2012/13 AUSL Progress Report by Academy for Urban School Leadership

AUSL’S 2012-2013 PROGRESS REPORT

A Culture of Support

Table of Contents

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

Introduction

Strategies

2 AUSL Network of Schools Map

4 AUSL Elementary School Scorecards

16 AUSL Partners

AUSL Leadership

6 AUSL High School Scorecards

Dear Friends and Supporters,

On behalf of the Academy for Urban School Leadership’s Board of Directors, we are pleased to present our second annual Progress Report. This report presents the key information on AUSL’s educational progress in the 2012-13 school year. The goal of this report is to provide clear and transparent information about each of our public schools. In 2012-13, AUSL served more than 14,000 students in 25 public schools, including six new elementary schools – Casals, Fuller, Herzl, Marquette, Piccolo, and Stagg – the largest number of turnarounds AUSL has undertaken in a single year. Notably, at the end of their first year of turnaround, four of the six new schools ranked in the top ten percent in the district in academic achievement growth, improving by an average of seven percentage points on the Illinois Standardized Achievement Test. Through this report, we aim to celebrate all of our schools’ successes as well as share areas where we continue to seek improvement. AUSL manages the largest network of public turnaround schools in the country and is the nation’s leading model for fundamental change focused on the lowest performing schools. The 2013-14 year has brought additional growth, and today AUSL manages 29 schools and serves over 17,000 students. In Chicago, AUSL is the largest school management organization with approximately the same number of students as the largest charter networks combined. Significant evidence exists that many of our students face tremendous socio-economic challenges outside of the classroom. Examples of such evidence are attendance rates, adverse incident events and rates of student mobility, the rate students transfer in or out of a school during a given school year. Research says that high mobility challenges culture and climate initiatives as well as individual student performance – including lower academic achievement, behavior problems, and a greater risk for dropping out. While statewide student mobility is 13 percent and the CPS district average is 19 percent, on average mobility rates across all AUSL schools is over 30 percent. Faced with these challenges, students in AUSL schools are beating the odds. Annual AUSL student growth on the Illinois state tests and national achievement tests continues to outpace the district. AUSL elementary schools are making rapid progress and we congratulate the teachers and principals who continue to push academic excellence and maintain high expectations for every one of our students. We know that there is still much work to be done. Turning around a school is not a one-time event. Schools designated for turnaround have suffered from years, even decades, of chronic failure. Each year, AUSL strives to transform these schools from the lowest performing to better than the district average. This is a significant achievement, as our students came from previous school environments that were unstructured with low academic and behavioral expectations. While we are closing the achievement gap in our elementary schools, AUSL high schools are a varied story. Phillips Academy High School, an AUSL turnaround since 2010, improved from Level 3 to Level 1 –the district’s rating for each school, based on current performance and student academic growth. We congratulate the students, teachers, and principal at Phillips for the tremendous academic progress they have made. We also commend Solorio Academy High School (opened as a new start high school in 2010) for establishing itself as a solid neighborhood high school. Students participate in a variety of arts and athletics programs and teachers have created a strong culture of professional development. Phillips and Solorio are on a promising trajectory. Chicago Academy, AUSL’s first high school, continues to prepare its students for college. The class of 2013 tied for the highest average ACT score in Chicago among non-selective enrollment CPS high schools.

AUSL 2013 PROGRESS REPORT

Will Hobert er Michael Keis Michael Keiser Robert King

with educational excellence and helping them achieve college and career We are adding enrollment at a rate of 4,000 students per year, providing the readiness. Mayor Rahm Emanuel set forth an ambitious vision to dramaticall with educational excellence and helping them achieve college and career improve public education in Chicago, with AUSL as a key partner. As the AUS readiness. Mayor Rahm Emanuel set forth an ambitious vision to dramatical Robert King William Lutz network of schools grows, we hope you will consider making a tax‐deductible improve public education in Chicago, with AUSL as a key partner. As the AUS William Lutz Rev. Dr. Walter W . Matthews Sr. donation to help us transform the lives of thousands of more students in Chic network of schools grows, we hope you will consider making a tax‐deductibl Rev. Dr. Walter W . Matthews Sr. Please see the enclosed donation card to see how your gift can help. donation to help us transform the lives of thousands of more students in Chi Gary McCullough Please see the enclosed donation card to see how your gift can help. Gary McCullough Nivine Megahed , Ph.D. Every year since our first turnaround school in 2006, AUSL's average Nivine Megahed Our two remaining Collins and Orr did not see dramatic growth this year. As public schools, AUSL Kenneth Mille r , Ph.D. high schools,standardized test score gains for turnaround elementary schools have more t Every year since our first turnaround school in 2006, AUSL's average accepts all students within the local geographic attendance boundary. Many of our high school students graduated Kenneth Miller Julian Posada doubled the gains of the Chicago Public School district. The Morton School of standardized test score gains for turnaround elementary schools have more from underperforming elementary schools and enter an AUSL high school several grades below their grade level. Julian Posada II Excellence for example, increased the number of students meeting or exceedi doubled the gains of the Chicago Public School district. The Morton School of Quintin Primo I In order to bring our high school students up to grade level and eventually graduate from high school, AUSL has state standards by nearly 50% in only 4 years and became our first turnaroun Excellence for example, increased the number of students meeting or exceed Quintin Primo I employed variety of student interventions, and a mixture of academic and social emotional supports. Despite the Nneka Rimm er aII elementary school to surpass the district average. Morton is just one example state standards by nearly 50% in only 4 years and became our first turnarou challenges Nneka Rimm er of high school, AUSL’s teachers, principals, and staff continue to create schools where high academic Charlie Rose the significant achievements that occur in an AUSL classroom every day. elementary school to surpass the district average. Morton is just one exampl achievement is relentlessly pursued. We remain committed to providing the necessary supports for all students in Charlie Rose the significant achievements that occur in an AUSL classroom every day. Ralph Rydho lm our schools. Ralph Rydho lm of action is rootedAUSL is a non‐profit organization improving student achievement in Chicago Ben Shapiro AUSL’s theory in the strength of our people – from teachers and principals, to school managers and chronically failing schools. This is accomplished through a disciplined, whole AUSL is a non‐profit organization improving student achievement in Chicago coaches – who tirelessly work to serve our students. AUSL’s Chicago Teacher Residency program is a direct pipeline Ben Shapiro Greg Simoncini school transformation process, built on a foundation of specially trained AUS chronically failing schools. This is accomplished through a disciplined, whole of talent for AUSL schools, connecting new, specially-trained teachers with students in need of a transformative Greg Simoncini Cardelle Spang resident teachers. AUSL prepares 180 new teachers each year to improve stu school transformation process, built on a foundation of specially trained AUS education.ler With 655 graduates across all AUSL classes since 2001, 80% are still in education and more than Cardelle Spang ler performance through its one year, hands‐on, urban teacher training program resident teachers. AUSL prepares 180 new teachers each year to improve stu 50% aren in AUSL schools. The “CTR,” one of the original teacher residency programs in the country, prepares Louis W. Ster Chicago Teacher Residency. performance through its one year, hands‐on, urban teacher training program new teachers year-long training program in an urban classroom. We believe that placement Louis W. Ster n through an intensive Eric Strobel Chicago Teacher Residency. of a cadre of like-minded and specially trained teachers, led by a visionary principal, and supported by coaches, Eric Strobel Kay Torshen We hope you will consider making a donation this holiday season. Together, w into schools of excellence. transforms previously failing schools Kay Torshen We hope you will consider making a donation this holiday season. Together, Carmita Va ughan On behalf of the AUSL’s Board ofwill ensure that children in AUSL schools receive the excellent education they Directors, thank you for your support of the remarkable students we serve every day d eserve. will ensure that children in AUSL schools receive the excellent education the Carmita Va ughan in Chicago. Their success relies on the advocacy and generosity of partners and supporters like you who help realize Gail Ward d eserve. our vision for an excellent education for all. Gail Ward Todd Warnock Todd Warnock Sincerely,

Sincerely,

on Feinstein, Ph.D D . TODD WARNOCK DON FEINSTEIN, Ph.D. E on Feinstein, Ph.D Dxecutive Director . CHAIR EXECUTIVE DIRECTOR DEVELOPMENT COMMITTEE 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 John Cook JOHN COOK Chairman John Cook BOARD CHAIRMAN Chairman

3400 N. AustiN AveNue • Cthrough hiCAgo,January iL 60634 •2013. 773-534-0129 total of $15,000, 31,The P.S. The Sun-Times Foundation and Chicago Community Trust will match donations to AUSL, up total of $15,000, through January 31, 2013.

AUSL 2013 PROGRESS REPORT 3

By the Numbers CPS OVERVIEW

AUSL’s district partner, the Chicago Public Schools, is the third largest school district in the country, serving over 400,000 students in 681 schools. The vast majority of CPS students are Hispanic and African-American (45% Hispanic and 41% African-American). Approximately 15% of students have Individualized Education Plans and 6% of students are Limited English Proficient.

681 404,151 23,290 schools

students

teachers

84.7% of students qualify for Free and Reduced Lunch

AUSL OVERVIEW**

Founded in 2001, Academy for Urban School Leadership is a nonprofit teacher training and school management organization whose mission is to improve student achievement in chronically failing schools, primarily in Chicago, through its disciplined transformation process, built on a foundation of specially trained teachers. In close partnership with Chicago Public Schools (CPS), AUSL primarily operates on the south and west sides of the city. AUSL began as a teacher training program focused on practice-based learning, similar to a medical residency, where teacher residents spend a full year learning from a highly skilled mentor teacher in one of AUSL’s training sites.

29 17,059 966 schools

** Note: The number of schools, teachers and students on this page represent AUSL’s 2013-2014 schools. The data throughout the document represent the 25 schools managed by AUSL in 2012-2013 and represents 2012-13 data unless noted.

AUSL 2013 PROGRESS REPORT

students

teachers

93.5% * Mobility Rate is the rate of students transferring into or out of a school. Calculation can be found on page 19.

2013 mobility rate* of students

of students qualify for Free and Reduced Lunch

31 2013 mobility rate of students

AUSL has a proven model for turning around Chicagoâ&#x20AC;&#x2122;s most challenged schools. AUSL IS CLOSING THE ACHIEVEMENT GAP

AUSL Elementary Schools vs. District Average

The schools AUSL turns around suffer from years, even decades, of chronic failure. They are among the lowestperforming schools in the district.

AV E RAG E AU S L SCH O O L I SAT CO M P OS I T E % M E E TS / E XCEEDS AS A P E RCE NTAG E O F CP S AV E RAG E

67.1%

48.2% Year Prior to AUSL Management

2013

OUTPACING DISTRICT GROWTH

ISAT

Student achievement growth in ISAT composite meets/ exceeds at AUSL turnaround elementary schools has outpaced the Chicago Public School district growth every year since 2008. More importantly, AUSL regularly administers the Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) assessment. MAP data assessments are more rigorous and relevant to national standards.

