Tarek ibn Ziyad Academy (TiZA)

Inver Grove Heights (K-8) and Blaine (K-4)

Charter School Annual Report 2007-2008

The Tarek ibn Ziyad Academy (TiZA), CSD #4099, located in Inver Grove Heights and Blaine,
Minnesota, was founded in 2003 to meet the growing needs of the immigrant communities in the
Minneapolis / St. Paul area. TiZA completed the 2007-2008 school year as a K-8 school with
over 425 students. Tarek ibn Ziyad Academy is named for Tarek ibn Ziyad, an activist, leader,
explorer, teacher, administrator, and peacemaker who lived 1,300 years ago. His example instills
the desire to achieve the heights of human greatness. The school is built upon the Comprehensive
Community Center model to serve the diverse needs of the entire community.

1. Tarek ibn Ziyad Academy Mission and Vision

Mission
The mission of Tarek ibn Ziyad Academy is to contribute to the building of a diverse, virtuous
and moral America by helping children understand their stewardship role in the world. By our
teaching, modeling and practice, we hope to embed in our students a sense of care,
responsibility, and love. In our daily work together, we emphasize the virtues of tolerance and
cooperation, and we aim to give our students the intellectual, social and personal skills to
enhance their citizenship, civic participation and potential for leadership.

In our effort to continuously improve the education we offer to students, we work to articulate
and implement a plan of school-wide improvement developed and owned by all staff and
administration. The plan depends upon the hard work, professional acumen, and sensitivity of
every teacher, paraprofessional, and staff member at TiZA. An important component of our
success in addressing student needs and increasing student achievement flows from the
commitment to understand the needs of students and families across many dimensions.

TiZA provides a balanced and comprehensive learning experience whose ultimate focus is
student understanding. We provide students with a unique learning environment that recognizes
and appreciates the traditions, histories, civilizations, and accomplishments of the Eastern World.

TiZA Annual Report 1 Minnesota Department of Education

TiZA curriculum enables students to integrate into American society, while preserving their
cultural pride and identity.

We believe that each human being is a significant creature entrusted with the weighty role of
stewardship of the earth. As stewards, we are compelled to express the innate human values of
brotherhood, equality, justice, compassion and peace in ways that enhance and humanize the
lives of others in their community while achieving the highest academic standards. We seek to
integrate our students into the fabric of American life in a manner consistent with these values,
not merely to produce the next generation of consumers and marketers for American society.
The Board of Directors and staff seek to enable our students to participate fully in American
society, in a manner consistent with the values of stewardship, and to give each student the tools
to become a responsible citizen and leader.

Student Demographics
The two campuses of Tarek ibn Ziyad Academy are located in Inver Grove Heights and Blaine.
The Inver Grove Heights campus is a K-8 school with 362 students. The Blaine campus, which
opened in Fall 2007, is a K-4 school with 69 students. The total student enrollment at TiZA is
431 students (2007-2008). TiZA has a current waiting list of over 1,500 students. TiZA serves a
population of mainly low-income immigrant students, although all students are welcome,
regardless of background. Most TiZA
students have limited proficiency in
Demographics
English, and many enroll at TiZA more
than two years behind academically, as
measured by the Northwest Evaluation Black 71%
Association pre-test. Current students Asian 25%
White 4%
represent the following ethnicities:
African-American, Amharic, Arab,
Bangladeshi, Caucasian, Eritrean, Hispanic, Indian, Kurdish, Oromo, Pakistani, Somali, and
Sudanese.

TiZA Annual Report 2 Minnesota Department of Education

 Data in the following graphs represent all 431 students.

