AUSL'S 2014 PROGRESS REPORT by Academy for Urban School Leadership

CREATING SCHOOLS OF EXCELLENCE AUSL’S 2014 PROGRESS REPORT

TABLE OF CONTENTS

Letter from AUSLâ&#x20AC;&#x2122;s Board of Directors

By the Numbers

Key Highlights

4 Creating Schools of Excellence

6 AUSL Network School Scorecards

11 AUSL Leadership

8 AUSL Partners

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.

6 AUSL 2014 PROGRESS REPORT

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

AUSL 2014 PROGRESS REPORT 7

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.

8 AUSL 2014 PROGRESS REPORT

CPS SCHOOL RATING LEVELS OF AUSL ELEMENTARY TURNAROUND SCHOOLS Before Turnaround (old CPS ratings) level

90%

10%

After Turnaround (new CPS SQRP ratings) level

10%

50%

25%

10%

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

AUSL 2014 PROGRESS REPORTâ&#x20AC;&#x201A;9

10 AUSL 2014 PROGRESS REPORT

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 2014 PROGRESS REPORT 11

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.

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.”

12 AUSL 2014 PROGRESS REPORT

“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 2014 PROGRESS REPORT 13

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.

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

14 AUSL 2014 PROGRESS REPORT

“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 2014 PROGRESS REPORT 15

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.

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

16 AUSL 2014 PROGRESS REPORT

“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.”

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 2014 PROGRESS REPORT 17

AUSL SCORECARDS

18 AUSL 2014 PROGRESS REPORT

AUSL 2014 PROGRESS REPORT 19

ELEMENTARY 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.

A CPS Neighborhood School

AUSL Elementary Schools (2013-2014) STUDENT OVERVIEW Student Body Composition Students

Mobility

Attendance

Free and Reduced Lunch

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:

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

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 schoolâ&#x20AC;&#x2122;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/

20â&#x20AC;&#x201A;AUSL 2014 PROGRESS REPORT

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

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

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.

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 2014 PROGRESS REPORTâ&#x20AC;&#x201A;21

A CPS Neighborhood School

AUSL Elementary Schools (2013-2014) STUDENT OVERVIEW Student Body Composition Students

Attendance

Mobility

Demographics

Free and Reduced Lunch

78.1%

13,772

94.2%

AfricanAmerican

96.0%

19.3% Hispanic 2.6% Other

CPS District:

95.0%

Student Attendance 2013 vs 2014 96% 94.6

94.3 94%

TEACHER OVERVIEW

95.0

93.5

92%

90%

38.5% African-American, 46.1% Hispanic, 15.4% Other

85.0%

2013

2014 AUSL

2013

2014

CPS Average

780

595

Teachers

Education Support Personnel

Residents in Training

FAMILY FEEDBACK

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

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 22 AUSL 2014 PROGRESS REPORT

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

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

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 AUSL 2014 PROGRESS REPORTâ&#x20AC;&#x201A;23

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)

A CPS Neighborhood School

AUSL High Schools (2013-2014)

STUDENT OVERVIEW Student Body Composition Students

AfricanAmerican

85.6%

CPS District:

Hispanic

85%

87.9

43.4% African-American, 43.0% Hispanic, 13.6% Other

85.2%

95.0%

Graduation & Dropout Rates

Student Attendance 2013 vs 2014

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%

92%

of families are satisfied or highly satisfied with the school

of families would strongly recommend this school to others

of families believe the schoolâ&#x20AC;&#x2122;s improvements have made the community a better place

TEACHER OVERVIEW

235

132

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/

24â&#x20AC;&#x201A;AUSL 2014 PROGRESS REPORT

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)

ACADEMIC PERFORMANCE College Achievement

College Pursuit

Does Not Include Solorio

Class of 2014

College Enrollment

$24,575,493

80 65

Total Scholarship Dollars Awarded

96.4% 90.9% 82.1%

College Persistence

of senior class was accepted to at least 1 college

57.7

51.4

52.7

70.1

61.5

57.2

of senior class applied to at least 1 college

71.3

57.8

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

50 40

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

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

28.5

25%

2.4

20% 15%

12.8

10%

7.8

14 7.7

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 2014 PROGRESS REPORT 25

A CPS Neighborhood School

AUSL High Schools (2013-2014)

STUDENT OVERVIEW Student Body Composition Students

Attendance

Mobility

Demographics

Free and Reduced Lunch

52.3%

3,287

AfricanAmerican

85.6%

42.0%

89.4%

Hispanic

5.7% Other

CPS District:

Graduation & Dropout Rates

Student Attendance 2013 vs 2014 90%

85%

87.9

88.8

43.4% African-American, 43.0% Hispanic, 13.6% Other

85.1%

95.0%

Does Not Include Solorio

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%

92%

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

TEACHER OVERVIEW

235

132

Teachers

Education Support Personnel

Residents in Training

26 AUSL 2014 PROGRESS REPORT

ACADEMIC PERFORMANCE College Achievement

College Pursuit

Does Not Include Solorio

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

of senior class was accepted to at least 1 college

71.3

57.8

57.7

57.2

51.4

7 52.

70.1

61.5

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

50 40

17.6

2013

2012

2011

AUSL

2014

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

28.5

25%

2.4

20% 15%

12.8

10%

7.8

14 7.7

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 2014 PROGRESS REPORTâ&#x20AC;&#x201A;27

AUSL PARTNERS

28 AUSL 2014 PROGRESS REPORT

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 2014 PROGRESS REPORT 29

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

30 AUSL 2014 PROGRESS REPORT

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

AUSL 2014 PROGRESS REPORT 31

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

32 AUSL 2014 PROGRESS REPORT

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, Oâ&#x20AC;&#x2122;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

AUSL 2014 PROGRESS REPORTâ&#x20AC;&#x201A;33

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

34â&#x20AC;&#x201A;AUSL 2014 PROGRESS REPORT

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

AUSL 2014 PROGRESS REPORT 35

MANAGEMENT T EAM

Donald Feinstein, Ph.D. Executive Director Shana Hayes Managing Director, External Affairs

AUSL LEADERSHIP

36â&#x20AC;&#x201A;AUSL 2014 PROGRESS REPORT

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 Executivesâ&#x20AC;&#x2122; Club of Chicago William Hobert Founder and Managing Member, WH Trading Michael L. Keiser President, Bandon Dunes Golf Resort

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

Robert E. King Chairman, Rasmussen, Inc Rev. Dr. W. W. Matthews, Sr. Pastor, Pleasant Green Missionary Baptist Church 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

AUSL 2014 PROGRESS REPORTâ&#x20AC;&#x201A;37