AU S L T U R NA RO U ND E L E M E NTA RY P E R FO R M A NCE I SAT CO M POSITE: M e e t in g / E xce e din g S t an dards Co m paris o n O n e Ye ar G ain s (AU S L Tu rn aro u n d E le m e n t ary S c h o o ls vs . CP S , Pe rce n t G row t h )

7.3

7.2

3.8 2.4

3.9 2.4

2.8

3.8 2.0

2.9 1.8

0 2008

2009

AUSL Schools

2010

2011

2012

2013

CPS

TWICE THE RATE OF COMPARISON SCHOOLS

ISAT

AUSL is increasing student achievement at twice the rate of similar neighborhood comparison schools.

AV E RAG E P E RCE NTAG E P O I NT I NCR E A S E O F % M E E TS / E XCE E DS S I NCE AU S L M A NAG E M E NT

14.9 7.3 AUSL schools

Comparison schools

INDEPENDENT SUPPORT

The Consortium on Chicago School Research released a summary from their independent research evaluating the effect of turnarounds. The 2012 study concluded that four years after intervention, reformed elementary schools closed the gap to the system average by almost half in reading and two-thirds in mathematics. AUSL schools represent 50% of the sample use in the study. AUSL 2013 PROGRESS REPORT 5

AUSLâ&#x20AC;&#x2122;s teacher development model creates highly effective teachers by focusing on four areas for building success that improves student achievement:

1. Chicago Teacher Residency A full-time, yearlong urban teacher training program

1 Day a Week Working Toward Masters Degree AUSL Resident

Support Network

4 Days a Week In-Classroom Training

Fellow Residents

In-Classroom Mentor Mentor Resident Coach

Onboarding to AUSL

TchAUSL Video Platform

Network-Wide Instructional Workshops

Data Literacy Leadership Summit

AUSL Teacher

Professional Learning Communities School-Based Professional Development

Summer Turnaround Training Academy

3. Professional Development Ongoing opportunities for teachers to learn and practice new skills and strategies

AUSL 2013 PROGRESS REPORT

Performance Management Workshops School-Based Content Teams

Teaching + Learning Institute

1. Chicago Teacher Residency; 2. Coaching; 3. Professional Development; and 4. Teacher Pathways

2. Coaching O

o in ng

g Ind

ividualized

Co a

in g

An intensive support structure that continues to develop and helps retain high-quality teachers

AUSL Teacher

Turnaround Coaching

Mentor Resident Coaching

1st Year Coaching

School/Leadership Coaching

Master Teacher Mentor Teacher

AUSL Teacher

Teacher Lead

AUSL Leadership Teacher Coach

4. Teacher Pathways Established channels for teachers to become leaders within their school or AUSL

School Leader Mentor Resident Coach

AUSL 2013 PROGRESS REPORT 7

1. Chicago Teacher Residency (CTR) The Chicago Teacher Residency was founded on the belief that teachers working in chronically-failing schools, with many students living in poverty, require hands-on embedded training and professional development with mentor teachers. Based on sound research, AUSL designed a training program that prepares its graduates to successfully teach in low-performing, high-need Chicago public schools. The design of AUSL’s teacher training program is based on the assumption that to best prepare our teachers we must ground their preparation in classroom practice. Therefore, AUSL’s residents spend the school year working under the tutelage of accomplished and experienced mentor teachers at an AUSL training site. Through this intensive mentorship, residents learn hands-on best practices, habits and beliefs of successful urban school teachers. Key elements of the 12-month program are described below.

Masters Degree AUSL residents take all university courses as a cohort with other residents, using a course sequence and customized schedule at National Louis University. Residents attend university classes full time during the summer and on Fridays during the school year. Residents can earn one of three degrees, Master of Arts in Teaching, Masters in Urban Education, or Master of Arts in Teaching in Special Education. Training Sites Some AUSL network schools also operate as training sites. These fully functioning public schools serve a similar function as hospitals for medical school residents. In 2012-13, residents trained at one of 14 AUSL training sites. Mentor Teachers Proficient experienced mentor teachers are selected to provide individualized coaching for one or two residents assigned to their classroom. With their mentor teacher’s support, residents observe, practice, receive coaching and feedback, and reflect throughout the year, gradually taking on more and more teaching responsibility in the classroom. The role of mentor is a significant time commitment and it is expected that mentors make mentoring duties their top after-school priority. For their duties, mentors receive an additional 20% of their regular CPS salary. Mentor Resident Coaches Each of AUSL’s training school sites has a full-time, veteran teacher assigned to support that site’s 8 to 10 residents and their mentors. Mentor Resident Coaches, who focus entirely on coaching residents and the school’s teachers, help provide linkages between university coursework and the classroom experience for residents.

AUSL 2013 PROGRESS REPORT

PRO F I L E

Heather Debby After three years of teaching in a Delaware private school, Heather Debby joined the CTR in 2011, led by her belief that every student deserves great teachers. Her residency experience mirrored the network’s culture of hard work and high standards of excellence from teachers. As a second year teacher, Heather maintains strong relationships with her NLU professors and AUSL coaches and continues to benefit from their support in addition to the professional development opportunities with the network. She credits the CTR for going beyond helping her earn a certification, to preparing her and giving her the confidence to transition her teaching into a high needs environment. Heather looks forward to one day coaching 1st and 2nd year teachers and pursuing her doctorate degree. But first, she wants to be an awesome teacher.

“ Being a part of AUSL, I have felt a huge level of support when it comes to learning how to teach, manage and run a classroom successfully.” – Heather Debby

AUSL 2013 PROGRESS REPORT 9

2. Coaching High quality, well-trained teachers are the single biggest in-school factor that impacts student achievement. In the AUSL whole school transformation model, the turnaround coaching program provides crucial support towards the accelerated development of proficient and distinguished teachers. The collaborative turnaround coaching process is at the core of our schools’ gains in student achievement. We build strong human capital by providing ardent and consistent teacher development for all teachers across our schools. Coaching As a Key Strategy Coaching is a key element of AUSL’s network-wide Teacher Development Process (TDP) which is designed to continuously improve student achievement, teacher effectiveness, and teacher job satisfaction in order to retain the highest quality teachers. The AUSL coaching model is a cyclical process of Preparation, Execution, Adaptation, and Reflection which provides individualized, data-driven coaching support and professional development based in the Danielson Framework. The coaching strategy better positions AUSL to: • Provide each student with a top-quartile teacher • Bring relentless focus on accelerating student learning and improving student achievement • Build AUSL network capacity through alignment and consistency in teacher practice • Create opportunities for professional collaboration between teachers across AUSL

The Turnaround Coach Coaches work closely with teachers to deepen the teachers’ repertoire of classroom strategies, including using student data to drive differentiated instruction, and to bring relentless focus to accelerating student learning, especially in the areas of literacy and critical thinking. Coaches collaborate to develop and deliver professional development to teachers across AUSL’s network. Coaches provide individualized support to a case load of 12-14 first and second year teachers. Coaches are also available to veteran teachers who wish to increase their efficacy as educators. First Year Coaching To support newly trained graduates from the Chicago Teacher Residency, beginning teachers receive intensive coaching support. Weekly coaching sessions consist of a variety of strategies: co-planning lessions, video analysis, model AUSL signature strategies, and co-teach a class. Leadership Coaching To develop the leadership capacity of principals and assistant principals, AUSL’s school managers build a support framework based on PASSAGE (AUSL’s approach to developing high performing schools).

10 AUSL 2013 PROGRESS REPORT

PRO F I L E Javier Velazquez After training at MIT to become an architect, Javier Velazquez decided to pursue a career in his true passion—teaching. In 2004, he completed the Chicago Teacher Residency, and now, nine years later, he coaches 1st and 2nd year teachers on developing highly effective teacher practices. At a time in his teaching career when he was ready for the next level, coaching provided Javier with a new challenge, while allowing him to stay connected with students in the classroom. In 2013, Javier was one of four teachers nationwide to be awarded the prestigious Fishman Prize for Superlative Classroom Practice. At some point in his future Javier looks forward to integrating what he’s learned as a coach into his own teacher practices when he returns to the classroom.

FIRST NAME LASTNAME

“ As a coach, I help teachers identify which areas of their practice to improve so that they can become highly effective educators.” – Javier Velazquez

Title, School

AUSL 2013 PROGRESS REPORT 11

3. Teacher Professional Development Teacher professional development at AUSL supports the culture of constant improvement within the network by creating opportunities for teachers with a myriad of skill sets to collaborate and push each other to new levels of effectiveness as educators. AUSL leverages TchAUSL, network-wide events, and Professional Learning Communities as tools to create a shared journey of risk, learning, failure, iteration, improvement and eventual success for our teachers. Teacher Development Process (TDP) As a teacher centric-model, we believe that we need to create the conditions to maximize the impact and potential of AUSL’s growing number of network teachers. AUSL has developed and continues to refine the TDP, which provides the conditions for well-trained teachers to fulfill their potential by becoming a highly-effective teacher. TDP supports continuous teacher development in order to improve student achievement, teacher proficiency, and job satisfaction and retain quality staff. The TDP achieves these objectives through understanding teachers’ strengths and opportunities for professional development and identifying and implementing aligned strategies to continue to improve teacher effectiveness. Danielson Framework for Teaching and Student Data The Danielson Framework creates a common language around effective teaching practice and classroom management. Teachers in AUSL schools are also trained to inform their practice through the use of rigorous, common, and regular student data. Together, these components are meant to provide a comprehensive panorama of a teacher’s current skill level. Signature Strategies and Coaching To help teachers improve, AUSL identified common “signature strategies” that all teachers should know. These strategies are drawn from proven work in the field by Doug Lemov and others and give teachers techniques to improve practice. We begin to develop teachers’ skills with these strategies during the residency program and reinforce them in our schools with ongoing coaching and professional development sessions led by AUSL coaches. AUSL coaches observe and support teachers with individualized observations and feedback. Coaching is a crucial element as new teachers require the most support and stand to benefit from the objective observations of professional coaches, who have extensive teaching experience. TchAUSL TchAUSL, an online community for teachers, is the latest tool added to the network to support teacher professional development. It provides a platform to increase teacher collaboration as our network continues to grow. Through TchAUSL, teachers view AUSL created videos to gain new teaching strategies and lesson ideas, access resources used by other teachers, participate in learning groups, post questions and see responses from a variety of colleagues, and read blogs from other AUSL teachers and coaches.

12 AUSL 2013 PROGRESS REPORT

PRO F I L E

Jennie Magiera Jennie Magiera joined AUSL seven years ago with the vision of being a great math teacher. Professional development resources taught her how to leverage technology as a transformative teaching tool. Now, as the Digital Learning Coordinator for 29 schools, Jennie provides hands-on, collaborative teacher professional development to all AUSL teachers, teaching them how to incorporate technology into their classrooms in a thoughtful and purposeful way that is additive and transformational to student learning. Jennie has received several distinguished awards and recognitions, including CPS Tech Innovator of the Year (2012), Golden Apple Teacher of Distinction (2008, 2011), and the White House Connected Educator Champions of Change (2013). She was one of three educators chosen to speak with Secretary of Education Arne Duncan at the Reimagining Learning Summit in Washington D.C. about redefining schools through the effective use of digital technologies.

