creating schools of excellence

Transcription

CREATING SCHOOLS OF EXCELLENCE
AUSL’S 2014 PROGRESS REPORT
TABLE OF CONTENTS
Letter from AUSL’s
Board of Directors
By the Numbers
Key Highlights
4
Creating Schools
of Excellence
6
AUSL Network
School Scorecards
11
AUSL Leadership
36
18
8
AUSL Partners
28
Dear Friends and Supporters,
Every day the teachers and principals in AUSL schools are focused on helping
students close the achievement gap. Since 2001, AUSL has been transforming
educational outcomes in some of Chicago’s lowest-performing schools. Today the
network is comprised of 32 schools serving 18,000 Chicago students. This report
celebrates the progress that our students, teachers, and school leaders have made,
while being transparent about areas of improvement and sharing our vision for
moving AUSL schools from good to excellent.
Turning around a school is a process, not a one-time event, and there is still much
work to be done. AUSL schools have come a long way—from being the lowest
performing schools in the district, and in some cases the state, to outpacing
schools across the district in terms of academic growth. In the new CPS School
Quality Rating Policy, 90% of AUSL elementary turnarounds scored a Level 2
or higher. Prior to AUSL’s management, 90% of these schools were rated at the
lowest performance level. Our teachers and school leaders continue to challenge
our students to achieve higher levels of academic excellence, and our students are
stepping up to meet that challenge. In the 2013-2014 year 85% of AUSL turnaround
elementary schools exceeded the national average rate of meeting growth targets
on the NWEA MAP (Northwest Evaluation Association Measures of Academic
Progress) assessment in reading, and 65% did the same in math.
We believe that our students’ ability to achieve excellence in college and career is
predicated upon how well the AUSL network provides them with excellent teaching
and learning. Our students are making great progress on the pathway towards
success in high school, college, and beyond. In the 2013-2014 school year, the
percent of AUSL freshmen who were on-track to graduate in four years increased
to 82% from 68% the previous year, 91% of AUSL seniors were accepted to at least
one college, and the class of 2014 was awarded more than $24 million in college
scholarships! We applaud our students’ great accomplishments, and as a network
that is committed to continuous improvement, we challenge ourselves to set our
students up for even greater success. Last year, the network spent a significant
amount of time re-defining strategies to strengthen and expand best practices
that will enable AUSL principals, teachers, students, and staff to focus with greater
clarity on the “big picture”—college and career for all AUSL students.
4 AUSL 2014 PROGRESS REPORT
Board of Directors
<Name>
Name Martin J. Koldyke, Address>
S<Street
treet addres
s Founder & Chairman Emeritus State, Zip>
C<City,
ity state zip John Cook, Chairman Mike Zafirovski, Vice Chairman Dear [Salutation], Dear <Salutation>,
Merrick Axel Dominic Belmonte The US Secretary of Education recently said “AUSL has turned around many of Chicago's toughest public schools. None of us can shrink from the responsibility David Chandler of educating every single child no matter what their circumstances." At AUSL, we Justine Fedak do not believe that educational opportunities should be determined by zip codes. In the following pages you’ll read
about how AUSL pushes to improve learning
Donald Feinstein, Ph.D., Executive Di
every dayrector in every classroom, and guide our students along the path to college
Today, AUSL serves 14,000 children in 25 Chicago Public Schools across the city. and
career.
School of Excellence leverages student academic
Will Hobert Learn how Deneen
We are adding enrollment at a rate of 4,000 students per year, providing them data to develop
individualizedwith educational excellence and helping them achieve college and career plans to improve performance for students across
Michael Keis
er the achievement spectrum, and
how aspiring teachers enrolled in our Chicago
readiness. Mayor Rahm Emanuel set forth an ambitious vision to dramatically Robert King Teacher Residency program are
supported and specially-trained to positively
improve public education in Chicago, with AUSL as a key partner. As the AUSL William Lutz transform student outcomes network of schools grows, we hope you will consider making a tax‐deductible in urban schools, while providing CPS with a pipeline
Rev. Dr. Walter W. Matthews Sr. donation to help us transform the lives of thousands of more students in Chicago. of highly-effective teachers. Lastly, you’ll be inspired by the stories of hard-work and
Please see the enclosed donation card to see how your gift can help. Gary McCullough determination of AUSL high school
students who are college ready and
Nivine Megahed
, Ph.D. college bound.
Every year since our first turnaround school in 2006, AUSL's average Kenneth Miller standardized test score gains for turnaround elementary schools have more than Our journey towards creatingdoubled the gains of the Chicago Public School district. The Morton School of schools of excellence includes providing our schools
Julian Posada with
additional
supports
that
round
out the teaching and learning that happens in
Excellence for example, increased the number of students meeting or exceeding Quintin Primo III the classroom. This year we look
forward to launching more of these supports, such
state standards by nearly 50% in only 4 years and became our first turnaround Nneka Rimmer elementary school to surpass the district average. Morton is just one example of as the Parent Ambassador Academy
and The Success Project, an intensive threeCharlie Rose the significant achievements that occur in an AUSL classroom every day. year college readiness program designed to increase high school persistence and
Ralph Rydho
lm early as 6th grade. Programs like these enable schools to deepen the
success as
AUSL is a non‐profit organization improving student achievement in Chicago's Ben Shapiro impact of their work with students and broaden stakeholder involvement.
chronically failing schools. This is accomplished through a disciplined, whole Greg Simoncini school transformation process, built on a foundation of specially trained AUSL On behalf of
of Directors, thank you to our donors and community
Cardelle Spang
ler the AUSL Board resident teachers. AUSL prepares 180 new teachers each year to improve student partners
for
being
a
champion
of our students. Through your generous support you
performance through its one year, hands‐on, urban teacher training program, the Louis W. Stern Chicago Teacher Residency. have invested in the re-establishment
of effective educational practices in some
Eric Strobel of Chicago’s poorest communities,
and the steady increase in value of its most
Kay Torshen We hope you will consider making a donation this holiday season. Together, we precious resource—its children.
will ensure that children in AUSL schools receive the excellent education they Carmita Vaughan deserve. Gail Ward (773) 534-0129
www.ausl-chicago.org
FPO
FPO
Todd Warnock
Sincerely, TODD WARNOCK
CHAIR
DEVELOPMENT COMMITTEE
John Cook JOHN COOK
Chairman BOARD CHAIRMAN
Don Feinstein, Ph.D
DON
FEINSTEIN, Ph.D. . Executive Director EXECUTIVE
DIRECTOR
3400 N. AustiN
AveNue • ChiCAgo, iL 60634 • 773-534-0129
P.S. The Sun-Times Foundation and The Chicago Community Trust will match donations to AUSL, up to a
total of $15,000, through January 31, 2013.
AUSL 2014 PROGRESS REPORT 5
BY THE NUMBERS
AUS L OVERVI E W
CPS OVERVIEW
Academy for Urban School Leadership (AUSL), created in 2001,
is a Chicago nonprofit school management organization that
creates schools of excellence by developing highly effective
teachers and transforming educational outcomes for students
in the lowest performing schools.
AUSL’s district partner, the Chicago Public Schools, is the third
largest school district in the United States, serving just under
400,000 students in 664 schools.
AUSL turns around persistently low performing schools through
a disciplined transformation process, built on a foundation of
specially trained AUSL teachers. Currently AUSL manages 32
Chicago Public Schools serving nearly 18,000 students. More
than 750 teachers have graduated from the AUSL Chicago
Teacher Residency.
