AUSL'S 2014 PROGRESS REPORT

CREATING SCHOOLS OF EXCELLENCEAUSL’S 2014 PROGRESS REPORT

TABLE OF CONTENTS

Letter from AUSL’s Board of Directors

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64

11

36

8

28

Creating Schools of Excellence

AUSL Leadership

By the Numbers

AUSL Network School Scorecards

Key Highlights

AUSL Partners

Every day the teachers and principals in AUSL schools are focused on helping students close the achievement gap. Since 2001, AUSL has been transforming educational outcomes in some of Chicago’s lowest-performing schools. Today the network is comprised of 32 schools serving 18,000 Chicago students. This report celebrates the progress that our students, teachers, and school leaders have made, while being transparent about areas of improvement and sharing our vision for moving AUSL schools from good to excellent.

Turning around a school is a process, not a one-time event, and there is still much work to be done. AUSL schools have come a long way—from being the lowest performing schools in the district, and in some cases the state, to outpacing schools across the district in terms of academic growth. In the new CPS School Quality Rating Policy, 90% of AUSL elementary turnarounds scored a Level 2 or higher. Prior to AUSL’s management, 90% of these schools were rated at the lowest performance level. Our teachers and school leaders continue to challenge our students to achieve higher levels of academic excellence, and our students are stepping up to meet that challenge. In the 2013-2014 year 85% of AUSL turnaround elementary schools exceeded the national average rate of meeting growth targets on the NWEA MAP (Northwest Evaluation Association Measures of Academic Progress) assessment in reading, and 65% did the same in math. We believe that our students’ ability to achieve excellence in college and career is predicated upon how well the AUSL network provides them with excellent teaching and learning. Our students are making great progress on the pathway towards success in high school, college, and beyond. In the 2013-2014 school year, the percent of AUSL freshmen who were on-track to graduate in four years increased to 82% from 68% the previous year, 91% of AUSL seniors were accepted to at least one college, and the class of 2014 was awarded more than $24 million in college scholarships! We applaud our students’ great accomplishments, and as a network that is committed to continuous improvement, we challenge ourselves to set our students up for even greater success. Last year, the network spent a significant amount of time re-defining strategies to strengthen and expand best practices that will enable AUSL principals, teachers, students, and staff to focus with greater clarity on the “big picture”—college and career for all AUSL students.

Dear Friends and Supporters,

4 AUSL 2014 PROGRESS REPORT

JOHN COOK BOARD CHAIRMAN

TODD WARNOCK CHAIR DEVELOPMENT COMMITTEE

DON FEINSTEIN, Ph.D. EXECUTIVE DIRECTOR

In the following pages you’ll read about how AUSL pushes to improve learning every day in every classroom, and guide our students along the path to college and career. Learn how Deneen School of Excellence leverages student academic data to develop individualized plans to improve performance for students across the achievement spectrum, and how aspiring teachers enrolled in our Chicago Teacher Residency program are supported and specially-trained to positively transform student outcomes in urban schools, while providing CPS with a pipeline of highly-effective teachers. Lastly, you’ll be inspired by the stories of hard-work and determination of AUSL high school students who are college ready and college bound.

Our journey towards creating schools of excellence includes providing our schools with additional supports that round out the teaching and learning that happens in the classroom. This year we look forward to launching more of these supports, such as the Parent Ambassador Academy and The Success Project, an intensive three-year college readiness program designed to increase high school persistence and success as early as 6th grade. Programs like these enable schools to deepen the impact of their work with students and broaden stakeholder involvement.

On behalf of the AUSL Board of Directors, thank you to our donors and community partners for being a champion of our students. Through your generous support you have invested in the re-establishment of effective educational practices in some of Chicago’s poorest communities, and the steady increase in value of its most precious resource—its children.

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s Name treet addresity state zip SC Dear [Salutation], The US Secretary of Education recently said “AUSL has turned around many of Chicago's toughest public schools. None of us can shrink from the responsibility of educating every single child no matter what their circumstances." At AUSL, we do not believe that educational opportunities should be determined by zip codes. Today, AUSL serves 14,000 children in 25 Chicago Public Schools across the city. We are adding enrollment at a rate of 4,000 students per year, providing them with educational excellence and helping them achieve college and career readiness. Mayor Rahm Emanuel set forth an ambitious vision to dramatically improve public education in Chicago, with AUSL as a key partner. As the AUSL network of schools grows, we hope you will consider making a tax‐deductible donation to help us transform the lives of thousands of more students in Chicago. Please see the enclosed donation card to see how your gift can help. Every year since our first turnaround school in 2006, AUSL's average standardized test score gains for turnaround elementary schools have more than doubled the gains of the Chicago Public School district. The Morton School of Excellence for example, increased the number of students meeting or exceeding state standards by nearly 50% in only 4 years and became our first turnaround elementary school to surpass the district average. Morton is just one example of the significant achievements that occur in an AUSL classroom every day. AUSL is a non‐profit organization improving student achievement in Chicago's chronically failing schools. This is accomplished through a disciplined, whole school transformation process, built on a foundation of specially trained AUSL resident teachers. AUSL prepares 180 new teachers each year to improve student performance through its one year, hands‐on, urban teacher training program, the Chicago Teacher Residency. We hope you will consider making a donation this holiday season. Together, we will ensure that children in AUSL schools receive the excellent education they eserve. d

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P.S. The Sun-Times Foundation and The Chicago Community Trust will match donations to AUSL, up to a total of $15,000, through January 31, 2013.

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AUSL 2014 PROGRESS REPORT 5

AUSL’s district partner, the Chicago Public Schools, is the third largest school district in the United States, serving just under 400,000 students in 664 schools.

CPS OVERVIEW

Academy for Urban School Leadership (AUSL), created in 2001, is a Chicago nonprofit school management organization that creates schools of excellence by developing highly effective teachers and transforming educational outcomes for students in the lowest performing schools.

AUSL turns around persistently low performing schools through a disciplined transformation process, built on a foundation of specially trained AUSL teachers. Currently AUSL manages 32 Chicago Public Schools serving nearly 18,000 students. More than 750 teachers have graduated from the AUSL Chicago Teacher Residency.

AUSL OVERVIEW

SCHOOLS

32 664STUDENTS

17,970 396,683TEACHERS

1,079 22,519

STUDENT MOBILITY RATE*

30 18

PERCENTAGE OF STUDENTS WHO QUALITFY FOR FREE & REDUCED LUNCH

96.8% 86.0%

* Mobility rate is the rate of students transferring into or out of a school. Calculation can be found on page 20.Note: Number of CPS teachers, CPS mobility rate, and AUSL mobility rate are from SY2014. All other numbers are from SY2015.

