North Community High School

Academy of Science, Technology,

Engineering & Mathematics
(NSTEM)
Academy Design Plan

Design Team
Cecilia Saddler - Associate Superintendent
Shawn Harris-Berry, Principal
Natalie Rasmussen - Assistant Principal
Diane Doolittle - Project Manager
Vincent Brevetti - ISA
Sylvia Rabiner - ISA
Sara Etzel - Director STEM/CTE
Paul Klym - STEM/CTE
Charlene Ellingson - MPS STEM
Elizabeth Stretch - MPS STEM
Christina Isenberg - IT Service Management
Chad Carr - Real Estate and Facilities
Terry Dinovo - Materials Coordinator Teaching and learning
Melanie Crawford - Director Talent Development & Advanced Learning
Mary Bock - Teacher, Transitions Plus
Tammy Fredrickson - Director, Budget Planning
Terry Henry - Executive Director, College and Career Readiness
Jocelyn Beard - Community Engagement
David Richards - Manager, Capital Planning
Lanise Block - Strategic Projects
Jennifer Rose - Secondary Science Education
Chris Wernimont Secondary Math Education
Rochelle Cox - Executive Director, Special Education
Mercedes Reynolds - Aspiring Principal Intern
Karon Cunningham - Principal, Franklin Middle School
Joshua Roland-Fuchs - Assistant Principal, Franklin Middle School
Jim Liston - Student Information Analyst
David Dudycha - Human Resources
Scott James - Director of Transportation
Mark Bollinger - Executive Director, Facilities
Macarre Traynham - Executive Director, Teaching & Learning
Ryan Fair - Director, Enrollment Management & Student Placement Services
Martha Amundson - Director, Special Education
Michael Prestine - Planning and Design Manager
Tiffany Miller - Student Enrollment & Retention
Julie Beddow-Schubert - Director, Instructional Technology
Stephanie Buckley - Planning & Design Manager
Frederick Lemke - Planning & Design Manager
Kelsey Clark - Counselor
Elisa Iha; Project Manager - External Partnerships
Jodi Danielson - Teacher, Counselor
Kari Delgado - Communications
James Bierma - Counseling Lead
Matthew Felt - IT Field Support
Harry Bolkcom - Manager, Transportation
Jessica Wallace - Human Resources Consultant
Roger Martinez - Manager, Transportation
Jonathan Ledeboer - Coordinator, GoTo Student Transportation

Table of Contents (Specific ISA Principle)

Section I: NSTEM Mission Statement
Section II: NSTEM Curriculum and Instructional Model (1)
Section III: Continuous Professional Development (3)
Section IV: Distributed Counseling/ Dedicated Team of Teachers and Counselor (4/5)
Section V: Continuous Organizational Improvement (7)
Section VI: Extended School Day and School Year (2)
Section VII: Parent Involvement (6)

SECTION I: NSTEM MISSION STATEMENT

Mission: North Community High School Academy of Science, Technology, Engineering and
Mathematics (NSTEM), whose mission is aligned with North Academy of Arts and
Communications (NAAC): to ensure that all students acquire the knowledge, skills, and habits to
succeed in a challenging college program and 21 century workforce. We are committed to advancing
students from their present level of academic performance to a level that exceeds high school
standards.
st

Vision: NSTEMs unique vision is to promote STEM-literate graduates to foster innovative

thinking through STEM teaching and learning, a passion for inquiry, and a compassion for others
to enrich our community and our world.
NSTEM Program Statement: North Community High School STEM Academy NSTEM, is a
rigorous, college preparatory program that emphasizes Project-Based Learning as a means to
study Science, Technology, Engineering and Math. Students use active, hands-on methods to
answer the age-old question: Why? This concept of Why? is demonstrated using an
interdisciplinary, thematic curricular approach: Why is Science a reliable predictor of outcomes
related to Social Studies? Why is it important to be an effective writer in order to fully
understand Math? With the help of technology, students use the principles of engineering to
apply what they learn in order to benefit their school, their community and their future.
SECTION II: SCHOOL CURRICULUM AND INSTRUCTIONAL MODEL
NSTEM strives to empower students to think critically, reflectively, and apply their knowledge
and skills to a greater context. Students experience unique opportunities for STEM education
with rigorous and relevant hands-on investigations through inquiry-based instruction, integrated
curriculum, collaboration, and the practical application of the principles of the STEM disciplines.
Abstract: American public institutions of secondary education are mandated to offer English
Language Arts, Social Studies, Science and Mathematics education. By simply following
traditional educational approaches, NSTEM would automatically address the S and the M
components of school. While NSTEM will certainly meet these requirements, core classes are
not merely stand alone courses fulfilling the state mandates, but rather, exceeding them by truly
integrating powerful interdisciplinary practices whereby students can not only learn the material,
but also see how it is interconnected and applied in a real world context. Technology is not just
an elective. Instead, it is infused in every core class. Engineering is not just a class. It is the
design process that permeates all curricula.
NSTEM students will be presented with a variety of problem based and project based scenarios hypothetical and virtual - in which they will have to summon all of their intellectual resources to
produce a solution.
As a vehicle to this end, NSTEM plans to utilize the Project Lead The Way (PLTW) Computer
Science Course Pathway for the following reasons:
1. It will be a new and unique pathway for MPS

2.
3.
4.
5.