AUSL
C PS
SC HOOLS
32 664
ST UDENTS
17,970 396,683
T EAC HER S
1,079 22,519
P E RC ENTAGE OF ST UDENTS
W H O Q UA L I T F Y FOR F R EE & R EDUC ED LUNC H
96.8% 86.0%
ST UDENT MOB I LI T Y RAT E*
30 18
* Mobility rate is the rate of students transferring into or out of a school. Calculation can be found on page 20.
Note: Number of CPS teachers, CPS mobility rate, and AUSL mobility rate are from SY2014. All other numbers are from SY2015.
AUSL NETWORK SCHOOLS
The Chicago Academy
Chicago Academy HS
Lewis School of Excellence
McNair School of Excellence*
Howe School of Excellence
Casals School of Excellence
Piccolo School of Excellence
Orr Academy HS
Morton School of Excellence
Dodge Renaissance Academy
Chalmers School of Excellence
Herzl School of Excellence
Collins Academy HS
Johnson School of Excellence
Dvorak School of Excellence*
Phillips Academy HS
National Teachers Academy
Fuller School of Excellence
Sherman School of Excellence
Dewey School of Excellence
Carter School of Excellence
Dulles School of Excellence
Solorio Academy HS
Marquette School of Excellence
Tarkington School of Excellence
Stagg School of Excellence
Deneen School of Excellence
Harvard School of Excellence
O’Keeffe School of Excellence
Bradwell School of Excellence
Gresham School of Excellence*
Elementary School
High School
Curtis School of Excellence
* SY 2013/14 Turnaround Schools
A PROVEN MODEL
MORE AUSL STUDENTS ARE CONSISTENTLY
COMING TO SCHOOL.
AUSL understands the value of attendance: students must be
in class to learn and it is a key leading indicator of the overall
health of a school. Because of this, AUSL network schools
make a concerted effort to increase student attendance.
As a result, AUSL schools outpaced CPS in attendance gains
between 2013 and 2014.
PERCENTAGE OF AUSL SCHOOLS INCREASING
ATTENDANCE RATE BETWEEN SY 2013 AND 2014
Elementary Schools
CPS
High Schools
The schools AUSL turns around are among the lowest
performing schools in the district—many students are already
far behind grade level by the time AUSL begins managing
the school.
Despite this, AUSL schools are closing the achievement gap.
AUSL elementary turnarounds outpaced the Chicago Public
School district in the increase of the percentage of students at
or above grade level in both reading and math (NWEA MAP).
MORE AUSL FRESHMEN ARE ON-TRACK
TO GRADUATE.
Students who are on-track by the end of their freshman year
are four times more likely to graduate from high school in
four years. In SY 2013/14, AUSL increased freshmen on-track
supports for our network high schools resulting in the highest
freshmen on-track growth of any CPS network—more than
four times the district average.
80%
AUSL
52%
CPS
AUSL IS CLOSING THE ACHIEVEMENT GAP.
79%
71%
AUSL
PERCENTAGE OF AUSL ELEMENTARY SCHOOLS THAT
INCREASED THE PERCENTAGE OF STUDENTS AT OR
ABOVE GRADE LEVEL BETWEEN SY 2013 AND 2014
Reading
85%
79%
AUSL
CPS
Math
75%
64%
AUSL
CPS
HIGH SCHOOL FRESHMAN ON-TRACK RATE
AUSL
71%
82%
2013
2014
CPS
82%
84%
2013
2014
AUSL ELEMENTARY TURNAROUND SCHOOLS
ARE IMPROVING.
AUSL schools have made significant progress under AUSL’s
management. In the new CPS School Quality Rating Policy,
90% of AUSL elementary turnarounds scored a Level 2 or
higher. Prior to AUSL’s management, 90% of these schools
were rated at the lowest performance level.
CPS SCHOOL RATING LEVELS OF AUSL ELEMENTARY
TURNAROUND SCHOOLS
Before Turnaround (old CPS ratings)
level
3
2
90%
10%
After Turnaround (new CPS SQRP ratings)
level
3
2
2+
1
1+
10%
50%
25%
10%
5%
FAMILY FEEDBACK
AUSL FAMILY SATISFACTION SURVEY
In order to collect feedback and gain insights from our student's families, parents and guardians of AUSL students are asked
to complete the AUSL Family Satisfaction Survey each year. In school year 2013/14, more than 4,000 responses were
collected, representing an impressive 24% of our AUSL network families. Key findings from this survey support the positive
gains shown in student achievement and school performance.
94%
96%
would strongly
recommend their
school to others
are satisfied or
highly satisfied with
their school
92%
believe improvements
in the school have
made the community a
better place
94%
agree or strongly agree
that their child looks
forward to school
99%
agree or strongly agree
that their child's teacher
wants their child to
succeed*
Family Feedback: SY 2013/14 AUSL Family Satisfaction Survey
* This question was only asked to elementary school families in the SY 2013/14 AUSL Family Satisfaction Survey
CREATING
SCHOOLS OF
EXCELLENCE
AUSL’s journey towards creating schools of excellence is chartered by continuous, data-driven
improvements in teaching and learning in every AUSL school, every day. This constant cycle of defining
and measuring excellence produces high quality teaching and learning across the AUSL network,
empowers school leaders and teachers to transform their practice and student outcomes, and sets the
foundation for a school culture that embraces college and career readiness as its north star.
TEACHING
Excellent Teaching successfully
executes an academically rigorous
curriculum each instructional day.
At AUSL excellent teaching begins
as early as the Chicago Teacher
Residency (CTR) program, is grounded
by proven research-based strategies,
and supported by highly proficient
leaders and coaches.
LEARNING
Excellent Learning continuously and
transparently evaluates data in order
to develop and refine strategies that
improve teacher practice and student
outcomes. At AUSL, everyone is a
learner—from the students to the
teachers, to coaches and principals.
Professional development in the
network supports and creates new
opportunities for collaboration across
content areas and experience levels.
ACHIEVING
Achieving Excellence is the result of
excellent teaching and learning. At
AUSL college and career readiness is
embraced as the north star. As early
as pre-kindergarten, data indicators
are established to ensure that AUSL
students are on track for success in
college and career. Every AUSL student
has in them the ability to be excellent.
Read on for three stories of Excellent Teaching,
Excellent Learning and Achieving Excellence
in AUSL network schools. >
AUSL EXCELLENT TEACHING
Training & Mentoring
Future Teachers
(left to right) Cassandra
Brackenridge, Cara Salvant and Stacy
Randle, Primary Diverse Learners CTR
Triad at Curtis School of Excellence.
PHOTO:
Chicago Teacher Residency (CTR) is a full-time, year long urban teacher training program that equips
resident teachers with the training, skills and strategies that will empower their students to pursue
their dreams. During the resident year, future teachers earn a Master’s degree through an accelerated
university program and spend four days a week in one of fourteen AUSL network school training
sites. Under the guidance of an experienced mentor teacher, residents apply the strategies they learn
during their coursework into practice at their training site.
I
t’s this close mentorship that
uniquely contributes to developing
effective teachers for AUSL
schools, and mentors like Cara
Salvant guide resident teams as they
observe, practice, receive coaching
and feedback, and reflect throughout
the year, gradually increasing their
responsibilities in the classroom.
It’s an additional lift on top of running
her classroom of diverse learners, but
Cara does it because of her steadfast
belief in the AUSL model. “The AUSL
model is so powerful. If I can help
guide a resident through it, then there’s
one more person who can really help
these children.”
“When they begin to see the
strategies they’re learning applied
to and working in the classroom—
it’s gold.”
And she would know. After all, Cara
was a career changer who graduated
from the Chicago Teacher Residency in
2009 and has taught primary diverse
learner students in AUSL schools
ever since. “When teaching diverse
learners, you encounter them so close.