99
100
Limited English 90
Proficient 70% 81
80
70
Special 70
Education 3% 60
50
Free & Reduced
Price Lunch 40
80% 30
AYP Attendance 20
Rate 99%
10 3
0
2007-2008 TiZA Student Body

2. Program success and best practice

2007-2008 Proficiency in Reading on the MCA-II and MTAS

90 88
80
70 7071 68
67
60 59 59
52
50
44 TiZA
40
State
30 31

20
10
0
All Asian Black LEP FRP

TiZA Annual Report 3 Minnesota Department of Education

 2007-2008 Proficiency in Math on the MCA-II, MTAS, and MTELL

90
85
80 79 79 79
74
70
60 60
55
50
42 TiZA
40
State
30 31 31

20
10
0
All Asian Black LEP FRP

Content-integrated ESL program: English Language Learners at TiZA represent 81% of the
student body. TiZA faces cultural and linguistic diversity, and the need exists for educators to
understand how children learn English as a second language. Teaching English to children of
other languages requires specialized skills and knowledge to help these children learn a new
language effectively and efficiently. TiZA students acquire a level of English proficiency in
speaking, listening, reading, writing, and viewing that allows participation and success in the
mainstream academic program.
ESL Success: Success of the TiZA ESL program is verified by MCA-II results because TiZA
students consistently increased reading scores over the past three years. The TiZA ESL program
was identified as one of the best and most innovative in Minnesota by the Minnesota Department
of Education (MDE). During the 2006-2007 school
“The school's heavy emphasis on
year, Alice Seagren, MDE Commissioner, visited the teaching English language learners to
school to recognize the outstanding performance of read paid off in last year's
standardized test scores.”
TiZA. Success of the ESL program was verified in
--MN Public Radio (May 2007)
the 2007-2008 MCA-II scores: TiZA students out-
performed the state in grades 4, 6, 7, and 8. To demonstrate the significant success of the TiZA
ESL program, we offer stories of six students, male and female, involved in the TiZA ESL

TiZA Annual Report 4 Minnesota Department of Education

program. Two students entered TiZA at the 2nd and 5th percentile in Mathematics, and after
three years, both tested at the 86th percentile. Another student entered TiZA at the 20th
percentile, and after three years, tested at the 72nd percentile. Three students entered TiZA at the
9th, 25th, and 27th percentile, respectively, and after three years, tested at the 50th, 61st, and
77th percentile in Reading. All six students are immigrants, with parent education ranging from
little education to a masters degree. The parents vary from blue collar careers to white collar
careers and one is an entrepreneur.

Team teaching that reflects assessment data: A highly qualified licensed classroom teacher
and one or two experienced paraprofessionals, at least one of whom is bi-lingual, serve as a team
to work with students in each grade level.
“Despite having 50 percent or more of its
These professionals collectively plan
students in poverty, Tarek ibn Ziyad Academy
instruction based on the needs of the students had some of the highest scores in
students, and group students accordingly the state. Clearly, TiZA is doing something
right.”
for instruction. In order to continuously --Minneapolis Star Tribune (July 2008)
improve the academic performance of
students and to meet TiZA academic goals, TiZA uses a battery of pseudo-MCA assessments
throughout the academic year to gauge the performance of individual students and to deliver
tailored instruction to individual needs.
Team Teaching Success: As a result of team teaching and the use of data from assessments
(Woodcock-Munoz as appropriate, Scott-Foresman reading at beginning of each school year,
pseudo-MCA to gauge performance and to deliver individualized instruction, MCA-II, NWEA,
and daily content), TiZA students experienced marked improvement in mathematics during the
past four years.
2007-2008 Student Performance in mathematics (222 students total):
The 84 students who took the 2008 Minnesota Standardized Math test
outperformed the state average at all grades for the second year in a
row and the 138 students who took Mathematics Test for English
Language Learners outperformed the state average in math at all grades
for the second year in a row. Student growth in math is top in the
nation (measured by 2008 NWEA MAP district-purchased test): top 1% of schools in nation for
Grades 4, 6, and 8, top 4% for Grade 7, top 6% for Grade 5, and top 20% for Grade 3.

TiZA Annual Report 5 Minnesota Department of Education

2007-2008 Student Performance in reading (222 students total): The 222 students who took
Minnesota Standardized Reading test out-performed the state
average on at grades 4, 6, 7, and 8, even though 61% were
English Language Learners. Student growth in reading is top
in the nation (measured by 2008 NWEA MAP): Top 1% of
school in nation for Grades 4, 7, and 8, top 2% for Grade 5,
top 30% for Grade 6, and top 35% for Grade 3.
During the past three years, student achievement consistently
increased in both math and reading. Students increased from
57% who met or exceeded state standards to 86.9% who met or exceeded state standards in math.
Students who met or exceeded state standards in reading increased from 34% to 70.3%.