PLTW is a fully outlined and respected curriculum.

New and subsequent PTLW CS courses are due to be launched in the next 3 years.
It prepares for culmination in Advanced Placement Computer Science Principles.
There is a paucity of African American, Hispanic, Native American, and female students
who take computer science courses, sit for the AP CS test, and major in computer
science.
6. A computer science pathway could aid in the integration of North High School.
7. Presently, computing jobs are at 2.9 times the state average demand.
To sum it up, a quote from Neil Plotnick, nationally award-winning computer science teacher:
Computer science is too often defined by what its not. Students, teachers, and administrators
frequently characterize computer science as a discipline dominated by people who stare at
screens, mindlessly inputting reams of arcane code, or geniuses who thwart bank heists and
assassinations. Others believe that mastering office applications or producing a webpage form the
core of computer science education.
In reality, students in my class learn to develop computational thinking skills. Using a computer to
solve real-world problems does indeed require becoming familiar with acronyms, mastering some
basic algorithms, and writing commands in Python, Javascript, or other languages. However, the
most critical skills that students will be expected to master involve collaboration, presentation,
and knowing how to break a task down into its essential steps.
By approaching computer science as a flexible tool that is vital in many disciplines, students will
appreciate how learning to program can benefit them in whatever career path they chose.
Teachers in all content areas can also see the value in integrating computer science principles in
their practice.

To ensure that NSTEM graduates are equipped with skills to meet the academic rigor of a
college/university program as well as the 21st century workplace, students will be engaged in and
increasingly demanding coherent curriculum that develops their critical thinking and
communication skills.
NSTEM students will:
Raise and pursue questions through academic discourse, research, and educational and
personal experiences that transcend the classroom.
Effectively communicate their thinking with cited credible evidence through writing,
speaking, exhibition and projects, critiques and reflections.
Practice being open to others viewpoints exercise creative thinking.
Work collaboratively with peers
Make connections across content areas, personal beliefs, surrounding communities and
beyond
Gain a broad understanding of a variety of disciplines through coursework that supports
students pursuit of knowledge and understanding
Gain a deep understanding of at least one discipline of interest through a student designed
senior project and internship
Participate in extended day and school activities to further hone inquiry, critical thinking
and communication skills by utilizing the school facilities and programs (i.e., Robotics
Team, Math League, Science Olympiad)
Share and reflect on both the processes and products of their learning experiences
Take action based on their learning, and personal convictions

Curriculum
Teachers will collaboratively engage in the Understanding by Design (McTighe & Wiggins,
1998) process to design their courses of study as well as partner with college professors and field
experts to create an intellectually coherent curriculum that progressively challenges students and
fosters student-led inquiry and projects. These partnerships will also provide opportunities for
teachers, professors, and field experts in residency to develop multiple assessments across content
areas with grade-leveled interims and benchmarks that measure student achievement and co-teach
lessons and units that will yield authentic learning experiences within and outside classrooms.
Regularly scheduled PDPLC and team planning sessions as well as whole staff professional
development sessions will be dedicated to support these efforts. This will be discussed further in
the Professional Development section.
NSTEM will infuse technology into many aspects of its core classes.
Science will routinely employ Vernier technology for a dynamic way to teach science and STEM
integration. Vernier puts easy-to-use data loggers, sensors, experiments and graphing/analysis
software into the hands of students, helping teachers develop the next generation of scientists and
engineers.
Mathematics will be viewed as tech algebra and tech geometry with the use of technological
tools such as The Geometers Sketchpad and with students creating computer programs to solve
algebraic equations.
Social Studies will use the internet, Microsoft/Google, and technological applications such as
iMovie in order to research, analyze and present how historical events, people and problems have
shaped the present and how the present mirrors not only the past, but also informs the future.
Technology will aid in the scholarly citations of primary documents.
English Language Arts will use aspects of Microsoft/Google technology in order to present
annotation, aspects of technical writing, and scholarly citations of literary work.
Common Practices
Pedagogical practices that will be evident in all classrooms and content areas are as follows:
Every lesson/unit will cultivate one or more habits of mind (intellectual openness,
inquisitiveness, analysis, reasoning, interpretation, precision and accuracy, problem
solving)
Habits of work (taking and studying class notes, time management, self-monitoring,
using information resources, communicating with teachers and advisors, working in
collaborative groups, etc.)
The what (learning objective), why (relevance), and how (rubric) for every lesson/will be
posted and discussed with students
Daily class agendas with designated time allocation for learning activities will be posted
and discussed with students in an effort to create a sense of urgency surrounding learning
Opportunities for writing will be provided to students every day in every class
Grade leveled writing rubrics will be posted in every class and regularly discussed with
students
Students will be taught and strongly encouraged to develop and hone their public
speaking skills
Programming

The following programmatic structure will be implemented to further ensure that NSTEM
graduates are college and career ready:
A Special Education teacher will deliver services through a push-in model. This will
allow SPED students the opportunity to be engaged with the same curriculum as their
regular education peers throughout the school day.