I love that you can always pull small
groups of students and really get to
know a child.”
The results she’s seeing in her
students is what keeps her dedicated
to the mission. “I get to work with my
students for two to three years. A lot
of my students, when I first get them,
may not know letters or numbers… and
by the time they leave my classroom,
they’re reading!”
Through her mentorship, Cara sees
growth in her residents’ practice as
well as her own. “It’s a two way street,”
she says. Residents Cassandra and
Stacy bring ideas from their National
Louis University coursework that are
implemented in the classroom. “I love
that aspect of collaboration. When
they begin to see the strategies they’re
learning applied to and working in the
classroom—it’s gold.”
A Conversation with AUSL Residents:
Stacy Randle and Cassandra Brackenridge
Masters of Arts in Teaching, focus in Primary Diverse Learners
WHY DID YOU CHOOSE THE AUSL
CHICAGO TEACHER RESIDENCY
(CTR)?
Stacy: What stood out for me was the
full year of mentorship. I thought that
was dynamic because that’s where
the classroom culture is built. And, I
appreciated the structure—I wanted
things to be in place.
HOW DOES THE TRIAD STRUCTURE
(1 MENTOR TEACHER AND 2
RESIDENTS) HELP IN YOUR
TRAINING?
Cassandra: The relationship we have
is built on trust - we are transparent
about our weaknesses and our
strengths. Because of that we are able
to come together, collaborate and
bring our own unique perspectives
to the table. Our mentor, Cara,
encourages us and tell us what we
need to do to be successful. We say
we want to be able to empower our
students—that’s what our mentor
does for us. She empowers us to be
able to do the job ahead of us.
HOW HAVE YOU GROWN TROUGH
THE RESIDENCY?
Cassandra: At first, I was standoffish
in front of the class, but once I dived
in and started doing the lessons, that’s
where my confidence started to grow.
And the kids, they help with that too—
they’re so welcoming. I’ve also found
where my teaching strengths and
weaknesses are and the things that I
can do to improve on them in order to
be ready for my first year.
WHAT ARE YOU MOST LOOKING
FORWARD TO WHEN YOU BEGIN
TEACHING NEXT YEAR?
Stacy: To be involved in building an
entire school culture. You get to set
the tone for the school year. You really
get to know the community and the
families and that’s something that I’ll
look forward to more than anything...
working with a community that I relate
to, and knowing that I can make an
impact on students.
WHY WOULD YOU TELL OTHERS TO
JOIN THE CTR?
Cassandra: It’s more than the degree,
the stipend, the benefits… it’s the
hands-on experience on a daily
basis—it’s invaluable. You can’t get
it anywhere else, you just can’t. If
you want to be prepared to teach in
an urban school, AUSL is the way to
go. You’re going to get your feet wet
everyday. Everyday.
Residents Stacy Randle (top) and Cassandra
Brackenridge (bottom) practice small group instruction
under the guideance of mentor teacher Cara Salvant.
PHOTOS:
AUSL EXCELLENT LEARNING
Instructional Refinement
Through Collaboration
PHOTO: Kara Taylor, Deneen
School of Excellence ILT member
and middle school literacy
teacher, leads a cluster meeting
with her peers.
Teacher professional development at AUSL supports a culture of continuous improvement within
the network by creating opportunities for teachers to collaborate and push each other to new levels
of effectiveness as educators. This year, AUSL has made it a priority to support teachers around
instructional shifts based in the new Common Core State Standards through reflective, school-driven
practices like Cluster Learning Cycles.
A
t Deneen School of Excellence,
teachers and administrators
are together creating a
culture of instructional reflection
and refinement through a process
of Cluster Learning Cycles. Cluster
Learning Cycles guide teachers
through a strategic, cyclical process of
data analysis, group collaboration and
continuous instructional improvement.
This results in a increased
understanding of how students are
learning and what teaching methods
make the greatest impact.
Deneen’s teacher-led Instructional
Leadership Team (ILT) and Principal
Annise Lewis guide the focus of the
Cluster Learning Cycles throughout
the school-year based upon the
needs of the school and feedback
“These conversations
are so powerful.”
from teachers. Though the focus
may change, such as on small group
instruction or whole group instruction,
the cycle remains constant.
“By analyzing patterns of student
learning and collaborating with their
peers, teachers are able to identify
their next instructional steps,” Annise
says. “These conversations are
so powerful.”
Deneen School of Excellence’s
dedication to continuous improvement
through teacher collaboration is
reflected in the school’s improving
academic performance and increasing
teacher engagement.
“The learning cycles have
been a great tool for me
as a teacher. I’m able to
take my lesson plans and
really dissect them with
my colleagues.”
Muhibo Sidi, Deneen School
of Excellence ILT member and
primary school literacy teacher.
The Cluster Learning Cycle
1. GATHERING OF
STUDENT WORK
TO MEASURE
UNDERSTANDING.
A better understanding of
student learning begins
at the close of every day’s
lesson. Teachers collect
data from their students in
the form of student work,
like a short quiz, that gives
the teacher immediate
insight into whole class and
individual understanding
of a concept or lesson
objective.
2. INDIVIDUAL
REFLECTION AND
GROUP ANALYSIS OF
DATA.
The Cluster Learning Cycle
moves beyond simply
grading right and wrong
answers. Grounding
protocols require teachers
to dig deeper into the
student data, by examining
individual components of
student answers for clues
indicating patterns or gaps
in understanding. Did a
certain group of students
misunderstand the lesson?
Were there specific concepts
the whole class missed? Did
my questions align with my
lesson?
In weekly Cluster Learning
Cycle meetings, teachers
build upon their initial
reflections by presenting
and discussing their findings
with their colleagues,
grouped by grade level
and subject (e.g. math
or literacy). Seeking peer
feedback and viewpoints
is critical to the success of
Cluster Learning Cycles. It’s
through this collaborative
process that additional
opportunities are discovered
and strategies for reteaching
are workshopped.
3. PLANNING A PATH
FORWARD TO ADDRESS
DISCOVERIES.
Patterns in student
understanding levels are
addressed based upon
the unique needs of each
teacher’s class. Lessons
are retaught with new
strategies or emphasis to
ensure that students, as a
class and individually, are
receiving the instruction
needed to move forward.
Trends affecting the entire
class are addressed in a
whole group reteach and
individual student needs
are addressed through
differentiated small group
instruction so that high
performers can continue
to be challenged while
students who need extra
attention will receive it.
4. REPEAT.
After a reteach, teachers
collect student work again
to measure the impact of
their modified instructional
approach. Results are
analyzed and shared, and
the Learning Cycle repeats.
PHOTO: Andrew Strope, Deneen
School of Excellence ILT member
and middle school math teacher.
AUSL ACHIEVING EXCELLENCE
College & Career for All Students
Our goal of college and career for all AUSL students is only accomplished when we engage in
excellent teaching and learning throughout the network. This year, AUSL has implemented new
resources and frameworks to solidify a college going culture in all of our schools.
P
aris Smith is at the top of her senior class at Orr
Academy High School, and it’s an accomplishment
she’s not shy about—she’s been working to achieve
that status for the past four years. And, all that work is
beginning to pay off. At the time of writing, Paris has earned
more than $290,000 in scholarships from colleges and
universities across the country—and is waiting to hear back
from many others.
Though Paris has grown accustomed to high performance
in high school, like many students, the feeling of receiving
scholarships is a new one. “I’m not used to having people
reach out and give me things,” she says. “I’m excited and so
grateful for the support of Orr, but it all hasn’t really hit me
yet. I don’t think it will until I’m graduating.” As graduation
approaches, Paris doesn’t show any signs of slowing down.