“ AUSL teachers are lifelong learners, they’re asking for support, they don’t rest on their laurels, and they’re constantly striving to make themselves better educators so as to improve their schools.” – Jennie Magiera

AUSL 2013 PROGRESS REPORT 13

4. Teacher Pathways AUSL’s unique combination of school management and teacher development provides a clear trajectory for new teachers to become teacher leaders, and allows us to build a shared culture of collaboration, camaraderie and collegiality that dramatically transforms school climates across the organization. While there is no prescriptive pathway within the network, AUSL teachers have the opportunity to take on increasing levels of leadership roles – as coaches, curriculum coordinators, master teachers, or principals. Teacher pathways are individualized professional experiences based upon each teacher’s goals and skills set. Each progression along a pathway provides the teacher with the opportunity to acquire a new perspective and grow comprehensively as a professional educator, as well as deepen their understanding of what it takes to become a highly effective educator. AUSL also knows that great teachers may not want to leave the classroom. Mentor teachers in the Chicago Teacher Residency program remain in the classroom and share their experience with one to two teacher residents. In addition to their regular salary, Mentor Teachers earn 20% more to train residents. This pathway allows for our students to continue learning from great teachers. Annually, AUSL administers the Madeline Maraldi Awards to honor excellence in teaching. This award is endowed by Mike and Pat Koldyke in honor of Ms. Maraldi, a founding AUSL staff member, who demonstrated her passion for education and her dedication to the children in Chicago by ensuring their exposure to rich learning experiences in the arts. Maraldi Fellows exhibit excellence in teaching, leadership, and hold a strong commitment to AUSL’s mission and work. The Maraldi Fellows receive a financial award and participate as a cohort in a teacher development project. As AUSL continues to learn and grow, we look forward to offering new and innovative opportunities along teacher pathways.

14 AUSL 2013 PROGRESS REPORT

PRO F I L E Kendrick Johnson In 2006, Kendrick Johnson left corporate America to enter the Chicago Teacher Residency with a vision to teach and become a change agent from within the classroom. Within seven years, and with the encouragement of AUSL leadership, his personal teacher pathway has moved him from resident, to teacher of record, to mentor, to instructional coach, and now he serves as a Mentor Resident Coach Developer. With each progression Kendrick enhanced his professional experience and further developed his toolbox as an educator. As a Mentor Resident Coach Developer, Kendrick works with 14 schools within the network, developing mentors in their year prior to receiving their assignments. He looks forward to continuing along his pathway at AUSL as he works to complete his Ed.D. in Curriculum and Instruction at DePaul University.

FIRST NAME LASTNAME Title, School

“It was the culture of support in AUSL and their willingness to encourage my own professional development that gave me the courage to move forward along pathways that I hadn’t even considered.” – Kendrick Johnson

AUSL 2013 PROGRESS REPORT 15

AUSL Network of Schools

The Chicago Academy

Chicago Academy High School

CHICAGO, IL Elementary School Casals School of Excellence

High School

Piccolo School of Excellence Howe School of Excellence Orr Academy High School Morton School of Excellence Dodge Renaissance Academy Bethune School of Excellence Collins Academy High School Herzl School of Excellence

National Teachers Academy

Johnson School of Excellence

Phillips Academy High School

Fuller School of Excellence

Sherman School of Excellence Solorio Academy High School

Dulles School of Excellence Marquette School of Excellence Tarkington School of Excellence

Stagg School of Excellence

Harvard School of Excellence Deneen School of Excellence Bradwell School of Excellence

Curtis School of Excellence

16 AUSL 2013 PROGRESS REPORT

AUSL Scorecards

About the Elementary School Scorecards ISAT: Growth vs. Similar Neighborhood Schools since AUSL management shows the percentage point change from the year prior to AUSLâ&#x20AC;&#x2122;s management through 2013. Comparable neighborhood schools were selected based on the following criteria: Distance; Enrollment; Demographics - Mobility, %AA, %Hispanic; %ELL; %SPED; %FRL; Grade 3 ISAT/Freshman EXPLORE.

This graph shows the percent of students meeting or exceeding state standards: ISATs at our AUSL school compared the Chicago Public School District and the Comparable Schools shown in the ISAT graph to the left.

The Illinois Standard Achievement Test (ISAT) is an annual assessment administered every spring. It is composed of three tests (Reading, Mathematics, and Science) which measure individual student achievement relative to the Illinois Learning Standards. Students in grades 3 through 8 take the reading and mathematics subtests. The science subtest is only administered to students in grades 4 and 7. The Composite Score which is used here is reported as a percent of all valid subtests (Reading, Mathematics and Science) where students received a meet or exceed level designation.(1) In 2013 the Illinois State Board of Education raised the performance expectations for the ISAT as part of the groundwork for the state to replace the ISAT with the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments during the 2014-15 school year.

NWEA (Northwest Evaluation Association) is a nonprofit that created the MAP assessment, a nationally normed testing system that responds dynamically to the child.(2)

MAP (Measures of Academic Progress) assessments are adaptive achievement tests that are taken on a computer.(3) Average NWEA RIT Score by Grade demonstrates how each grade, on average, performed in Reading and Math versus the National Average by grade. The RIT Scale is a skills-based scale that uses individual item difficulty values to estimate student achievement.(4) For example Morton 8th graders, on average, surpass the national average RIT score in both reading and math.

18 AUSL 2013 PROGRESS REPORT

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.

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 environment.

The Illinois State Board of Education defines mobility as: Represents the year AUSL began managing the school either as a turnaround or a training academy.

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(5)

Attendance represents the attendance rate for the 2012-2013 school year.

Free and Reduced Lunch represents the percent of students that qualify for free or reduced-price meals.

Education Support Personnel are the adults in the building beyond teachers that support the educational program.

Students captures the enrollment on the 20th day of the 2012-2013 school year based on CPS data.

Teachers include all certified and provisionally certified educators.

Average class size is the average number of students in each class at the school as reported by the Illinois Report Card.(6) Special Education classes are not included in this calculation.

(1) www.cps.edu/Performance/Documents/DataFiles/CPS%20FACT%20SHEET%20ON%20ISAT%20COMPOSITE.pdf and www.isbe.net/assessment/htmls/isat-cut-scores13.htm (2) www.nwea.org/about-nwea-1 (3) www.nwea.org/about-nwea/faq/ (4) www.nwea.org/support/article/532 (5) www.cps.edu/schooldata/pages/schooldata.aspx (6) www.illinoisreportcard.com

AUSL 2013 PROGRESS REPORT 19

AUSL Elementary Schools ACADEMIC PERFORMANCE (2012-2013) NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test Average Reading NWEA RIT Score by Grade: Spring 2013

NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

160 low

96 85

203

5 Grade:

84 75

208

212

198

240 high

188

216

National Average RIT for grade level

AUSL schools RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

240 high

197 208

214

Grade:

218

222

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

National Average RIT for grade level

Math

Reading

227

227 AUSL schools RIT score

Illinois Standardized Achievement Test (ISAT) AUSL Turnaround Elementary Performance ISAT Composite: Meeting/ Exceeding Standards Comparison One Year Gains (AUSL Turnaround Elementary Schools vs. CPS, Percent Growth) 7.3 7.2

3.9

3.8 2.4

2.4

3.8 2.9

2.8 2.0

1.8

0 2008

2009

AUSL Schools

2010

2011

2012

2013

CPS

20 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL AGGREGATE

STUDENT OVERVIEW (2012-2013) Students

Mobility

Free and Reduced Lunch

Attendance

Demographics

74.8%

11,219

94.0%

AfricanAmerican

93.2%

22.0% Hispanic 3.2% Other

Comp School Avg:

29*

93.4%

90.9%

64.3% African-American, 30.8% Hispanic, 4.9% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013) Teachers

Average Class Size

Education Support Personnel

604

356

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with their AUSL school:

95%

Percentage of families who would strongly recommend AUSL schools to others:

93%

Percentage of families who believe improvements in their AUSL school have made the community a better place:**

88%

* Comp School Avg Mobility represents most recently available data, 2011-2012 for recently closed schools and 2012-13 for all other schools. ** Note: Represents respondents from Turnaround Elementary Schools. SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx Student Overview: 2012-13 CPS and AUSL data and Illinois Report Card data (ISBE) Teacher Overview: 2012-2013 CPS and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012 and Spring 2013

AUSL ELEMENTARY SCHOOL AGGREGATE

AUSL 2013 PROGRESS REPORT 21

The Chicago Academy A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Opening Percentage Point Change 2002-2013

68.1

7.1

The Chicago Academy - AUSL

61.0

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

64.0 52.5

29.1

Bridge

36.3

Lyon

31.1 25.5

27.9

Reinberg

20.9

Charter

27.0

CPS District

02 03 04 05 06 07 08 09 10

First Year AUSL

Current Year

TCA 0

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

99 89

206

214

5 Grade:

240 high

194

80 76

218

223

226

National Average RIT for grade level

226

TCA RIT score

52 Average Math NWEA RIT Score by Grade: Spring 2013 160 low

240 high

204

216

225

5 Grade:

THE C HI CAG O ACA DEMY

Illinois Standardized Achievement Test (ISAT)

224

231

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

237

National Average RIT for grade level

237

TCA RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

22 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: THE CHICAGO ACADEMY

AUSL’s The Chicago Academy 3400 N. Austin Ave. Chicago, IL 60634

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TRAINING ACADEMY

2001

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

64.1%

601

96.5%

Hispanic

70.6%

6.0% AfricanAmerican

29.9% Other

Comp School Avg:

95.0%

86.7%

1.5% African-American, 68.4% Hispanic, 30.1% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013) Teachers

COMMUNITY OVERVIEW

Education Support Personnel

Average Class Size

Dunning

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

99%

Percentage of families who would strongly recommend this school to others:

92%

Percentage of families whose child looks forward to school most of the time:

93%

SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: THE CHICAGO ACADEMY

AUSL 2013 PROGRESS REPORT 23

THE C HI CAG O ACA DEMY

Students

Dodge Renaissance Academy A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Opening Percentage Point Change 2004-2013

Dodge - AUSL

56.1 52.5

33.0

50.4

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

36.5

Calhoun

29.4

53.5

Cather

17.4

36.8

Dett

13.9

17.1

Charter

23.1

CPS District

Current Year

Dodge 0

First Year AUSL

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

202

240 high

188

210

5 Grade:

213

223

221

62 223

National Average RIT for grade level

Dodge RIT score

Average Math NWEA RIT Score by Grade: Spring 2013

160 low 3

240 high

197 208

224

5 Grade:

DO DG E

Illinois Standardized Achievement Test (ISAT)

221

227

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

236

National Average RIT for grade level

236 Dodge RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

24 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: DODGE

AUSL’s Dodge Renaissance Academy 2651 W. Washington Blvd. Chicago, IL 60612

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TRAINING ACADEMY

2003

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

99.1%

433

93.0%

AfricanAmerican

88.9%

0.9% Hispanic

Comp School Avg:

