CSUSA Annual Report 2014-2015

SINCE THE COMPANY’S INCEPTION, ITS MISSION HAS BEEN TO PUT STUDENTS FIRST!

Charter Schools USA (CSUSA) has been a leader in education reform since 1997. CSUSA manages 70 schools in Florida, Louisiana, Georgia, North Carolina, Illinois, Indiana and Michigan.

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Our mission is to ensure that all of our students achieve their academic potential and become responsible and productive members of society.

We bring an unwavering dedication to student achievement and an unyielding commitment to ethical and sound business practices.

THE CSUSA

MISSION

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Charter Schools USA has been on the frontlines of the education reform movement for 17 years.

During that time, our organization has worked tirelessly to provide parents a high-quality choice for

their child’s education.

Unlike traditional public schools, charter schools have to demonstrate success in order to stay

open. Legally, we are held to a higher level of accountability. Publically, we are held to a higher level

of scrutiny. Internally, we have clearly defined, high standards for academic excellence, personal

growth and social development incorporated into our curriculum across all grades. Morally, we have

a responsibility to provide students a high-quality education that prepares them for their future.

Many times the students we enroll from the district are several years below grade average. Although

this makes for a greater challenge, our network has been successful at helping these students grow

academically and achieve greater individual educational outcomes. This is an important service that

charters and other school alternatives can provide. When parents and students are failed by the

traditional system, it is our hope and our mission that we can fill the void and solve the issue.

In fact, every one of the schools we manage has increased its academic performance over time and

closed the achievement gap, especially for low-income students.

There’s still more to be done, and we will work everyday to provide teachers with strategies and

resources to be successful. We will fight in every community to ensure that parents and students

have a choice.

Great By Choice,

Jonathan HageFounder and CEO of CSUSA

FROM JON HAGE LETTER

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At CSUSA we have clearly defined, high standards for academic excellence, personal growth and social development incorporated into our curriculum, across all grades.

These standards address the content that we expect our students to master as well as the skills they need to acquire in order to be productive members of our local and global society. Those skills include problem solving and critical thinking – areas where U.S. public school students fall alarmingly far behind their international peers.

We assess performance of our students against objective measures and constantly use data to inform further instruction.

CSUSA’s Academic Success: ACCREDITATION | CSUSA is the first education management organization in the nation to receive full, system-wide accreditation through AdvancED.

TARGETED INSTRUCTION | Improvement requires an understanding of what is working and what is not – at the individual student level.

GUARANTEED AND VIABLE CURRICULUM | Our philosophy is that every child can learn given the appropriate learning tools and relevant teaching strategies.

OUTSTANDING EDUCATORS | When all factors are considered, the teacher has the single, greatest impact on a child’s development. Attracting and retaining the finest educators is a top priority for CSUSA.

PARENT INVOLVEMENT | Recognizing the role that family plays in a child’s academic and social development, we engage parents in the learning process. Parents volunteer at least 20 hours of service to their school every year.

CHARACTER EDUCATION | Superior educational models recognize the importance of developing the whole child with parental involvement. CSUSA’s curriculum also incorporates a character education program.

THE CSUSA MODEL

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All great schools are defined by great teachers. Despite advancements in technology and education innovation, teachers will always be the heart and soul of the classroom.

The teachers at Charter Schools USA are passionate and dedicated about their craft. They’ve made enormous time commitments for the betterment of our students and no sacrifice is too great.

Every day we hear unique and powerful stories about our teachers that make us proud. Teachers staying late to work with a student or getting up early to perfect the next day’s lesson plans are the norm.

Everything we do is designed to put students first. That begins with hiring, training and retaining the highest quality teachers in the country.

BUILDING A UNIFIED CULTURE PROFESSIONAL DEVELOPMENT | Principals and teachers are provided annual development opportunities to develop the skills that are associated with highly effective teachers.

BUILDING LEADERS | Our employees are encouraged to join our Leading Edge Program, created to identify and develop potential leaders within the organization.

QUEST TEAM | CSUSA’s QUEST Team offers a peer-to-peer review through small teams of subject matter experts. QUEST Teams provide valuable feedback, establish mentorships and foster shared learning across our network.

CULTURE OF EXCELLENCE

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In the eyes of every student, teachers offer hope. At the core of every school, teachers impact the culture of success. At the heart of every classroom stands a hero, a teacher willing to face every challenge and sacrifice for the greater good of others. That is the idea behind the New American Hero Award.

The New American Hero Award is an organization- wide honor recognizing Charter Schools USA’s (CSUSA) top teachers and is one of CSUSA’s highest honors. Each and every school within the network nominated one outstanding teacher. Below you will find CSUSA’s top five nominees:

TEACHERSTHE NEW AMERICAN HEROES

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BRINGING LOVE AND LOGIC TO THE CLASSROOMGrace Underwood * Emma Donnan Middle School * Indianapolis, IN

Grace Underwood teaches moderate- to severely-disabled students at Emma Donnan Middle School, a CSUSA turnaround school. Underwood, a Marysville, Ohio native who has been at Emma Donnan for three years, received her undergraduate degree from The Ohio State University and her master’s degree from Indiana’s Marian University.

Underwood brings love and logic to her classroom: her students know she cares deeply about them, but that she will also set high expectations for them.

Part of Underwood’s job is to teach her students basic life skills – skills the students need in order to be successful academically. Underwood says one of the most rewarding aspects of her job is watching her students thrive after mastering these skills. She tells the story of one former wheelchair-bound student who had to devote significant time to learning how to use the school restrooms. This process took time, but mastering it, Underwood says, changed this student’s life and gave her the confidence she needed to contribute in class conversations. The student’s improvement was so remarkable she moved out of Underwood’s alternative curriculum class and into traditional classes.

After three years, Underwood says all of her students are confident, independent self-advocates eager to learn and be active citizens within their communities.

Underwood is proud Emma Donnan Middle School now teaches all students. She says before the turnaround, many of her students were written off because educators saw babysitting as their only duty to them. Underwood credits CSUSA’s model for this change. She says CSUSA believes all children deserve a great education, puts students first and addresses the individual needs each child must meet before they can succeed in the classroom.

Grace Underwood of Emma Donnan Middle School is honored at the 2014 CSUSA Summit.

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HERO

CREATIVE WAYS OF AN AWARD-WINNING TEACHERStephanie Campbell * Cape Coral Charter School * Cape Coral, FL

Stephanie Campbell, a native of Hialeah, Florida who graduated from Edison State College, says teaching gives her purpose in life. She loves her children and tells other teachers not to be afraid to fall in love with their students either. Good teachers, she says, must care about each student’s progress as if that child was their own.

What happens when a teacher cares this deeply?

Take a look: several years ago, a Cape Coral student came to Campbell’s class reading at a 1.4 level. The child was frustrated and hated school. He watched as classmates excitedly read Percy Jackson and The Lightning Thief – and longed to join in their conversations about the book. How could Campbell find a way to reach this student? She chose graphic novels. The student was immediately drawn in and the simple sentence structure and excellent context clues helped the student build his reading skills. His confidence and sense of pride grew. He advanced two grade levels in reading that year. Campbell recently saw this former student at a soccer game. He came over–proudly holding a copy of the book Divergent.

While this love is an essential ingredient to success, there’s more to the recipe, and Campbell believes CSUSA brings two others to the table: accountability and data.