AUSL CPS

BY THE NUMBERS


Chicago Academy HS

High School

Elementary School

The Chicago Academy

Piccolo School of ExcellenceCasals School of Excellence

Howe School of Excellence Orr Academy HS

Dodge Renaissance AcademyMorton School of Excellence

Herzl School of ExcellenceCollins Academy HS

Johnson School of Excellence National Teachers Academy

Fuller School of ExcellencePhillips Academy HS

Sherman School of ExcellenceSolorio Academy HS

Marquette School of Excellence

Tarkington School of ExcellenceStagg School of Excellence

Dulles School of Excellence

Bradwell School of Excellence

Curtis School of Excellence

* SY 2013/14 Turnaround Schools

Lewis School of Excellence

McNair School of Excellence*

Dvorak School of Excellence*

Chalmers School of Excellence

Dewey School of ExcellenceCarter School of Excellence

Deneen School of Excellence

Gresham School of Excellence*

O’Kee�e School of ExcellenceHarvard School of Excellence

AUSL NETWORK SCHOOLS


PERCENTAGE OF AUSL SCHOOLS INCREASING ATTENDANCE RATE BETWEEN SY 2013 AND 2014

CPS SCHOOL RATING LEVELS OF AUSL ELEMENTARY TURNAROUND SCHOOLS

HIGH SCHOOL FRESHMAN ON-TRACK RATE

90%

10% 50% 25% 10% 5%

10%

PERCENTAGE OF AUSL ELEMENTARY SCHOOLS THAT INCREASED THE PERCENTAGE OF STUDENTS AT OR ABOVE GRADE LEVEL BETWEEN SY 2013 AND 2014

After Turnaround (new CPS SQRP ratings)

High Schools

Math

Before Turnaround (old CPS ratings)

Elementary Schools

Reading

AUSL

CPS

MORE AUSL STUDENTS ARE CONSISTENTLY COMING TO SCHOOL.

AUSL understands the value of attendance: students must be in class to learn and it is a key leading indicator of the overall health of a school. Because of this, AUSL network schools make a concerted effort to increase student attendance. As a result, AUSL schools outpaced CPS in attendance gains between 2013 and 2014.

AUSL IS CLOSING THE ACHIEVEMENT GAP.

The schools AUSL turns around are among the lowest performing schools in the district—many students are already far behind grade level by the time AUSL begins managing the school.

Despite this, AUSL schools are closing the achievement gap. AUSL elementary turnarounds outpaced the Chicago Public School district in the increase of the percentage of students at or above grade level in both reading and math (NWEA MAP).

MORE AUSL FRESHMEN ARE ON-TRACK TO GRADUATE.

Students who are on-track by the end of their freshman year are four times more likely to graduate from high school in four years. In SY 2013/14, AUSL increased freshmen on-track supports for our network high schools resulting in the highest freshmen on-track growth of any CPS network—more than four times the district average.

AUSL ELEMENTARY TURNAROUND SCHOOLS ARE IMPROVING.

AUSL schools have made significant progress under AUSL’s management. In the new CPS School Quality Rating Policy, 90% of AUSL elementary turnarounds scored a Level 2 or higher. Prior to AUSL’s management, 90% of these schools were rated at the lowest performance level.

A PROVEN MODEL

79%AUSL

AUSL

AUSL

AUSL

2013

2013

CPS

CPS

CPS

CPS

2014

2014

71%

52%

85%79%

71%

82%

80%

75%64%

82%

84%

3level

level3 2 2+ 1 1+

2


AUSL FAMILY SATISFACTION SURVEY

In order to collect feedback and gain insights from our student's families, parents and guardians of AUSL students are asked to complete the AUSL Family Satisfaction Survey each year. In school year 2013/14, more than 4,000 responses were collected, representing an impressive 24% of our AUSL network families. Key findings from this survey support the positive gains shown in student achievement and school performance.

FAMILY FEEDBACK

96%are satisfied or

highly satisfied with their school

94%would strongly

recommend their school to others

92%believe improvements

in the school have made the community a

better place

94%agree or strongly agree

that their child looks forward to school

99%agree or strongly agree

that their child's teacher wants their child to

succeed*


Family Feedback: SY 2013/14 AUSL Family Satisfaction Survey* This question was only asked to elementary school families in the SY 2013/14 AUSL Family Satisfaction Survey

Read on for three stories of Excellent Teaching, Excellent Learning and Achieving Excellence in AUSL network schools. >

CREATING SCHOOLS OF EXCELLENCE

ACHIEVINGLEARNING TEACHING ACHIEVINGLEARNING TEACHING

Excellent Teaching successfully executes an academically rigorous curriculum each instructional day. At AUSL excellent teaching begins as early as the Chicago Teacher Residency (CTR) program, is grounded by proven research-based strategies, and supported by highly proficient leaders and coaches.

Excellent Learning continuously and transparently evaluates data in order to develop and refine strategies that improve teacher practice and student outcomes. At AUSL, everyone is a learner—from the students to the teachers, to coaches and principals. Professional development in the network supports and creates new opportunities for collaboration across content areas and experience levels.

Achieving Excellence is the result of excellent teaching and learning. At AUSL college and career readiness is embraced as the north star. As early as pre-kindergarten, data indicators are established to ensure that AUSL students are on track for success in college and career. Every AUSL student has in them the ability to be excellent.

AUSL’s journey towards creating schools of excellence is chartered by continuous, data-driven improvements in teaching and learning in every AUSL school, every day. This constant cycle of defining and measuring excellence produces high quality teaching and learning across the AUSL network, empowers school leaders and teachers to transform their practice and student outcomes, and sets the foundation for a school culture that embraces college and career readiness as its north star.


It’s this close mentorship that uniquely contributes to developing effective teachers for AUSL

schools, and mentors like Cara Salvant guide resident teams as they observe, practice, receive coaching and feedback, and reflect throughout the year, gradually increasing their responsibilities in the classroom. It’s an additional lift on top of running her classroom of diverse learners, but Cara does it because of her steadfast belief in the AUSL model. “The AUSL model is so powerful. If I can help guide a resident through it, then there’s one more person who can really help these children.”

And she would know. After all, Cara was a career changer who graduated from the Chicago Teacher Residency in 2009 and has taught primary diverse learner students in AUSL schools ever since. “When teaching diverse learners, you encounter them so close. I love that you can always pull small groups of students and really get to know a child.”

The results she’s seeing in her students is what keeps her dedicated to the mission. “I get to work with my

students for two to three years. A lot of my students, when I first get them, may not know letters or numbers… and by the time they leave my classroom, they’re reading!”

Through her mentorship, Cara sees growth in her residents’ practice as well as her own. “It’s a two way street,” she says. Residents Cassandra and Stacy bring ideas from their National Louis University coursework that are implemented in the classroom. “I love that aspect of collaboration. When they begin to see the strategies they’re learning applied to and working in the classroom—it’s gold.”