Successful leadership practices that develop new principals / supervisors / directors from
within: TiZA practices a philosophy of leadership development that takes staff with promising
leadership skills and develops these skills within the school setting to “grow our own.”
Leadership Success: TiZA believes in the “grow our own” model of leadership development.
Over the past years, TiZA developed a leader to assume leadership at the Blaine site. This leader
serves as the Director of the North Campus of TiZA, located in Blaine, which opened in the fall
of 2007. The opening of the Blaine campus is a testimonial to the success of this “grow our
own” practice that overcomes initial implementation problems and to establish a thriving,
financially viable charter school.

Successful governance practices that build solid fiscal practice: TiZA believes that the
combination of leadership skills and sound governance practices is a critical practice for the
success of a charter school. As part of sound governance practices, the financial performance of
TiZA is monitored through monthly financial reports to the TiZA Board of Directors and through
an independent auditor.

Governance Success: TiZA governance practices include continuous monitoring of school

programming; involving the Board of Directors in performance and assessment data; outside
reviews of strategies and accountability; and a candidate selection process based on practical
setting experience. TiZA became the twelfth charter school to undertake Q Comp, the

TiZA Annual Report 6 Minnesota Department of Education

Minnesota professional development and achievement-based pay plan for teachers on December
7, 2006. TiZA joined the previous 46 districts (34 districts and 12 charter districts) in the state.

Fiscal Success: The board maintains a fiscally conservative policy. In preparation for the
expansion of the academy, the board committed to increasing the general fund balance. The
most recent award to TiZA is the MDE 2008 School
Finance Award, received January 9, 2008. According
to the MDE, of the 97 winners this year, 43 units or
44% were charter schools, 52 units or 54% were
traditional school districts, and 2 were regional or
intermediate units. There were 149 charter schools
reporting (20% of charter schools received the award);
340 traditional school districts reporting (15% of
traditional schools received the award); and, there were 65 regions, intermediates and
cooperative units reporting (3% of the regions, intermediates, and cooperative units received the
award).

Parent Satisfaction: High levels of parent satisfaction were indicated in the most recent
comprehensive parent survey, conducted in 2006. A total of 100 surveys were returned, with a
return rate of 40% (considered within the acceptable range). The number of returns is significant
because the majority of TiZA parents are not fully conversant in the English language. Of the 93
responses regarding return enrollment at
“… Tarek ibn Ziyad has strong records that
attract students from throughout the metro TiZA the following school year, 95.7%
area.” indicated the intent to re-enroll their child.
--Joe Nathan, Center for School Change,
Of the responses concerning student
University of Minnesota (July 2008)
achievement at TiZA compared to a
previous school (32 of 42), 76.2% responded positively. Regarding overall education, 94.4% (34
of 36) responded that the overall education at TiZA is excellent or good. School communication
concerning progress by a student at school is rated as excellent or good by 70.1% of parents (39
of 55). Discipline/safety issues are seen as excellent or good by 82.8% of parents (72 of 87).
Parents who volunteer at school one time or more per month are 38.4% (28 of 73 volunteers),
one time per semester are 23.3% (17 of 73 volunteers), and 38.3% (28 of 73 volunteers)

TiZA Annual Report 7 Minnesota Department of Education

volunteer one time per school year. This is significant because most TiZA parents work two
jobs.

3. Program Challenges

One of TiZA’s greatest challenges was dealing with the

untimely death of Hesham Hussein in January 2008.
Hussein was Chair of Tarek ibn Ziyad Academy and a
board member of the Minnesota News Council, a non-
partisan media self-monitoring ombudsman
organization. He was also President of the Muslim
American Society of Minnesota (MASMN), whose first objective is to present the message of
Islam to Muslims and non-Muslims, and to promote understanding between them. Hussein was
a father, teacher, engineer, Imam, founder of TiZA, and a spokesman for the Minnesota Muslim
community. Hussein was a man who brought Muslims and Christians together. According to
Rev. Chris Mortin, Director of Organizational Development at the Minnesota Council of
Churches, “Hussein had a knack for building bridges of understanding, using the warmth of his
personality and the intelligence that came from being an engineer.” Hussein founded Taking
Hearts, a program which brought people from the Twin Cities metro-area churches and mosques
together to complete service projects. He passionately modeled the essential characteristics of
interfaith understanding to young people.