NSTEM: North Community High School STEM Academy

Academic Requirements
9 grade

10 grade

11 grade

12 grade

Advisory

Building
Communit
y
Why is
Going to
College
Important?
Desiring
Academic
Rigor

Understandin
g Yourself
Preparing
Yourself for
College

Whats the Best

Fit?
Researching
Colleges,
Universities, and
Careers

Mapping
Your
Future
Applying
for
Colleges
and/or Jobs

English
*AP
Advanced
Placemen
t
*CIS
College in
the
School (U
of MN)

ELA 9
Emphasis
on several
genres of
writing

ELA 10
or
Pre-AP
Language and
Composition

ELA 11
or
AP Language and
Composition

ELA 12
or
CIS
Writing:
1201 &
1301

Math

Intermediat
e Algebra
or
Geometry

Geometry
or
Algebra II

Algebra II
or
Pre Calculus

College
Level
Mathematic
s
(Calculus,
Statistics)

Science

Physical
Science

Biology

Chemistry
or
Physics

College
Level
Science,
or other
Science
Electives

Social
Studies

AP Human
Geography

World History
or

US History
or

Economics
&

th

th

th

th

AP World
History

AP US History

Government
or
AP
Government

Computer Science
Applications

AP
Computer
Science
Principles

PLTW
Compute
r Science

IC3 .5 year
Introductio
n to
Computer
Science .5
year

Computer
Science &
Software
Engineering

Electives

Fine Arts:
(Band,
Choir, Art,
Dance,
Radio,
Theater)

Physical Education/Health
Spanish
Another Math, ELA, Social Studies, or
Science course

Study Hall
for Students
taking
Multiple AP
Courses

*Advanced Placement Successful assessment can earn college credit

*College in the School Successful coursework will earn college credit
Core Components
Interdisciplinary
Unit
Support
Classes
Support
Services

Work-Based
Learning
College
Visits

Your Place in
the World

Thinking and
Knowing

ELA

ELA
Algebra

Making it All
Work
Math Support
Research
Development

Improving
Your World
Senior
Capstone
Project

AchieveMpls!
College
Coaches
NAZ

AchieveMpls!
College
Coaches
NAZ

Mankato
Universitys
ACT Prep
NAZ
College
Possible

Mankato
Universitys
ACT Prep
NAZ
College
Possible

Site Visits

Job
Shadowing

Job
Shadowing
Internships

Internships
Genesys
Works

City Colleges
&
Universities
U of MN
Augsburg
College
MCTC
North

State
Colleges &
Universities
Mankato
St. Cloud
Winona
River Falls
Eau Claire

Out-of-State
Colleges &
Universities
Historically
Black Colleges
& Universities:
Spellman
Clark, Fisk

Visits
Continue
Based on
Interest

Business
Partners

Hennepin
Tech
St. Catherine
Concordia

Stout

Morehouse
Tuskegee, etc.