“When they begin to see the strategies they’re learning applied to and working in the classroom—

it’s gold.”

Chicago Teacher Residency (CTR) is a full-time, year long urban teacher training program that equips resident teachers with the training, skills and strategies that will empower their students to pursue their dreams. During the resident year, future teachers earn a Master’s degree through an accelerated university program and spend four days a week in one of fourteen AUSL network school training sites. Under the guidance of an experienced mentor teacher, residents apply the strategies they learn during their coursework into practice at their training site.

AUSL EXCELLENT TEACHING

Training & Mentoring Future Teachers

PHOTO: (left to right) Cassandra Brackenridge, Cara Salvant and Stacy Randle, Primary Diverse Learners CTR Triad at Curtis School of Excellence.


WHY DID YOU CHOOSE THE AUSL CHICAGO TEACHER RESIDENCY (CTR)?

Stacy: What stood out for me was the full year of mentorship. I thought that was dynamic because that’s where the classroom culture is built. And, I appreciated the structure—I wanted things to be in place.

WHAT ARE YOU MOST LOOKING FORWARD TO WHEN YOU BEGIN TEACHING NEXT YEAR?

Stacy: To be involved in building an entire school culture. You get to set the tone for the school year. You really get to know the community and the families and that’s something that I’ll look forward to more than anything... working with a community that I relate to, and knowing that I can make an impact on students.

WHY WOULD YOU TELL OTHERS TO JOIN THE CTR?

Cassandra: It’s more than the degree, the stipend, the benefits… it’s the hands-on experience on a daily basis—it’s invaluable. You can’t get it anywhere else, you just can’t. If you want to be prepared to teach in an urban school, AUSL is the way to go. You’re going to get your feet wet everyday. Everyday.

HOW DOES THE TRIAD STRUCTURE (1 MENTOR TEACHER AND 2 RESIDENTS) HELP IN YOUR TRAINING?

Cassandra: The relationship we have is built on trust - we are transparent about our weaknesses and our strengths. Because of that we are able to come together, collaborate and bring our own unique perspectives to the table. Our mentor, Cara, encourages us and tell us what we need to do to be successful. We say we want to be able to empower our students—that’s what our mentor does for us. She empowers us to be able to do the job ahead of us.

HOW HAVE YOU GROWN TROUGH THE RESIDENCY?

Cassandra: At first, I was standoffish in front of the class, but once I dived in and started doing the lessons, that’s where my confidence started to grow. And the kids, they help with that too—they’re so welcoming. I’ve also found where my teaching strengths and weaknesses are and the things that I can do to improve on them in order to be ready for my first year.

A Conversation with AUSL Residents: Stacy Randle and Cassandra BrackenridgeMasters of Arts in Teaching, focus in Primary Diverse Learners

PHOTOS: Residents Stacy Randle (top) and Cassandra Brackenridge (bottom) practice small group instruction under the guideance of mentor teacher Cara Salvant.


At Deneen School of Excellence, teachers and administrators are together creating a

culture of instructional reflection and refinement through a process of Cluster Learning Cycles. Cluster Learning Cycles guide teachers through a strategic, cyclical process of data analysis, group collaboration and continuous instructional improvement. This results in a increased understanding of how students are learning and what teaching methods make the greatest impact.

Deneen’s teacher-led Instructional Leadership Team (ILT) and Principal Annise Lewis guide the focus of the Cluster Learning Cycles throughout the school-year based upon the needs of the school and feedback

from teachers. Though the focus may change, such as on small group instruction or whole group instruction, the cycle remains constant.

“By analyzing patterns of student learning and collaborating with their peers, teachers are able to identify their next instructional steps,” Annise says. “These conversations are so powerful.”

Deneen School of Excellence’s dedication to continuous improvement through teacher collaboration is reflected in the school’s improving academic performance and increasing teacher engagement.

“The learning cycles have been a great tool for me as a teacher. I’m able to

take my lesson plans and really dissect them with

my colleagues.”

“These conversations are so powerful.”

Teacher professional development at AUSL supports a culture of continuous improvement within the network by creating opportunities for teachers to collaborate and push each other to new levels of effectiveness as educators. This year, AUSL has made it a priority to support teachers around instructional shifts based in the new Common Core State Standards through reflective, school-driven practices like Cluster Learning Cycles.

Instructional Refinement Through Collaboration

Muhibo Sidi, Deneen School of Excellence ILT member and

primary school literacy teacher.

PHOTO: Kara Taylor, Deneen School of Excellence ILT member and middle school literacy teacher, leads a cluster meeting with her peers.

AUSL EXCELLENT LEARNING


A better understanding of student learning begins at the close of every day’s lesson. Teachers collect data from their students in the form of student work, like a short quiz, that gives the teacher immediate insight into whole class and individual understanding of a concept or lesson objective.

The Cluster Learning Cycle moves beyond simply grading right and wrong answers. Grounding protocols require teachers to dig deeper into the student data, by examining individual components of student answers for clues indicating patterns or gaps in understanding. Did a certain group of students misunderstand the lesson? Were there specific concepts the whole class missed? Did my questions align with my lesson?

In weekly Cluster Learning Cycle meetings, teachers build upon their initial reflections by presenting and discussing their findings with their colleagues, grouped by grade level and subject (e.g. math or literacy). Seeking peer feedback and viewpoints is critical to the success of Cluster Learning Cycles. It’s through this collaborative process that additional opportunities are discovered and strategies for reteaching are workshopped.

Patterns in student understanding levels are addressed based upon the unique needs of each teacher’s class. Lessons are retaught with new strategies or emphasis to ensure that students, as a class and individually, are receiving the instruction needed to move forward. Trends affecting the entire class are addressed in a whole group reteach and individual student needs are addressed through differentiated small group instruction so that high performers can continue to be challenged while students who need extra attention will receive it.

After a reteach, teachers collect student work again to measure the impact of their modified instructional approach. Results are analyzed and shared, and the Learning Cycle repeats.

1. GATHERING OF STUDENT WORK TO MEASURE UNDERSTANDING.

2. INDIVIDUAL REFLECTION AND GROUP ANALYSIS OF DATA.

3. PLANNING A PATH FORWARD TO ADDRESS DISCOVERIES.

4. REPEAT.

PHOTO: Andrew Strope, Deneen School of Excellence ILT member and middle school math teacher.

The Cluster Learning Cycle


Paris Smith is at the top of her senior class at Orr Academy High School, and it’s an accomplishment she’s not shy about—she’s been working to achieve

that status for the past four years. And, all that work is beginning to pay off. At the time of writing, Paris has earned more than $290,000 in scholarships from colleges and universities across the country—and is waiting to hear back from many others.