94.2%

89.9%

African-American, Hispanic, Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

97%

Percentage of families who would strongly recommend this school to others:

97%

Percentage of families whose child looks forward to school most of the time:

97%

Note: 2011-2012 mobility for Calhoun SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: DODGE

AUSL 2013 PROGRESS REPORT 25

DO DG E

Students

Tarkington School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Opening Percentage Point Change 2006-2013

Tarkington - AUSL

56.5 52.5

16.4

51.7

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

46.7

2.6

Dawes

37.4

12.9

Hurley

35.3

13.4

Stevenson

9.7

Charter

15.1

CPS District

4.5

13.5

Current Year

Tarkington 0

First Year AUSL

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

202

201

Grade:

76 70

240 high

194

208

217

220

60 60

National Average RIT for grade level

220 Tarkington RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

240 high

201 213

215

5 Grade:

TA RKI NGTO N

Illinois Standardized Achievement Test (ISAT)

219

227

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

228

National Average RIT for grade level

228 Tarkington RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

26 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: TARKINGTON

AUSL’s Tarkington School of Excellence 3330 W. 71st St. Chicago, IL 60629

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TRAINING ACADEMY

2005

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

76.9%

1,073

95.6%

Hispanic

96.0%

20.6% African- 2.5% Other American

Comp School Avg:

96.0%

94.8%

9.6% African-American, 86.6% Hispanic, 3.9% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Chicago Lawn

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

92%

Percentage of families who would strongly recommend this school to others:

95%

Percentage of families whose child looks forward to school most of the time:

94%

SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: TARKINGTON

AUSL 2013 PROGRESS REPORT 27

TA RKI NGTO N

Students

Sherman School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2007-2013

52.5

19.2

Sherman - AUSL Nearby Neighborhood Non-AUSL Schools (Comp Schools): Dewey

37.4 31.2

-11.5 2.5

Holmes Libby

9.8

Charter

9.7

23.2

20.5 12.0 06

15.1

CPS District

Current Year

Sherman 0

Before AUSL

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

240 high

183

189

202

Grade:

209

207

218

56 48

National Average RIT for grade level

3 4

240 high

194 203 219

14 13 6

Grade 3

Reading

Grade 4

Grade 5

Math

Sherman RIT score

160 low

218

Average Math NWEA RIT Score by Grade: Spring 2013

Grade:

S HERM A N

Illinois Standardized Achievement Test (ISAT)

Grade 6

217

218

Grade 7

Grade 8

227

National Average RIT for grade level

227 Sherman RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

28 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: SHERMAN

AUSL’s Sherman School of Excellence 1000 West 52nd St. Chicago, IL 60609

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2006

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

97.7%

440

92.5%

AfricanAmerican

98.6%

1.6% Hispanic

.7% Other

Comp School Avg:

89.1%

95.5%

92.0% African-American, 6.9% Hispanic, 1.0% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013) Teachers

Average Class Size

Education Support Personnel

COMMUNITY OVERVIEW New City

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

86%

Percentage of families who would strongly recommend this school to others:

81%

Percentage of families who believe the school’s improvements have made the community a better place:

66%

SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: SHERMAN

AUSL 2013 PROGRESS REPORT 29

S HERM A N

Students

Harvard School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2008-2013

Harvard - AUSL

52.5

29.0

40.7

39.6

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

33.0

12.6

Hinton

11.1

Oglesby

20.8

13.1

Westcott

11.7 07

8.5

Charter

12.9

CPS District 0

7.5

22.5

Current Year

Harvard

Before AUSL

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

196

192

Grade:

240 high

185

209

211

218

National Average RIT for grade level

Harvard RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

27 18

17 7

Reading

Grade 4

Grade 5

Math

200 212 208

220

225

1 Grade 3

240 high

22 Grade:

HA RVA RD

Illinois Standardized Achievement Test (ISAT)

Grade 6

Grade 7

Grade 8

229

National Average RIT for grade level

229

Harvard RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

30 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: HARVARD

AUSL’s Harvard School of Excellence 7525 S. Harvard Ave. Chicago, IL 60620

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2007

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

98.6%

441

92.8%

AfricanAmerican

98.2%

.7% Hispanic

.7% Other

Comp School Avg:

93.5%

96.5%

97.0% African-American, 1.1% Hispanic, 2.0% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Greater Grand Crossing

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

95%

Percentage of families who would strongly recommend this school to others:

93%

Percentage of families who believe the school’s improvements have made the community a better place:

88%

SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: HARVARD

AUSL 2013 PROGRESS REPORT 31

HA RVA RD

Students

National Teachers’ Academy A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) Illinois Standardized Achievement Test (ISAT)

Percentage Point Change 2008-2013

National Teachers - AUSL

ISAT Composite: Percent of Students Meeting or Exceeding State Standards 52.5

15.9

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

13.4

Drake

3.2

Mayo Williams ES -8.6

39.6

38.4

32.9

37.0

22.5 07

8.5

Charter

12.9

CPS District -9

-5

Before AUSL

Current Year

NTA CPS District Comp Schools Avg. NTA served as a welcoming school for Price - closed spring 2012

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

240 high

195

201

Grade:

NATI O NA L TEAC HERS’ ACA DEMY

ISAT: Growth vs. Similar Neighborhood Schools Since AUSL Management

206

206 215

62 58

213

215 NTA RIT score

National Average RIT for grade level

Average Math NWEA RIT Score by Grade: Spring 2012 35

160 low

240 high

197

207

212

214

222

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

221

National Average RIT for grade level

222 NTA RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

32 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: NATIONAL TEACHERS ACADEMY

AUSL’s National Teachers’ Academy 55 W. Cermak Rd. Chicago, IL 60616

YEAR OPENED

GRADE LEVELS

2008

Pre K-8

TRAINING ACADEMY

STUDENT OVERVIEW (2012-2013)

533

Mobility

Free and Reduced Lunch

Attendance

Demographics

95.7% 16

94.4%

AfricanAmerican

95.1%

2.4% Hispanic

1.9% Other

Comp School Avg:

92.8%

91.4%

94.5% African-American, 1.4% Hispanic, 4.2% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

96%

Percentage of families whose child looks forward to school most of the time:

97%

Note: 2011-2012 mobility for Williams SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: NATIONAL TEACHERS ACADEMY

AUSL 2013 PROGRESS REPORT 33

NATI O NA L TEAC HERS’ ACA DEMY

Students

Howe School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2009-2013

Howe - AUSL

52.5

27.1

46.1

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

39.6

38.7

14.6

Brunson

21.9

Emmet

26.2

Nash

19.0 18.7 08

8.9

Charter

12.9

CPS District

Current Year

Howe 0

Before AUSL

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

99 93

240 high

190

201

205

5 Grade:

209

214

212

National Average RIT for grade level

240 high

199 218

223

225

229

Reading

Grade 4

Grade 5

Math

Grade 6

Howe RIT score

160 low 3

Grade 3

214

Average Math NWEA RIT Score by Grade: Spring 2013

Grade:

HOWE

Illinois Standardized Achievement Test (ISAT)

Grade 7

Grade 8

226

National Average RIT for grade level

229 Howe RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

34 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: HOWE

AUSL’s Howe School of Excellence 720 N. Lorel Ave. Chicago, IL 60644

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2008

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

97.2%

610

95.3%

AfricanAmerican

98.2%

2.3% Hispanic

.5% Other

Comp School Avg:

92.3%

94.2%

95.7% African-American, 2.8% Hispanic, 1.5% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

94%

Percentage of families who would strongly recommend this school to others:

93%

Percentage of families who believe the school’s improvements have made the community a better place:

92%

Note: 2011-2012 mobility for Emmet SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: HOWE

AUSL 2013 PROGRESS REPORT 35

HOWE

Students

Morton School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround Percentage Point Change 2009-2013

Morton - AUSL

57.1

39.5

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

23.4

Beidler

27.7

16.7

Ryerson

17.6

24.4

Ward, L

8.9

Charter

Morton 0

Before AUSL

12.9

CPS District

52.5 49.2

39.6

Current Year

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

99 99

98 99

99 99

244 high

197

206

211

Grade:

218

216

226

National Average RIT for grade level

Morton RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low

244 high

211

228

229

5 Grade:

M O RTO N

Illinois Standardized Achievement Test (ISAT)

232

234

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

244

National Average RIT for grade level

244 Morton RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

36 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: MORTON

AUSL’s Morton School of Excellence 431 N. Troy St. Chicago, IL 60612

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2008

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

95.5%

355

94.2%

AfricanAmerican

93.8%

4.2% Hispanic

.3% Other

Comp School Avg:

94.1%

92.2%

96.7% African-American, 2.7% Hispanic, .6% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

99%

Percentage of families who believe the school’s improvements have made the community a better place:

99%

Note: 2011-2012 mobility for Ryerson SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: MORTON

AUSL 2013 PROGRESS REPORT 37

M O RTO N

Students

Bethune School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2010-2013

Bethune - AUSL

52.5

22.9 42.0

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

38.4

15.0

Chalmers Henson

-3.0 -4.9

Mason

25.5

23.8 15.5 09

7.5

Charter

10.5

CPS District -6

Before AUSL

Current Year

Bethune

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2012 160 low

99 93

195

93 89

202

Grade:

240 high

186

204

208

219

National Average RIT for grade level

219 Bethune RIT score

Average Math NWEA RIT Score by Grade: Spring 2012 160 low 3

240 high

200 211

2 Grade 3

Reading

Grade 4

217

Grade:

BETHUNE

Illinois Standardized Achievement Test (ISAT)

223

225

Grade 5

Math

Grade 6

Grade 7

Grade 8

237

National Average RIT for grade level

237 Bethune RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

38 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: BETHUNE

AUSL’s Bethune School of Excellence 3030 W. Arthington St. Chicago, IL 60612

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2009

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

98.9%

377

94.9%

AfricanAmerican

96.0%

1.1% Other

Comp School Avg:

92.0%

CPS District:

94.5%

88.6% 84.7%

TEACHER OVERVIEW (2012-2013) Teachers

99.4% African-American, .4% Hispanic, .2% Other 40.5% African-American, 44.7% Hispanic, 14.8% Other

COMMUNITY OVERVIEW

Average Class Size

Education Support Personnel

North Lawndale

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

94%

Percentage of families who would strongly recommend this school to others:

90%

Percentage of families who believe the school’s improvements have made the community a better place:

81%

Note: 2011-2012 mobility for Bethune SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: BETHUNE

AUSL 2013 PROGRESS REPORT 39

BETHUNE

Students

Dulles School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround Percentage Point Change 2010-2013

Dulles - AUSL

52.5

11.6

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

42.0

Ross

9.6 .5

Sexton

3.6

Till

29.6

21.7

26.1

18.0 09

7.5

Charter

10.5

CPS District

Current Year

Dulles 0

Before AUSL

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

99 94

194

92 93

201

Grade:

240 high

190

205

6 7

209

210

National Average RIT for grade level

210 Dulles RIT score

51 Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

240 high

199 208

218

Grade 3

Reading

Grade 4

Grade:

DULLES

Illinois Standardized Achievement Test (ISAT)

215

219

Grade 5

Math

Grade 6

Grade 7

Grade 8

225

National Average RIT for grade level

225 Dulles RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

40 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: DULLES

AUSL’s Dulles School of Excellence 6311 S. Calumet Ave. Chicago, IL 60637

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2009

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

98.1%

528

93.3%

AfricanAmerican

97.2%

.8% Hispanic

1.1% Other

Comp School Avg:

89.5%

91.2%

98.5% African-American, 1.0% Hispanic, .5% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013) Teachers

Average Class Size

COMMUNITY OVERVIEW

Education Support Personnel

Greater Grand Crossing

Sexton

Ross

Dulles

Till

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

93%

Percentage of families who would strongly recommend this school to others:

84%

Percentage of families who believe the school’s improvements have made the community a better place:

78%

Note: 2011-2012 mobility for Ross and Sexton SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: DULLES

AUSL 2013 PROGRESS REPORT 41

DULLES

Students

Johnson School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2010-2013

Johnson - AUSL

52.5

4.0 42.0

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

9.0

Hughes, C

-2.3

Lawndale

30.3

26.6 14.8

Pope

7.5

Charter

Before AUSL

10.5

CPS District

21.9

17.9

Current Year

Johnson CPS District Comp Schools Avg. Johnson served as welcoming school for Lathrop - closed spring 2012

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test Average Reading NWEA RIT Score by Grade: Spring 2013

NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

160 low

240 high

187

197

201

Grade:

74 70

204

212

217

53 46

217

National Average RIT for grade level

Johnson RIT score

Average Math NWEA RIT Score by Grade: Spring 2013

160 low

28 4

240 high

194 202 207

Grade:

JO HNSO N

Illinois Standardized Achievement Test (ISAT)

211

215

220

8 Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

National Average RIT for grade level

220 Johnson RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

42 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: JOHNSON

AUSL’s Johnson School of Excellence 1420 S. Albany Ave. Chicago, IL 60623

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2009

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

98.8%

402

95.0%

AfricanAmerican

92.5%

.7% Hispanic

.5% Other

Comp School Avg:

91.9%

93.1%

96.8% African-American, 2.6% Hispanic, .6% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

North Lawndale

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

99%

Percentage of families who believe the school’s improvements have made the community a better place:

95%

Note: 2011-2012 mobility for Pope SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: JOHNSON

AUSL 2013 PROGRESS REPORT 43

JO HNSO N

Students

Bradwell School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2011-2013

Bradwell - AUSL

52.5

6.5 44.8

Nearby Neighborhood Non-AUSL Schools (Comp Schools): Bouchet

37.8

10.3 17.7

Heroes

Charter

24.4 10

4.1

Before AUSL

7.7

CPS District 0

30.9

26.4

6.1

Mann

Current Year

Bradwell

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

240 high

187

192

201

5 Grade:

84 75

209

207

213

National Average RIT for grade level

160 low 3

32 25

20 14

Reading

Grade 4

Grade 5

Math

Grade 6

240 high

195 196 207

2 Grade 3

Bradwell RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 40

Grade:

BRA DWELL

Illinois Standardized Achievement Test (ISAT)

Grade 7

Grade 8

216

216 228

National Average RIT for grade level

228 Bradwell RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

44 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: BRADWELL

AUSL’s Bradwell School of Excellence 7736 South Burnham Ave. Chicago, IL 60649

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2010

STUDENT OVERVIEW (2012-2013)

788

Mobility

Free and Reduced Lunch

Attendance

Demographics

98.9% 54

93.9%

AfricanAmerican

87.4%

.8% Hispanic

.3% Other

Comp School Avg:

93.0%

94.6%

92.0% African-American, 6.3% Hispanic, 1.7% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

90%

Percentage of families who would strongly recommend this school to others:

83%

Percentage of families who believe the school’s improvements have made the community a better place:

83%

SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: BRADWELL

AUSL 2013 PROGRESS REPORT 45

BRA DWELL

Students

Curtis School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2011-2013

Curtis - AUSL

52.5

14.3 44.8

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

43.8

7.0

Haley

13.0

Songhai

21.6 10

4.1

Charter

Before AUSL

7.7

CPS District

35.9

32.0

18.4

Pullman

Curtis

Current Year

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test Average Reading NWEA RIT Score by Grade: Spring 2013

NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013 98

160 low

240 high

183

203

197

Grade:

205

202

214

214 Curtis RIT score

National Average RIT for grade level

Average Math NWEA RIT Score by Grade: Spring 2013

160 low 3

240 high

195 207

211

7 3 Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade:

C URTI S

Illinois Standardized Achievement Test (ISAT)

213

6 7

Grade 8

228

National Average RIT for grade level

228 Curtis RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

46 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: CURTIS

AUSL’s Curtis School of Excellence 32 East 115th St. Chicago, IL 60628

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2010

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

96.4%

474

92.5%

AfricanAmerican

93.7%

3.0% Hispanic

Other

Comp School Avg:

93.1%

93.0%

African-American, Hispanic, Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Roseland

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

91%

Percentage of families who would strongly recommend this school to others:

88%

Percentage of families who believe the school’s improvements have made the community a better place:

89%

Note: 2011-2012 mobility for Songhai SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: CURTIS

AUSL 2013 PROGRESS REPORT 47

C URTI S

Students

Deneen School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2011-2013

Deneen - AUSL

52.5

15.4

40.3

44.8

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

39.0

15.2

Brownell

16.0

Park Manor

25.3

14.5

Ruggles

23.6 10

4.1

Charter

7.7

CPS District 0

Before AUSL

Current Year

Deneen

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

97 98

203

207

5 Grade:

240 high

188

204

218

212

218

National Average RIT for grade level

Deneen RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

240 high

198 210

218

5 Grade:

DENEEN

Illinois Standardized Achievement Test (ISAT)

211

224

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

222

National Average RIT for grade level

224 Deneen RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

48 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: DENEEN

AUSL’s Deneen School of Excellence 7240 South Wabash Ave. Chicago, IL 60619

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2010

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

97.4%

549

95.4%

AfricanAmerican

97.6%

1.3% Hispanic

1.3% Other

Comp School Avg:

94.3%

96.6%

98.7% African-American, .6% Hispanic, .8% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Greater Grand Crossing

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

96%

Percentage of families who would strongly recommend this school to others:

93%

Percentage of families who believe the school’s improvements have made the community a better place:

90%

SOURCES: Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2012

AUSL ELEMENTARY SCHOOL PROFILE: DENEEN

AUSL 2013 PROGRESS REPORT 49

DENEEN

Students

Casals School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround

ISAT Composite: Percent of Students Meeting or Exceeding State Standards

Percentage Point Change 2012-2013

Casals - AUSL

5.7

52.5 51.2

50.7

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

47.0

8.1

Cameron

5.7

Lowell

43.4 8.9

West Park

41.3 12

-.8

Charter

1.8

CPS District

Casals 0

Before AUSL

2.5

7.5

Current Year

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test Average Reading NWEA RIT Score by Grade: Spring 2013

NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

160 low

Grade:

91 81

201

240 high

190

208

209 216

222

National Average RIT for grade level

222

Casals RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

240 high

200 212

224

5 Grade:

CA SA LS

Illinois Standardized Achievement Test (ISAT)

226

222

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

230

National Average RIT for grade level

230 Casals RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

50 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: CASALS

AUSL’s Casals School of Excellence 3501 W. Potomac Ave. Chicago, IL 60651

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2012

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

50.3%

463

92.9%

97.8%

AfricanAmerican

47.5% Hispanic

2.2% Other

Comp School Avg:

94.0%

96.2%

31.8% African-American, 66.4% Hispanic, 1.7% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Humboldt Park

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

98%

Percentage of families who believe the school’s improvements have made the community a better place:

94%

Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2013

AUSL ELEMENTARY SCHOOL PROFILE: CASALS

AUSL 2013 PROGRESS REPORT 51

CA SA LS

Students

Fuller School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround Percentage Point Change 2012-2013

Fuller - AUSL

52.5

50.7

8.2

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

35.4

9.7

Doolittle Mollison

28.9

6.6 3.1

Reavis

-.8

Charter

26.1

17.9

1.8

CPS District 0

Before AUSL

Fuller

2.5

7.5

Current Year

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

196

200

73 72

Grade:

240 high

182

198

200

218

National Average RIT for grade level

Fuller RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 38 31

160 low

3 4 5 Grade:

F ULLER

Illinois Standardized Achievement Test (ISAT)

240 high

191 202 204 206 211

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

223

National Average RIT for grade level

223

Fuller RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

52 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: FULLER

AUSL’s Fuller School of Excellence 4214 S. St. Lawrence Ave. Chicago, IL 60653

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2012

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

97.0%

270

91.6%

86.7%

AfricanAmerican

.4% Hispanic

2.6% Other

Comp School Avg:

91.4%

89.1%

94.3% African-American, .8% Hispanic, 4.8% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Grand Boulevard

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

96%

Percentage of families who believe the school’s improvements have made the community a better place:

98%

Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2013

AUSL ELEMENTARY SCHOOL PROFILE: FULLER

AUSL 2013 PROGRESS REPORT 53

F ULLER

Students

Herzl School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround Percentage Point Change 2012-2013

Herzl - AUSL

52.5

50.7

9.1

Nearby Neighborhood Non-AUSL Schools (Comp Schools): Dvorak Tech

-4.2 26.9

Lawndale -7.3

3.8

Mason

1.8

CPS District

24.4 12 Before AUSL

-.8

Charter

25.3

16.2

Herzl -10

-5

13 Current Year

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

193

198

5 Grade:

240 high

186

204

203 211

National Average RIT for grade level

211 Herzl RIT score

Average Math NWEA RIT Score by Grade: Spring 2013

160 low 3 4

240 high

194 199 209

5 Grade:

HERZL

Illinois Standardized Achievement Test (ISAT)

214

220

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

229

National Average RIT for grade level

229 Herzl RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

54 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: HERZL

AUSL’s Herzl School of Excellence 3711 W. Douglas Blvd. Chicago , IL 60623

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2012

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

96.2%

502

91.4%

95.2%

AfricanAmerican

2.6% Hispanic

1.2% Other

Comp School Avg:

91.6%

92.1%

98.9% African-American, .8% Hispanic, .3% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

North Lawndale

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

95%

Percentage of families who believe the school’s improvements have made the community a better place:

89%

Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2013

AUSL ELEMENTARY SCHOOL PROFILE: HERZL

AUSL 2013 PROGRESS REPORT 55

HERZL

Students

Marquette School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround Percentage Point Change 2012-2013

Marquette - AUSL

52.5

50.7

7.8

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

8.5

Fairfield

36.4 33.7

-2.7

Hampton

3.0

Morrill

-.8

Charter

32.9

25.1

1.8

CPS District

Before AUSL

Current Year

Marquette -5

-2.5

2.5

7.5

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test Average Reading NWEA RIT Score by Grade: Spring 2013

NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

160 low

204

82 78

Grade:

87 79

200

94 86

240 high

187

208

6 7

214

215

National Average RIT for grade level

215

Marquette RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

240 high

194 203 208

5 Grade:

M A RQ UETTE

Illinois Standardized Achievement Test (ISAT)

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

219

218 223

National Average RIT for grade level

223 Marquette RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

56 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: MARQUETTE

AUSL’s Marquette School of Excellence 6550 S. Richmond St. Chicago , IL 60629

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2012

STUDENT OVERVIEW (2012-2013)

1,332

Mobility

Free and Reduced Lunch

Attendance

Demographics

55.3% 29

93.5%

96.8%

Hispanic

39.6% African- 5.1% Other American

Comp School Avg:

94.4%

86.6%

43.3% African-American, 52.3% Hispanic, 4.4% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013) Teachers

COMMUNITY OVERVIEW

Average Class Size

Education Support Personnel

Chicago Lawn

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

97%

Percentage of families who believe the school’s improvements have made the community a better place:

81%

Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2013

AUSL ELEMENTARY SCHOOL PROFILE: MARQUETTE

AUSL 2013 PROGRESS REPORT 57

M A RQ UETTE

Students

Piccolo School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround Percentage Point Change 2012-2013

Piccolo - AUSL

52.5 49.5

50.7

14.1

43.7

Nearby Neighborhood Non-AUSL Schools (Comp Schools):

37.7

8.1

Cameron

6.0

Nash

3.8

Ward, L

23.6 12

-.8

Charter

1.8

CPS District 0

Before AUSL

Current Year

Piccolo 4

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

99 99

98 99

196

192

5 Grade:

240 high

188

205

215

221

National Average RIT for grade level

Piccolo RIT score

Average Math NWEA RIT Score by Grade: Spring 2013 160 low 3

240 high

199 206

4 5

Grade:

P I CCO LO

Illinois Standardized Achievement Test (ISAT)

204 219

224

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

228

National Average RIT for grade level

228 Piccolo RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

58 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: PICCOLO

AUSL’s Piccolo School of Excellence 1040 N. Keeler Ave. Chicago , IL 60651

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2012

STUDENT OVERVIEW (2012-2013) Mobility

513

Attendance

Free and Reduced Lunch

Demographics

61.4% 25

95.0%

83.8%

AfricanAmerican

37.4% Hispanic

1.2% Other

Comp School Avg:

95.0%

65.6% African-American, 33.3% Hispanic, 1.1% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Humboldt Park

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

98%

Percentage of families who would strongly recommend this school to others:

100%

Percentage of families who believe the school’s improvements have made the community a better place:

100%

Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2013

AUSL ELEMENTARY SCHOOL PROFILE: PICCOLO

AUSL 2013 PROGRESS REPORT 59

P I CCO LO

Students

Stagg School of Excellence A CPS Neighborhood School

ACADEMIC PERFORMANCE (2012-2013) ISAT Composite: Percent of Students Meeting or Exceeding State Standards

ISAT: Growth vs. Similar Neighborhood Schools Since Turnaround Percentage Point Change 2012-2013

Stagg - AUSL

52.5

50.7

-2.1

Nearby Neighborhood Non-AUSL Schools (Comp Schools): Bond

-10.6

36.1

-.1

Joplin

27.5 12

-.8

Charter

32.8

29.6

5.2

Wentworth

Before AUSL

1.8

CPS District

Current Year

Stagg -10

-5

CPS District

Comp Schools Avg.

NWEA Measures of Academic Progress (MAP) Nationally Normed Reference Test NWEA Average Student Percentile Growth Relative to Peers Nationwide: Fall 2012 to Spring 2013

Average Reading NWEA RIT Score by Grade: Spring 2013 160 low

198

5 Grade:

196

240 high

183

206

206 212

212 Stagg RIT score

National Average RIT for grade level

50 Average Math NWEA RIT Score by Grade: Spring 2013

160 low

240 high

191 205

208

5 Grade:

STAGG

Illinois Standardized Achievement Test (ISAT)

215

214

Grade 3

Reading

Grade 4

Grade 5

Math

Grade 6

Grade 7

Grade 8

225

National Average RIT for grade level

225 Stagg RIT score

SOURCES: Academic Performance: NWEA MAP data, Fall ‘12 and Spring ‘13; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

60 AUSL 2013 PROGRESS REPORT

AUSL ELEMENTARY SCHOOL PROFILE: STAGG

AUSL’s Stagg School of Excellence 7424 S. Morgan St. Chicago , IL 60621

YEAR OPENED

GRADE LEVELS

FALL

Pre K-8

TURNAROUND

2012

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

Demographics

96.3%

535

93.2%

95.3%

AfricanAmerican

.9% Hispanic

2.8% Other

Comp School Avg:

91.5%

94.0%

97.3% African-American, 1.7% Hispanic, .9% Other

CPS District:

94.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

TEACHER OVERVIEW (2012-2013)

COMMUNITY OVERVIEW

Teachers

Average Class Size

Education Support Personnel

Englewood

FAMILY FEEDBACK Percentage of families who are satisfied or highly satisfied with the school:

95%

Percentage of families who would strongly recommend this school to others:

94%

Percentage of families who believe the school’s improvements have made the community a better place:

92%

Student Overview: 2012-2013 CPS, ISBE and AUSL data Teacher Overview: 2012-2013 CPS, ISBE and AUSL data Family Feedback: AUSL Family Satisfaction Survey, Spring 2013

AUSL ELEMENTARY SCHOOL PROFILE: STAGG

AUSL 2013 PROGRESS REPORT 61

STAGG

Students

About the High School Scorecards

ACT: Growth vs. Similar Neighborhood Schools since AUSL Management shows the percentage point change from the year prior to AUSL’s management to 2013. Comparable neighborhood schools were selected based on the following criteria: Distance; Enrollment; Demographics Mobility, %AA, %Hispanic; %ELL; %SPED; %FRL; Grade 3 ISAT/Freshman EXPLORE.

The ACT Test is a curriculum- and standards-based educational and career planning tool that assesses students’ academic readiness for college.(1) This graph shows how our schools have performed versus the Chicago Public School District and the average of the comparable neighborhood schools.

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.

ACT Percentage of Students Making College Readiness Benchmarks are those students who, based on their ACT scores, have a 50% likelihood of earning a ‘B’ or better in the corresponding entry-level college course(2)

62 AUSL 2013 PROGRESS REPORT

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(3)

Represents the year AUSL began managing the school either as a turnaround or a training academy.

Attendance represents the attendance rate for the 2012-2013 school year.

Free and Reduced Lunch represents the percentage of students that qualify for free or reduced-price meals.

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.(4)

The One-Year Drop Out 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.(5)

Students captures the enrollment on the 20th day of 2012 based on CPS data.

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 freshmen year.(6)

Students that enrolled in a postsecondary institution prior to Nov 1 following graduation.(7)

(1) www.act.org/products/k-12-act-test/ (2) www.act.org/standard/ (3) www.cps.edu/Performance/Pages/Performance.aspx and www.illinoisreportcard.com (4) www.cps.edu/Performance/Documents/Datafiles/FactSheetontrack_020408.pdf (5) www.cps.edu/Performance/Documents/Datafiles/OneyearDropoutRatesFactSheet.pdf (6) www.cps.edu/Performance/Documents/Datafiles/FiveYearGraduationFactSheet.pdf (7) www.chooseyourfuture.org

AUSL 2013 PROGRESS REPORT 63

AUSL High Schools

STUDENT OVERVIEW (2012-2013) Mobility

Students

3,116

Free and Reduced Lunch

Attendance

83.2%

94.7%

Demographics

56.9% AfricanAmerican

37.2% Hispanic

5.9% Other

Comp School Avg:

85.0%

95.8%

41.8% African-American, 52.1% Hispanic, 6.0% Other

CPS District:

88%

85%

40.5% African-American, 44.7% Hispanic, 14.8% Other

2013 Freshmen on Track, %

2012 College Enrollment Rate, % 70.7

AUSL

81.5

CPS District Comp School Avg.

80.3

AUSL

56.3

CPS District

59.5

Comp School Avg.

52.5

2012 Five-year High School Graduation Rate, % 53.9

AUSL

65.4

CPS District Comp School Avg.

60.7

2013 One-Year Drop Out, % 9.0

AUSL

7.6

CPS District Comp School Avg.

2.9

SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx

AUSL HIGH SCHOOLS AGGREGATE

AUSL 2013 PROGRESS REPORT 65

Chicago Academy High School A CPS Neighborhood School

ACADEMIC PERFORMANCE

C HI CAG O ACA DEMY

ACT ACT: Growth vs. Similar High Schools Since Turnaround or Opening Percentage Point Change 2007 to 2013

ACT Composite Score

CAHS - AUSL Nearby Neighborhood non-AUSL schools (comp schools):

18.0

Steinmetz College Prep -.2

17.7 17.1

17.2 17.1 16.9 07

Prosser

.8 .6

CPS District

-.2

CAHS

CPS District

Comp Schools Avg.

2013 ACT Percent of Students Making College Readiness Benchmarks

Explore to ACT Composite Scaled Score Growth 4.8

3.8 3.6 3.3

2.4

class of:

2010

CAHS

2011

CPS District

2012

2013

2014

English

Reading

Math

Science

Comp Schools Avg.

SOURCES: Academic AcademicPerformance: Performance:www.cps.edu/SchoolData/Pages/SchoolData.aspx TO COME

66 AUSL 2013 PROGRESS REPORT

AUSL HIGH SCHOOL PROFILE: CHICAGO ACADEMY

AUSLâ&#x20AC;&#x2122;s Chicago Academy High School 3400 N. Austin Ave. Chicago, IL 60634

YEAR OPENED

GRADE LEVELS

FALL

9-12

TRAINING ACADEMY

2004

STUDENT OVERVIEW (2012-2013) Mobility

517

Free and Reduced Lunch

Attendance

92.7%

C HI CAG O ACA DEMY

Students

Demographics

54.2 % Hispanic

84.7%

19.5% AfricanAmerican

26.3% Other

Comp School Avg:

87.8%

94.1%

17.8% African-American, 71.7% Hispanic, 10.6% Other

CPS District:

87.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

2013 Freshmen on Track, %

2012 College Enrollment Rate, % 86.6

CAHS CPS District

81.5

Comp School Avg.

86.7

CPS District

59.5

Comp School Avg.

52.9

COMMUNITY OVERVIEW

2013 Five-year High School Graduation Rate, % 74.8

CAHS CPS District

75.8

CAHS

Dunning

65.4

Comp School Avg.

71.8

2013 One-Year Drop Out, % 5.2

CAHS CPS District Comp School Avg.

