Upper Mississippi Academy is a public charter school providing high-quality education for students in grades 6-12. UMA’s experiential, collaborative environment encourages dynamic teaching and learning through an interdisciplinary and multi-dimensional instructional approach.
At UMA, we understand that learning is a distinct, personal process for every student. As such, we encourage individual learning styles and natural abilities while moving toward academic and lifelong goals.
Upper Mississippi Academy is a collaborative community engaging lifelong learners in active, authentic experiences.
These values guide our program design, inform academic experiences and provide significant and meaningful opportunities for collaboration with peers, teachers, and community experts in all content areas.
Together, we are more than the sum of our parts.
We achieve more by working together. Our Students, Parents, Faculty, Administration and Board nurture a collaborative environment to remove artificial barriers between subjects, grade levels, and our school and community. This collaborative spirit allows us to do more with less, develops important 21st-century skills, and produces a welcoming environment for all.
We learn best when exercising our creativity.
We recognize that all students are inherently unique and creative. Our focus on active learning and design-thinking requires our students and teachers to innovate throughout the learning process.
We engage our communities.
We are a presence in our dynamic community. Our students see academic content in real-world context, network with neighbors and local business leaders, exhibit their creations, and shape their current and future role in a global society.
We celebrate the freedom to discover.
We view failure, not as an end itself, but as a way to nurture learning, innovative thinking, and persistence.
TEACHERS AS DESIGNERS:
STUDENTS AS CREATORS
Framed by the outcomes and values of UMA’s FOUR EXPERIENTIAL LEARNING PATHWAYS — Design & Engineering, Edible Schoolyard, Essential Ingredients, and River to River — our classes utilize a “teacher as designer approach” to promote student achievement, creativity, and academic growth. We work with students to be involved with and construct their own learning through interdisciplinary instruction and multi-dimensional learning experiences.
Courses are rigorous, relevant, and relational, and curriculum is built around the elements of experiential learning. Students engage in projects that:
- are interdisciplinary, self-directed and long-term;
- are connected to the local community and involve community experts;
- provide opportunities for experimentation, failure, reflection, and improvement;
- ask students to seek, create, and transform knowledge;
- allow final products with many potential forms;
- document the learning process; and
- are presented to the community by the student(s).
Want to learn more? There is really no better way to understand academic life at UMA than to see it in action. Students as Designers page highlights some of our students’ work.
MIDDLE SCHOOL: GRADES 6-8
Our middle school features the best of rigorous curriculum plus fun and activity. With everything from building CO2 cars in sixth-grade science to exploring identities in an eighth-grade exhibition, we build academic skills through hands-on, collaborative learning.
Learn more here about specific classes and content offered in the middle school.
High School: Grades 9-12
High school teachers at UMA understand the importance of these four years both academically and socially. Teachers collaborate across subjects to break down traditional silos, and students learn to work together and take charge of designing and discovering their own learning.
Learn more here about specific content and course offerings in the high school.
Meeting Each Student's Academic Needs
UMA utilizes a “push-in model” for our students needing extra support. While we do have a resource room available, we strive to keep students in the classroom as often as possible. Our special education and general education teachers work closely to appropriately modify curriculum or behavior plans to ensure each students’ success.
We are excited to have a marvelous team to support students in the Special Education department at UMA. For more information about our Special Education staff, please see their biographies here.
Special education services are provided for all qualified students. Our staff is also equipped to evaluate students on an as-needed basis should concerns about academic and/or behavioral progress arise.
Special Education Advisory Council (SEAC) will meet two times a year. Exact dates will be posted before each meeting.
Total Special Education System (TSES) Plan
The Total Special Education System (TSES) Plan for Upper Mississippi Academy, District 4210, has been created in accordance with Minnesota Rule 3525.1100. This plan, which can be downloaded below, also includes an assurance for compliance with the federal requirements pertaining to districts’ special education responsibilities found in United States Code, title 20, chapter 33, sections 1400 et seq., and Code of Federal Regulations, title 34, part 300. This document is a companion to the Application for Special Education Funds – Statement of Assurances (ED-01350-29).