Wilderness
Inquiry

Wilderness
Inquiry

Wilderness
Inquiry

Wilderness
Inquiry

SECTION III: CONTINUOUS PROFESSIONAL DEVELOPMENT

The mission of North Academy of Science, Technology, Engineering and Mathematics requires
that teachers design curriculum to prepare students to be college and career ready through an
inquiry/project-based instructional framework that combines STEM integration and
communication skills. Units of study will include opportunities for students to build and grow in
all content areas, conduct authentic research, find connections across disciplines, build
interpersonal and intrapersonal dexterity through frequent collaboration, articulate novel ideas,
and share their learning in a variety of ways. Teachers will support and extend student learning
through the implementation of technology, teacher and peer critiques, written reflections, revision
of student work, and the frequent use of the engineering design process to refine procedures and
student products.
To support teachers as they engage in this work, NSTEM administration and staff will participate
in ISAs Summer Institute as well as state and district professional development. In addition, ongoing staff development sessions will be offered on a bi-monthly basis. Teachers will benefit
from receiving professional development from ISA coaches and workshop facilitators, school
administrators, a STEM integration instructional coordinator, district content leaders and field
experts.
Professional development during NSTEMs first year will focus on the following goals:
1. Integrating the Seven Guiding Principles of ISA and NSTEMs design.
2. Understanding and implementing MPSs content related Focused Instruction and
curriculum mapping.
3. Developing curriculum and assessments through the Understanding by Design (UbD)
process.
4. Identifying key projects that exist at the nexus of core course curricula.
5. Incorporating technology use for both teachers and students in every classroom.
6. Expanding teachers repertoire of inquiry-based instructional strategies.
7. Implementing computer science, engineering principles, and communication skills across
content areas.
8. Understanding cultural responsiveness and the schools diverse student learning
community.
Standards of Effective Instruction (SOEI)
In support of Minneapolis Public Schools goal to ensure that all students are engaged in rigorous
instruction and college and career ready upon graduation, the Standards of Effective Instruction
has been employed as a formalized process to evaluate classroom instruction and provide teachers
with professional feedback and support. All Academy licensed staff members will be required to
engage in this process at least once per year for tenured teachers and three times per year for nontenured teachers. This process includes the examination of four domains: 1) planning and
preparation, 2) classroom environment, 3) classroom instruction, and 4) professional

responsibilities. In addition to the observation, this process includes a pre and post observation
conference between the teacher and administrator. This process allows administration to examine
the effectiveness of classroom instruction using a standardized rubric which supports a shared
language and an agreed upon standard within NSTEM and throughout the school district.
Teachers will be required to meet with administration individually to examine data and discuss
their students academic progress.
ISA 2016 Summer Institute
During the ISA Summer Institute, the staff will receive professional development in inquirybased instruction specific to their content area, as well as development for building strong
Advisories and lesson planning using the Understanding by Design framework. This will be
achieved through the collaborative efforts of ISA workshop facilitators and coaches, and the
schools administrators.
NSTEM 2016 Summer Institute
The staff will participate in an Academy Summer Institute that will focus on unpacking ISAs
Seven Guiding Principles and school design, establishing school-wide academic and operational
essential agreements and protocols, community building, diversity and cultural responsive
pedagogy, technology training and STEM integration exploration. These staff development
sessions will be facilitated by the Academys administrators and instructional leader, district staff,
and field experts.
Ongoing Professional Development
In the fall of 2016, the NSTEM staff will begin collaborating with an ISA coach in the
development of a 9-12 writing curriculum. Staff will also receive professional development in
designing classroom instruction that addresses students various learning styles as well as
technology training. After examining the further professional development needs and requests
from the staff, an action plan will be created by teachers, administrators, and the ISA coach that
identifies immediate areas of focus. This will, in turn, determine our professional development
calendar.
SECTION IV: DISTRIBUTED COUNSELING/DEDICATED TEAM OF TEACHERS
AND COUNSELOR
As mentioned previously, NSTEM is an academy designed to meet the academic and socialemotional development of its students. Distributed counseling consists of a Licensed School
Counselor and a dedicated team of teacher advisors whose purpose is to leverage strong
relationships and encourage students to strive towards higher levels of academic performance.
These relationships will improve our students quality of education. Our students will also
receive social-emotional support through the schools partnerships with community-based
organizations.
Team Structure
Each teacher/advisor will serve on a grade-leveled team that will be assigned a group of students
for whom the team is responsible for monitoring and providing academic and social-emotional
support. To ensure students concerns are addressed in a professional, comprehensive, and timely
manner, each team of teachers and the counselor will establish a protocol for discussion. They
will meet weekly to address student academic progress and any other factors that are accelerating
or impeding their learning. During these meetings, the team will establish an action plan for the
student(s), identify the staff member(s) responsible for the implementation of the plan and set a
follow-up review date to discuss students progress. When appropriate, parents and/or students

will be invited to attend these meetings. For example, a parent and student may be invited to a
meeting when the student has not made adequate progress on an implemented action plan. In all
cases, parents and students will be briefed on the action plan and their input sought. Afterwards,
a contract will be drafted and signed by the advisor, student, and parent.
Assigned Advisor
All teachers will be assigned a small group of students to whom he/she will serve as an advisor.
As an advisor, teachers will be responsible for monitoring and advocating for their advisees.
They will also be the point-of-contact for parents. Advisors will facilitate all team discussions
regarding their advisees and parent conferences. In addition, advisors will be responsible for
writing two comprehensive reports, one at the end of each semester, to be given to parents,
students, and administration. These reports will outline the students academic progress,
performance and social-emotional development. Advisors will receive professional development
facilitated by the counselor regarding the legal ramifications and responsibilities of being a
mandatory reporter. Advisors will also receive professional development by administration,
regarding the MPS Disciplinary Policy. This policy outlines behavior infractions and
interventions. Advisors will be required to report student behavior infractions that mandate an
out-of-school suspension, administrative transfer, or expulsion to administration.
Advisory
Advisory will be a credit-bearing course offered daily. Advisors will engage students in units
developed by staff. The components of the Advisory in the 9 grade may include but are not
limited to: community building; college and career readiness; Habits of Mind; and exploration of
self, home, school, and the larger community. The college and career readiness unit will be
designed and implemented in partnership with AchieveMpls, a nonprofit organization contracted
by MPS to assist in the development of its college and career readiness curriculum. This unit will
include topics such as career exploration; job-seeking skills; on the job skills; finding a college;
applying to college; and college life, and will be implemented throughout the school year. In
addition, the counselor will work closely with advisors, students, and parents to ensure safety nets
are in place to support students in their academic and social-emotional endeavors.
th