She’s enrolled in advanced placement (AP) classes, active
in student council, a captain of the women’s volleyball
and soccer teams, a cheerleader, volunteer and a student
ambassador.
Orr Academy ensures that high performing students like
Paris Smith receive rigorous academic instruction through
honor and AP classes and Rasmussen college courses.
“They’ve challenged me. Pushed me to study more, to read
more, to think critically,” Paris says. Orr’s dedication to
“It’s like a family here. Everyone from the
principal and teachers to the custodians
and security officers want to see you succeed
and reach your goals.”
every student achieving the goal of college and career goes
beyond coursework and classes. Orr administration brings
in external partners to work hand-in-hand with teachers and
college counselors to help expose all students to college
experiences and assist in applications, scholarships and
FAFSA completion.
As a student ambassador, Paris too, wants others to reach
their goals. “When I speak to incoming freshmen, I tell
them, ‘come to school, get your work in, don’t miss classes.’
It’s like a family here. Everyone from the principal and
teachers to the custodians and security officers want to see
you succeed and reach your goals.”
J
amal Brown’s life hasn’t been easy. Pain and loss
have been deeply woven into his life from the very
beginning. His father died before his birth, his mother
has spent the better part of Jamal’s life in jail, he witnessed
his grandmother’s murder at age 6 and at age 15 his proxy
parent and caretaker he affectionately calls “grandma” died.
Jamal dropped out of high school his sophomore year and,
by his own account, “got into some bad things.”
All too often, stories like Jamal’s play out in a predictable
way, but after a chance encounter with two grade-school
friends who played football at Wendell Phillips Academy
High School, Jamal began the process of rewriting his story.
With encouragement from Phillips football head coach Troy
McAllister, he enrolled at Phillips as a junior and didn’t look
back. “Coming to Phillips was the greatest choice I’ve made
in my life… I’d probably be dead or in jail if I weren’t here,”
Jamal says.
“I just want to make people who helped
me get to where I’m at proud,
and I can do that by graduating college.”
As for what’s next after Phillips, Jamal says “I just want to
make people who helped me get to where I’m at proud, and
I can do that by graduating college.” He’s well on his way.
Jamal received multiple full-ride college scholarships, and
will attend Illinois State University where he’ll play football
and study to become a teacher. “I want to help kids like
myself, I want to show them there’s a life outside of doing
the wrong things.”
Perhaps the most influential force in Jamal’s new story is
history teacher and defensive coordinator Michael Larson,
who graduated from the AUSL Chicago Teacher Residency
Program in 2011. Jamal, who was considered homeless by
CPS standards, moved in with Coach Larson this year - and
for the first time in his life, Jamal has come to know a safe
and stable home.
AUSL
SCORECARDS
ELEMENTARY SCHOOL KEY
Students captures the enrollment on the 20th day of
the 2013-2014 school year based on CPS data.
The Illinois State Board of Education defines
mobility as:
The count of students who transfer-in and
transfer-out of the school beginning with
the first school day in October and
continuing through the last day of the regular
school year.
A transfer-in is each instance in which a
student is added to the enrollment roster of
the school.
Attendance represents the attendance rate
for the 2013-2014 school year.
Free and Reduced Lunch represents
the percentage of students that qualify
for free or reduced-price meals.
A CPS Neighborhood School
AUSL Elementary Schools (2013-2014)
STUDENT OVERVIEW
Student Body Composition
Students
Mobility
Attendance
Free and
Reduced Lunch
30
94.2%
96.0%
Demographics
78.1%
13,772
A transfer-out is each instance in which a
student is removed from the enrollment
roster of the school for whatever reason.
AfricanAmerican
19.3% Hispanic 2.6% Other
The formula used to calculate the mobility is
as follows: (Transfers In + Transfers Out)/
(Average Daily Enrollment / 100)= Mobility
Rate(1)
Data is from the 2013 - 2014 school year.
CPS District:
18
Student Attendance 2013 vs 2014
96%
94.6
94.3
94%
The Attendance Rate Over Time represents the
change in the annual attendance rate over time
at our AUSL compared to the Chicago Public
School District.
95.0%
TEACHER OVERVIEW
95.0
93.5
92%
90%
38.5% African-American,
46.1% Hispanic, 15.4% Other
85.2%
2013
2014
AUSL
2013
2014
CPS Average
780
595
91
Teachers
Education
Support
Personnel
Residents in
Training
FAMILY FEEDBACK
Teachers include all full-time, certified and
provisionally certified educators in the building,
excluding principals and assistant principals.
Education Support Personnel are the adults in
the building beyond teachers and principals
that support the educational program.
97%
95%
93%
of families are satisfied or
highly satisfied with the school
of families would strongly
recommend this school to others
of families believe the school’s
improvements have made the
community a better place
Residents in Training represents the total
number of Chicago Teacher Residency residents who were trained at the school during
the 2013-2014 school year.
SOURCES: Student Overview: 2013-2014 CPS data and illinoisreportcard.com Teacher Overview: 2013-2014 AUSL data and
illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013
(1) www.cps.edu/schooldata/pages/schooldata.aspx (2) www.illinoisreportcard.com (3) www.nwea.org/about-nwea/faq/ (4) www.nwea.org/about/
(5) www.nwea.org/assessments/map/scale-and-norms/
NWEA (Northwest Evaluation Association)
is a nonprofit that created the MAP
assessment, a nationally normed testing
system that responds dynamically to the
child.(3) MAP (Measures of Academic
Progress) assessments are adaptive
achievement tests that are taken on a
computer.(4)
ACADEMIC PERFORMANCE
NWEA Measures of Academic Progress (MAP)
Nationally Normed Reference Test
Percentage of Students Meeting Growth Targets
Reading
Math
AUSL
3rd-8th
58.0
AUSL 52.0
3rd-8th
CPS Average 61.0
3rd
4th
5th
6th
7th
8th
CPS Average 54.6
3rd
4th
5th
6th
7th
8th
0
10
20
30
40
50
60
0
70
10
20
30
40
50
60
70
Percentage of Students at or Above Grade Level
Reading
Math
AUSL 34.7
3rd-8th
AUSL 34.4
3rd-8th
CPS Average 51.9
3rd
4th
5th
6th
7th
8th
CPS Average 48.4
3rd
4th
5th
6th
7th
8th
0
10
20
30
40
50
60
70
Percentage of Students Meeting Growth
Targets represents the percentage of students in each grade who met or exceeded
the national average level of growth for
students with the same pre-test level of
attainment. For example, 66.3% of Casals
students had reading growth that was above
the national average for students with the
same pre-test level of attainment.
0
10
20
30
40
50
60
70
The Percentage of Students at or Above
Grade Level demonstrates the share of
students in each grade who were at or
above the national average NWEA RIT
Score(5) in Reading and Math. The RIT Scale
is a skills-based scale that uses individual
item difficulty values to estimate student
achievement.