Though Paris has grown accustomed to high performance in high school, like many students, the feeling of receiving scholarships is a new one. “I’m not used to having people reach out and give me things,” she says. “I’m excited and so grateful for the support of Orr, but it all hasn’t really hit me yet. I don’t think it will until I’m graduating.” As graduation approaches, Paris doesn’t show any signs of slowing down. She’s enrolled in advanced placement (AP) classes, active in student council, a captain of the women’s volleyball and soccer teams, a cheerleader, volunteer and a student ambassador.

Orr Academy ensures that high performing students like Paris Smith receive rigorous academic instruction through honor and AP classes and Rasmussen college courses. “They’ve challenged me. Pushed me to study more, to read more, to think critically,” Paris says. Orr’s dedication to

every student achieving the goal of college and career goes beyond coursework and classes. Orr administration brings in external partners to work hand-in-hand with teachers and college counselors to help expose all students to college experiences and assist in applications, scholarships and FAFSA completion.

As a student ambassador, Paris too, wants others to reach their goals. “When I speak to incoming freshmen, I tell them, ‘come to school, get your work in, don’t miss classes.’ It’s like a family here. Everyone from the principal and teachers to the custodians and security officers want to see you succeed and reach your goals.”

Our goal of college and career for all AUSL students is only accomplished when we engage in excellent teaching and learning throughout the network. This year, AUSL has implemented new resources and frameworks to solidify a college going culture in all of our schools.

College & Career for All Students

“It’s like a family here. Everyone from the principal and teachers to the custodians

and security officers want to see you succeed and reach your goals.”

AUSL ACHIEVING EXCELLENCE


Jamal Brown’s life hasn’t been easy. Pain and loss have been deeply woven into his life from the very beginning. His father died before his birth, his mother

has spent the better part of Jamal’s life in jail, he witnessed his grandmother’s murder at age 6 and at age 15 his proxy parent and caretaker he affectionately calls “grandma” died. Jamal dropped out of high school his sophomore year and, by his own account, “got into some bad things.”

All too often, stories like Jamal’s play out in a predictable way, but after a chance encounter with two grade-school friends who played football at Wendell Phillips Academy High School, Jamal began the process of rewriting his story. With encouragement from Phillips football head coach Troy McAllister, he enrolled at Phillips as a junior and didn’t look back. “Coming to Phillips was the greatest choice I’ve made in my life… I’d probably be dead or in jail if I weren’t here,” Jamal says.

Perhaps the most influential force in Jamal’s new story is history teacher and defensive coordinator Michael Larson, who graduated from the AUSL Chicago Teacher Residency Program in 2011. Jamal, who was considered homeless by CPS standards, moved in with Coach Larson this year - and for the first time in his life, Jamal has come to know a safe and stable home.

As for what’s next after Phillips, Jamal says “I just want to make people who helped me get to where I’m at proud, and I can do that by graduating college.” He’s well on his way. Jamal received multiple full-ride college scholarships, and will attend Illinois State University where he’ll play football and study to become a teacher. “I want to help kids like myself, I want to show them there’s a life outside of doing the wrong things.”

“I just want to make people who helped me get to where I’m at proud,

and I can do that by graduating college.”


AUSL SCORECARDS


A CPS Neighborhood SchoolAUSL Elementary Schools (2013-2014)

DemographicsFree and Reduced Lunch

AttendanceStudents Mobility

Student Attendance 2013 vs 2014

of families are satisfied or highly satisfied with the school

97% 93%of families would strongly recommend this school to others

95%of families believe the school’s improvements have made the community a better place

TEACHER OVERVIEW

FAMILY FEEDBACK

STUDENT OVERVIEWStudent Body Composition

95.0% 85.2% 38.5% African-American, 46.1% Hispanic, 15.4% Other18CPS District:

19.3% Hispanic 2.6% Other

13,772 African-American

78.1%

30 94.2% 96.0%

Education Support

Personnel

Teachers Residents in Training

595780 91

AUSL CPS Average

96%

94%

92%

90%2013 2014

93.5

94.394.6 95.0

2014 2013

SOURCES: Student Overview: 2013-2014 CPS data and illinoisreportcard.com Teacher Overview: 2013-2014 AUSL data and illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013

The Attendance Rate Over Time represents the change in the annual attendance rate over time at our AUSL compared to the Chicago Public School District.

Attendance represents the attendance rate for the 2013-2014 school year.

Students captures the enrollment on the 20th day of the 2013-2014 school year based on CPS data.

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

The Illinois State Board of Education defines mobility as:

The count of students who transfer-in and transfer-out of the school beginning with the first school day in October and continuing through the last day of the regular school year.

A transfer-in is each instance in which a student is added to the enrollment roster of the school.

A transfer-out is each instance in which a student is removed from the enrollment roster of the school for whatever reason.

The formula used to calculate the mobility is as follows: (Transfers In + Transfers Out)/(Average Daily Enrollment / 100)= Mobility Rate(1)

Data is from the 2013 - 2014 school year.

Teachers include all full-time, certified and provisionally certified educators in the building, excluding principals and assistant principals.

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

Residents in Training represents the total number of Chicago Teacher Residency resi-dents who were trained at the school during the 2013-2014 school year.

ELEMENTARY SCHOOL KEY

(1) www.cps.edu/schooldata/pages/schooldata.aspx (2) www.illinoisreportcard.com (3) www.nwea.org/about-nwea/faq/ (4) www.nwea.org/about/ (5) www.nwea.org/assessments/map/scale-and-norms/


ACADEMIC PERFORMANCENWEA Measures of Academic Progress (MAP)

Nationally Normed Reference Test

Percentage of Students Meeting Growth Targets

Percentage of Students at or Above Grade Level

Reading

3rd4th5th6th7th8th

3rd-8th

Math

3rd4th5th6th7th8th

3rd-8th

Reading

0 10 20 30 40 50 60 70

3rd4th5th6th7th8th

3rd-8th

Math

0 10 20 30 40 50 60 70

3rd4th5th6th7th8th

3rd-8th

AUSL

CPS Average

AUSL

CPS Average

AUSL

CPS Average

AUSL

CPS Average

58.0 52.0

34.7 34.4

61.0 54.6

51.9 48.4

0 10 20 30 40 50 60 70 0 10 20 30 40 50 60 70

SOURCES: Academic Performance: NWEA MAP data 2013 and 2014 at www.cps.edu/SchoolData/Pages/SchoolData.aspx, AUSL data

NWEA (Northwest Evaluation Association) is a nonprofit that created the MAP assessment, a nationally normed testing system that responds dynamically to the child.(3) MAP (Measures of Academic Progress) assessments are adaptive achievement tests that are taken on a computer.(4)

Percentage of Students Meeting Growth Targets represents the percentage of stu-dents in each grade who met or exceeded the national average level of growth for students with the same pre-test level of attainment. For example, 66.3% of Casals students had reading growth that was above the national average for students with the same pre-test level of attainment.