Another challenge involved media

“What I did see was excellent teachers hard at
misunderstandings regarding the nature of work in the classroom focused on improving
TiZA. TiZA was covered in the student achievement.”
--Mindy Greiling, Chair,
international media more than three times
MN House Education Committee (May 08)
during the year, the national media more
than ten times, and the state media more than 75 times. Much of the media coverage was
generated by a Minneapolis Star Tribune columnist. Several prominent legislators of both
parties visited TiZA. The legislators felt that TiZA is an exemplary model of student learning
and of federal requirements regarding student practices. A prominent legislator wrote a letter to

TiZA Annual Report 8 Minnesota Department of Education

the Star Tribune requesting the resignation of the reporter due to “reckless journalistic standards”
and “gross misrepresentation of the facts.”

4. 2007-2008 Student Academic Goals

Goal # 1 TiZA will attain Adequate Yearly Progress (AYP) in 2008.
Adequate Yearly Progress for the 2007-2008 School Year was met. Tarek ibn Ziyad Academy
has 19 eligible groups and met 100% of the requirements under No Child Left Behind. Inver
Grove Heights Building is Title I in 2008-2009. Graduation requirements do not apply, as TiZA
is currently a K-8 district. At the state level, Minnesota Black, LEP, and Free/Reduced Price
Lunch students did not achieve proficiency in Reading or Math. Statewide, 81.5 % of Minnesota
districts serve Title I schools.

Reading Mathematics Attendance

Participation Proficiency Participation Proficiency
All Students Yes Yes Yes Yes Yes
American Indian /
- - - -
Alaskan Native
Asian/Pacific Islander - Yes - Yes
Hispanic - - - -
Black Yes Yes Yes Yes
White - - - -
Limited English
Yes Yes Yes Yes
Proficient
Special Education - - - -
Free/Reduced Price
Yes Yes Yes Yes
Lunch

Goal #2 More than 70% of students in grades 3-8 will meet or exceed grade level
proficiency in Mathematics and more than 60% of students in grades 3-8 will meet or
exceed grade level proficiency in Reading as measured by the 2008 Minnesota
Comprehensive Assessments (MCA-II).
This goal was met. TiZA exceeded the Mathematics proficiency and Reading proficiency goal.

2007-2008 TiZA MCA-II administration

Count Count Percent Percent
Count Meets Exceeds Count Meets Exceeds Percent
Tested Standards Standards M + E* Standards Standards M + E*
TiZA Math 84 38 35 73 45.24 % 41.67 % 86.90 %
TiZA Reading 222 79 77 156 35.59 % 34.68 % 70.27 %
*Sum of Meets Standards and Exceeds Standards

TiZA Annual Report 9 Minnesota Department of Education

Goal #3 Students in each grade level on average will attain or exceed typical growth
in Reading between the fall 2007 and the spring 2008 administrations of the Northwest
Evaluation Association Measures of Academic Progress (NWEA MAP). This is considered
to be attaining or exceeding “one year growth.” An index rate of the class average growth
over the typical (nationally normed) growth will be determined for each class.
All classes attained at least one (1) year of growth, and the average growth per student was 1.5
years. 80% of TiZA students outperformed their peers.

Average Classroom % of Students Exceeding

Grade
Growth National Average
KA 1.39 88%
KB 1.47 79%
1A 1.46 89%
1B 1.40 85%
2A 1.27 73%
2B 1.24 69%
3A 1.30 68%
3B 1.00 54%
4A 2.12 90%
4B 2.54 93%
5A 1.38 63%
5B 1.75 88%
6A 1.26 59%
7A 2.86 90%
8A 3.45 94%
Inver Grove Heights Site Average 1.51 79%
K 1.54 93%
1 1.63 97%
2 1.55 87%
3&4 2.01 88%
Blaine Site Average 1.66 92%
District Average 1.55 80%

5. 2007-2008 Student Nonacademic Goals

Goal #1 Each student will demonstrate a 90% attendance rate or better measured by
daily attendance.
This goal was met. District attendance rate was 99%.