SOURCES: Academic Performance: NWEA MAP data 2013 and 2014 at www.cps.edu/SchoolData/Pages/SchoolData.aspx, AUSL data
AUSL Elementary Schools (2013-2014)
STUDENT OVERVIEW
Students
Attendance
Mobility
Demographics
Free and
Reduced Lunch
78.1%
13,772
30
94.2%
AfricanAmerican
96.0%
19.3% Hispanic 2.6% Other
CPS District:
18
95.0%
96%
94.6
94.3
94%
TEACHER OVERVIEW
95.0
93.5
92%
90%
85.0%
2013
2014
AUSL
2013
2014
CPS Average
780
595
91
Teachers
Education
Support
Personnel
Residents in
Training
FAMILY FEEDBACK
97%
95%
93%
SOURCES: Student Overview: 2013-2014 CPS data and illinoisreportcard.com Teacher Overview: 2013-2014 AUSL data and
illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013
NWEA Measures of Academic Progress (MAP)
Nationally Normed Reference Test
Percentage of Students Meeting Growth Targets
Reading
Math
AUSL
3rd-8th
58.0
AUSL 52.0
3rd-8th
CPS Average 61.0
3rd
4th
5th
6th
7th
8th
CPS Average 54.6
3rd
4th
5th
6th
7th
8th
0
10
20
30
40
50
60
0
70
10
20
30
40
50
60
70
60
70
Percentage of Students at or Above Grade Level
Reading
Math
AUSL 34.7
3rd-8th
AUSL 34.4
3rd-8th
CPS Average 51.9
3rd
4th
5th
6th
7th
8th
CPS Average 48.4
3rd
4th
5th
6th
7th
8th
0
10
20
30
40
50
60
70
0
10
20
30
40
50
SOURCES: Academic Performance: NWEA MAP data 2013 and 2014 at www.cps.edu/SchoolData/Pages/SchoolData.aspx,
AUSL data; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx
HIGH SCHOOL KEY
Students captures the enrollment on the 20th day of
the 2013-2014 school year based on CPS data.
Attendance represents the attendance rate
for the 2013-2014 school year.
Free and Reduced Lunch represents
the percentage of students that qualify for free or reduced-price meals.
The Illinois State Board of Education defines
mobility as:
The count of students who transfer-in and
transfer-out of the school beginning with
the first school day in October and
continuing through the last day of the regular
school year.
A transfer-in is each instance in which a
student is added to the enrollment roster of
the school.
A transfer-out is each instance in which a
student is removed from the enrollment
roster of the school for whatever reason.
The formula used to calculate the mobility is
as follows: (Transfers In + Transfers Out)/
(Average Daily Enrollment / 100)= Mobility
Rate(1)
AUSL High Schools (2013-2014)
STUDENT OVERVIEW
Students
AfricanAmerican
85.6%
30
CPS District:
18
Hispanic
85%
87.9
85.2%
95.0%
Graduation & Dropout Rates
Does Not Include Solorio
88.8
2014 Five-Year High School Graduation Rate
85.6
AUSL
57.1
83.2
69.4
CPS
HIGH SCHOOL COM
80%
75%
2014 One-Year Dropout
2013
2014
AUSL
The five-year cohort graduation rate follows
a group of students who enter Chicago
Public Schools (CPS) as freshmen and
calculates the percent of these students
who graduate within five years after their
freshman year.(2)
Teachers include all full-time, certified and
provisionally certified educators in the building,
excluding principals and assistant principals.
42.0%
89.4%
5.7% Other
90%
The One-Year Dropout Rate is the percentage of students enrolled in grades nine
through twelve at any time during a school
year who dropped out during that year.(3)
Demographics
Free and
Reduced Lunch
52.3%
3,287
Data is from the 2013-2014 school year.
The Attendance Rate Over Time represents
the change in the annual attendance rate over
time at AUSL schools compared to the Chicago
Public School District.
Attendance
Mobility
2013
AUSL
2014
1.9
CPS
CPS Average
5.8
FAMILY FEEDBACK
95%
95%
92%
TEACHER OVERVIEW
235
132
20
Teachers
Education
Support
Personnel
Residents in
Training
SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and illinoisreportcard.com;
Teacher Overview: 2013-2014 AUSL data and illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013
Education Support Personnel are the adults in
the building beyond teachers and principals
that support the educational program.
Residents in Training represents the total number of
Chicago Teacher Residency residents who were trained
at the school during the 2013-2014 school year.
(1) www.cps.edu/Performance/Pages/Performance.aspx and www.illinoisreportcard.com (2) www.cps.edu/Performance/Documents/Datafiles/FiveYearGraduationFactSheet.pdf
(3) www.cps.edu/Performance/Documents/Datafiles/OneyearDropoutRatesFactSheet.pdf (4) www.illinoisreportcard.com (5) www.chooseyourfuture.org/research
(6) www.cps.edu/Performance/Documents/Datafiles/FactSheetontrack_020408.pdf (7) www.act.org/products/k-12-act-test/ (8) www.act.org/standard/
Total Scholarship Dollars represents to the total value
of scholarship dollars awarded to students across all
universities at which they were accepted.
Training Academies: Training Academies
are neighborhood schools in which
residents from the Chicago Teacher
Residency are trained. These schools are
not turnarounds but were opened with
the purpose of developing highly effective
teachers for the challenging urban site.
FAFSA is the Free Application for Federal Student Aid.
It is the gateway for all state and federal need-based aid
and is required to receive any need-based aid at most
colleges and universities.
Turnaround Schools: Turning around a school
is one approach that Chicago Public Schools
(CPS) uses to improve neighborhood schools
that have been failing for many years. AUSL
takes over the management of a turnaround
school at the request of CPS. The school
remains a public neighborhood school.
College Enrollment shows the percentage
of each graduating class who enrolled in a
post-secondary institution prior to the Nov 1
following their graduation.(5)
College Achievement
College Pursuit
Class of 2014
College Enrollment
$24,575,493
80
65
Total Scholarship Dollars Awarded
96.4%
90.9%
82.1%
College Persistence
60
50
of senior class
was accepted
to at least 1 college
57.7
50
51.4
52.7
70.1
61.5
60
57.2
55
of senior class
applied to at least 1
college
71.3
70
57.8
40
45
30
40
20
2012
2011
AUSL
2012
2011
2013
CPS Average
AUSL
CPS Average
of entire senior
class completed the
FAFSA
Freshman on Track shows the percentage
of first-time freshmen who earned at least 5
credits and failed no more than one semester
of a core course during the academic year.(6)
COLLEGE-BOUND METRICS
Student Achievement Indicators
MPOSITE TO COME
ACT Composite Score
Freshman On-Track
100
90
80
18
81.9
73.0
17
16
68.7
15.9
16.0
2013
2014
15
50
40
18
17.6
84.1
70
60
College persistence shows the percentage
of students who enrolled in college prior
to the Nov 1 following their graduation
who were still enrolled on Nov 1 in the year
following their graduation. For example,
in 2013: (#class of 2012 graduates who
enrolled prior to Nov 1 2012 and were still
enrolled on Nov 1 2013) / (#class of 2012
graduates who enrolled in college prior to
Nov 1 2012)
2013
2012
2011
AUSL
2014
14
Students Meeting College Readiness Benchmarks
Class of 2015
2013
AUSL
CPS Average
2014
CPS Average
EXPLORE to ACT Growth
Class of 2015
The ACT Test is a curriculum- and standards-based educational and career planning tool that assesses students’ academic
readiness for college.(7) This graph shows
how AUSL schools have performed versus
the Chicago Public School District and the
average of the comparable neighborhood
schools.
19
30%
3.2
18
28.5
17
25%
2.4
16
20%
15%
15
12.8
10%
7.8
14
7.7
5%
13
12
0%
English
Math
Reading
Science
EXPLORE
ACT
(2012)
(2014)
AUSL
CPS Average
SOURCES: College Pursuit: 2013-2014 CPS and AUSL data; College Achievement: Chooseyourfuture.org;
Student Achievement Indicators: www.cps.edu/SchoolData/Pages/SchoolData.aspx
ACT Percentage of Students Making College
Readiness Benchmarks represents the percentage
of students who, based on their ACT scores, have
a 50% likelihood of earning a ‘B’ or better in the
corresponding entry-level college course(8)
Explore to ACT Composite Scaled Score
Growth shows the average growth between
the EXPLORE test administered in the fall of
9th grade year and ACT test administered
the spring of 11th grade year.
