff Development, Staff
Salaries & Benefits, and Materials.
Pupil Support Services: Includes Support Staff, Transportation, &
Technology.
Site & Building: Includes Custodial Services, Utilities, Repairs &
Maintenance, Building Lease, and Technology.
Fiscal & Fixed Costs: Includes insurance.
AUDIT SUMMARY
The Minnesota International Middle School Annual financial reporting audit for the fiscal
year that ended on June 30, 2012 was compiled and presented to the School Board by
CliftonLarsonAllen LLP.
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Financial Highlights:
Key financial highlights for the 2011-2012 fiscal year include the following:
Issuance of a “clean” audit report.
No compliance issues in regards on matters that could have significant implications to the
school.
No compliance issues in regards to reported with respect to Minnesota Statutes related to
charter schools and UFARS accounting.
The strong financial position is directly attributable to a stable student enrollment
Revenues of $4,762,546 were received and expenditures of $4,483,521 plus other financing,
which resulted in a $247,025 increase in fund balance.
Student enrollment grew from 334 students in 2010-2011 to 361 students in 2011-2012.
Financial Analysis of the School as a Whole:
Net Assets
The School’s net assets were $1,034,126 on June 30, 2012. The School’s net assets for 2011
were $710,725.
Changes in Net Assets
The School’s total revenues were $5,090,615 for the year ended June 30, 2012.
SOURCES OF FUNDS FY 12-13 BUDGET GENERAL FUND
USE OF FUNDS FUNCTION/ACTIVITY FY 12-13 BUDGET GENERAL FUND
32
DISTRICT AUTHORIZER
GENERAL INFORMATION
Since July 1st 2011 Minnesota International Middle School has been authorized by
Concordia University St. Paul. The Authorizer Representative is Mr. Tom Henderlite.
His contact information is listed below.
Contract Termination Date is 30 June, 2014
Contact: Title:
Address:
Email:
Mr. Tom Henderlite Concordia University Charter School Liaison Concordia University St. Paul 275 North Syndicate Street St. Paul, MN 55104 [email protected]
Authorizer oversight includes attending all board meetings and attending school and
community events. The authorizer will attend parent meetings, student events, and
award ceremonies. The Authorizer will request regular updates from the administration
and the board of directors on a regular basis in regards to academic and non-academic
goals set forth in the contract between the authorizer and the school.
REPORTING INFORMATION
In addition to the goals set forth by Minnesota International Middle School and
Concordia University St. Paul, MIMS reports to the Authorizer and sends reports as
requested in order to ensure transparency of operations. This information includes, but
is not limited to:
Calendar of Board Policies
Board Policies-Current
Board Member Training Log
Annual Review of Conflict of Interest
Board Membership with Notation of Representations
All Board Minutes
Financial reports
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DISTRICT REPORTING INFORMATION
Information for Minnesota International Middle School can be found through the website
of the Minnesota Department of Education’s Data eports and Analytics:
http://education.state.mn.us/MDEAnalytics/Reports.jsp
NON-PROFIT STATUS
The current Non-Profit status for the Minnesota International Middle Charter School is
active. Please see attached document.
http://www.ag.state.mn.us/charities/SearchResults2.asp Fed=311743008&Yr=CURR&cmdSearch=Submit
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35
APPENDIX
Enrollment forms for District’s 2013-2014 School Year
36
37
International Education Center
2013-2014
Enrollment Grades Kindergarten- Grade 8
First Name_____________________________ Last Name________________________
Address_________________________________________________________________
City_____________________________ State___________ Zip ____________________
Home Phone_________________________ Cell ________________________________
Grade_______________________
Parent Name(s) ___________________________________________________________
Guardian’s Name_________________________________________________________
Name of Previous School___________________________________________________
Siblings in TIES/MIMS/UMA:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Questions Please Call:
Ali Muse 612-990-7812
Abdirashid Warsame 651-230-4600
Abdullah Mohamed 651-230-4700
Twin Cities International Elementary School Minnesota International Middle School
277 12th Avenue North Minneapolis MN 55401-1026
TIES Phone: 612.821.6470
Fax: 612.821.6477
MIMS Phone: 612.465.8465
Fax: 612.465.8411
The International Schools do not discriminate based on age, gender,
ethnicity, economic status, religion or services needed.