TiZA Annual Report 10 Minnesota Department of Education

Goal #2 Increase parent/community involvement (compared to last year)
Increase in number of volunteers
Increase in volunteer hours
Implementing a comprehensive system for tracking volunteers.
TiZA did not implement the system to track volunteer hours; therefore, no data is available for
this goal.

6. 2008-2009 Student Academic Goals

Goal #1 Tarek ibn Ziyad Academy will attain Adequate Yearly Progress (AYP) in 2008.
Goal #2 More than 75% of students in grades 3-8 will meet or exceed grade-level
proficiency in Mathematics on the 2008 Minnesota Comprehensive
Assessments (MCAIIs).
Goal #3 Students in each grade level on average will attain or exceed typical growth in
Mathematics between the fall 2008 and the spring 2009 administrations of the
Northwest Evaluation Association Measures of Academic Progress (NWEA
MAP). This is considered attaining or exceeding “one year growth.” An index
rate of the Class Average Growth over the typical (nationally normed) growth will
be determined for each class.
Goal #4 More than 65% of students in grades 3-8 will
meet or exceed grade-level proficiency in
Reading on the 2008 Minnesota
Comprehensive Assessments (MCAIIs).
Goal #5 Students in each grade level on average will
attain or exceed typical growth in Reading
between the fall 2008 and the spring 2009 administrations of the Northwest
Evaluation Association Measures of Academic Progress (NWEA MAP). This is
considered attaining or exceeding “one year growth.” An index rate of the Class
Average Growth over the typical (nationally normed) growth will be determined
for each class.

TiZA Annual Report 11 Minnesota Department of Education

7. 2008-2009 Student Non-Academic Goals
Goal #6 Each student will demonstrate a 90% attendance rate or better measured by daily
attendance.
Goal #7 Increase parent/community involvement (compared with last year)
a. Increase in number of volunteers
b. Increase in volunteer hours
c. Implementing a comprehensive system for tracking volunteers

8. Sponsor Information
The sponsor of TiZA is Islamic Relief, a relief and social services organization similar to the
American Red Cross. Islamic Relief provides disaster recovery, refugee services, and other
social services. Islamic Relief is a non-religious, non-sectarian organization dedicated to serve
all of humanity without regard to religious affiliation, and partners with the governments of the
United States and the European Union to deliver services to victims of disasters. Islamic Relief
is part of the global MAKE-POVERTY-HISTORY coalition, which campaigns to end extreme
poverty.

TiZA Annual Report 12 Minnesota Department of Education

 GOVERNANCE - CHARTER PUBLIC SCHOOL BOARD

Group
Board E-Mail Board
Name (if teacher, Phone Number
Position Address Attendance
file folder #)

Asad Zaman Chair FF# 413190 651-457-7072 asad@TiZAcademy.com 100%

Mahrous Kandil Secretary 763-230-7825 mahrous@TiZAcademy.com 100%
Moira Fahey Member FF# 161919 651-457-7072 moira@TiZAcademy.com 100%
Muhammad Farid Member FF# 351290 651-726-4093 mfarid@mpls.k12.mn.us 100%
Mona Elnahrawy Member FF# 416352 651-457-7072 mona@TiZAcademy.com 86%

TEACHING STAFF INFORMATION

Left Not
file folder
Name Assignment during returning
number
07/08 08/09
Karen Anderson 412841 Grade KG … …
Pamela Harrell– via Top Temporary 401881 Grade KG 8 8
Heidi Pendroy 390695 Grade 1 … …
Kimberly Rowan– via Top Temporary 267995 Grade 1 … …
Amy Pamperin 412466 Grade 2 … …
Emily Loose– via Top Temporary 423492 Grade 2 … …
Amy Lee 412300 Grade 3 … 8
Mary Barrett – via Teachers on Call 438471 Grade 4 … …
Sarah Norenberg 423681 Grade 5 … 8
Moira Fahey 161919 Grade 6 & 7 … …
Melissa Norgord 415808 Grade 8 … …
Magdy Rabeaa 392775 ESL/ELL … …
Gina Schimshock 381421 Special Education … …
Jaime Burris 380311 Grade 3 & 4 … …

