Fact Sheet

Horizon Science Academy Twin Cities:

Opened in August 2019 by Horizon Science Academy Twin Cities board of directors
Will enroll 120 students for the 2019-2020 school year
Offers grades K through 5
Maximum class of 25
Student/teacher ratio of 17/1 (number of students/number of teachers)
School year of 180 days
All classroom teachers and professional support staff are appropriately certified in Minnesota
Managed by “Concept School”
Located at 7735 2nd Ave S.  Richfield, MN 55423


The mission of Horizon Science Academy Twin Cities is to create a learning community in which:

  • Teachers, parents, and students work together to develop young people who are confident and achieve academic excellence in a powerful college prep curriculum;
  • Students do not question “whether” they will go to college, but instead ask “when” and “where”;
    students understand that with hard work, dreams are possible;
  • Students develop the skills in math, science, and technology necessary to become bold inquirers, analytical thinkers, and ethical leaders in the 21st century; and
  • Students are empowered to become productively engaged in the local community and broader society.
    We create a school culture that is built on success, respect, and accountability. The founders of Horizon Science Academy Twin Cities recognize that the success of students is dependent upon the school’s ability to create a culture that fosters meaningful, sustained relationships between teachers, students, and parents and holds all stakeholders responsible for outcomes.

It is this culture that forms the foundation of our school. Horizon Science Academy Twin Cities builds this culture from the point of the first contact with families and throughout the students’ academic experience.


The vision of Horizon Science Academy Twin Cities

Establish an effective character education program embedded in the curriculum.
High staff retention rate
Excellent parent and student satisfaction
Provide engaging, diverse, and effective extracurricular activities
Productive community involvement
Instructional Strategies:

Rather than adhering to a single teaching philosophy or instructional model, the design will draw on best practices from the field and research to define a set of core instructional practices. CS teachers will utilize a unique mix of the following research-based instructional strategies:

  • Direct teaching
  • Differentiated instruction
  • Problem-based learning
  • Project-based learning
  • Collaborative learning
  • Data-driven instruction
  • Transformational use of technology

The use of these techniques provides an engaging, dynamic learning environment for students to explore the questions they have about the world and ways to positively contribute to the world around them. CS will utilize a variety of instructional approaches to teaching advanced concepts and thinking skills in mathematics and science, as well as other disciplines.

Parental Involvement Plan:

Parental or family involvement is essential to the school’s mission and student success. The following actions will contribute to an effective school-parent/family partnership:

  • The school publishes a clear policy welcoming parental involvement and post opportunities to become involved in an obvious place in the school building and on the school’s Web site.
  • Teachers conduct home visits with parents to enhance parent education and build stronger relationships between students, parents, and teachers.
  • The school office is trained in customer service skills to ensure that they present a friendly and open environment. Parents/families are treated with respect and are not kept waiting unnecessarily.
  • The school’s Web site provides clear and consistent communication. Parents/families access to daily homework assignments, grades, attendance, and other information via the school’s secure Web page.
  • The school recognizes the contribution of parents in their children’s success by organizing events, such as the Honor Roll Parent Dinner.
  • The school provides translated materials and/or in-person contact with parents whose primary language is not English. Translators are involved in all parent-teacher interactions as needed.