The Percentage of Students at or Above Grade Level demonstrates the share of students in each grade who were at or above the national average NWEA RIT Score(5) in Reading and Math. The RIT Scale is a skills-based scale that uses individual item difficulty values to estimate student achievement.


A CPS Neighborhood SchoolAUSL Elementary Schools (2013-2014)







TEACHER OVERVIEW

FAMILY FEEDBACK



19.3% Hispanic 2.6% Other

13,772 African-American

78.1%

30 94.2% 96.0%

Education Support

Personnel


595780 91

AUSL CPS Average

96%

94%

92%

90%2013 2014

93.5

94.394.6 95.0

2014 2013


SOURCES: Student Overview: 2013-2014 CPS data and illinoisreportcard.com Teacher Overview: 2013-2014 AUSL data and illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013

ACADEMIC PERFORMANCENWEA Measures of Academic Progress (MAP)

Nationally Normed Reference Test

Percentage of Students Meeting Growth Targets

Percentage of Students at or Above Grade Level

Reading

3rd4th5th6th7th8th

3rd-8th

Math

3rd4th5th6th7th8th

3rd-8th

Reading

0 10 20 30 40 50 60 70

3rd4th5th6th7th8th

3rd-8th

Math

0 10 20 30 40 50 60 70

3rd4th5th6th7th8th

3rd-8th

AUSL

CPS Average

AUSL

CPS Average

AUSL

CPS Average

AUSL

CPS Average

58.0 52.0

34.7 34.4

61.0 54.6

51.9 48.4

0 10 20 30 40 50 60 70 0 10 20 30 40 50 60 70


SOURCES: Academic Performance: NWEA MAP data 2013 and 2014 at www.cps.edu/SchoolData/Pages/SchoolData.aspx, AUSL data; ISAT data at www.cps.edu/SchoolData/Pages/SchoolData.aspx

HIGH SCHOOL COMPOSITE TO COME

A CPS Neighborhood SchoolAUSL High Schools (2013-2014)







TEACHER OVERVIEW

FAMILY FEEDBACK



5.7% Other

3,28730 85.6% 89.4%

Education Support

Personnel


132235 20

AUSL CPS Average

90%

85%

80%

75%2013 2014

83.2

85.6

87.9 88.8

2014 2013

Hispanic42.0%

African-American

52.3%

2014 Five-Year High School Graduation Rate

AUSL

CPS

57.1

69.4

2014 One-Year Dropout

AUSL

CPS

1.9

5.8

Graduation & Dropout RatesDoes Not Include Solorio

SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and illinoisreportcard.com; Teacher Overview: 2013-2014 AUSL data and illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013

The Attendance Rate Over Time represents the change in the annual attendance rate over time at AUSL schools compared to the Chicago Public School District.

Attendance represents the attendance rate for the 2013-2014 school year.

Teachers include all full-time, certified and provisionally certified educators in the building, excluding principals and assistant principals.

Residents in Training represents the total number of Chicago Teacher Residency residents who were trained at the school during the 2013-2014 school year.

Students captures the enrollment on the 20th day of the 2013-2014 school year based on CPS data.

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

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

The Illinois State Board of Education defines mobility as:

The count of students who transfer-in and transfer-out of the school beginning with the first school day in October and continuing through the last day of the regular school year.

A transfer-in is each instance in which a student is added to the enrollment roster of the school.

A transfer-out is each instance in which a student is removed from the enrollment roster of the school for whatever reason.

The formula used to calculate the mobility is as follows: (Transfers In + Transfers Out)/(Average Daily Enrollment / 100)= Mobility Rate(1)

Data is from the 2013-2014 school year.

(1) www.cps.edu/Performance/Pages/Performance.aspx and www.illinoisreportcard.com (2) www.cps.edu/Performance/Documents/Datafiles/FiveYearGraduationFactSheet.pdf(3) www.cps.edu/Performance/Documents/Datafiles/OneyearDropoutRatesFactSheet.pdf (4) www.illinoisreportcard.com (5) www.chooseyourfuture.org/research (6) www.cps.edu/Performance/Documents/Datafiles/FactSheetontrack_020408.pdf (7) www.act.org/products/k-12-act-test/ (8) www.act.org/standard/

HIGH SCHOOL KEY

The five-year cohort graduation rate follows a group of students who enter Chicago Public Schools (CPS) as freshmen and calculates the percent of these students who graduate within five years after their freshman year.(2)

The One-Year Dropout Rate is the percent-age of students enrolled in grades nine through twelve at any time during a school year who dropped out during that year.(3)



ACADEMIC PERFORMANCECollege Pursuit

of senior classapplied to at least 1 college96.4%of senior classwas acceptedto at least 1 college90.9%of entire senior class completed the FAFSA82.1%

Class of 2014

$24,575,493Total Scholarship Dollars Awarded

College AchievementDoes Not Include Solorio

Student Achievement Indicators

ACT Composite Score

100

90

80

70

60

50

402011 2012

AUSL CPS Average

Freshman On-Track

COLLEGE-BOUND METRICS

EXPLORE to ACT Growth

EXPLORE ACT

18

17

16

15

14

13

12

19

AUSL CPS Average

Class of 2015

(2012) (2014)

68.7

73.0

84.1

81.9

3.2

2.4

28.5

12.8

7.77.8

2013 2014

Students Meeting College Readiness Benchmarks

30%

25%

20%

15%

10%

5%

0%

English Math Reading Science

Class of 2015

College Enrollment

65

60

55

50

45

40

2011 2012 2013

College Persistence

80

70

60

50

40

30

202011 2012

AUSL CPS Average AUSL CPS Average

52.751.4

61.557.757.8 57.2

71.3 70.1

AUSL CPS Average

18

17

16

142013 2014

15.9 16.0

17.618

2014 2013

15

SOURCES: College Pursuit: 2013-2014 CPS and AUSL data; College Achievement: Chooseyourfuture.org; Student Achievement Indicators: www.cps.edu/SchoolData/Pages/SchoolData.aspx

College Enrollment shows the percentage of each graduating class who enrolled in a post-secondary institution prior to the Nov 1 following their graduation.(5)

College persistence shows the percentage of students who enrolled in college prior to the Nov 1 following their graduation who were still enrolled on Nov 1 in the year following their graduation. For example, in 2013: (#class of 2012 graduates who enrolled prior to Nov 1 2012 and were still enrolled on Nov 1 2013) / (#class of 2012 graduates who enrolled in college prior to Nov 1 2012)

Total Scholarship Dollars represents to the total value of scholarship dollars awarded to students across all universities at which they were accepted.

