MINNESOTA INDEPENDENCE COLLEGE AND COMMUNITY

Learn Skills. Experience Life.

aka MICC, MLC, Minnesota Life College   |   Richfield, MN   |  www.miccommunity.org

Mission

The mission of Minnesota Independence College and Community is to transform the lives of individuals and families affected by the autism spectrum and learning differences.

Ruling year info

1996

Executive Director

Amy Gudmestad

Main address

7501 Logan Ave South # 2A

Richfield, MN 55423 USA

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Formerly known as

Minnesota Life College

EIN

41-1814112

NTEE code info

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Community Living Program

We have 3 programs. The undergraduate program is a post secondary apartment living experience for young adults who have graduated from high school and need more time to develop their independence and go out into the world. We have a graduate program that continues on after the undergraduate program and is a safety net for helping the graduates continue to live independently, have friends, travel and get assistance with employment if needed. We also have a summer high school program that gives high school students a chance to learn about the program and experience some of the skill taught in the undergraduate program.

Population(s) Served

Our Undergraduate Program (UG) is an intensive, three-year program for young adults who want to live independently, but have faced many challenges along the way. On our apartment-living campus, located in a vibrant urban community, students learn the skills necessary for long-term independent living with employment in the environments where they will use the skills.

Population(s) Served

Our Summer Internship Program (SIP) is a summer residential program for teens with autism spectrum and learning differences who are nearing the end of high school. In the three-week program, students are introduced to our Real Skills for Real Life curriculum in an apartment-living setting, and have the opportunity to experience what independent living with a job and room mates would be like.

Population(s) Served

Where we work

Videos

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of clients served

This metric is no longer tracked.
Totals By Year
Population(s) Served

No target populations selected

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of program graduates

This metric is no longer tracked.
Totals By Year
Population(s) Served

No target populations selected

Related Program

Undergraduate Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Number of participants who gain employment

This metric is no longer tracked.
Totals By Year
Population(s) Served

No target populations selected

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

MICC's vision is a world where individuals on the autism spectrum and with learning differences thrive and are valued.

MICC educate individuals so they may learn skills and experience life. MICC students and graduates achieve sustained, independent living; rewarding employment; financial security; personal growth; and responsible citizenship. MICC adapts, evaluates, and continuously improves their methods, recognizing and valuing each individual’s skills, contributions, and dreams. MICC champions their students and graduates, carry their successes into the world, and collaborate with others in service of their vision.

Through the ever-evolving MICC curriculum, passionate administrative and direct service staff and a wide network of contributors, and a focus on parternships, MICC is capable of meeting its goals.

Since 1996, MICC has been graduating College students and growing the lifelong Community program. As access to financial assistance for students has increased so has the demand for our programs. Over the past five years MICC's staff, students and graduates have grown significantly. MICC will be focusing on building out our infrastructure in order to serve more students and graduates. MICC will be doing this through a senior model curriculum, internal efficiency development and system wide technology enhancements, facility improvements, and an expansion of staffing.

Financials

MINNESOTA INDEPENDENCE COLLEGE AND COMMUNITY
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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MINNESOTA INDEPENDENCE COLLEGE AND COMMUNITY

Board of directors
as of 3/31/2020
SOURCE: Self-reported by organization
Board chair

Mark Ziegler

Amerect, Inc.

Term: 2018 - 2021

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 03/31/2020

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

No data

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

Equity strategies

Last updated: 03/31/2020

Policies and practices developed in partnership with Equity in the Center, a project that works to shift mindsets, practices, and systems within the social sector to increase racial equity. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.