Other Community-Based Partnerships/Wrap-Around Services

North High School houses a NorthPoint School Based Clinic where students (and their children)
can receive medical and counseling services. Services include but are not limited to: physicals,
immunizations, pregnancy tests, testing and treatment for STIs, prenatal care, and birth control;
treatment for depression, anxiety, family and relationship issues; optometry and dental care.
These services are free, confidential, and available to all students.
The Northside Achievement Zone project partners with North High School. This cradle to college
program works directly with students and their families. An Academic Navigator is assigned and
placed at the school for the purpose of supporting students in achieving academic excellence.
This person also keeps families informed of school expectations and events. Another individual
referred to as the Connector, will be assigned to the families. This person will assist the families
in the areas of behavioral and physical health, career, finance, housing, out-of-school time, and
early childhood education. This added support will assist in stabilizing families and minimizing
the disruption of students learning. The school counselor will also work closely with the
Academic Navigator and Connector to prevent overlapping services.
SECTION V: CONTINUOUS ORGANIZATIONAL IMPROVEMENT

The administration and staff of NSTEM will monitor the effectiveness of its application of the
ISAs Seven Guiding Principles, student achievement, and classroom instruction. This will be
accomplished through the utilization of ISAs assessment tools for writing and math; state and
district standardized tests; formative assessments; student work; and the Standards of Effective
Instruction (SOEI). Staff will be given time to complete these tasks during team planning,
professional learning/professional development communities (PDPLCs), individual data
conversations with administration, and pre and post SOEI observation conferences.
Progress on Implementation of the ISA Model
NSTEM will have representation on North High Schools Instructional Leadership Team, which
will meet twice per month to review its progress on implementation of the ISA Model, cite
evidence of implementation, and identify benchmark dates and responsibilities. This document
will be submitted to ISA on a date determined by the organization.

ISA Writing and Math Assessments

Students will be given an ISA writing and math assessment in the fall to determine their levels of
performance and to inform instruction. As mentioned previously, teachers will co-design a
writing curriculum with an ELA coach through the process of Understanding by Design.
Teachers will administrator on-going formative assessments throughout the year to monitor
students progress and adapt instruction as necessary. The ISA writing and math post assessments
will be given to students in the spring.
District Assessments: Measures of Academic Performance (MAP)
MAP reading tests will be taken by sophomores and MAP math tests will be taken by juniors at
least twice per year. The MAP tests are indicators of how students will perform on Minnesota
Comprehensive Assessments (MCAs). MAP test data will be used to determine interventions and
differentiation for students to show growth and proficiency in meeting or exceeding the state
standards. Additionally, in accordance with district mandates, NSTEM students will take regular
interim assessments in Physical Science (grade 9), Math (grades 9-10) and English Language Arts
(grades 9-11) and benchmark assessments in Biology, Chemistry, and Physics (grades 10 -12).
All assessments are for the purpose of informing instruction, assessing additional support, and
for recognizing growth and mastery.
State Assessments: Minnesota Comprehensive Assessment
The Minnesota Comprehensive Assessments (MCAs) are state tests in reading, mathematics, and
science that are used to meet federal and state legislative requirements. The tests are administered
every year to measure student performance relative to the Minnesota Academic Standards that
specify what students in a particular grade should know and be able to do. The assessments are
configured according to students year in school.

Reading: Grade 10
Mathematics: Grade 11
Biology: Grade 10

Formative Data
Teachers will develop on-going formative assessments to guide them in the creation of their
instruction. This can be accomplished through student written reflection, exits slips, quizzes,
observations, student work, conferring with students, etc. Teachers will study student work

across content areas during professional learning communities to determine the effectiveness of
school-wide teaching strategies. This will be done in partnership with the Academys ISA coach.
During common planning time, student discipline, attendance, credit accumulation, and college
admission will be examined to determine the appropriateness and timeliness of student
interventions. There will also be an on-going review of the Academys student schedule,
teachers work day, professional development plan, advisory issues, student and staff handbooks,
extended day offerings, parental involvement, etc., to ensure the schools effectiveness in
meeting the needs of students, families, and staff. Over time as the school expands, these factors
will be routinely examined by a designated committee.
SECTION VI: EXTENDED SCHOOL DAY AND SCHOOL YEAR
North Community High School NSTEMs extended school day and year program design will
provide opportunities for students to engage in learning experiences that will deepen their
understanding of their content courses which will further prepare them to meet the academic
demands of a college/university and the 21 century workplace. Students engagement in the
extended program will also enhance their development of communication and leadership skills.
The above will be achieved by employing academic enrichment and support classes, utilizing
professionals in the STEM field, and using the schools state of the art facilities. The afterschool
program will be offered Monday through Thursday, 3:15 to 4:45 p.m.
st