Campbell says charter schools are successful because they are held to higher standards and therefore, historically provide a better education. Indeed, Campbell says she chose a charter school because she wanted to be somewhere where the educators have high expectations and didn’t settle for mediocrity. Campbell also believes CSUSA schools succeed because they use data to make informed decisions about instruction. That data allows CSUSA schools to modify their curriculum – just like Campbell – to meet individual student needs.

Stephanie Campbell of Cape Coral Charter School is honored at the 2014 CSUSA Summit.

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AGENT OF CHANGEElyse Kotkin * North Broward Academy Of Excellence * North Lauderdale, FL

Back in her own high school social studies class, Elyse Kotkin, a Florida State University graduate and Fort Lauderdale native who teaches civics at North Broward Academy, studied Mahatma Gandhi. During the unit, Kotkin’s teacher mentioned the famous Gandhi quote, “Be the change you wish to see in the world.”

Kotkin says she already viewed teachers as agents of change – individuals who make a difference in the classroom, the community – and the world. So she joined the Future Florida Educators of America and became a teacher.

Kotkin says charter schools like CSUSA are also agents of change, catching children who might have otherwise fallen or are in danger of falling through the cracks. Her favorite example of this change comes from a few years back.

Kotkin had a student who, as she describes it, didn’t always make the soundest decisions. Discipline was an issue. Kotkin and her colleagues worked with the student and helped her progress. When Kotkin saw this former student recently, she learned she’d been accepted into the Naval Academy – a place where discipline most certainly matters. Because of CSUSA, this student had gone from someone who couldn’t control herself in the classroom to one of the nation’s best and brightest, ready to serve her country.

How were Kotkin and her colleagues able to help this student?

By relating to her as an individual. Kotkin calls this factor, the CSUSA teacher “with-it-ness” and says it allows CSUSA educators to make real life connections to students. Kotkin also says CSUSA knew how to help this student because its strategies had been proven in other classrooms. As Kotkin says: Data does not lie! It works – and it clearly worked for one future Naval Academy graduate.

Elyse Kotkin of North Broward Academy is honored at the 2014 CSUSA Summit. 12 13

REFLECTIONS OF A GREAT TEACHERCatherine Ness * Four Corners Charter School * Davenport, FL

Catherine Ness, a native of southern California who holds degrees from California State University-Fresno and Walden University, admits she didn’t fully understand the difference between public charter schools and district-managed schools when she first applied to be a first grade teacher at Four Corners Charter School (FCCS).

Now in her eighth year, Ness says charters are a vital alternative because of their commitment to students as individuals and their capacity for self-reflection.

Ness says FCCS works hard to meet the emotional needs of each individual student so they can succeed. For example, Ness differentiates her own instruction so it addresses the cultural uniqueness in each of her students. She says this individual attention has turned struggling students with little self-esteem into ones who can set – and meet – high academic and social goals. Ness says when you make these individual connections with students, “They are willing to take risks and actively reach for knowledge rather than passively await it.” Ness feels FCCS is also committed to her as an individual. The school has given her many opportunities to “reach beyond the classroom” and develop her skills as an educator.

In addition to a commitment to treating students as individuals, Ness says educators must be reflective. Ness says, “A reflective educator is an effective educator.” Her habit of taking time daily for evaluation, as CSUSA encourages, gives teachers time to celebrate their successes and identify where they need work. (Ness also helps students to be reflective. She discusses her own performance-based criteria with students and incorporates peer tutoring into lessons so students can learn from each other.)

The reflective attitude begins at CSUSA headquarters. Ness explains that CSUSA uses its vast amount of data to set standards for academic, social and personal growth that are rigorous, clearly defined – and ensure success.

Catherine Ness of Four Corners Charter School is honored at the 2014 CSUSA Summit.

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TEACH AN ELEPHANT TO QUACK

Jennifer Wilson * Langtree Charter Academy * Mooresville, NC

Jennifer Wilson, a graduate of Southeastern University in Lakeland, Fla. and a native of Columbus, Ga., taught in traditional public schools for 16 years before coming to Langtree Charter Academy. She says she wanted an alternative because she was tired of policies that didn’t put students first.

Like so many parents, Wilson’s frustration led her to charter schools. Indeed, Wilson says the very philosophy behind charter schools – choice and ownership of one’s own education – shows charters’ commitment to students as individuals.

Wilson says because of Langtree and CSUSA’s commitment to individualized learning, she can spend more time with each student, accommodating her lesson plans to fit their unique needs. With the freedom she has now, Wilson is certain if she had to “teach an elephant to quack,” she’d have the tools and support to accomplish the challenge.

While Langtree hasn’t yet asked Wilson to complete that task, Wilson has witnessed some amazing transformations.

A parent recently told Wilson this year is the first one in which her son hasn’t fought or cried about going to school. In fact, Wilson says this student begins every day by giving Wilson a big hug and by saying thank you. And last year, a second grader who began the year reading well below grade level added 61 words per minute to her reading fluency and pulled herself up to grade level.

While Wilson credits CSUSA for fostering an environment that honors each individual student, she says that even the recognition she’ll receive from the New American Hero award will help her students by proving to them that hard work is its own reward. She says the nomination will help her show students that a commitment to classroom ethics and life-long learning will be noticed, rewarded and celebrated.

Jennifer Wilson of Langtree Charter Academy is honored at the 2014 CSUSA Summit.

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Two years ago, Charter Schools USA accepted the challenge of turnaround projects in Chicago and Indianapolis. In each city we have introduced our research based educational model to chronically failing schools. Over the years this educational model has brought tremendous academic success to our CSUSA schools. Unfortunately, there are no magical solutions or “silver bullets” in education; we must implement our model with complete fidelity to rebuild each school’s academic programs. We have also learned it takes time to experience success with turnaround efforts; anywhere from three to five years and, in some very extreme situations, sometimes longer. In just two years, however, we are seeing tremendous progress with our schools in both Indianapolis and Chicago.

Our educational model addresses the core subjects of reading, language arts, mathematics, science and social studies. To address the needs of the whole child, we also include a focus on the arts including art, music and world languages. The first step, however, to building a successful school is to create a positive culture of excellence and high expectations within our students and their families. In many cases, schools have failed students and parents for so long they have given up on the expectation of a quality education.

A school culture is developed through leadership, and CSUSA has a strong team of professional educators with a variety of backgrounds and experiences. Once a positive culture is established and embraced, we can then focus on generating positive academic results based on trend data and the tracking of individual student progress.

Why are we so confident in our model? We have seen it work over and over in underperforming schools throughout our country. For example, several years ago Charter Schools USA was given the task of managing one of the most problematic schools in the Overtown neighborhood of downtown Miami; an area high in crime and low on hope where failing schools had become a fact of life. In fewer than five years and after dedicated diligence and hard work on the part of students, teachers and leadership, Downtown Miami Charter School has earned an “A” grade in two out of the last three years. This success continues to be replicated every time our model is implemented with fidelity!

It is with immense pride and confidence I report that our efforts in Chicago and Indianapolis are also starting to bear fruit. Longwood, a school on the south side of Chicago, has improved from a “5” rating to a “2” and this year will have a 95% graduation rate. Our Indianapolis schools also continue to demonstrate growth with one of our schools, Emmerich Manual High School, exiting the “F” list for the first time in nine years!

All of us at Charter Schools USA will continue to face the difficult task of turning around failing schools because our students should have nothing less. Our team is more than up to the challenge because we strongly believe in what we do and have no other choice than to continue to provide quality education to our nation’s children. Our

children deserve the best; our country requires it!