AUSL High Schools (2013-2014)
STUDENT OVERVIEW
Students
Attendance
Mobility
Demographics
Free and
Reduced Lunch
52.3%
3,287
AfricanAmerican
85.6%
30
42.0%
89.4%
Hispanic
5.7% Other
CPS District:
18
Graduation & Dropout Rates
90%
85%
87.9
88.8
85.1%
95.0%
2014 Five-Year High School Graduation Rate
85.6
AUSL
57.1
83.2
69.4
CPS
HIGH SCHOOL COM
80%
75%
2014 One-Year Dropout
2013
2014
AUSL
2013
2014
AUSL
1.9
CPS
CPS Average
5.8
FAMILY FEEDBACK
95%
95%
92%
TEACHER OVERVIEW
235
132
20
Teachers
Education
Support
Personnel
Residents in
Training
SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and illinoisreportcard.com;
Teacher Overview: 2013-2014 AUSL data and illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013
College Achievement
College Pursuit
Class of 2014
College Enrollment
$24,575,493
80
65
Total Scholarship Dollars Awarded
96.4%
90.9%
82.1%
College Persistence
60
55
of senior class
applied to at least 1
college
50
of senior class
was accepted
to at least 1 college
71.3
70
57.8
57.7
60
57.2
50
51.4
7
52.
70.1
61.5
40
45
30
40
20
2012
2011
AUSL
2012
2011
2013
CPS Average
AUSL
CPS Average
of entire senior
class completed the
FAFSA
COLLEGE-BOUND METRICS
Student Achievement Indicators
MPOSITE TO COME
ACT Composite Score
Freshman On-Track
100
90
80
18
84.1
73.0
81.9
70
60
17
16
68.7
15.9
16.0
2013
2014
15
50
40
18
17.6
2013
2012
2011
AUSL
2014
14
AUSL
CPS Average
Students Meeting College Readiness Benchmarks
Class of 2015
2013
2014
CPS Average
EXPLORE to ACT Growth
Class of 2015
19
30%
3.2
18
28.5
17
25%
2.4
16
20%
15%
15
12.8
10%
7.8
14
7.7
5%
13
12
0%
English
Math
Reading
Science
EXPLORE
ACT
(2012)
(2014)
AUSL
SOURCES: College Pursuit: 2013-2014 CPS and AUSL data; College Achievement: Chooseyourfuture.org;
Student Achievement Indicators: www.cps.edu/SchoolData/Pages/SchoolData.aspx
CPS Average
AUSL
PARTNERS
PUBLIC-PRIVATE PARTNERSHIP
AUSL’s public-private partnership with Chicago Public Schools
demonstrates an innovative model for urban education reform,
a model that is proving effective in revitalizing failed schools.
Longitudinal studies of children growing up in resource-poor areas, such as the
neighborhoods in which AUSL schools are located, consistently reveal that these
students are at high-risk of education underachievement as early as first grade. AUSL
raises substantial funding from foundations, corporations, government
agencies, and committed individuals to provide our students with the extra
support structures above and beyond the resources CPS provides for the school’s
general operating budget. These program services range from teacher coaches to
afterschool programming and everything in between.
Chicago Mayor Rahm Emanuel has described the AUSL model as “a good return on
taxpayer investment,” going on to say that “with AUSL, I get every dollar back.”
F ISCAL Y EA R 2 014 E X P E NS E S
Program Services:
Turnaround Schools
$
7,994,033
Training Academies
$
499,182
Chicago Teacher Residency
$
8,420,201
Network Educational Services*
$
2,649,547
Network Curricular Enhancements
$
859,828
Support Services:
Administration and Financial Development
$ 2,328,686
Total
$22,751,477
* Includes curriculum and instruction, teacher development, assessment, performance management,
advisory services/AUSL Institute.
AUSL recognizes that a child’s development and learning do not, and should not, begin and end when they walk
through the doors of the school. In addition to forming strong relationships with parents and community members,
AUSL establishes partnerships with many community-based organizations and local agencies that provide vital
in-school and out-of-school services to our students. From tutoring to fine arts programming, AUSL’s partners
offer our students an incredible range of life experiences to support their continuous growth.
P RO GRA M PA RT N ER S
CO MMU N I T Y PA RT NE R S
WWW.MINDFULPRACTICESYOGA.COM
CO MM U N I T Y PA RT NE R S (CON TI N U E D)
URBAN GATEWAYS
Every Art, Every Child, Every Day
AR T
Art Resources in Teaching
We are truly proud of what we’ve been able to accomplish and we know that our success is a
strong testament to the crucial support we receive from a growing network of partners.
We would like to thank our generous partners for their single-year or multiple-year gifts
received in Fiscal Year 2014 (July 1, 2013 to June 30, 2014).
DONORS
Multiple-Year Cluster Sponsors
$2,000,000 and above
BMO Harris Bank
Crown Family Philanthropies
$1,000,000 - $1,999,999
Anonymous
Bill & Melinda Gates Foundation
Silicon Valley Community
Foundation
$500,000 - $999,999
Anonymous
$200,000 - $499,999
Carnegie Corporation of New York
CME Group Foundation
Pritzker Foundation
Satter Foundation
$100,000 - $199,999
The Boeing Company
Nancy and Steve Crown
The Duchossois Family Foundation
Foley Family Foundation
Lloyd A. Fry Foundation
Mr. and Mrs. Michael Keiser
Donor Advised Fund
King Family Foundation
Pat and Mike Koldyke
The Lefkofsky Family Foundation
LR Development Company
Polk Bros. Foundation
Related Apartment Preservation
United Way of Metropolitan
Chicago Impact Fund, a
McCormick Foundation Fund
Zell Family Foundation
$50,000 - $99,999
Finnegan Family Foundation
Malott Family Foundation
W. Clement & Jessie V. Stone
Foundation
Mr. and Mrs. Mike Zafirovski
$20,000 - $49,999
11 CTL, LLC
Affordable Holdings, LLC
AmeriCorps: Serve Illinois
Curt Bailey
Chicago Fire Foundation
John D. Cook
Cubs Care, a McCormick
Foundation Fund
Brian and Nancy Doyal
J.S. Frank Foundation
Donna and Jack Greenberg
Illinois Student Assistance
Commission
Katten Muchin Rosenman LLP and
Kenneth and Anne Miller
Brad and Kim Keywell
Bill and Karen Lutz, Goldman,
Sachs & Co.
Robert R. McCormick Foundation
Sun-Times Foundation, A Fund of
The Chicago Community Foundation
Mills Family Charitable Foundation
Northern Trust Charitable Trust
Perkins Hunter Foundation Fund
John & Kathleen Schreiber
Foundation
Earl and Brenda Shapiro
Foundation
James Tyree Foundation
Liz and Todd Warnock
$10,000 - $19,999
Allstate Insurance Company
Anonymous
Apollo Group, Inc.
Barker Welfare Foundation
David and Liz Chandler
Chicago Bulls Community Assist
Fund, a McCormick Foundation
Fund
Chicago Cubs Charities
The Damico Family Foundation
James and Catherine Denny
Foundation
The Harris Family Foundation
Julie and Will Hobert
Howard E. Jessen
JPMorgan Chase Foundation
Mr. and Mrs. John Mabie
Mesirow Financial
B.T. Rocca, Jr. Foundation
Frank and Joanne Sims
Souder Family Foundation
Kay Torshen
Mr. and Mrs. Frederick H. Waddell
Gail and John Ward
$5,000 - $9,999
Lindsey and Merrick Axel
Baird Foundation, Inc.