Academic Support
The NSTEMs extended school day program will provide students with tutorial assistance, as
well as additional time and adult support to work on class assignments and projects. Enrichment
classes, to include MPS On-line Courses and AP Classes, will also be offered. Students will also
have access to a student-lounge after school for the purpose of studying and small group
collaboration.
Skill Development
As mentioned in Section II, field experts will involve students in after school activities and
projects that will assist them in crafting their STEM and communication skills. Students may
elect to participate in clubs such as Robotics Team and other potential afterschool offerings that
lend themselves to exhibitions and performances and will also give students additional
opportunities to showcase their learning and skills.
Implementation Plan
The plan for implementation of the afterschool program is to offer Robotics Team that will be
designed by a lead teacher and co-taught with visiting residents. The purpose for this team is to
give students the opportunity to survey various genres within each discipline and provide their
input on future after school course offerings. It should be noted that the variety of course
offerings will increase as the school student population increases.
SECTION VII: PARENT INVOLVEMENT
Research supports the belief that parental involvement is a critical factor that positively
influences student achievement. There are a number of reasons why some parents have minimal
to no involvement in their childs schooling: their own personal unsatisfactory experience as
students; their lack of availability; an unwelcoming school environment; misinformation from the
bureaucracy of schools and districts; the reluctance of students to have their parents involved; and
failure to see relevance in their involvement.
North Community High School Academy of Science, Technology, Engineering & Mathematics
(NSTEM) staff is dedicated to providing a warm, welcoming atmosphere to engage parents as

genuine partners in the education of their children. We will use the following parent involvement
strategies to create a family-friendly, collaborative learning community that provides support and
services to students and their families:
Connecting Parents to Educational Opportunities (CPEO) Minneapolis Public Schools,
through its Office of Student, Family & Community Engagement, offers CPEO to all MPS
families. CPEO provides a framework for creating a community in which parents and teachers
collaborate to transform students educational environment, both at home and at school, so that all
students can achieve their greatest academic potential. The curriculum consists of the following:
How the school system functions and operates
Standardized tests and assessments
How to calculate GPA
Understanding report cards
How to effectively communicate with principals, teachers and other school staff
College Planning Resources (MPS Website, 2016)
During this seven-week course, parents will be asked to generate potential workshop topics they
feel are relevant in supporting their children academically, socially, and emotionally. These
workshops will be offered quarterly to parents during evenings and/or weekends. At the
conclusion of CPEO, a Principal/Teacher/Parent/Student Compact outlining each partys
responsibilities in the education of the student will be co-created and signed by all. The CPEO
course will be offered every fall.
Northside Achievement Zone (NAZ) - North Community High School has been identified as an
anchor school in the Promise Neighborhood Project. This initiative will provide wrap-around
support to our students and their family members in the areas of behavioral and physical health,
housing, and career and finance. In addition, an Academic Navigator will be staffed at the school
to provide academic support and advocacy.
Designated Advisor - Each student will have an advisor for the entire school year. Additional
information pertaining to the Advisory Model is discussed in the Distributed Counseling Section
of the schools design. Parents will have a designated licensed staff member, to whom they can
direct their questions or concerns regarding their childs academic, social, and emotional needs. In
turn, that same staff member will be responsible for keeping parents abreast of their childs
academic, social, and emotional progress. This model will not restrict parents or other staff
members from contacting each other.
Student Exhibitions, Showcases, and Student-led Conferences - NSTEM students will be
engaged in an inquiry/project-based curriculum and extended-day activities that will involve
public demonstrations of student learning. Students will also facilitate a student-led conference
between their advisor and parent/guardian in the spring. These activities will occur during the
school day, as well as in the evening to encourage parental attendance. For additional information
regarding the instructional framework and the extended day programming, refer to Sections II
and VI of this document.
Family Activities - Periodic STEM showcases, where students present models, research, created
inventions and other student work to parents and the larger community. The Annual National
African American Parent Involvement Day will be organized to further foster a collaborative
learning environment.