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39
INTERNATIONAL EDUCATION CENTER I am applying for: Schools K-8 TIES – MIMS □ TIES (K-4
th grade) 277 – 12
th Avenue North, Minneapolis, MN 55401
□ MIMS (5th
-8th
grade) ENROLLMENT FORM 2013-2014
*Please print clearly
Student’s Legal Name Male or Female Age as of Today’s Date: _____ years old (First Name) (Middle Name) (Last Name)
Do you have a Social Security #? Yes or No Student Social Security # __ __ __ - __ __ - __ __ __ ___ Date of Birth / / (month/day/year)
Home Address Apartment # City Zip Code
Home Phone Number ( ) Expected Grade in 2013/2014 _____
Lives with /Guardian (Name) _______________________________Relationship to student __________________Phone Number ( )
Mother’s Name Phone Number ( ) (home / work / cell)
Father’s Name Phone Number ( ) (home / work / cell)
*EMERGENCY CONTACT (someone other than the guardian or resident of home address, with a different phone number other than home phone)
*Emergency Contact Name Relationship to Student ________________Phone Number ( )
Does your student have sisters and/or brothers at TIES, MIMS, or UMA?
Name Grade 2013-2014 Name Grade 2013-2014
Name Grade 2013-2014 Name Grade 2013-2014
Name Grade 2013-2014 Name Grade 2013-2014
Country of Birth Nationality (Nationalities) _________________________
If country of birth is not the United States, what is the Date arrived in the U.S. _______________(month/day/year)
Date started first U.S. School __________________(month/day/year) Name of school ____________________________Location__________________
ADDITIONAL INFORMATION AND **SIGNATURE IS REQUIRED ON REVERSE SIDE OF THIS FORM
Today’s DATE: The International Schools
are public schools. We do
not discriminate on the
basis of race, religion,
ethnicity, sexual
orientation or gender.
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PREVIOUS SCHOOL INFORMATION
Name of Last School Attended Location/Address of Last School
Last grade level in previous school ________ Last Date of Attendance in previous school _____/_____/_____
Has the student ever attended school in the State of Minnesota? Yes or No
If yes, Name of School ______________________________________Location/Address ____________________________When (date)______________
Has the student ever attended TIES (elementary school) or MIMS (middle school) or UMA (high school) here before? Yes or No
If yes, which school (TIES – MIMS - UMA) dates (school year) attended: ________________________
LANGUAGE INFORMATION
Primary Language __________________________List all the languages your student speaks________________________________________________________________
Which language did your student learn first? ____________________ Which language is most often spoken in your home? ____________________
Which language does your student usually speak?_________________ Which language do you use when speaking to this student? ______________
DECLARATION OF RACIAL / ETHNIC BACKGROUND (federal & state government requires this information)
Is the student Hispanic/Latino?
____No, not Hispanic/Latino
____Yes, Hispanic/Lation (A person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin, regardless of race.)
What is the student’s race?
____American Indian or Alaska Native
____Asian
____Black or African American
____Native Hawaiian or Other Pacific Islander
____White
**SIGNATURE Guardian / Parent / Adult Student (that this information is true):_____________________________________________________Date______________
FOR OFFICE ONLY: STUDENT ENTRY & CHECKLIST Intake Person(s)______________________________ Enrolled in TIES / MIMS 1st Start Date______/______/______ Grade in 2013-14 _____ Date entered into PowerSchool ____/_____/_____ By ____
Student ID # __________________________ MARSS ID # ______________________________ Meal ID #______________ □ Student Folder □ Student Entry Checklist & PS entry completed □ F/R Meal Application Form □ Emergency Contact Information Form □ Health Records & Immunizations (or No Consent Form) □ ID Documentation __________________ □ Previous Transcript & Records Requested □ Records Received □ PS: Class Placement Schedule □ PS: Demo.pg □ PS: Emerg. Pg □ PS: MARSS pg □ PS: Last School/ LEP pg
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Minnesota International Middle Charter School
Independent School District #4078
277 12th Avenue North
Minneapolis, MN 55401-1026
www.mninternationalmiddleschool.org
Proudly serving over seventeen cities in three counties through equal opportunity and education.