SPONSOR INFORMATION

Contract
Sponsor name Contact information Sponsor liaison
termination date

Islamic Relief USA 4100 East 66th Street Dr. Wayne Jennings June 30, 2009
Inver Grove Heights, MN 55076

TiZA Annual Report 13 Minnesota Department of Education

Enrollment Policies
Tuition Policy: It is the policy of Tarek ibn Ziyad Academy to comply with all Minnesota
statutes with regard to admissions. Tarek ibn Ziyad Academy shall not charge tuition for any
student who lives in Minnesota and is eligible in the state of Minnesota for a free public
education.

Admissions Policy: It is the policy of Tarek ibn Ziyad Academy that race, ethnic group,
economic status, religion or disability will not influence admission decisions. Enrolled students
are guaranteed admission the following year provided the appropriate grade is available. In
accordance with MS124.d10.S9, all students who submit timely applications will be rewarded
places unless the number of applications exceeds the capacity of the grade level. In this case, all
available places will be filled by lottery. Siblings of currently enrolled students will have
preference for up to a quarter of open seats before accepting other students by lottery.
Applicant’s names will be drawn randomly form the lottery pool (also called the waiting list).
The lottery pool/waiting list shall not be ordered by preference or by priority. Rather, the
appropriate number of applicants will be randomly selected form the waiting list. All applicants
will continue to remain on the waiting list. If any applicant offered a seat declines to enroll or if
a seat becomes vacant due to any other reason, a new lottery will be conducted to fill the open
seats.

Kindergarten Age Policy: It is the policy of the Tarek ibn Ziyad Academy to consider students
for admission to Kindergarten (in accordance with the TiZA Admissions Policy) if they are at
least five years old on September 1st of the academic year in which they wish to enroll. Children
who are one hundred sixty five (165) or fewer days away from meeting the above mentioned age
limit may petition the Executive Director for an “Age Variance.” Upon receiving such a
petition, the Executive Director shall use either or both of the following measures to determine
the suitability of the child to attend Kindergarten: 1) an evaluation from a psychologist stating
that the child is ready to enter Kindergarten and/or 2) an evaluation by the Executive Director
and/or his staff to determine that the child is ready to attend Kindergarten. The Executive
Director may charge a reasonable fee to cover the costs of such action. The decision of the
Executive Director may be appealed to the CEO with further documentation of the child’s
suitability to enter Kindergarten.

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Information on the website from the Office of Attorney General Lori Swanson reveals that Tarek
ibn Ziiyad Academy is an ACTIVE 501c3 organization. Search results were copied directly
from the web page.

Organization Name: TAREK IBN ZIYAD ACADEMY

Organization Type: TRUST
Contact Person: ASAD ZAMAN
Address: 4100 E 66TH ST
City: INVER GROVE HEIGHTS
State: MN
Zip Code: 55076
IRS Code 501(c): 03
Description: To provide a learning environment that recognizes and appreciates the
traditions, histories, civilizations, and accomplishments of the eastern
world (Africa, Asia, and Middle East) by developing a diverse and
balanced curriculum that will enable students to both integrate into
American society and reserve their cultural pride and identity.
Phone Number: (651) 457-7072
Status: Active

TiZA Annual Report 25 Minnesota Department of Education

The mission of the Tarek ibn Ziyad Academy is to contribute to building a diverse,
virtuous and moral America by helping children to understand their stewardship
role in the world, embedding in them a sense of care, responsibility, love,
leadership, civic participation, citizenship, tolerance and cooperation.

Tarek ibn Ziyad Academy

4100 East 66th Street
Inver Grove Heights, MN 55076
Phone: 651-457-7072
Fax: 651-457-7190
www.tizacademy.com

Tarek ibn Ziyad Academy offers services to students and employment to staff without regard to
their nationality, race, religion, gender or disability status.

TiZA Annual Report 26 Minnesota Department of Education