Great By Choice,

Sherry HageChief Academic Officer

BY SHERRY HAGE SERVING THE GREATEST NEEDS

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How do you go from believing to seeing?

If you ask Nate Mariano, principal at Renaissance Charter School at Chickasaw Trail, there’s only one answer: setting the right foundation.

Chickasaw, a K-8 school, opened its doors in 2012 and, like many CSUSA schools on their first days, the vast majority of children who walked through the doors were several grade levels behind in reading, writing, math and science.

Mariano and his team’s mission that first year was to create the proper environment for success. This meant changing the way Chickasaw’s students felt about school, about studying, and about themselves. Mariano said, “Many of these students had come from schools that were plagued by failure. We couldn’t expect them to increase their proficiency on state tests without first building confidence in their own abilities. Much of our work in 2012 was to instill a culture of hope and expectation.”

Critics of charter schools didn’t see this effort, and when the state of Florida released Chickasaw’s grade for its first year – an “F” – they piled on, calling for the school to be closed and calling Mariano, his team and the CSUSA model failures.

Chickasaw, however, did notice a shift. After the first year, an incredible 95 percent of families said they were satisfied with the school. Today, Gregorie Constant-Peter, whose daughter, Chelsi was in 5th grade that first year, said, “Within the first few months at Chickasaw, I saw an amazing change in Chelsi. She was excited to go to school, to open a book, to attempt a math problem. Her friends were too, and that feeling of excitement grew among the parents. I knew something great was happening and the test scores would one day show that.”

DRAMATIC CHANGESRENAISSANCE CHARTER SCHOOL AT CHICKASAW TRAIL

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Other parents clearly agreed. Between the first and second year – when critics wanted to shut the doors – an additional 300 students enrolled in the school.

Chelsi and her parents – and all the students and parents at Chickasaw – didn’t have to wait long for test scores and state grades to show improvement. When the state school grades came out in July 2014, Chickasaw had earned a “B” for its second year. Students gained an average of 12 points in math between 2013 and 2014 and stayed level in reading. Chickasaw’s 5th graders gained a remarkable 15 points in science while 4th graders nearly doubled their writing scores!

Charters Schools USA Founder Jonathan Hage likes to say starting and building a charter school is like a battle. Why? Well, there certainly are forces that oppose the very existence of charters and honoring parents’ choices in general. But more to the point, changing outcomes takes time and requires a strategy built on real data and hard facts.

“Chickasaw’s dramatic improvements in its first and second years are due to the fact that, as school leaders, we had access to a significant reservoir of information about what would work for our students, and what wouldn’t,” said Principal Mariano. “Together, and backed up by CSUSA leadership, we had a plan and the resources to put it into place.”

Chickasaw is now in its third year. The school added another 100 students this year. Parents are involved, teachers are prepared and receive meaningful feedback in one-on-one sessions with other educators, and most importantly, students feel cared for and respected.

For Chicksaw, getting students to believe that was the first step to seeing results.

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Joseph Bushnell arrived at Lake Charles Charter Academy (LCCA) – CSUSA’s first Louisiana charter school – in the 6th grade with several behavioral and academic challenges. Joseph was a “big boy with a bad boy attitude” as one teacher put it. He was tempted by what the streets had to offer and increasingly found himself walking down that path.

In other words, before walking through LCCA’s doors, Joseph was on the wrong path and lack of academic success was likely to be the least of his problems.

Fortunately, Joseph wasn’t yet committed to this destructive and perhaps deadly path – he was still open to being someone else – and his family actively looked for ways to nudge their son in a different direction. Indeed, Joseph’s parents set their sights on Lake Charles Charter Academy because they knew Charter Schools USA had an excellent reputation. They knew teachers and staff could meet Joseph’s unique needs and overcome his personal challenges.

Joseph was enrolled in LCCA and immediately began a mentorship program with teachers, staff and even other LCCA students. The mentoring program’s first goal wasn’t to fill Joseph with random academic information – it was to get Joseph to understand that everyone at LCCA was there to listen to him, respect him and help him grow academically and personally. The individuals with whom Joseph worked took time before and after school – and even in between classes – to hear what Joseph had to say.

Joseph also had access to his mentors during holidays and the summers, and he took advantage of these opportunities.

Joseph’s work and the above-and-beyond approach taken by LCCA’s mission-driven, compassionate teachers and staff certainly paid off.

A TOTAL TRANSFORMATIONJOSEPH BUSHNELL LAKE CHARLES CHARTER ACADEMY, LAKE CHARLES, LA.

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Within a year, LCCA Principal Dr. Pamela S. Quebodeaux said Joseph went from being an isolated young teenager drawn to the streets to a very respectful, caring and hard-working young man. He went from a path that would have taught and encouraged him to use violence and intimidation to get what he wants to a path where he is respected for the positive achievements he makes. Dr. Quebodeaux says, by his second year, the attitude Joseph came to LCCA with was gone and he would walk down the halls of LCCA with pride, saying good morning to everyone he met and asking how their day was going.

“After one year, that big boy with a bad attitude was a young man with a great smile and an even better heart,” Dr. Quebodeaux said.

Joseph’s mother is proud of her son’s transformation. She told Dr. Quebodeaux she and her family saw the difference in Joseph and that it was a real blessing to see him succeed. “One of the reasons Joseph does,” she says, “is because he feels good about himself and about the school.”

Joseph’s personal transformation spurred an academic one as well. After years of failing Louisiana Educational Assessment Programs (LEAP) tests and having to take them over, Joseph easily passed his 8th grade LEAP exams. In fact, he went from scoring an unsatisfactory in mathematics in the 6th grade to achieving proficiency in the 8th grade.

Perhaps the most significant sign of Joseph’s transformation came when it was time to choose a high school. Though many of his old friends and family members were planning to attend a local public high school, Joseph chose to go on to Lake Charles College Prep, another CSUSA charter school where he could continue on his current path.

Joseph is now in the 9th grade at Lake Charles College Prep and one day hopes to attend college.

Joseph Bushnell of Lake Charles College Prep addresses the 2014 CSUSA Summit.

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Trust. It’s an essential part of any relationship. But a few years ago, trust was in short supply at Chicago International Schools in Longwood (Chicago’s notoriously tough South Side). Students and their families had heard too many turnaround promises from too many people. Teams would show up only to leave a few months later.

Many parents and students also left the school.

Those left behind felt abandoned and frustrated, which is why parents, grandparents and students said they were wary when CSUSA originally came on board.

But a key component of the CSUSA model is to assemble a team of educators that shares CSUSA’s commitment to taking on the toughest challenges and staying until (and after) success is achieved. When it came to Longwood, that team started with Principal Kenyatta Stansberry, who had worked in Chicago Public Schools (CPS) for nearly 20 years and was called “a star principal” by the Chicago Sun-Times. Stansberry had led several Chicago turnaround high schools (the Chicago Tribune said, “there is a reason CPS” kept turning to Stansberry), shared CSUSA’s belief in a data-driven approach to reform, its commitment to high standards and to fostering parent involvement – and was committed to implementing this model and these principles with fidelity.

With those commitments in mind, CSUSA and Stansberry went about creating a team for Longwood that could change the culture of the school while responding to the individual needs of each child and family.

Dean Carl Reed was part of that team. He was charged with addressing one of the school’s core needs: discipline. As head of discipline, Reed implemented peace circles and a peer jury system that gives students the ability to present their side of the story in every conflict. This process, Reed says, exhibited patience, understanding and empathy to the students and also taught them to be thoughtful about their words and actions. It also built trust among students, their peers and teachers.