FAFSA is the Free Application for Federal Student Aid. It is the gateway for all state and federal need-based aid and is required to receive any need-based aid at most colleges and universities.

The ACT Test is a curriculum- and stan-dards-based educational and career plan-ning tool that assesses students’ academic readiness for college.(7) This graph shows how AUSL schools have performed versus the Chicago Public School District and the average of the comparable neighborhood schools.

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.

Freshman on Track shows the percentage of first-time freshmen who earned at least 5 credits and failed no more than one semester of a core course during the academic year.(6)

ACT Percentage of Students Making College Readiness Benchmarks represents the percentage of students who, based on their ACT scores, have a 50% likelihood of earning a ‘B’ or better in the corresponding entry-level college course(8)

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 site.



A CPS Neighborhood SchoolAUSL High Schools (2013-2014)







TEACHER OVERVIEW

FAMILY FEEDBACK



5.7% Other

3,28730 85.6% 89.4%

Education Support

Personnel


132235 20

AUSL CPS Average

90%

85%

80%

75%2013 2014

83.2

85.6

87.9 88.8

2014 2013

Hispanic42.0%

African-American

52.3%

2014 Five-Year High School Graduation Rate

AUSL

CPS

57.1

69.4

2014 One-Year Dropout

AUSL

CPS

1.9

5.8

Graduation & Dropout RatesDoes Not Include Solorio

26 AUSL 2014 PROGRESS REPORT SOURCES: Student Overview: www.cps.edu/SchoolData/Pages/SchoolData.aspx and illinoisreportcard.com; Teacher Overview: 2013-2014 AUSL data and illinoisreportcard.com; Family Feedback: AUSL Family Satisfaction Survey, Fall 2013


ACADEMIC PERFORMANCECollege Pursuit

of senior classapplied to at least 1 college96.4%of senior classwas acceptedto at least 1 college90.9%of entire senior class completed the FAFSA82.1%

Class of 2014

$24,575,493Total Scholarship Dollars Awarded

College AchievementDoes Not Include Solorio

Student Achievement Indicators

ACT Composite Score

100

90

80

70

60

50

402011 2012

AUSL CPS Average

Freshman On-Track

COLLEGE-BOUND METRICS

EXPLORE to ACT Growth

EXPLORE ACT

18

17

16

15

14

13

12

19

AUSL CPS Average

Class of 2015

(2012) (2014)

68.7

73.0

84.1

81.9

3.2

2.4

28.5

12.8

7.77.8

2013 2014

Students Meeting College Readiness Benchmarks

30%

25%

20%

15%

10%

5%

0%

English Math Reading Science

Class of 2015

College Enrollment

65

60

55

50

45

40

2011 2012 2013

College Persistence

80

70

60

50

40

30

202011 2012

AUSL CPS Average AUSL CPS Average

52.751.4

61.557.757.8 57.2

71.3 70.1

AUSL CPS Average

18

17

16

142013 2014

15.9 16.0

17.618

2014 2013

15

AUSL 2014 PROGRESS REPORT 27SOURCES: College Pursuit: 2013-2014 CPS and AUSL data; College Achievement: Chooseyourfuture.org; Student Achievement Indicators: www.cps.edu/SchoolData/Pages/SchoolData.aspx

AUSL PARTNERS


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 2014 EXPENSES

Program Services:

Turnaround Schools $ 7,994,033Training Academies $ 499,182Chicago Teacher Residency $ 8,420,201Network Educational Services* $ 2,649,547Network Curricular Enhancements $ 859,828

Support Services: Administration and Financial Development $ 2,328,686

Total $ 22,751,477

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

PUBLIC-PRIVATE PARTNERSHIP


AUSL recognizes that a child’s development and learning do not, and should not, begin and end when they walk through the doors of the school. In addition to forming strong relationships with parents and community members, AUSL establishes partnerships with many community-based organizations and local agencies that provide vital in-school and out-of-school services to our students. From tutoring to fine arts programming, AUSL’s partners offer our students an incredible range of life experiences to support their continuous growth.

COMMUNITY PARTNERS

PROGRAM PARTNERS

WWW.MINDFULPRACTICESYOGA.COM


COMMUNITY PARTNERS (CONTINUED)

URBAN GATEWAYSEvery Art, Every Child, Every Day

A R TArt Resources in Teaching


Multiple-Year Cluster Sponsors $2,000,000 and aboveBMO Harris BankCrown Family Philanthropies

$1,000,000 - $1,999,999Anonymous Bill & Melinda Gates FoundationSilicon Valley Community Foundation

$500,000 - $999,999Anonymous

$200,000 - $499,999Carnegie Corporation of New YorkCME Group Foundation Pritzker FoundationSatter Foundation

$100,000 - $199,999The Boeing Company Nancy and Steve Crown The Duchossois Family FoundationFoley Family Foundation Lloyd A. Fry FoundationMr. and Mrs. Michael Keiser Donor Advised FundKing Family FoundationPat and Mike Koldyke The Lefkofsky Family FoundationLR Development CompanyPolk Bros. FoundationRelated Apartment PreservationUnited Way of Metropolitan Chicago Impact Fund, a McCormick Foundation FundZell Family Foundation

$50,000 - $99,999Finnegan Family FoundationMalott Family FoundationW. Clement & Jessie V. Stone FoundationMr. and Mrs. Mike Zafirovski

$20,000 - $49,99911 CTL, LLC

Affordable Holdings, LLCAmeriCorps: Serve IllinoisCurt BaileyChicago Fire FoundationJohn D. CookCubs Care, a McCormick Foundation FundBrian and Nancy DoyalJ.S. Frank Foundation Donna and Jack GreenbergIllinois Student Assistance Commission Katten Muchin Rosenman LLP and Kenneth and Anne MillerBrad and Kim Keywell Bill and Karen Lutz, Goldman, Sachs & Co.Robert R. McCormick FoundationSun-Times Foundation, A Fund of The Chicago Community FoundationMills Family Charitable FoundationNorthern Trust Charitable TrustPerkins Hunter Foundation Fund John & Kathleen Schreiber Foundation Earl and Brenda Shapiro FoundationJames Tyree FoundationLiz and Todd Warnock

$10,000 - $19,999Allstate Insurance CompanyAnonymous Apollo Group, Inc. Barker Welfare FoundationDavid and Liz ChandlerChicago Bulls Community Assist Fund, a McCormick Foundation Fund Chicago Cubs Charities The Damico Family FoundationJames and Catherine Denny FoundationThe Harris Family FoundationJulie and Will HobertHoward E. JessenJPMorgan Chase Foundation

Mr. and Mrs. John MabieMesirow FinancialB.T. Rocca, Jr. FoundationFrank and Joanne SimsSouder Family Foundation Kay TorshenMr. and Mrs. Frederick H. WaddellGail and John Ward