Amy Elverum, Upper Mississippi Academy’s Director of Special Education, is responsible for program development, coordination, and evaluation; in-service training; and general Special Education supervision and administration. Amy can be reached at (651) 528-8091 ext. 420.
Partners: Linking classroom and community
UMA’s partnerships with companies, organizations, and community groups afford us opportunities to engage with and learn from our community.
Some of our current partners include:
- Fort Snelling State Park
- Jeffers Foundation
- Minnesota Agriculture in the Classroom
- Mortenson Family Foundation
- National Park Service
- Ramsey County
- Tangletown Gardens
- Wilderness Inquiry
We are always looking for new partners who can support and sustain our mission, and to whom we can be an asset as well. If you are interested in becoming a partner of UMA, please send us a message.
There’s no doubt about it, UMA would not be as special without dedicated volunteers!
We welcome parents, relatives, friends, and community supporters into our learning community to enrich the educational experiences of our students.
We look for volunteers to help with:
- classroom activities and projects
- field trip chaperones
- school-wide events
- computer maintenance
Any time you can give — large or small — is greatly appreciated. Volunteering is also a great way to meet other parents and be part of creating rich and meaningful experiences for our students!
If you are interested, please speak with your child’s teachers directly, or send an email to our PTO and we will connect you with the appropriate people.
All volunteers having student contact must submit and pass a background check before volunteering. Please print and fill out the Volunteer Background Check Form and return it to the office with an optional $8 check to cover the cost of your background check.
Thank you for your interest in volunteering at UMA!
Frequently Asked Questions
At UMA, we love questions! Below are some of the ones we get asked most often, but if you don’t find your answer here please send us a note and we’ll make sure you get the information you need.
Policies Ensure Safety for All
In order to provide the best possible experience for our students and keep them and our community safe while under our supervision, UMA has created and instituted a set of policies and procedures. All students, teachers, families and involved parties should review, understand and comply with these policies.
UMA maintains an updated Policy & Procedure binder in the Main Office.
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- UMA Board By-Laws
- UMA E-Learning Plan
- UMA Open Campus Policy
- Policy 301: Enrollment
- Policy 701: Fund Balance
- Policy 702: ETF
- Policy 709: Transportation
- Policy 789: Meal Charge Management
- Policy 500: Gender Inclusion
- Policy 514: Bullying
- Policy 534: Records Retention Policy and Procedures
- Policy 534: Records Retention Schedule
- Policy 534: Records Retention Notice
- Policy 580: District Title I Parent Involvement Plan
- Policy 590: Homeless/Highly Moblie
- Policy 856: Nutrition
- Policy 857: Food & Beverage
- Restrictive Procedure Plan for UMA
- Audit Financial Report FY2018
- Audit Financial Report FY2019
- Audit Report Management Letter FY2018
- IRS Form 990 – 2017
- IRS Form 990 – 2018
- Water Testing Plan and Results
- World’s Best Workforce (WBWF) Report 2017-2018
- World’s Best Workforce (WBWF) Report 2018-2019
- World’s Best Workforce (WBWF) Report 2019-2020
- World’s Best Workforce (WBWF) Report 2016-2017
- World’s Best Workforce (WBWF) Report 2015-2016
- UMA Total Special Education System (TSES) Plan
- Continuous Improvement Update
*For Board Governance Policies, please see the Board of Directors page
9:20 a.m. – 4:30 p.m.
Monday – Friday (including student release days)
8:30 a.m. – 4:45 p.m.
19 East Exchange St.
St Paul, MN 55101
Innovative Quality Schools (IQS)
IQS is a “Single Purpose Authorizer” meaning that, unlike other authorizers, their only mission is to authorize charter schools. Like UMA, IQS is a non-profit corporation with 501 (c)(3) status. IQS was approved by Commissioner Alice Seagren as an authorizer on December 1, 2010 and currently authorizes more than 20 schools.
By the Numbers
Average Class Size: 25
Teacher to Student Ratio: 14:1
Estimated Enrollment 2019/2020: 325
UMA uses a block schedule with alternating days (A/B).
Each day consists of four 90-minute blocks. Middle school math classes are 45 minutes and meet every day. All students have advisory for 20 minutes each day, and lunches are 25 minutes.