5.8 .4

SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx TO COME and www.illinoisreportcard.com

AUSL HIGH SCHOOL PROFILE: CHICAGO ACADEMY

AUSL 2013 PROGRESS REPORT 67

Collins Academy High School A CPS Neighborhood School

ACADEMIC PERFORMANCE

CO LLI NS

ACT ACT: Growth vs. Similar High Schools Since Turnaround or Opening Percentage Point Change 2008 to 2013

ACT Composite Score

17.7

17.4

Collins - AUSL

-1.1

Nearby Neighborhood non-AUSL schools (comp schools):

15.2

Raby

14.4

14.6

Manly

14.1 10

-.3

CPS District

-.1

.3 -1.2

Collins

CPS District

-.9

-6

Comp Schools Avg.

2013 ACT Percent of Students Making College Readiness Benchmarks

Explore to ACT Composite Scaled Score Growth

6 2.8

2.1

1.6

class of:

Collins

2011

CPS District

2012

2013

2014

English

Reading

Math

Science

Comp Schools Avg.

SOURCES: Academic Performance: www.cps.edu/SchoolData/Pages/SchoolData.aspx

68 AUSL 2013 PROGRESS REPORT

AUSL HIGH SCHOOL PROFILE: COLLINS

AUSLâ&#x20AC;&#x2122;s Collins Academy High School 1313 S. Sacramento Dr. Chicago, IL 60612

YEAR OPENED

GRADE LEVELS

FALL

9-12

TRAINING ACADEMY

2007

STUDENT OVERVIEW (2011-2012) Mobility

Free and Reduced Lunch

Attendance

CO LLI NS

Students

Demographics

98.2%

433

78.6%

AfricanAmerican

97.5%

1.2% Hispanic

CPS District:

.6% Other

80.8%

92.6%

97.1% African-American, 2.6% Hispanic, .3% Other

87.5%

84.7%

40.5% African-American, 44.7% Hispanic,14.8% Other

2013 Freshmen on Track, %

2012 College Enrollment Rate, %

CPS District

67.9

Collins

56.7

Collins

81.5

Comp School Avg.

83.6

CPS District

59.5

Comp School Avg.

61.8

COMMUNITY OVERVIEW

2013 Five-year High School Graduation Rate, % 74.1

Collins CPS District

North Lawndale

65.4

Comp School Avg.

55.7

2013 One-Year Drop Out, % 3.2

Collins CPS District Comp School Avg.

5.8 2.6

SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and www.illinoisreportcard.com

AUSL HIGH SCHOOL PROFILE: COLLINS

AUSL 2013 PROGRESS REPORT 69

Orr Academy High School A CPS Neighborhood School

ACADEMIC PERFORMANCE

O RR

ACT ACT: Growth vs. Similar High Schools Since Turnaround or Opening Percentage Point Change 2009 to 2013

ACT Composite Score 17.7 17.0

Orr - AUSL

-.1

Nearby Neighborhood non-AUSL schools (comp schools):

14.2 14.1 13.9

14.0 09

Douglass

-.1

Marshall

CPS District

.7 .1

Orr

CPS District

.35

Comp Schools Avg.

2013 ACT Percent of Students Making College Readiness Benchmarks

Explore to ACT Composite Scaled Score Growth

12 2.9

2.4 2.0

class of:

Orr

2012

CPS District

2013

2014

English

Reading

Math

Science

Comp Schools Avg.

SOURCES: Academic Performance: www.cps.edu/SchoolData/Pages/SchoolData.aspx

70 AUSL 2013 PROGRESS REPORT

AUSL HIGH SCHOOL PROFILE: ORR

AUSLâ&#x20AC;&#x2122;s Orr Academy High School 730 N. Pulaski Ave. Chicago, IL 60624

YEAR OPENED

GRADE LEVELS

FALL

9-12

TURNAROUND

2008

STUDENT OVERVIEW (2012-2013) Mobility

Free and Reduced Lunch

Attendance

O RR

Students

Demographics

86.8%

676

72.8%

AfricanAmerican

95.7%

10.9% Hispanic

2.3% Other

Comp School Avg:

76.2%

97.6%

97.9% African-American, 1.1% Hispanic, 1.0% Other

CPS District:

87.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

2013 Freshmen on Track, %

2012 College Enrollment Rate, % 44.5

Orr

42.4

Orr

CPS District

81.5

Comp School Avg.

CPS District Comp School Avg.

61.1

2013 Five-year High School Graduation Rate, %

59.5 41.7

COMMUNITY OVERVIEW 41.9

Orr

65.4

CPS District Comp School Avg.

45.1

2013 One-Year Drop Out, % 24.4

Orr

Humboldt Park CPS District

5.8

Comp School Avg.

9.1

SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and www.illinoisreportcard.com

AUSL HIGH SCHOOL PROFILE: ORR

AUSL 2013 PROGRESS REPORT 71

Phillips Academy High School A CPS Neighborhood School

ACADEMIC PERFORMANCE

P HI LLI P S

ACT ACT: Growth vs. Similar High Schools Since Turnaround or Opening Percentage Point Change 2010 to 2013

ACT Composite Score

17.7

17.4

1.1

Phillips - AUSL Nearby Neighborhood non-AUSL schools (comp schools):

15.2

14.3

Hope

14.4

14.1 10

Marshall CPS District

-.6

Before AUSL

.3 -.55

Phillips

CPS District

.55

1.1

Comp Schools Avg.

2013 ACT Percent of Students Making College Readiness Benchmarks

Explore to ACT Composite Scaled Score Growth

2.5

2.6 2.4

1.5 6 11 3

class of:

Phillips

2011

CPS District

2012

2013

2014

English

Reading

Math

Science

Comp Schools Avg.

SOURCES: Academic Performance: www.cps.edu/SchoolData/Pages/SchoolData.aspx

72 AUSL 2013 PROGRESS REPORT

AUSL HIGH SCHOOL PROFILE: PHILLIPS

AUSLâ&#x20AC;&#x2122;s Phillips Academy High School 244 E. Pershing Rd. Chicago, IL 60653

YEAR OPENED

GRADE LEVELS

FALL

9-12

TURNAROUND

2010

STUDENT OVERVIEW (2012-2013) Mobility

647

Free and Reduced Lunch

Attendance

P HI LLI P S

Students

Demographics

96.9% 111

77.0%

AfricanAmerican

98.2%

1.9% Hispanic

1.2% Other

Comp School Avg:

77.2%

97.0%

97.7% African-American, 1.5% Hispanic, .8% Other

CPS District:

87.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

2013 Freshmen on Track, %

2012 College Enrollment Rate, % 60.2

Phillips CPS District

Phillips

81.5

Comp School Avg.

39.2

CPS District

59.5

Comp School Avg.

63.9

53.9

COMMUNITY OVERVIEW

2013 Five-year High School Graduation Rate, % 48.4

Phillips CPS District

65.4

Comp School Avg.

Douglas

48.4

2013 One-Year Drop Out, % Phillips

CPS District Comp School Avg.

5.8 8.9

SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and www.illinoisreportcard.com

AUSL HIGH SCHOOL PROFILE: PHILLIPS

AUSL 2013 PROGRESS REPORT 73

Solorio Academy High School A CPS Neighborhood School

ACADEMIC PERFORMANCE

SO LO RI O

ACT ACT: Growth vs. Similar High Schools Since Turnaround or Opening Percentage Point Change

2013 ACT Composite Score

17.3 17.0

N/A

17.7

Solorio

CPS District

Comp Schools Avg.

Explore to ACT Composite Scaled Score Growth 3.2

2013 ACT Percent of Students Making College Readiness Benchmarks 43

2.9 2.6

2014

Solorio

CPS District

English

Reading

Math

Science

Comp Schools Avg.

SOURCES: Academic Performance: www.cps.edu/SchoolData/Pages/SchoolData.aspx

74 AUSL 2013 PROGRESS REPORT

AUSL HIGH SCHOOL PROFILE: SOLORIO

YEAR OPENED

AUSLâ&#x20AC;&#x2122;s Solorio Academy High School 5400 S. St. Louis St. Chicago, IL 60632

TRAINING ACADEMY

GRADE LEVELS

FALL

9-12

2010

STUDENT OVERVIEW (2012-2013) Mobility

843

Free and Reduced Lunch

Attendance

Demographics

SO LO RI O

Students

93.6% 9

91.7%

Hispanic

96.9%

3.9% AfricanAmerican

2.5% Other

Comp School Avg:

90.0%

97.8%

4.3% African-American, 88.9% Hispanic, 6.7% Other

CPS District:

87.5%

84.7%

40.5% African-American, 44.7% Hispanic, 14.8% Other

2013 Freshmen on Track, %

2012 College Enrollment Rate, %

Solorio

86.9

CPS District

81.5

Comp School Avg.

83.1

N/A

CPS District

N/A

CPS District

59.5

Comp School Avg.

56.4

COMMUNITY OVERVIEW

2013 Five-year High School Graduation Rate, % Solorio

Solorio

Gage Park

65.4

Comp School Avg.

70.7

2013 One-Year Drop Out, % Solorio

CPS District Comp School Avg.

5.8 .6

SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and www.illinoisreportcard.com

AUSL HIGH SCHOOL PROFILE: SOLORIO

AUSL 2013 PROGRESS REPORT 75

Appendix

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.”

FISCAL YEAR 2013 EXPENSES

Program Services:

Turnaround Schools

7,150,684

Training Academies

831,634

Chicago Teacher Residency

9,829,267

Network Educational Services*

2,726,515

Network Curricular Enhancements

934,754

Administration and Financial Development

2,153,700

Total

$ 23,626,554

Support Services:

* Includes curriculum and instruction, teacher development, assessment, performance management, advisory services/AUSL Institute.

AUSL 2013 PROGRESS REPORT 77

AUSL recognizes that a childâ&#x20AC;&#x2122;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, AUSLâ&#x20AC;&#x2122;s partners offer our students an incredible range of life experiences to support their continuous growth.

PROGRAM PARTNERS

State of Illinois

U.S. Department of Education

U.S. Department of Housing and Urban Development

COMMUNITY PARTNERS

Beloit College Department of Athletics

Chicago Run

78 AUSL 2013 PROGRESS REPORT

COFI

COMMUNITY PARTNERS (CONTINUED)

DePaul University Department of Athletics

LAMP

Northwestern University Department of Athletics

Metropolitan Family Services WWW.MINDFULPRACTICESYOGA.COM

One Goal

West Town Development Corporation

Youth Guidance

AUSL 2013 PROGRESS REPORT 79

We are truly proud of what weâ&#x20AC;&#x2122;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 from Fiscal Year 2013 (July 1, 2012 to June 30, 2013).

DONORS $1 million and above BMO Harris Bank

Katten Muchin Rosenman LLP and Kenneth and Anne Miller

$5,000-$9,999 Joseph and Kathy Adler

Eric and Chris Strobel

Bill & Melinda Gates Foundation

Brad and Kim Keywell

Lindsey and Merrick Axel

The Lefkofsky Family Foundation

Travelers Insurance

Baird Foundation, Inc.