$5,000 - $9,999Lindsey and Merrick AxelBaird Foundation, Inc.Robert W. Baird & Co.Blue FoundationDeirdre and Alex CampbellMr. and Mrs. Thomas J. Campbell Charitable Foundation Tim and Carol Cawley Sunny and Gery ChicoCNA FoundationPam and Dan Davis Democrats for Education Reform Mark FurlongCarrie and Craig GoeselStanford and Ann Dudley GoldblattGolden Apple FoundationSue and Melvin GrayDavid and Gerilyn Greenberg Bruce J. Heim Foundation Susan and Richard KiphartMacLean-Fogg CompanyMadison Capital FundingMorgan StanleyBob and Mimi MurleyKristie PaskvanLinda and Richard PriceQuintin E. Primo IIIJohn and Mary RaittCharlie RoseKimberly and Richard Ross FoundationRalph W. Rydholm The Service Club of ChicagoJennifer SmithJeri and Roger Smith

Professor Louis W. and Rhona L. SternMr. and Mrs. Eric C. StrobelVitale Family Foundation Inc.Western Union Foundation William Blair & Company, Laura Van Peenan and Louis ConfortiWinston & Strawn LLPZenithOptimedia

$1,000 - $4,9991111 Foundation36 Foundation, Inc. Jim and Wendy AbramsAnonymousLisa and Eric BelcherBlomberg Family Charitable Trust Brinshore Development LLCBrown-Forman CorporationMelissa Byrd Michael and Susan CanmannErin ClarkinLouise ClarkinWilliam ClarkinChristine and Stephen Cole Marge and Lewis CollensLaura CouchmanCameron and Ana CumminsLaura and Tony Davis William DeversEmbree Financial GroupPaul EmbreeCarter and Susan EmersonWade Fetzer Holly Gail Maureen and George GilmoreJohn and Stephanie HarrisAnn Ingersoll Mr. and Mrs. Paul IngersollKadrovach-Duckworth Family FoundationDonald KaneHeidi KeislerLouis KenterLaird and Dede KoldykeStacy Kotelov

DONORS

We are truly proud of what we’ve been able to accomplish and we know that our success is a strong testament to the crucial support we receive from a growing network of partners. We would like to thank our generous partners for their single-year or multiple-year gifts received in Fiscal Year 2014 (July 1, 2013 to June 30, 2014).


Ilene and Bob LewisMartin and Sandra P. LiebermanJames MabieGary and Kim McCulloughRoger S. McEniryAndrew W. McGheeNational Louis UniversityJohn D. NicholsDeborah and Stephen QuazzoRCP Advisors LLCReilly PartnersBetsy and Andrew RosenfieldLinsey Rubenstein Steven RyanMichael A. SachsRichard SciortinoSegal Family FoundationBarbara and Rex Sessions Brenda and Earl ShapiroRobin Steans and Leonard GailGlen StewartSusan R. and John W. Sullivan Foundation Tim and Pam SzerlongNed TurneyUSA FootballMr. and Mrs. Peter E. Van NiceDavid and Pam Waud Mr. and Mrs. Arnold R. WeberMark Weisberg Michael and Laura WernerMr. and Mrs. Jeff Yingling

under $1,000Brittney AbbottJoseph and Kathy AdlerAndrew Albert Mrs. L.W. AlbertsTimothy AlcalaPaul and Mary AndersonAnonymous David BaineMr. and Mrs. Donald A. BelgradEdward and Tracey BenfordBetsy Berman

Emmanuel BernabeBrian BianchiGeorge BilicicDennis and Joyce BlackThe Robert Thomas Bobins FoundationAlex BoernerWilliam and Sarah BoockfordThe Boston Consulting Group, Inc.Peter BouchardBenjamin BremanLauren BringhurstRalph BrooksMr. and Mrs. Arnold BrookstoneDaniel Brosk Tej BuchErin BurkeRob ByerlyDale Cabreira Katie CapettiniCarney Family Foundation Elizabeth CarpenterSanford CartonJoanne CasciaroJohn CelentaniSusan and Ed ChandlerMatthew ChiminetiJessica ChlopekJennifer CliffordJennifer CohnNicole ColwellMolly CoorsRyan CoxLindsay CraigTarsha CristlerPaulina CromwellJennifer CudahyHenry CuzcoTony DanielakScott Dann and Anne MoreauManny DavilaMatthew DenisonKara DeWaltMr. and Mrs. Byram DickesBridget Dillon

Elizabeth DolanRyan DomyancicBarbara DoodyJoe and Paige Dooley Meghan DonohueDavid DormonS. Downey FundSara and James DowneyJoseph DrozdIra and Margie DubrowUsha DuraiKatherine DurhamJaclyn DurrBrad EckmannSteve Eisenstein and Deane BrownJoe Elegante Dimitri EliopolousElizabeth EllrodtJordan England Renato Erfe Bradley ErnstVonametriz EscoExelon CorporationThomas FarmerJeremy FiserMatt FitzSimonsKathleen FlanneryFletcher, O’Brien, Kasper & Nottage, PCAdrian Foster Ellen FosterRick FoxEvan FrisellaMark FullerErica and Kevin GabelMatthew GaileyAmanda GehrlsEmily GesmundoAmy GiftKathryne GilbrideKelly GoldsmithJeffrey and Cidney Golman (in honor of Linda Price)Jacquelyn GordonKristen Gorman

Kelly GrayTolga GuderGulf Coast Community Foundation Austin HallCorey Hamilton Myetie HamiltonMatthew HammerMallory HanigSabrina HanitzJohn HarneyWillie HarrisRyan HarrisonTracy HarrisonEmily HathcoatErica HenryArthur and Nicole HerbstMr. and Mrs. Frederic Hickman James HigginsMartha R. and William HinchmanMark HinkenJennifer HoffenkampHeather HoranMegan HorschDaniel HumlNeal HutchinsonJeffrey HypesE.B. JacksonReginald JeffersonRich and Jeani JernstedtBrian JessenJoseph and Jennifer JordanNekesa JoseyDaniel JossMelanie JuracekSusan and Jonathan Kaden Brendan KeatingJoseph and Sally Keenan Amy KellerMadeline KelleyMichael KempfHeather Kephart Samuel KimmerlyDaniel J. KippAmy KitzmillerAdam Klein