NSTEM Newsletters - Monthly newsletters featuring a principal letter, articles by teachers, a

parent liaison corner and upcoming school and district events will be published to keep families
informed of school related issues.
Volunteer Opportunities - Parents will have opportunities to volunteer in and outside of
classrooms. The Parent Liaison will be responsible for the coordination and training of
volunteers.
Open Door Policy - Parents are invited and encouraged to visit the school and classrooms for the
purpose of observation without advance notice to the school. It is recommended for conferences
with staff members that parents set up appointments to ensure they receive the undivided
attention of the individual or team.
Automated Calling System - The school will send automated phone calls to families with the
purpose of informing and reminding them of school and district activities.
2016/17 Licensed Staff Members
1.0 English Language Arts
1.0 Mathematics
1.0 Social Studies
1.0 Physical Science

1.0 Career & Technical Ed.

1.0 STEM Integration Coordinator (TOSA)
1.0 Special Ed. Resource Teacher

NSTEM Proposed Schedules 2016-2017

Student School Day
8:00 a.m. to 3:00 p.m. M-F
Student Extended Day 3:15 p.m. to 4:45 p.m. M-TH
Sports/Practices
Practices will begin at 4:30 p.m. (Approved by Athletic Director)
Teacher Work Day
Mon/Wed/ Fri
7:30 a.m. to 3:10 p.m. (7hrs and 40 min each day)
1380 mins
Tues/Thurs
7:30 a.m. to 4:00 p.m. (8hrs and 30 min each day)
1020 mins
2400 mins
or
40 hrs

North Community High School

Academy of Science, Technology, Engineering & Mathematics
Timetable of Implementation
OPENING DATE:

August 29, 2016

ISA Proposed Activities for the Creation, Launch, and First Year of North Community
STEM Academy: 2015-17
Outcome: ISA will partner with the Minneapolis Public Schools to: 1) design and develop North
STEM Academy (NSTEM), a semi-autonomous 9 -12 grade academy located at North
Community High School (NCHS) that will enact the ISA principles and a STEM educational
program that graduates students prepared for STEM college and career pathways, 2) plan the
launch and implementation of the first year of NSTEM, 3) develop a strategic plan for the second
year, and 4) develop the design of the North Community High School Campus.
th

Date
for
Activity
Fall
2015

Activity

Framing the Governance

Structure for North
Community High School
Meetings with the
principal, Math-Science AP,
district staff and ISA to:
o Create two semiautonomous academies:
NAAC
NSTEM
o Define role and

th

Outcome

A common
understanding of the
governance structure of
North Community High
School into 2 semiautonomous academies
and the leadership roles

MPS, NCHS

ISA

District, NCHS
principal and
science-math
AP

ISA
President, ISA
Senior
Program
Director
ISA/ NAAC
executive
coach and
NSTEM
leadership

responsibilities of principal
(Shawn Harris-Berry)
o Define role and
responsibilities of academy
directors (2016-17)
NAAC: Harris-Berry
NSTEM: Natalie
Rasmussen
o Define role and
responsibilities of executive
principal (Harris-Berry) and
academy directors (2017 +)

Fall
2015

Framing the
Organizational Structure
for North Community
High School

Meetings with the

principal, M-Sci AP,
district, and ISA to discuss
and design
o Staffing policy and
pattern for the semiautonomous academies
based on grade level teams
of teachers and a counselor
dedicated to each academy
o Policy on shared staff
o Student assignment
policy for the semiautonomous academies
o Space policy supporting
semi-autonomy:
Dedicated space
Shared space
Determining the role of
Parent & Community
involvement

Meetings with the

principal, M-Sci AP,
district, and ISA to discuss
the role of community
involvement and outreach
strategies and activities to
enact community
involvement regarding the
structure of the North
Campus and the
development of NSTEM
Academy

A common
understanding of the
organizational structure of
North Community High
School into 2 semiautonomous academies

Determination of
community involvement.
Identification of
strategies, activities, and
timeline for community
involvement in the design
of the NSTEM

The refinement of
ideas undergirding the
design and
development of NSTEM

Planning team
members, roles, goals,
tasks, activities, and
timeline identified

District
Principal
M-Sci AP

District
Principal
M-Sci AP

Chief of
Schools, Assoc.
Supt. For HSs,
Harris-Berry
Rasmussen,

District

Principal

M-Sci AP

coach

ISA
President,

ISA
Senior
Program
Director

ISA/
NAAC
executive
coach and
NSTEM
leadership
coach

ISA
President,

ISA
Senior
Program
Director

NSTEM
leadership
coach

ISA
President,

ISA
Senior
Program
Director

NSTEM
leadership
coach

Development of Advisory
Committee

Membership: External
partners, district reps,
STEM experts, ISA rep.,
NCHS principal, AP
Rasmussen

Thought partner for

design and implementation
of NSTEM
Development of a NSTEM
planning team

Meetings to:
o identify members of the
team to plan NSTEM,
criteria and constituencies
for membership, and
members roles
o identify goals, tasks,
activities, and timelines for
designing NSTEM
Academy
AP Rasmussen will chair
planning team
Fall,
2015

Development of vision
and mission incorporating
ISA principles, STEM
definition and design
pedagogy, and student
outcomes

Vision and mission

statement that
incorporates ISA
principles, STEM
definition and design
pedagogy, and student
outcomes.