Mills Family Charitable Foundation

United Airlines Foundation

Dennis and Joyce Black

Northern Trust Charitable Trust

Vitale Family Foundation

The Boeing Company

Perkins Malo Hunter Foundation

Gail and John Ward

$200,000-$499,999 CME Group Foundation

Deirdre and Alex Campbell

Phil Perkins

Mr. and Mrs. Arnold R. Weber

David and Liz Chandler

Crown Family Philanthropies

Linda and Richard Price

Laura and Tony Davis

William Blair & Company, Laura Van Peenan and Louis Conforti

Pritzker Family Foundation

John & Kathleen Schreiber Foundation

Pam and Dan Davis

Earl and Brenda Shapiro Foundation

Mark Furlong

$500,000-$999,999 W.K. Kellogg Foundation

Satter Foundation United Way of Metropolitan Chicago Impact Fund, a McCormick Foundation Fund

Brian and Nancy Doyal Craig and Carrie Goesel

Kay Torshen

$1,000-$4,999 Jim and Wendy Abrams Trisha Rooney Alden

Stanford Goldblatt

John and Ann Amboian, Trio Foundation

Golden Apple Foundation

Mr. and Mrs. Paul F. Anderson

Sue and Melvin Gray

Eric and Lisa Belcher

$10,000-$19,999 36 Foundation, Inc.

David and Geri Greenberg

Tracey E. Benford

Will and Julie Hobert

Mr. and Mrs. Michael Keiser Donor Advised Fund

Allstate Insurance Company

Jim and Sue Blomberg

Kirkland and Ellis Foundation

The Boston Consulting Group, Inc.

Pat and Mike Koldyke

Anonymous

Laird and Dede Koldyke

Barker Welfare Foundation

Brown-Forman Corporation

MacLean-Fogg Company

The Tim and Carol Cawley Fund

Mr. and Mrs. Thomas Campbell

The Howard and Kennon McKee Charitable Fund

Susan and Michael Canmann

James and Catherine Denny Foundation

Mr. and Mrs. Robert S. Murley

Clarkin Family Charitable Gift Fund

Field Foundation

Northwestern University

The Harris Family Foundation

Kristie Paskvan

Howard Jessen

John and Mary Raitt

The Morris A. Kaplan and Dolores Kohl Kaplan Fund of the Mayer and Morris Kaplan Family Foundation

Mr. and Mrs. Luke Reese

$100,000-$199,999 Nancy and Steve Crown Foley Family Foundation Lloyd A. Fry Foundation

Polk Bros. Foundation Steans Family Foundation $50,000-$99,999 Bears Care John D. Cook Finnegan Family Foundation Donna and Jack Greenberg Malott Family Foundation W. Clement & Jessie V. Stone Foundation

Walmart Foundation Liz and Todd Warnock Mr. and Mrs. Mike Zafirovski

The Damico Family Foundation

King Family Foundation

$20,000-$49,999 Anonymous

Marc Levin and JoAnne Holman

Bandon Dunes Golf Resort

Robert W. Baird & Co.

Chicago Fire Foundation

B.T. Rocca Jr. Foundation

Cubs Care, a McCormick Foundation Fund

Frank and Joanne Sims

The Duchossois Family Foundation Jim and Karen Frank Illinois Student Assistance Commission

80 AUSL 2013 PROGRESS REPORT

Mesirow Financial

Brooke Skinner, Steele Family Foundation Mr. and Mrs. Frederick H. Waddell

NewSchools Venture Fund

Larry Richman, The Private Bank Mr. and Mrs. Ralph Rydholm Barbara and Rex Sessions, Winston & Strawn LLP Mr. and Mrs. Benjamin Shapiro

John Challenger CNA Foundation Brian Diedrich Wade Fetzer Mr. and Mrs. James Franczek George and Maureen Gilmore John P. Harney John and Stephanie Harris Carol and Ed Kaplan, Kaplan Foundation

Shefsky & Froelich Ltd

Richard N. Kessler, McDonald Hopkins, LLC

Greg Simoncini and Ed Dudley

Richard and Susan Kiphart

Jeri and Roger Smith

Daniel J. Kipp

Tor and Jen Solberg

Judy and Michael Lavin

Mark and Margaret Stephan

Richard and Susan Lenny

Professor Louis W. and Rhona L. Stern

Mr. and Mrs. Gerald J. Levin LISC Chicago, Local Initiatives Support Corporation

Mr. and Mrs. John Mabie Michael Mackey Nina Matis Gary and Kim McCullough Dana Mikstay and Ronna Hoffberg National Louis University Julian and Gina Posada Anne and Jordan Prager Mr. and Mrs. Randall S. Rogers Roberta Rubin Marc E. Sacks

Nancy & George Bodeen Family Foundation

Christopher Killackey

Danit Steinback

Ed Bovich

Adam Klein

Liz Stiffel

Steve Koch

Margaret Stineman

Bernard Kramer and Jill Weinberg

Lori Strasberg

Jill Lake

Dr. and Mrs. Steve Szczerba

Richard and Jan Lariviere

Anne Tucker (in honor of Laura and

Diana Liao

Tony Davis)

Sara Braz Ralph Brooks Mr. and Mrs. Arnold Brookstone Dale Cabreira Jessica L. Carroll Kelli and Glen Caudill Christine and Stephen Cole Oscar David

Bradley S. Schneider and Julie R. Dann

William Deist

John and Joan Siff

David Dlugie

Justice John B. Simon and Millie R. Simon

Shelley and Timothy Dolan

Maureen and E.B. Smith

Victor Elting III

Mr. and Mrs. Peter E. Van Nice Mr. and Mrs. Ken Viellieu Ceta and Stephen Walters Diana Ware (in honor of Linda Price) Nick and Nora Weir Mark Weisberg Mr. and Mrs. Jeffrey Yingling

Bridget Dillon

Joe and Paige Dooley Jordan England Renato Erfe Rosemary Flinn Adrian Foster Jan Gaines Kate and Marin Gjaja

Robert Lifton Maureen A. Lubeley Mr. and Mrs. Ralph B. Mandell Rev. Dr. Walter W. Matthews, Sr. Jean and Jacquie McGrew Florence D. McMillan Thomas McNeill Nivine Megahed Dawn H. Miller Bob and Debbie Newman Troy and Kerri Noard Jennifer Notz

PricewaterhouseCoopers LLP Arnold Pritsker

Frederic and Katherine Hickman

Carole C. Pyle-Weaver

Nathan Hirsch

Nneka Rimmer

William A. Holland

Betsy and Andrew Rosenfield

Christina Hong

S. Downey Fund

Philip W. Hummer

Frank E. Schmitz

Ann R. Ingersoll

Marty and Jamie Schrero

Jinja Birkenbuel

Paul and Mariana Ingersoll

Barbara Schultz

The Robert Thomas Bobins Foundation

Richard Ingram Jonathan and Susan Kaden

Richard Sciortino, Brinshore Development LLC

Anonymous Rochelle J. Baker-Gray Peter Bensinger

Michael J. Kasper Joseph and Sally Keenan Connie and Dennis Keller

Jay and Jane Ward David Weddige Laura and Michael Werner Chase Wheeler Joyce C. White William Levine Fine Jewelers Mark D. Wood Linda and Donald Zimmerman

Koldyke)

David O. Hawkins

Mohammed Akkal

Charles Waddell

Brenda Palm (in honor of Dede

Peter Hall

Brian Ahern

Michelle Voigts

David and Nancy Oâ&#x20AC;&#x2122;Neill

Verne K. Perigord

Alexa M. Adrian

Julie and Ron Vander Weele

Charlene Olson

Scott Gordon and Chris Johnson

Under $1,000 Pamela and Steven Adelman

Errett and Julia Van Nice

Vincent and Deborah Sergi Stuart Shulruff Mr. and Mrs. Neele Stearns

Judy and John Keller

AUSL 2013 PROGRESS REPORT 81

AUSL Leadership AUSL MANAGEMENT TEAM Donald Feinstein, Ph.D. Executive Director Shana Hayes Managing Director, External Affairs Jarvis Sanford, Ed.D. Managing Director, Elementary & High School Turnarounds Brian Sims Managing Director, Training Academies & Teacher Development

82 AUSL 2013 PROGRESS REPORT

AUSL Leadership

AUSL BOARD OF DIRECTORS Martin J. Koldyke Chairman Emeritus Founder and Retired Chairman, Frontenac Company John Cook Chairman of the Board Director Emeritus, McKinsey & Company Mike Zafirovski Vice Chairman, Strategy Chair Executive Partner, The Blackstone Group Donald Feinstein, Ph.D. Executive Director, AUSL Gary E. McCullough Education & Policy Chair Former President, CEO, and Board Member, Career Education Corporation

Merrick Axel Partner, Cressey & Company Dominic Belmonte President & CEO, Golden Apple Foundation David Chandler Managing Partner and Co-Founder, Chicago Growth Partners LLC Brian Doyal Managing Director, Robert W. Baird & Co. Ana Dutra Senior Vice President, Leadership and Talent Consulting, Korn/Ferry International Justine Fedak Senior Vice President, Marketing, BMO Harris Bank

Julian Posada Quintin E. Primo III Chairman & CEO, Capri Capital Partners, LLC Nneka Rimmer Partner and Managing Director, Boston Consulting Group Charlie Rose Partner, Drinker Biddle Linsey Rubenstein Director of Operations, Information Security, The Boeing Company Ralph Rydholm President, R2 Consulting Gregory G. Simoncini Affiliated Consultant, Marts & Lundy

Kenneth W. Miller Finance Chair Partner, Katten Muchin Rosenman LLP

Will Hobert Founder and Managing Member, WH Trading

Benjamin Shapiro Governance Chair Manager, Mason Avenue LLC

Michael Keiser President, Bandon Dunes Golf Resort

Eric Strobel Business Management Consultant

Robert King Chairman, Salt Creek Ventures

Kay Torshen President, Torshen Capital Management

William J. Lutz Retired Vice President- Private Wealth Management, Goldman Sachs Group, Inc.

Carmita Vaughan Founder, C. Vaughan & Associates

Louis W. Stern Marketing & Communications Chair John D. Gray Distinguished Professor Emeritus of Marketing, Northwestern University Kellogg School of Management Todd Warnock Development Chair Founding Partner & Senior Advisor, RoundTable Healthcare Partners

Rev. Dr. Walter W. Matthews Sr., BS, THD Pastor, Pleasant Green Missionary Baptist Church Dr. Nivine Megahed President, National Louis University

Cardelle Spangler Partner, Winston & Strawn LLP

Gail D. Ward Chief Officer of Principal Preparation and Development, CPS Founding Principal, Walter Payton College Prep Retired 2008

ASSOCIATE BOARD MEMBERS Kara Dewalt

Chrissy Koob

Eli Ruvalcaba

Craig Goesel

Ryan Maki

Rosemary Sears

Erica Henry

Megan Murley

Annie Stanley

Jeff Hypes

Abigail Myers

Ned Turney

Joe Jordan

Chris Nazaruk

Charlie Waddell, President

Amy Keller

Benjamin Olson

Terrill Wilkins

Heather Kephart