Yusuf Abdullah

The meeting focused on the $56 million phased transformation of the North High School building. Participants discussed the creation of inclusive spaces, strategies to honor the school's past while fostering future pride, and reviewed specific design concepts for facility improvements. These concepts included plans for a new main entry, expanded cafeteria, secure outdoor gathering areas, reconfiguration of classrooms for 21st-century learning, and infrastructure upgrades such as HVAC and lighting. The session also outlined the project timeline and upcoming engagement opportunities.

This document outlines the Minneapolis Public Schools World Languages Standards, derived from the National Standards for Foreign Language Learning. The plan is designed to foster high levels of language proficiency through a comprehensive K-12 learning sequence, addressing language acquisition as a long-term educational experience. The five interconnected goal areas are Communication, Culture, Connections, Comparisons, and Communities. Proficiency is described across three stages: beginning, developing, and refining, with the ultimate vision of enabling students to use the target language fluently in performing higher-level tasks similar to those in their native language.

This document, produced by the MPS World Languages Curriculum Advisory, outlines a framework for designing World Languages learning within Minneapolis Public Schools. Its primary purpose is to prepare all students to be multilingual, culturally competent, and responsible global citizens. Key areas of focus include K-12 language proficiency development, valuing students' home languages and indigenous languages, promoting an inclusive and content-based curriculum, and ensuring robust assessment and professional development. The framework aims to foster flexible thinkers, adaptive problem-solvers, and empathetic individuals with global perspectives.

This document outlines the Minnesota Academic Standards in Science, serving as a roadmap for K-12 science education. It establishes expectations for scientific literacy, emphasizing the acquisition of science and engineering knowledge through active participation, inquiry, and design. The plan is organized into four core content strands: The Nature of Science and Engineering, Physical Science, Earth and Space Science, and Life Science, with benchmarks for each grade level to build foundational knowledge for future mastery.

This document outlines a policy proposal to mandate Ethnic Studies courses for graduation within Minneapolis Public Schools. It details the existing status of Ethnic Studies offerings, an explicit course framework emphasizing identity, counter-narratives, structural analysis of racism, and interdisciplinary action, and a timeline for implementation. The proposal requires a 0.5 credit Ethnic Studies course, beginning with the class of 2025 in Fall 2021, aiming to integrate critical ethnic studies into the standard curriculum.