SOUTH SIDE MISSIONCHICAGO INTERNATIONAL CHARTER SCHOOL-LONGWOOD

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This restorative approach to discipline, as Reed calls it, has helped produce results in the classroom. Student Tahira Moon said she used to go to school just to “get by,” but is now actually getting information and understanding it. She had always wanted to go to college, but now feels like she’ll be prepared for it.

So do many other Longwood students. CSUSA talked to students who want to be pediatric surgeons, chefs, child psychologists and crime scene investigators.

Longwood students are now prepared to take on courses of study they can aspire - not to just get by, but to graduate, go to college and contribute to the community.

Sherry Hage, CSUSA’s chief academic officer, often says the way to ultimate success in schools like Longwood is to marry CSUSA’s data-driven model with a great team on the ground, that understands how to manage change and is committed to knowing and understanding families.

At Longwood, Hage has once again been proven right. After only two years, Longwood has catapulted to a 95 percent graduation rate and has been removed from the state’s watch list. (This year, the school received a 3 rating from the state, up from 5 – the worst rating – before CSUSA took over.)

Today, instead of walking away from Longwood, grandparent Vinona Wood says students, teachers and administrators are proud to say they’re at Longwood. Indeed, after years of being abandoned by administrators, teachers, students and families, Longwood is near full enrollment.

CICS Longwood earned a 95% graduation rate in 2014.

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NUMBERSCSUSA by the

57,800+EDUCATES

STUDENTS

100% OF SCHOOLS

RECEIVED A, B OR C

MANAGED FOR THREE YEARS OR MORE

70% MINORITY STUDENTS

51% FREE AND REDUCED LUNCH STUDENTS

CSUSA’S OVERALL STUDENT BODY70 SCHOOLS

48 SCHOOLS IN FLORIDA( )

MANAGES

IN SEVEN STATES

7,200+EMPLOYS

EDUCATORS AND STAFF

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CSUSA by the

7,200+EDUCATORS AND STAFF

27,823 95%

57%

58%

OF SCHOOLS MET OR EXCEEDED THEIR STATE’S PERFORMANCE ON STATE ASSESSMENTS

OF SCHOOLS MET OR EXCEEDED THEIR DISTRICT’S PERFORMANCE ON STATE ASSESSMENTS

NATION-WIDE WAITLIST

FLORIDAGEORGIALOUISIANAINDIANA

ILLINOISMICHIGANNORTH CAROLINA

CURRENTLY MANAGES SCHOOLS IN:

NETWORK WIDE PARENT SATISFACTION

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This past August, CSUSA hosted nine regional summits throughout the country. At each event, CSUSA teachers and staff celebrated the past year’s successes and were inspired to be Great by Choice both inside and outside the classroom.

The following initiatives were presented to our entire network of teachers and staff.

The System-Wide Initiatives

FOCUS ON THE FUNDAMENTALS – DISCIPLINED INNOVATIONCSUSA challenged its teachers and staff to use fanatical discipline when utilizing innovation in the classroom and workplace. To deploy Innovation with fidelity, while collecting empirical evidence on effectiveness, so that the entire network can benefit from what’s learned.

DRIVE TOWARD THE GOALS – BEAT THE ODDSDrive toward the goals that every CSUSA school has outlined in their specific strategic plan. And doing so while closely monitoring student academic results to ensure each and every student beats the odds!

BUILD THE TEAM – 10XersTo ensure that all CSUSA staff take advantage of every professional development opportunity and settle for nothing less than being the best, and encouraging students to do the same.

MAKE A DIFFERENCE – CHANGE LIVESEducators have an extraordinary opportunity to change lives and to teach students how to be individuals who can make a difference in the world. We must make a difference in every life we touch.

2014 CSUSA SUMMIT

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new horizons

THIS YEAR CHARTER SCHOOLS USA OPENED 12 NEW SCHOOLS IN FLORIDA, NORTH CAROLINA AND LOUISIANA.

DUVAL CHARTER SCHOOL AT SOUTHSIDEFlorida

RENAISSANCE CHARTER SCHOOL AT WELLINGTONFlorida

SOUTH BATON ROUGE CHARTER ACADEMYLouisiana

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RENAISSANCE CHARTER SCHOOLS AT PINES Florida

IBERVILLE CHARTER ACADEMYLouisiana

CARDINAL CHARTER ACADEMYNorth Carolina

RENAISSANCE CHARTER SCHOOL AT CYPRESS

Florida

LAFAYETTE RENAISSANCE CHARTER ACADEMY

Louisiana

DUVAL CHARTER SCHOOL AT MANDARIN

Florida

RENAISSANCE CHARTER SCHOOL AT CENTRAL PALM

Florida

ACADIANA RENAISSANCE CHARTER ACADEMYLouisiana

LAKE CHARLES COLLEGE PREPLouisiana

IBERVILLE CHARTER ACADEMYLouisiana 29

ENROLLMENT

Are our students Progressing Academically?

BACKGROUND ON SCHOOL DATA

CSUSA is a data-driven company. We track each individual student’s progress, school trends and district and state data. In addition, we focus on learning gains and short-term goal setting and accomplishments.

Each school profile displays school proficiency numbers for reading, math, writing and science. Each state that we operate in utilizes different state assessment exams. Each of these exams uses different scoring metrics.

In addition to state proficiency numbers, we display learning gains that show the percent of students meeting their individual growth targets and the percent of student growth targets met.

SCHOOL AND STATE DATA PAGES

In the pages that follow, we have outlined a set of data that corresponds to every school we managed in 2013-14. Separating each state is one page of information that discusses how CSUSA performed as a district in that state.

CSUSA STATE BY STATEThis is the most comprehensive report we have

released in the history of Charter Schools USA

(CSUSA). Education reform, school choice and

our commitment to students have always been

based on accountability. With accountability comes

transparency. The pages that follow offer a glimpse

into the lifeblood of CSUSA – data.

DATA

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ENROLLMENT

SCHOOL HIGHLIGHTS

0ELIGIBLE FOR FREE OR REDUCED MEALS

Are we providing the right choice for our communities?


WHITE BLACK HISPANIC OTHER

STATE

Florida: Graphs represent the weighted percent of students making learning gains in math and reading. Students received bonus points for exceeding growth expectations. All other states: Each year, students taking the NWEA MAP assessments are provided with an end-of-year growth target. The first set of bar graphs represents the percent of students who met this target in reading and math. The second set represents the overall percentage of targets met. Bars surpassing the orange lines reflect schools who exceeded the national average.

Proficiency charts compare CSUSA schools to the state and/or local districts on the state specific end-of-the-year or end-of-grade assessments. State assessments and proficiency requirements vary by state.

GRADESSchool grades and state

accountability ratings are based on the 2013-14 school year, unless

otherwise noted. The letter “P” represents a grade still pending.

Each school highlight is intended to offer more background about the trending data for each school. More information about each school can be found on their respective websites or at www.charterschoolsusa.com.

Enrollment and waitlist numbers are based on the most recent open enrollment numbers.

Satisfaction scores are based on a series of survey questions determining parents’ happiness

with their child’s school

FRL is based on federal and state guidelines.

