2. Our Mission
AUSL will improve student achievement in Chicago’s high poverty
chronically-failing schools through its disciplined transformation
process, built on a foundation of specially-trained AUSL teachers.
Transforming Training
Schools Teachers 2
3. AUSL at-a-glance
• Not-for-profit organization established in 2001
• Currently managing 19 neighborhood Chicago
Public Schools, serving more than 10,500 children
– 4 new-school starts; 14 turnaround schools
– Not charters; union teachers in CPS buildings
• Training “Resident” teachers in 9 of the schools
– 90 aspiring teachers train under experienced mentors
– In schools 4 days/week; taking university classes 1 day
– Graduate with MAT and state license
– Hired into an AUSL turnaround school
Real change for the children of Chicago 3
Copyright @ AUSL 2009
4. Our K-8 Results: Closing the Achievement Gap
Before AUSL
2010 - 2011
100.0%
90.0% Non Free/Reduced Avg. 92.1%
80.0%
% Meeting / Exceeding ISAT Standards
CPS Avg. 75.6%
70.0%
60.0%
50.0%
92.1%
83.9%
83.9%
76.8%
74.6%
73.4%
40.0%
71.9%
65.7%
61.0%
60.6%
60.4%
60.3%
59.6%
59.5%
30.0%
52.9%
52.8%
49.7%
48.5%
48.4%
48.1%
46.2%
42.8%
42.1%
41.0%
34.4%
20.0%
31.8%
28.9%
22.2%
10.0%
0.0%
Sherman… Harvard… Morton… Howe… Bethune… Johnson… Dulles… Bradwell… Curtis… Deneen… Dodge… NTA… *TCA…*Tarkington…
* Indicates new school start, before AUSL = year one of operation
% Point + 30.6% + 33.9% + 33.6% + 29.1% + 18.5% + 18.3% + 11.1% + 4.7% + 14.4% + 11.3% + 61.7% + 25.0% + 8.2% + 16.5%
Change
Source: Chicago Public Schools REA [Other Comparison Groups M/E Standards: AA 67.6% | Hispanic 80.1% | FRL 73.3%% | White 91.3%]
Notes: Data excludes English Language Learner (ELL) students 4
6. Teacher Development: THE Key Lever
Support teachers in developing Support teachers in understanding
effective skills and competencies and using student performance data
Teacher Development Process
In the immediate • Give teachers real time feedback on student
term, the Teacher performance data and teaching practices in order to
Development Process accelerate student gains and better support and
will be used to: develop teachers
Over time, data and • Identify powerful linkages between teacher
insights from the skills/competencies and student achievement
work will be used to: • Make talent-related decisions across the network
• Ensure continuous improvement of AUSL’s model
Real change for the children of Chicago
6
Copyright @ AUSL 2009
7. Common Structures Enhance Support
Common Development & Performance:
Danielson Framework
NWEA MAP testing; CRS Interims
Common Pedagogies:
Lemov’s Techniques
AUSL “Signature Strategies”
Content Areas: Literacy, Numeracy
Common Coaching Structures:
Coaching Continuum: from cognitive
coaching to real-time coaching
Teaching Cycles: areas for focus
Daily Danielson Feedback Conversations
Technology: video and chatting
Real change for the children of Chicago