Sarah KnoblochAngela KnorSteven Koch Amy KoehlerMeghan KoeppelChrissy KoobNancy and Phillip Kotler Family Foundation Dr. Ruth and Louis KrausAlison KremerTaylor KrislovKelly KristoffLaura KulmanMegan LaffertyStephanie LaffertyJill LakePeter LanctotDr. and Mrs. Richard LariviereAndrea LawNicholas LawlerMaria Lefkow-SorensenMr. and Mrs. Gerald J. LevinVivian LiRobert LiftonTara LittleHenry LopezStephen LorchAlanna LoukasWick LutzMelissa MableyDanielle MagerMr. and Mrs. Ralph B. MandellChris MarateaChristopher MarkNicholas MartinErika MaschmeyerAshley Mayer Alex Mazer Patrick McCarthyDoug McClureRobert McDermottJacquie and Jean McGrewSamuel McIngvaleConstance McKinnonBen McKnight

Florence D. McMillanMcNeill Memorial Foundation, Thomas McNeill Peter and Jane McNittBrian McSweeneyAlban MehmetiPeter MenachamJohn S. MengelMichael MeyerJason MillerMichael MolitorMonique MooreJaime MoralesJon Morris Lisa Morrison-ButlerAndrew MosesMichael MurlasMegan B. MurleyKevin MurphyAbigail MyersCatherine NapierChristopher NazarukJoel NiekampTroy and Kerri NoardBenjamin OlsonBrooke OsbornField OslerJuliet PalkoSarah ParisiMatthew ParksLauren PenaVictor PenaSara PfaffChristie PhillipsTodd PleuneCharlene PodalskyJeremy PopaArthur PreissDavid PrekopRoger PricePricewaterhouseCoopers LLPArnold PritskerCarole C. Pyle-WeaverIlona Rappin (in honor of Donna and Jack Greenberg)

Scott RandallCory ReevesBen ReidyMichelle ReillyJudith RiceMichael RiceAndrea RichardsonAnastasio RiveraTiffany Roberts Carta RobisonJeff RupHarold and Margo RussellElias RuvalcalbaJessica RuvalcalbaMichelle SakayanJordan SalinsParvathi Santhosh-KumarAlbert ScherbFrank and Hilary Schmitz Caroline SchneiderFrancie Schnipke-RichardsMarty and Jamie Schrero David Scott Rosemary SearsCarole and Gordon SegalAndrew SennettMatthew SerraIlana ShachnovskyMark Shapiro and Roberta GoldbergJeff ShookusStuart Shulruff Doug SingletonPhillip SlovitCameron SmithJeffrey SmithTanya SmolenskiJohn SotoWesley SouthallSerena SparacinoScott SpinneyMatthew StadlerAnne Stanley-HendricksMatthew StarrBlake Stewart

Liz Stiffel Ben StrobelRachel SturgesLeslie and Ted SulgerCarol SullivanJeremy SuttonMaureen SvageraSarah SwansonVasiliki SzaboBrian TamLisa and Ken TemkinElizabeth ThomasAnne TofanelliRuben TorresKatherine VanBerschotDonald VinsonCharles WaddellCasey WagnerCeta and Stephen WaltersShelly and Walter WeinbergLisa WeitzmanTripp WelgeEmily WhalenTerrill WilkinsKatie WillisRoyce Wills Joe WojkowskiJeffrey WolinDaisy WoodLeRoy WoodsLeslie WolfeAdam WuellnerCarolyn WuellnerRobert ZabelMatthew ZafirovskiDavid ZambranoStephan ZimmerJudy and Bob Zimmerman (in honor of Donna and Jack Greenberg)Greg ZinsmeisterScott Zoellick

DONORS (CONTINUED)


Donald Feinstein, Ph.D.Executive Director

Shana HayesManaging Director, External Affairs

Scott MacdonaldManaging Director, Strategy & Operations

Jarvis Sanford, Ed.D.Managing Director, AUSL Network Schools

Michael WhitmoreManaging Director, Teaching & Learning

MANAGEMENT TEAM

AUSL LEADERSHIP


BOARD OF DIRECTORS

ASSOCIATE BOARD

Charlie Waddell, ChairCraig GoeselFran HaasErica HenryJeff HypesJoe JordanAmy Keller

Sam KimmerlyChrissy KoobRyan MakiPepe MaldonadoBrian McSweeneyMelody MendezMichael Murlas

Megan MurleyAbigail MyersChris NazarukYemisi OdendinaBenjamin OlsonArtie PreissEli Ruvalcaba

Francie Schnipke RichardsRosemary SearsErica SeidlerAnnie Stanley HendricksNed TurneyTerrill Wilkins

Martin J. KoldykeChairman EmeritusFounder and Retired Chairman, Frontenac Company

John D. CookChairman of the BoardDirector Emeritus, McKinsey & Company

Mike ZafirovskiVice Chairman, Strategy Committee ChairFounder and President, The Zaf Group

Donald Feinstein, Ph.D.Secretary, Executive Director

William J. LutzGovernance Committee ChairRetired Vice President - Private Wealth Management, Goldman Sachs Group, Inc

Gary E. McCulloughAcademic Performance & Human Capital Committee ChairFormer President, CEO, and Board Member, Career Education Corporation

Kenneth W. MillerTreasurer, Finance Committee ChairPartner, Katten Muchin Rosenman

Professor Louis W. SternMarketing & Communications Committee ChairJohn D. Gray Distinguished Professor Emeritus of Marketing, Northwestern University, Kellogg School of Management

Todd WarnockDevelopment Committee ChairFounding Partner & Senior Advisor, RoundTable Healthcare Partners

Merrick AxelPartner, Cressey & Company

Christopher B. BegyCEO and US Country Head, BMO Financial Corp.

Dominic BelmontePresident & CEO, Golden Apple Foundation

David ChandlerManaging Partner and Co-Founder, Chicago Growth Partners, LLC

Brian DoyalManaging Director, Co-Head of Global Investment Banking, Robert W. Baird & Co.

Ana DutraPresident and CEO, The Executives’ Club of Chicago

William HobertFounder and Managing Member, WH Trading

Michael L. KeiserPresident, Bandon Dunes Golf Resort

Robert E. KingChairman, Rasmussen, Inc

Rev. Dr. W. W. Matthews, Sr.Pastor, Pleasant Green Missionary Baptist Church

Nivine Megahed, Ph.D.President, National Louis University

Anthony MillerChief Operating Officer and Founding Partner, The Vistria Group

Quintin E. Primo IIIChairman & CEO,Capri Capital Partners, LLC

Charlie RoseShareholder, Hogan Marren, Ltd.

Linsey RubensteinDirector of Operations, Information Security, The Boeing Company

Michael A. SachsChairman and Founder, Sg2

Ben ShapiroManager, Mason Avenue Investments

Cardelle B. SpanglerPartner, Winston & Strawn LLP

Eric C. StrobelPartner, The Partnering Group

Kay TorshenPresident, Torshen Capital Management

Carmita VaughanFounder, The Surge Institute Founder and President, C. Vaughan & Associates


AUSL'S 2014 PROGRESS REPORT

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