DEMOGRAPHICSDue to rounding, numbers

may not total 100%.

data key

School Proficiency Learning Gains

Grades Served: Est: Location:

Teachers/Staff: #______________________________________________________

PARENT SATISFACTION

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CSUSA’s net proficiency growth in reading, math, writing and science is almost

than the state of Florida.

throughout the state of Florida

CSUSA existing schools (opened 2012-13 or before)

received a letter grade

lower than a “C” in 2014

of CSUSA Schools in Florida

of CSUSA schools

maintained or improved their school grade

this year.

of CSUSA schools maintained

their “A” or improved their school grade by

in 2014

earnedan10x higher

70 %

90% 48%

A 18 schools

0AORB

over

2 or more grade levels

Highlights Florida

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0

Eligible for Free or Reduced Meals




FLORIDA

Aventura City of Excellence

has been an “A-Rated”

school for 10 years. Among

non-high schools, Aventura

is one of the top 40 schools

in the state of Florida.

57% 0%2% 40%

Aventura City ofExcellence School

Grades Served K-8 Est: 2003 Miami-Dade County, FL

Teachers/Staff: 131______________________________________________________

A

23%

995

1406WAIT LIST


School proficiency based on state assessment Learning Gains Learning Gains - Lowest 25%

CSUSA DISTRICT CSUSA DISTRICT

100%100%

33

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0





FLORIDA

Bonita Springs Charter

School has consistently

been a high-performing

school, earning an “A” or

“B” rating nine of the last

ten years.

56% 6%2% 36%

Grades Served K-8 Est: 2002 Lee County, FL

Teachers/Staff: 122______________________________________________________

C

49%

1317




Bonita SpringsCharter School

100%100%

<100WAIT LIST

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FLORIDA

All four CSUSA schools

located in Osceola County

earned an “A” grade,

including Canoe Creek.

Canoe Creek’s school grade

jumped from a “C” in 2013

to an “A” in 2014.

37% 3%9% 49%

Canoe CreekCharter Academy

Grades Served K-8 Est: 2009 Osceola County, FL

Teachers/Staff: 58______________________________________________________

A

65%

553




100%100%

<100WAIT LIST

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PARENT SATISFACTION

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0





FLORIDA

Cape Coral improved from

a “C” in 2013 to a “B” in

2014. Writing proficiency

increased by almost 10%

points from 2013 to 2014.

37% 6%11% 44%

Cape CoralCharter school


Teachers/Staff: 75______________________________________________________

B

74%

585




100%100%

<100WAIT LIST

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0





FLORIDA

Coral Springs has consistently maintained a high level of performance since 2004. This year, Coral Springs was listed as a top 250 school in the United

States by The Daily Beast.

51% 6%12% 31%

Coral SpringsCharter School

Grades Served 6-12 Est: 1999 Broward County, FL

Teachers/Staff: 177______________________________________________________

A

32%

1697




100%100%

98%GRADUATIONRATE

2,402WAIT LIST

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School Highlights

PARENT SATISFACTION

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0





FLORIDA

Downtown Miami Charter

School has become a

flagship story for CSUSA.

Located near Overtown in

downtown Miami, DMCS

improved from an “F”

school to earning an

“A” grade for the last

three years.

A

92%




100%100%

Downtown MiamiCharter SCHOOL


Teachers/Staff: 73______________________________________________________

2% 0%59% 37%

673

244WAIT LIST

* Estimated, as 13-14 results are still pending.

*

38

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FLORIDA

Arlington made significant improvements in 2014, earning a “C “grade. They achieved growth in every school grade category. Their largest impact included math gains from the lowest quartile that increased more than 30% from 2013 to 2014.

16% 3%71% 10%

Duval Charter Schoolat Arlington

Grades Served K-8 Est: 2010 Duval County, FL

Teachers/Staff: 100______________________________________________________

C

90%

620




100%100%

<100WAIT LIST

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FLORIDA

60% 3%25% 9%

Duval Charter high Schoolat Baymeadows

Grades Served 9-12 Est: 2011 Duval County, FL

Teachers/Staff: 42______________________________________________________

B

24%

497




100%100%

Out of all Florida-based

CSUSA schools, Duval

Charter High School

saw some of the largest

improvements. Duval High

had the largest reading

proficiency growth among

CSUSA schools in

Florida – a 10% increase!

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FLORIDA

56% 15%19% 10%

Duval Charter Schoolat Baymeadows

Grades Served K-8 Est: 2011 Duval County, FL

Teachers/Staff: 143______________________________________________________

A

22%

1282




100%100%

Duval Charter School

at Baymeadows is the

number one charter

school in Duval County,

and ranked in the top

four among all non-high

schools in Duval County

for 2014.

780WAIT LIST

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0





FLORIDA

F

63%




100%100%

Duval Charter Schoolat westside


Teachers/Staff: 83______________________________________________________

37% 3%50% 9%

869

747WAIT LIST

NEWSCH0OL

Duval Charter School

at Westside exceeded

Duval County’s writing

proficiency by 3% points.

42

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FLORIDA

All of CSUSA’s schools in Osceola County, including Four Corners, earned an “A” grade. Four Corners has earned an “A” grade for seven consecutive years and has been considered high- performing since CSUSA took over management (2006-07).

A

63%




100%100%

four cornersCharter School

Grades Served K-8 Est: 2000 Polk County, FL

Teachers/Staff: 99______________________________________________________

36% 7%10% 46%

1042

665WAIT LIST

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FLORIDA

Gateway Charter High School

has consistently been a high-

performing school, earning a

“B” or better for the past seven

years. The most recent high

school grade data included a

96% graduation rate.

40% 5%19% 36%

Gateway CharterHigh School

Grades Served 9-12 Est: 2004 Lee County, FL

Teachers/Staff: 119______________________________________________________

B

54%

725




100%100%

96%GRADUATIONRATE

<100WAIT LIST

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FLORIDA

Gateway Charter Elementary has consistently been a high-performing school, earning an “A” or “B” rating in nine of the past eleven years. Writing proficiency increased by 17% from 2013 to 2014.

34% 4%26%35%

Gateway Charter School


Teachers/Staff: 174______________________________________________________

C

67%

1147




100%100%

<100WAIT LIST

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0





FLORIDA

Gateway Intermediate Charter School has consistently been a high-performing school, earning an “A” or “B” rating in five of the past six years. Math proficiency improved by eight percent school-wide from 2013 to 2014.

42% 4%18% 35%

Gateway IntermediateCharter School

Grades Served 6-8 Est: 2004 Lee County, FL

Teachers/Staff: 59______________________________________________________

C

53%

1055




100%100%

<100WAIT LIST

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0





FLORIDA

Governors Charter Academy maintained their “C” grade this year, improving their school grade by 12 points from 2013 to 2014 (442 to 454 points). Among schools in Leon County, Governors Charter Academy is ranked number one among the other elementary and K-8 charter schools.

26% 9%60% 5%

Governors Charter Academy

Grades Served K-8 Est: 2012 Leon County, FL

Teachers/Staff: 74______________________________________________________

C

65%

817




100%100%

<100WAIT LIST

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0





FLORIDA

All three CSUSA schools in Hillsborough County improved by at least one letter grade in 2014. Henderson Hammock improved from a “C” in 2013 to a “B” in 2014 in only its second year.

B

69%




100%100%

Henderson HammockCharter School

Grades Served K-8 Est: 2012 Hillsborough County, FL

Teachers/Staff: 108______________________________________________________

23% 4%8% 65%

1083

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FLORIDA

Hollywood Academy of Arts & Science Elementary has been one of the highest ranking schools in the CSUSA network, maintaining an “A” grade eight of the last nine years.