Robert W. Baird & Co.
Blue Foundation
Deirdre and Alex Campbell
Mr. and Mrs. Thomas J. Campbell
Charitable Foundation
Tim and Carol Cawley
Sunny and Gery Chico
CNA Foundation
Pam and Dan Davis
Democrats for Education Reform
Mark Furlong
Carrie and Craig Goesel
Stanford and Ann Dudley
Goldblatt
Golden Apple Foundation
Sue and Melvin Gray
David and Gerilyn Greenberg
Bruce J. Heim Foundation
Susan and Richard Kiphart
MacLean-Fogg Company
Madison Capital Funding
Morgan Stanley
Bob and Mimi Murley
Kristie Paskvan
Linda and Richard Price
Quintin E. Primo III
John and Mary Raitt
Charlie Rose
Kimberly and Richard Ross
Foundation
Ralph W. Rydholm
The Service Club of Chicago
Jennifer Smith
Jeri and Roger Smith
Professor Louis W. and Rhona L.
Stern
Mr. and Mrs. Eric C. Strobel
Vitale Family Foundation Inc.
Western Union Foundation
William Blair & Company, Laura
Van Peenan and Louis Conforti
Winston & Strawn LLP
ZenithOptimedia
$1,000 - $4,999
1111 Foundation
36 Foundation, Inc.
Jim and Wendy Abrams
Anonymous
Lisa and Eric Belcher
Blomberg Family Charitable Trust
Brinshore Development LLC
Brown-Forman Corporation
Melissa Byrd
Michael and Susan Canmann
Erin Clarkin
Louise Clarkin
William Clarkin
Christine and Stephen Cole
Marge and Lewis Collens
Laura Couchman
Cameron and Ana Cummins
Laura and Tony Davis
William Devers
Embree Financial Group
Paul Embree
Carter and Susan Emerson
Wade Fetzer
Holly Gail
Maureen and George Gilmore
John and Stephanie Harris
Ann Ingersoll
Mr. and Mrs. Paul Ingersoll
Kadrovach-Duckworth Family
Foundation
Donald Kane
Heidi Keisler
Louis Kenter
Laird and Dede Koldyke
Stacy Kotelov
Ilene and Bob Lewis
Martin and Sandra P. Lieberman
James Mabie
Gary and Kim McCullough
Roger S. McEniry
Andrew W. McGhee
National Louis University
John D. Nichols
Deborah and Stephen Quazzo
RCP Advisors LLC
Reilly Partners
Betsy and Andrew Rosenfield
Linsey Rubenstein
Steven Ryan
Michael A. Sachs
Richard Sciortino
Segal Family Foundation
Barbara and Rex Sessions
Brenda and Earl Shapiro
Robin Steans and Leonard Gail
Glen Stewart
Susan R. and John W. Sullivan
Foundation
Tim and Pam Szerlong
Ned Turney
USA Football
Mr. and Mrs. Peter E. Van Nice
David and Pam Waud
Mr. and Mrs. Arnold R. Weber
Mark Weisberg
Michael and Laura Werner
Mr. and Mrs. Jeff Yingling
under $1,000
Brittney Abbott
Joseph and Kathy Adler
Andrew Albert
Mrs. L.W. Alberts
Timothy Alcala
Paul and Mary Anderson
Anonymous
David Baine
Mr. and Mrs. Donald A. Belgrad
Edward and Tracey Benford
Betsy Berman
Emmanuel Bernabe
Brian Bianchi
George Bilicic
Dennis and Joyce Black
The Robert Thomas Bobins
Foundation
Alex Boerner
William and Sarah Boockford
The Boston Consulting Group, Inc.
Peter Bouchard
Benjamin Breman
Lauren Bringhurst
Ralph Brooks
Mr. and Mrs. Arnold Brookstone
Daniel Brosk
Tej Buch
Erin Burke
Rob Byerly
Dale Cabreira
Katie Capettini
Carney Family Foundation
Elizabeth Carpenter
Sanford Carton
Joanne Casciaro
John Celentani
Susan and Ed Chandler
Matthew Chimineti
Jessica Chlopek
Jennifer Clifford
Jennifer Cohn
Nicole Colwell
Molly Coors
Ryan Cox
Lindsay Craig
Tarsha Cristler
Paulina Cromwell
Jennifer Cudahy
Henry Cuzco
Tony Danielak
Scott Dann and Anne Moreau
Manny Davila
Matthew Denison
Kara DeWalt
Mr. and Mrs. Byram Dickes
Bridget Dillon
Elizabeth Dolan
Ryan Domyancic
Barbara Doody
Joe and Paige Dooley
Meghan Donohue
David Dormon
S. Downey Fund
Sara and James Downey
Joseph Drozd
Ira and Margie Dubrow
Usha Durai
Katherine Durham
Jaclyn Durr
Brad Eckmann
Steve Eisenstein and Deane Brown
Joe Elegante
Dimitri Eliopolous
Elizabeth Ellrodt
Jordan England
Renato Erfe
Bradley Ernst
Vonametriz Esco
Exelon Corporation
Thomas Farmer
Jeremy Fiser
Matt FitzSimons
Kathleen Flannery
Fletcher, O’Brien, Kasper &
Nottage, PC
Adrian Foster
Ellen Foster
Rick Fox
Evan Frisella
Mark Fuller
Erica and Kevin Gabel
Matthew Gailey
Amanda Gehrls
Emily Gesmundo
Amy Gift
Kathryne Gilbride
Kelly Goldsmith
Jeffrey and Cidney Golman (in
honor of Linda Price)
Jacquelyn Gordon
Kristen Gorman
Kelly Gray
Tolga Guder
Gulf Coast Community Foundation
Austin Hall
Corey Hamilton
Myetie Hamilton
Matthew Hammer
Mallory Hanig
Sabrina Hanitz
John Harney
Willie Harris
Ryan Harrison
Tracy Harrison
Emily Hathcoat
Erica Henry
Arthur and Nicole Herbst
Mr. and Mrs. Frederic Hickman
James Higgins
Martha R. and William Hinchman
Mark Hinken
Jennifer Hoffenkamp
Heather Horan
Megan Horsch
Daniel Huml
Neal Hutchinson
Jeffrey Hypes
E.B. Jackson
Reginald Jefferson
Rich and Jeani Jernstedt
Brian Jessen
Joseph and Jennifer Jordan
Nekesa Josey
Daniel Joss
Melanie Juracek
Susan and Jonathan Kaden
Brendan Keating
Joseph and Sally Keenan
Amy Keller
Madeline Kelley
Michael Kempf
Heather Kephart
Samuel Kimmerly
Daniel J. Kipp
Amy Kitzmiller
Adam Klein
DONORS (CONTINUED)
Sarah Knobloch
Angela Knor
Steven Koch
Amy Koehler
Meghan Koeppel
Chrissy Koob
Nancy and Phillip Kotler Family
Foundation
Dr. Ruth and Louis Kraus
Alison Kremer
Taylor Krislov
Kelly Kristoff
Laura Kulman
Megan Lafferty
Stephanie Lafferty
Jill Lake
Peter Lanctot
Dr. and Mrs. Richard Lariviere
Andrea Law
Nicholas Lawler
Maria Lefkow-Sorensen
Mr. and Mrs. Gerald J. Levin
Vivian Li
Robert Lifton
Tara Little
Henry Lopez
Stephen Lorch
Alanna Loukas
Wick Lutz
Melissa Mabley
Danielle Mager
Mr. and Mrs. Ralph B. Mandell
Chris Maratea
Christopher Mark
Nicholas Martin
Erika Maschmeyer
Ashley Mayer
Alex Mazer
Patrick McCarthy
Doug McClure
Robert McDermott
Jacquie and Jean McGrew
Samuel McIngvale
Constance McKinnon
Ben McKnight
Florence D. McMillan