AP
Rasmussen
Planning
Team Members

NSTEM
leadership
coach

STEM
curriculum
and
instruction
experts

FallSpring
2015-16

Planning of NSTEM
Academy

Schedule of planning
team meetings and timeline
for completion of start -up
activities

Development of school
design and instructional
blueprint
o Outline of 4-year
instructional scope and
sequence aligned to
outcomes
o Detailed plan for 2016 9
grade
Courses
Student and teacher
schedules
Advisory
Grade level common
planning time

Completed proposal
for NSTEM Academy

AP
Rasmussen
Planning
Team Members

NSTEM
Academy Staff

District

NCHS
principal

NSTEM
leadership
coach

STEM
curriculum
and
instruction
experts

ISA
literacy and
math
specialists

ISA
content
coaches

th

Timeline and set of

activities to develop
NSTEM Academys
instructional program,
STEM program,
organization, staffing
design, student
recruitment and parent
and community outreach
plans, professional
development plans,
external partnerships, and
procurement of resources
and instructional
materials.

Approved proposal

 Extended day and year

o Allocation of dedicated
space
o STEM program elements
o Pupil personnel policy
(Distributed Counseling)
o University, industry,
another external
partnerships

Development of
staffing plan for first year
o identification of
selection committee,
screening process, and
interviews of teachers;

Development of
professional development
plan

Student recruitment and

admissions plan
o Timeline for student
recruitment and admission

Community outreach
plan and timeline

Identification of
resources and instructional
materials to implement the
instructional and STEM
plans
o Timeline and budget for
ordering
Review of completed
proposal by district and
NCHS principal
Summer
2016

ISA Summer Institute

Curriculum sessions for

staff to create STEM and/or
content area inquiry-based
units and lessons;

Development of school,
teacher and student
outcomes

Development of school
policies and procedures
(schedules, handbooks,
calendars, etc.);

Development of launch
plans: opening day, week,
month; ceremonies, rituals,
etc., parent and student
communication documents
about launching

Leadership professional

Completed preparation
for NSTEM launch and
first year operation

AP
Rasmussen
Principal
Harris-Berry

NSTEM
Planning Team
Members

NSTEM
Staff

NSTEM
leadership
coach

STEM
curriculum
and
instruction
experts

ISA
literacy and
math
specialists and
content
coaches

development sessions

Counselor sessions
Fall
2016

Launch of NSTEM
Academy with 9 grade

Implementation of
Distributed Leadership
o Implementation of
leadership team

Alignment of coaching
plans with school outcomes

Implementation of ISA
STEM college prep
instructional model and
program

Implementation of
writing and mathematics
formative assessments
aligned to the Minnesota
State Standards

Content area coaching

(math, literacy, science,
social studies) aligned with
outcomes to support STEM
instruction particularly
design pedagogy, that is
aligned to the school
outcomes

Implementation of
weekly Grade Level team
meetings, advisory,
extended day and year
program

Development and
implementation of a parent
advisory group
th

NSTEM Academy is
operational with a 9
grade

NSTEM
Leadership team

Staff

NSTEM
leadership
coach

ISA
content
coaches

Continued leadership
development

NSTEM
Academy
Leader
(Rasmussen)

ISA
Leaders and
principals

Strategic Plan for

NSTEM 9 and 10 grades

Assessment of firstyear of implementation.

Review of school and

NSTEM
Academy
Leader
(Rasmussen)

Leadership

NSTEM
leadership
coach

ISA
content

th

Use of ISA resources

(e.g., Criterion writing
program; and the
mathematics guidebook)

Implementation of
agreed upon partnerships
Winter
2017

ISA Winter Leadership

Institute

Spring
2017

Strategic planning for 9 and

10 grades in Fall of 2017

Development of school,
teacher and student
outcomes
th

th

th

th


Detailed plan for 2016
9 and 10 grade
o Courses
o Student and teacher
schedules
o Advisory
o Grade level common
planning time
o Extended day and year
o Allocation of dedicated
space

STEM program
elements; including design
pedagogy

Development of
staffing plan for second year
o Recruitment, selection,
and hiring of new staff

Development of
professional development
plan

Student recruitment and

admissions plan
o Timeline for student
recruitment and admission
o Implementation

Community outreach
plan, timeline and
implementation

Identification of
resources and instructional
materials to implement the
instructional and STEM
plans
o Timeline and budget for
ordering

Review of completed
proposal by district and
NCHS principal

End of Year Inventory

th

th

student outcomes

team

District,
NCHS principal

coaches

ISA