A

55%




100%100%

Hollywood Academy of Arts & Science

Grades Served K-5 Est: 2005 Broward County, FL

Teachers/Staff: 141______________________________________________________

43% 3%15% 40%

1037

219WAIT LIST

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FLORIDA

Hollywood Academy Middle School is ranked in the top 50 middle schools state-wide. The school has maintained an “A” grade for each of the last nine years.

A

54%




100%100%

Hollywood Academy of Arts & Science middle


Teachers/Staff: 17______________________________________________________

35% 5%20% 40%

469

125WAIT LIST

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FLORIDA

Keys Gate Charter High School’s learning gains for the lowest quartile in math exceeded the Miami-Dade County average in 2014.

15% 1%20% 64%

Keys Gate CharterHigh School

Grades Served 9-12 Est: 2010 Miami-Dade County, FL

Teachers/Staff: 112______________________________________________________

C

70%

1132




100%100%

157WAIT LIST

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FLORIDA

Keys Gate Charter improved from a “C” to a “B” in 2014 and has achieved a “B” or better in nine of the last 10 years.

17% 2%14% 67%

Keys Gate Charter School


Teachers/Staff: 245______________________________________________________

B

75%

2126




100%100%

946WAIT LIST

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0





FLORIDA

Manatee Charter made impressive gains this year, going from an “F” in 2013 to a “C” in 2014. Manatee also had a 49% point increase in writing proficiency.

32% 5%23%39%

Manatee Charter School

Grades Served K-8 Est: 2012 Manatee County, FL

Teachers/Staff: 87______________________________________________________

C

82%

809




100%100%

<100WAIT LIST

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FLORIDA

North Broward Academy of Excellence Elementary has been recognized as one of the top schools in Broward County, earning a “B” or better 10 of the past 11 years.

5% 5%74% 13%

North Broward Academy of Excellence


Teachers/Staff: 125______________________________________________________

A

78%

678




100%100%

581WAIT LIST

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0





FLORIDA

North Broward Academy of Excellence Middle has been recognized as one of the top schools in Broward County. This recognition is partly based on earning a “B” or higher since chartered nine years ago. NBAE Middle made gains in every school grade category in 2014, with a 39% point improvement in writing proficiency!

6% 5%70% 17%

North Broward Academy of Excellence middle


Teachers/Staff: 19______________________________________________________

A

74%

351




100%100%

180WAIT LIST

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ENROLLMENT

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PARENT SATISFACTION

GRADE

0





FLORIDA

100% of North Central Florida schools maintained or improved a letter grade. P.M. Wells surged from a “C” grade in 2013 to an “A” in 2014 by making gains in every school grade category. Math gains for the lowest 25% improved by 25% points from 2013 to 2014.

9% 5%7% 78%

P.M. Wells Charter Academy

Grades Served K-8 Est: 2009 Osceola County, FL

Teachers/Staff: 82______________________________________________________

A

80%

871




100%100%

<100WAIT LIST

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GRADE

0





FLORIDA

Chickasaw opened in 2012 in the Orlando area. Many students were enrolled from traditional district schools and were several years below grade level. Chickasaw received an “F” in 2013 but increased their school grade by 141 points, surging to a “B” in 2014!

14% 6%11% 68%

Renaissance Charter School at Chickasaw Trail

Grades Served K-8 Est: 2012 Orange County, FL

Teachers/Staff: 97______________________________________________________

B

76%

936




100%100%

185WAIT LIST

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0





FLORIDA

Cooper City has only been open for two years but has already earned a pair of “A” grades. Cooper City exceeded Broward schools in every school grade category in 2014. The school improved performance in each category by an average of 9% points from 2013 to 2014.

34% 7%11% 47%

Renaissance Charter School at Cooper City


Teachers/Staff: 125______________________________________________________

A

41%

1197




100%100%

1334WAIT LIST

58

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School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Hunter’s Creek opened in 2013 in the Orlando area. During their first school year, Hunter’s Creek earned a “C” and exceeded Orange County schools in writing proficiency by over 10% points.

21% 5%12% 60%

Renaissance Charter School at Hunter’s Creek

Grades Served K-7 Est: 2013 Orange County, FL

Teachers/Staff: 103______________________________________________________

C

65%

839




100%100%

187WAIT LIST

NEWSCH0OL

59

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School Highlights

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GRADE

0





FLORIDA

Palms West was a new school in 2013 and opened its first year by earning a “C” grade. Students at Palms West also exceeded Palm Beach County’s writing proficiency by 6% points.

42% 8%17% 32%

Renaissance Charter School at Palms West

Grades Served K-7 Est: 2013 Palm Beach County, FL

Teachers/Staff: 103______________________________________________________

C

49%

847




100%100%

<100WAIT LIST

NEWSCH0OL

60

ENROLLMENT

School Highlights

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GRADE

0





FLORIDA

Renaissance Charter School at Poinciana–in only its second year–surged from a “D” to an “A” school. Poinciana made gains in every school grade category, with a 30% point improvement in writing proficiency from 2013 to 2014.

17% 4%17% 61%

Renaissance Charter School at Poinciana

Grades Served K-8 Est: 2012 Osceola County, FL______________________________________________________

A

82%

1093




100%100%

151WAIT LIST

Teachers/Staff: 114

61

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Reading gains for the lowest 25% at Summit exceeded Palm Beach County school’s performances in 2014 by 5% points.

19% 2%21% 57%

Renaissance Charter School at summit

Grades Served K-7 Est: 2013 Palm Beach County, FL______________________________________________________

D

80%

867




100%100%

249WAIT LIST

Teachers/Staff: 118

NEWSCH0OL

62

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Renaissance Charter School at Tradition achieved a “CSUSA Fast Break Award”! This is awarded to first year schools that achieve an “A” grade. In only their first year, Tradition was the highest scoring elementary school in St. Lucie County.

48% 8%15% 28%

Renaissance Charter School at tradition

Grades Served K-7 Est: 2013 St. Lucie County, FL______________________________________________________

A

48%

883




100%100%

300WAIT LIST

Teachers/Staff: 88

NEWSCH0OL

63

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

University jumped from “C” in 2013 to an “A” in 2014, partly because of a 39% point increase in writing proficiency! University also made gains in every school grade category.

22% 7%36% 35%

Renaissance Charter School at University

Grades Served K-8 Est: 2012 Broward County, FL______________________________________________________

A

66%

1411




100%100%

856WAIT LIST

Teachers/Staff: 138

64

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

West Palm Beach improved one letter grade from a “D” in 2013 to a “C” in 2014 with a total 64-point improvement in their final school grade. For the second year in a row, students outperformed Palm Beach county in writing proficiency.

7% 7%59% 26%

Renaissance Charter School at West Palm Beach

Grades Served K-8 Est: 2012 Palm Beach County, FL______________________________________________________

C

83%

959




100%100%

622WAIT LIST

Teachers/Staff: 98

65

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Renaissance Charter School at Coral Springs earned an “A” in 2014 and has earned an “A” grade two of the last three years.

29% 10%26% 34%

Renaissance Charter School at Coral Springs


A

52%

1457




100%100%

1570WAIT LIST

Teachers/Staff: 146

66

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

100% of Broward schools maintained or improved their school grades. Plantation has maintained a “B” grade since it was chartered just three years ago.