McNeill Memorial Foundation,
Thomas McNeill
Peter and Jane McNitt
Brian McSweeney
Alban Mehmeti
Peter Menacham
John S. Mengel
Michael Meyer
Jason Miller
Michael Molitor
Monique Moore
Jaime Morales
Jon Morris
Lisa Morrison-Butler
Andrew Moses
Michael Murlas
Megan B. Murley
Kevin Murphy
Abigail Myers
Catherine Napier
Christopher Nazaruk
Joel Niekamp
Troy and Kerri Noard
Benjamin Olson
Brooke Osborn
Field Osler
Juliet Palko
Sarah Parisi
Matthew Parks
Lauren Pena
Victor Pena
Sara Pfaff
Christie Phillips
Todd Pleune
Charlene Podalsky
Jeremy Popa
Arthur Preiss
David Prekop
Roger Price
PricewaterhouseCoopers LLP
Arnold Pritsker
Carole C. Pyle-Weaver
Ilona Rappin (in honor of Donna
and Jack Greenberg)
Scott Randall
Cory Reeves
Ben Reidy
Michelle Reilly
Judith Rice
Michael Rice
Andrea Richardson
Anastasio Rivera
Tiffany Roberts
Carta Robison
Jeff Rup
Harold and Margo Russell
Elias Ruvalcalba
Jessica Ruvalcalba
Michelle Sakayan
Jordan Salins
Parvathi Santhosh-Kumar
Albert Scherb
Frank and Hilary Schmitz
Caroline Schneider
Francie Schnipke-Richards
Marty and Jamie Schrero
David Scott
Rosemary Sears
Carole and Gordon Segal
Andrew Sennett
Matthew Serra
Ilana Shachnovsky
Mark Shapiro and Roberta
Goldberg
Jeff Shookus
Stuart Shulruff
Doug Singleton
Phillip Slovit
Cameron Smith
Jeffrey Smith
Tanya Smolenski
John Soto
Wesley Southall
Serena Sparacino
Scott Spinney
Matthew Stadler
Anne Stanley-Hendricks
Matthew Starr
Blake Stewart
Liz Stiffel
Ben Strobel
Rachel Sturges
Leslie and Ted Sulger
Carol Sullivan
Jeremy Sutton
Maureen Svagera
Sarah Swanson
Vasiliki Szabo
Brian Tam
Lisa and Ken Temkin
Elizabeth Thomas
Anne Tofanelli
Ruben Torres
Katherine VanBerschot
Donald Vinson
Charles Waddell
Casey Wagner
Ceta and Stephen Walters
Shelly and Walter Weinberg
Lisa Weitzman
Tripp Welge
Emily Whalen
Terrill Wilkins
Katie Willis
Royce Wills
Joe Wojkowski
Jeffrey Wolin
Daisy Wood
LeRoy Woods
Leslie Wolfe
Adam Wuellner
Carolyn Wuellner
Robert Zabel
Matthew Zafirovski
David Zambrano
Stephan Zimmer
Judy and Bob Zimmerman
(in honor of Donna and Jack
Greenberg)
Greg Zinsmeister
Scott Zoellick
MANAGEMENT T EAM
Donald Feinstein, Ph.D.
Executive Director
Shana Hayes
Managing Director, External Affairs
AUSL
LEADERSHIP
Scott Macdonald
Managing Director, Strategy & Operations
Jarvis Sanford, Ed.D.
Managing Director, AUSL Network Schools
Michael Whitmore
Managing Director, Teaching & Learning
BOAR D O F D I REC TO R S
Merrick Axel
Partner, Cressey & Company
Martin J. Koldyke
Chairman Emeritus
Founder and Retired Chairman,
Frontenac Company
John D. Cook
Chairman of the Board
Director Emeritus, McKinsey & Company
Mike Zafirovski
Vice Chairman, Strategy Committee Chair
Founder and President, The Zaf Group
Donald Feinstein, Ph.D.
Secretary, Executive Director
William J. Lutz
Governance Committee Chair
Retired Vice President - Private Wealth
Management, Goldman Sachs Group, Inc
Gary E. McCullough
Academic Performance & Human Capital
Committee Chair
Former President, CEO, and Board
Member, Career Education Corporation
Kenneth W. Miller
Treasurer, Finance Committee Chair
Partner, Katten Muchin Rosenman
Professor Louis W. Stern
Marketing & Communications
Committee Chair
John D. Gray Distinguished Professor
Emeritus of Marketing, Northwestern
University, Kellogg School of Management
Todd Warnock
Development Committee Chair
Founding Partner & Senior Advisor,
RoundTable Healthcare Partners
Christopher B. Begy
CEO and US Country Head, BMO
Financial Corp.
Quintin E. Primo III
Chairman & CEO,
Capri Capital Partners, LLC
Charlie Rose
Shareholder, Hogan Marren, Ltd.
Dominic Belmonte
President & CEO, Golden Apple
Foundation
Linsey Rubenstein
Director of Operations, Information
Security, The Boeing Company
David Chandler
Managing Partner and Co-Founder,
Chicago Growth Partners, LLC
Michael A. Sachs
Chairman and Founder, Sg2
Brian Doyal
Managing Director, Co-Head of Global
Investment Banking, Robert W. Baird & Co.
Ana Dutra
President and CEO, The Executives’ Club
of Chicago
William Hobert
Founder and Managing Member,
WH Trading
Michael L. Keiser
President, Bandon Dunes Golf Resort
Robert E. King
Chairman, Rasmussen, Inc
Rev. Dr. W. W. Matthews, Sr.
Pastor, Pleasant Green Missionary Baptist
Church
Ben Shapiro
Manager, Mason Avenue Investments
Cardelle B. Spangler
Partner, Winston & Strawn LLP
Eric C. Strobel
Partner, The Partnering Group
Kay Torshen
President, Torshen Capital Management
Carmita Vaughan
Founder, The Surge Institute
Founder and President, C. Vaughan &
Associates
Gail D. Ward
Founder/Principal, Walter Payton College
Prep High School, Retired 2008
Nivine Megahed, Ph.D.
President, National Louis University
Anthony Miller
Chief Operating Officer and Founding
Partner, The Vistria Group
ASSO C I AT E B OA RD
Charlie Waddell, Chair
Craig Goesel
Fran Haas
Erica Henry
Jeff Hypes
Joe Jordan
Amy Keller
Sam Kimmerly
Chrissy Koob
Ryan Maki
Pepe Maldonado
Brian McSweeney
Melody Mendez
Michael Murlas
Megan Murley
Abigail Myers
Chris Nazaruk
Yemisi Odendina
Benjamin Olson
Artie Preiss
Eli Ruvalcaba
Francie Schnipke Richards
Rosemary Sears
Erica Seidler
Annie Stanley Hendricks
Ned Turney
Terrill Wilkins

creating schools of excellence

Transcription

Similar documents

2016 Edition - Arellano University School of Law

City Design Tour

Advance Tickets: Buy your tickets today!

Turning Around Low-Performing Schools in Chicago

Tsi-tsi-ki Felix

Crain`s Leadership Academy 2015

Lake Street Connection

FACeTS FACeTS - A Snowmobile for George

http://www.eo.ucar.edu/webweather/index.html