15% 5%59% 21%

Renaissance Charter School at plantation


B

70%

1013




100%100%

712WAIT LIST

Teachers/Staff: 110

67

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Renaissance Charter School at St. Lucie surged from a “C” to an “A” in a year when all existing CSUSA schools in the Palm Beach/St. Lucie region improved by one letter grade!

47% 5%21% 26%

Renaissance Charter School at St. Lucie

Grades Served K-8 Est: 2009 St. Lucie County, FL______________________________________________________

A

57%

1314




100%100%

<100WAIT LIST

Teachers/Staff: 107

68

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Among Florida elementary schools, Renaissance Elementary Charter School was ranked #24 state-wide in 2013-14. RECS has also earned straight “A’s” since 2003 from the state of Florida.

5% 1%1% 92%

Renaissance elementaryCharter School

Grades Served K-5 Est: 1999 Miami-Dade County, FL______________________________________________________

A

29%

909




100%100%

1107WAIT LIST

Teachers/Staff: 107

69

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Renaissance Middle Charter School is ranked in the top 50 middle schools state-wide. The school has earned straight “A’s” since 2008 from the state of Florida.

9% 0%3% 87%

Renaissance middleCharter School

Grades Served 6-8 Est: 1999 Miami-Dade County, FL______________________________________________________

A

49%

420




100%100%

159WAIT LIST

Teachers/Staff: 42

70

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

Six Mile has maintained a “B” grade or higher in seven of the past nine years. The lowest quartile of students at Six Mile Charter Academy exceeded the district’s learning gains in math by eight percent, with over 70% of students in the lowest quartile making learning gains.

50% 6%15% 29%

Six Mile Charter Academy


Teachers/Staff: 117______________________________________________________

B

61%

1221




100%100%

<100WAIT LIST

71

ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0





FLORIDA

All three CSUSA schools in Hillsborough County improved by at least one letter grade in 2014, including Winthrop, which improved to an “A” grade. Science proficiency increased by 20% from 2013 to 2014 as did reading gains among the lowest quartile of students.

38% 11%20% 30%

winthrop Charter school


Teachers/Staff: 126______________________________________________________

A

42%

1311




100%100%

1308WAIT LIST

72

ENROLLMENT

School Highlights

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GRADE

0





FLORIDA

Woodmont greatly improved from an “F” in 2013 to a “C” in 2014. This drastic increase is the result of a 150+ point improvement in their school grade points, in addition to the 74 points earned for high school course-work credits.

16% 5%54% 23%

woodmont Charter school


Teachers/Staff: 78______________________________________________________

C

84%

736




100%100%

<100WAIT LIST

73

NC students surpassed their respective districts by a net advantage of

of CSUSA NC grade-levels met or exceeded the state

and their respective districts’ performance in Math, Reading and Science!

reading average proficiency advantage over

state performance.

math average proficiency advantage over

state performance.

outperforming the state and districts

on college and career readiness levels.

is

+31%

+27%

+15% +16%

100% CSUSA NC

college and career ready!

Highlights

north carolina

in Reading and

in Math.

74

CSUSA DISTRICT STATE

863

923

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WAIT LIST

PARENT SATISFACTION

GRADE

0

18%




50%100%

School Proficiency Learning Gains READING MATH

Cabarrus Charter Academy

Grades Served K-7 Est: 2013 Cabarrus County, NC

Teachers/Staff: 105______________________________________________________

NORTH CAROLINA

School Highlights

In its first year, Cabarrus Charter Academy had impressive results. Across the board and compared to the state, county and local schools, Cabarrus greatly exceeded proficiency expectations.

63% 13%19%


5%

100%

School proficiency based on state assessment % of students meeting growth targets

% of student growth targets met

NEWSCH0OL

P

75


875

1211

ENROLLMENT

WAIT LIST

PARENT SATISFACTION

GRADE

0

10%




50%100%

School Proficiency Learning GainsREADING MATH

Langtree Charter Academy

Grades Served K-7 Est: 2013 Iredell County, NC

Teachers/Staff: 105______________________________________________________

NORTH CAROLINA

School Highlights

In its first year, Langtree Charter Academy had impressive results. Across the board and compared to the state, county and local schools, Langtree greatly exceeded proficiency expectations.

75% 13%5%


6%

100%



NEWSCH0OL

P

76

Highlights georgia

CSUSA’s Georgia students exceeded their districts’ performance in 80% of grade levelS and subjects.

of CSUSA’s Georgia students were proficient

in reading on the state assessment!

the school-wide proficiency in all subjects was higher than

the state average.

CSUSA students exceeded the state by an average

of 7% points in each grade across all subject areas.

proficient in Reading!

and

were

80%

BOTH 100%

7%

99% at Cherokee

at Cowetaat

Schools

2 grade levels

1 grade level

77


963ENROLLMENT

School Highlights

PARENT SATISFACTION

CCRPI

0

81.4

18%


Are we providing the right choice for our communities? Cherokee Charter students

outperformed the State of Georgia and Cherokee County students in nearly every subject on the state assessment. Of particular note, its 3rd, 6th and 8th grade classes were 100% proficient in reading. The school achieved over 100% of their benchmark growth targets in math.


50%100%READING MATH

Cherokee Charter Academy

Grades Served K-8 Est: 2011 Cherokee County, GA

Teachers/Staff: 164______________________________________________________

GEORGIA



100%School Proficiency Learning Gains

72% 7%13%


8%191WAIT LIST

2013

78


724ENROLLMENT

School Highlights

PARENT SATISFACTION

CCRPI

0

76.4

20%


Are we providing the right choice for our communities? Coweta Charter students

outperformed Coweta County and the State of Georgia in every subject of the state assessment. Coweta is one of two CSUSA managed schools in Georgia making strong progress. This year, Coweta’s sixth graders were 100% proficient in reading and ELA.


50%100%READING MATH

Coweta Charter Academy at Senoia

Grades Served K-7 Est: 2010 Coweta County, GA

Teachers/Staff: 82______________________________________________________

GEORGIA



100%School Proficiency Learning Gains

78% 9%9%


4%283WAIT LIST

2013

79

Highlights louisiana

performedabove averagE

in math, with of students meeting

their growth targets when the nation-wide average is 50%.

CSUSA’s Louisiana students

Lake Charles CHARTER ACADEMY and Southwest Louisiana CHARTER ACADEMY were ranked

of schools state-wide for performance on SPS Progress Points, the growth component of the

Louisiana school grade.

Students achieved more than one year’s growth with

of their growth targets met in Math,

points above the national average.

55%

20%

4%104%

performed above averagE

achieved

in the top

All Existing schools in Louisiana improved their

School Performance Score (SPS) growth

bonus in 13-14!

80


100%

897ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0

C

85%


Are we providing the right choice for our communities? All students take the nationally

normed and research-based NWEA Measures of Academic Progress. In math and reading, students improved throughout the year, raising their scores on every benchmark. Additionally, 100% of growth targets were met in reading and over 100% were met in math, meeting one year’s annual growth in both math and reading.


Lake CharlesCharter Academy

Grades Served K-8 Est: 2011 Calcasieu Parish, LA

Teachers/Staff: 130______________________________________________________

LOUISIANA

50% 100%READING MATH




11% 4%84%


1%160WAIT LIST

81


692ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0

F

95%


Are we providing the right choice for our communities? Many of the students at this

first year school came from a recovery school district and were behind grade level. In math and reading, students improved throughout the year, raising their scores on every benchmark. Additionally, almost 90% of growth targets were met in reading and over 120% were met in math, exceeding one year’s annual growth.


Baton Rouge CharterAcademy at Mid CityGrades Served K-7 Est: 2013 East Baton Rouge Parish, LA

Teachers/Staff: 96______________________________________________________

LOUISIANA





2% 5%91%


2%

100%

108WAIT LIST

NEWSCH0OL

82


824ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0

D

64%



normed and research-based NWEA Measures of Academic Progress. In math and reading, students improved throughout the year, raising their scores on every benchmark. Additionally, 80% of growth targets were met in reading and 110% were met in math, exceeding one year’s annual growth.


Magnolia Schoolof Excellence

Grades Served K-7 Est: 2013 Caddo Parish, LA

Teachers/Staff: 94______________________________________________________

LOUISIANA





30% 4%65%


2%

100%

281WAIT LIST

NEWSCH0OL

83


933ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0

C

90%



normed and research-based NWEA Measures of Academic Progress. In math and reading, students improved throughout the year, raising their scale scores on every benchmark. Additionally, students exceeded the state and parish’s middle school math performance on the iLEAP.


Southwest LouisianaCharter Academy

Grades Served K-8 Est: 2012 Calcasieu Parish, LA

Teachers/Staff: 128______________________________________________________

LOUISIANA





9% 3%87%


1%

100%

<100WAIT LIST

84

CSUSA students in Illinois

Annual normative growth in both math and reading.

In the area of student growth, CICS Longwood was also

with student growth in the 70th percentile school-wide.

cics Loomis’ 2014 student attainment has been

the highest level awarded by CPS. Scoring in the 84th percentile in reading and in the 90th

percentile in math, cics Loomis students performed well above the national and

Chicago Public Schools’ averages.

EXCEEDED graduation rate at cics Longwood!

95%

Highlights ILLINOIS

rated above averagErated far above averagE

85

282ENROLLMENT

School Highlights

PARENT SATISFACTION

LEVEL

0

P

97%


Are we providing the right choice for our communities? In only two full years, CSUSA

and CICS Larry Hawkins have made tremendous progress. CICS Larry Hawkins’ college readiness improved steadily in 2013-14. Students have progressed academically in every subject and overall from the fall to spring on the ACT series.


Learning Gains

CICS Larry Hawkins

Grades Served 7-12 Est: 2012 Cook County, IL

Teachers/Staff: 44______________________________________________________

ILLINOIS

100%50%

READING MATH


0% 1%99% 1%

% of students meeting growth targets


<100WAIT LIST

86

315ENROLLMENT

School Highlights

PARENT SATISFACTION

LEVEL

0

P

99%


Are we providing the right choice for our communities? In only two full years, CSUSA and

CICS Lloyd Bond have made tremendous academic progress. In math, reading and science, CICS Lloyd Bond students improved throughout the year, raising their NWEA scale score on each benchmark. Additionally, 96% of fall to spring growth targets were met in reading and 98% were met in math, making nearly one year’s annual growth.


Learning Gains

CICS Lloyd Bond

Grades Served K-6 Est: 2012 Cook County, IL

Teachers/Staff: 48______________________________________________________

ILLINOIS

100%50%

READING MATH


0% 1%98% 1%



<100WAIT LIST

87

1099ENROLLMENT

GRADUATION

School Highlights

PARENT SATISFACTION

LEVEL

0

P

89%95%Eligible for Free or Reduced Meals

Are we providing the right choice for our communities? CICS Longwood has

developed into a CSUSA success story in a short amount of time. In only its second year partnering with CSUSA, CICS Longwood is projected to advance from the watchlist to a level 3 school in 2013-14. Even more impressive was Longwood’s 95% graduation rate.


Learning Gains

CICS LONGWOOD

Grades Served 3-12 Est: 2012 Cook County, IL

Teachers/Staff: 171______________________________________________________

ILLINOIS

100%50%

READING MATH


0% 1%97% 1%



88

571ENROLLMENT

School Highlights

PARENT SATISFACTION

LEVEL

0

P

89%


Are we providing the right choice for our communities? In only two full years, CSUSA

and CICS Loomis have made great strides. In math, reading and science, CICS Loomis students improved throughout last year, raising their NWEA scale score on each benchmark. Additionally, 125% of fall to spring growth targets were met in reading and 113% were met in math, exceeding one year’s annual growth.


Learning Gains

CICS Loomis Primary

Grades Served K-2 Est: 2012 Cook County, IL

Teachers/Staff: 71______________________________________________________

ILLINOIS

100%50%

READING MATH


0% 3%96% 1%



<100WAIT LIST

89

Exceeded NWEA normative growth by

in reading and by

in math.

prior year performance in both middle school reading

and math – average of 5% point increase.

the growth rate of IPS and the state of Indiana on the ISTEP+

in Reading.

point decrease in the percent of students making low

growth in math.

point increase in the number of students demonstrating high growth on the state reading assessment in 2013 - the first year of CSUSA management.

Both Emma Donnan MS and T.C. Howe maintained or

CSUSA Indiana middle school students met or

in the percent of Indiana Middle School students making

in math.

+30%

50% 150%

-10%

17% exceededexceeded

exceeded

INcrease

HIGH GROWTH

Highlights INDIANA

90


229ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0

F

89%


Are we providing the right choice for our communities? CSUSA partnered with the

State of Indiana in 2012 to manage three schools in Indianapolis. All three schools made significant progress, with Emma Donnan exceeding one year’s annual growth with over two years of growth achieved in math and reading this school year.


50%100%

READING MATH

Emma Donnan Middle School

Grades Served 7-8 Est: 2012 Marion County, IN

Teachers/Staff: 57______________________________________________________

INDIANA


100%




47% 7%35% 11%

91


471ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0

D

91%


Are we providing the right choice for our communities? CSUSA partnered with the

state of Indiana in 2012 to manage three chronically failing schools in Indianapolis. Emmerich Manual High School celebrated the most dramatic improvement, moving off the list of “F” or probationary schools for the first time in nine years.


50%100%

READING MATH

Emmerich Manual High School


Teachers/Staff: 80______________________________________________________

INDIANA


100%




60% 5%20% 15%GRADUATION

69%

18

92


548ENROLLMENT

School Highlights

PARENT SATISFACTION

GRADE

0

F

91%


Are we providing the right choice for our communities? TC Howe Middle School

students exceeded the performance of the district in reading.

TC Howe far exceeded one year’s annual growth with nearly 1.5 years of growth achieved in math and over 2.5 years of growth achieved in reading.


50%100%

READING MATH

Thomas Carr (TC) Howe Community High School


Teachers/Staff: 90______________________________________________________

INDIANA


100%




34% 9%51% 6%GRADUATION

66%

93

over

2 or more grade levels

Michigan

94

249ENROLLMENT

School Highlights

PARENT SATISFACTION

RATING

0

N/A

73%


Are we providing the right choice for our communities? Success Mile was opened

in 2013 and is CSUSA’s first school in the state of Michigan. The state-of-the-art school offers choice in an area of need. In its first year tracking data, over 50% of students met their growth targets, exceeding the national average.


Success Mile Academy

Grades Served k-7 Est: 2013 Macomb County, MI

Teachers/Staff: 29______________________________________________________

MICHIGAN

Learning Gains

100%50%

READING MATH




21% 11%67% 1%

NEWSCH0OL

<100WAIT LIST

95

CHARTER SCHOOLS USA

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Documents

CSUSA Annual Report 2014-2015